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The chalice (or, how to occult yourself, gender-wise): An affective exploration of ‘teaching about gender diversity’ Review of Education, Pedagogy, and Cultural Studies Pub Date : 2021-04-14 Lee Airton, Susan Woolley
(2021). The chalice (or, how to occult yourself, gender-wise): An affective exploration of ‘teaching about gender diversity’. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.
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Female protagonists in popular YA dystopia: A new type of role model or just business as usual? Review of Education, Pedagogy, and Cultural Studies Pub Date : 2021-03-29 Nora Peterman, Rachel Skrlac Lo
(2021). Female protagonists in popular YA dystopia: A new type of role model or just business as usual?. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.
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A ballerina with a hijab: An Arab EFL teacher’s identity between cultural norms and change Review of Education, Pedagogy, and Cultural Studies Pub Date : 2021-03-25 Rawia Hayik
(2021). A ballerina with a hijab: An Arab EFL teacher’s identity between cultural norms and change. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.
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Conscientization, compassion, and madness: Freire, Barreto, and the limits of education Review of Education, Pedagogy, and Cultural Studies Pub Date : 2021-03-08 Peter Roberts
(2021). Conscientization, compassion, and madness: Freire, Barreto, and the limits of education. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.
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Time to put your marketing cap on: Mapping digital corporate media curriculum in the age of surveillance capitalism Review of Education, Pedagogy, and Cultural Studies Pub Date : 2021-02-23 Nolan Higdon, Allison Butler
(2021). Time to put your marketing cap on: Mapping digital corporate media curriculum in the age of surveillance capitalism. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.
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“It will change traditional school in a very positive way”: Educators’ perspectives of the Marshallese experience during spring 2020 remote learning Review of Education, Pedagogy, and Cultural Studies Pub Date : 2021-01-29 Vicki S. Collet, Elise Berman
(2021). “It will change traditional school in a very positive way”: Educators’ perspectives of the Marshallese experience during spring 2020 remote learning. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.
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Political socialization in meme times: Adolescents and the sources of knowledge concerning politics Review of Education, Pedagogy, and Cultural Studies Pub Date : 2021-01-20 Jakub Jakubowski
(2021). Political socialization in meme times: Adolescents and the sources of knowledge concerning politics. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.
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Bridging cultural studies and learning science: An investigation of social media use for Holocaust memory and education in the digital age Review of Education, Pedagogy, and Cultural Studies Pub Date : 2021-01-15 Stefania Manca
(2021). Bridging cultural studies and learning science: An investigation of social media use for Holocaust memory and education in the digital age. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.
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Analysis before action: A framework for examining communities as texts Review of Education, Pedagogy, and Cultural Studies Pub Date : 2021-01-12 Meghan E. Barnes, Ashley Boyd
(2021). Analysis before action: A framework for examining communities as texts. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.
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The power and possibility of stories: Learning to become culturally sustaining and socially just educators Review of Education, Pedagogy, and Cultural Studies Pub Date : 2021-01-05 Sarah N. Newcomer, Kathleen M. Cowin
(2021). The power and possibility of stories: Learning to become culturally sustaining and socially just educators. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.
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Adolescent memory beyond reflection: Hulu’s PEN15 and the emotional recapitulations of teacher education Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-12-10 David Lewkowich
(2021). Adolescent memory beyond reflection: Hulu’s PEN15 and the emotional recapitulations of teacher education. Review of Education, Pedagogy, and Cultural Studies: Vol. 43, No. 1, pp. 27-48.
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Culture, context, and disability: A systematic literature review of cultural-historical activity theory-based studies on the teaching and learning of students with disabilities Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-10-30 Aydin Bal, Federico R. Waitoller, Dian Mawene, Aja Gorham
(2020). Culture, context, and disability: A systematic literature review of cultural-historical activity theory-based studies on the teaching and learning of students with disabilities. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.
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Educating tensions between religious and sexuality discourses: On resentment and hospitality Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-10-29 Kevin J. Burke, Adam J. Greteman
(2021). Educating tensions between religious and sexuality discourses: On resentment and hospitality. Review of Education, Pedagogy, and Cultural Studies: Vol. 43, No. 1, pp. 49-68.
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The aesthetic pedagogies of DIY music Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-10-19 Peter J. Woods
(2020). The aesthetic pedagogies of DIY music. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.
