Majhanovich / MALET Building Democracy through Education on Diversity

1. Auflage 2015
ISBN: 978-94-6300-259-2
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 222 Seiten

Reihe: The World Council of Comparative Education Societies

This book weaves together voices of faculty, residents, mentors, administrators, community organizers, and students who have lived together in a third space urban teacher residency program in Newark as they reinvent math and science teaching and teacher education through the lens of inquiry. Each chapter includes narratives from multiple perspectives as well as tools we have used within the program to support and build change, providing readers with both real cases of how an urban teacher residency can impact school systems, and concrete tools and examples to help the reader understand and replicate aspects of the process. Capturing both the successes but also the tensions and challenges, we offer a kaleidoscopic view of the rich, complex, and multi-layered ways in which multiple stakeholders work together to make enduring educational change in urban schools. Our third space NMUTR has been a fragile utopian enterprise, one that has relied on a shared commitment of all involved, and a deep sense of hope that working collaboratively has the potential, even if not perfect, to make a difference.

Autoren/Hrsg.

Majhanovich, Suzanne

Malet, Régis

Inhaltsverzeichnis

1;TABLE OF CONTENTS;8
2;ACKNOWLEDGEMENTS;10
3;INTRODUCTION: Building Democratic Education in Diverse Contexts;12
3.1;REFERENCES;23
4;PART I: Developing a Pedagogy for Diversity;25
4.1;1. INCORPORATING PEACE-BUILDING CITIZENSHIP DIALOGUE IN CLASSROOM CURRICULA: Contrasting Cases of Canadian Teacher Development;26
4.1.1;INTRODUCTION;26
4.1.2;CONFLICT, DEMOCRACY, PEACEBUILDING, AND SOCIAL JUSTICE (IN) EDUCATION;27
4.1.3;TEACHER COMPETENCIES AND LEARNING TO FACILITATE EDUCATIVE CONFLICT DIALOGUE;28
4.1.4;RESEARCH METHOD;30
4.1.5;FINDINGS;31
4.1.6;CROSS-CASE DISCUSSION;41
4.1.7;REFERENCES;44
4.2;2. EDUCATION FOR DEMOCRATIC CITIZENSHIP AND SOCIAL INCLUSION IN A POST-SOCIALIST DEMOCRACY;49
4.2.1;INTRODUCTION;49
4.2.2;YOUNG PEOPLE IN A NEW DEMOCRACY AND THE EXTREME RIGHT WING;49
4.2.3;EDUCATION FOR DEMOCRATIC CITZENSHIP IN HUNGARY;51
4.2.4;THE PROGRAM;53
4.2.4.1;The Research;54
4.2.4.2;Development;58
4.2.5;CONCLUSION AND RECOMMENDATIONS;62
4.2.6;NOTES;63
4.2.7;REFERENCES;63
4.3;3. EMBEDDING INDIGENOUS KNOWLEDGES: An Australian Case Study of Urban and Remote Teaching Practicum;65
4.3.1;INTRODUCTION;65
4.3.2;DECOLONISING PEDAGOGIES IN CRITICAL PEDAGOGICAL SPACES;65
4.3.3;THE CONTEXT FOR EMBEDDING INDIGENOUS KNOWLEDGES IN THE AUSTRALIAN CURRICULUM;67
