This paper aims to present two potential instruments that will address the lack of knowledge in regard to the context of students’ reality from teaching professionals in a specific school, these being: a local historiography (record of yesterday), based on oral history; and a reality inventory (record of today), elaborated from the assumptions of action research. Moreover, the objective is to argue the potential they have so as to avoid, on the part of school professionals, the mistake of not knowing the reality of the context of students. To achieve this, we present a brief description of the experiences we have had with these instruments in an area of agrarian reform with the Landless Workers Movement (MST), in southern Brazil. The study concludes with certain characteristics that are involved in the process of creating these instruments in order to achieve their potential, that is the support of local leaders, collaboration with the community, and the connection with the research.
{"title":"Yesterday and today: (extra)ordinary records in an area of agrarian reform in Brazil","authors":"Línlya Sachs, Cintia Aparecida Paião, Whendelly LL Alves","doi":"10.1177/17577438221093857","DOIUrl":"https://doi.org/10.1177/17577438221093857","url":null,"abstract":"This paper aims to present two potential instruments that will address the lack of knowledge in regard to the context of students’ reality from teaching professionals in a specific school, these being: a local historiography (record of yesterday), based on oral history; and a reality inventory (record of today), elaborated from the assumptions of action research. Moreover, the objective is to argue the potential they have so as to avoid, on the part of school professionals, the mistake of not knowing the reality of the context of students. To achieve this, we present a brief description of the experiences we have had with these instruments in an area of agrarian reform with the Landless Workers Movement (MST), in southern Brazil. The study concludes with certain characteristics that are involved in the process of creating these instruments in order to achieve their potential, that is the support of local leaders, collaboration with the community, and the connection with the research.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45098896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-04DOI: 10.1177/17577438221092274
Paul Miller, Gillian Kirkman, Susan Timmins, Rukmini Banerjee, Anne Panicker, K. Nelson, Adele D Jones, E. Ochen
Background: Increasingly researchers are recognising the importance of including the perspectives of children and young people in research and in the development of interventions and innovations, in order to understand children's lives on their own terms. Purpose: This article reflects on the potential risks posed to children and young people in research and the role of gatekeepers in granting access and, in direct field activities, especially where the research could be deemed as ‘sensitive’. Research Design:Using a combined descriptive and autoethnographic research design, questionnaires and reflections were gathered from the field experiences of researchers in four countries (India, Jamaica, Uganda and the UK) conducting research on children's experiences of violence victimisation as part of a gender-based violence prevention project. Data was collected retrospectively and analysed thematically with the aid of QSR NVivo. Results: Based on the five themes that emerged: accessing schools; approach to access; accessing participants; lessons learnt; and advice for other researchers, the overall findings indicate that researching sensitive topics with children and young people is necessarily problematic in order to safeguard them. This is especially the case in contexts where discrimination and stigma relating to certain topics may be a significant barrier to children's participation. Conclusion: Research planning requires attention to gatekeeper power, safeguarding children and young people, and understanding how processes and attitudes concerning the status and rights of children at national and institutional levels might influence the research process.
{"title":"Getting past the gatekeeper: Cultural competence, field access and researching gender-based violence – Evidence from four countries","authors":"Paul Miller, Gillian Kirkman, Susan Timmins, Rukmini Banerjee, Anne Panicker, K. Nelson, Adele D Jones, E. Ochen","doi":"10.1177/17577438221092274","DOIUrl":"https://doi.org/10.1177/17577438221092274","url":null,"abstract":"Background: Increasingly researchers are recognising the importance of including the perspectives of children and young people in research and in the development of interventions and innovations, in order to understand children's lives on their own terms. Purpose: This article reflects on the potential risks posed to children and young people in research and the role of gatekeepers in granting access and, in direct field activities, especially where the research could be deemed as ‘sensitive’. Research Design:Using a combined descriptive and autoethnographic research design, questionnaires and reflections were gathered from the field experiences of researchers in four countries (India, Jamaica, Uganda and the UK) conducting research on children's experiences of violence victimisation as part of a gender-based violence prevention project. Data was collected retrospectively and analysed thematically with the aid of QSR NVivo. Results: Based on the five themes that emerged: accessing schools; approach to access; accessing participants; lessons learnt; and advice for other researchers, the overall findings indicate that researching sensitive topics with children and young people is necessarily problematic in order to safeguard them. This is especially the case in contexts where discrimination and stigma relating to certain topics may be a significant barrier to children's participation. Conclusion: Research planning requires attention to gatekeeper power, safeguarding children and young people, and understanding how processes and attitudes concerning the status and rights of children at national and institutional levels might influence the research process.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41710790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-27DOI: 10.1177/17577438221093629
D. Loo, Jariya Sairattanain
Interpretive frameworks may be helpful to understand narratives, yet they also risk displacing unique information of the research context. In this paper, we argue that such is the case in narrative inquiry studies of English language teaching set in the Asian context, perhaps due to the pressure to use familiar interpretive frameworks that are sanctioned by scholars. Through meta-ethnography, we examined recent narrative inquiry studies set in Asia. It was observed that the research findings do not offer any critical insights about the context of the study; instead, they add to the prevalence of broad constructs of English language education, such as the components of identity. For future narrative inquiry research, we recommend researchers to consider utilizing local meanings pertinent to the study context as an analytical lens, as a means to Asianize the field.
