Lund, Darren E. & Carr, Paul R. (2015). Reframing Whiteness. In Lund, Darren E. & Carr, Paul R. (eds.). Revisiting The Great White North? Reframing Whiteness, Privilege and Identity in Education (pp. 1-10). Rotterdam: Sense Publishers (original) (raw)
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Transgressions: Cultural Studies and Education. Vol. 17, 2010
Cultural studies provides an analytical toolbox for both making sense of educational practice and extending the insights of educational professionals into their labors. In this context Transgressions: Cultural Studies and Education provides a collection of books in the domain that specify this assertion. Crafted for an audience of teachers, teacher educators, scholars and students of cultural studies and others interested in cultural studies and pedagogy, the series documents both the possibilities of and the controversies surrounding the intersection of cultural studies and education. The editors and the authors of this series do not assume that the interaction of cultural studies and education devalues other types of knowledge and analytical forms. Rather the intersection of these knowledge disciplines offers a rejuvenating, optimistic, and positive perspective on education and educational institutions. Some might describe its contribution as democratic, emancipatory, and transformative. The editors and authors maintain that cultural studies helps free educators from sterile, monolithic analyses that have for too long undermined efforts to think of educational practices by providing other words, new languages, and fresh metaphors. Operating in an interdisciplinary cosmos, Transgressions: Cultural Studies and Education is dedicated to exploring the ways cultural studies enhances the study and practice of education. With this in mind the series focuses in a non-exclusive way on popular culture as well as other dimensions of cultural studies including social theory, social justice and positionality, cultural dimensions of technological innovation, new media and media literacy, new forms of oppression emerging in an electronic hyperreality, and postcolonial global concerns. With these concerns in mind cultural studies scholars often argue that the realm of popular culture is the most powerful educational force in contemporary culture. Indeed, in the twenty-first century this pedagogical dynamic is sweeping through the entire world. Educators, they believe, must understand these emerging realities in order to gain an important voice in the pedagogical conversation.
The Pedagogy of Cultural Despair
Philosophy of Education, 2015
Reading Stefano Oliverio's essay is educative. It draws one out. He speaks through many authorities, often new to the American context. The essay is compressed, 3,800 words, followed by fifty endnotes, which source the many allusions and short quotations that convey the essay's substance. Likening these to distinctive gems, perhaps semiprecious stones, we have a bag of them, not well-set jewelry. Responsibility for that rests, not with the author, but with the Philosophy of Education Society's requirements for submission. When setting type and purchasing paper were big expenses for conference proceedings, these made sense. But our switching to online publication weakened the rationale for a low word limit. True, with imposed brevity, presenters can read their allotted words aloud in fifteen or twenty minutes, but, without it, they could explain concisely the argument of a filled out essay. Having tried a new format for the 2015 conference, why don't we zap the word limit next? Now, to the essay itself. It presents a rush of interpretative concepts quoting numerous authorities. The standard bearer is the prolific German writer, Peter Sloterdijk, whose recent work sets the pedagogical problematic for the essay. The German philosophical essayist, Odo Marquard, and two prominent French culture theorists, Marcel Gauchet and Denis Kambouchner, add their authority to Sloterdijk's problematic. A second wave modulates and qualifies the core, portentous vision-John
Revisiting The Great White North? Reframing Whiteness, Privilege, and Identity in Education , 2015
This book series is dedicated to the radical love and actions of Paulo Freire, Jesus "Pato" Gomez, and Joe L. Kincheloe.
During the past few years, I have had the opportunity to travel around the country to speak to teachers about culture and the importance of understanding the cultural identities of themselves and of their students. This knowledge then serves as the impetus for engaging young people in culturally responsive learning . In my talks, I discuss how cultural intersections of students' histories, identities, and literacies help to shape transformative learning. Several times, teachers (often unintentionally) become fixed on static notions of culture, focusing on students' racial or gendered backgrounds alone. Moreover, this focus, based on race or gender, is typically assumed solely based on youth external appearance. Such views fail to account for the dynamic understandings of culture and instead describe culture as unmoving, unchanged, gridlocked or something one can quickly recognize by the eye.
Critical Pedagogy and Popular Culture- Spring 2019
University of Notre Dame, 2019
Critical pedagogy, education intended to inspire consciousness and action for change, has the potential to become one of the most relevant and powerful tools in urban education today. This course will consider the potential of conceptual and empirical work in critical pedagogy and cultural studies to inform, confront and transform many of the persistent challenges we presently face in urban schools, classrooms, and out-of-school programs. The course begins with an examination of the historical antecedents of critical pedagogy, from Catholic Social Teaching, the Western philosophical tradition and "Othered" traditions such as the African-American and Latin American social movement traditions, liberation theology, and Postcolonialism. The course will then examine the theory and research of critical pedagogists such as Paulo Freire, Peter McLaren, Henry Giroux, Antonia Darder, and bell hooks. The second half of the course will focus on cultural studies and, in particular, the critical uses of popular culture in urban classrooms and out of school contexts. Lectures, discussions, and student activities will focus on hip-hop and spoken word poetry, film, television, mass media consumption and production and their implications for transformative work in city schools and out-of-school settings. Learning Goals Upon successful completion of the course you will be better able to: •Identify key tenets of critical pedagogical theory • Identify key concepts and key authors in British and American cultural studies • Articulate how scholars have applied critical pedagogical theory and popular culture to classroom practice in urban and multicultural settings • Brainstorm applications of critical pedagogy and cultural studies in your own professional and personal life • Examine and critique the arguments of key theorists and scholars in group presentations that you will make to your classmates
Towards A Critical Cultural Pedagogy
At the risk of over--generalizing: both cultural studies theorists and critical educators engage in forms of cultural work that locate politics in the interplay among symbolic representations, everyday life, and material relations of power; both engage cultural politics, as the site of the production and struggle over power, and learning as the outcome of diverse struggles rather than as the passive reception of information" (Giroux 2000: 127--128) This review traces a history of critical pedagogy in dialogue with cultural studies. As these fields have developed, their intersection has often developed into a singular field of study, a synthesis generated by both collaboration and necessity.