The International Journal of Critical Pedagogy最新文献

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Critical pedagogies of place: Some considerations for early childhood care and education in a superdiverse ‘bicultural’ Aotearoa (New Zealand). 地方批判教学法:在超多元的“双文化”奥特罗阿(新西兰)中对幼儿保育和教育的一些考虑。

The International Journal of Critical Pedagogy

Pub Date : 2019-04-23 DOI: 10.26686/wgtn.12519965

A. Chan, J. Ritchie

© 2019, University of North Carolina at Greensboro. All rights reserved. It is important that national education policy respond to demographic changes. In Aotearoa (New Zealand), recent immigration policy changes have produced the new challenge of ‘superdiversity’, which overlays the ‘bicultural’ context of Māori and settler populations and the longstanding impacts of the colonisation of the Indigenous Māori. The lack of equity in this ‘bicultural’ arrangement remains to be fully resolved due to the dominance of the settler culture and the historical (and in many instances ongoing) reluctance of this majority group to recognise and address injustices. The early childhood care and education (ECCE) sector requires of its teachers deep cultural understandings of and engagement with all those children and families present in the education settings. This article provides a discussion of the tensions arising when the new reality of superdiversity interacts with a ‘bicultural’ ECCE policy environment. It then describes the results of a study that utilised a process of documentary analysis to critically examine the macro-and micro-level policy statements and reports with regard to bicultural, cultural diversity, equity, social justice, and place-connectedness matters in ECCE settings in Aotearoa (New Zealand). The implications of the findings point to challenges faced by teachers when translating policy commitments into pedagogical enactment, and highlight the importance for teachers to not only engage deeply with the Indigenous Māori language, culture, and local histories of connectedness with place, but that this engagement should also be made available to all children and families present, including immigrant children and their families.

©2019，北卡罗来纳大学格林斯博罗分校。版权所有。重要的是，国家教育政策要对人口变化作出反应。在Aotearoa(新西兰)，最近的移民政策变化产生了“超级多样性”的新挑战，它覆盖了Māori和定居者人口的“双文化”背景以及土著居民殖民化的长期影响Māori。由于定居者文化占主导地位，以及这一多数群体历史上(在许多情况下)不愿承认和解决不公正问题，这种“双文化”安排中缺乏公平的问题仍有待完全解决。幼儿保育和教育(ECCE)部门要求其教师对教育环境中的所有儿童和家庭有深刻的文化理解并参与其中。本文讨论了当超多样性的新现实与“双文化”ECCE政策环境相互作用时产生的紧张关系。然后描述了一项研究的结果，该研究利用文献分析的过程来批判性地检查宏观和微观层面的政策声明和报告，这些政策声明和报告涉及新西兰奥特罗阿ECCE环境中的双文化、文化多样性、公平、社会正义和地方联系问题。研究结果指出了教师在将政策承诺转化为教学法规时所面临的挑战，并强调了教师不仅要深入了解土著Māori语言、文化和与地方联系的当地历史，而且还应向所有儿童和家庭提供这种参与，包括移民儿童及其家庭。

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引用次数: 9

The Reflexivity of Pain and Privilege 痛苦与特权的反身性

The International Journal of Critical Pedagogy

Pub Date : 2012-05-15 DOI: 10.1163/9789004393813

Ellis Hurd

A Mestizo is an indigenous person of mixed heritage. Approximately 20 million Latinos living in the United States identify as Mestizos. Nearly fifty percent identify as White, while the other half identify as Hispanic or mixed. These racial, social, and cultural identifications are largely rooted in Spanish Imperialism and European Colonialism. Furthermore, these Mestizo identifications have vast effects on assimilation and achievement. A fresh and critical perspective frames the concerns surrounding many Mestizos today, as it attempts to offer people of indigenous descent and identification a voice while they continue clearing a path for themselves and those that may soon follow.

梅斯蒂索人是指拥有混合血统的土著居民。大约有2000万生活在美国的拉丁美洲人认为自己是混血儿。近50%的人认为自己是白人，而另一半认为自己是西班牙裔或混血儿。这些种族、社会和文化认同很大程度上植根于西班牙帝国主义和欧洲殖民主义。此外，这些混血身份对同化和成就有巨大的影响。今天，许多梅斯蒂索人所关注的问题以一种全新的、批判性的视角呈现，它试图为土著后裔和身份认同者提供发声的机会，同时他们继续为自己和未来的人开辟道路。

引用次数: 4

Whiteness and White Privilege: Problematizing Race and Racism in a “Color-blind” World and in Education 白人和白人特权:“色盲”世界和教育中的种族和种族主义问题

The International Journal of Critical Pedagogy

Pub Date : 1900-01-01 DOI: 10.1007/978-3-658-14721-1_52

Paul R. Carr

引用次数: 21

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