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Speaking post-truth to power Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-09-29 Catherine Tebaldi
(2020). Speaking post-truth to power. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.
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Pierre Bourdieu and the religious political economy of schooling Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-09-09 Robert Jean LeBlanc
(2020). Pierre Bourdieu and the religious political economy of schooling. Review of Education, Pedagogy, and Cultural Studies. Ahead of Print.
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Children’s democratic participation: The case of Catalan schools from the principal’s point of view Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-08-13 Maria-Carme Boqué Torremorell, Laura García-Raga, Montserrat Alguacil de Nicolás
(2021). Children’s democratic participation: The case of Catalan schools from the principal’s point of view. Review of Education, Pedagogy, and Cultural Studies: Vol. 43, No. 1, pp. 1-26.
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“If it hadn’t been for my baby:” Previously disengaged Latina students redefine smartness through motherhood Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-08-11 Ganiva Reyes
(2020). “If it hadn’t been for my baby:” Previously disengaged Latina students redefine smartness through motherhood. Review of Education, Pedagogy, and Cultural Studies: Vol. 42, No. 4, pp. 331-351.
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“It’s not just an idea”: Practicing the good life in a high security prison Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-07-31 Elizabeth Phillips, Ryan Williams
(2020). “It’s not just an idea”: Practicing the good life in a high security prison. Review of Education, Pedagogy, and Cultural Studies: Vol. 42, No. 4, pp. 311-330.
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A typology of Pākehā “Whiteness” in education Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-06-02 Georgina Tuari Stewart
(2020). A typology of Pākehā “Whiteness” in education. Review of Education, Pedagogy, and Cultural Studies: Vol. 42, No. 4, pp. 296-310.
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Vulnerable youth in volatile times: Ethical concerns of doing visual work with transfronterizx youth on the U.S./Mexico border Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-05-26 Amy J. Bach
The photograph depicts a caged-in concrete walkway. Chain-link fences flank each of its sides. Some 12 feet upwards, they curve inwards towards each other and meet to form a ceiling, a gated canopy, entirely enclosing the pedestrians walking along its path. From the position and color of the sunlight shining on it, the picture was taken either early in the morning or late afternoon. The pedestrians
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(Re)imagining visual research beyond photovoice: Methodological explorations with a young photographer Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-05-26 Vivek Vellanki, Urja Davesar
Urja and I walked out of the cafe. We had spent over an hour looking at her images, talking about them, and occasionally laughing. During that hour, I had been wrestling with questions: What is the purpose of a photovoice project? Are we expecting to be shown/see something? I asked Urja, so how do you feel about not having any prompts? She got into the car and put on her seat belt. “I don’t know, sometimes
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Unpacking and complicating the ethics and pedagogy of visual studies with youth Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-05-26 Lynnette Mawhinney, Laura Porterfield
In the spring of 2019, we had the opportunity to team teach a doctoral course on Visual Ethnography. Most of the students came to the class because they were either intrigued by the concept of visual data, or the course just fit best with their schedules that semester. In short, we were working with graduate students who were a relatively blank slate when it came to visual research and visual methodologies
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Failing with proof: Considerations of queerly failing in visual research Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-05-06 S. Gavin Weiser
It is natural that the use of visual methods in education be concerned with the consent of adults, as the many students are under the age of majority, and as such require the consent of their adult caregivers. What does this consent and integration of consent look like when considering visual methods with young adults? By opening up ownership of a research project from its germination, this alters
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External assessment as stereotyping: Experiences of racialized Grade 3 children, parents and educators with standardized testing in elementary schools Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-04-02 Ardavan Eizadirad
(2020). External assessment as stereotyping: Experiences of racialized Grade 3 children, parents and educators with standardized testing in elementary schools. Review of Education, Pedagogy, and Cultural Studies: Vol. 42, No. 4, pp. 277-295.
