Pub Date : 2022-07-12DOI: 10.1080/10714413.2022.2079967
D. Webb
Abstract On October 26, 2011, a post appeared on the Occupy Wall Street Library blog titled “I would prefer not to.” The constant refrain of Herman Melville’s Bartleby, the Scrivener became one of Occupy’s defining mottos, appearing on placards, T-shirts, and tote bags. The phrase became so symbolic that it was used on the posters promoting the general strike called for May 2012. Bartleby’s mode of passive resistance has been theorized extensively. His appropriation by OWS has been the source of much theorizing too. What I want to do in this paper is use Bartleby as a useful analogy for exploring the educational logic of Occupy Wall Street. While some read a dangerous and threatening “Bartlebyan inscrutability” into OWS’s various refusals (the refusal to issue demands, to address questions of political ontology, to specify conditions of success), I argue instead that the performativity of Bartleby’s refusal helps cast light on the need for pedagogical intervention in moments and movements of utopian rupture. The very indeterminacy of study as a mode of educational being within OWS—of “preferring not to” actualize potential, adopt a political subjectivity, elucidate any determinate ends—created a vacuum that precluded the movement from learning from itself. The oscillating state of permanent suspension, in which the utopian possibilities contained within the movement were held im-potential, led to paralysis and neglect. In contrast to the “weak” utopianism ascribed to OWS by Tyson Lewis, I conclude the paper by calling for a “strong” utopianism conceived as a collective endeavor and iterative process but one within which pedagogical organization plays a crucial facilitating role.
{"title":"Ah Bartleby! Study, learning, and pedagogy in Occupy Wall Street","authors":"D. Webb","doi":"10.1080/10714413.2022.2079967","DOIUrl":"https://doi.org/10.1080/10714413.2022.2079967","url":null,"abstract":"Abstract On October 26, 2011, a post appeared on the Occupy Wall Street Library blog titled “I would prefer not to.” The constant refrain of Herman Melville’s Bartleby, the Scrivener became one of Occupy’s defining mottos, appearing on placards, T-shirts, and tote bags. The phrase became so symbolic that it was used on the posters promoting the general strike called for May 2012. Bartleby’s mode of passive resistance has been theorized extensively. His appropriation by OWS has been the source of much theorizing too. What I want to do in this paper is use Bartleby as a useful analogy for exploring the educational logic of Occupy Wall Street. While some read a dangerous and threatening “Bartlebyan inscrutability” into OWS’s various refusals (the refusal to issue demands, to address questions of political ontology, to specify conditions of success), I argue instead that the performativity of Bartleby’s refusal helps cast light on the need for pedagogical intervention in moments and movements of utopian rupture. The very indeterminacy of study as a mode of educational being within OWS—of “preferring not to” actualize potential, adopt a political subjectivity, elucidate any determinate ends—created a vacuum that precluded the movement from learning from itself. The oscillating state of permanent suspension, in which the utopian possibilities contained within the movement were held im-potential, led to paralysis and neglect. In contrast to the “weak” utopianism ascribed to OWS by Tyson Lewis, I conclude the paper by calling for a “strong” utopianism conceived as a collective endeavor and iterative process but one within which pedagogical organization plays a crucial facilitating role.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88516181","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 : 2022-06-03DOI: 10.1080/10714413.2022.2066394
Brad Evans, Chantal Meza
Abstract This essay will address the narcissism of techno-nihilism into which life is being thrown. Written by a political theorist and artist, it looks specifically at the way technology is colonizing the political and artistic imagination. The essay is written over three acts, which traverse the logics of space and time. Act 1 is written by Brad Evans and situated in the year 2038. Based in Zacatecas, Mexico, he imagines a world where the university is now fully digitalized and governed by the world’s tech-giants, whose reach also includes control over all the leading cultural centers. It offers a futurist critique of the role technology is having on the life of an academic and how he imagines it impacted on the broader cultural and political terrains into which life has become fully immersed. Act 2, written by Chantal Meza from the present moment, deals with the impending catastrophe technology promises for art and creative styles for living. Central here is the colonization of art and the poetic sensibility by the desiring machine, notably the arrival of the smart gallery and the artificial intelligence artist who has become key in the battle in denying the exceptionalism of art, leading to the evisceration of what it means to be human. The final act appears in a non-located space and time, which drawing the above analysis together and through mediating on the prevailing myths of the so-called technological revolution—including their flawed literal and theoretical assumptions, asks whether we can even imagine breaking free from this dystopian novella?
