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An Ecology of Life and Learning
This book explores how narratives are deeply embodied, engaging heart, soul, as well as mind, through varying adult learner perspectives. Biographical research is not an isolated, individual, solipsistic endeavor but shaped by larger ecological interactions – in families, schools, universities, communities, societies, and networks – that can create or destroy hope.
Telling or listening to life stories celebrates complexity, messiness, and the rich potential of learning lives. The narratives in this book highlight the rapid disruption of sustainable ecologies, not only ‘natural’, physical, and biological, but also psychological, economic, relational, political, educational, cultural, and ethical. Yet, despite living in a precarious, and often frightening, liquid world, biographical research can both chronicle and illuminate how resources of hope are created in deeper, aesthetically satisfying ways. Biographical research offers insights, and even signposts, to understand and transcend the darker side of the human condition, alongside its inspirations.
Discourses, Dialogue and Diversity in Biographical Research aims to generate insight into people’s fears and anxieties but also their capacity to 'keep on keeping on' and to challenge forces that would diminish their and all our humanity. It provides a sustainable approach to creating sufficient hope in individuals and communities by showing how building meaningful dialogue, grounded in social justice, can create good enough experiences of togetherness across difference. The book illuminates what amounts to an ecology of life, learning and human flourishing in a sometimes tortured, fractious, fragmented, and fragile world, yet one still offering rich resources of hope.
Telling or listening to life stories celebrates complexity, messiness, and the rich potential of learning lives. The narratives in this book highlight the rapid disruption of sustainable ecologies, not only ‘natural’, physical, and biological, but also psychological, economic, relational, political, educational, cultural, and ethical. Yet, despite living in a precarious, and often frightening, liquid world, biographical research can both chronicle and illuminate how resources of hope are created in deeper, aesthetically satisfying ways. Biographical research offers insights, and even signposts, to understand and transcend the darker side of the human condition, alongside its inspirations.
Discourses, Dialogue and Diversity in Biographical Research aims to generate insight into people’s fears and anxieties but also their capacity to 'keep on keeping on' and to challenge forces that would diminish their and all our humanity. It provides a sustainable approach to creating sufficient hope in individuals and communities by showing how building meaningful dialogue, grounded in social justice, can create good enough experiences of togetherness across difference. The book illuminates what amounts to an ecology of life, learning and human flourishing in a sometimes tortured, fractious, fragmented, and fragile world, yet one still offering rich resources of hope.
An Ecology of Life and Learning
This book explores how narratives are deeply embodied, engaging heart, soul, as well as mind, through varying adult learner perspectives. Biographical research is not an isolated, individual, solipsistic endeavor but shaped by larger ecological interactions – in families, schools, universities, communities, societies, and networks – that can create or destroy hope.
Telling or listening to life stories celebrates complexity, messiness, and the rich potential of learning lives. The narratives in this book highlight the rapid disruption of sustainable ecologies, not only ‘natural’, physical, and biological, but also psychological, economic, relational, political, educational, cultural, and ethical. Yet, despite living in a precarious, and often frightening, liquid world, biographical research can both chronicle and illuminate how resources of hope are created in deeper, aesthetically satisfying ways. Biographical research offers insights, and even signposts, to understand and transcend the darker side of the human condition, alongside its inspirations.
Discourses, Dialogue and Diversity in Biographical Research aims to generate insight into people’s fears and anxieties but also their capacity to 'keep on keeping on' and to challenge forces that would diminish their and all our humanity. It provides a sustainable approach to creating sufficient hope in individuals and communities by showing how building meaningful dialogue, grounded in social justice, can create good enough experiences of togetherness across difference. The book illuminates what amounts to an ecology of life, learning and human flourishing in a sometimes tortured, fractious, fragmented, and fragile world, yet one still offering rich resources of hope.
