Cultural and Pedagogical Inquiry (Journal)
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501 research outputs found
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To feel a look, To see the flesh: Phenomenological reflections of a pierced and tattooed pre-service teacher
No full textThis phenomenological reflection invites us to consider what it feels like to be looked at, as a visibly pierced and tattooed pre-service teacher, by a supervising principal. Drawing from Maurice Merleau-Ponty’s phenomenology of perception, theories of the look in education forwarded by Madeleine Grumet, Michel Foucault’s notion of the disciplinary gaze and Luce Irigaray’s work on intersubjectivity, this article delves into the layers of meaning within a piercing moment. This inquiry thus fleshes out what it feels like to be seen as a body-modified teacher in comparison to that of the “expected teacher” image during a time of struggle when one’s newly-forming teacher identity clashes with one’s personal self-identity. It also provides context for better understanding, both palpably and politically, the sense of vision in education from various perspectives: looking within, looking down, the uniform look, the stereotypical look and the mutual loo
Colonial thinking, educational policy and social development: The Calliandra in bloom
No full textThis paper addresses problems of educational governance in globalization contexts, exploring actions that might become social development options, taking mainly into account Southern authors´ formulations geared towards social development. We suggest, at the end, that such foundations may contribute for the construction of educational policies that will foster global citizenship in the context of the extremely competitive governance arena.
Local Political Arrangements: Education in harmony with the local development
No full textThis paper addresses education, particularly professional, scientific and technological education, in the context of local development, from the prism of productive local arrangements – PLAS. It highlights the effect of globalization on society´s transformations, the restructuring of the sectorial, institutional and organizational dynamics related to educational aspects, the territorial features of the said arrangements, and the actors that are part of them. We understand that this is a priority in the social construction and an incentive to the scientific education professional development, with regard to the ethical-political nature of individuals. We point out the need to foster interaction amongst educational institutions in order to mobilize territorial resources, aiming at local development. We conclude with a few pertinent discussions about the value of education, both in its integral feature and in its adherence to parallel harmonies.
Changing the subject in teacher education: Centering Indigenous, diasporic, and settler colonial relations
No full textThis paper suggests that, so long as we are focused on racism and colonialism as an exclusively Indigenous struggle, we fail to engage non-Indigenous peoples as “allies” of Indigenous education and sovereignty. My goal is to place a developing literature on settler-Indigenous alliances into a productive and more explicit dialogue with anti-oppressive educational theory and praxis. I address two critical questions: 1) How might we engage structurally privileged learners, some of whom are non-Indigenous peoples, to think about colonial dominance and racism in Canada? and 2) How might we work in coalition with privileged learners—and especially with new Canadians—to consider matters of land, citizenship, and colonization? I conclude by identifying a series of pedagogical practices aimed at the troubling of normalcy—an approach to teaching that disrupts the binary of self/Other. I consider briefly in turn the implications of this pedagogy for decolonization, the invigoration of teacher education programs in Canada, and the building and rejuvenation of relationships between Indigenous peoples and settler, diasporic, and migrant Indigenous populations
Exploring Shifts in Conceptions of “Good” Citizenship: Community Service-Learning in Activist Placements
No full textIn this paper, we share insights about citizenship from a research project that investigated the effects of a service-learning experience in a graduate adult education seminar with an explicitly critical pedagogical focus and activist placements. We analyze a subset of the findings related to students’ shifting conceptions of themselves as citizens and the factors that facilitated these shifts
