Pub Date : 2024-02-01DOI: 10.24834/educare.2024.1.861
Nicolas Femia
Through the monolingual bias and essentialist understandings of language in education, multilingual youth across the globe have consistently been portrayed as deficient based on their linguistic practices. Deficit approaches in education stem from a colonial project meant to silence the voices and erase the experiences of the Other, and although there is a long tradition of pedagogies that try to counteract this form of discrimination, these attempts are typically built on principles and assumptions that reproduce essentialism and dynamics of marginalization. In this position paper, I argue that it is necessary for educators to engage with non-essentialist understandings of language and multi-sided perspectives on multilingualism to develop pedagogies that are empowering for multilingual youth in Sweden. By engaging with the decolonial notion of linguistic citizenship, educators in Sweden can allow fluid understandings of multilingualism to enter the classroom, creating spaces for socio-political participation and dialogue at the margins of institutional arenas in which language can be negotiated. This measure creates opportunities for empowerment for all students, engaging them in the reconstruction of language and giving voice to stories that would otherwise remain silent.
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Pub Date : 2024-02-01DOI: 10.24834/educare.2024.1.854
Scarlett Mannish
In this paper, I formulate a position on the dissemination of ‘cultural empowerment’ in schools through a critical discussion of its relation to my research field, mother tongue instruction (MTI) in Sweden. In addition, I compare the ideals of the culturally empowering pedagogies and praxis of MTI, which I see as related through the underlying utopian visions of the multilingual and multicultural school. Both are forms of education which place a focus on the validity and importance of students’ individuality and their pre-existing knowledges from outside the curriculum. In discussing the marginalisation of MTI via the discourse of its threat to ‘Swedishness’, I hope to highlight some of the underlying problems inherent in cultural empowerment as an individualising practice carried out within the universalising framework that is the state education project. The implementation of MTI demonstrates a need for change targeted not only at the level of teachers and researchers but also at a level where legitimacy is granted to such change.
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Pub Date : 2024-02-01DOI: 10.24834/educare.2024.1.1093
Lynda Spencer
In 2021, I was asked to give a keynote address at the inaugural symposium of the Swedish national research school, CuEEd-LL – Culturally Empowering Education through Language and Literature, which was to take place in March 2022. I decided to focus my talk on my teaching journey. This paper builds on this keynote and includes my reflections on why and how I teach literature at Rhodes University, a culturally diverse institution. My teaching journey can be described as an unending learning expedition – a journey that has been challenging yet rewarding and continues to enrich me as a Black African female academic in South Africa. In this paper, I draw freely from the elements of a play by dividing my discussion into four parts. I begin with the prologue, which lays out the structure of the paper. Act I is a summary of my teaching journey, where I briefly contextualise higher education in the world, South Africa and Rhodes University before interrogating the role of literature studies in Africa in general and South Africa in particular. Act II contains a discussion of the different theories that inform my teaching philosophy, and the epilogue concludes my teaching journey.
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Pub Date : 2024-02-01DOI: 10.24834/educare.2024.1.858
Björn Bradling
This study investigates how Tayeb Salih’s Season of Migration to the North (2006) can be read and taught as an example of world literature in accordance with the transformative and culturally empowering ambitions of the Swedish upper secondary school curriculum. A total of 18 third-year students in the upper secondary science programme read the novel and recorded their reading experiences in journals. These journals have been thematically analysed, and the results show that the students’ processes of deconstructing and reconstructing the finalised reading, using literary concepts, help forward estrangement effects, which produce critical readings. As the students read for the plot and closed in on the end, their text-centred understandings of the novel were heightened, and by actively using subject-specific terminology (i.e. stylistic devices and modes of reading concepts), they strengthened the sense-making of their relations to the world as mediated through the text. Frames of reference about historical and current Sudan support the students in allowing the novel to become a merging point, at which their cultural horizons are nuanced through the juxtaposing of different perspectives. The students’ meta-reflexive readings allow for experiencing culture on the move as part of their transformative learning.
