1,720,992 research outputs found
Rethinking and Reinventing Intercultural Education in Post-Secondary Institutions: A Critical, Anti-Colonial Approach
No full textCritical and anti-colonial scholarship helps us imagine how intercultural education might begin to address the power imbalances inherent to issues of culture and epistemology. This paper reflexively dialogues anti-colonial theory with my own experiments of practically implementing these theories within the Intercultural Program (IP), an extracurricular program at a Canadian postsecondary institution, to demonstrate possibilities for shaping intercultural education towards ethical ends. Through curriculum, programming, and community-building that is cocreated with students, the IP aspires to shape intercultural education towards social justice and equity, opening spaces for engagement with nondominant epistemologies, and promoting the critical thinking necessary for evaluating the historical, economic, political, social, and ethical implications of students’ own and others’ positions. At the same time, the IP provides a helpful site for exploring the challenges of doing critical work in an internationalizing institution, and the need, perhaps, to move intercultural education away from internationalization within higher education
Boomerang Ethics: How Racism Affects Us All
No full textReview of Joseph Mensah and Christopher J. Williams’ 2017 publication analyzing the dynamics of racism in Canada
Reading Humanitarian Heroes for Global Citizenship Education? Curriculum Critique of a Novel Study on Craig Kielburger’s Free the Children
Get PDFLiterature classrooms hold great potential to educate students for critical global citizenship through serious engagement with marginalized stories that test or subvert mainstream knowledges and structures, including the familiar humanitarian framework that dominates Western thinking about the Global South. Unfortunately, much existing literary curriculum in the Global North often does just the opposite. Instead, Western-oriented texts and safe, traditional reading practices contribute to a form of global citizenship that perpetuates Western hegemony and limits expressions of citizenship to benevolent actions. This is especially the case where global citizenship curriculum is developed by NGOs and humanitarian organizations, such as Me to We, a popular social enterprise with increasing influence over education in Canada, the U.S. and the U.K.
Using the frameworks of critical global citizenship education, Slaughter’s (2006) theory of humanitarian reading, and Stone-Mediatore’s (2003) notion of reading for enlarged thought, this paper will undertake a close reading of the unit materials for Free the Children, a unit developed by Me to We, which aspires to educate for global citizenship. Unit activities problematically appropriate the voices and viewpoints of child laborers in South Asia by establishing dichotomies between readers and the populations that Me to We aspires to help. This unit provides a means by which to examine the effectiveness of reading a memoir by an exemplary humanitarian, particularly when unit activities are framed by an organization with a particular humanitarian agenda
Schooled by Scrolling the Trans Mountain Pipeline? Tracing (Anti)colonial Public Pedagogy on Instagram
Get PDFIn opposition to the Trans Mountain pipeline, overlapping networks of concerned citizens, Indigenous land protectors, and environmental activists have used Instagram to document pipeline construction, policing, and land degradation; teach using infographics; and express solidarity through artwork and re-shared posts. These expressions constitute a form of “public pedagogy,” where social media takes on an educative force, influencing publics whether or not they set foot in the classroom. Working with digital methods, visual methodologies, and close reading practices, this dissertation draws on Instagram’s large-scale data to trace and analyze how publics reinforce and resist settler colonialism as they engage with the Trans Mountain pipeline controversy online.
While much public pedagogy research focuses on the hegemonic functioning of culture, a study of the Trans Mountain issue provides a crucial analysis of social media’s anti-colonial possibilities. Instagram’s public pedagogy intersects in a social and ecological issue within and against the economies and cultures of digital media, racist and colonial representational regimes, and the broader ecology of relations under the settler state. Public pedagogy on Instagram indeed reveals a complex intermingling of user and platform agency in a pedagogy that takes on a connected, aesthetic, and situated force, according to the networked, image-based, and locative affordances available on the platform. While some visions and enactments are profoundly decolonial, mainstream colonial norms are unevenly reinforced, contested, subverted, and bypassed on a platform driven by corporate agendas and situated within colonial-capitalist processes. Considering the complexity of attending to these nuances from an anti-colonial perspective, this dissertation introduces an anti-colonial methodology for archiving, visualizing, and interpreting large-scale digital data in accountable ways that undermine colonial hierarchies and categorizations inherent to data structuring and use.
