By Susan Sánchez-Casal, Amie A. Macdonald (eds.)
This quantity explores the influence of social id on educating and studying. The members argue, from the point of view of numerous disciplinary and academic contexts, that mobilizing identities within the school room is an important a part of innovative educators' efforts to remodel knowledge-making and to create a extra simply and democratic society.
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Tough educators to raised comprehend themselves and their scholars, this article offers a robust technique for constructing a educating point of view that embraces the centrality of tradition at school studying. The six-part approach covers studying tradition, personalizing tradition, inquiring approximately scholars' cultures and groups, making use of wisdom approximately tradition to instructing, formulating concept or a conceptual framework linking tradition and faculty studying, and remodeling specialist perform to raised meet the wishes of scholars from assorted cultural and experiential backgrounds.
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Additional info for Identity in Education, 1st Edition
Because realism highlights the epistemic and non-essentialist aspects of racial identity, antiracist realist pedagogy is not preoccupied with the project of transmitting to white students the progressive “truth” about racism. Instead, realist pedagogy aims to theorize certain identities (in this case, white racial identities) for the purpose of, first, understanding the connection between identity and knowledge; and second, for the purpose of reevaluating what people have taken to be “true” and thereby reconstructing more democratic, more objective, and more accurate accounts of (again, in this case), race, racism, and racial justice.
To the extent that identities do not work well as explanations of the social world—to the extent that they refer imperfectly to aspects of the society from which they emerge—they can help reveal the fundamental contradiction and mystification within which members of that society live. (2002, 114–115) When all social identities and experiential narratives are actively and critically engaged in a classroom, then teachers and students are empowered to scrutinize and challenge the ideological mystifications implicit in any cultural standpoint.
Here we see the natural Origin of all Power and Authority among a free People” (cf. Loewen, 1995, 110). In fact, as James Loewen argues, “most Indian societies north of Mexico were much more democratic than Spain, France, or even England in the seventeenth and eighteenth centuries” (110). He goes further to assert that “Native American ideas may be partly responsible for our democratic institutions. We have seen how Native ideas of liberty, fraternity and equality found their way to Europe to influence social philosophers .