Review of Education Pedagogy and Cultural Studies最新文献_第7页

Fascist politics and the dread of white supremacy in the age of disconnections 法西斯政治和对白人至上主义的恐惧

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Review of Education Pedagogy and Cultural Studies Pub Date : 2023-08-14 DOI: 10.1080/10714413.2023.2243203

Henry A. Giroux

引用次数: 0

“It’s not a system that’s built for me”: Black youths’ unbelonging in Ontario schools “这不是一个为我建立的系统”:黑人青年在安大略省学校的不归属

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Review of Education Pedagogy and Cultural Studies Pub Date : 2023-08-09 DOI: 10.1080/10714413.2023.2240686

Charlotte Akuoko-Barfi, Henry Parada, Laura Gonzalez Perez, Marsha Rampersaud

{"title":"“It’s not a system that’s built for me”: Black youths’ unbelonging in Ontario schools","authors":"Charlotte Akuoko-Barfi, Henry Parada, Laura Gonzalez Perez, Marsha Rampersaud","doi":"10.1080/10714413.2023.2240686","DOIUrl":"https://doi.org/10.1080/10714413.2023.2240686","url":null,"abstract":"Abstract Through exploration of Black Caribbean youths’ feelings of unbelonging and exclusion in Ontario schools, this paper argues that how Whiteness is systemically engrained in the education system negatively affects the learning experiences of Black youth due to predetermined measures of belonging. The present article draws on data from 32 qualitative interviews and four focus groups with 23 Black Caribbean youth. Findings reveal challenges youth commonly face when navigating relationships with peers and educators that hinder their academic success. These challenges are exacerbated for youth who are also involved in the state’s child protection system. Participants described feeling disadvantaged in the education system due to perceptions that they are academically unprepared and thus unable to excel. Through a Critical Race Theory and Anti-Black Racism analytical framework, the findings illustrate how systemic barriers coupled with the normalization of low expectations impact the educational success and opportunities of Black Caribbean youth in Ontario schools.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83816763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Beyond a world of dread: A conversation with David Theo Goldberg 超越恐惧的世界:与大卫·西奥·戈德堡的对话

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Review of Education Pedagogy and Cultural Studies Pub Date : 2023-07-30 DOI: 10.1080/10714413.2023.2237799

D. Goldberg, A. Means

引用次数: 0

Teaching the actuality of revolution: Aesthetics, unlearning, and the sensations of struggle 讲授革命的现实性:美学、忘却和斗争的感觉

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Review of Education Pedagogy and Cultural Studies Pub Date : 2023-07-27 DOI: 10.1080/10714413.2023.2240687

Eli J. Pine

引用次数: 1

Fugitive pedagogies of dread for radical futurity: Affective, ontological, and political implications 对激进未来的恐惧的逃亡教学法:情感、本体论和政治含义

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Review of Education Pedagogy and Cultural Studies Pub Date : 2023-07-07 DOI: 10.1080/10714413.2023.2230859

Michalinos Zembylas

引用次数: 0

On liking the other: Queer Subjects and Religious Discourses 论喜欢对方:酷儿主题和宗教话语

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Review of Education Pedagogy and Cultural Studies Pub Date : 2023-07-03 DOI: 10.1080/10714413.2023.2229727

Seán Henry

引用次数: 0

A Review of Noah De Lissovoy’s Capitalism, Pedagogy, and the Politics of Being 诺阿·德·利索沃伊的《资本主义、教育学与存在政治》述评

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Review of Education Pedagogy and Cultural Studies Pub Date : 2023-07-03 DOI: 10.1080/10714413.2023.2230861

D. Sonu

引用次数: 0

Neoliberal dread and the persistence of teaching 新自由主义的恐惧和教学的坚持

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Review of Education Pedagogy and Cultural Studies Pub Date : 2023-06-22 DOI: 10.1080/10714413.2023.2223730

Jeffrey R. Di Leo

引用次数: 0

Education-themed TED talks from the perspective of critical pedagogy 批判教育学视角下的教育主题TED演讲

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Review of Education Pedagogy and Cultural Studies Pub Date : 2023-04-28 DOI: 10.1080/10714413.2023.2202592

İlhan Polat, Abdulkadir Sağlam, Serkan Çelik

{"title":"Education-themed TED talks from the perspective of critical pedagogy","authors":"İlhan Polat, Abdulkadir Sağlam, Serkan Çelik","doi":"10.1080/10714413.2023.2202592","DOIUrl":"https://doi.org/10.1080/10714413.2023.2202592","url":null,"abstract":"Abstract The purpose of the current study is to examine the discourses in the education-themed TED/TEDx presentations within the framework of critical pedagogy and neoliberal understanding. The study was designed as a case study in the qualitative research method. Data were collected by using the document analysis method and descriptive analysis was conducted on the collected data. Based on the findings, it was concluded that there were expressions in the talks that were both compatible and contradictory with the perspective of critical pedagogy. In the discourses of the speakers that overlap with the point of view of critical pedagogy, the following criticisms come to the fore: the dominant education systems suppress education, education is against the nature of the individual, it serves the purpose of training the type of person desired by neoliberal policies, there are inequalities in access to education, social justice and inclusiveness should be ensured, the student is passive in the current system and that the teacher is still a figure of authority in the classroom. On the other hand, it was observed that the speakers have expressions that can serve the purpose of training academic success-oriented and economically equipped personnel, encouraging entrepreneurship and having certificates and promoting global competition.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89864176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toward cultural narratology: Indigenous Frafra and Akan perspectives on resilience 走向文化叙事学:土著弗拉弗拉和阿坎人对复原力的看法

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Review of Education Pedagogy and Cultural Studies Pub Date : 2023-04-28 DOI: 10.1080/10714413.2023.2203667

C. Amo-Agyemang

{"title":"Toward cultural narratology: Indigenous Frafra and Akan perspectives on resilience","authors":"C. Amo-Agyemang","doi":"10.1080/10714413.2023.2203667","DOIUrl":"https://doi.org/10.1080/10714413.2023.2203667","url":null,"abstract":"Abstract There is a distinct conceptualization of the problematic of resilience emerging from cultural narratives and ontologies/epistemologies in considering the possibility of surviving in our precarious present and uncertain futures. This article engages with the distinct narratives of Frafra and Akan Indigenous people for whom the narrative of storytelling is consciously and explicitly at the center of their culture-specific processes of resilience, including those deriving from building climate resilience and environmental adaptation. This article probes the important implications that a better understanding of narratives of resilience may have for the possibility of surviving in our precarious present and uncertain futures. It is suggested that Indigenous narratives of resilience, such as those represented in active Frafra and Akan traditions and ontologies/epistemologies highlight the relevance of bearing in mind cultural specificity for advancing the theorizing on resilience, and what thinking with, and through hegemonic resilience paradigms may entail. I conclude by making a strong case for the potential of cultural narratives to subvert and problematize resilience to reimagine alternative resilient ways of being and knowing in the world, while also touching upon some implications for inter-disciplinarity, trans-disciplinarity, and multi-disciplinarity.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90857271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0