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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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Journal ArticleDOI
Smartness as Cultural Wealth: An AsianCrit Counterstory.
Abstract: Historically, Asians have been defined by a range of negative and positive images that include the coolie, the deviant, the yellow peril, and the model minority. However, the negative images have been slowly and robustly replaced with ones that portray Asian Americans as high achievers, smart, and a model – especially when compared to other students of color. For many Asian American students, ‘smartness’ as a cultural practice and an imposed attribute has become synonymous with whiteness – impacting their academic, social, cultural, and language identities. Utilizing reflexive ethnography, I share what I name ‘cultural wealth as smartness’ as a Vietnamese refugee student growing up in a predominantly white community and the cultural capital gained and lost as a result. This article provides a counter-narrative to the Asian American experience and the deficit assumptions imposed upon immigrant families in the US.
Transformation of Sympathies: Gendered Mediation of Jordanian Education Reform for a Knowledge Economy
TL;DR: Ammani Girls' School as mentioned in this paper, Ammani girls' school, Amman, Jordan, 1990a.vii Prologue: Welcome to Ammanis Girls' school
Positionality as Knowledge: From Pedagogy to Praxis
Sara Maria Acevedo,Michael Aho,Eri Cela,Juei-Chen Chao,Isabel Garcia-Gonzales,Alec MacLeod,Claudia Moutray,Christina Olague +7 more
TL;DR: In this paper, the authors draw from their work in the Integral Teaching Fellowship Program at CIIS, and from their interactive session in the 2014 CIIS Founders Symposium on Integral Consciousness to better understand the epistemological relevance of positionality in integral education and critical pedagogy.
Conversations from the Classroom: Reflections on Feminist Music Therapy Pedagogy in Teaching Music Therapy
TL;DR: In this paper, the authors explored the phenomena of feminist pedagogy as experienced by music therapy educators using phenomenological inquiry, and examined the following research questions: (a) do music therapists use feminist music therapy in teaching music therapy, (b) if so, how do they use FMTP, (c) what is their experience in using FMTP and (d) how do feminist music therapists define their use of FMTP.
The Fragility of Urban Teaching: A Longitudinal Study of Career Development and Activism.
TL;DR: In this article, the authors describe the creation and development of Center X, an urban teacher education program in Center X in Los Angeles, and explore the issue of how professional learning communities emerge in urban schools.