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Author: Staci B. Martin
Publisher: Routledge
ISBN: 9780367625849
Category : College teachers
Languages : en
Pages : 0
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Book Description
"Why don't you study your own country?" Situating the semi-self, amongst hybrid identities / Julten Abdelhalim -- Settler colonial curriculum in Carlisle Boarding School : a historical and personal qualitative research study / Patrick Gerard Eagle Staff -- Between confidence and mistrust, rejection and collaboration : Anglolan Region drums in third academic space at Universidade Federal de Minas, Brazil / Felix Ulombe Kaputu -- How to be a good immigrant in Australian academia / Diana Carolina Arbeláez-Ruiz -- Inclusion and exclusion of postcolonial subjects in knowledge production : academic experience in Sweden, Cameroon, and Germany / Jonathan Ngeh -- Cannibalizing the foundations of western civilization / Wendy M.K. Shaw -- Acculturation : navigating academia as a third culture child / Marcella Chiromo -- Like a laughing dove : defining and decolonizing spaces in the western academy / Lydia Wanja Gitau -- Challenging the binary : reflections on multiple and unconventional positionality through a lens of multi-layered institutional whiteness / Sayaka Osanami Törngren, Kyoko Shinozaki -- Disrupting trauma tourism in diversity workshops and scholarship essays : a participatory study describing counternarratives by queer, trans, and students of colour / Óscar Fernández, Staci B. Martin, Luz Maria Anaya, Anayeli Diaz-Espinoza, Wendy Soriano-Valencia, Stevie Cadiz, Hollis Kinner, Crystal Romero -- The role of memory and emotions in the long migration journey to Germany / Deepra Dandekar -- Transforming ordinary spaces into hopeful spaces / Staci B. Martin, Debra Tavares, D. Philipos, Milan Alvarez, Aline Maranghi, Irving Sanchez Cisneros, Danna Diaz, David Peterson del Mar -- History dialogues : opportunities and challenges of oral history research through refugee voices, narratives, and memories / Mohamed Zakaria Abdalla, Richesse Ndiritiro, Shaema Omar, Kate Reed, Samson Rer, Marcia C. Schenk, Gerawork Teferra -- Reconceptualizing academic mobility in exile : advancing a more equitable exchange of ideas / Chelsea A. Blackburn Cohen, Alfred Babo, Sarina S. Rosenthal.
Author: Staci B. Martin
Publisher: Routledge
ISBN: 9780367625849
Category : College teachers
Languages : en
Pages : 0
Get Book Here
Book Description
"Why don't you study your own country?" Situating the semi-self, amongst hybrid identities / Julten Abdelhalim -- Settler colonial curriculum in Carlisle Boarding School : a historical and personal qualitative research study / Patrick Gerard Eagle Staff -- Between confidence and mistrust, rejection and collaboration : Anglolan Region drums in third academic space at Universidade Federal de Minas, Brazil / Felix Ulombe Kaputu -- How to be a good immigrant in Australian academia / Diana Carolina Arbeláez-Ruiz -- Inclusion and exclusion of postcolonial subjects in knowledge production : academic experience in Sweden, Cameroon, and Germany / Jonathan Ngeh -- Cannibalizing the foundations of western civilization / Wendy M.K. Shaw -- Acculturation : navigating academia as a third culture child / Marcella Chiromo -- Like a laughing dove : defining and decolonizing spaces in the western academy / Lydia Wanja Gitau -- Challenging the binary : reflections on multiple and unconventional positionality through a lens of multi-layered institutional whiteness / Sayaka Osanami Törngren, Kyoko Shinozaki -- Disrupting trauma tourism in diversity workshops and scholarship essays : a participatory study describing counternarratives by queer, trans, and students of colour / Óscar Fernández, Staci B. Martin, Luz Maria Anaya, Anayeli Diaz-Espinoza, Wendy Soriano-Valencia, Stevie Cadiz, Hollis Kinner, Crystal Romero -- The role of memory and emotions in the long migration journey to Germany / Deepra Dandekar -- Transforming ordinary spaces into hopeful spaces / Staci B. Martin, Debra Tavares, D. Philipos, Milan Alvarez, Aline Maranghi, Irving Sanchez Cisneros, Danna Diaz, David Peterson del Mar -- History dialogues : opportunities and challenges of oral history research through refugee voices, narratives, and memories / Mohamed Zakaria Abdalla, Richesse Ndiritiro, Shaema Omar, Kate Reed, Samson Rer, Marcia C. Schenk, Gerawork Teferra -- Reconceptualizing academic mobility in exile : advancing a more equitable exchange of ideas / Chelsea A. Blackburn Cohen, Alfred Babo, Sarina S. Rosenthal.
