Minority students’ responses to racism : the case of Cyprus

While research has focused on the role of racism in (re)producing ethnic/racial inequalities in education, there is very little research that investigates how variability in minority students' responses to racism can be explained. By using an ecological approach to integrate existing research on actors' responses to racism, this study finds that researchers have generally neglected factors and processes situated at the micro- and meso-levels of analysis. Qualitative interview data with Turkish-Cypriot children enrolled in schools in the predominantly Greek-speaking part of the Republic of Cyprus are used to investigate their strategies in response to racism and the factors that explain the observed variability in their responses. The findings suggest the importance of and interactions between factors situated at different levels of analysis, including the level of organizations and social groups and face-to-face interactions in explaining variability in young people's responses to racism

Being an Early-Career CMS Academic in the Context of Insecurity and ‘Excellence’: The Dialectics of Resistance and Compliance

Drawing on a dialectical approach to resistance, we conceptualise the latter as a multifaceted, pervasive and contradictory phenomenon. This enables us to examine the predicament in which early-career Critical Management Studies academics find themselves in the current times of academic insecurity and ‘excellence’, as gleaned through this group’s understandings of themselves as resisters and participants in the complex and contradictory forces constituting their field. We draw on 24 semi-structured interviews to map our participants’ accounts of themselves as resisters in terms of different approaches to tensions and contradictions between, on the one hand, the interviewees’ Critical Management Studies alignment and, on the other, the ethos of business school neoliberalism. Emerging from this analysis are three contingent and interlinked narratives of resistance and identity – diplomatic, combative and idealistic – each of which encapsulates a particular mode (negotiation, struggle, and laying one’s own path) of engaging with the relationship between Critical Management Studies and the business school ethos. The three narratives show how early-career Critical Management Studies academics not only use existing tensions, contradictions, overlaps and alliances between these positions to resist and comply with selected forces within each, but also contribute to the (re-)making of such overlaps, alliances, tensions and contradictions. Through this reworking of what it means to be both Critical Management Studies scholars and business school academics, we argue, early-career Critical Management Studies academics can be seen as active resisters and re-constituters of their complex field

Interactions with Queensland show children: enhancing knowledge of educational contexts

This paper analyses one element of Shulman's (1987) categories of the teacher knowledge base - knowledge of educational contexts - in relation to the education of Queensland travelling show children. This knowledge includes three sets of interactions: the children's relationships on and off the show circuits, the children's interactions with their teachers, and the teachers' interactions with the children's parents and home tutors. The concepts of 'border crossing' (Giroux, 1990) and 'boundary maintenance' (Barth, 1969) underscore the importance of show children and their teachers being able to cross the boundaries between show life and formal schooling

Issues of control and agency in contemplating Cunningham’s legacy

A discussion of Merce Cunningham’s 1967 work Scramble within the context of it being learned and performed by Laban students in London 2010. Cunningham’s significance to a new generation of dancers is considered drawing on discussions with the students and the Cunningham dancer and teacher, Patricia Lent, who set Scramble and is a trustee of the Cunningham legacy. In particular Cunningham’s approaches to dance, both in terms of his technique and choroegraphic methods, are examined in relation to how dance can embody both the potential and limits of human agency

Preparing adolescents attending progressive and no-excuses urban charter schools to analyze, navigate, and challenge race and class inequality