Telling or listening to life stories celebrates complexity, messiness, and the rich potential of learning lives. The narratives in this book highlight the rapid disruption of sustainable ecologies, not only ‘natural’, physical, and biological, but also psychological, economic, relational, political, educational, cultural, and ethical. Yet, despite living in a precarious, and often frightening, liquid world, biographical research can both chronicle and illuminate how resources of hope are created in deeper, aesthetically satisfying ways. Biographical research offers insights, and even signposts, to understand and transcend the darker side of the human condition, alongside its inspirations.
Discourses, Dialogue and Diversity in Biographical Research aims to generate insight into people’s fears and anxieties but also their capacity to 'keep on keeping on' and to challenge forces that would diminish their and all our humanity. It provides a sustainable approach to creating sufficient hope in individuals and communities by showing how building meaningful dialogue, grounded in social justice, can create good enough experiences of togetherness across difference. The book illuminates what amounts to an ecology of life, learning and human flourishing in a sometimes tortured, fractious, fragmented, and fragile world, yet one still offering rich resources of hope.
Teaching English Literature, Sudan, 1951-1965
Series:
Postcolonial Lives, Volume: 1
Letters from Khartoum is a partial biography of Scottish educator, D.R. Ewen, who taught English Literature at the University of Khartoum from the time of the Anglo-Egyptian Condominium through to Independence and the October 1964 Revolution. The administrative history of the then unified nation – North (Middle Eastern) and South (African) – makes the Sudan a unique setting to explore the workings of colonial education. The purpose of teaching English literature there was to remake the Muslim Sudanese of the North as the proxy agents of British culture who would administrate the first independent nation in Africa. But Ewen also was remade in the process – by his relationships with his students and colleagues, and by his own teaching innovations.
Teaching English Literature, Sudan, 1951-1965
Series:
Postcolonial Lives, Volume: 1
Letters from Khartoum is a partial biography of Scottish educator, D.R. Ewen, who taught English Literature at the University of Khartoum from the time of the Anglo-Egyptian Condominium through to Independence and the October 1964 Revolution. The administrative history of the then unified nation – North (Middle Eastern) and South (African) – makes the Sudan a unique setting to explore the workings of colonial education. The purpose of teaching English literature there was to remake the Muslim Sudanese of the North as the proxy agents of British culture who would administrate the first independent nation in Africa. But Ewen also was remade in the process – by his relationships with his students and colleagues, and by his own teaching innovations.
Developing Powerful Inclusive Narratives for Learning, Teaching, Research and Policy in Higher Education
This book challenges the notion that static principles of inclusive practice can be embedded and measured in Higher Education. It introduces the original concept of postdigital positionality as a dynamic lens through which inclusivity policies in universities might be reimagined. Much is written about Equality, Diversity and Inclusion (EDI) based on an assumption that such principles are already ‘established’ in educational institutions, to ensure fairness and opportunity for all. In this book, readers are asked: what does an airing cupboard have in common with ‘cancel culture’? This opens a provocative debate concerning the disconnect between EDI policy agendas and the widespread digitalisation of society. Written as Covid-19 has converged with existing political economic spaces of technology, culture, data and digital poverty,
Postdigital Positionality calls for more ecologically sustainable inclusivity policies.
Developing Powerful Inclusive Narratives for Learning, Teaching, Research and Policy in Higher Education
This book challenges the notion that static principles of inclusive practice can be embedded and measured in Higher Education. It introduces the original concept of postdigital positionality as a dynamic lens through which inclusivity policies in universities might be reimagined. Much is written about Equality, Diversity and Inclusion (EDI) based on an assumption that such principles are already ‘established’ in educational institutions, to ensure fairness and opportunity for all. In this book, readers are asked: what does an airing cupboard have in common with ‘cancel culture’? This opens a provocative debate concerning the disconnect between EDI policy agendas and the widespread digitalisation of society. Written as Covid-19 has converged with existing political economic spaces of technology, culture, data and digital poverty,
Postdigital Positionality calls for more ecologically sustainable inclusivity policies.
