Group items tagged

"Brazilian education activist Paulo Freire ( 1970 12. Freire , P. 1970 . Pedagogy of the oppressed , New York , NY : Continuum . View all references ) argues that to create social change, oppressed people must have critical consciousness about their conditions, and that this consciousness is developed through dialogue. He theorizes that dialogue allows for reflection and unity building, tools needed to transform society. When considering racial oppression in K-12 schools, racial minority teachers have an often-untapped insight and power to transform classrooms and schools (Kohli, 2009 21. Kohli , R. 2009 . Critical race reflections: Valuing the experiences of teachers of color in teacher education . Race, Ethnicity and Education , 12 ( 2 ) : 235 - 251 . [Taylor & Francis Online] , [Web of Science ®] View all references ). Connected through a commonality of racial oppression, it is important for teachers of color to engage in cross-racial dialogues about manifestations of racial injustice in K-12 schools and to develop strategies for change. Utilizing Freire's conceptual lens and a critical race theory (CRT) framework, this article highlights critical race dialogue about the educational experiences and observations of 12 black, Latina, and Asian American women enrolled in a teacher education program. Through cross-racial discussions, the women were able to broaden their multicultural understanding of racial oppression as well as strategize solidarity building among diverse students in urban classrooms. This study demonstrates knowledge and insights of teachers of color and highlights the importance of interracial dialogue in school contexts."

This qualitative study examines how cultural and racial similarities and differences between teachers, regarded in their school as successful, and their African American students affect the student-teacher relationships and how these relationships shape and are shaped by racial ideology. The purpose of this paper is: (1) to offer an insight on teachers' and students' beliefs, expectations, and practices related to schooling and education; and (2) to understand how racial ideology plays out among teachers and students in a predominantly African American school. We rely on an understanding of race as ideology, rather than as an independent variable to be quantified and measured. We found that seemingly neutral and objective educational terms such as classroom structure, discipline, or achievement are infused with racial meaning and are a product of and reflection on racial ideology in which education and schooling operate. The power of racial ideology is not that it 'tells' its actors what to do or say; rather, it lies in the power of interpretive choices that teachers use to tell the stories about the school and the students.

"Intergroup dialogue is designed to foster commitment to action. This article analyzes papers written by students in 52 intergroup dialogue courses (N = 739) to test a theoretical model of how intergroup dialogue is expected to encourage frequency of acting to educate others and to collaborate with others. The theoretical model posits that dialogue pedagogy fosters distinctive communication processes, which influence psychological processes that, in turn, relate to action (Nagda, 2006 21. Nagda , B. A. 2006 . Breaking barriers, crossing boundaries, building bridges: Communication processes in intergroup dialogues . Journal of Social Issues , 62 : 553 - 576 . [CrossRef] , [Web of Science ®] View all references ; Sorensen, Nagda, Gurin, & Maxwell, 2009 31. Sorensen , N. , Nagda , B. A. , Gurin , P. and Maxwell , K. 2009 . Taking a "hands on" approach to diversity in higher education: A critical-dialogic model for effective intergroup interaction . Analyses of Social Issues and Public Policy , 9 ( 1 ) : 3 - 35 . [CrossRef] View all references ). Statistical analyses of the number of references to each of these concepts that were coded in the students' papers provide substantial support for the model. Dialogue pedagogy, communication processes, and psychological processes all influenced how much students wrote about action, and the influence of these concepts conforms to the theoretical model. Results also show that educating others was written about more by students in race/ethnicity dialogues than in gender dialogues, at least partially because students in race/ethnicity dialogues also wrote more about the communication processes and psychological processes that specifically related to educating others."

This article examines how secondary English teachers in two racially diverse schools - one in Massachusetts, USA, the other in Ontario, Canada - described their knowledge of and practices for teaching about race and racism. The extent and quality of teachers' racial literacy knowledge and practice were considered in light of the literature on racial literacy, racial literacy instruction, and anti-racist education. Three approaches to racial literacy instruction were identified: apprehensive and authorized; incidental and ill-informed; and sustained and strategic. The paper explores the strengths and weaknesses of teachers' knowledge and skills in order to suggest content and structures for professional development in support of racial literacy instruction.