{"title":"Interpretive frameworks for narrative inquiry studies of English language teaching in Asia: Displacing the research context?","authors":"D. Loo, Jariya Sairattanain","doi":"10.1177/17577438221093629","DOIUrl":"https://doi.org/10.1177/17577438221093629","url":null,"abstract":"Interpretive frameworks may be helpful to understand narratives, yet they also risk displacing unique information of the research context. In this paper, we argue that such is the case in narrative inquiry studies of English language teaching set in the Asian context, perhaps due to the pressure to use familiar interpretive frameworks that are sanctioned by scholars. Through meta-ethnography, we examined recent narrative inquiry studies set in Asia. It was observed that the research findings do not offer any critical insights about the context of the study; instead, they add to the prevalence of broad constructs of English language education, such as the components of identity. For future narrative inquiry research, we recommend researchers to consider utilizing local meanings pertinent to the study context as an analytical lens, as a means to Asianize the field.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47834004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-20DOI: 10.1177/17577438221080261
Madhu Narayanan
Schools are unique institutions where structural and cultural dynamics shape the actions of humans. Power is everywhere, and the structures of schools channel power in ways that shape the identities of teachers. Yet, teachers find ways to challenge existing dynamics and in their confrontations with power can create new ways of being. This study uses a grounded theory approach to analyze interviews and observations of seven New York City public school teachers. Emerging from their words and re-tellings is a picture of teaching as an act of self-creation within the rigid dynamics of schools. As teachers sought their own answers, they showcased a transformative growth, a “becoming,” to build new identities through their work with students and the community.
{"title":"Transforming through power: Teachers identity in schools","authors":"Madhu Narayanan","doi":"10.1177/17577438221080261","DOIUrl":"https://doi.org/10.1177/17577438221080261","url":null,"abstract":"Schools are unique institutions where structural and cultural dynamics shape the actions of humans. Power is everywhere, and the structures of schools channel power in ways that shape the identities of teachers. Yet, teachers find ways to challenge existing dynamics and in their confrontations with power can create new ways of being. This study uses a grounded theory approach to analyze interviews and observations of seven New York City public school teachers. Emerging from their words and re-tellings is a picture of teaching as an act of self-creation within the rigid dynamics of schools. As teachers sought their own answers, they showcased a transformative growth, a “becoming,” to build new identities through their work with students and the community.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47902358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-20DOI: 10.1177/17577438211066559
Gerda Christensen
The aim of this article is to discuss how to research into phenomena that no one wants to talk about: silenced and tabooed phenomena. With the outset in data culled in two research projects concerning student’s conceptualization of small group learning, the article discusses methodology, theory, and ethics in researching into silenced and tabooed phenomena of in educational settings. The article is theoretical inspired by the Israeli sociologist Evitar Zerubavel, the French philosopher Michel Foucault and the Italian philosopher Giorgio Agamben.
{"title":"Researching in tabooed phenomena: A discussion of method, theory, and ethics","authors":"Gerda Christensen","doi":"10.1177/17577438211066559","DOIUrl":"https://doi.org/10.1177/17577438211066559","url":null,"abstract":"The aim of this article is to discuss how to research into phenomena that no one wants to talk about: silenced and tabooed phenomena. With the outset in data culled in two research projects concerning student’s conceptualization of small group learning, the article discusses methodology, theory, and ethics in researching into silenced and tabooed phenomena of in educational settings. The article is theoretical inspired by the Israeli sociologist Evitar Zerubavel, the French philosopher Michel Foucault and the Italian philosopher Giorgio Agamben.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47825393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.1177/17577438211070554
Canute S Thompson, Ann-Marie Wilmot
This qualitative study explores the perspectives of nine teachers in leadership positions on the issue of power, specifically the amount of power that they possess and how that level of power impacts their work. Data for the study were gathered using a focus group interview. The study found that most of the teachers have a common understanding of power but assess their level of empowerment to be at different levels. All nine teachers hold the view that their level of empowerment impacts their effectiveness in their roles. The findings of the study invite further research on how these teachers’ sense of their sources of power and how they use those powers can impact their effectiveness. The study has implications for organizational leadership, planning, operational management, and performance of the schools studied. Additionally, its insights are potentially transferrable to other schools and organizational settings in which power-sharing and the development of emerging leaders are being explored and implemented.
