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Teaching to transgress : education as the practice of freedom
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In this article, the authors discuss the importance of engaged pedagogy and teaching to transgress in a multiracial world, focusing on the teaching of new worlds and new words.Abstract:
Introduction: Teaching to Transgress 1. Engaged Pedagogy 2. A Revolution of Values: The Promise of Multicultural Change 3. Embracing Change: Teaching in a Multicultural World 4. Paulo Freire 5. Theory as Liberatory Practice 6. Essentialism and Experience 7. Holding My Sister's Hand: Feminist Solidarity 8. Feminist Thinking: In the Classroom Right Now 9. Feminist Scholarship: Black Scholars 10. Building a Teaching Community: A Dialogue 11. Language: Teaching New Worlds / New Words 12. Confronting Class in the Classroom 13. Eros, Eroticism, and the Pedgagogical Process 14. Ecstasy: Teaching and Learning Without Limitsread more
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Hearing Voices, Creating Spaces: The Craft of the "Artisan Teacher" in a Mass Higher Education System.
TL;DR: This article explored the ways in which teachers can create safe and inclusive spaces in which all voices may be heard and in which meaningful learning may take place and explored the concepts of voice and space as critical to the issues of widening participation, inclusive learning and teaching and academic engagement.
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“The Future of Archaeology Is Antiracist”: Archaeology in the Time of Black Lives Matter
Ayana Omilade Flewellen,Justin Dunnavant,Alicia Odewale,Alexandra Jones,Tsione Wolde-Michael,Zoë Crossland,Maria Franklin +6 more
TL;DR: Archaeology in the Time of Black Lives Matter (TOMBLM) forum as discussed by the authors was cosponsored by the Society of Black Archaeologists (SBA), the North American Theoretical Archaeology Group (TAG), and the Columbia Center for Archaeology.
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Towards a ‘pedagogy of connection’ in critical research education: A REAL story
TL;DR: This article presented aspects of my lived experience as a teacher of research English as an additional language (REAL) by telling a reflexive story of developing a critical pedagogy which privileges "connection" within an Australian AAL context.
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On ‘Knowing one's self’ selfwriting, power and ethical practice: Reflections from an adult educator
TL;DR: This paper explored how pastoral power effects construct subjectivities in learners, using three genealogical narratives from my research text, The Body's Tale, and Foucault's writings, and showed how we can interrupt our own self-regulation; they suggest we can surface our exercise of power in our daily work and through self-writing, or askesis, the discipline and care of the self, develop an embodied ethical practice.
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Writing home/decolonizing text(s)
TL;DR: The authors argue that colonizers leave home to seek power and control elsewhere, and the colonized suffer loss of home as they know it, and that the self is split, alienated from itself, and text(s) and education are shaped by Eurocentrism and ‘us-them' binaries.