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Disrupting curriculum of violence on Asian Americans Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-03-14 Sohyun An
I am worried about the next week. It brings memories of feeling guilty when hearing about the bombing of the Pearl Harbor and seeing my classmates stare at me because I was the only Japanese girl in the room. Though I obviously did not play a role in that horrific event, I still felt a sense of guilt because I am proud of my heritage and where I come from. —Hanna Saito, a Japanese American preservice
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Challenging the invisibility of Asian Americans in education Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-03-14 Betina Hsieh, Jung Kim
The term “Asian American” is a complicated and contentious one. Encompassing over 30 different nationalities and ethnic groups and speaking hundreds of different languages, Asian Americans are often seen as a monolithic group despite their vast diversity. Goodwin (2010) talks about the “vertical” and “horizontal” diversity found within the group, acknowledging not just the linguistic, national origin
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Reticence as participation: Discourses of resistance from Asians in America Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-03-14 Joanne Yi
Upon arrival in the United States, international students not only encounter culture shock and complex linguistic barriers but also immediate transmutation into minorities. In a classroom setting, foreigners must confront continually evolving negotiations of competence, membership, and identity to validate their place in academic discourse. Pervading their efforts for validation, of course, are racialized
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“This is why nobody knows who you are:” (Counter)Stories of Southeast Asian Americans in the Midwest Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-03-14 Noreen Naseem Rodríguez
Despite the tremendous diversity of ethnicities, languages, religions, and cultures encapsulated within their pan-ethnic group, Asian Americans are commonly understood to be recent immigrants of East Asian descent who do not speak English (Lee & Ramakrishnan, 2019). While the greatest concentrations of Asian Americans are on the West Coast, the Midwest is the region with the second greatest growth
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Just because we look alike doesn’t mean we are the same: Using an examination of Indo-Caribbean identity to inform a third space lens Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-03-14 Reshma Ramkellawan-Arteaga
In early January, New Yorker magazine mistakenly tagged Priyanka Chopra in an Instagram photo of Padma Lakshmi. Chopra is a Bollywood-turnedHollywood actor married to musician Nick Jonas. Lakshmi is a chef and host of the cooking competition show, Top Chef. Both women are of South Asian-Indian descent. Lakshmi responded, “I know we all look alike but ̄\_(ツ)_/ ̄. #desigirls” The Chopra/Lakshmi mix up
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Drawing queer and trans kinship with children: Affect, cohabitation, and reciprocal care Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-02-28 Hannah Dyer, Julia Sinclair-Palm, Miranda Yeo
(2020). Drawing queer and trans kinship with children: Affect, cohabitation, and reciprocal care. Review of Education, Pedagogy, and Cultural Studies: Vol. 42, No. 4, pp. 257-276.
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Hope and struggle to decolonize the preservice teachers’ mind: An urban teacher education program history Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-01-01 Lynnette Mawhinney, Tabitha Dell’Angelo, Mariah Yessenia Alston, Megan Gerity, Melissa Katz, Angelica Vanderbilt
This academic year marks the tenth anniversary of the establishment of a five-year (bachelors and masters) urban teacher education program at a small, state institution in the northeast. This program was founded on the principles of social justice and decolonization with and through critical scholars such as Freire (1996), Gorski and Swalwell (2015), Delpit (2006), Ladson-Billings (2014), and Paris
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Temporality and inequity: How dominant cultures of time promote injustices in schools Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-01-01 Roger Saul
The structures and functions of time are fundamental to the workings of schools. In schools, temporal plotting abounds: our days are segmented into precise temporal blocks, our weeks into sequentially packaged curricular units, our months into fixed intervals of semestered assessment, and our years into age-based grading structures designed to quantify appropriate intellectual progress over the long
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The passive voice of White supremacy: Tracing epistemic and discursive violence in world history curriculum Review of Education, Pedagogy, and Cultural Studies Pub Date : 2020-01-01 Tadashi Dozono
In an increasingly diverse U.S. society, schools maintain Eurocentrism and White supremacy through curriculum, failing to give marginalized populations (and students of color in particular) space t...
