Comparative Education Review最新文献_第2页

“You Write because You Have To”: Mobilizing Spoken Word Poetry as a Method of Community Education and Organizing “你写作是因为你必须”:动员口语诗歌作为社区教育和组织的一种方法

4区教育学

Comparative Education Review Pub Date : 2023-10-06 DOI: 10.1086/726620

Emmanuel Tabi

{"title":"“You Write because You Have To”: Mobilizing Spoken Word Poetry as a Method of Community Education and Organizing","authors":"Emmanuel Tabi","doi":"10.1086/726620","DOIUrl":"https://doi.org/10.1086/726620","url":null,"abstract":"This article draws on data from a larger project that is founded on four narrative case studies that examine the ways in which Black activists in Toronto mobilize their cultural production—namely, spoken word poetry and rapping—in support of their activism, community education, and community organizing work. This particular article is founded on the work of Kofi, a pseudonym for a Toronto activist who mobilizes spoken word poetry as a method of community organizing and as a medium for Black folks to speak to their emotional lives and communal healing practices. As such, the particular narratives shared in this article continue to provide important contributions to the “new era of black words” (Fisher 2003, 362). It is through this creative labor, these activists and cultural producers address the sociology of anti-Black racism that deeply influences the lives of Afrodiasporic people in Canada. They are composers and constructors of strategies and perspectives that are founded within the historical, political, cultural, and social forces influencing Black Canada (McKittrick 2002; Austin 2013). This work continues the conversation about what it means to be Black in Canada, providing counternarratives that stand against the hegemonic and often racist ways Black people and Black communities are imagined in Canada (Austin 2013).","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135345561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Returns at Risk: Girls’ Education and the Gendered Racial Vernacular of COVID-19 面临风险的回报:女童教育和2019冠状病毒病的性别种族白话

4区教育学

Comparative Education Review Pub Date : 2023-09-28 DOI: 10.1086/726614

Rachel Silver, Alyssa Morley

{"title":"Returns at Risk: Girls’ Education and the Gendered Racial Vernacular of COVID-19","authors":"Rachel Silver, Alyssa Morley","doi":"10.1086/726614","DOIUrl":"https://doi.org/10.1086/726614","url":null,"abstract":"Since COVID-19 closed schools in March 2020, international development experts, politicians, and celebrities across the globe have raised alarm about the pandemic’s impacts on girls’ education, particularly in Africa. These warnings, which link school closures with untimely pregnancy and marriage, reflect belief in the multiplicative power of girls’ schooling and a long-standing concern with the sexual practices of Black and African girls. In this article, we explore English-language reporting on girls’ education from March 2020 to March 2021 to ask: (1) How has COVID-19 been framed as a crisis for girls? (2) How do these discourses relate to a history of anxiety about African girls’ sexuality? and (3) What does this mean for girls’ education as a global endeavor? Drawing on critical feminist and development theories, we argue that discourses of gendered risk and lost returns emphasize sexualized problems and reproduce racialized difference. Specifically, COVID-19 responses deploy and legitimize a gendered “racial vernacular” (Pierre 2020) that underpins and reifies white supremacy. We contend that these framings are both socially and materially consequential.","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135419978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reclaiming Idealism in a Hyperpolitical Global Landscape: The Power of the Comparative 在超级政治的全球格局中重拾理想主义:比较的力量

4区教育学

Comparative Education Review Pub Date : 2023-09-27 DOI: 10.1086/726618

Supriya Baily

引用次数: 1

Mejorando la Raza (Improving the Race) through Mestizaje: The Pedagogy of Anti-Blackness in Ecuador Mejorando la Raza(通过梅斯蒂扎伊改善种族):厄瓜多尔反黑人的教育学

4区教育学

Comparative Education Review Pub Date : 2023-09-27 DOI: 10.1086/726612

Ethan Johnson

引用次数: 0

Education for Control and Liberation in Africa and among the Black Diaspora 控制与解放教育在非洲和散居的黑人中

4区教育学

Comparative Education Review Pub Date : 2023-09-26 DOI: 10.1086/726617

Guilherme Lambais, Dozie Okoye, Shourya Sen, Leonard Wantchekon

引用次数: 0

Front Matter 前页

4区教育学

Comparative Education Review Pub Date : 2023-08-01 DOI: 10.1086/727258

引用次数: 0

:Learning Whiteness: Education and the Settler Colonial State ：学习白人：教育与殖民地国家

IF 1.8 4区教育学

Comparative Education Review Pub Date : 2023-08-01 DOI: 10.1086/725690

Elena Buis

引用次数: 0

:University Autonomy Decline: Causes, Responses, and Implications for Academic Freedom 大学自主性下降:原因、反应及对学术自由的影响

IF 1.8 4区教育学

Comparative Education Review Pub Date : 2023-08-01 DOI: 10.1086/725726

Wei-Jun Wang, Yue Kan

引用次数: 1

Introduction 介绍

IF 1.8 4区教育学

Comparative Education Review Pub Date : 2023-08-01 DOI: 10.1086/725543

C. Morgan

{"title":"Introduction","authors":"C. Morgan","doi":"10.1086/725543","DOIUrl":"https://doi.org/10.1086/725543","url":null,"abstract":"I am so pleased and excited to introduce toComparative Education Review readers this special section on educational governance of marginalized communities in Southwest Asia and North Africa. I would like to begin by thanking the editors ofCER for including this special section and for their perseverance despite the challenge of finding reviewers for this unique set of essays. The section contributes to the decolonial project of comparative educational research by giving voice to the experiences and agency of members of LGBTQ, refugee, and disabled youth communities located in Southwest Asia and North Africa. These three essays complement one another in their commitment to engaging critically and questioning hegemonic discourses, their production of new knowledge from and about marginalized communities in Southwest Asia and North Africa, and their vision for an egalitarian educational future. The article by Abu-Assab and Nasser-Eddin analyzes the decontextualized hegemonic narratives around gender and sexuality that are imposed onArabicspeaking societies. Drawing on their advocacy work, the authors critique the appropriation of intersectional and decolonial discourses by dominant modes of knowledge production that flow from the Global North to the Global South. Abu-Assab and Nasser-Eddin argue for a decolonized educational praxis that is relevant to gender and sexualities—one that alsohistoricizes social phenomena; contextualizes, politicizes, and redefines intersectionality; and decanonizes and decentralizes education and knowledge production. Building on concepts of Ottoman orientalism and decolonial pedagogy, Nimer and Arpacik problematize the ethnoreligious nationalist discursive practices that guide Turkey’s education system. Nimer and Arpacik trace how Turkey’s approach to Syrian refugees is largely determined by its imperial legacy and its strong nationalism, as well as the recent rise of neo-Ottomanism— characterized by the Islamization project and strengthened economic relations with Arab countries. Their research also points to the European Union’s entanglement in Turkey’s integration refugee project, with funding channeled","PeriodicalId":51506,"journal":{"name":"Comparative Education Review","volume":"67 1","pages":"613 - 614"},"PeriodicalIF":1.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46302903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

:Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives 福利与学校教育:跨文化和跨学科的视角

IF 1.8 4区教育学

Comparative Education Review Pub Date : 2023-08-01 DOI: 10.1086/725661

H. Zou, M. Korstanje

引用次数: 0