 | | | Modelling Systemic Racism: Mobilising the Dynamics of Race and Games in Everyday Racism This article is concerned with attempts to pose videogames as solutions to systemic racism. The mobile app, Everyday Racism, is one such game. Its method is to directly address players as subjects of racism interpellating them as victims of racist language and behaviour within Australian society, implicating the impact of racism on mental health and wellbeing. While the game has politically laudable goals, its effectiveness is undermined by several issues themselves attributable to the dynamics of race and games. This paper will spell out those issues by addressing three separate facets of... | | A new border pedagogy to foster intercultural competence to meet the global challenges of the future The Millennium Project, an international participatory think tank that uses futures research to systematically explore, create and test both possible and desirable futures in order to improve decisions in the present, presents unprecedented challenges for Australian education. Their publication, 2015-16 State of the Future, outlines 15 global challenges that represent an unparalleled invitation for educators to think creatively and imaginatively to design experiences whereby students successfully engage in 'border crossing' (Giroux, 1992). The act of border crossing provides unprecedented... | | Democracy and decency: What does education have to do with it? Democracy can mean a range of concepts, covering everything from freedoms, rights, elections, governments, processes, philosophies and a panoply of abstract and concrete notions that can be mediated by power, positionality, culture, time and space. Democracy can also be translated into brute force, hegemony, docility, compliance and conformity, as in wars will be decided on the basis of the needs of elites, or major decisions about spending finite resources will be the domain of the few over the masses, or people will be divided along the lines of race, ethnicity, class, religion, etc.... | | Addressing Assumptions about Adolescents in a Preservice YAL Course The article examines four classroom activities within a Young Adult Literature course that helped her secondary English pre-service teachers address assumptions about adolescents that they previously held. First, the article offers a brief overview of the dominant discourses around adolescence, and how our notions of young adults are constructed. Next, the article outlines how the author asked her students to examine their own experiences as young adults, hear alternative viewpoints about teenagers from other scholars and educators, and examining images and opinions of adolescents in... | | (Re)Positioning the " Chinatown " Default: Constructing Hybrid Identities in Elementary Students in schools located within geographically defined "Chinatowns" are often defaulted into a dual foreignness. They are seen as foreigners by the country of residence, while also recognized as foreign by travelers from the People's Republic of China. Drawing on a yearlong study, this chapter presents examples of students from a United States "Chinatown" school who contest assumed homogeneity in Chinatown, thus complicating the notion that Chinese means one thing and that all students are Chinese. This study, in line with Ma and Wang (2014), seeks to complicate assumed hegemonic and... | | |
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