"A critical concern in preparing teachers for urban schools is helping them make sense of race, identity and racism in schools. Teacher education programs struggle with how to address these issues in classes of primarily White students. Through a document analysis, the present study highlights how teacher educators can use narrative - particularly autobiographies - to help understand the racial and cultural consciousness of White teachers. Narrative construction provides a method to highlight how White teachers understand their identities and how Whiteness functions in society. Places of resistance, and stories yet untold, are also explored as a teacher educator looks to refine her own practice."

"Drawing on the case of Taiwan, this article looks at high-skilled migration from the West to Asia. I explore how Western high-skilled migrants exert agency to negotiate their positions as non-citizens, privileged others and professional workers. I have coined the term 'flexible cultural capital conversion' to describe how English-speaking Westerners convert their native-language skills, as a form of global linguistic capital, into economic, social and symbolic capitals. Their privileged positions are nevertheless mediated and constrained by their class, nationality, race/ethnicity and gender. In the global context, whiteness is marked as a visible identity and the 'superior other'. Such cultural essentialism functions as a double-edged sword that places white foreigners in privileged yet segregated job niches. Their flexibility in capital conversion and transnational mobility is territory-bound. Many experience the predicament of 'cultural ghettoisation' in the global South, and they often face grim job prospects on returning home to the North."

Critical race theory (CRT) emphasizes the importance of listening to the counter-narratives of people from marginalized groups. However, the applicability of CRT in practical settings often remains unclear for educators and scholars. This project offers n

This article examines how secondary English teachers in two racially diverse schools - one in Massachusetts, USA, the other in Ontario, Canada - described their knowledge of and practices for teaching about race and racism. The extent and quality of teachers' racial literacy knowledge and practice were considered in light of the literature on racial literacy, racial literacy instruction, and anti-racist education. Three approaches to racial literacy instruction were identified: apprehensive and authorized; incidental and ill-informed; and sustained and strategic. The paper explores the strengths and weaknesses of teachers' knowledge and skills in order to suggest content and structures for professional development in support of racial literacy instruction.

"Educational programs designed to bridge the digital divide for girls often aim to increase girls' technological literacy. However, little research has examined what aspects of technological literacy are highlighted in these programs. In this article, I provide a case study of a video game design workshop hosted by a girls' advocacy organization. Through observations, interviews, and analysis of program materials, I look at how the organization conceptualizes technological literacy as contributing to gender equality. I compare this conceptualization to how technological literacy was taught in the classroom. Finally, I draw on situated learning theory to help explain how girls responded to the class. In the end, both the organization's limited notion of how technological literacy could increase gender equality as well as gender and race differences between the teachers and the girls influenced girls' participation in the workshop."

"This article focuses on the administration of disciplinary exclusion (expulsion) from school. It identifies a number of social boundaries between people that negatively affect students subject to permanent exclusion, to the extent that they can be seen as constituting incidents of institutional racism. For example, the high statistical currency of the English language and the lack of adequate translation facilities are shown to constitute social boundaries between people that undermine the participation of parents in school exclusion and inclusion processes. Age assessments for immigrant and refugee children are also seen to affect institutional responses to individual cases of permanent exclusion from school. Assumptions about what excluded students 'need' are found to sometimes be made on the basis of reductive skin‐colour labels, and a disconnect is discovered between the discourses that school and family are socially authorised to adopt in discussing students at risk of exclusion. It is recommended that institutional racism in schooling is acknowledged and acted upon by both policy makers and practitioners."