{"title":"Jamaican teachers’ perspectives on their power and empowerment at their schools","authors":"Canute S Thompson, Ann-Marie Wilmot","doi":"10.1177/17577438211070554","DOIUrl":"https://doi.org/10.1177/17577438211070554","url":null,"abstract":"This qualitative study explores the perspectives of nine teachers in leadership positions on the issue of power, specifically the amount of power that they possess and how that level of power impacts their work. Data for the study were gathered using a focus group interview. The study found that most of the teachers have a common understanding of power but assess their level of empowerment to be at different levels. All nine teachers hold the view that their level of empowerment impacts their effectiveness in their roles. The findings of the study invite further research on how these teachers’ sense of their sources of power and how they use those powers can impact their effectiveness. The study has implications for organizational leadership, planning, operational management, and performance of the schools studied. Additionally, its insights are potentially transferrable to other schools and organizational settings in which power-sharing and the development of emerging leaders are being explored and implemented.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47435035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/17577438211052643
Jerel M. Ezell, Angie Torres-Beltran, S. Hamdi
Long regarded as the “great equalizer” across all social identity categories, including race/ethnicity, class, and gender, the education system plays a pronounced role in the curation and dissemination of knowledge on social stratification. In contemporary times, this role is perhaps no more evident than in academia’s gatekeeping role in discussions of race and racism. Contemporary racial injustice in the U.S. provides raw material for consideration of how the American education system in particular has articulated the forces that give rise to racial injustice and, in turn, how academia shapes--and also places itself inside and outside of--these conversations. Examining the pedagogy of “education on race,” this piece explores whether academia can be expected to meaningfully set a course for addressing systemic and structural racism, or indeed directly address it. Considering Foucault, Freire, and Bonilla-Silva’s interlocking arguments about the persuasive nature of power, we contextualize the emergence of corrosive academic "love languages" on race to explore how educational institutes produce and reproduce systems of oppression through gestures of racial solidarity that stop purposefully short of substantive action. We close with a proposal for using indigenous, empathy-focused interventions to generate impactful dialogue and action towards anti-racism in educational spaces and beyond.
{"title":"Defining and finding an endgame in education on race","authors":"Jerel M. Ezell, Angie Torres-Beltran, S. Hamdi","doi":"10.1177/17577438211052643","DOIUrl":"https://doi.org/10.1177/17577438211052643","url":null,"abstract":"Long regarded as the “great equalizer” across all social identity categories, including race/ethnicity, class, and gender, the education system plays a pronounced role in the curation and dissemination of knowledge on social stratification. In contemporary times, this role is perhaps no more evident than in academia’s gatekeeping role in discussions of race and racism. Contemporary racial injustice in the U.S. provides raw material for consideration of how the American education system in particular has articulated the forces that give rise to racial injustice and, in turn, how academia shapes--and also places itself inside and outside of--these conversations. Examining the pedagogy of “education on race,” this piece explores whether academia can be expected to meaningfully set a course for addressing systemic and structural racism, or indeed directly address it. Considering Foucault, Freire, and Bonilla-Silva’s interlocking arguments about the persuasive nature of power, we contextualize the emergence of corrosive academic \"love languages\" on race to explore how educational institutes produce and reproduce systems of oppression through gestures of racial solidarity that stop purposefully short of substantive action. We close with a proposal for using indigenous, empathy-focused interventions to generate impactful dialogue and action towards anti-racism in educational spaces and beyond.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44879085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/17577438211049131
Chunxian Zheng
This ethnographic study attempts to find, reveal, and understand the quality of life in a College English classroom for non-English majors in China, where a task-based language learning and teaching practice is conducted under the guide of the principles of Exploratory Practice, aiming at exploring the viability of the practice in this specific instructional context. It takes the perspective of a practitioner’s and researcher’s, and that of an anthropologist’s, to conduct qualitatively the study of the task process. By inspiring students to free themselves from the rationality of instrumental curriculum, and encouraging them to exercise their agency and creativity, through the joint four-stage activities of the task, the study witnesses a harmonious classroom life, in which the students, in the direction of their teacher, engage actively in the activities, creating not only language learning opportunities, but also social and cultural ones, and critical thinking chances. The study confirms the positive effect of this context-sensitive instructional practice which prioritizes quality of life in the task-based language learning and teaching classroom.