Author: Staci Martin
Publisher: Routledge
ISBN: 1000479242
Category : Education
Languages : en
Pages : 222
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Book Description
By foregrounding the voices and experiences of scholars from the Global South who have migrated to institutions in the Global North, this volume theorizes the "third space" as a unique, rich, and generative position in the Western academy. Global South Scholars in the Western Academy engages a range of critical methodologies to explore the challenges that Global South scholars have faced in establishing themselves in academic settings in the Global North. The text identifies the unique position that scholars have come to adopt "in-between" North and South and theorizes this positionality as a "third space", which is carved out by academics negotiating personal, professional, and cultural belonging. This liminal subject position, enriched by experiences of migration, racialization, poverty, and difference, is shown to drive knowledge-production and justice-orientated approaches in the academy. This book provides a new and overdue perspective on the experiences and contributions of Global South scholars in the academy. It will be of interest to academics, researchers, and scholars with an interest in critical theory, indigenous and multicultural education, the sociology of education, and higher education.
Author: Shannon Morreira
Publisher: Routledge
ISBN: 1000402568
Category : Education
Languages : en
Pages : 243
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Book Description
This book brings together voices from the Global South and Global North to think through what it means, in practice, to decolonise contemporary higher education. Occasionally, a theoretical concept arises in academic debate that cuts across individual disciplines. Such concepts – which may well have already been in use and debated for some time - become suddenly newly and increasingly important at a particular historical juncture. Right now, debates around decolonisation are on the rise globally, as we become increasingly aware that many of the old power imbalances brought into play by colonialism have not gone away in the present. The authors in this volume bring theories of decoloniality into conversation with the structural, cultural, institutional, relational and personal logics of curriculum, pedagogy and teaching practice. What is enabled, in practice, when academics set out to decolonize their teaching spaces? What commonalities and differences are there where academics set out to do so in universities across disparate political and geographical spaces? This book explores what is at stake when decolonial work is taken from the level of theory into actual practice. The chapters in this book were originally published as a special issue of Third World Thematics.
Author: Django Paris
Publisher: Teachers College Press
ISBN: 0807775703
Category : Education
Languages : en
Pages : 305
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Book Description
Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong “All teachers committed to justice and equity in our schools and society will cherish this book.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.” —Pedro Noguera, University of California, Los Angeles “This book calls for deep, effective practices and understanding that centers on our youths’ assets.” —Prudence L. Carter, dean, Graduate School of Education, UC Berkeley
Author: Jo Arthur Shoba
Publisher: Routledge
ISBN: 1135068860
Category : Language Arts & Disciplines
Languages : en
Pages : 265
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Book Description
This volume considers a range of ways in which bilingual programs can make a contribution to aspects of human and economic development in the global South. The authors examine the consequences of different policies, programs, and pedagogies for learners and local communities through recent ethnographic research on these topics. The revitalization of minority languages and local cultural practices, management of linguistic and cultural diversity, and promotion of equal opportunities (both social and economic) are all explored in this light.
