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In this chapter I examine the ways in which Islamophobia (the fear and hatred of Islam/Muslims) has become reified since 9/11 and I discuss the implications of this for teachers and students. Using a critical pedagogical lens and the work of Paulo Freire, I question how much teachers are encouraged to unpack their assumptions about “others”, think about hierarchies, and question the ways that structural inequity is continually normalized and reproduced. Taking a cultural studies approach (examining both formal and informal educational spaces/texts) I present for analysis both theoretical arguments and personal anecdotes (as one of “them”, the “other”). My intention in this chapter is to push back against both Islamophobia and the wider logic of instrumental rationality.
Abstract
Whose bodies are treated as if they are valuable, and whose are valued less? In this chapter I draw from autoethnography to examine the worth of a body. I invite readers on a personal journey as I delve into how the experiences of class, age, race, gender, pleasure and pain in my life, have been structurally connected to a broader social and political truths. I present my body as a site of knowledge about complex and contested understandings. Throughout this work I suggest that we all can (and should) carefully examine the journeys of our bodies and use this knowledge to imagine a more equitable world.
Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to the Aquisitions Editor, John Bennett.
Books on teaching and learning to teach focus on any of the curriculum areas (e.g., literacy, science, mathematics, social science), in and out of school settings, and points along the age continuum (pre K to adult). The purpose of books on research methods in education is not to present generalized and abstract procedures but to show how research is undertaken, highlighting the particulars that pertain to a study. Each book brings to the foreground those details that must be considered at every step on the way to doing a good study. The goal is not to show how generalizable methods are but to present rich descriptions to show how research is enacted. The books focus on methodology, within a context of substantive results so that methods, theory, and the processes leading to empirical analyses and outcomes are juxtaposed. In this way method is not reified, but is explored within well-described contexts and the emergent research outcomes. Three illustrative examples of books are those that allow proponents of particular perspectives to interact and debate, comprehensive handbooks where leading scholars explore particular genres of inquiry in detail, and introductory texts to particular educational research methods/issues of interest. to novice researchers.
Authors are cordially invited to submit proposals and/or full manuscripts by e-mail to the Aquisitions Editor, John Bennett.
This chapter explores political involvement of youth through the perspectives of the third author, Dylan. We reflexively consider Dylan’s involvement in politics to extend his perspectives on political participation and analyze the ways in which politics impact children, and in turn, how children impact politics. Pushing back on the popular notion that children are not able to be ‘political’ because they are too young, we weave Dylan’s voice throughout a discussion of the role of young people in politics grounded in critical theoretical perspectives. We position childhood as a contested and constructed space, and we examine the historical construction of childhood to search for evidence of the child who is unable (and not enabled) to be involved in an ‘adult’ world. In refuting this, we turn to one young man’s experiences to elaborate that many youth have a predisposition to critical political thought, and Dylan’s perspectives become a lens to underscore the possibilities for encouraging youth to politics.