4.3.4;EMBEDDING IK IN URBAN AND REMOTE SCHOOLS;69
4.3.5;SUPPORTING FUTURE CURRICUUM LEADERS TO EMBED INDIGENOUOS KNOWLEDGE IN A PRACTICUM PROJECT;70
4.3.6;RESEARCH DESIGN AND PROJECT PARTICIPANTS;71
4.3.7;PREPAREDNESS OF PRE-SERVICE TEACHERS AND RECOGNITION OF IK;73
4.3.8;TEACHERS’ RECOGNITION OF IK IN URBAN AND REMOTE SCHOOLS;74
4.3.8.1;School––Community Relationships––Rural/Urban Schools;76
4.3.8.2;Recognition of the Diversity of Indigenous Knowledges;78
4.3.8.3;Respect of Indigeneity as source and site of knowledge;79
4.3.8.4;Making Space within a Restricted Curriculum for IK;79
4.3.8.5;Empowering Teacher Agency;80
4.3.8.6;Passion to Be Involved––Getting to Know;80
4.3.9;CONCLUSION;81
4.3.10;ACKNOWLEDGEMENTS;82
4.3.11;REFERENCES;82
4.4;4. ADDRESSING EDUCATIONAL NEEDS OF BEDOUIN IN ISRAEL AND FIRST NATIONS PEOPLE IN CANADA;85
4.4.1;INTRODUCTION;85
4.4.2;BEDOUINS IN ISRAEL;85
4.4.3;BEDOUIN EDUCATION IN THE NEGEB;87
4.4.4;INDIGENOUS PEOPLE IN CANADA;90
4.4.5;EDUCATION OF FIRST NATIONS IN CANADA;91
4.4.6;LEARNING FROM THE EXAMPLE OF FIRST NATIONS IN CANADA;93
4.4.7;CONCLUSION;95
4.4.8;REFERENCES;97
4.5;5. THE NATIONAL STRATEGY TO STRENGTHEN RURAL EDUCATION IN CHINA: A Case Study of the Tuition Free Teachers’ Education Program for Rural Schools;100
4.5.1;INTRODUCTION;100
4.5.2;BACKGROUND;100
4.5.3;TUITION FREE TEACHERS’ EDUCATION PROGRAM FOR RUAL SCHOOLS: NATIONAL POLICIES;103
4.5.4;TUITION FREE TEACHERS’ EDUCATION PROGRAM FOR RURAL SCHOOLS: THE PRACTICE OF COLLEGES AND UNIVERSITIES;107
4.5.4.1;The Training Objective;107
4.5.4.2;The Courses;108
4.5.4.3;The Course Module in Professional Education;109
4.5.4.4;The Course Modules for Teacher Education;110
4.5.4.5;Patterns of Development;111
4.5.4.6;The Allocation of Teachers;112
4.5.4.7;Educational Practice;113
4.5.5;TUITION FREE TEACHERS’ EDUCATION PROGRAM FOR RURAL SCHOOLS: EFFECT ANALYSIS;113
4.5.5.1;The Positive Effects;113
4.5.5.2;Problems and Disputes;115
4.5.6;REFORM PROPOSALS;118
4.5.6.1;Establishing and Improving the Entry and Exit Mechanism and Compensation Policy;119
4.5.6.2;Increasing Investment in Education and Strengthening the Attraction of the TFTEP;120
4.5.6.3;Further Improving the Employment Policy of theTFTEP;120
4.5.6.4;Establishing a Linkage Mechanism of Normal Universities and Local Governments as well as Primary and Secondary Schools;121
4.5.7;NOTE;122
4.5.8;REFERENCES;122
5;PART II: Acknowledging Issues of Gender and Race in Democratic Education;124
5.1;6. THE PURSUIT OF DEMOCRACY: Women’s Activism, Education and Gender Equity in Egypt and Tunisia;125
5.1.1;INTRODUCTION;125
5.1.2;DEMOCRACY, GENDER EQUITY AND WOMEN’S ACTIVISM;126
