Pedagogies of difference: Unknowing immigrant teachers as subjects forever in process

Q3 Social Sciences

Journal of Pedagogy Pub Date : 2015-12-01 DOI:10.1515/jped-2015-0017

S. Arndt

引用次数: 11

Abstract

Abstract Immersed in the bicultural, increasingly globalized, yet uniquely local, Aotearoa New Zealand early childhood landscape, immigrant teacher subjects are shaped in complicated, entangled ways. This paper attempts to open fresh spaces for re-thinking knowable teacher identities by drawing on Julia Kristeva’s work on the foreigner and the subject-in-process. It explores the immigrant teacher subject as “infinitely in construction, de-constructible, open and evolving” (Kristeva, 2008, p. 2). In a sector that is grappling with the complexities of outcomes driven expectations of productivity, mass participation and often homogenized indicators of ‘quality’, this paper elevates insights into the subject formation of the Other, to expose cracks in this veneer, through the notions of the semiotic and revolt. In this critical philosophical examination, I reconceptualise the idea of knowing immigrant teacher subjects, and their confrontation and (re)negotiation of social, political and professional expectations and unknowable foreignness.

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差异教育学:不知情的移民教师永远是过程中的主体

沉浸在二元文化、日益全球化、但又独具本土特色的新西兰奥特罗亚幼儿景观中，移民教师学科的塑造方式复杂、纠缠。本文试图借鉴茱莉亚·克里斯蒂娃关于外国人和过程中主体的研究，为重新思考可知的教师身份开辟新的空间。它将移民教师主体探索为“无限建构、解构、开放和演变”(Kristeva, 2008，第2页)。在一个正在努力应对结果驱动的生产力预期、大众参与和经常同质化的“质量”指标的复杂性的部门，本文通过符号学和反抗的概念，提升了对他者主体形成的见解，以揭露这一表面上的裂缝。在这个批判性的哲学考察中，我重新定义了了解移民教师主题的概念，以及他们对社会、政治和专业期望以及不可知的异域的对抗和(重新)谈判。

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

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.

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