London Review of Education最新文献_第8页

Considering the role of social media: #BlackLivesMatter as a pedagogical intervention to decolonise curriculum 考虑社交媒体的作用：#BlackLivesMatter作为课程非殖民化的教学干预

IF 1.5

London Review of Education Pub Date : 2022-06-08 DOI: 10.14324/lre.20.1.14

Thashika Pillay, Claire S Ahn, Kenneth Gyamerah, Shu-Ying Liu

{"title":"Considering the role of social media: #BlackLivesMatter as a pedagogical intervention to decolonise curriculum","authors":"Thashika Pillay, Claire S Ahn, Kenneth Gyamerah, Shu-Ying Liu","doi":"10.14324/lre.20.1.14","DOIUrl":"https://doi.org/10.14324/lre.20.1.14","url":null,"abstract":"The COVID-19 pandemic resulted in a drastic transformation to schooling for students throughout the world. During this period, a number of issues arose in our local, national and global communities, including the death of George Floyd and subsequent protests and rallies organised by #BlackLivesMatter. Living through and witnessing many social issues, coupled with the new and enduring pandemic, furthered our understandings of how young people were engaging with these topics without the structures of schools to support them. This article presents the results of a case study where youth aged 15–17 years shared their experiences and understandings about many social justice issues they were observing. The most significant learning around these issues for youth occurred informally through social media as opposed to in the classroom, reinforcing that schools are not ethical spaces from which to challenge institutional, structural and systemic barriers to justice. As such, this article discusses the potential for formal education to be transformed into an ethical and decolonising space to learn about and challenge injustice.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43022350","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: 1

Decolonisation of curriculum: the case of language education policy in Nepal 课程非殖民化：尼泊尔语言教育政策案例

IF 1.5

London Review of Education Pub Date : 2022-06-01 DOI: 10.14324/lre.20.1.13

Prem Prasad Poudel, L. Jackson, Tae-Hee Choi

{"title":"Decolonisation of curriculum: the case of language education policy in Nepal","authors":"Prem Prasad Poudel, L. Jackson, Tae-Hee Choi","doi":"10.14324/lre.20.1.13","DOIUrl":"https://doi.org/10.14324/lre.20.1.13","url":null,"abstract":"While decolonisation is usually discussed in relation to countries that were formally colonised, countries that have not been formally colonised have also faced challenges related to colonialism. In this case, it is worth considering whether decolonial theory has more widespread applicability to respond to global challenges faced in the postcolonial era. This article documents the historical trajectories of colonisation and decolonisation of the school curriculum in Nepal. Although Nepal was never formally colonised, the introduction of modern schooling in Nepal was informed by the British colonisation of India, where local languages were replaced by English in the curriculum, diminishing the value of local languages and knowledges. Against this backdrop, the Nepal government issued a series of policies supporting Nepali supremacy, but the expansion of English was not significantly challenged. Rather, the policies resulted in a double colonisation of ethnic/Indigenous languages: external colonisation by English, and internal colonisation by the Nepali language. However, significant decolonisation efforts have recently made space for minoritised languages in the curriculum. This article illustrates these colonisation and decolonisation waves, shaped by the government, local communities and other actors. Drawing on Nepal’s legislative and educational policies, the article relates language policy decisions and actions as decolonial efforts to support ethnic/Indigenous languages and explores the implications for understanding tensions around decolonisation of curriculum.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43077878","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: 5

Decolonising curriculum in education: continuing proclamations and provocations 教育课程非殖民化：持续的宣言和挑衅

IF 1.5

London Review of Education Pub Date : 2022-05-25 DOI: 10.14324/lre.20.1.12

R. Race, P. Ayling, Dorrie Chetty, N. Hassan, S. McKinney, Lauren Boath, Nighet Riaz, S. Salehjee

引用次数: 1

The rebirth of the call for antiracism in schools: learning from the past 学校反种族主义呼声的重生：从过去吸取教训

IF 1.5

London Review of Education Pub Date : 2022-05-18 DOI: 10.14324/lre.20.1.11

Y. Asare

{"title":"The rebirth of the call for antiracism in schools: learning from the past","authors":"Y. Asare","doi":"10.14324/lre.20.1.11","DOIUrl":"https://doi.org/10.14324/lre.20.1.11","url":null,"abstract":"A prominent feature of the Black Lives Matter protests following the murder of George Floyd has been the renewed call for schools to become antiracist. What can be learnt from past unsuccessful attempts to implement antiracist education? Specific critiques of the antiracist movement made by prominent academics such as Paul Gilroy are worth revisiting. Research also suggests that sections of White working-class students were alienated by antiracist strategies that were often clumsy and exclusive in their implementation. In relation to state initiatives, there has been a shift from antiracist or multicultural agendas to the forefronting of the teaching of British values in schools. It is within this context, with the catalyst of popular outrage at racial injustice, that calls for antiracist education are again being vocalised. This article suggests that a renewed form of antiracism might focus on integrating a pedagogy of educating for social justice, setting out to avoid the polarisation of racialised categories. Rather than espousing a limited and essentialising discourse of race, a reexamination of class relations could usefully be positioned within a reformulated and reimagined antiracism that offers a critique of systemic injustice to include a wider constituency than race alone.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48771490","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: 1

