Suchergebnisse

Decolonizing interpretive research / Antonia Darder -- Centering the subaltern voice / Kortney Hernandez -- Naming the politics of coloniality / Emily Bautista -- Demythologizing hegemonic beliefs / Kenzo Bergeron -- Epistemological disruptions / Bibinaz Pirayesh -- Emancipatory re-readingsterrelle / Billy Sales -- Afterword / João Paraskeva.

In this paper, Antonia Darder refers to her first face to face meeting with Paulo Freire while attending a conference as a graduate student. She describes Freire as someone who conveyed a deep sense of love, hope and dignity to the people he encountered on his path, in ways that opened them up and made them feel loved and appreciated. In this discussion, Freire's love is understood not as romantic or sentimental, but rather as politicizing and humanising; a love imbued with a profound sense of solidarity with others and a commitment to revolutionary struggle. She notes Freire's continuing relevance in a world characterized by the great economic disparities of capitalism, including dire inequalities of health care and life opportunities in these pandemic times. This points to a colonizing, neoliberal world that throws into sharp relief its deadly and discriminatory nature where everything is left to the vagaries of the marketplace and any semblance of public safeguards are systematically. undone. Darder notes that even in the midst of such struggle, Freire's pedagogy conveys an abiding sense of hope and faith for grassroots democratic struggles. As examples, recent movements in Chile and India are cited as collective efforts that inspire hope and possibility. In so doing, she foregrounds Freire's faith in progressive social movements as significant to the large political project for economic democracy and educational justice. ; peer-reviewed

Purpose
The purpose of this paper is to explore the notion of decolonizing interpretive research in ways that respect and integrate the qualitative sensibilities of subaltern voices in the knowledge production of anti-colonial possibilities.


Design/methodology/approach
The paper draws from the decolonizing and post-colonial theoretical tradition, with a specific reference to Gayatri Chakravorty Spivak's contribution to this analysis.


Findings
Through a critical discussion of decolonizing concerns tied to qualitative interpretive interrogations, the paper points to the key assumptions that support and reinforce the sensibilities of subaltern voices in efforts to move western research approaches toward anti-colonial possibilities. In the process, this discussion supports the emergence of an itinerant epistemological lens that opens the field to decolonizing inquiry.


Practical implications
Its practical implications are tied to discursive transformations, which can impact social and material transformations within the context of research and society.


Originality/value
Moreover, the paper provides an innovative rethinking of interpretive research, in an effort to extend the analysis of decolonizing methodology to the construction of subaltern inspired intellectual labor.

The article provides a comprehensive critical analysis of key issues that are deeply salient to an examination of the relationship of Latinos, education and the Church. The status of Latinos and their educational participation in the United States is systematically presented through a critical theoretical lens that brings questions of historical, political, and economic inequalities and their consequences to the center of this interpretive interrogation. With this foundational piece in place, the article moves to the concept of cultural democracy as an important philosophical principle in our work to transform the education of Latino children within Catholic schools and beyond. The role and responsibility of the Church is linked here to proclamations offered by Pope Francis toward revolutionizing the labor of the Catholic Church and Catholic education in an effort to more effectively engage with the pedagogical needs of Latino communities. Moreover, the discussion employs a much needed critical philosophical lens that defies the presentation of recipes or prescriptions for how emancipatory education will look when achieved, but rather invites Catholic educators, scholars, and the leadership of the Church into deeper reflection and consideration of the culturally democratic dimension that must be integrated into Catholic Social Teaching, if we are to genuinely achieve the necessary structural changes required to ensure educational justice for all Latino students. Latinos, educación e Iglesia: hacia un futuro culturalmente democrático El presente artículo provee un análisis crítico comprensivo de los problemas clave en el examen de la relación entre latinos, educación e Iglesia. El estatus de los latinos y su participación educativa en los Estados Unidos se presenta sistemáticamente a través de un lente crítico teórico que pone sobre la mesa preguntas acerca de desigualdades históricas, políticas y económicas así como también sus consecuencias en el centro de la cuestión interpretativa. Con esta pieza fundacional colocada, el artículo pasa al concepto de democracia cultural en tanto que principio filosófico importante en nuestro trabajo para transformar la educación de los niños latinos en las escuelas católicas y más allá de estas. El papel y la responsabilidad de la Iglesia están vinculados a las proclamaciones pronunciadas por el Papa Francisco referentes a la revolución de la labor de la Iglesia Católica y la educación católica en un esfuerzo por participar de manera efectiva en las necesidades pedagógicas de las comunidades latinas. Más aún, la discusión emplea un lente crítico filosófico ampliamente necesario que desafía la presentación de recetas o soluciones sobre cómo será la educación emancipadora una vez alcanzada, por lo que también invita a los educadores católicos, académicos y al liderazgo de la Iglesia a una reflexión profunda y a tomar en consideración la dimensión culturalmente democrática que debe integrarse en la enseñanza social católica, si pretendemos conseguir los cambios estructurales imprescindibles para asegurar justicia educativa para todos los estudiantes latinos. Les Latino-américains, l'enseignement et l'Église : vers un avenir culturellement démocratique Cet article présente une analyse critique complète des questions cruciales qui se détachent fortement lorsque l'on examine les relations entre les Latino-américains, l'enseignement et l'Église. Le statut des Latinos et leur participation au système éducatif des États-Unis sont systématiquement présentés sous le prisme d'une théorie critique qui soulève des questions liées aux inégalités historiques, politiques et économiques et leurs incidences, et les place au centre de cette interrogation interprétative. Une fois établi ce point fondamental, l'article traite du concept de démocratie culturelle constituant un important principe philosophique du travail que nous accomplissons pour transformer l'enseignement des enfants latino-américains dans les écoles catholiques et ailleurs. Le rôle et la responsabilité de l'Église sont ici liés aux proclamations du pape François visant à révolutionner l'œuvre de l'Église et de l'enseignement catholiques en s'efforçant de mieux s'adapter aux besoins pédagogiques des communautés latino-américaines. D'autre part, l'exposé part d'une optique philosophique critique bien nécessaire qui s'oppose à la présentation de recettes ou de recommandations sur l'aspect que prendra, après sa réalisation, un enseignement qui apporte l'émancipation. Il invite plutôt les éducateurs, penseurs et responsables catholiques de l'Église à réfléchir davantage et à examiner en profondeur la dimension culturellement démocratique que la doctrine sociale catholique doit intégrer si nous voulons véritablement faire aboutir les changements structurels nécessaires pour que tous les élèves latino-américains reçoivent un enseignement basé sur la justice.

The article provides a postcolonial analysis of issues related to culture and language within the context of public education in the U.S. More specifically, the manner in which restrictive policies were implemented over a four-year period within the public schools of Boston, Massachusetts, following the passage of a referendum to repeal the use of transitional bilingual education in favor of a strategy of English immersion, are presented and discussed. This discussion serves as an excellent site of inquiry, in that it mimics many of the same conditions of schooling experienced today by English language learners across the nation. ; peer-reviewed

After Race pushes us beyond the old "race vs. class" debates to delve deeper into the structural conditions that spawn racism. Darder and Torres place the study of racism forthrightly within the context of contemporary capitalism. While agreeing with those who have argued that the concept of "race" does not have biological validity, they go further to insist that the concept also holds little political, symbolic, or descriptive value when employed in social science and policy research.Darder and Torres argue for the need to jettison the concept of "race," while calling adamantly for the critical study of racism. They maintain that an understanding of structural class inequality is fundamentally germane to comprehending the growing significance of racism in capitalist America