Volume Editor:
Chris Brink
Around the world, higher education is faced with a fundamental question: what is the basis for our claim of societal legitimacy? In this book, the authors go beyond the classical response regarding teaching, research and community engagement. Instead, the editor puts forward the proposition that the answer lies in responsiveness, the extent to which universities respond, or fail to respond, to societal challenges. Moreover, because of its intractable legacy issues and crisis of inequality, the question regarding the societal legitimacy of universities is particularly clearly manifested in South Africa, one of the most unequal countries in the world.
The Responsive University brings together contributions on the issue of responsiveness from a number of international university leaders, half of them specifically addressing the South African situation within the context of the international situation as presented by the other authors.
In the global discussion about the role of universities in society, this book provides a conceptual framework for a way forward.
The Responsive University brings together contributions on the issue of responsiveness from a number of international university leaders, half of them specifically addressing the South African situation within the context of the international situation as presented by the other authors.
In the global discussion about the role of universities in society, this book provides a conceptual framework for a way forward.
Volume Editor:
Chris Brink
Around the world, higher education is faced with a fundamental question: what is the basis for our claim of societal legitimacy? In this book, the authors go beyond the classical response regarding teaching, research and community engagement. Instead, the editor puts forward the proposition that the answer lies in responsiveness, the extent to which universities respond, or fail to respond, to societal challenges. Moreover, because of its intractable legacy issues and crisis of inequality, the question regarding the societal legitimacy of universities is particularly clearly manifested in South Africa, one of the most unequal countries in the world.
The Responsive University brings together contributions on the issue of responsiveness from a number of international university leaders, half of them specifically addressing the South African situation within the context of the international situation as presented by the other authors.
In the global discussion about the role of universities in society, this book provides a conceptual framework for a way forward.
The Responsive University brings together contributions on the issue of responsiveness from a number of international university leaders, half of them specifically addressing the South African situation within the context of the international situation as presented by the other authors.
In the global discussion about the role of universities in society, this book provides a conceptual framework for a way forward.
Global Challenges, Future Prospects
This volume is already the 50th in the book series Global Perspectives on Higher Education! In this book, the editors and authors paid special attention to this important anniversary.
The 50th volume in the book series ‘Global Perspectives on Higher Education' offers a stimulating and thoughtful assessment of higher education from a global perspective which addresses the challenges and prospects for the next decade. The challenges now faced by higher education and its likely future prospects and patterns are examined in terms of policy papers and case studies. Five broad topics are considered: the situation of academic faculty, the demand for access, the role of the university in society and its governance, funding trends, and higher education’s international dimensions.
The volume brings together as authors fourteen of the thirty participants of the Fulbright New Century Scholars 2005/2006 program, whose research addressed the topic of Higher Education in the 21st Century: Global Challenge and National Response and was published in a volume edited by the program leaders, Philip G. Altbach and Patti McGill Peterson, Higher Education in the New Century: Global Challenges and Innovative Ideas (2007). The present book not only continues the examination and assessment of current global trends in higher education, but also bears witness to the enduring power of Senator Fulbright’s vision of furthering mutual international understanding and offering collaborative study opportunities which extend the frontiers of knowledge.
The 50th volume in the book series ‘Global Perspectives on Higher Education' offers a stimulating and thoughtful assessment of higher education from a global perspective which addresses the challenges and prospects for the next decade. The challenges now faced by higher education and its likely future prospects and patterns are examined in terms of policy papers and case studies. Five broad topics are considered: the situation of academic faculty, the demand for access, the role of the university in society and its governance, funding trends, and higher education’s international dimensions.
The volume brings together as authors fourteen of the thirty participants of the Fulbright New Century Scholars 2005/2006 program, whose research addressed the topic of Higher Education in the 21st Century: Global Challenge and National Response and was published in a volume edited by the program leaders, Philip G. Altbach and Patti McGill Peterson, Higher Education in the New Century: Global Challenges and Innovative Ideas (2007). The present book not only continues the examination and assessment of current global trends in higher education, but also bears witness to the enduring power of Senator Fulbright’s vision of furthering mutual international understanding and offering collaborative study opportunities which extend the frontiers of knowledge.