{"title":"Narcissus in three acts","authors":"Brad Evans, Chantal Meza","doi":"10.1080/10714413.2022.2066394","DOIUrl":"https://doi.org/10.1080/10714413.2022.2066394","url":null,"abstract":"Abstract This essay will address the narcissism of techno-nihilism into which life is being thrown. Written by a political theorist and artist, it looks specifically at the way technology is colonizing the political and artistic imagination. The essay is written over three acts, which traverse the logics of space and time. Act 1 is written by Brad Evans and situated in the year 2038. Based in Zacatecas, Mexico, he imagines a world where the university is now fully digitalized and governed by the world’s tech-giants, whose reach also includes control over all the leading cultural centers. It offers a futurist critique of the role technology is having on the life of an academic and how he imagines it impacted on the broader cultural and political terrains into which life has become fully immersed. Act 2, written by Chantal Meza from the present moment, deals with the impending catastrophe technology promises for art and creative styles for living. Central here is the colonization of art and the poetic sensibility by the desiring machine, notably the arrival of the smart gallery and the artificial intelligence artist who has become key in the battle in denying the exceptionalism of art, leading to the evisceration of what it means to be human. The final act appears in a non-located space and time, which drawing the above analysis together and through mediating on the prevailing myths of the so-called technological revolution—including their flawed literal and theoretical assumptions, asks whether we can even imagine breaking free from this dystopian novella?","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90967122","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 : 2022-05-27DOI: 10.1080/10714413.2022.2084326
W. Au
Abstract This paper argues for an Asian American racialization that takes seriously the political economy of racial capitalism. To do so, it first discusses the racial category of Asian American, and then take up the myth of the Model Minority as the defining form of Asian American racialization in education. This paper then connects the Model Minority to the tropes of Yellow Peril and Orientalism, arguing that our shortcomings of understanding Asian American racialization generally, and in education specifically, require us to develop a different theory of Asian American racialization that is not wholly confined within the boundaries of the United States. Following the racial political economy of Day (2016), this paper then discusses a conceptualization of Asian American racialization as that of abstract and efficient alien labor, and points to the ways this explains how Asian Americans have been used within racial dynamics in the U.S. This paper concludes with a discussion of the implications this reconceptualization of Asian American racialization for the construction of the Model Minority in education.
{"title":"Asian American racialization, racial capitalism, and the threat of the model minority","authors":"W. Au","doi":"10.1080/10714413.2022.2084326","DOIUrl":"https://doi.org/10.1080/10714413.2022.2084326","url":null,"abstract":"Abstract This paper argues for an Asian American racialization that takes seriously the political economy of racial capitalism. To do so, it first discusses the racial category of Asian American, and then take up the myth of the Model Minority as the defining form of Asian American racialization in education. This paper then connects the Model Minority to the tropes of Yellow Peril and Orientalism, arguing that our shortcomings of understanding Asian American racialization generally, and in education specifically, require us to develop a different theory of Asian American racialization that is not wholly confined within the boundaries of the United States. Following the racial political economy of Day (2016), this paper then discusses a conceptualization of Asian American racialization as that of abstract and efficient alien labor, and points to the ways this explains how Asian Americans have been used within racial dynamics in the U.S. This paper concludes with a discussion of the implications this reconceptualization of Asian American racialization for the construction of the Model Minority in education.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78810687","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 : 2022-05-27DOI: 10.1080/10714413.2022.2047362
{"title":"Statement of retraction: The political-educational praxis of Luis Emilio Recabarren (1904–1924)","authors":"","doi":"10.1080/10714413.2022.2047362","DOIUrl":"https://doi.org/10.1080/10714413.2022.2047362","url":null,"abstract":"","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85450164","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 : 2022-03-15DOI: 10.1080/10714413.2022.2044706
Henry A. Giroux
Abstract The United States is at a turning point in its history. Insurrection has become a dominant motif describing a country torn between the promises and ideals of democracy and an emergent authoritarianism that trades in lies, lawlessness, and a rebranded fascist politics. In this article, I analyze the contrasting visions, politics, and role of education that are central to both notions of insurrection. In the first instance, I argue that insurrectional authoritarianism is wedded to a fascist legacy that calls for racial purity, militarism, ultra-nationalism, and state terrorism. In the second instance, I analyze insurrectional democracy as a mode of resistance that has a long legacy in the battle for racial justice, economic equality, and a politics of inclusion. The article explores how both positions are motivated by particular understandings of education, agency, and the future. Within this distinctive historical moment, both participate in a landscape in which images, the social media, and the Internet play a decisive role in merging political education, power, and cultural politics. Both notions of insurrection infuse cultural politics with a specific language that narrate their visions and work to produce particular modes of agency, identifications, and social relations. At the core of the article is an analysis of how each narrative uses language and cultural politics to define their different notions of insurrection and how education and politics merge to create militarized identities operating in a warring environment in which the very categories of politics, education and democracy are on trial. I conclude that insurrectional authoritarianism has created the context for a civil war marked by a number of counter-revolutionary interventions in which ideas are married to violence and present a threat to democracy. I conclude with a call for an insurrectional democracy that makes education central to politics in order to produce an anti-capitalist consciousness as the basis for a mass movement in defense of socialist democracy.