{"title":"“Exploring a task-based English learning and teaching practice: An integrated approach”","authors":"Chunxian Zheng","doi":"10.1177/17577438211049131","DOIUrl":"https://doi.org/10.1177/17577438211049131","url":null,"abstract":"This ethnographic study attempts to find, reveal, and understand the quality of life in a College English classroom for non-English majors in China, where a task-based language learning and teaching practice is conducted under the guide of the principles of Exploratory Practice, aiming at exploring the viability of the practice in this specific instructional context. It takes the perspective of a practitioner’s and researcher’s, and that of an anthropologist’s, to conduct qualitatively the study of the task process. By inspiring students to free themselves from the rationality of instrumental curriculum, and encouraging them to exercise their agency and creativity, through the joint four-stage activities of the task, the study witnesses a harmonious classroom life, in which the students, in the direction of their teacher, engage actively in the activities, creating not only language learning opportunities, but also social and cultural ones, and critical thinking chances. The study confirms the positive effect of this context-sensitive instructional practice which prioritizes quality of life in the task-based language learning and teaching classroom.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44446817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-25DOI: 10.1177/17577438211058965
Christine Cunningham, Susan Hill, Wei Zhang
In this article, we explore more than 100 Chinese school leaders’ views about gender, equality and the historical and social contexts of Chinese education that they have experienced. China’s success in international student assessment programmes is rising, and Chinese females are continuing a steady trend of outdoing their male counterparts at all levels of schooling. So importance grows for the world to better understand Chinese education and the influential roles leaders, especially women leaders, hold in that sector. Our research is underpinned by a theoretical framework that considers whether gender role-modelling by school leaders affects students’ beliefs about gender roles and norms because they observe adult staff in schools for years. We present data that reveal most of our participants believe they are leading schools in China where gender equality is being role modelled and has been achieved. We discuss and theorise about a form of ‘gender equality with Chinese characteristics’ which seems to value a rigid gender binary with different, gendered expectations for adults. Finally, we consider whether Chinese school leaders may be reinforcing rather than changing gender inequality, even with the best intentions that they do not.
{"title":"Gender equality and educational leadership in Chinese schools","authors":"Christine Cunningham, Susan Hill, Wei Zhang","doi":"10.1177/17577438211058965","DOIUrl":"https://doi.org/10.1177/17577438211058965","url":null,"abstract":"In this article, we explore more than 100 Chinese school leaders’ views about gender, equality and the historical and social contexts of Chinese education that they have experienced. China’s success in international student assessment programmes is rising, and Chinese females are continuing a steady trend of outdoing their male counterparts at all levels of schooling. So importance grows for the world to better understand Chinese education and the influential roles leaders, especially women leaders, hold in that sector. Our research is underpinned by a theoretical framework that considers whether gender role-modelling by school leaders affects students’ beliefs about gender roles and norms because they observe adult staff in schools for years. We present data that reveal most of our participants believe they are leading schools in China where gender equality is being role modelled and has been achieved. We discuss and theorise about a form of ‘gender equality with Chinese characteristics’ which seems to value a rigid gender binary with different, gendered expectations for adults. Finally, we consider whether Chinese school leaders may be reinforcing rather than changing gender inequality, even with the best intentions that they do not.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46116981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-23DOI: 10.1177/17577438211062349
Michalinos Zembylas
The aim of this article is twofold: first, it seeks to discuss the relationship between democracy and colonization, and to examine the implications of this relationship for democratic education and, second, it turns to decolonial thinking as a resource for critiquing and reconstructing “radical democratic education.” A decolonial critique offers two crucial insights to radical democratic education that draws on Mouffe’s theory of radical democracy: first, it shows how Mouffe’s theory entails the risk of re-inscribing the hegemony of liberal democratic principles because this theory is insufficiently attentive to the harms caused by dispossessions of colonized peoples, especially the loss of their land and, second, a decolonial critique highlights the role of recent ethico-political movements such as “refusal” in resurrecting and rehabilitating the radical promise of democratic education. These insights have practical implications for those who are rethinking radical democratic education in terms of an expanded notion of democracy encompassing subaltern standpoints.
{"title":"Decolonizing and re-theorizing radical democratic education: Toward a politics and practice of refusal","authors":"Michalinos Zembylas","doi":"10.1177/17577438211062349","DOIUrl":"https://doi.org/10.1177/17577438211062349","url":null,"abstract":"The aim of this article is twofold: first, it seeks to discuss the relationship between democracy and colonization, and to examine the implications of this relationship for democratic education and, second, it turns to decolonial thinking as a resource for critiquing and reconstructing “radical democratic education.” A decolonial critique offers two crucial insights to radical democratic education that draws on Mouffe’s theory of radical democracy: first, it shows how Mouffe’s theory entails the risk of re-inscribing the hegemony of liberal democratic principles because this theory is insufficiently attentive to the harms caused by dispossessions of colonized peoples, especially the loss of their land and, second, a decolonial critique highlights the role of recent ethico-political movements such as “refusal” in resurrecting and rehabilitating the radical promise of democratic education. These insights have practical implications for those who are rethinking radical democratic education in terms of an expanded notion of democracy encompassing subaltern standpoints.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41793489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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