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Transforming teacher education by integrating the funds of knowledge of teachers of Color Review of Education, Pedagogy, and Cultural Studies Pub Date : 2019-10-20 Oscar Navarro, Christine L. Quince, Betina Hsieh, Sherry L. Deckman
For too long, the justification for recruiting teachers of Color (TOCs) has been framed as a demographic and democratic imperative (Achinstein & Ogawa, 2012). As teacher educators of Color and former elementary and secondary (K-12) teachers, we (the authors) argue that the rationale for increasing TOCs moves beyond diversifying a workforce, but instead to disrupt racial, cultural, and linguistic inequity
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“We want transformation, not reformation”: Re-centering teacher education on equity and racial justice – Special issue introduction Review of Education, Pedagogy, and Cultural Studies Pub Date : 2019-10-20 Kira J. Baker-Doyle
This Special Issue gives voice to the collective, transformative work of teacher educators across 16 institutions in the U.S. and abroad to re-center teacher education practices around values of equity and racial justice. These teacher educators joined together in this work by participating in the 2018 Transformative Teacher Educator Fellowship (TTEF) program. The goal of TTEF is to foster collaboration
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Empowerment and transformation: Integrating teacher identity, activism, and criticality across three teacher education programs Review of Education, Pedagogy, and Cultural Studies Pub Date : 2019-10-20 Tracy Quan, Christian A. Bracho, Michelle Wilkerson, Monica Clark
Teachers in the United States receive conflicting messages about who they can and should be in and outside of the classroom. Recently, Time Magazine portrayed teachers as gloomy and underpaid educators (Reilly, 2018), while movies, like Stand and Deliver (Musca & Men endez, 1988) and Freedom Writers (De Vito, Shamberg, Sher, & LaGravenese, 2007), depicted them as saviors for troubled youth and urban
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“Still going… sometimes in the dark”: Reflections of a woman of color educator Review of Education, Pedagogy, and Cultural Studies Pub Date : 2019-10-20 Yolanda Abel
Transformative teacher education: is there such a thing? Yes. For a week long, intensive summer experience and monthly follow-up sessions for a year, I had the opportunity to engage with like-minded educators from around the world. What made us like-minded? Each of us is committed to successfully educating and developing pathways of opportunity for culturally and linguistically diverse (CLD) learners
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Preparing and supporting teachers for equity and racial justice: Creating culturally relevant, collective, intergenerational, co-created spaces Review of Education, Pedagogy, and Cultural Studies Pub Date : 2019-10-20 Tanya Maloney, Nini Hayes, Katherine Crawford-Garrett, Kelly Sassi
At the center of teacher education reform debates nationwide are concerns about how to prepare educators to address issues of educational inequity (Ayers, Quinn, & Stovall, 2009; Cochran-Smith et al., 2016; Gorlewski, 2017; Gorski, 2009; Ladson-Billings & Tate, 1995; Leonardo, 2009; Milner, 2009; Paris & Alim, 2017). Yet, there is little consensus among teacher educators, school districts, community
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In defense of violent films: Incorporating cinematic violence and on-screen death in the undergraduate classroom Review of Education, Pedagogy, and Cultural Studies Pub Date : 2019-05-27 Megha Anwer, Matt Varner
In a cultural moment when professors experience a debilitating hesitancy about initiating difficult conversations with undergraduate students, and the imperative of trigger warnings sometimes outweighs our will to navigate controversial materials, the fate of “violent films,” as worthy of academic study, hangs precariously in the balance. Designing undergraduate film courses that are culturally and
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From youth engagement to creative industries incubators: Models of working with youth in community arts settings Review of Education, Pedagogy, and Cultural Studies Pub Date : 2019-05-27 Miranda Campbell
“Youth” remains a symbolic source of investment in society at large: both perceived as a social problem in need of remediation, and seen as a potential source of social change, leading generational renewal. Contemporary youth culture literature is often still bifurcated between analyses of the ways that young people are disempowered by our contemporary neoliberal climate or celebrations of them as
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On closings: Diners, porn theaters, & schools Review of Education, Pedagogy, and Cultural Studies Pub Date : 2019-03-15 Mark Stern
The names all seem a bit mundane: Little Pete’s; The Big Apple; University City High School; Cup & Saucer; Variety Playhouse; Jamaica High School; Market Diner; Cats; and Key Elementary. To the unaffiliated, they might just sound like the everyday names of everyday institutions. Their evocations resonate with the quotidian rather than the spectacular. And, I believe, that is an important part of this
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“O my friends, there is no friend”: Friendship & risking relational (im)possibilities in the classroom Review of Education, Pedagogy, and Cultural Studies Pub Date : 2019-03-15 Scott Jarvie
In a recent piece in The Chronicle of Higher Education, Rob Jenkins defines his relationship with his students: “I’m not your boss, your parent, or your BFF. I’m your professor.” His is a sentiment long echoed by teachers asserting their classroom authority and upholding the singular relationship of teacher and student over and against other ways of relating. As a teacher myself, I’m not sure how to
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Collaboration and identity work: A linguistic discourse analysis of immigrant students’ presentations concerning different teachers’ roles in a school context Review of Education, Pedagogy, and Cultural Studies Pub Date : 2019-01-01 Kaisa Björk, Eva Danielsson, Goran Basic
The purpose of this study was to provide new understanding of teachers’ and immigrant students’ collaboration and identity work in a school context. Linguistic discourse analysis of immigrant stude ...