{"title":"Insurrections in the age of counter-revolutions: Rethinking cultural politics and political education","authors":"Henry A. Giroux","doi":"10.1080/10714413.2022.2044706","DOIUrl":"https://doi.org/10.1080/10714413.2022.2044706","url":null,"abstract":"Abstract The United States is at a turning point in its history. Insurrection has become a dominant motif describing a country torn between the promises and ideals of democracy and an emergent authoritarianism that trades in lies, lawlessness, and a rebranded fascist politics. In this article, I analyze the contrasting visions, politics, and role of education that are central to both notions of insurrection. In the first instance, I argue that insurrectional authoritarianism is wedded to a fascist legacy that calls for racial purity, militarism, ultra-nationalism, and state terrorism. In the second instance, I analyze insurrectional democracy as a mode of resistance that has a long legacy in the battle for racial justice, economic equality, and a politics of inclusion. The article explores how both positions are motivated by particular understandings of education, agency, and the future. Within this distinctive historical moment, both participate in a landscape in which images, the social media, and the Internet play a decisive role in merging political education, power, and cultural politics. Both notions of insurrection infuse cultural politics with a specific language that narrate their visions and work to produce particular modes of agency, identifications, and social relations. At the core of the article is an analysis of how each narrative uses language and cultural politics to define their different notions of insurrection and how education and politics merge to create militarized identities operating in a warring environment in which the very categories of politics, education and democracy are on trial. I conclude that insurrectional authoritarianism has created the context for a civil war marked by a number of counter-revolutionary interventions in which ideas are married to violence and present a threat to democracy. I conclude with a call for an insurrectional democracy that makes education central to politics in order to produce an anti-capitalist consciousness as the basis for a mass movement in defense of socialist democracy.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78576653","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 : 2022-03-15DOI: 10.1080/10714413.2022.2066385
A. Means, Graham B. Slater
The influence of militarism and war on education has long been a significant concern for Review of Education, Pedagogy, and Cultural Studies (REPCS), especially in the aftermath of the events of September 11, 2001, which saw waning Cold War imperial imaginaries revivified and repurposed for the “war on terror.” During the two decades since 9/11, a militarized culture has infiltrated education, not only through formal schooling, but bellicose public pedagogies as well. As Henry Giroux, former editor-inchief of REPCS, has illuminated at length in his work, there is a fundamental contradiction between war and militarism, on one hand, and democratic life, on the other. Given the journal’s historical role in publishing critical scholarship concerned with the relationship between militarism, war, and education, we take the editorial stance that understanding the role of education in struggles over war and peace, imperialism and militarism, and the global prospect of democracy, equality, and justice, is crucial for cultural studies. Beyond Giroux’s extensive work on the matter, REPCS authors have addressed the important intersections of many related topics, including the gendered implications of militarism, such as the role of masculinity in its expansion, as well as the fundamental threat militarism poses to women (Armato et al., 2013; Goodman, 2010; Hammer, 2003; Kellner, 2013); the impact of militarism on universities, schools, and youth (Armitage, 2005; Lewis, 2003); the integration of militarism and war with education policy and reform movements (Mookerjea, 2009; Nguyen, 2013; Saltman, 2006; Tamatea, 2008); and the manner in which war and militarism degrade academic freedom, higher education, and university cultures (Ivie, 2005; Ternes, 2016). There is little to suggest that the relevance of such concerns has decreased in any significant way. In fact, there have been historical developments, such as deepening crises of global capitalism, rising geopolitical conflicts, resurgent authoritarianism, further ecological ruin, and nuclear proliferation that, we would argue, heighten the stakes and the need for scholarship that addresses militarized culture, education, and the catastrophic dangers of war in our time. Moreover, education and pedagogy remain central to building capacities to understand these developments and to foster opposition to perpetual war and the existential threat it poses today. It is no coincidence that we write this editorial just over a month into the horrific Russian invasion of Ukraine, a mid-sized country, but with no fewer than fifteen nuclear reactors, all of which are vulnerable to military incursion and indiscriminate bombing. There have been reports of fires at nuclear facilities, such as at the Chernobyl and Zaporizhzhia plants. Russia has also put its nuclear forces on alert and has made the use of tactical nuclear weapons part of its military doctrine. Cities have been leveled. Millions have already been displaced, mai
