Re-imaging and re-constructing cross-cultural research through critical personal narratives: an examination into fault lines

In this paper, the authors illustrate the impacts of their cross-cultural research in Africa, on their current work in science and STEM education. Through the examination of two research projects in cross-cultural settings in Africa, the authors explore the lasting impacts of this type of work. Specifically, through the use of Critical Personal Narratives and feminist theory, the authors discover fault lines existing in this cross-cultural work and ultimately the shifts in their conceptions of science and STEM education.     

Education and social change in Spain: from crisis to opportunity

This paper analyses a particular socio-educational experience in a marginalised neighbourhood in Malaga, Spain. This initiative came about as an institutional proposal to combat neoliberal austerity policies and is known as the ‘Casa de la Buena Vida'. It aims to generate new educational practices based on solidarity, dignity and justice. The methodology followed entailed carrying out an ethnography at this institution, participating in the initiative over a period of 4 years. At the same time, life histories of some of its most notable members were drawn up. In the results section we offer an analysis of the particular identities that are created as a consequence of the living conditions, social conflicts, multicultural nature and survival strategies that operate in a welfarist policy system. We also analyse this institution's socio-educational proposal using alternative social practices that enable other subjectivities to develop.     

The Black Women’s Gathering Place: reconceptualising a curriculum of place/space

ABSTRACT

This article de-centres imperialist, capitalist, patriarchal traditions of critical approaches in Curriculum Studies via an examination of experiences shared at The Black Women’s Gathering Place (BWGP), a non-traditional space where a diverse, intergenerational group of Black women engage with each other through the sharing of stories. In the BWGP, we enact components of Pinar’s [2004. What is Curriculum Theory? Mahwah, NJ: Lawrence Erlbaum] concept of currere, simultaneously re-entering our collective and individual pasts and re-imagining our futures in an effort to reconcile our public and private selves. Taking up tenets of Black feminist theory, theoretical framings of hidden curriculum, and components of Ng-A-Fook’s [2007. An Indigenous Curriculum of Place: The United Houma Nation’s Contentious Relationship with Louisiana’s Educational Institutions. New York, NY: Peter Lang] ‘Curriculum of Place,’ we reconceptualise a curriculum of place/space that negotiates dominant norms expressed in social environments. In this space, we validate traditional knowledges upheld in communities of Black women across the Diaspora. The BWGP allows us to argue for a re-presentation of extant knowledge by and about Black women.     

迪斯尼《木兰》(Mulan)对中国叙事的消解

迪斯尼《木兰》(Mulan)的风格延续了美国好莱坞以往的模式,但寻其本质,它体现的是美国的狂欢式文化,颠覆和消解了木兰故事的中国叙事。本文运用巴赫金的‘狂欢化’理论和赛义德的‘后殖民理论’,分析迪斯尼《木兰》的叙事策略,探讨其是如何消解木兰本土故事中的中国叙事成分的。     

Trauma narratives and nomos in teacher education

The present article draws on data from a three-year study of pedagogy in teacher education that attempts to disrupt normative structures of reading and being in the teacher education classroom. The author uses Bourdieu’s work to emphasize the ways in which academic fields become ruled by unspoken rules and practices – “nomos” – and demonstrates a use of trauma narratives in teacher education that can disrupt such unspoken rules and practices. The article challenges taken-for-granted assumptions in teacher education that students must be positioned as future teachers; that reading educational research and texts should be a priority; that writing assignments should be privileged; and that a cognitive approach to learning in teacher education should be privileged.     

The role of the narrator in narrative inquiry in education: construction and co-construction in two case studies

This paper explores narratives as an effective means of capturing multiple identities of research participants in complex social environments in education research. In doing so, it explores the role of the narrator in two case studies in two modes of narrative inquiry. Both studies present narratives of young people, focusing on multiple identities which are influenced by a variety of cultural and sub-cultural contexts which the participants inhabit to varying degrees. In the first case study, the researcher is the narrator; in the second, it is the research participants. The paper uses the two case studies to discuss three challenging areas in narrative research: participant voice, contextual complexities and researcher positionality and how the researcher responds to these challenges through construction and co-construction of the narratives. The authors share their strategies for addressing these three challenges in relation to the role of the narrator.     

A Meta-Level Analysis of the Conduit in Lives Lived and Stories Told

This work begins with reflections on the conduit, and then presents the conduit metaphor as a philosophical and linguistic concept and as an educational idea. Research studies with two teachers and two principals over a sustained period of time are presented, and re-cast in terms of what each reveals about the qualities of the conduit. In the process, each educator's knowledge is featured in its own terms and each school situation is worked through in its own terms. The attributes of the conduit are then distilled through meta-level narrative analysis, and possibilities for the future are imagined.     

Tiffany,friend of people of color: White investments in antiracism

Whites have long designated people of color as "pgood" when they were "friends of the white man." In a reverse move, some antiracist whites now identify themselves as "good" whites - as friends of people of color. A number of antiracist psychologists and teacher educators have argued in support of this move. To develop a coherent and abidingly antiracist stance, they say, white students and teachers must feel positive about their racial identity. If the "anti" aspect of antiracist white identity development is given too large a role, learners will have no room to measure themselves in proactive as opposed to reactive terms. Accordingly, white students need to be able to think of themselves as "pallies" of people of color. Although less likely than students to aspire to the status of friend of people of color, progressive white professors, too, insofar as they pride themselves on "getting" race issues, congratulate themselves on being exceptional whites. Both forms of white exceptionalism rely on an indispensable "anti" status: antiracist whites are invited to see themselves as not that kind of white and to embrace only those aspects of whiteness that can be construed as positive. This paper argues that progressive whites must interrogate the very ways of being good that white identity theory offers to protect, for the moral framing that gives whites credit for being antiracist is parasitic on the racism that it is meant to challenge. In order to move towards new conceptions of white antiracism, the paper argues, we need to adopt emergent approaches to both cross-race and intrarace relations.