Background/Context: Sociopolitical development (SPD) refers to the processes by which an individual acquires the knowledge, skills, emotional faculties, and commitment to recognize and resist oppressive social forces. A growing body of scholarship has found that such sociopolitical capabilities are predictive in marginalized adolescents of a number of key outcomes, including resilience, academic achievement, and civic engagement. Many scholars have long argued that schools and educators have a central role to play in fostering the sociopolitical development of marginalized adolescents around issues of race and class inequality. Other scholars have investigated school-based practices for highlighting race and class inequality that include youth participatory-action research, critical literacy, and critical service-learning. Objective of Study: The present study sought to add to the existing scholarship on schools as opportunity structures for sociopolitical development. Specifically, this study considered the role of two different schooling models in fostering adolescents' ability to analyze, navigate, and challenge the social forces and institutions contributing to race and class inequality. Setting: The six high schools participating in the present study were all urban charter public high schools located in five northeastern cities. All six schools served primarily low-income youth of color and articulated explicit goals around fostering students' sociopolitical development. Three of these high schools were guided by progressive pedagogy and principles, and three were guided by no-excuses pedagogy and principles. Research Design: The present study compared the sociopolitical development of adolescents attending progressive and no-excuses charter high schools through a mixed methods research design involving pre-post surveys, qualitative interviews with participating adolescents and teachers, and ethnographic field notes collected during observations at participating schools. Results: On average, adolescents attending progressive high schools demonstrated more significant shifts in their ability to analyze the causes of racial inequality, but adolescents attending no-excuses high schools demonstrated more significant shifts in their sense of efficacy around navigating settings in which race and class inequality are prominent. Neither set of adolescents demonstrated significant shifts in their commitment to challenging the social forces or institutions contributing to race and class inequality. Conclusions: Both progressive and no-excuses schools sought to foster adolescents' commitment to challenging race and class inequality, but focused on different building blocks to do so. Further research is necessary to understand the pedagogy and practices that show promise in catalyzing adolescents' analytic and navigational abilities into a powerful commitment to collective social action-the ultimate goal of sociopolitical development

The Day of the Rally:An ethnographic study of 'ceremony as resistance' and 'resistance as ceremony'

The literature on organisational culture suggests that ceremonies or rituals reinforce control. By contrast, this article contributes to the literature on resistance, culture and ceremony by arguing that ceremony can also be understood as a form of resistance. It does so through drawing on ethnographic research, first, to explore how a ceremonial 1-day rally during an academic dispute was productive for frontline employee resistance (ceremony as resistance). Second, it considers how such resistance can also be productive in generating consent, for it is infused with and reproduces established norms, subjectivities and power relations (resistance as ceremony). Finally, it is asserted that resistance can be productive in fostering a subjectivity characterised by stability and instability and so practices such as a rally are necessary to try to stabilise both the organisation and the subjectivity of resistance. The article therefore illustrates the ambiguity of productive resistance which has been neglected to date. These insights and arguments indicate that all forms of workplace resistance are decaf, for they are imbued with the context and norms through which they arise. Nevertheless, resistance remains dangerous for those in positions of authority because it means that power is never totalising and so outcomes continue to be uncertain

We are not neutral: A case-study exploring criticality through education and art

This thesis inquiry utilizes arts-based research as an umbrella approach to examine a case-study conducted at the International School of Helsinki. The case-study explores the integration of art within a seven-week interdisciplinary unit titled,”When Do We Resist?”, aimed to contemplate how to identify hegemony and explore when and how to resist unfair power structures. I participated within this study as a visiting artist. The 10th grade students that comprised this study explored themes of resistance and hegemony through art. The intention of the learning unit was to create scaffolding for students to be able to talk about and work through notions of injustice and systemic powers. By observing and participating through an art context in the lessons I was able to draw connections to theory related to supporting students in the process of unlearning socialization, and becoming aware and critical of the creation of culture. The intention of my investigation was to explore ways to encourage students to be reflective and critical of the history that has led to the power structures and injustices present in today’s society. The theoretical foundations of this work include critical pedagogy and critical race theory used in combination with visual culture as tools to inform my teaching experiences. These theories provide support in utilizing an artistic process as a platform to communicate issues and create conversation and learning. Data was created and collected using elements adopted from critical reflexive ethnography, performative ethnography, and critical visual ethnography. Materials were created through methods such as teacher interviews, my personal and collaborative lesson planning and execution, and in-class observations and interactions with students and teachers. This study concludes with my interpretations of the experiences and findings created during the case-study, and highlight the themes found within the teacher interviews conducted. These themes describe the teacher’s hopes, goals and aims within their teaching practices and as related to broader learning goals for the students. Through this work I was exploring, as an artist interested in education, the possibilities and intersections of incorporating critical consciousness with art and education. As the focus is on developing the researcher’s understanding of the potential of advancing social justice and equality through art and education, no specific research questions were identified. Rather it was found essential that developing understanding, guided by theory, emerged from the educational and artistic interactions and engagements