Global Challenges, Future Prospects
This volume is already the 50th in the book series Global Perspectives on Higher Education! In this book, the editors and authors paid special attention to this important anniversary.
The 50th volume in the book series ‘Global Perspectives on Higher Education' offers a stimulating and thoughtful assessment of higher education from a global perspective which addresses the challenges and prospects for the next decade. The challenges now faced by higher education and its likely future prospects and patterns are examined in terms of policy papers and case studies. Five broad topics are considered: the situation of academic faculty, the demand for access, the role of the university in society and its governance, funding trends, and higher education’s international dimensions.
The volume brings together as authors fourteen of the thirty participants of the Fulbright New Century Scholars 2005/2006 program, whose research addressed the topic of Higher Education in the 21st Century: Global Challenge and National Response and was published in a volume edited by the program leaders, Philip G. Altbach and Patti McGill Peterson, Higher Education in the New Century: Global Challenges and Innovative Ideas (2007). The present book not only continues the examination and assessment of current global trends in higher education, but also bears witness to the enduring power of Senator Fulbright’s vision of furthering mutual international understanding and offering collaborative study opportunities which extend the frontiers of knowledge.
The 50th volume in the book series ‘Global Perspectives on Higher Education' offers a stimulating and thoughtful assessment of higher education from a global perspective which addresses the challenges and prospects for the next decade. The challenges now faced by higher education and its likely future prospects and patterns are examined in terms of policy papers and case studies. Five broad topics are considered: the situation of academic faculty, the demand for access, the role of the university in society and its governance, funding trends, and higher education’s international dimensions.
The volume brings together as authors fourteen of the thirty participants of the Fulbright New Century Scholars 2005/2006 program, whose research addressed the topic of Higher Education in the 21st Century: Global Challenge and National Response and was published in a volume edited by the program leaders, Philip G. Altbach and Patti McGill Peterson, Higher Education in the New Century: Global Challenges and Innovative Ideas (2007). The present book not only continues the examination and assessment of current global trends in higher education, but also bears witness to the enduring power of Senator Fulbright’s vision of furthering mutual international understanding and offering collaborative study opportunities which extend the frontiers of knowledge.
From Critical Thinking to Social Justice Pedagogies
Historically, African higher education teaching and learning have relied on Western models, paradigms, assumptions, concepts and procedures, among other research related aspects. Western hegemony and ideology has influenced and continues to influence the epistemologies and both the methods and outcome of higher education research. The connection between teaching and learning is that teaching generates new forms of learning and learning challenges methods of teaching. Western claims to universality, objectivity and neutrality have dominated research paradigms in African higher education institutions to the detriment alternative approaches and conceptions of knowledge. Methods aligned to African teaching and learning are often unrecognised and thus underutilised despite calls for the mantra for decolonial research methods. What are the African indigenous ways of teaching and learning? How are they related to the present African university? These puzzling questions provoke the minds of scholars on Africa to confront the discourse on decolonisation of higher education as they engage head-on and interrogate contemporary teaching and learning methods.
Mediating Learning in Higher Education in Africa: From Critical Thinking to Social Justice Pedagogies provides critical reflections to some of the above questions that affect African Higher Education as it seeks to transform itself and provide directions for the future.
From Critical Thinking to Social Justice Pedagogies
Historically, African higher education teaching and learning have relied on Western models, paradigms, assumptions, concepts and procedures, among other research related aspects. Western hegemony and ideology has influenced and continues to influence the epistemologies and both the methods and outcome of higher education research. The connection between teaching and learning is that teaching generates new forms of learning and learning challenges methods of teaching. Western claims to universality, objectivity and neutrality have dominated research paradigms in African higher education institutions to the detriment alternative approaches and conceptions of knowledge. Methods aligned to African teaching and learning are often unrecognised and thus underutilised despite calls for the mantra for decolonial research methods. What are the African indigenous ways of teaching and learning? How are they related to the present African university? These puzzling questions provoke the minds of scholars on Africa to confront the discourse on decolonisation of higher education as they engage head-on and interrogate contemporary teaching and learning methods.
