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Özlem Sensoy Carolyne Ali-Khan 《Educational Studies A Journal of the American Educational Studies Association》2016,52(6):506-520
Teachers across all subject areas engage students, in some way, in the study of otherness—other societies, other cultures, other practices. Often teachers and teacher educators attend to teaching about others with strong desires toward social justice as they seek to make a difference and do good. However, with insufficient tools to interrogate their practices and beliefs to think critically what good actually entails, they can unwittingly pave the road to hell. When good intentions are additionally coupled with the bad science of incomplete knowledge, misinformation, and weak arguments, the road can get treacherous. In this article, we examine the road to hell as it winds through teaching about a specific other, Muslims. We examine how good intentions and bad science about Muslims and Islam have worked to cement stereotypes, promote intolerance, shut down learning, and in doing so thwart education for social justice. Peering closely, we examine commonly voiced student conceptions of Muslims/Islam/The East and highlight the good intentions and bad science behind many of the popular discourses that students advance. We then offer strategies for building a different path, by problematizing good intentions and repairing bad science. 相似文献
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AbstractWe are teacher educators trying to recalibrate to the world of Trump. As we search to find our new bearings, we recognize that the markers of meaning that we relied on (such as civility and truth) have been washed away, and we must now redefine how to create meaning in our work, and hope in our worlds. In this article, we combine examples of student interactions from our classes with inner dialogue to chronicle our search for hope. Working in the context of the US South, we highlight how drawing from critical theory allowed us to reach for moments of hope in dark times. 相似文献
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We review Key Works in Critical Pedagogy: Joe L. Kincheloe edited by kecia hayes, Shirley R. Steinberg and Kenneth Tobin, which gathers the seminal works of Joe. L. Kincheloe and pairs
them with contemporary scholars who respond to and push forward Kincheloe’s work. The chapters of Key Works in Critical Pedagogy are arranged to begin with Kincheloe’s earlier works, going back to 1991, and progress through to the last works he published
before his death in 2008. Through this format, readers are able to see the evolution of Kincheloe’s scholarship. In addition
to this, a few key authors provide a behind the scenes look at the man who wrote the texts. As Kincheloe’s ideas and the ideas
of the scholars that he drew from are presented, applied, reworked and reconfigured, they shift and transform. The response
chapters work to (in effect) show us the notes in the margins of scholars who have been influenced by Kincheloe’s ideas. Using
the metaphors of lamps and wish-granting genies, we argue that this book is an important tool in illuminating the way forward
for social justice work, published in an historical moment that requires precisely this. 相似文献
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The purpose of this article is to discuss meritocracy as it impacts our undergraduate college teaching. As college educators, we have come to realize how little students have been challenged to critically examine the notion of meritocracy. Seeking to understand why this is so and what we can do to engender a more nuanced understanding of how social class is structured and perpetuated across generations, we present an assessment of why the majority of students believe we live in a meritocratic society and how college educators can use specific activities to complicate this view. As we do this we include evidence of how social class and social mobility are structured and why an adherence to meritocracy is, we believe, an anathema to teaching for social justice. 相似文献
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Cultural Studies of Science Education - Metaphors invite. They contribute to our ability to makes sense of experience as they beacon us to make new (and sometimes playful) connections. In this... 相似文献
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Carolyne Ali-Khan 《Cultural Studies of Science Education》2010,5(2):361-371
Working across boundaries of power, identity, and political geography is fraught with difficulties and contradictions. In Tali Tal and Iris Alkaher’s, “Collaborative environmental projects in a multicultural society: Working from within separate or mutual landscapes?” the authors describe their efforts to do this in the highly charged atmosphere of Israel. This forum article offers a response to their efforts. Writing from a framework of critical pedagogy, I use the concepts of space and time to anchor my analysis, as I examine the issue of power in this Jew/Arab collaborative environmental project. This response problematizes “sharing” in a landscape fraught with disparities. It also looks to further Tal and Alkaher’s work by geographically and politically grounding it in the broader current conflict and by juxtaposing sustainability with equity. 相似文献
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The disappearance of traditional sex education during rites of passage in African societies has left many youth uncertain of where to look for information. Against this backcloth, the objectives of this study were to identify knowledge gaps amongst adolescents in Kenya regarding sexuality, HIV/AIDS and reproductive health. A thematic analysis was conducted of questions posed by 735 school youth aged 12–18 years from Meru and Kajiado Districts. Results show that many questions showed curiosity and anxiousness. Knowledge appeared to be fragmented and sometimes revealed misconceptions, which may put youth at risk. The raised themes differed by gender and age. Questions on saying no to sex, sexual violence and female circumcision were a great concern for girls. Boys were more concerned with managing boy–girl relationships, preventing STI/HIV infection, and condoms. Concern about transition to adulthood, sexuality, STI and HIV/AIDS, myths and misconceptions, and intergenerational communication cut across both genders. Older teens were more concerned with questions on boy–girl relationships, norms and values regarding sexuality, and STI. Younger teens ( < 15 years) wanted to know about reproduction, saying no to sex, HIV/AIDS, condoms, sexual violence and female circumcision. Compounding these challenges was the lack of intergenerational communication. The study identified important knowledge and communication gaps in sexual and reproductive health among in-school adolescents in Kenya. There is a need for sex education interventions for different age groups and genders. These interventions should work with parents, teachers and health professionals. 相似文献
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