An overview of Indigenous peoples in Chile and their struggle to revitalise their native languages: the case of Mapudungun 智利土著人民及其振兴本国语言的斗争概览：以马普东贡为例

IF 1.5

London Review of Education Pub Date : 2022-05-11 DOI: 10.14324/lre.20.1.10

Paulina Moya-Santiagos, Javiera Quiroga-Curín

{"title":"An overview of Indigenous peoples in Chile and their struggle to revitalise their native languages: the case of Mapudungun","authors":"Paulina Moya-Santiagos, Javiera Quiroga-Curín","doi":"10.14324/lre.20.1.10","DOIUrl":"https://doi.org/10.14324/lre.20.1.10","url":null,"abstract":"Languages are not just sets of words. They are powerful tools essential to carry history, traditions, culture and wisdom. In Latin America, Mapudungun, the native language of Mapuche people – the largest ethnic group in Chile – can be threatened. A substantial linguistic shift has characterised the panorama of native languages of the current territory. However, language and education policies have been insufficient for their preservation. This article analyses Mapudungun from a general historical perspective to define Indigenous communities’ experience in the country: insufficient state support for revitalising their languages and decolonising the Chilean national curriculum. An overview of Mapudungun in the last century is provided by explaining relevant linguistic and educational policies. The PEIB (Intercultural Bilingual Education Programme), a linguistic and educational policy in Chile, is considered in depth. It aims to improve the quality and relevance of learning from curricular contextualisation. It also seeks to teach Indigenous children their culture, traditions and languages. However, the lack of support for traditional educators and the decontextualised curriculum have further impoverished their background and increased the gap between native peoples’ languages and Chilean society. The article ends with a call to policymakers to recognise the importance of the construction of Chilean identities.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41793641","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: 3

Book review: Retreat or Resolution? Tackling the crisis of mass higher education, by Peter Scott 书评：退缩还是决心？《应对大众高等教育危机》，彼得·斯科特著

IF 1.5

London Review of Education Pub Date : 2022-04-27 DOI: 10.14324/lre.20.1.09

P. Temple

引用次数: 0

Book review: Educating for Peace and Human Rights: An introduction, by Maria Hantzopoulos and Monisha Bajaj 书评：《教育促进和平与人权：导论》，作者：Maria Hantzopoulos和Monisha Bajaj

IF 1.5

London Review of Education Pub Date : 2022-03-09 DOI: 10.14324/lre.20.1.08

Hugh Starkey

引用次数: 1

What does it mean to decolonise the school music curriculum? 去殖民化学校音乐课程意味着什么?

IF 1.5

London Review of Education Pub Date : 2022-03-02 DOI: 10.14324/lre.20.1.07

Chris Philpott

引用次数: 3

Decolonising the school experience through poetry to foreground truth-telling and cognitive justice 通过诗歌将学校经历去殖民化，以突出真相和认知正义

IF 1.5

London Review of Education Pub Date : 2022-02-16 DOI: 10.14324/lre.20.1.06

C. Manathunga, Shelley Davidow, P. Williams, A. Willis, M. Raciti, Kathryn Gilbey, S. Stanton, Hope O'Chin, Alison Chan

{"title":"Decolonising the school experience through poetry to foreground truth-telling and cognitive justice","authors":"C. Manathunga, Shelley Davidow, P. Williams, A. Willis, M. Raciti, Kathryn Gilbey, S. Stanton, Hope O'Chin, Alison Chan","doi":"10.14324/lre.20.1.06","DOIUrl":"https://doi.org/10.14324/lre.20.1.06","url":null,"abstract":"While attempts to decolonise the school curriculum have been ongoing since the 1970s, the recent Black Lives Matter protests around the world have drawn urgent attention to the vast inequities faced by Black and First Nations peoples and people of colour. Decolonising education and other public institutions has become a front-line public concern around the world. In this article, we argue that poetry offers generative possibilities for the decolonisation of Australian high school (and university) curricula. Inspired by Aboriginal and Torres Strait Islander approaches to knowledge creation as intergenerational, iterative and intercultural, and by postcolonial and decolonial theories, we explore ways in which poetry events can begin decolonising and diversifying the school curriculum. We suggest that poetry creates spaces for deep listening with the heart (dadirri) that can promote truth-telling about colonial histories and the strengths, achievements and contributions of First Nations Australians. These decolonising efforts underpin the Wandiny (Gathering Together) – Listen With the Heart: Uniting Nations Through Poetry research that we discuss in this article. In these ways, we argue that decolonised curricula create the conditions for cognitive justice in schooling that is an important precursor to other forms of social justice, such as equality, diversity and inclusion.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43207170","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: 1

Decolonial approaches to school curriculum for Black, Indigenous and other students of colour 针对黑人、土著和其他有色人种学生的非殖民化学校课程

IF 1.5

London Review of Education Pub Date : 2022-02-09 DOI: 10.14324/lre.20.1.05

Monisha Bajaj

引用次数: 3