Beschreibung
This book convincingly argues that effective culturally responsive pedagogies require teachers to firstly undertake a critical deconstruction of Self in relation to and with the Other; and secondly, to take into account how power affects the socio-political, cultural and historical contexts in which the education relation takes place. The contributing authors are from a range of diaspora, indigenous, and white mainstream communities, and are united in their desire to challenge the hegemony of Eurocentric education and to create new educational spaces that are more socially and environmentally just. In this venture, the ideal education process is seen to be inherently critical and intercultural, where mainstream and marginalized, colonized and colonizer, indigenous and settler communities work together to decolonize selves, teacher-student relationships, pedagogies, the curriculum and the education system itself. This book will be of great interest and relevance to policy-makers and researchers in the field of education; teacher educators; and pre- and in-service teachers.
Autorenporträt
Fatima Pirbhai-Illich is Associate Professor and Chair of the Language and Literacy Education Department at the University of Regina, Saskatchewan, Canada. Her research focuses on critical multicultural literacy education for marginalised and disenfranchised youth. Shauneen Pete is Associate Professor in the Faculty of Education at the University of Regina, Saskatchewan, Canada and a nehiyaw (Cree) woman from Little Pine First Nation, Saskatchewan, Canada. Fran Martin works in Initial Teacher Education at the University of Exeter, UK. Her research interests are global education and intercultural learning.
Herstellerkennzeichnung:
Springer Verlag GmbH
Tiergartenstr. 17
69121 Heidelberg
DE
E-Mail: juergen.hartmann@springer.com
