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Author

Rubén Gaztambide-Fernández

Other affiliations: University of Toronto
Bio: Rubén Gaztambide-Fernández is an academic researcher from Ontario Institute for Studies in Education. The author has contributed to research in topics: Curriculum & The arts. The author has an hindex of 20, co-authored 64 publications receiving 1504 citations. Previous affiliations of Rubén Gaztambide-Fernández include University of Toronto.


Papers
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Journal Article
TL;DR: This paper used the character of Natty Bumppo from James Fenimore Cooper's Leatherstocking Tales as an allegory for the ways in which white settlers seeks to absorb indigenous peoples, people of color and their knowledges, only to turn themselves into the “native.”
Abstract: This paper describes the ways in which “curriculum” has been and continues to be a project of settler colonialism, premised on white settler supremacy. We examine a number of ways in which this has manifested and how various attempts at interrupting this not only get sidelined, but reappropriated in ways that re-inscribe settler colonialism and settler futurity through strategies of replacement. We use the character of Natty Bumppo from James Fenimore Cooper's Leatherstocking Tales as an allegory for the ways in which white settlers seeks to absorb indigenous peoples, people of color and their knowledges, only to turn themselves into the “native.” While various interventions have tried to dislodge the aims of replacement, the settler colonial curricular project of replacement is relentless in its recuperation and absorption of those critiques, effectively replacing those who offered the critiques with (now) more informed white bodies.

300 citations

08 Sep 2012
TL;DR: The concept of solidarity is often evoked within projects of decolonization as mentioned in this paper, and it is possible to articulate a set of parameters for solidary relations through which to imaginatively construct new ways of entering into relations with others.
Abstract: The concept of solidarity is often evoked within projects of decolonization. More recently, however, the failure to construct solidary relationships that seriously engage the demands posed by decolonization has provoked scepticism as well as suspicion regarding the viability of solidarity. A consideration of the genealogy as well as the multifarious uses of the concept of solidarity reveals some of the ways in which the concept reinscribes colonial logics and operates to obscure complicity and continued colonization. At the same time, it is possible to articulate a set of parameters for solidary relations through which to imaginatively construct new ways of entering into relations with others. In fact, when informed by the failures of responses such as multiculturalism and cosmopolitanism to the problem of human difference, solidarity remains an important possibility. This article proposes three modes for a pedagogy of solidarity that is committed to decolonization. It argues for the possibilities of relational, transitive, and creative solidarity as a strategy for recasting not only human relations but also the very notion of what it means to be human, as crucial for decolonization.

162 citations

Book
30 Sep 2009
TL;DR: In this article, the authors describe a totally elite boarding school, where smart, smart, working hard, reserved seats, and bonding rituals are used to identify the elite students.
Abstract: * Introduction * Totally Elite * Getting In * Being Smart, Working Hard * Reserved Seating * Bonding Rituals * Unequal Distinctions * Envisioning an Elite Future * Appendix: Researching Identification at an Elite Boarding School * Notes * Acknowledgments * Index

154 citations

Journal ArticleDOI
TL;DR: Ruben A. Gaztambide-Fernandez as discussed by the authors uses a discursive approach to argue that mainstream arts in education scholarship and advocacy construes "the arts" as a definable naturalistic phenomenon that exists in the world and is available to be observed and measured.
Abstract: In this essay Ruben A. Gaztambide-Fernandez uses a discursive approach to argue that mainstream arts in education scholarship and advocacy construes “the arts” as a definable naturalistic phenomenon that exists in the world and is available to be observed and measured. In the course of his analysis, he examines how this construction is employed through what he calls the rhetoric of effects as part of the mainstream discourses used in arts in education research today. He describes how this positivistic rhetoric masks the complexity of those practices and processes associated with the arts, limiting the possibilities for productively employing such practices in education. In addition, he explores how discourses of the arts both arise out of and continually reify hierarchical conceptions of artistic practices in education and broader society. He concludes by proposing an alternative rhetoric of cultural production, arguing that moving toward this new way of understanding practices and processes of symbolic c...

130 citations

Journal ArticleDOI
TL;DR: This paper identified five criteria by which elite boarding schools can be identified: typologically elite, scholastically elite, historically elite, geographically elite, and demographically elite, based on a review of the relevant literature.
Abstract: This article brings attention to the rarefied world of elite boarding schools. Despite their reputation for excellence, these unique educational institutions remain largely outside the gaze of educational researchers and the scope of public debates about education. One reason for this absence is a lack of knowledge about what exactly defines an elite boarding school and the characteristics that stand them apart from other schools in significant ways. Drawing on a review of the relevant literature, the article outlines five criteria by which elite boarding schools can be identified: typologically elite, scholastically elite, historically elite, geographically elite, and demographically elite. Although the “elite” status of any given school in any of these criteria may be open to debate, it is the particular combination of these five dimensions that defines an elite boarding school. After a discussion of these five characteristics, the article outlines some implications for future research that considers el...

107 citations


Cited by
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Journal ArticleDOI
TL;DR: Reading a book as this basics of qualitative research grounded theory procedures and techniques and other references can enrich your life quality.

13,415 citations

Book Chapter
01 Jan 1996
TL;DR: In this article, Jacobi describes the production of space poetry in the form of a poetry collection, called Imagine, Space Poetry, Copenhagen, 1996, unpaginated and unedited.
Abstract: ‘The Production of Space’, in: Frans Jacobi, Imagine, Space Poetry, Copenhagen, 1996, unpaginated.

7,238 citations

01 Jan 2015
TL;DR: Familiarity, ease of access, trust, and awareness of risks, will all be important for the future.
Abstract: 萨义德以其独特的双重身份,对西方中心权力话语做了分析,通过对文学作品、演讲演说等文本的解读,将O rie n ta lis m——"东方学",做了三重释义:一门学科、一种思维方式和一种权力话语系统,对东方学权力话语做了系统的批判,同时将东方学放入空间维度对东方学文本做了细致的解读。

3,845 citations

Journal Article

3,074 citations

01 Aug 2001
TL;DR: The study of distributed systems which bring to life the vision of ubiquitous computing systems, also known as ambient intelligence, is concentrated on in this work.
Abstract: With digital equipment becoming increasingly networked, either on wired or wireless networks, for personal and professional use alike, distributed software systems have become a crucial element in information and communications technologies. The study of these systems forms the core of the ARLES' work, which is specifically concerned with defining new system software architectures, based on the use of emerging networking technologies. In this context, we concentrate on the study of distributed systems which bring to life the vision of ubiquitous computing systems, also known as ambient intelligence.

2,774 citations