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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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Community Building in Social Justice Work: A Critical Approach.
TL;DR: In this paper, the authors argue for the importance of building critical communities as an integral, yet neglected, aspect of education for social justice, and explore the role that individuals can play in nurturing and enabling social justice efforts.
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‘It's almost like a White school now’: racialised complexities, Indigenous representation and school leadership
Amanda Keddie,Richard Niesche +1 more
TL;DR: In this paper, the authors present the leadership experiences of a white, middle-class principal of a rural Indigenous school and argue the central imperative of a leadership that rejects these understandings and engages in a critical situational analysis of Indigenous politics, relations and experience.
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Sustaining the heart of education: finding space for wisdom and compassion
TL;DR: In this paper, a survey of teachers, children and classrooms in the UK and US, in urban cities and small towns, where conversation and space is being held for the cultivation of wisdom and compassionate action was conducted.
Cultural-Historical Approaches to Literacy Teaching and Learning
TL;DR: Gutierrez and Rogoff as discussed by the authors discuss the contribution of a cultural-historical approach to literacy in designing productive learning environments for all students, and propose the concept of repertoires of practice to understand a student's literacy practices.