Recovery as resistance: bell hooks, engaged pedagogy, and Buddhist thought

IF 4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Critical Studies in Education Pub Date : 2021-11-10 DOI:10.1080/17508487.2021.1990976

R. Low

引用次数: 2

Abstract

ABSTRACT How do we style ourselves and others as scholars in the field of critical education? What parts of ourselves and others do we regard as salient (or not) in our accounts? And what are the forces that underlie such decisions? In this article, I submit that secularisation is a persistent epistemic and ontological condition that shapes the study of key figures in critical education. Through a sketch of how eminent radical educator bell hooks is commonly represented in this field – and recovering the threads of Buddhist thought from her own corpus as a counterpoint – I consider how the secularising impulse may obscure some of her unique educational insights and produce racialising effects, specifically the whitewashing of her intellectual provenance.

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作为抵抗的复原:钟钩、参与式教学法和佛教思想

作为批判教育领域的学者，我们如何塑造自己和他人的风格?在我们的描述中，我们认为自己和他人的哪些部分是突出的(或不突出的)?这些决定背后的力量是什么?在这篇文章中，我认为世俗化是一个持续的认识论和本体论条件，它塑造了批判教育中关键人物的研究。通过概述杰出的激进教育家贝尔·胡克斯在这一领域的普遍表现——并从她自己的语料库中恢复佛教思想的线索作为对位——我考虑了世俗的冲动如何掩盖了她的一些独特的教育见解，并产生了种族化的影响，特别是对她的智力来源的粉饰。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Critical Studies in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.10

自引率

5.10%

发文量

期刊介绍： Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.