As the U.S. academy increasingly markets "the global" and "diversity" for undergraduate student consumption, feminists face new challenges with respect to the decolonizing goals of teaching. Analyzing race, gender, and culture intersections that inform ep

In this hitherto unpublished wide-ranging and reflective interview from 1982 on the relationships between language, literature and political change, C. L. R. James examines what is specific to the Caribbean genus of imaginative writing in English. And he

Under apartheid, the mainstream Afrikaans media served as vehicles for the ideology of apartheid. Since democratization, they have attempted to rid themselves of this ideological baggage, and instead embraced a free-market ideology in which race has osten

This article examines a Canadian transnational solidarity activist's efforts to publicize human suffering through visual documentation. The objectives are to examine some of the ways activists negotiate ethical dilemmas about spectatorship and a white/Wes

We argue that anger tends to be naturalized and normalized in social and educational theory and our goal is to problematize the too easy justification of indignation as an emotional resource in political and pedagogical work. Instead we wish to propose th

This is a critical dialogue between graduate student and activists in the discipline of sociology. Critical approaches to the essential question of critical race studies are discussed and evaluated in terms of their ability to develop a theory and praxis

Postcolonial theory, with its interpretations of race, racialization, and culture, offers us a set of powerful analytic tools to meet the epistemological challenge of giving voice to subjugated knowledges and the capacity to address and uncover social relationships within organizations. In particular, it opens up new ways of framing issues within organizational practices, enabling us to imagine new possibilities and practices. This paper suggests that the integration of postcolonial perspectives into cross-cultural management and its theorizing enhances and enriches its discursive import. The paper also attempts to sketch out a methodology to ground the intricate relationship between culture, practice, and organizations.

"Meet Benjamin, an aspiring Game Designer. If he works hard to accumulate the required skills in the game design industry, his career path will move steadily and predictably from Beta Tester to Hacker and finally to Game Designer. If he is not satisfied with that achievement, Benjamin can keep working and move up to Venture Capitalist, opening his own company, or ultimately to Information Overlord, entirely monopolizing the regional media. No glass ceiling will bar his ascent; no workload increases will tax his resolve; no layoffs will frustrate the steady pace of his advance. Regardless of age, race, class, or gender, with a little hard work and ingenuity, Benjamin can achieve any career he wants. If this career vector seems too good to be true, it is because it is not true. Benjamin is a simulated character-a sim-inhabiting the virtual space of the popular video game The Sims. McKenzie Wark, author of the book Gamer Theory, created Benjamin as an example of how games are not so much simulations of reality, but ideal models that embody hegemonic ideology (20-22). In this case, Benjamin's easy prosperity reveals how the algorithm governing economic life in The Sims is based on an "American Dream" in which an ideal combination of meritocracy, full employment, equal opportunity, and upward mobility is perceived to be the norm. Wark purposely contrasts his virtual Benjamin, who lives in this free-market ideal of capitalism, to the real Benjamin, a game designer struggling to survive in today's harsh economic landscape. After losing his job at a small game-design firm that went belly-up, the real Benjamin moved to a larger firm-Electronic Arts, owners of The Sims. In an online forum, Benjamin's wife exposed how"

It is estimated that approximately 3 million students are enrolled as international students, and it is possible to project that this number may reach more than 7 million by 2025. As global demand exceeds the supply, competition is building for the best of these students. Some countries (or regions) clearly envisage the opportunity this represents and have been strongly stimulating student mobility. There is a race for "brains", be it for professors at the end of their careers looking for new professional opportunities and/or the opportunity to return to their native countries, or for researchers at the beginning of their careers, looking for a place that might offer them a better future, or even for students, who seek more appealing alternatives. How will Brazil fare in this competition for talent?

"This article attempts an initial exploration of the ramifications of geopolitical partition for identity in the context of children and their education. While not an exhaustive definition, partitions may be observed to follow armed conflict between human collectivities (nation-states, putative nations, ethnic groups, etc.) and are the outcome of treaties, armistices and unilateral action. Furthermore, a comparative and historical overview suggests that such macro-political action has clear micro-sociological impact, not least upon children and their families. While there may be some overlap with the creation of refugees this is by no means an automatic outcome of partition. On the other hand, an 'imagined community' with refugee status may be a consequence of conflict, the drafting of new geopolitical boundaries together with voluntary or forced migration. Here, in the context of children's education, questions are posed regarding the disintegration of collective identity, the construction of otherness and the formation of new identities as manifested, inter alia, in the dynamics of nationality, language and religion. Inevitably, while the consequences of partitions set challenges for the possibility for intercultural dialogue they may also establish the possibility of new opportunities for the development of more inclusive identities."