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1.
Barbara Applebaum 《Educational theory》2020,70(4):445-461
The call for intellectual diversity on college campuses reemerges every few years, fueled by objections to the political imbalance or the liberal slant that conservative commentators claim is characteristic of higher education today. In this article, Barbara Applebaum sets out to add to the debate around intellectual diversity in higher education by addressing it through the lens of epistemic injustice, in general, and, more specifically, willful ignorance. She begins by summarizing the scholarship around epistemic injustice and then provides conceptual resources that are popular on social media to help explain the experience of marginalized knowers. Next, Applebaum demonstrates that unless willful ignorance is taken seriously, these conceptual resources remain unintelligible to dominantly situated knowers. She follows this with a review of some of the scholarship on epistemic injustice and the remedies for this problem proposed in it. Through applying insights gleaned from this scholarship to the call for intellectual diversity, Applebaum concludes that if the call for intellectual diversity is to lead to greater understanding among those who disagree on issues of injustice, it is necessary to confront the problem of willful ignorance in a serious and sustained way. 相似文献
2.
Barbara Applebaum 《Educational theory》2016,66(3):389-404
While researchers have studied how white silence protects white innocence and white ignorance, in this essay Barbara Applebaum explores a form of white silence that she refers to as “listening silence” in which silence protects white innocence but does not necessarily promote resistance to learning. White listening silence can appear to be a constructive pedagogical tool for teaching white students about their implication in the perpetuation of racism. The truth of white students' listening may make it seem as if silence promotes what George Yancy refers to as “tarrying” with a critique of whiteness. Applebaum argues, however, that white listening silence is itself a manifestation of complicity and needs to be disrupted. This examination expands discussions of white silence in the scholarship not by providing a formula for when silence is or is not pedagogically necessary, but rather by demonstrating that listening silence is not a form of “tarrying.” The first section examines the unique features of listening silence and the relationship between silence, ignorance, and innocence. The second section critically examines white listening silence in cross‐cultural dialogues and draws upon the work of Linda Martin Alcoff to argue that listening silence must be understood within the discursive context in which it is practiced. Finally, three implications of this emphasis on the discursive context for the role of silence in tarrying with the critique of whiteness are discussed. 相似文献
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Barbara Applebaum 《Educational theory》2006,56(3):345-362
Abstract In this review essay, Barbara Applebaum uses white complicity as a framework for discussing three books: Mica Pollock’s Colormute: Race Talk Dilemmas in an American School, Debra Van Ausdale and Joe R. Feagin’s The First R: How Children Learn Race and Racist, and Virginia Lea and Judy Helfand’s Identifying Race and Transforming Whiteness in the Classroom. She explains the notion of white complicity and discusses some of the deep philosophical questions involving moral responsibility and agency that arise when one acknowledges white complicity. In particular, she examines the question of whether complicity is best described as grounded in individual intention or as an outcome of collective action, as well as whether “complicity” as a word displaces the strong sense of harm implied by the term “racist.” Finally, Applebaum explores how some of these philosophical questions crisscross through the discussions highlighted in the three books. 相似文献
4.
Despite calls for a more nuanced approach to issues of gender and equity that recognizes how broader relations of gender and power continue to produce injustices for many females, essentialized accounts expressing concern about boys’ poor educational performance remain the most common refrain in dominant equity discourses across Western contexts. This common refrain characteristic of current large scale gender reforms, such as Australia's parliamentary inquiry into the education of boys, Boys: Getting it right, is driven by a standards rather than social justice focus and thus creates silences around issues of gender injustice, power, and constructions of hegemonic masculinity. In this paper, I present “Sally's” story as a disruption of these silences. Sally is a young English teacher at “Penfolds College”, an all boys Catholic school in a large urban centre in Queensland (Australia). Her story, in illustrating how particular boys draw on broader discourses of masculinity to sexually harass and intimidate her, highlights the inadequacies of dominant public and policy discourse in terms of its failure to locate boys’ educational issues within broader contexts of inequitable gender relations. 相似文献
5.
