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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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The Limits of Service-Learning in Higher Education.
TL;DR: In this paper, the authors take a critical look at the attempted institutionalization of service learning in higher education and ask whether service-learning can become deeply embedded within the academy; and if so, what exactly is becoming embedded.
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Good intentions are not enough: a decolonizing intercultural education
TL;DR: In this article, the authors describe a philosophy of decolonizing intercultural education, which is dedicated to dismantling dominant hegemony, hierarchies, and concentrations of power and control in education, and argue that attaining such an education requires not only subtle shifts in practice and personal relationships, but also important shifts of consciousness that prepare us to see and react to the socio-political contexts that so heavily influence education theory and practice.
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The substance of things hoped for, the evidence of things not seen: Examining an endarkened feminist epistemology in educational research and leadership
TL;DR: This article explored the cultural genesis and meanings of the lives of three African-American women leaders/researchers and disrupted and unsettled the taken-for-granted notions surrounding the very goals and purposes of educational research.
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A Transformative Learning Model for Service-Learning: A Longitudinal Case Study.
TL;DR: In this paper, the authors present a longitudinal research study that led to the development of a theoretical framework for explaining how students experience the process of transformational learning in service-learning.
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'Bettering Yourself'? Discourses of risk, cost and benefit in ethnically diverse, young working-class non-participants' constructions of higher education
Louise Archer,Merryn Hutchings +1 more
TL;DR: In this paper, a focus group discussion was conducted with 109 non-participant Londoners, aged between 16 and 30 years, from a range of working-class backgrounds, focusing on nonparticipants' constructions of risks, costs and benefits during application, participation and graduation.