Race in Education
There is global evidence that “ghosts" of notions of essentialist differences between human “groups" continue to haunt in various forms. People draw upon ideas of religion, race, ethnicity, gender and sexuality, and nation to draw distinctions. Racism, xenophobia, sexism, and right-wing po...
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| Hlavní autor: | |
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| Médium: | E-kniha |
| Jazyk: | angličtina |
| Vydáno: |
Stellenbosch
African Sun Media
2019
AFRICAN SUN MeDIA |
| Vydání: | 1 |
| Témata: | |
| ISBN: | 9781928480143, 1928480144, 9781928480150, 1928480152 |
| On-line přístup: | Získat plný text |
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- Front Matter Table of Contents LIST OF TABLES LIST OF FIGURES ACKNOWLEDGEMENTS AN INTRODUCTION 1: PERCEPTIONS ON SOCIALLY JUST PEDAGOGIES IN HIGHER EDUCATION 2: EXPLORING BEING HUMAN TODAY: 3: NON-RACIALISM, RACIALISM, RACISM: 4: RACIAL CLASSIFICATION AND THE SPECTRE THAT HAUNTS LIST OF CONTRIBUTORS Back Matter
- Intro -- Contents -- Acknowledgements -- An introduction -- 01: Perceptions on socially just pedagogies in higher education -- Theoretical framework -- Context of the study -- Interviews with academics -- Interview schedule -- Findings of the interviews -- Higher educators' perspectives on social justice -- Discipline-related and institutional views of social justice -- Philosophical/theoretical conceptions of social justice -- Uneasiness with the concept of social justice -- Perspectives on critical, compassionate citizenship -- Practising social justice in teaching -- Content and strategies used in socially just pedagogies -- Issues of privilege and disadvantage in socially just pedagogies -- Students' material circumstances and neoliberal university structures -- Discussion and implications -- Conclusion -- References -- 02: Exploring being human today -- Context of the intervention -- Aims of the research -- How the data were collected -- The intervention programme -- The Digital Storytelling module -- The Philosophy for/with Children module -- The Literature Review module -- Results of the research -- 1. Was there any change in students' attitudes to difference as a result of these modules? -- 2. How, if at all, did these modules develop students' personal and professional attitudes and skills to equip them to address issues of difference in the classroom? -- 3. How could we adapt and improve our pedagogy in ways that would make a focus on difference more explicit? -- Structural integration -- Sequence -- Social integration -- Ethical considerations -- Discussion and conclusion -- References -- Appendix A - Respect Questionnaire -- Appendix B - Open-ended Questionnaire -- 03: Non-racialism, racialism, racism -- Non‑racialism -- Why talk to young people? -- Dreaming Workshops -- Things they dream of … -- What they think about their dreams
- Non‑racialism, racialism and racial stereotypes -- Racial identities -- Race and culture -- Racial classification and discrimination -- Defending privilege -- Forms of togetherness, anti-essentialism and negotiating difference -- Taking responsibility -- Concluding thoughts -- References -- 04: Racial classification and the spectre that haunts -- The formation of subjects: a coloured category -- A project of ruination -- Debris and ruins -- Conclusion: the spectre that haunts -- References -- List of contributors -- Volumes in the series