5.1.3;WOMEN’S ACTIVISM AND GENDER EDUCATIONAL EQUITY IN TUNISIA;129
5.1.4;WOMEN’S ACTIVISM AND GENDER EDUCATIONAL EQUITY IN EGYPT;134
5.1.5;PERCEPTIONS OF EGYPTIAN FEMALE UNIVERSITY STUDENTS;138
5.1.6;CONCLUSION;140
5.1.7;NOTES;141
5.1.8;REFERENCES;142
5.2;7. RACE AND RACIAL JUSTICE INONTARIO EDUCATION: Neoliberalism and Strategies of Racial Invisibility;146
5.2.1;INTRODUCTION;146
5.2.2;CONCEPTUAL FRAMEWORK;146
5.2.3;FROM MULTICULTURALISM AND ANTIRACISM TO ETHNO-CULTURAL EQUITY AND INCLUSIVE EDUCATION;148
5.2.4;THE SAFE SCHOOLS ACT, ZERO TOLERANCE & ANTI-BULLYING POLICY;151
5.2.5;FROM HARASSMENT TO BULLYING;154
5.2.6;RACE AND ANTIRACISM IN THE TORONTO DISCTRICT SCHOOL BOARD (TSDB);156
5.2.7;CONCLUSION;159
5.2.8;NOTE;161
5.2.9;REFERENCES;161
5.3;8. ALLOWING GIRLS INTO OUR SCHOOLS DOES NOT MEAN THAT WE HAVE TO INCLUDE THEM;164
5.3.1;CONTEXT;164
5.3.2;INTRODUCTION;164
5.3.3;THE CHALLENGES OF SCHOOLING FOR THE AFRICAN GIRL;166
5.3.4;WHAT TEACHERS THINK ABOUT GIRLS’ ACCESS TO EDUCATION;168
5.3.5;NAVIGATING THE CORRIDORS OF THE SECONDARY SCHOOL;169
5.3.6;WE LET YOU IN––DO NOT EXPECT US TO ALSO MAKE YOU FEEL WELCOME HERE;172
5.3.7;CONCLUSION;173
5.3.8;REFERENCES;174
6;PART III: How the Arts Can Contribute to Building Democracy in Education on Diversity;176
6.1;9. ACROSS SPACES AND PLACES: Exploring the Use of Arts, Cultural Praxis and Media for Democratic Participation;177
6.1.1;INTRODUCTION;177
6.1.2;RESEARCHER LOCATION;179
6.1.3;THEORETICAL LENSES AND LITERATURE REVIEW;179
6.1.3.1;Critical, Creative and Collaborative;180
6.1.4;CASE # 1: PROJECT CITIZEN-GIRL, TORONTO, CANADA;181
6.1.4.1;Context and Methodology;182
6.1.4.2;Findings: Critical;183
6.1.4.3;Findings: Creative;184
6.1.4.4;Findings: Collaborative;186
6.1.5;CASE # 2: PRIMARY SCHOOL TEACHERS’ USE OF ARTS AND CULTURAL PRAXIS IN MAASAILAND, SOUTHERN KENYA;187
6.1.5.1;Context and Methodology;188
6.1.5.2;Findings: Critical;189
6.1.5.3;Findings: Creative;190
6.1.5.4;Findings: Collaborative;191
6.1.6;DISCUSSION AND CONCLUSION: CONSIDERING CRITICAL, COLLABORATIVE AND CREATIVE SPACES;192
6.1.7;NOTES;194
6.1.8;REFERENCES;195
6.2;10. THE PURSUIT OF COSMOPOLITANISM: Using Art in Intercultural Education;200
6.2.1;INTRODUCTION;200
6.2.2;VISIONS OF COSMOPOLITANISM AND CITIZENSHIP;200
6.2.3;INTERCULTURAL EDUCATION AS EDUCATION FOR COSMOPOLITAN CITIZENSHIP;205
6.2.4;INTERCULTURAL EDUCATION AND ART AS A MEDIUM FOR INTERCULTURAL DIALOGUE;208
6.2.5;EXAMPLE 1. LEARNING ABOUT THE OTHER: LITERATURE, THE PLASTIC ARTS AND EMOTION;210
6.2.6;EXAMPLE 2. LEARNING ABOUT ONESELF AND BECOMING AN ACTIVE CITIZEN: PHOTOGRAPHY;212
6.2.7;CONCLUSIONS;213
6.2.8;NOTE;214
6.2.9;REFERENCES;215
7;LIST OF CONTRIBUTORS;217
7.1;THE EDITORS;221