边缘的破坏:黑人和土著创造性教师的交错带交叉

IF 1.6 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Curriculum Inquiry Pub Date : 2022-03-15 DOI:10.1080/03626784.2022.2041979
T. Butler
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引用次数: 0

摘要

在这篇文章中,我倾向于研究过渡带的生态地点和穿越行为,以思考我作为教授黑人研究和英语教育课程的学者和实践者所做的教学决策。在课堂上,我建议以黑人和土著妇女的诗歌为中心,帮助学生思考相互依存、生态不稳定和道德参与。黑人和土著诗人邀请我们超越我们的学科,进入一个有教养的过渡地带,或空间,在那里我们可以在环境教育中发掘反黑人,并邀请求知欲和自我反思。这里记录的是我如何利用我在两个学科之间的位置,以及对其他领域/学科的求知欲,与我的学生们激活情感交叉,这可以使我们朝着更具变革性的教学、学习和认知方式前进。
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Disruptions at the edges: Ecotone crossing with Black and Indigenous creative pedagogues
Abstract In this article, I lean toward the ecological site of ecotone and the act of crossing to think about the pedagogical decisions I made as a scholar and practitioner teaching Black studies and English education classes. Within the classroom, I suggest centering Black and Indigenous women’s poetry to help students think about interdependence, ecological precarity, and ethical engagements. Black and Indigenous poets invite us to move beyond our disciplines into a cultivated ecotone, or space where we can unearth anti-Blackness in environmental education and invite intellectual curiosity and self-reflection. What is documented here is how I used my location between two disciplines, and intellectual curiosity in other fields/disciplines, to activate ecotonal crossings with my students that can move us toward more transformative ways of teaching, learning, and knowing.
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来源期刊
Curriculum Inquiry
Curriculum Inquiry EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
17.60%
发文量
37
期刊介绍: Curriculum Inquiry is dedicated to the study of educational research, development, evaluation, and theory. This leading international journal brings together influential academics and researchers from a variety of disciplines around the world to provide expert commentary and lively debate. Articles explore important ideas, issues, trends, and problems in education, and each issue also includes provocative and critically analytical editorials covering topics such as curriculum development, educational policy, and teacher education.
期刊最新文献
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