{"title":"Cultural studies, education, and the apocalyptic threat of war (Vol. 44, No. 2)","authors":"A. Means, Graham B. Slater","doi":"10.1080/10714413.2022.2066385","DOIUrl":"https://doi.org/10.1080/10714413.2022.2066385","url":null,"abstract":"The influence of militarism and war on education has long been a significant concern for Review of Education, Pedagogy, and Cultural Studies (REPCS), especially in the aftermath of the events of September 11, 2001, which saw waning Cold War imperial imaginaries revivified and repurposed for the “war on terror.” During the two decades since 9/11, a militarized culture has infiltrated education, not only through formal schooling, but bellicose public pedagogies as well. As Henry Giroux, former editor-inchief of REPCS, has illuminated at length in his work, there is a fundamental contradiction between war and militarism, on one hand, and democratic life, on the other. Given the journal’s historical role in publishing critical scholarship concerned with the relationship between militarism, war, and education, we take the editorial stance that understanding the role of education in struggles over war and peace, imperialism and militarism, and the global prospect of democracy, equality, and justice, is crucial for cultural studies. Beyond Giroux’s extensive work on the matter, REPCS authors have addressed the important intersections of many related topics, including the gendered implications of militarism, such as the role of masculinity in its expansion, as well as the fundamental threat militarism poses to women (Armato et al., 2013; Goodman, 2010; Hammer, 2003; Kellner, 2013); the impact of militarism on universities, schools, and youth (Armitage, 2005; Lewis, 2003); the integration of militarism and war with education policy and reform movements (Mookerjea, 2009; Nguyen, 2013; Saltman, 2006; Tamatea, 2008); and the manner in which war and militarism degrade academic freedom, higher education, and university cultures (Ivie, 2005; Ternes, 2016). There is little to suggest that the relevance of such concerns has decreased in any significant way. In fact, there have been historical developments, such as deepening crises of global capitalism, rising geopolitical conflicts, resurgent authoritarianism, further ecological ruin, and nuclear proliferation that, we would argue, heighten the stakes and the need for scholarship that addresses militarized culture, education, and the catastrophic dangers of war in our time. Moreover, education and pedagogy remain central to building capacities to understand these developments and to foster opposition to perpetual war and the existential threat it poses today. It is no coincidence that we write this editorial just over a month into the horrific Russian invasion of Ukraine, a mid-sized country, but with no fewer than fifteen nuclear reactors, all of which are vulnerable to military incursion and indiscriminate bombing. There have been reports of fires at nuclear facilities, such as at the Chernobyl and Zaporizhzhia plants. Russia has also put its nuclear forces on alert and has made the use of tactical nuclear weapons part of its military doctrine. Cities have been leveled. Millions have already been displaced, mai","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81114362","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 : 2022-03-10DOI: 10.1080/10714413.2022.2031693
D. Sonu, Lisa Farley, Sandra Chang-Kredl, Julie C. Garlen
Abstract Longstanding impressions of children as innocent to human frailty, alongside the emphasis on efficiency and management in schools, play undeniable roles in the way teachers engage with children experiencing death and illness. This paper draws from a larger study of 116 written childhood memories from prospective teachers and practitioners enrolled across four universities in Canada and the United States and focuses on the 12 memories that specifically reference childhood experiences with death or illness. Bearing witness to death evoked a range of participant responses, including guilt and shame, a sense of childhood immaturity, or the need to “grow up” in the face of mortality. In contrast, memories of illness almost always occurred in school, featuring a neglectful teacher or adult figure with anxiety about disrupting normalcy and order. Drawing on affect studies and psychoanalysis, our examination surfaces three repeating motifs: 1) the management of the bodily ‘normal’ in school, 2) the appeal to childhood innocence as a refusal of affective experience, and 3) the abjection of illness as an opening to thinking about vulnerability in education. Although these memories account for a small portion of the overall collection, they linger in our minds as significant, made even more so by the current context of COVID-19. For educators, the challenge may be how to engage with children as they attempt to make sense of the turmoil they are living, all of which may require teachers to support a wide range of childhood experiences unburdened by the ideal of innocence. A study of these tropes demonstrate the affective challenges that bodies pose to education, and open critical ways to think about the relationship between illness, childhood, and education as the ethical ground to reimagine post-pandemic schooling.