Mediating Learning in Higher Education in Africa: From Critical Thinking to Social Justice Pedagogies provides critical reflections to some of the above questions that affect African Higher Education as it seeks to transform itself and provide directions for the future.
Global Trends and Institutional Models
The Eighth International Conference on World-Class Universities was held in October 2019. The conference theme was “World-Class Universities: Global Trends and Institutional Models”.
The theme of this volume is embedded in the context of an ever-changing and complex world. Changes are taking place constantly in social, economic, cultural and political spheres, such as technological transformation, backlash against globalization and emerging forces of nationalism in various parts of the world, as well as increasing inequality and disparity of wealth, economic and social opportunities. These challenges impact global, national and institutional higher education practices and induce mounting pressure on World-Class Universities to respond effectively to the ferocity of social change.
World-Class Universities, commonly recognized as global research universities or flagship universities, are essential in developing a nation’s potential in the knowledge economy and in seeking conceptual and practical solutions to daunting challenges. This volume sheds light on World-Class Universities’ challenges, opportunities, roles and strategies in response to the changing landscape of higher education and our society as a whole. It is composed of two parts: “Global Trends” and “Institutional Models”.
The theme of this volume is embedded in the context of an ever-changing and complex world. Changes are taking place constantly in social, economic, cultural and political spheres, such as technological transformation, backlash against globalization and emerging forces of nationalism in various parts of the world, as well as increasing inequality and disparity of wealth, economic and social opportunities. These challenges impact global, national and institutional higher education practices and induce mounting pressure on World-Class Universities to respond effectively to the ferocity of social change.
World-Class Universities, commonly recognized as global research universities or flagship universities, are essential in developing a nation’s potential in the knowledge economy and in seeking conceptual and practical solutions to daunting challenges. This volume sheds light on World-Class Universities’ challenges, opportunities, roles and strategies in response to the changing landscape of higher education and our society as a whole. It is composed of two parts: “Global Trends” and “Institutional Models”.
Global Trends and Institutional Models
The Eighth International Conference on World-Class Universities was held in October 2019. The conference theme was “World-Class Universities: Global Trends and Institutional Models”.
The theme of this volume is embedded in the context of an ever-changing and complex world. Changes are taking place constantly in social, economic, cultural and political spheres, such as technological transformation, backlash against globalization and emerging forces of nationalism in various parts of the world, as well as increasing inequality and disparity of wealth, economic and social opportunities. These challenges impact global, national and institutional higher education practices and induce mounting pressure on World-Class Universities to respond effectively to the ferocity of social change.
World-Class Universities, commonly recognized as global research universities or flagship universities, are essential in developing a nation’s potential in the knowledge economy and in seeking conceptual and practical solutions to daunting challenges. This volume sheds light on World-Class Universities’ challenges, opportunities, roles and strategies in response to the changing landscape of higher education and our society as a whole. It is composed of two parts: “Global Trends” and “Institutional Models”.
The theme of this volume is embedded in the context of an ever-changing and complex world. Changes are taking place constantly in social, economic, cultural and political spheres, such as technological transformation, backlash against globalization and emerging forces of nationalism in various parts of the world, as well as increasing inequality and disparity of wealth, economic and social opportunities. These challenges impact global, national and institutional higher education practices and induce mounting pressure on World-Class Universities to respond effectively to the ferocity of social change.