Author: Bruno Takahashi
Publisher: Taylor & Francis
ISBN: 1000509370
Category : Language Arts & Disciplines
Languages : en
Pages : 541
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Book Description
This handbook provides a comprehensive review of communication around rising global environmental challenges and public action to manage them now and into the future. Bringing together theoretical, methodological, and practical chapters, this book presents a unique opportunity for environmental communication scholars to critically reflect on the past, examine present trends, and start envisioning exciting new methodologies, theories, and areas of research. Chapters feature authors from a wide range of countries to critically review the genesis and evolution of environmental communication research and thus analyze current issues in the field from a truly international perspective, incorporating diverse epistemological perspectives, exciting new methodologies, and interdisciplinary theoretical frameworks. The handbook seeks to challenge existing dominant perspectives of environmental communication from and about populations in the Global South and disenfranchised populations in the Global North. The Handbook of International Trends in Environmental Communication is ideal for scholars and advanced students of communication, sustainability, strategic communication, media, environmental studies, and politics.
Author: Last Moyo
Publisher: Springer Nature
ISBN: 3030528324
Category : Social Science
Languages : en
Pages : 318
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Book Description
This book develops a nuanced decolonial critique that calls for the decolonization of media and communication studies in Africa and the Global South. Last Moyo argues that the academic project in African Media Studies and other non-Western regions continues to be shaped by Western modernity’s histories of imperialism, colonialism, and the ideologies of Eurocentrism and neoliberalism. While Africa and the Global South dismantled the physical empire of colonialism after independence, the metaphysical empire of epistemic and academic colonialism is still intact and entrenched in the postcolonial university’s academic programmes like media and communication studies. To address these problems, Moyo argues for the development of a Southern theory that is not only premised on the decolonization imperative, but also informed by the cultures, geographies, and histories of the Global South. The author recasts media studies within a radical cultural and epistemic turn that locates future projects of theory building within a decolonial multiculturalism that is informed by trans-cultural and trans- epistemic dialogue between Southern and Northern epistemologies.
Author: Harriet Harriss
Publisher: Taylor & Francis
ISBN: 1000778398
Category : Architecture
Languages : en
Pages : 710
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Book Description
The established canon of architectural pedagogy has been predominantly produced within the Northern hemisphere and transposed – or imposed – across schools within the Global South, more often, with scant regard for social, economic, political or ecological culture and context, nor regional or indigenous pedagogic principles and practices. Throughout the Global South, architecture’s academic community has been deeply affected by this regime, how it shapes and influences proto-professionals and by implication architectural processes and outcomes, too. The Routledge Companion to Architectural Pedagogies of the Global South resituates and recenters an array of pedagogic approaches that are either produced or proliferate from the ‘Global South’ while antagonizing the linguistic, epistemological and disciplinary conceits that, under imperialist imperatives, ensured that these pedagogies remained maligned or marginalized. The book maintains that the exclusionary implications of architectural notions of the ‘orders’, the ‘canon’ and the ‘core’ have served to constrain and to calcify its contents and in doing so, imperiled its relevance and impact. In contrast, this companion of pedagogic approaches serves to evidence that architecture’s academic and professional advancement is wholly contingent on its ability to fully engage in an additive and inclusive process whereby the necessary disruptions that occur when marginalized knowledge confronts established knowledge result in a catalytical transformation through which new, co-created knowledge can emerge. Notions of tradition, identity, modernity, vernacularism, post-colonialism, poverty, migration, social and spatial justice, climate apartheid, globalization, ethical standards and international partnerships are key considerations in the context of the Global South. How these issues originate and evolve within architectural schools and curricula and how they act as drivers across all curricula activities are some of the important themes that the contributors interrogate and debate. With more than 30 contributions from 55 authors from diverse regional, racial, ethnic, gender and cultural backgrounds, this companion is structured in four sections that capture, critique and catalog multifarious marginalized pedagogical approaches to provide educators and students with an essential source book of navigational steers, core contestations, propositional tactics and reimagined rubrics. The Routledge Companion to Architectural Pedagogies of the Global South pioneers a transposable strategy for academics from all disciplines looking to adopt a tested approach to decolonizing the curriculum. It is only through a process of destabilizing the hegemonic, epistemological and disciplinary frameworks that have long-prescribed architecture’s pedagogies that the possibility of more inclusive, representative and relevant pedagogical practices can emerge.