{"title":"Sick at school: Teachers’ memories and the affective challenges that bodies present to constructions of childhood innocence, normalcy, and ignorance","authors":"D. Sonu, Lisa Farley, Sandra Chang-Kredl, Julie C. Garlen","doi":"10.1080/10714413.2022.2031693","DOIUrl":"https://doi.org/10.1080/10714413.2022.2031693","url":null,"abstract":"Abstract Longstanding impressions of children as innocent to human frailty, alongside the emphasis on efficiency and management in schools, play undeniable roles in the way teachers engage with children experiencing death and illness. This paper draws from a larger study of 116 written childhood memories from prospective teachers and practitioners enrolled across four universities in Canada and the United States and focuses on the 12 memories that specifically reference childhood experiences with death or illness. Bearing witness to death evoked a range of participant responses, including guilt and shame, a sense of childhood immaturity, or the need to “grow up” in the face of mortality. In contrast, memories of illness almost always occurred in school, featuring a neglectful teacher or adult figure with anxiety about disrupting normalcy and order. Drawing on affect studies and psychoanalysis, our examination surfaces three repeating motifs: 1) the management of the bodily ‘normal’ in school, 2) the appeal to childhood innocence as a refusal of affective experience, and 3) the abjection of illness as an opening to thinking about vulnerability in education. Although these memories account for a small portion of the overall collection, they linger in our minds as significant, made even more so by the current context of COVID-19. For educators, the challenge may be how to engage with children as they attempt to make sense of the turmoil they are living, all of which may require teachers to support a wide range of childhood experiences unburdened by the ideal of innocence. A study of these tropes demonstrate the affective challenges that bodies pose to education, and open critical ways to think about the relationship between illness, childhood, and education as the ethical ground to reimagine post-pandemic schooling.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73558443","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 : 2022-01-24DOI: 10.1080/10714413.2021.2009748
Ashley L. White
Abstract In this paper, I draw upon salient literature and collective discussions to map a conceptual framework that focuses on foundational understandings and practices needed to prepare majority white preservice teachers for educating the nation’s increasingly diverse student population. The presentation of framework in this piece reflects enhancements through the consideration of language choice and my individual application of Freire and Carlson et al.’s work. I introduce this topic with a brief explanation of culturally responsive practice and its importance in grounding the teaching profession in a concept and exercise to increase equitable outcomes for all students. Secondly, I provide a brief review of the foundational literature considered in mapping the conceptual framework as well as a rationale for the development of the proposed framework. I also employ Freire’s scholarship of consciousness and Carlson et al.’s extension on reflection to underscore the necessity of these abilities in ensuring equitable learning experiences and outcomes for students. Finally, I explore the notion and practice of othering and implications for the design’s use.