World-Class Universities, commonly recognized as global research universities or flagship universities, are essential in developing a nation’s potential in the knowledge economy and in seeking conceptual and practical solutions to daunting challenges. This volume sheds light on World-Class Universities’ challenges, opportunities, roles and strategies in response to the changing landscape of higher education and our society as a whole. It is composed of two parts: “Global Trends” and “Institutional Models”.
L’écolâtre cathédral en France septentrionale du ixe au xiiie siècle
This book traces the history of one of the central actors in the transformation of the Western educational system between the 9th and 13th centuries: the cathedral schoolmaster. Originally responsible for running the episcopal school, this ecclesiastical official eventually became a true school administrator with a territorial monopoly and coercive powers, including in particular issuing ‘licentia docendi’ to masters under his jurisdiction. Using a wide range of sources and taking in thirty-nine dioceses in northern France, the study analyses the construction of the office from the Carolingian period, the place of the schoolmaster within the canonical community and in feudal society, and the institutionalisation of his function with the Gregorian Reform and the birth of universities.
L’écolâtre cathédral en France septentrionale du ixe au xiiie siècle
This book traces the history of one of the central actors in the transformation of the Western educational system between the 9th and 13th centuries: the cathedral schoolmaster. Originally responsible for running the episcopal school, this ecclesiastical official eventually became a true school administrator with a territorial monopoly and coercive powers, including in particular issuing ‘licentia docendi’ to masters under his jurisdiction. Using a wide range of sources and taking in thirty-nine dioceses in northern France, the study analyses the construction of the office from the Carolingian period, the place of the schoolmaster within the canonical community and in feudal society, and the institutionalisation of his function with the Gregorian Reform and the birth of universities.
International Perspectives on Knowledge Democracy
Is the university contributing to our global crises or does it offer stories of hope? Much recent debate about higher education has focussed upon rankings, quality, financing and student mobility. The COVID-19 pandemic, the climate crisis, the calls for decolonisation, the persistence of gender violence, the rise of authoritarian nationalism, and the challenge of the United Nations Sustainable Development Goals have taken on new urgency and given rise to larger questions about the social relevance of higher education. In this new era of uncertainty, and perhaps opportunity, higher education institutions can play a vital role in a great transition or civilisational shift to a newly imagined world.
Socially Responsible Higher Education: International Perspectives on Knowledge Democracy shares the experiences of a broadly representative and globally dispersed set of writers on higher education and social responsibility, broadening perspectives on the democratisation of knowledge. The editors have deliberately sought examples and viewpoints from parts of the world that are seldom heard in the international literature. Importantly, they have intentionally chosen to achieve a gender and diversity balance among the contributors. The stories in this book call us to take back the right to imagine, and ‘reclaim’ the public purposes of higher education.
Socially Responsible Higher Education: International Perspectives on Knowledge Democracy shares the experiences of a broadly representative and globally dispersed set of writers on higher education and social responsibility, broadening perspectives on the democratisation of knowledge. The editors have deliberately sought examples and viewpoints from parts of the world that are seldom heard in the international literature. Importantly, they have intentionally chosen to achieve a gender and diversity balance among the contributors. The stories in this book call us to take back the right to imagine, and ‘reclaim’ the public purposes of higher education.
International Perspectives on Knowledge Democracy
Is the university contributing to our global crises or does it offer stories of hope? Much recent debate about higher education has focussed upon rankings, quality, financing and student mobility. The COVID-19 pandemic, the climate crisis, the calls for decolonisation, the persistence of gender violence, the rise of authoritarian nationalism, and the challenge of the United Nations Sustainable Development Goals have taken on new urgency and given rise to larger questions about the social relevance of higher education. In this new era of uncertainty, and perhaps opportunity, higher education institutions can play a vital role in a great transition or civilisational shift to a newly imagined world.
Socially Responsible Higher Education: International Perspectives on Knowledge Democracy shares the experiences of a broadly representative and globally dispersed set of writers on higher education and social responsibility, broadening perspectives on the democratisation of knowledge. The editors have deliberately sought examples and viewpoints from parts of the world that are seldom heard in the international literature. Importantly, they have intentionally chosen to achieve a gender and diversity balance among the contributors. The stories in this book call us to take back the right to imagine, and ‘reclaim’ the public purposes of higher education.