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Context guided instruction to develop reflection competence of education professionals Review of Education, Pedagogy, and Cultural Studies Pub Date : 2019-01-01 Fjolla Kaçaniku, Majlinda Gjelaj, Blerim Saqipi
Reflection is considered a dominant concept and fundamental competence in teacher education programs (Allas, Leijen, & Toom, 2017; Beauchamp, 2015; Beauchamp & Thomas, 2010; Cornish & Jenkins, 2012; Lane et al., 2014; Liu, 2015). Reflection is an educative form that encourages thinking and self-analysis, promotes an inquiry-based process, and enables problemsolving (Dewey, 1933). Developing reflection
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Performing gender in a Barbie Expo: White passivity, exotic otherness, and tradition in a fashionista bow Review of Education, Pedagogy, and Cultural Studies Pub Date : 2019-01-01 Nancy Taber, Darlene E. Clover, Kathy Sanford
On a recent research-related visit to Montreal to explore issues of gender in museums and art galleries, we took the opportunity to also visit the Barbie Expo, on permanent display at Les Cours Mont-Royal. As feminists, we hoped this public exhibition would highlight a particular (and critical) view of women and girls in our society, by tracing Barbie’s evolution as it has been related to societal
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Reinventing critical pedagogy as decolonizing pedagogy: The education of empathy Review of Education, Pedagogy, and Cultural Studies Pub Date : 2018-10-20 Michalinos Zembylas
In recent years, there have been critiques that projects of decolonization are not always compatible to Freirean theory and critical pedagogy (e.g., Gaztambide-Fernandez 2012; Tuck and Yang 2012; Zembylas 2018). Although there is recognition that discourses of critical pedagogy and decolonizing pedagogy are variously entangled, some scholars find it problematic that these terms are sometimes used synonymously
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Freire and a revolutionary praxis of the body Review of Education, Pedagogy, and Cultural Studies Pub Date : 2018-10-20 Antonia Darder
Paulo Freire left behind a rich legacy that speaks passionately to the relationship of the body to humanizing praxis. This legacy encompasses a pedagogical perspective that focuses on the primacy of the body in the construction of critical knowledge. Freire’s ideas also point to the importance of the materiality of body to a pedagogical process informed by a humanizing ethos that supports reflection
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Critical pedagogy and the purpose of educational research in an age of “alternative facts” Review of Education, Pedagogy, and Cultural Studies Pub Date : 2018-10-20 Tricia M. Kress
On November 8, 2016 Donald Trump was elected the 45th President of the United States of America. People like myself on the left side of the political spectrum, were largely blindsided. Trump is a blowhard, a bully, a conman, a racist, misogynist and a xenophobe, and it seemed inconceivable that he would be elected. This isn’t to say that I thought someone who held discriminatory views of diverse peoples
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A garden of intentional spacings: Reenacting a de-fence of what is closed to writing and difference Review of Education, Pedagogy, and Cultural Studies Pub Date : 2018-10-20 Susan Jagger
A garden, a space opened, from a collaboration between the earth, the natural world, and humans’ bounding, enclosing, shaping of it provides us with a motif for the opening, and exploring the openings, of the research space and the research. It also presents itself as an organic metaphor for the cultivation of knowledge, its dehiscence and dissemination, and the liberatory hope of academic labor. The
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“Pedagogy of the Oppressed: 50 years” Review of Education, Pedagogy, and Cultural Studies Pub Date : 2018-10-20 Peter Pericles Trifonas
First published in 1968, Pedagogy of the Oppressed was a landmark in the history of educational theory, method, and criticism. The book questioned the epistemological foundations of teaching and learning that dominated the social field of practice and its institutional structures. Paolo Freire enacted a radical opposition to the hegemony of what he called “banking education” and the transmission of
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Hollywood’s Africa: Lessons in race, gender, and stereotype Review of Education, Pedagogy, and Cultural Studies Pub Date : 2018-08-08 Wairimũ Ngarũiya Njambi, William E. O’Brien
This essay relates our experience in a course that we have co-taught periodically called Honors Africans in Film. It is an upper-level, undergraduate course that engages honors students in watching and analyzing mainly Hollywood movies that are set in Africa. The challenge we present to our mostly U.S. American students is to examine both the representations depicted on film and to confront their own
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Creating a contact zone: Negotiating the boundaries of an urban classroom Review of Education, Pedagogy, and Cultural Studies Pub Date : 2018-08-08 Nathaniel Laywine, Melissa Tanti
In this article, we examine the potential in developing a model of curriculum design for Humanities/Liberal Arts courses in urban universities that focuses on cultural pluralism, community organizi...