What's Meat Got to Do with It? Some Considerations for Ecologizing Education with Respect to Diet 
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下载免费PDF全文 Suzanne Rice 《Educational theory》2017,67(4):471-489
Even in a society of meat‐eaters such as the United States, when diet is addressed in school at all, it is widely treated as matter of personal choice, the consequences of which are borne by individual consumers. Overlooked are myriad connections involved in human diet and the implications of consumption for other entities. In the first part of this essay, Suzanne Rice discusses ways in which diet, particularly meat‐eating, is connected to animal suffering, environmental harms including climate change and pollution, and risks to the health of agricultural workers and consumers. In the second part, she discusses ways in which education might be “ecologized” in efforts to help students gain insight into such connections. There are many ways to ecologize education, but regardless of how teachers proceed, they are likely to encounter not only simple ignorance, relatively unproblematic gaps in students' knowledge linked to youth and inexperience, but also willful ignorance, more problematic gaps linked to avoidance, manipulation, or rejection of evidence perceived as threatening. 相似文献
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Matthew Houdek 《Quarterly Journal of Speech》2018,104(3):279-306
I theorize how the common sense of racialized violence, manifest in public discourse, is engendered by the rhetorical process of racial sedimentation. This meaning-making process fashions a seemingly legitimate text from a reservoir of historically deposited fragments that congeal in response to racial crises as a means of explaining away the threat to the racial status quo and burying critical counterdiscourses. I demonstrate this sedimentation process by analyzing both the dominant and vernacular discourses that emerged in response to eight black churches that were burned in a ten-day period following the June 2015 AME church massacre. I also consider how these vernacular rhetorics mobilize fugitive fragments from what Karma Chávez calls the “undercommonsense” to form a survival discourse and what possibilities those radical (from Latin radix, “root”) meaning-making practices may hold. This essay advances communication studies scholarship by connecting discursive approaches to race and racism with rhetorical scholarship on fragmentation, ideology, and public memory. It offers a vocabulary for confronting civil society’s material rhetorics that mask the material realities of racism and racial oppression, and calls for rhetoricians to take seriously the common-sense racism that perpetuates these dynamics and how it might be revised or contested. 相似文献
7.
Barbara Applebaum 《Educational theory》2013,63(1):17-34
Calls for vigilance have been a recurrent theme in social justice education. Scholars making this call note that vigilance involves a continuous attentiveness, that it presumes some type of criticality, and that it is transformative. In this essay Barbara Applebaum expands upon some of these attributes and calls attention to three particular features of vigilance that, while they may be alluded to in the aforementioned discussions, are rarely made explicit. These three features are critique, staying in the anxiety of critique, and vulnerability. Using the lens of Judith Butler's recent work and the discussions that her work has provoked, Applebaum examines these three features of vigilance and demonstrates how they are crucial for white people interrogating their complicity in systemic racism. Finally, she discusses how the expanded three features of vigilance can offer guidance to one of the enormously thorny questions that arises in the social justice classroom. 相似文献
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Crain Soudien 《Asia Pacific Journal of Education》2005,25(2):145-158
In the course of exploring critiques of globalisation, this essay will focus on two postures—each with its range of arguments—that have emerged as alternatives to globalisation, namely, the delinking position and the subverting position. The first argues for standing “outside” of globalisation and its educational cultures and apparatuses. It brings together positions found in black feminism (as in the work of Audre Lourde), various religious, cultural, and ideology-centred approaches such as Islamic education and Afrocentric education, and critical dependency theorists such as Samir Amin, all of whom argue in one way or another for delinking the “South” from the “North”. The second argues for working “inside” the globalised world. This posture, represented by an eclectic group of philosophies and approaches that span radical constructivism, different versions of multiculturalism, and, on the left, old and new interpretations of Marxism, argues variously for developing more authentic and relevant pedagogies and for making a case for mobilising social structures behind political efforts to change the curriculum. The direction that this essay will take, in the course of critiquing these “outside” and “inside” postures, is to argue that neither is sufficient, by itself, as a reply to the assimilative and exclusionary impulses of the form of globalisation that dominates the world today. It is suggested, instead, that a way towards an alternative imagination to the hegemonic culture of globalisation lies in exploring the relationship between an engaged “inside” and “outside” view. 相似文献
9.
