Education as the Practice of Freedom

2021 ◽  
pp. 161-189
Author(s):  
Marva McClean ◽  
Marcus Woolombi Waters
Keyword(s):  
Social Justice ◽  
North America ◽  
Standardized Testing ◽  
Indigenous Peoples ◽  
Global Education ◽  
Collaborative Inquiry ◽  
Critical Role ◽  
Third Space ◽  
Direct Response ◽  
Successful Students

As a result of the complex, multilayered, and problematic environment in which they work, two scholars (Black Jamaican and Aboriginal), collaborating across the continents of North America and Australia, complicate the data from standardized testing in their communities to argue for the integration of the historical empowerment of Black, Aboriginal, and Indigenous peoples as a necessity to achieve social justice and equity in global classrooms. The chapter presents the engagement of students in this collaborative inquiry in acknowledgment of the critical role students must play in the transformation of global education. The study reveals just how critical it is to global research to have the benefit of scholars collaborating across borders. The study provides findings and offer recommendations in direct response to the question: How can educators engage students as collaborators within a third space that elevates their voices as successful students?

Education as the Practice of Freedom

2018 ◽  
pp. 223-244
Author(s):  
Marva S. McClean ◽  
Marcus Woolombi Waters
Keyword(s):  
Social Justice ◽  
North America ◽  
Standardized Testing ◽  
Indigenous Knowledge ◽  
Third Space ◽  
Residual Effects ◽  
Communal Identity ◽  
Direct Response ◽  
Successful Students ◽  
Global Research

As a result of the complex, multilayered, and problematic environment in which they work, two scholars collaborating between the continents of Australia and North America complicate the data from standardized testing in their communities to argue for the implementation of indigenous knowledge epistemology as a strategy to achieve social justice and equity in global classrooms. The chapter explores the residual effects of imperialism on the formerly colonized and investigates postcolonial themes such as the indigenous self, gender constructs, cultural and communal identity. The study reveals just how critical it is to global research to have the benefit of scholars collaborating across borders. The study provides findings and offers recommendations in direct response to the question: How can educators engage students as collaborators within a third space that elevates their voices as successful students?

Duoethnography: A Polytheoretical Approach to (Re)Storing, (Re)Storying the Meanings That One Gives

2020 ◽  
pp. 396-423
Author(s):  
John Joseph Norris ◽  
Richard D. Sawyer
Keyword(s):  
Social Justice ◽  
Critical Theory ◽  
Third Space ◽  
The Third ◽  
The Core ◽  
Wide Range ◽  
Core Elements ◽  
Feminist Inquiry

This chapter summarizes the advancement of duoethnography throughout its fifteen-year history, employing examples from a variety of topics in education and social justice to provide a wide range of approaches that one may take when conducting a duoethnography. A checklist articulates what its cofounders consider the core elements of duoethnographies, additional features that may or may not be employed and how some studies purporting to be duoethnographies may not be so. The chapter indicates connections between duoethnography and a number of methodological concepts including the third space, the problematics of representation, feminist inquiry, and critical theory using published examples by several duoethnographers.

Return of the Natives: Explaining the Development and Non-Development of Political Action by Indigenous Peoples in Democratic Political Systems

2012 ◽  
Vol 19 (4) ◽  
pp. 453-480
Author(s):  
Lee E. Dutter
Keyword(s):  
New Zealand ◽  
North America ◽  
Indigenous Peoples ◽  
Political Action ◽  
The Political ◽  
Political Systems ◽  
Present Treatment ◽  
Or Groups ◽  
Torres Strait ◽  
Political Actions

Studies of individuals or groups who might use violence or terrorism in pursuit of political goals often focus on the specific actions which these individuals or groups have taken and on the policies which defenders (that is, governments of states) against such actions may adopt in response. Typically, less attention is devoted to identifying the relevant preconditions of political action and possible escalation to violence and how or why potential actions may be obviated before they occur. In the context of democratic political systems, the present analysis addresses these issues via examination of indigenous peoples, who typically constitute tiny fractions of the population of the states or regions in which they reside, in terms of their past and present treatment by governments and the political actions, whether non-violent or violent, which individuals from these peoples have engaged or may engage. The specific peoples examined are Aborigines and Torres Strait Islanders of Australia, Haudenosaunee of North America, Inuit of Canada, Maori of New Zealand, and Saami of Scandinavia.

Leveraging social justice pedagogy to counter racism: Conceptualizing an Advanced Certificate in Social Justice for Information Professionalsa

2021 ◽  
pp. 1-15
Author(s):  
Rajesh Singh ◽  
Kevin Rioux
Keyword(s):  
Social Justice ◽  
North America ◽  
Graduate Programs ◽  
Social Justice Pedagogy ◽  
Information Professionals

The goal of the Advanced Certificate in Social Justice for Information Professionals at St. John’s University (SJU) is to offer both current LIS practitioners and LIS students a curriculum explicitly grounded in social justice principles and concepts that builds and enhances capabilities to substantively counter racism and other challenges to social justice that are reflected in the information sphere of the 2020’s. This article reports on the contexts, motivations and considerations for developing the Certificate. Included is a brief overview of current courses related to social justice offered by ALA-accredited graduate programs in North America, and a list of thematic emphases based in social justice frameworks that will drive the Certificate upon its launch.