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Learning about military women from war memoirs: The “Ideological I” Review of Education, Pedagogy, and Cultural Studies Pub Date : 2018-08-08 Nancy Taber
In countries with all-volunteer force (AVF) militaries, most citizens do not learn about the military through first-hand experience. For instance, 90,000 people serve in the Canadian Armed Forces (Government of Canada n.d.) out of an adult working-age population (20–70 years old) of 23,202,523 people (StatsCan 2013), which comes to 0.39% of the population. In the United States, military members comprise
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Transformative and emancipatory research and education: A counter-practice in research and teaching Review of Education, Pedagogy, and Cultural Studies Pub Date : 2018-08-08 Palmar Alvarez-Blanco, Steven L. Torres
equations which bear no relation to the physical world we actually inhabit. As Naredo points out, most of these economists have chosen the second option— while often continuing to receive generous funding and rewards of various kinds from extra-academic sources closely tied to the worlds of business and finance. Examples such as this not only illustrate how the heteronomous influence of capital interferes
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Object-based learning, or learning from objects in the anthropology museum Review of Education, Pedagogy, and Cultural Studies Pub Date : 2018-08-08 Lainie Schultz
In his influential essay, “Resonance and Wonder”, Stephen Greenblatt (1991) points to two powerful forms of emotional response inspired by objects in museum exhibits: When objects reach into a vast network of relationships, evoking through their physical presence the historical circumstances that created and transported them through time, their viewers experience resonance. When objects are arresting
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“That what is not yet experienced did nevertheless happen in the past”: Michael DeForge’s Big Kids and the archival impossibility of childhood memory Review of Education, Pedagogy, and Cultural Studies Pub Date : 2018-05-27 David Lewkowich
Since retiring, my father’s taken on the role of family archivist, desiring to leave a trace that endures, daily scanning negatives from my childhood and frequently sending them to me as crisp, digital images. As much as these pictures attract me, though, and lead me to ponder the relation between my past and present, and life itself as a series of chance events, in viewing them I also experience a
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Embodied pedagogies in human movement studies classrooms: A postgraduate pathway into teaching and learning Review of Education, Pedagogy, and Cultural Studies Pub Date : 2018-05-27 Rebecca Olive
Contemporary cultural studies is engaged with the meanings people construct in their everyday lives, and how such meanings have significance. It explores how we understand our world, how we fit into our world, and, as a consequence, how others fit into our world (Couldry 2000; Morris 1998; Turner 2012). The major implication of this view is that the varied and subjective experiences of individuals’
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The politics of gamification: Education, neoliberalism and the knowledge economy Review of Education, Pedagogy, and Cultural Studies Pub Date : 2018-05-27 Rowan Tulloch, Holly Eva Katherine Randell-Moon
Gamification, a strategy whereby video game logics are applied to real world tasks, is rapidly gaining traction in education discourses, policies, and practices. Gamification advocates are frequently and prominently declaring the practice “the future of education” or education for the 21st century (Deardorff 2015; Frith 2017; Oxford Analytica 2016). Others are more skeptical of the power and effectiveness
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Cultivating disability arts in Ontario Review of Education, Pedagogy, and Cultural Studies Pub Date : 2018-05-27 Eliza Chandler, Nadine Changfoot, Carla Rice, Andrea LaMarre, Roxanne Mykitiuk
This work was supported by the Canadian Institutes for Health Research Grant #106597; the Canadian Foundation for Innovation Project #35254; and the Canada Research Chairs Award #950-231091.