Teaching a Jacobean British text such as The Duchess of Malfi by John Webster to the Bhutanese students was a real challenge as the text deals with a world of class and gender hierarchy. Living in a Buddhist country, where even the killing of animals for food is prohibited and the Gross National Happiness is prioritized, the psychological trauma and the violent and gory events portrayed in the play appalled the students. The students could not imagine a world of female subjugation, gory, and bloodshed. Therefore, the teacher takes caste and community-based honor killing contemporary examples from their neighboring country, India, to explicate the world of the Duchess. Thus, they could understand a culturally different text via examples from India.
向不丹学生教授詹姆士一世时期的英国文本，如约翰·韦伯斯特(John Webster)的《马尔菲公爵夫人》(The Duchess of Malfi)，是一项真正的挑战，因为这些文本涉及阶级和性别等级的世界。生活在一个佛教国家，在那里甚至禁止杀害动物作为食物，国民幸福总值是优先考虑的，心理创伤和戏剧中描绘的暴力和血腥事件使学生们感到震惊。学生们无法想象一个充斥着女性统治、血腥和流血的世界。因此，老师以他们的邻国印度的种姓和社区荣誉杀人的当代例子来解释公爵夫人的世界。因此，他们可以通过来自印度的例子来理解文化不同的文本。
{"title":"Incomprehensible Concepts and Contexts: Teaching The Duchess of Malfi in Bhutan","authors":"Babu Shankar Rao Kuruvella","doi":"10.5195/rt.2023.1084","DOIUrl":"https://doi.org/10.5195/rt.2023.1084","url":null,"abstract":"Teaching a Jacobean British text such as The Duchess of Malfi by John Webster to the Bhutanese students was a real challenge as the text deals with a world of class and gender hierarchy. Living in a Buddhist country, where even the killing of animals for food is prohibited and the Gross National Happiness is prioritized, the psychological trauma and the violent and gory events portrayed in the play appalled the students. The students could not imagine a world of female subjugation, gory, and bloodshed. Therefore, the teacher takes caste and community-based honor killing contemporary examples from their neighboring country, India, to explicate the world of the Duchess. Thus, they could understand a culturally different text via examples from India.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"83 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78915427","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}
{"title":"Teaching Note: Song of the Canary","authors":"Saul Slapikoff","doi":"10.5195/rt.2023.1130","DOIUrl":"https://doi.org/10.5195/rt.2023.1130","url":null,"abstract":" ","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"17 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85150867","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}
Teachers, and teaching, are not supposed to be political. For years this mantra was said and believed to be true. Whenever political queations were encountered in the classroom, teachers, according to the white male patriarchy that shaped modern day schooling, were expected to push those questions aside and continue to teach the "content" dictated by the heteropatriarchal system of public schools. Inspired by Miss Alordayne Grotke's teaching from the Disney show Recess!, this autoethnographic work explores how and why I chose to practice being teacher as political. This article narrowly focuses on specific political choices made inside the classroom and debunks the myth that a teacher should be politically neutral in the classroom.
{"title":"Toward a Grotkean Pedagogy: Teacher as Political","authors":"S. Golden","doi":"10.5195/rt.2023.969","DOIUrl":"https://doi.org/10.5195/rt.2023.969","url":null,"abstract":"Teachers, and teaching, are not supposed to be political. For years this mantra was said and believed to be true. Whenever political queations were encountered in the classroom, teachers, according to the white male patriarchy that shaped modern day schooling, were expected to push those questions aside and continue to teach the \"content\" dictated by the heteropatriarchal system of public schools. Inspired by Miss Alordayne Grotke's teaching from the Disney show Recess!, this autoethnographic work explores how and why I chose to practice being teacher as political. This article narrowly focuses on specific political choices made inside the classroom and debunks the myth that a teacher should be politically neutral in the classroom. ","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"62 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74120986","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}
{"title":"Dr. Henry Anonymous Speaks at the 1972 APA Convention","authors":"Willa Schneberg","doi":"10.5195/rt.2022.1104","DOIUrl":"https://doi.org/10.5195/rt.2022.1104","url":null,"abstract":"Poem by Willa Schneberg.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"10 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90221413","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}
This article examines the “common good” organizing efforts of U.S. educator unions during the 2020-2021 school year of the Covid-19 pandemic. During this timeframe, many districts across the country pushed for school reopening while often appearing to pay insufficient attention to the lived health and safety needs of students, families, and workers in schools and their broader communities. Meanwhile, many U.S. educator unions assertively and visibly organized for a “safe return to school” involving stronger health protections in public school buildings. Embracing social justice unionism as an organizing philosophy, such unions employed a range of tactics in efforts to partner with local communities while advocating for common good issues that would benefit not just their members but also the public more broadly. Drawing upon a range of popular media and artifactual union-published sources combined with educator unionist interviews, this article teases apart what common good issues were taken up by social justice unions in their organizing efforts, discusses why they chose to take up this range of issues, and considers the stakes of this frame for union organizing within and beyond the Covid-19 pandemic.