Towards Female Empowerment. The New Generation of Irish Women Poets: Vona Groarke, Sinéad Morrissey, Caitríona O’Reilly and Mary O’Donoghue

The monographic study “Towards Female Empowerment − The New Generation of Irish Women Poets: Vona Groarke, Sinéad Morrissey, Caítriona O’Reilly, and Mary O’Donoghue” analyses in depth the poetry written by four most significant Irish authors born in the 1970s. Together with insightful interpretations of the explored poetry, it offers a new reading of philosophy, social and cultural studies, and psychology connected with the subject matter of women’s empowerment. The book constitutes a thought-provoking debate on the up-to-date issues that need to be critically re-examined and re-thought these days. It is an inspiring reading for people interested not only in Irish poetry but in modern literature in general.I have dedicated this monograph to my Mother whose unremitting and unfailing support “empowered” me to work on this book. Many thanks to my fiancé for not losing faith in me and for his patience. Over the years, while conducting my research on contemporary Irish women’s poets, I have encountered many inspiring and helpful people to whom I am sincerely indebted for their advice, wisdom and encouragement. With regard to this book, my special thanks are directed to Michaela Schrage-Früh, her husband David and Frederic for their hospitality and kindness. I would like to thank Przemysław Ostalski for his help with typesetting of the book, and Richard O’Callaghan Ph.D. for proofreading of the earlier versions of the text. Last but not least, I would like to express my gratitude to Professor Jerzy Jarniewicz for inspiring me to read poetry

Critically Assessing Forms of Resistance in Music Education

In their classrooms, music educators draw upon critical pedagogy (as described by Freire, Giroux, and hooks) for the express purpose of cultivating a climate for conscientização. Conscientização, according to Paulo Freire (2006), “refers to learning to perceive social, political, and economic contradictions and to take action against the oppressive elements of reality” (p. 35). This consciousness raising is a journey teachers pursue with students, together interrogating injustices in communities and the world in order to transform the conditions that inform them. Learning to perceive social, political, and economic contradictions often leads to multiple forms of resistance in and out of music classrooms. This chapter explores the following question: What do critical forms of assessment look like in music classrooms that use critical pedagogy and embrace resistance to foster conscientization

School Safety in North Carolina: Realities, Recommendations & Resources

The primary mission of North Carolina schools is to provide students an excellent education. To fully achieve this mission, schools must not only be safe, but also developmentally appropriate, fair, and just.Unfortunately, many so-called "school safety" proposals in the wake of the tragedy in Newtown, Connecticut have been shortsighted measures inspired by political expediency but unsupported by data. We aim to provide a more thoughtful approach informed by decades of research and centered on the mission of public schools.This issue brief responds to the newly established N.C. Center for Safer Schools, which has requested public input on "local concerns and challenges related to school safety" and has made available the opportunity to submit written comments.The first section of the brief debunks common myths and provides essential facts that must provide the backdrop for the school safety debate. The second section offers proven methods of striving for safe, developmentally appropriate, fair, and just public schools. It also provides examples of reforms from other cities and states. The third section makes note of resources that we encourage Center staff to study carefully.This brief rests on several key premises. First, "school safety" includes both physical security of students as well as their emotional and psychological well-being. Many of the proposals following the shooting at Sandy Hook Elementary School have had an overly narrow focus on physical security at the expense of this broader picture of holistic student well-being. Second, public education in this state needs more funding in order for schools to even have a chance of achieving their core mission. North Carolina consistently ranks among the worst states in the country for funding of public education.Schools need more resources to implement measures that can truly ensure student safety. Third, student well-being depends on a coordinated effort by all the systems that serve youth. For example, school safety will be helped by laws that keep guns off school property and by full funding of the child welfare, mental health, and juvenile justice systems. Finally, this issue brief is not intended to be a comprehensive set of suggestions. Instead, our focus is on providing the Center important context that we view as missing from the current debate