本研究探讨了如何根据瑞典高中课程的变革和文化赋权目标，将塔耶布-萨利赫（Tayeb Salih）的《向北方迁徙的季节》（Season of Migration to the North，2006 年）作为世界文学的范例进行阅读和教学。共有 18 名高中理科三年级学生阅读了这本小说，并在日记中记录了他们的阅读体验。我们对这些日志进行了主题分析，结果表明，学生利用文学概念对最终阅读结果进行解构和重构的过程有助于产生疏远效应，从而产生批判性阅读。随着学生对情节和结尾的阅读，他们以文本为中心对小说的理解得到了提升，通过积极使用学科术语（即文体手段和阅读模式概念），他们加强了对通过文本中介的世界关系的感知。关于历史上和当前苏丹的参考框架支持学生让小说成为一个融合点，通过不同视角的并置，他们的文化视野得到了细化。学生们的元反思性阅读让他们在移动中体验文化，这也是他们变革性学习的一部分。
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Pub Date : 2024-02-01DOI: 10.24834/educare.2024.1.854
Scarlett Mannish
In this paper, I formulate a position on the dissemination of ‘cultural empowerment’ in schools through a critical discussion of its relation to my research field, mother tongue instruction (MTI) in Sweden. In addition, I compare the ideals of the culturally empowering pedagogies and praxis of MTI, which I see as related through the underlying utopian visions of the multilingual and multicultural school. Both are forms of education which place a focus on the validity and importance of students’ individuality and their pre-existing knowledges from outside the curriculum. In discussing the marginalisation of MTI via the discourse of its threat to ‘Swedishness’, I hope to highlight some of the underlying problems inherent in cultural empowerment as an individualising practice carried out within the universalising framework that is the state education project. The implementation of MTI demonstrates a need for change targeted not only at the level of teachers and researchers but also at a level where legitimacy is granted to such change.
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Pub Date : 2024-02-01DOI: 10.24834/educare.2024.1.862
Alexander Brauer
This position paper argues that creative writing can be a fruitful tool for cultural responsiveness in secondary education and calls for creative writing to be viewed as a more natural part of language teachers’ culturally responsive pedagogical repertoire. The integration of creative writing exercises in culturally responsive language arts education may rouse a strengthened voice, benefit cultural literacy, engender the discovery and exploration of individual funds of knowledge, enhance relational competence, and bring about the critical crafting of and engagement with cultural representations. These arguments are convergent with the view that teaching, in order to be culturally responsive, should originate from students’ funds of knowledge, taking both subject content and relational aspects into consideration – and this paper proposes that creative writing is uniquely positioned to facilitate these aims.
{"title":"Responsiveness to culture through literature","authors":"Alexander Brauer","doi":"10.24834/educare.2024.1.862","DOIUrl":"https://doi.org/10.24834/educare.2024.1.862","url":null,"abstract":"\u0000This position paper argues that creative writing can be a fruitful tool for cultural responsiveness in secondary education and calls for creative writing to be viewed as a more natural part of language teachers’ culturally responsive pedagogical repertoire. The integration of creative writing exercises in culturally responsive language arts education may rouse a strengthened voice, benefit cultural literacy, engender the discovery and exploration of individual funds of knowledge, enhance relational competence, and bring about the critical crafting of and engagement with cultural representations. These arguments are convergent with the view that teaching, in order to be culturally responsive, should originate from students’ funds of knowledge, taking both subject content and relational aspects into consideration – and this paper proposes that creative writing is uniquely positioned to facilitate these aims.\u0000","PeriodicalId":505359,"journal":{"name":"Educare","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139890311","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 : 2024-02-01DOI: 10.24834/educare.2024.1.1263
Ylva Lindberg, Anna Wärnsby, Anna Nordenstam, Magnus Persson
Nowadays, transformations of cultures and languages are increasingly noticeable due to heightened international mobility and intensified global communication and information flows. How such transformations play out and are met in Swedish education is a pressing topic to address to ensure relevant and inclusive quality education for all. The theme of this special issue, Culture on the Move, foregrounds language and literature both as pedagogical tools and disciplinary fields necessary for learning to live and work in a culturally diverse world. The contributions stem from the initial activities within the graduate school “Culturally Empowering Education through Language and Literature” (CuEEd-LL). Centre-staging teaching and learning in Swedish education, the articles in this issue present a range of inroads into how language and literature can be used to support cultural diversity among pupils, students and teachers since cultural diversity is steadily gaining attention both as a resource and a challenge in education and society.