This large-scale examination of the Trans Mountain issue public pedagogy contributes visions for Indigenous land protection and an anti-colonial approach to environmental justice emerging from participant publics, holding implications for more formal justice-based climate and environmental education, and opening spaces of possibility – along with the persistent restrictions – in working towards altered relations
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Education as a Petro-Pipeline: Beyond the Limits of Education Research in the Face of Climate Change
Get PDFConsidering the key cause of climate-harming carbon emissions is the increased use of fossil fuels, we might expect research in education to engage in petrocriticism—a critical way of reading the world that deconstructs how fossil-fuelled cultural expectations and practices, or “petroculture,” functions in education. To trace the intersection of fossil fuels and education, this article conducts a systematic literature review of both existing and emerging scholarship, engaging in a petrocritical reading of research themes to reveal the extent to which petroculture is naturalized and/or confronted. By examining both dominant research patterns and the notable silences, we conclude by making recommendations for how education scholarship can respond to climate science and contribute to a more livable future through research that takes up (a) petrocriticism, (b) mitigation and decarbonization, and (c) transformation toward alternatives.Étant donné que la principale cause des émissions de carbone nuisibles au climat est l’utilisation accrue des combustibles fossiles, on pourrait s’attendre à ce que la recherche en éducation s’engage dans la pétrocritique — une lecture critique du monde qui déconstruit le fonctionnement des attentes et des pratiques culturelles liées aux combustibles fossiles, ou « pétroculture », dans l’éducation. Afin de déterminer l’intersection entre les combustibles fossiles et l’éducation, cet article effectue une revue systématique de la littérature existante et émergente, en adoptant une lecture pétrocritique des thèmes de recherche afin de révéler dans quelle mesure la pétroculture est naturalisée et/ou confrontée. En examinant à la fois les schémas de recherche dominants et les silences notables, nous concluons en formulant des recommandations sur la manière dont la recherche en éducation peut réagir au changement climatique et contribuer à un avenir plus durable grâce à des recherches qui abordent (a) la pétrocritique, (b) l’atténuation et la décarbonation, et (c) la transformation vers des solutions alternatives
Literary study for critical global citizenship education
No full textThis thesis examines the role of literary studies in critical global citizenship education (GCE) within a Canadian high school context. Grounded in recent educational literature, which argues for more critical approaches of GCE (Andreotti 2006; Andreotti et al. 2010; Marshall 2009; Pashby 2011; Pike 2008; Richardson 2008; Schultz 2007; Tallon 2012; Taylor 2011), I will explore how to implement critical GCE within the concrete lessons and practices of English literature classrooms. Drawing primarily on Stone-Mediatore’s literary theory of reading for enlarged thought, I will propose a new framework of reading for critical global citizenship through critical and reflexive engagement with marginalized narratives. A critique of curriculum materials for Craig Kielburger’s Free the Children and Robin Wiszowaty’s My Maasai Life, developed by Me to We and Free the Children, reveals how Western-oriented texts and safe, traditional reading practices contribute to a form of global citizenship that perpetuates Western hegemony and limits expressions of citizenship to benevolent actions. By contrast, by helping students engage critically and reflexively with marginalized experience narratives, educators may guide their students through a difficult and cyclical process, introduced by Andreotti and de Souza’s Through Other Eyes project (2008), of learning to unlearn, learning to listen, learning to learn, and learning to reach out. Through this process, students may begin to recognize their situatedness within mainstream frameworks that limit their abilities to consider alternative possibilities and futures. To demonstrate possibilities for implementing this fourfold reading process in the classroom, I will provide example reading activities for Chris Abani's novel, Song for Night, David Alexander Robertson and Madison Blackstone’s graphic novel, The Life of Helen Betty Osborne, and the documentary film, Dear Mandela.Graduate Studies, College of (Okanagan)Graduat
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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