Territoriality and the Historiography of Early North America

2016 ◽  
Vol 50 (3) ◽  
pp. 515-536
Author(s):  
MATTHEW BABCOCK
Keyword(s):  
North America ◽  
Indigenous Peoples ◽  
North American ◽  
Interdisciplinary Approach ◽  
Political Control ◽  
Multiple Perspectives ◽  
Indigenous Perspective

This essay explores the interdisciplinary origins and historiography of early North American scholars approaching territoriality – political control of territory – from an indigenous perspective in their works. Using the Ndé (Apaches) as a case study, it reveals how adopting an interdisciplinary approach that addresses territoriality from multiple perspectives can further our understanding of cultural contestation across the continent and hemisphere by highlighting the ways indigenous peoples negotiated, resisted, and adapted to European conquest.

Conflicts, battlefields, indigenous peoples and tourism: addressing dissonant heritage in warfare tourism in Australia and North America in the twenty‐first century

2013 ◽  
Vol 7 (3) ◽  
pp. 257-271 ◽  
Author(s):  
Raynald Harvey Lemelin ◽  
Kyle Powys Whyte ◽  
Kelsey Johansen ◽  
Freya Higgins Desbiolles ◽  
Christopher Wilson ◽  
...  
Keyword(s):  
North America ◽  
Indigenous Peoples ◽  
First Century ◽  
Twenty First Century

The repatriation of human remains – problem or opportunity?

Antiquity ◽  
2004 ◽  
Vol 78 (300) ◽  
pp. 404-413 ◽  
Author(s):  
Laurajane Smith
Keyword(s):  
New Zealand ◽  
North America ◽  
Indigenous Peoples ◽  
Legal Status ◽  
Culture Media ◽  
Human Remains ◽  
Indigenous Communities ◽  
Publicly Funded ◽  
Cultural Groups ◽  
Historical Continuity

The editor’s question “who do human skeletons belong to?” (Antiquity 78: 5) can be answered positively, but it must be answered in context. The question was prompted by reports from the Working Group on Human Remains established by the British government’s Department for Culture, Media and Sport (DCMS) in 2001 to review the current legal status of human remains held in all publicly funded museums and galleries, and to consider and review submissions on the issue of the return of non-UK human remains to their descendent communities (DCMS 2003: 1-8). In effect, the report was primarily concerned with human remains from Indigenous communities, using a definition which follows the UN Draft Declaration on the Rights of Indigenous Peoples as “distinct cultural groups having a historical continuity with pre-colonial societies that developed on their territories” (DCMS 2003:7). Consequently, the report deals primarily with the Indigenous communities of Australia, New Zealand and North America.

Seeking Racial Justice Through Data in 2021 and Beyond

2021 ◽  
Vol 33 (4) ◽  
pp. 269-271
Author(s):  
Melba V. Pearson
Keyword(s):  
Social Justice ◽  
Criminal Justice ◽  
Criminal Justice System ◽  
Justice System ◽  
Critical Role ◽  
Community Safety ◽  
Common Language ◽  
Health And Wellness ◽  
Racial Justice

In the wake of the verdict in the Derek Chauvin trial, many people are posing the question as to what is next for racial and social justice. As the power of the prosecutor has been on display in recent months, what can be done to make sure that accountability is spread evenly among all races in the criminal justice system? For decades, the metric of a prosecutor’s success revolved around conviction rates. As thinking has evolved around the country, success now includes areas such as community safety, health, and wellness – which requires a new way to measure the work being done. Data provides this information. Data will play a critical role in ensuring transparency, changing policy, and making sure that justice is dispensed equally. Data creates a common language, as well as evidence regarding what is working effectively, and what is not. We cannot fix what we do not measure.

Familismo and Nontraditional Educational Possibilities in Third Space

2021 ◽  
pp. 197-222
Author(s):  
Kathy Bussert-Webb ◽  
Karin Lewis
Keyword(s):  
Social Justice ◽  
Teacher Candidates ◽  
Mother Tongue ◽  
Educational Experiences ◽  
Third Space ◽  
South Texas ◽  
After School ◽  
Children And Families ◽  
Agency Staff ◽  
Basic Services

The authors explore children's and mothers' perceptions and experiences regarding school and an after-school tutorial agency. The latter serves a South Texas colonia, an unincorporated Southwestern settlement lacking basic services. They asked, “What are participants' perceptions and experiences regarding this agency and school?” Latinx participants, who spoke Spanish as a mother tongue, included 19 children, their eight mothers, two agency staff, and 15 teacher candidates (TCs). TCs were Bussert-Webb's university students who tutored the children and used iPads for multimodal, multilingual experiences. Using Third Space and social justice frameworks and qualitative analysis, these themes emerged: power, engagement, and diversity; participants described traditional educational experiences at school and nontraditional ones at the agency. Implications connect to hybridity and power redistributions in and out of schools to affirm and extend the languages, cultures, and modalities of nondominant children and families.

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