{"title":"Reaching back to reach forward: Using culturally responsive frameworks to enhance critical action amongst educators","authors":"Ashley L. White","doi":"10.1080/10714413.2021.2009748","DOIUrl":"https://doi.org/10.1080/10714413.2021.2009748","url":null,"abstract":"Abstract In this paper, I draw upon salient literature and collective discussions to map a conceptual framework that focuses on foundational understandings and practices needed to prepare majority white preservice teachers for educating the nation’s increasingly diverse student population. The presentation of framework in this piece reflects enhancements through the consideration of language choice and my individual application of Freire and Carlson et al.’s work. I introduce this topic with a brief explanation of culturally responsive practice and its importance in grounding the teaching profession in a concept and exercise to increase equitable outcomes for all students. Secondly, I provide a brief review of the foundational literature considered in mapping the conceptual framework as well as a rationale for the development of the proposed framework. I also employ Freire’s scholarship of consciousness and Carlson et al.’s extension on reflection to underscore the necessity of these abilities in ensuring equitable learning experiences and outcomes for students. Finally, I explore the notion and practice of othering and implications for the design’s use.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89356572","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 : 2022-01-01DOI: 10.1080/10714413.2022.2031750
A. Means, Graham B. Slater
In serious, critical intellectual work, there are no ‘absolute beginnings’ and few unbroken continuities. Neither the endless unwinding of ‘tradition’, so beloved on the History of Ideas, nor the absolutism of the ‘epistemological rupture’, punctuating Thought into its ‘false’ and ‘correct’ parts, once favoured by the Althussereans, will do. What we find, instead, is an untidy but characteristic unevenness of development. What is important are the significant breaks—where old lines of thought are disrupted, older constellations displaced, and elements, old and new, are regrouped around a different set of premises and themes. Changes in a problematic do significantly transform the nature of the questions asked, the forms in which they are proposed, and the manner in which they can be adequately answered. Such shifts in perspective reflect, not only the results of an intellectual labor, but the manner in which real historical developments and transformations are appropriated in thought, and provide Thought, not with its guarantee of ‘correctness’ but with its fundamental orientations, its conditions of existence. It is because of this complex articulation between thinking and historical reality, reflected in the social categories of thought, and the continuous dialectic between ‘knowledge’ and ‘power’, that the breaks are worth recording. (p. 57)
{"title":"Future histories of education, pedagogy, and cultural studies: An editorial introduction","authors":"A. Means, Graham B. Slater","doi":"10.1080/10714413.2022.2031750","DOIUrl":"https://doi.org/10.1080/10714413.2022.2031750","url":null,"abstract":"In serious, critical intellectual work, there are no ‘absolute beginnings’ and few unbroken continuities. Neither the endless unwinding of ‘tradition’, so beloved on the History of Ideas, nor the absolutism of the ‘epistemological rupture’, punctuating Thought into its ‘false’ and ‘correct’ parts, once favoured by the Althussereans, will do. What we find, instead, is an untidy but characteristic unevenness of development. What is important are the significant breaks—where old lines of thought are disrupted, older constellations displaced, and elements, old and new, are regrouped around a different set of premises and themes. Changes in a problematic do significantly transform the nature of the questions asked, the forms in which they are proposed, and the manner in which they can be adequately answered. Such shifts in perspective reflect, not only the results of an intellectual labor, but the manner in which real historical developments and transformations are appropriated in thought, and provide Thought, not with its guarantee of ‘correctness’ but with its fundamental orientations, its conditions of existence. It is because of this complex articulation between thinking and historical reality, reflected in the social categories of thought, and the continuous dialectic between ‘knowledge’ and ‘power’, that the breaks are worth recording. (p. 57)","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81537270","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 : 2021-12-16DOI: 10.1080/10714413.2021.1999142
Jordi Solsona-Puig, Clara Sansó Galiay, Fernando Rodríguez-Valls, Judit Janés Carulla
It is estimated that two-thirds of the world’s children are brought up in bilingual communities (Bhatia & Ritchie, 2008). If we accept this estimation, bilingualism becomes the norm rather than the exception. From a Constructivist approach to education, languages are primordial tools in schools to facilitate the teaching-learning process (Jones & Brader-Araje, 2002). Among other functions, language is used to deliver not only the academic content but also to convey the culture that shapes the identity of students (Nunan & Choi, 2010). In line with that sociolinguistic assertion, literature on bilingualism mostly supports the idea that early instruction in the native language seems to be beneficial and provide academic benefits (Marian et al., 2013). Furthermore, from the linguistic approach, logic would say that an heteroglossic approach in education would be more recommended; mastering more languages equals possessing more diversified tools to create meaningful knowledge, using the unique approach of each language to reality and the possibility to interact and learn in a multilingual society. However, monoglossic approaches to instruction are the rule around the world: when it comes to language and cultural recognition in education, embracing positive/enrichment bilingual policies does not appear to have been the prevalent option. Schooling takes place in monoglossic spheres, using the language of power in a nation-state, leaving underserved those minority students with a different language (Cummins, 2000; Garc ıa & Torres-Guevara, 2010). This included regions with a long history of bilingualism such as the objects of this article: California and Catalonia. Professedly, educational policies have a key role in changing this monoglossic approach. More than 50 years after the passing of the Bilingual Education Act (1968) in the U.S, there is no doubt that it emerged as a great milestone for American civil rights in general, and for English Learners or Emergent Bilinguals -EL/EBin particular. Many ideas from this original piece of
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