|
Showing 1 - 3 of
3 matches in All Departments
Due to the enduring legacy of the colonial, capitalist project, we
have arguably entered an era of social, cultural, economic, and
environmental collapse. There is a heightened awareness of a range
of global issues including racism and xenophobia, economic and
cultural protectionism, environmental degradation, and climate
change – yet there appears to be a resistance to taking action
that challenges the status quo, maintaining a way of life that
continues to divide the world in unequal and inequitable ways,
including in education. The complicity of westernized education in
contributing to these issues has led calls to decolonize
educational ideologies, structures, and practices. In response, the
authors present a novel way of thinking and a robust foundation for
de/colonizing educational relationships in Higher and Teacher
Education, illustrated by examples of applications to practice. A
hybrid style of writing weaves their own narratives into the text,
drawing on their experiences in a range of educational settings.
This book convincingly argues that effective culturally responsive
pedagogies require teachers to firstly undertake a critical
deconstruction of Self in relation to and with the Other; and
secondly, to take into account how power affects the
socio-political, cultural and historical contexts in which the
education relation takes place. The contributing authors are from a
range of diaspora, indigenous, and white mainstream communities,
and are united in their desire to challenge the hegemony of
Eurocentric education and to create new educational spaces that are
more socially and environmentally just. In this venture, the ideal
education process is seen to be inherently critical and
intercultural, where mainstream and marginalized, colonized and
colonizer, indigenous and settler communities work together to
decolonize selves, teacher-student relationships, pedagogies, the
curriculum and the education system itself. This book will be of
great interest and relevance to policy-makers and researchers in
the field of education; teacher educators; and pre- and in-service
teachers.
This book convincingly argues that effective culturally responsive
pedagogies require teachers to firstly undertake a critical
deconstruction of Self in relation to and with the Other; and
secondly, to take into account how power affects the
socio-political, cultural and historical contexts in which the
education relation takes place. The contributing authors are from a
range of diaspora, indigenous, and white mainstream communities,
and are united in their desire to challenge the hegemony of
Eurocentric education and to create new educational spaces that are
more socially and environmentally just. In this venture, the ideal
education process is seen to be inherently critical and
intercultural, where mainstream and marginalized, colonized and
colonizer, indigenous and settler communities work together to
decolonize selves, teacher-student relationships, pedagogies, the
curriculum and the education system itself. This book will be of
great interest and relevance to policy-makers and researchers in
the field of education; teacher educators; and pre- and in-service
teachers.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Goldfinger
Honor Blackman, Lois Maxwell, …
Blu-ray disc
R53
Discovery Miles 530
|