{"title":"“What We Want is the Same Thing You Want”: Educator Union Organizing for the ‘Common Good’ during Covid-19","authors":"Rhiannon M. Maton","doi":"10.5195/rt.2022.1086","DOIUrl":"https://doi.org/10.5195/rt.2022.1086","url":null,"abstract":"This article examines the “common good” organizing efforts of U.S. educator unions during the 2020-2021 school year of the Covid-19 pandemic. During this timeframe, many districts across the country pushed for school reopening while often appearing to pay insufficient attention to the lived health and safety needs of students, families, and workers in schools and their broader communities. Meanwhile, many U.S. educator unions assertively and visibly organized for a “safe return to school” involving stronger health protections in public school buildings. Embracing social justice unionism as an organizing philosophy, such unions employed a range of tactics in efforts to partner with local communities while advocating for common good issues that would benefit not just their members but also the public more broadly. Drawing upon a range of popular media and artifactual union-published sources combined with educator unionist interviews, this article teases apart what common good issues were taken up by social justice unions in their organizing efforts, discusses why they chose to take up this range of issues, and considers the stakes of this frame for union organizing within and beyond the Covid-19 pandemic.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"48 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80193406","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}
Review of Power Despite Precarity: Strategies for the Contingent Faculty Movement in Higher Education, by Joe Berry and Helena Worthen London: Pluto Press, 2021.
{"title":"Power Despite Precarity: Strategies for the Contingent Faculty Movement in Higher Education","authors":"Michael Batson","doi":"10.5195/rt.2022.1102","DOIUrl":"https://doi.org/10.5195/rt.2022.1102","url":null,"abstract":"Review of Power Despite Precarity: Strategies for the Contingent Faculty Movement in Higher Education, by Joe Berry and Helena Worthen London: Pluto Press, 2021. \u0000 ","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"2 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79268568","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}
As a Black literary scholar working and living at the intersection of the urgent matters of the COVID-19 pandemic and national racial unrest, I felt a sense of despondency and disillusionment about the kind of work I could and should be doing and what its impact would be. Racial fatigue weighed heavily on my mind and spirit. I questioned, how does literature help us to better understand the concerns of our moment and imagine a more equitable future? What does ethical and engaged pedagogy look like in this moment? “Breath-taking Pedagogy” examines my concerns and anxieties while navigating these coinciding threats to Black breath and the ways this experience informed a radical shift in my approach to teaching and public scholarship. Specifically, I detail how I have tried to reconcile my role and contribution through community engaged scholarship that demonstrates the transformative potential of literature and through an ethical teaching practice that privileges equity, empathy, and self-care.
{"title":"Breath-taking Pedagogy: Self-care & Ethical Pedagogy in the Climate of Anti-Blackness and COVID-19","authors":"Shermaine M. Jones","doi":"10.5195/rt.2022.1096","DOIUrl":"https://doi.org/10.5195/rt.2022.1096","url":null,"abstract":"As a Black literary scholar working and living at the intersection of the urgent matters of the COVID-19 pandemic and national racial unrest, I felt a sense of despondency and disillusionment about the kind of work I could and should be doing and what its impact would be. Racial fatigue weighed heavily on my mind and spirit. I questioned, how does literature help us to better understand the concerns of our moment and imagine a more equitable future? What does ethical and engaged pedagogy look like in this moment? “Breath-taking Pedagogy” examines my concerns and anxieties while navigating these coinciding threats to Black breath and the ways this experience informed a radical shift in my approach to teaching and public scholarship. Specifically, I detail how I have tried to reconcile my role and contribution through community engaged scholarship that demonstrates the transformative potential of literature and through an ethical teaching practice that privileges equity, empathy, and self-care. ","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"116 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90567139","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}
Review of Your Children Are Very Greatly in Danger: School Segregation in Rochester, by Justin Murphy
《你的孩子非常危险:罗切斯特的学校隔离》，贾斯汀·墨菲著
{"title":"Your Children Are Very Greatly in Danger: School Segregation in Rochester","authors":"Janet Zandy","doi":"10.5195/rt.2022.1079","DOIUrl":"https://doi.org/10.5195/rt.2022.1079","url":null,"abstract":" Review of Your Children Are Very Greatly in Danger: School Segregation in Rochester, by Justin Murphy","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"35 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82801577","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}
This essay is a meditation on the questions that arose during two years of teaching and my pursuit of understanding the changing world of journalism and finding comfort and solidarity in shared experiences. I am very grateful to my students who took time to share their experiences, long after they completed my course. I am left with the quest: How to continuously create a learning environment that is relevant to our changing times? And such an enquiry cannot be conducted in a silo. Journalism educators and the industry needs to welcome diverse voices and influences to discuss journalistic values and practices, expand the idea of objectivity to include empathy and self-reflection, critically investigate news consumption models and focus on making news a meaningful part of our lives. And I am confident the pandemic can act as a catalyst for growth.
{"title":"Teaching Journalism in the Era of Doomscrolling","authors":"Bijoyeta Sahoriya Das","doi":"10.5195/rt.2022.1099","DOIUrl":"https://doi.org/10.5195/rt.2022.1099","url":null,"abstract":"This essay is a meditation on the questions that arose during two years of teaching and my pursuit of understanding the changing world of journalism and finding comfort and solidarity in shared experiences. I am very grateful to my students who took time to share their experiences, long after they completed my course. \u0000 I am left with the quest: How to continuously create a learning environment that is relevant to our changing times? And such an enquiry cannot be conducted in a silo. Journalism educators and the industry needs to welcome diverse voices and influences to discuss journalistic values and practices, expand the idea of objectivity to include empathy and self-reflection, critically investigate news consumption models and focus on making news a meaningful part of our lives. And I am confident the pandemic can act as a catalyst for growth.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"54 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89137023","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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