107,571 research outputs found
Self-Narratives for Christian Multicultural Educators: A Pathway to Understanding Self and Others
As cultural diversity increases in classrooms, it becomes imperative for teachers to gain multicultural competency so that they can provide effective instruction to diverse students. This paper argues that the development of multicultural competency should be solidly grounded on reflective, empathic, and critical understanding of oneâs own culture as well as others. This cultural understanding, particularly from a Christian perspective, recognizes the connectivity of self and others in God. To enhance the cultural understanding, the author recommends studying self-narratives written by others and writing oneâs own cultural autobiography. Keywords: cultural autobiography, self-narratives, self-reflection, multicultural teacher education, discourse of others
The Obliteration of Truth by Management: Badiou, St. Paul and the Question of Economic Managerialism in Education
This paper considers the questions that Badiouâs theory of the subject poses to cultures of economic managerialism within education. His argument that radical change is possible, for people and the situations they inhabit, provides a stark challenge to the stifling nature of much current educational climate. In 'Saint Paul: The Foundation of Universalism', Badiou describes the current universalism of capitalism, monetary homogeneity and the rule of the count. Badiou argues that the politics of identity are all too easily subsumed by the prerogatives of the marketplace and unable to present, therefore, a critique of the status quo. These processes are, he argues, without the potential for truth. What are the implications of Badiouâs claim that education is the arranging of âthe forms of knowledge in such a way that truth may come to pierce a hole in themâ (Badiou, 2005, p. 9)? In this paper, I argue that Badiouâs theory opens up space for a kind of thinking about education that resists its colonisation by cultures of management and marketisation and leads educationalists to consider the emancipatory potential of education in a new light
Religion and urban regeneration: a place for faith?
The British government has identified 'faith communities' as a neglected resource in urban regeneration. This article first explores the context of official support for faith involvement in urban and neighbourhood policy and identifies the assumptions underlying key policy documents. These assumptions are then critically explored by reference to the links commonly drawn between religion and 'community', 'neighbourhood' and 'social cohesion'. Attempts to enlist faith groups within this essentially consensual agenda often fail to recognise both the potential divisiveness of religion and also the more positive and radical lessons that often stem from the action, experience and critical analysis of religious organisations and their members.</p
Ethical reconstruction of citizenship: A proposal between the intimate self and the public sphere
When, in societies today, civic commitment decreases, there is
a call for the need to strengthen citizenship education, identified
uniquely with its public dimension and, on the other hand, the
requirement for character education has been advocated, which is
a cultivator of the most strictly private dimension. Setting out from
the recognition of the new social conditions, mediated by the
phenomenon of globalisation and of the place that people have
in these new contexts, we ask ourselves about the new profile
which the construction of citizenship must adopt. We endeavor to
show that the moral dimension is the core of reconsidering the
link between the private and the public, so it would currently be
meaningless to propose an education of citizenship exclusively
focused on its public dimensio
Beyond cultural and national identities : current re-evaluation of the Kominka literature from Taiwan\u27s Japanese period
This paper is an offshoot of a larger, ongoing project that intends to deal with the relationship between various artistic formations and the dominant culture in Taiwan\u27s post-1949 era. Though the lifting of martial law in 1987 has demarcated this era into two drastically different periods and a clearer contour of the new period seems to be just beginning to emerge in the mid-1990s, various cultural forces are still busily negotiating with each other. Nonetheless, there seems to be a general consensus as to what constitutes a core of the new dominant culture: the spirit of pen-t\u27u, or a nativist imperative that obliges one to treat Taiwan as the center in one\u27s cultural mapping. The primary driving force for this recent reconstitution of Taiwan\u27s dominant culture undoubtedly came from the momentous changes in the political arena in the post-martial law period. This rather crude factor, however, should not obscure our vision of the longer, more far-reaching evolutionary process of cultural change in contemporary Taiwan. Simply put, since the early 1980s, the older cultural hegemony has been seriously contested by forces coming from the Taiwanese cultural nationalism advocated in a vibrant pen-t\u27u (nativization) trend on the one hand, and from various radical cultural formations on the other. Limited by space, this paper will only deal with specific aspects of the nativization trend, with the main paradigm taken from the literary field. The paper will begin with a brief overview of the indigenous literary discourse in Taiwanâs post-1949 era, followed by analyses of recent scholarly re- evaluations of the Kominka literature from Taiwanâs Japanese period. Through this investigation, I hope to reach a better understanding of some important issues pertaining to contemporary cultural transformation in Taiwan, such as the role of cultural nationalism, the problem of identity construction, and efforts toward institutionalizing Taiwanese literary studies as an academic discipline
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Immigrant Student Identities in Literacy Spaces
The United States has a long history of marginalizing immigrant populations. Anti-immigration laws and ideologies have not only marginalized immigrant populations, but they have shaped the American educational system. Language policies, curricula, and standardized tests threaten the erasure of immigrant studentsâ languages, cultures, and identities while favoring and privileging white middle-class ways of learning. This is particularly true for immigrants of color. This backgrounder discusses immigrant identities in school spaces. Specifically, I provide an overview of how immigrant studentsâ identities are constructed in literacy classrooms through literacy practices.Educatio
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