《Quest (Human Kinetics)》2012,64(4):363-372
ABSTRACTA number of studies have shown we are at an all-time low when it comes to civility, and when it comes to caring about each other and what others think of our actions. Students care much less for society’s approval of their behavior than they did a few generations ago. If we cannot be civil, our quality of life deteriorates, and society itself begins to unravel and grow weaker. This article presents a discourse about civility and incivility that focuses on the importance of understanding the rationale, value, and purpose of the infusion of civility into the profession. Incivility is described as rude or disruptive behaviors that often result in psychologically or physiologically distressed people, and if left unaddressed, may progress to threatening situations that result in temporary or permanent injury or illness. 相似文献
10.
Susan Strife 《The Journal of environmental education》2013,44(3):179-191
Recently the environmental movement has seen much success and progress under a newly-framed green paradigm. Yet, despite the proliferation of national attention to, and public interest in, the go-green mentality, environmental education still seems to be stuck within the old environmental paradigm. This critical essay shares lessons that environmental education can learn through incorporating a human benefits approach. Ultimately, this essay calls for a reflection on environmental education's presence within the budding sustainability movement and calls for the “humanization” of environmental education discourse and pedagogical practice. 相似文献
11.
Tara Goldstein 《Asia Pacific Journal of Education》2007,27(2):131-155
This essay responds to the question of what it might mean to educate “world teachers” for cosmopolitan classrooms and schools through an examination of an ethnographic play entitled Satellite Kids. The author begins with the idea that teachers need to develop or build up “intercultural capital”, that is, knowledge and dispositions that will help them in intercultural exchanges of teaching and learning. The author then explores what such knowledge and dispositions might entail through an analysis of Satellite Kids. The play's focus on issues of power, identity, and intercultural conflict within a Canadian cosmopolitan school makes an interesting case study for exploring what intercultural knowledge and dispositions might look and sound like, and how the educational project of building intercultural capital is different from the project of multicultural education that has been dominant in Western teacher education throughout 1970s, 1980s, and 1990s. 相似文献
12.
Barbara Applebaum 《Educational theory》2007,57(4):453-467
A bstract . In part of an ongoing study of white complicity, moral responsibility, and moral agency in social justice education, Barbara Applebaum asks in this essay what model or models of moral responsibility can help white students recognize their white complicity and which models of moral responsibility obscure such acknowledgment. To address this question, she explores the concept of white complicity and its relation to racism and raises some compelling conceptual and pedagogical questions. Then she reviews a recent analysis of the concept of "complicity" and shows it to be inadequate as a foundation for white complicity. Finally, Applebaum describes Iris Marion Young's conception of a Social Connection Model of Responsibility and shows it to be capable not only of elucidating white complicity but also, when incorporated in social justice pedagogy, of diminishing denials of white complicity by white students. 相似文献
13.
Raka Shome 《Communication quarterly》2013,61(4):502-518
This essay analyzes the hegemonic representations of whiteness in contemporary Hollywood cinema. By specifically focusing on the 1992 Hollywood film City of Joy, this essay examines the rhetorical strategies through which whiteness is enacted in popular culture in relation to non‐white “natives” of the “third world.” The essay also illustrates the rhetorical intersections between whiteness and gender. A central argument of this essay is that an understanding of the politics through which non‐white groups are culturally marginalized simultaneously requires an examination of the politics through which whites are centered and legitimized in cultural practices. 相似文献
14.
Autonomy operates as a key term in debates about the rights of families to choose distinct approaches to education. Yet, what autonomy means is often complicated by the actual circumstances and contexts of schools, families, and children. In this essay, Terri S. Wilson and Matthew A. Ryg focus on the challenges involved in translating an ideal of educational autonomy into the “nonideal” contexts and circumstances that surround families' choices. Drawing on the methodological insights of Elizabeth Anderson and John Dewey, they sketch out a nonideal approach for exploring autonomy. Wilson and Ryg particularly focus on Dewey's notion of an ideal, his treatment of autonomy as a concept, and his view of the self. Such a nonideal approach draws attention toward the specific circumstances, habits, and environments that make autonomy possible. Wilson and Ryg illustrate the salience of this nonideal approach by exploring one example of an empirically engaged study of autonomy. 相似文献
15.
