Pub Date : 2023-08-14DOI: 10.1080/10714413.2023.2243203
Henry A. Giroux
{"title":"Fascist politics and the dread of white supremacy in the age of disconnections","authors":"Henry A. Giroux","doi":"10.1080/10714413.2023.2243203","DOIUrl":"https://doi.org/10.1080/10714413.2023.2243203","url":null,"abstract":"","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78990361","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 : 2023-08-09DOI: 10.1080/10714413.2023.2240686
Charlotte Akuoko-Barfi, Henry Parada, Laura Gonzalez Perez, Marsha Rampersaud
Abstract Through exploration of Black Caribbean youths’ feelings of unbelonging and exclusion in Ontario schools, this paper argues that how Whiteness is systemically engrained in the education system negatively affects the learning experiences of Black youth due to predetermined measures of belonging. The present article draws on data from 32 qualitative interviews and four focus groups with 23 Black Caribbean youth. Findings reveal challenges youth commonly face when navigating relationships with peers and educators that hinder their academic success. These challenges are exacerbated for youth who are also involved in the state’s child protection system. Participants described feeling disadvantaged in the education system due to perceptions that they are academically unprepared and thus unable to excel. Through a Critical Race Theory and Anti-Black Racism analytical framework, the findings illustrate how systemic barriers coupled with the normalization of low expectations impact the educational success and opportunities of Black Caribbean youth in Ontario schools.
{"title":"“It’s not a system that’s built for me”: Black youths’ unbelonging in Ontario schools","authors":"Charlotte Akuoko-Barfi, Henry Parada, Laura Gonzalez Perez, Marsha Rampersaud","doi":"10.1080/10714413.2023.2240686","DOIUrl":"https://doi.org/10.1080/10714413.2023.2240686","url":null,"abstract":"Abstract Through exploration of Black Caribbean youths’ feelings of unbelonging and exclusion in Ontario schools, this paper argues that how Whiteness is systemically engrained in the education system negatively affects the learning experiences of Black youth due to predetermined measures of belonging. The present article draws on data from 32 qualitative interviews and four focus groups with 23 Black Caribbean youth. Findings reveal challenges youth commonly face when navigating relationships with peers and educators that hinder their academic success. These challenges are exacerbated for youth who are also involved in the state’s child protection system. Participants described feeling disadvantaged in the education system due to perceptions that they are academically unprepared and thus unable to excel. Through a Critical Race Theory and Anti-Black Racism analytical framework, the findings illustrate how systemic barriers coupled with the normalization of low expectations impact the educational success and opportunities of Black Caribbean youth in Ontario schools.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83816763","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 : 2023-07-30DOI: 10.1080/10714413.2023.2237799
D. Goldberg, A. Means
{"title":"Beyond a world of dread: A conversation with David Theo Goldberg","authors":"D. Goldberg, A. Means","doi":"10.1080/10714413.2023.2237799","DOIUrl":"https://doi.org/10.1080/10714413.2023.2237799","url":null,"abstract":"","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81153753","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 : 2023-07-27DOI: 10.1080/10714413.2023.2240687
Eli J. Pine
{"title":"Teaching the actuality of revolution: Aesthetics, unlearning, and the sensations of struggle","authors":"Eli J. Pine","doi":"10.1080/10714413.2023.2240687","DOIUrl":"https://doi.org/10.1080/10714413.2023.2240687","url":null,"abstract":"","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78187488","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 : 2023-07-07DOI: 10.1080/10714413.2023.2230859
Michalinos Zembylas
{"title":"Fugitive pedagogies of dread for radical futurity: Affective, ontological, and political implications","authors":"Michalinos Zembylas","doi":"10.1080/10714413.2023.2230859","DOIUrl":"https://doi.org/10.1080/10714413.2023.2230859","url":null,"abstract":"","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83288010","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 : 2023-07-03DOI: 10.1080/10714413.2023.2229727
Seán Henry
What are we to do, then, with the religious as it enters our classrooms? And what are we to do when it enters in ways that are at odds with other commitments and ways of living and being in the world? We are not convinced that we can offer answers to these questions or a new principle to stand on but hope to respond to such challenges in ways that story into possibility new ways of encountering differences. (Burke and Greteman, 2022, p. xxi)
那么，当宗教进入我们的教室时，我们该怎么办呢?当它以与其他承诺和生活方式不一致的方式出现时我们该怎么办?我们不相信我们能提供这些问题的答案，也不相信我们能提出一个新的原则，但我们希望以一种可能的方式应对这些挑战，以新的方式应对分歧。(Burke and Greteman, 2022，第21页)
{"title":"On liking the other: Queer Subjects and Religious Discourses","authors":"Seán Henry","doi":"10.1080/10714413.2023.2229727","DOIUrl":"https://doi.org/10.1080/10714413.2023.2229727","url":null,"abstract":"What are we to do, then, with the religious as it enters our classrooms? And what are we to do when it enters in ways that are at odds with other commitments and ways of living and being in the world? We are not convinced that we can offer answers to these questions or a new principle to stand on but hope to respond to such challenges in ways that story into possibility new ways of encountering differences. (Burke and Greteman, 2022, p. xxi)","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77623590","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 : 2023-07-03DOI: 10.1080/10714413.2023.2230861
D. Sonu
{"title":"A Review of Noah De Lissovoy’s Capitalism, Pedagogy, and the Politics of Being","authors":"D. Sonu","doi":"10.1080/10714413.2023.2230861","DOIUrl":"https://doi.org/10.1080/10714413.2023.2230861","url":null,"abstract":"","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76425853","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 : 2023-06-22DOI: 10.1080/10714413.2023.2223730
Jeffrey R. Di Leo
{"title":"Neoliberal dread and the persistence of teaching","authors":"Jeffrey R. Di Leo","doi":"10.1080/10714413.2023.2223730","DOIUrl":"https://doi.org/10.1080/10714413.2023.2223730","url":null,"abstract":"","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80402425","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 : 2023-04-28DOI: 10.1080/10714413.2023.2202592