Author: Brian Croxall
Publisher: U of Minnesota Press
ISBN: 1452969523
Category : Social Science
Languages : en
Pages : 331
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Book Description
Exploring how DH shapes and is in turn shaped by the classroom How has the field of digital humanities (DH) changed as it has moved from the corners of academic research into the classroom? And how has our DH praxis evolved through interactions with our students? This timely volume explores how DH is taught and what that reveals about the field of DH. While institutions are formally integrating DH into the curriculum and granting degrees, many instructors are still almost as new to DH as their students. As colleagues continue to ask what digital humanities is, we have the opportunity to answer them in terms of how we teach DH. The contributors to What We Teach When We Teach DH represent a wide range of disciplines, including literary and cultural studies, history, art history, philosophy, and library science. Their essays are organized around four critical topics at the heart of DH pedagogy: teachers, students, classrooms, and collaborations. This book highlights how DH can transform learning across a vast array of curricular structures, institutions, and education levels, from high schools and small liberal arts colleges to research-intensive institutions and postgraduate professional development programs. Contributors: Kathi Inman Berens, Portland State U; Jing Chen, Nanjing U; Lauren Coats, Louisiana State U; Scott Cohen, Stonehill College; Laquana Cooke, West Chester U; Rebecca Frost Davis, St. Edward’s U; Catherine DeRose; Quinn Dombrowski, Stanford U; Andrew Famiglietti, West Chester U; Jonathan D. Fitzgerald, Regis College; Emily Gilliland Grover, Notre Dame de Sion High School; Gabriel Hankins, Clemson U; Katherine D. Harris, San José State U; Jacob Heil, Davidson College; Elizabeth Hopwood, Loyola U Chicago; Hannah L. Jacobs, Duke U; Alix Keener, Stanford U; Alison Langmead, U of Pittsburgh; Sheila Liming, Champlain College; Emily McGinn, Princeton U; Nirmala Menon, Indian Institute of Technology; James O’Sullivan, U College Cork; Harvey Quamen, U of Alberta; Lisa Marie Rhody, CUNY Graduate Center; Kyle Roberts, Congregational Library and Archives; W. Russell Robinson, Alabama State U; Chelcie Juliet Rowell, Tufts U; Dibyadyuti Roy, U of Leeds; Asiel Sepúlveda, Simmons U; Andie Silva, York College, CUNY; Victoria Szabo, Duke U; Lik Hang Tsui, City U of Hong Kong; Annette Vee, U of Pittsburgh; Brandon Walsh, U of Virginia; Kalle Westerling, The British Library; Kathryn Wymer, North Carolina Central U; Claudia E. Zapata, UCLA; Benjun Zhu, Peking U. Retail e-book files for this title are screen-reader friendly.
Author: Jón Ingvar Kjaran
Publisher: Routledge
ISBN: 1351028812
Category : Education
Languages : en
Pages : 227
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Book Description
This book explores the narratives and experiences of LGBTQ+ and gender non-conforming students around the world. Much previous research has focused on homophobic/transphobic bullying and the negative consequences of expressing non-heterosexual and non-gender-conforming identities in school environments. To date, less attention has been paid to what may help LGBTQ+ students to experience school more positively, and relatively little has been done to compare research across the global contexts. This book addresses these research gaps by bringing together ongoing research from countries including Brazil, China, South Africa, the UK and many more. Each chapter examines results of empirical research into school experiences of LGBTQ+ students, and the experiences and perspectives of teachers and parents. All contributions are theoretically informed by aspects of queer theory and/or critical feminist theory, with additional insights from psychological, sociological and linguistic perspectives. Contributing chapters consider how educational workers may question socially sanctioned concepts of normality in relation to gender and sexuality in ways that benefit all students, and how they can ‘queer’ schools to make them less oppressive in terms of gender and sexuality. Expertly written and researched, this book is an invaluable resource for researchers, policymakers and students in the fields of education, sociology, gender studies and anyone with an interest in gender and sexuality studies.
