Cultural and Pedagogical Inquiry (Journal)
Not a member yet
501 research outputs found
Sort by
Patriarchy Rules: Transforming resistance to gender inequalities in science teacher education in Zimbabwe
No full text This paper explores underlying mechanisms that constrain gender transformation in science education in Zimbabwe. Notwithstanding strides made with regards to gender equality in education, gender disparity is still visible mostly in natural science related disciplines. Focusing on a teacher education department, this paper argues that gender inequality is deeply imbued in the norms of the institution, patriarchy as a culture playing a decisive role in constraining the uptake of gender responsive curriculum practices. As recommendation we propose that curriculum re-orientation is not likely to be successful if it is done superficially without shaking the patriarchal roots that shape cultural values of practitioners. There is need to go beyond policy formulation to support reflexivity among teacher educators that will help them to scrutinize their values and practices as it relates to establishing gender responsive pedagogy in science education
Inside the Outside Series
No full text This series explores the contrasts that exist between perception and reality
Enduring Legacies of Empire: A Case Study of a Preservice Teacher\u27s Feminist Resistance
No full text Drawing on lived experiences and recent literature, especially, research by Nurse, a University of the West Indies academic, this article shows how memory, experience, place and history can reveal continuities in the civilizing mission of colonial and imperial projects. In order to validate my major claims, I excerpt a vignette from my published memoir regarding personal experiences at a predominantly, male teacher’s college in Jamaica (1962-1965). At the college, I deliberately engaged in a complex set of oppositional and strategic performances which led to my becoming the student of the year when I graduated. In a larger context, such performances are strategies which assertive women may wish to adopt, in order to disrupt the hegemony of male dominated educational institutions in Canada and the Caribbean
PLACE AND IDENTITY: Reading From God’s Spider at the Federation Of Humanities And Social Sciences Congress
No full textBeing a guest-writer at the Federation of Humanities and Social Sciences Congress was an honour. I thank the Canadian Association of Commonwealth Language and Literature Studies (CACLALS) and the Association for Canadian and Quebec Literatures (ACQL) for hosting me to read from my new volume, God’s Spider (Peepal Tree Press, UK)–a shortlisted finalist for the Guyana Prize for Literature (Best Poetry Book category). Indeed, a reading is always a special occasion for me; it’s also a time of liminality–in-betweenness, if you will-- placelessness, a void, quest, looking or yearning for an identity; and being nowhere, but searching. Wanting. As a preamble to my reading, I touched on W.H. Auden’s view that a poet should “mythologize the ground on which he walks.” Having now lived for over four decades in Canada, I am well equipped to do this: mythologizing Canada, sometimes with post-colonial verve and style, or angst. Post-colonial, presumably because all art is political (see Salman Rushdie’s essays in his Outside the Whale)