İlhan Polat, Abdulkadir Sağlam, Serkan Çelik
Abstract The purpose of the current study is to examine the discourses in the education-themed TED/TEDx presentations within the framework of critical pedagogy and neoliberal understanding. The study was designed as a case study in the qualitative research method. Data were collected by using the document analysis method and descriptive analysis was conducted on the collected data. Based on the findings, it was concluded that there were expressions in the talks that were both compatible and contradictory with the perspective of critical pedagogy. In the discourses of the speakers that overlap with the point of view of critical pedagogy, the following criticisms come to the fore: the dominant education systems suppress education, education is against the nature of the individual, it serves the purpose of training the type of person desired by neoliberal policies, there are inequalities in access to education, social justice and inclusiveness should be ensured, the student is passive in the current system and that the teacher is still a figure of authority in the classroom. On the other hand, it was observed that the speakers have expressions that can serve the purpose of training academic success-oriented and economically equipped personnel, encouraging entrepreneurship and having certificates and promoting global competition.
{"title":"Education-themed TED talks from the perspective of critical pedagogy","authors":"İlhan Polat, Abdulkadir Sağlam, Serkan Çelik","doi":"10.1080/10714413.2023.2202592","DOIUrl":"https://doi.org/10.1080/10714413.2023.2202592","url":null,"abstract":"Abstract The purpose of the current study is to examine the discourses in the education-themed TED/TEDx presentations within the framework of critical pedagogy and neoliberal understanding. The study was designed as a case study in the qualitative research method. Data were collected by using the document analysis method and descriptive analysis was conducted on the collected data. Based on the findings, it was concluded that there were expressions in the talks that were both compatible and contradictory with the perspective of critical pedagogy. In the discourses of the speakers that overlap with the point of view of critical pedagogy, the following criticisms come to the fore: the dominant education systems suppress education, education is against the nature of the individual, it serves the purpose of training the type of person desired by neoliberal policies, there are inequalities in access to education, social justice and inclusiveness should be ensured, the student is passive in the current system and that the teacher is still a figure of authority in the classroom. On the other hand, it was observed that the speakers have expressions that can serve the purpose of training academic success-oriented and economically equipped personnel, encouraging entrepreneurship and having certificates and promoting global competition.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89864176","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 : 2023-04-28DOI: 10.1080/10714413.2023.2203667
C. Amo-Agyemang
Abstract There is a distinct conceptualization of the problematic of resilience emerging from cultural narratives and ontologies/epistemologies in considering the possibility of surviving in our precarious present and uncertain futures. This article engages with the distinct narratives of Frafra and Akan Indigenous people for whom the narrative of storytelling is consciously and explicitly at the center of their culture-specific processes of resilience, including those deriving from building climate resilience and environmental adaptation. This article probes the important implications that a better understanding of narratives of resilience may have for the possibility of surviving in our precarious present and uncertain futures. It is suggested that Indigenous narratives of resilience, such as those represented in active Frafra and Akan traditions and ontologies/epistemologies highlight the relevance of bearing in mind cultural specificity for advancing the theorizing on resilience, and what thinking with, and through hegemonic resilience paradigms may entail. I conclude by making a strong case for the potential of cultural narratives to subvert and problematize resilience to reimagine alternative resilient ways of being and knowing in the world, while also touching upon some implications for inter-disciplinarity, trans-disciplinarity, and multi-disciplinarity.
{"title":"Toward cultural narratology: Indigenous Frafra and Akan perspectives on resilience","authors":"C. Amo-Agyemang","doi":"10.1080/10714413.2023.2203667","DOIUrl":"https://doi.org/10.1080/10714413.2023.2203667","url":null,"abstract":"Abstract There is a distinct conceptualization of the problematic of resilience emerging from cultural narratives and ontologies/epistemologies in considering the possibility of surviving in our precarious present and uncertain futures. This article engages with the distinct narratives of Frafra and Akan Indigenous people for whom the narrative of storytelling is consciously and explicitly at the center of their culture-specific processes of resilience, including those deriving from building climate resilience and environmental adaptation. This article probes the important implications that a better understanding of narratives of resilience may have for the possibility of surviving in our precarious present and uncertain futures. It is suggested that Indigenous narratives of resilience, such as those represented in active Frafra and Akan traditions and ontologies/epistemologies highlight the relevance of bearing in mind cultural specificity for advancing the theorizing on resilience, and what thinking with, and through hegemonic resilience paradigms may entail. I conclude by making a strong case for the potential of cultural narratives to subvert and problematize resilience to reimagine alternative resilient ways of being and knowing in the world, while also touching upon some implications for inter-disciplinarity, trans-disciplinarity, and multi-disciplinarity.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90857271","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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