Indigenous and decolonizing studies in education: mapping the long view
In: Indigenous and decolonizing studies in education
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In: Indigenous and decolonizing studies in education
In: International journal of educational technology in higher education, Band 21, Heft 1
ISSN: 2365-9440
AbstractUtilising emancipatory approaches to educational technology in higher education allows welcoming creative and artistic modes of inquiry. This article presents two methods, a virtual makerspace and a guided fantasy story that were applied in a project concerned with rewilding higher education pedagogy. It is argued that the methods encouraged curiosity and care to address diversity and inclusion. They afforded mindfulness of individual needs and welcomed explorations of new directions that challenged potential biases (gender, race, disability or professionality). The article illustrates how these two methods may offer a safe space to dream and imagine educational spaces.
In: Bulletin international des sciences sociales, Band 7, Heft 3, S. 430-422
ISSN: 1011-114X
In this article, identity politics is understood as a form of politics stressing collective but malleable group identities as the basis of political action. This notion of identity politics also allows thinking of identity as intersectional. The focus of this article, and a problem related to identity politics, is that when discussed in the context of the neoliberal order, identity politics has a tendency to become harnessed by the ethos of vulnerability. Some implications of the 'vulnerabilizisation' are considered in the field of education, which is a field currently thoroughly affected by neoliberalism. Therefore, it is also important to look closer at the relationship between identity politics and the ethos of vulnerability. In addition, we re-consider poststructuralist thinking as a theoretical and political approach to see what it can offer in terms of re-thinking identity politics and in analyzing the ethos of vulnerability. When categories of vulnerability keep expanding into various psycho-emotional vulnerabilities defining subjects that can be known and spoken about, it is crucial to ask whether we regard these changes as educationally and politically progressive. The article discusses some problematic policies in educational environments and the phenomenon of trigger warnings. ; Peer reviewed
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In: Social work education, Band 23, Heft 5, S. 493-513
ISSN: 1470-1227
In: Self-Study of Teaching and Teacher Education Practices Ser. v.20
World Affairs Online
World Affairs Online
In: NBER Working Paper No. w32126
SSRN
In: University of Chicago, Becker Friedman Institute for Economics Working Paper No. 2023-26
SSRN
In: International journal of public administration, Band 47, Heft 1, S. 41-56
ISSN: 1532-4265
In: NBER Working Paper No. w26705
SSRN
In: Journal of human capital: JHC, Band 12, Heft 2, S. 282-304
ISSN: 1932-8664