Basics of qualitative research: Grounded theory procedures and techniques

https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

In the present paper a research has been done on the essay ‘Can the Subaltern Speak’ by’ Gayatri Chakravorty Spivak’. It has been explained into much simpler language about what the author conveys for better understanding and further references. Also the criticism has been done by various critiques from various sources which is helpful from examination point of view. The paper has been divided into various contexts with an introduction and the conclusions. Also the references has been written that depicts the sources of criticism.

/pdf/can-the-subaltern-speak-559i22edvt.pdf

Can the Subaltern Speak

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Teaching to Transgress: Education as the Practice of Freedom

Subtractive Schooling: US-Mexican Youth and the Politics of Caring: A. Valenzuela

While the anglophone academic literature has long engaged in analysis of the role of privilege in the work of educators in the Global North, this article represents an initial foray into such analysis in non-formal educational settings in the Global South. Through a cultural-textual document analysis of 12 months of personal journal entries written by the author while working as a Freirean adult educator in Mozambique, this article documents a lack of recognition of social privilege exhibited by the author in these entries, which is here referred to as the ‘White Saviour’ complex. This article also documents how the pursuit of what Freire calls ‘critical consciousness’ can effectively problematise this privileged mindset.

The Stark Reality of the "White Saviour" Complex and the Need for Critical Consciousness: A Document Analysis of the Early Journals of a Freirean Educator.

"They come with nothing:" How professional development in a culturally responsive pedagogy shapes teacher attitudes towards Latino/a English language learners

Building upon previous research on how personal and demographic characteristics of teachers are correlated with larger issues in teacher recruitment and retention, this study contributes unique ins...

Who Joins Teach For America and Why? Insights Into the “Typical” Recruit in an Urban School District

Within global education policy, the role of multilateral agencies in pushing cross-national policy borrowing is increasingly being complemented by efforts from private international networks within civil society, such as Teach For All. This introductory article summarizes the scarce extant literature on Teach For All, highlighting the contributions to this growing area of inquiry within this special issue. Especially provocative and fruitful lines of further inquiry surrounding Teach For All and similar policy networks are also highlighted and explored.

/pdf/theorizing-and-documenting-the-spread-of-teach-for-all-and-3vv0qfw0vd.pdf

Theorizing and Documenting the Spread of Teach For All and its Impact on Global Education Reform

Expanding upon Yosso’s theory of community cultural wealth , this interview-based qualitative study finds that Mexican youth in an urban two-year English immersion high school here referred to as Literacy High are assisted academically by what Yosso would call their aspirational capital and what the present article theorizes as their linguistic social capital , or their ability to utilize a Spanish-speaking student network to understand assignments and instructions. Among these students, opinions regarding the need to develop oral English proficiency vary widely, with some students choosing Spanish as a form of resistance while others feel anxiety regarding their lack of fluency in spoken English.

Rolf Straubhaar

Papers

The Stark Reality of the "White Saviour" Complex and the Need for Critical Consciousness: A Document Analysis of the Early Journals of a Freirean Educator.

"They come with nothing:" How professional development in a culturally responsive pedagogy shapes teacher attitudes towards Latino/a English language learners

Who Joins Teach For America and Why? Insights Into the “Typical” Recruit in an Urban School District

Theorizing and Documenting the Spread of Teach For All and its Impact on Global Education Reform

Student Use of Aspirational and Linguistic Social Capital in an Urban Immigrant-Centered English Immersion High School