{"title":"Culture on the move","authors":"Ylva Lindberg, Anna Wärnsby, Anna Nordenstam, Magnus Persson","doi":"10.24834/educare.2024.1.1263","DOIUrl":"https://doi.org/10.24834/educare.2024.1.1263","url":null,"abstract":"Nowadays, transformations of cultures and languages are increasingly noticeable due to heightened international mobility and intensified global communication and information flows. How such transformations play out and are met in Swedish education is a pressing topic to address to ensure relevant and inclusive quality education for all. The theme of this special issue, Culture on the Move, foregrounds language and literature both as pedagogical tools and disciplinary fields necessary for learning to live and work in a culturally diverse world. The contributions stem from the initial activities within the graduate school “Culturally Empowering Education through Language and Literature” (CuEEd-LL). Centre-staging teaching and learning in Swedish education, the articles in this issue present a range of inroads into how language and literature can be used to support cultural diversity among pupils, students and teachers since cultural diversity is steadily gaining attention both as a resource and a challenge in education and society.","PeriodicalId":505359,"journal":{"name":"Educare","volume":"386 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139830611","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 : 2024-02-01DOI: 10.24834/educare.2024.1.856
Terese Kerstinsdotter
With large-scale migration, nations, communities, and schools find themselves urgently needing to address issues of diversity. For literature education to be culturally responsive, which entails assisting students in navigating diversity and ambiguity, teachers and students need to recognise, utilise and respectfully query the diverse cultures they identify with, encounter or may encounter. To enable such education, I argue that inspiration can be taken from culturally relevant pedagogy (CRP). However, to recontextualise this American pedagogy in a Swedish setting, local contexts must be recognised, with three aspects in particular to be considered. Firstly, CRP focuses in part on race, and Sweden as a society likes to think of itself as ‘colorblind’, which can contribute to teachers feeling uncomfortable with dealing with issues related to race and diversity. Secondly, essentialist views of race and cultures must be avoided. Thirdly, teachers need to offer literature education which acknowledges how aesthetic aspects of literature can result in readers empathising with some people while distancing themselves from others. Literary features such as estrangement can also help us see what we take for granted and open our eyes to what we are blind to.
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Pub Date : 2024-02-01DOI: 10.24834/educare.2024.1.860
Tesfaye Woubshet Ayele
This paper aims to glean valuable insights from critical pedagogy in order to apply them to the field of African literary studies. Specifically, I am interested in how approaches inspired by culturally responsive education can help us revisit the important but under-researched topic of student agency as it features in fictional works that deal with colonial education in Africa. Although colonial education in literature has been the subject of intense focus in postcolonial theory, such theorizations largely examine how colonial education reproduces colonial rule through the dissemination of colonial discourse/ideology. When student agency in the colonial education systems is addressed, conventional postcolonial theory sees it as being overwhelmed or assimilated by colonial discourse and power. Ideas emanating from critical pedagogy and culturally responsive education are of value here in that they can elucidate how students interact with and even resist the pedagogical and political power of the colonial education system. Ngũgĩ wa Thiong’o’s novel Weep Not, Child is an illustrative example of how such a critical-pedagogy-inspired approach can help us reorient literary studies of colonial education systems.
本文旨在从批判教育学中汲取有价值的见解，并将其应用于非洲文学研究领域。具体而言，我感兴趣的是，受文化响应式教育启发的方法如何帮助我们重新审视学生代理这一重要但研究不足的话题，因为它在涉及非洲殖民教育的虚构作品中占有重要地位。尽管文学作品中的殖民教育一直是后殖民主义理论密切关注的主题，但此类理论主要研究殖民教育如何通过传播殖民话语/意识形态来再现殖民统治。传统的后殖民理论在探讨学生在殖民教育体系中的能动性时，认为学生的能动性被殖民话语和权力所压倒或同化。在此，批判教育学和文化回应教育学的思想具有重要价值，因为它们可以阐明学生如何与殖民教育体系的教学和政治权力互动，甚至进行反抗。恩格-瓦-蒂昂奥（Ngũgĩ wa Thiong'o）的小说《孩子，不要哭泣》就是一个很好的例子，说明了这种批判教育学启发的方法如何帮助我们调整殖民教育体系文学研究的方向。
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Pub Date : 2024-02-01DOI: 10.24834/educare.2024.1.856
Terese Kerstinsdotter
With large-scale migration, nations, communities, and schools find themselves urgently needing to address issues of diversity. For literature education to be culturally responsive, which entails assisting students in navigating diversity and ambiguity, teachers and students need to recognise, utilise and respectfully query the diverse cultures they identify with, encounter or may encounter. To enable such education, I argue that inspiration can be taken from culturally relevant pedagogy (CRP). However, to recontextualise this American pedagogy in a Swedish setting, local contexts must be recognised, with three aspects in particular to be considered. Firstly, CRP focuses in part on race, and Sweden as a society likes to think of itself as ‘colorblind’, which can contribute to teachers feeling uncomfortable with dealing with issues related to race and diversity. Secondly, essentialist views of race and cultures must be avoided. Thirdly, teachers need to offer literature education which acknowledges how aesthetic aspects of literature can result in readers empathising with some people while distancing themselves from others. Literary features such as estrangement can also help us see what we take for granted and open our eyes to what we are blind to.
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