 | | | | Critical Leadership for Social Justice: Unveiling the Dirty Little Secret of Power and Privilege 1 The article critically examines questions related to leadership for social justice by unveiling some of the most disturbing conflicts and contradictions that exist within the neoliberal contexts of universities with respect to institutional structures and relations of power. Underlying this critical discussion are significant concerns tied to the hidden curriculum of patriarchy, racism, class apartheid, homophobia, and ableism that persist tenaciously within the traditional epistemological spheres and cultural practices of universities today, despite public mainstream discourses to the... |
|
| The Teacher Educator The Impact of Teacher Professional Development to Reposition Pedagogy for Indigenous Students in Mainstream Schools There is a dearth of empirical evidence that examines the impact of teacher professional development for culturally responsive pedagogies, particularly on Indigenous student achievement and teacher practices. Te Kotahitanga was a large-scale professional development initiative for culturally responsive practices for secondary teachers in New Zealand. To study its impact, we used a mixed-methods research approach to gather and analyze data on student achievement outcomes, classroom practices, and perceptions of teachers and students. While results suggested positive changes associated with... |
|
| Harman, R. Ahn, S., & Bogue, B. (2016). Reflective Language Teacher Education: Fostering Discourse Awareness through Critical Performative Pedagogy. Teaching and Teacher Education Informed by performance studies and an interactional sociolinguistics orientation to meaning-making, this paper investigates how performing, analyzing, and reflecting on reenactments of classroom experience supported our thinking about how we negotiate institutional, societal, and global challenges in multilingual contexts. Two implications for language education and research are discussed: the potential of performance as an instructional tool in fostering reflexivity among teachers and students, and the potential of collaborative critical discourse analysis to support educators in stepping... |
|
| Provincializing the Anthropocene Essay published in Seminar, 2015. Is the Anthropocene a truly global concept, or is it a new form of extending Eurocentric histories? In this essay I consider the science of the Anthropocene from a methodological perspective, considering how preoccupations with specific time frames structures analysis. Like history, parts of the science of global change need to be 'provincialized.' (CLICK ON LINK, OPEN-ACCESS JOURNAL) |
|
| A critical pedagogy of ineffability: Identity, education and the secret life of whatever In this article I bring Giorgio Agamben's notion of 'whatever singularity' into critical pedagogy. I take as my starting point the role of identity within critical pedagogy. I call upon Butler to sketch the debates around the mobilization of identity for political purposes and, conceding the contingent necessity of identity, then suggest that whatever singularity can be helpful in moving critical pedagogy from an emancipatory to a liberatory project (a distinction I take from Marx). To articulate whatever singularity I situate the concept within the work in which it appears, and then take a... |
|
|
Academia, 251 Kearny St., Suite 520, San Francisco, CA, 94108 Unsubscribe Privacy Policy Terms of Service © 2016 Academia | |
0 Response to "Critical Leadership for Social Justice: Unveiling the Dirty Little Secret of... - Academia.edu"
Posting Komentar