Thomas A. Discenna 《Communication quarterly》2013,61(4):467-483
This essay explores the rhetoric of “performed compliance” through an analysis of Jill Carroll's advice columns and manuals for adjunct faculty. Carroll attempts to invert the relationship of domination experienced by most adjuncts and calls for adjunct faculty to accept their fate through a performance that she labels “entrepreneurial.” Central to this idea is the acceptance of the economic inequalities that adjuncts are subjected to and the importance of not calling attention to the marginalized condition of the work they perform. This essay argues that this version of temp performativity offers little space for adjunct faculty to resist the conditions of their own marginalization and makes adjuncts complicit in their own oppression, with devastating consequences not only for adjuncts but for all those who toil in the academy. 相似文献
16.
In this essay, Amy Voss Farris and Pratim Sengupta argue that a democratic approach to children's computing education in a science class must focus on the aesthetics of children's experience. In Democracy and Education, Dewey links “democracy” with a distinctive understanding of “experience.” For Dewey, the value of educational experiences lies in “the unity or integrity of experience.” In Art as Experience, Dewey presents aesthetic experience as the fundamental form of human experience that undergirds all other forms of experiences and that can bring together multiple forms of experiences, locating this form of experience in the work of artists. Particularly relevant to the focus of this essay, computational literacy, Dewey calls the process through which a person transforms a material into an expressive medium an aesthetic experience. Farris and Sengupta argue that the kind of experience that is appropriate for a democratic education in the context of children's computational science is essentially aesthetic in nature. Given that aesthetics has received relatively little attention in STEM education research, the authors' purpose here is to highlight the power of Deweyan aesthetic experience in making computational thinking available and attractive to all children, including those who are disinterested in computing, and especially those who are likely to be discounted by virtue of location, gender, or race. 相似文献
17.
Claire F. Smith Dasha L. Alderton Katie M. Clifford Geoffrey Wells 《Anatomical sciences education》2020,13(5):657-663
The importance of patient-centered decisions is embedded throughout clinical practice. The principle that the patient is at the center of all decisions has helped form the contemporary approach to death and dying. The concept of a “good death” will naturally mean different things to different individuals, but is based on the foundation of being pain free, comfortable, and able to make informed decisions. Potential donors are faced with many personal, ethical, and often spiritual considerations when they come to think about their wishes after death. One consideration is that of a “good death.” This article explores how the concept of a “good death” may be applied to anatomy. Where first-person consent is in place, the motivating factors frequently include the wish for others to learn from the donation, and this notion may form part of the “good death” for the donor. Such motivations may impact positively on how students feel about dissecting and may provide comfort, assuaging feelings of discomfort, and allowing students to focus on anatomical learning. For donors where second-person consent is in place, the concept of a “good death” must depend on whether the individual wanted to donate their body in the first instance. The notion of a “bad death” may also be considered with body donation where no consent for donation is in place. This article proposes that there is ultimately a place for the concept that a “good death” may involve an individual donating their body to medical education. 相似文献
18.
Thomas Töpfer 《Zeitschrift für Erziehungswissenschaft》2016,19(1):83-99
Research in educational history has opened itself up increasingly in the past years to questions related to “space” The focus of this essay is on the current research category “educational space” and the related concept of “educational landscapes”. Both concepts are presented, beginning with a comparison of similarities and differences from an early modern historical perspective and ending with an analysis of different epochs. The study also expands upon influences of the concept of cultural transfer on the concepts of “educational space” and “educational landscape” and presents a current research project on early modern educational history using both categories. 相似文献
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Charles E. Morris Iii 《Quarterly Journal of Speech》2013,99(3):264-290
Despite unfolding as it did during the sexual revolution of the 1920s, Leopold and Loeb's “trial of the century” elicited a deluge of constitutive discourse that struggled against overt articulation and circulation of the boys’ queerness. In this essay, I argue that those discourses—dominant reportage, in camera courtroom conferences, and Clarence Darrow's famous summation—manifested what I label “passing by proxy,” a collusive and convulsive act of straight closeting that speaks queer sexuality despite concerted effort to silence it. 相似文献