Socially Responsible Higher Education: International Perspectives on Knowledge Democracy shares the experiences of a broadly representative and globally dispersed set of writers on higher education and social responsibility, broadening perspectives on the democratisation of knowledge. The editors have deliberately sought examples and viewpoints from parts of the world that are seldom heard in the international literature. Importantly, they have intentionally chosen to achieve a gender and diversity balance among the contributors. The stories in this book call us to take back the right to imagine, and ‘reclaim’ the public purposes of higher education.
Conflict, Positionality, and Multiculturalism
Jews and the study of antisemitism are often disregarded in multiculturalism in the United States. This “brushing aside” of the Jewish community places Jews in a very difficult situation because, due to continued discrimination and prejudice, Jews need recognition and acceptance in the multicultural community. While light-skinned American Jews are often perceived as White, they are positioned between being considered White and somehow less than when they are found to be Jewish. Therefore, Jews find themselves in this nebulous “space between” the Black/White binary.
This text takes a personal approach to the study of Jewish people, antisemitism, and the inclusion of the Jewish experience into university multicultural discourse. It also introduces a new Jewish critical race framework that develops from Critical Race Theory and has similarities in the fight against racism and injustice in U.S. society.
The Jewish Struggle in the 21st Century: Conflict, Positionality, and Multiculturalism addresses the needs of the Jewish community in the United States as it pertains to its tenuous position in the fields of multiculturalism and critical race studies. It addresses the lack of representation in the diversity and multicultural education classroom as well as issues of antisemitism at the university level.
This text takes a personal approach to the study of Jewish people, antisemitism, and the inclusion of the Jewish experience into university multicultural discourse. It also introduces a new Jewish critical race framework that develops from Critical Race Theory and has similarities in the fight against racism and injustice in U.S. society.
The Jewish Struggle in the 21st Century: Conflict, Positionality, and Multiculturalism addresses the needs of the Jewish community in the United States as it pertains to its tenuous position in the fields of multiculturalism and critical race studies. It addresses the lack of representation in the diversity and multicultural education classroom as well as issues of antisemitism at the university level.
Conflict, Positionality, and Multiculturalism
Jews and the study of antisemitism are often disregarded in multiculturalism in the United States. This “brushing aside” of the Jewish community places Jews in a very difficult situation because, due to continued discrimination and prejudice, Jews need recognition and acceptance in the multicultural community. While light-skinned American Jews are often perceived as White, they are positioned between being considered White and somehow less than when they are found to be Jewish. Therefore, Jews find themselves in this nebulous “space between” the Black/White binary.
This text takes a personal approach to the study of Jewish people, antisemitism, and the inclusion of the Jewish experience into university multicultural discourse. It also introduces a new Jewish critical race framework that develops from Critical Race Theory and has similarities in the fight against racism and injustice in U.S. society.
The Jewish Struggle in the 21st Century: Conflict, Positionality, and Multiculturalism addresses the needs of the Jewish community in the United States as it pertains to its tenuous position in the fields of multiculturalism and critical race studies. It addresses the lack of representation in the diversity and multicultural education classroom as well as issues of antisemitism at the university level.
This text takes a personal approach to the study of Jewish people, antisemitism, and the inclusion of the Jewish experience into university multicultural discourse. It also introduces a new Jewish critical race framework that develops from Critical Race Theory and has similarities in the fight against racism and injustice in U.S. society.
The Jewish Struggle in the 21st Century: Conflict, Positionality, and Multiculturalism addresses the needs of the Jewish community in the United States as it pertains to its tenuous position in the fields of multiculturalism and critical race studies. It addresses the lack of representation in the diversity and multicultural education classroom as well as issues of antisemitism at the university level.