Sosa-Provencio, Mia Ang√©lica (2018). Creolizing the White Spaces of Teacher Education: Possibilities and Tensions of a Pedagogy of Mestizaje in the Crossroads. Review of Education, Pedagogy & Cultural Studies, v40 n1 p16-29. Mia Ang√©lica Sosa-Provencio is assistant professor of Secondary Education in the Department of Teacher Education, Educational Leadership, and Policy at the University of New Mexico. Her research focuses on framing education as a means for social justice with particular focus on teacher education that engages youth in their multiple identities and lived realities, especially young men and women who find themselves on the margins of public schooling. Born in Las Cruces, Sosa-Provencio is a proud native New Mexican with multigenerational roots dating back centuries in both Northern and Southern New Mexico and Ju√°rez, Mexico. In this article she uses Jane Anna Gordon's "Creolization of Political Theory" as a theoretical framework through which to more deeply understand the pedagogy pulsing through a curriculum lab in her teacher education program in New Mexico which has a diverse and critical faculty whose work lies in decolonization and antiracism…. [Direct]

Brown, Carol; Pegg, Jerine; Wiseman, Dawn (2015). Conversations about Science Education: A Retrospective of Science Education Research in "CJSTME". Canadian Journal of Science, Mathematics and Technology Education, v15 n4 p364-386. This review focuses on science education contributions to the "Canadian Journal of Science, Mathematics and Technology Education" (CJSMTE) from January 2001 through December 2014. Through a combination of content and citation analysis, we examine the journal as a location for conversations around specific themes and broader ideas related to science education. Conversations absent from the journal are also considered. This analysis provides a retrospective of the ways in which the CJSMTE has contributed to the field of science education and makes suggestions for future considerations…. [Direct]

Blevins, Benjamin; Ram√≠rez, Guadalupe C.; Wight, Jonathan B. (2020). Short-Term Study Trips in the Americas: Pedagogy and Logistical Best Practices. Journal of Teaching in International Business, v31 n4 p293-311. Using a case study, this paper explores the pedagogy and logistical best practices of leading short-term study trips to the indigenous highlands of Guatemala. The goals of community-engagement are to have students: 1) interact with people of different cultural, linguistic, political, and economic world views, expanding their range of diversity-training; and 2) think critically about poverty and human agency in a global context. Logistical considerations are a key component of the learning experience when markets suffer from asymmetric information and moral hazard. This paper contributes to the literature by highlighting the ways that planning, programming, and logistics need to be woven into sustainable approaches to community engagement. For this to be an ethical endeavor, local peoples should be involved with the development and execution of the program. A barrier to learning can be a perception by students that, given their comparative economic privilege, they are there to… [Direct]

Sterenberg, Gladys (2013). Considering Indigenous Knowledges and Mathematics Curriculum. Canadian Journal of Science, Mathematics and Technology Education, v13 n1 p18-32. Across Canada, significant program changes in school mathematics have been made that encourage teachers to consider Aboriginal perspectives. In this article, I investigate one Aboriginal teacher's approaches to integrating Indigenous knowledges and the mandated mathematics curriculum in a Blackfoot First Nation school. Using a framework that explicates Western and Indigenous mathematics, I describe two approaches involving the construction of a model house and learning from place by visiting a sacred site. By problematizing the notion of integration, I claim that developing an understanding of Indigenous and Western worldviews might offer generative possibilities for this complex endeavor. (Contains 1 note.)… [Direct]

Jacob, W. James, Ed.; Zajda, Joseph, Ed. (2022). Discourses of Globalisation and Higher Education Reforms: Emerging Paradigms. Globalisation, Comparative Education and Policy Research. Volume 27. Globalisation, Comparative Education and Policy Research This book examines some of the major higher education reforms and policy shifts globally, particularly in the light of recent shifts in quality and standards-driven education and policy research. It critiques the neo-liberal ideological imperatives of current higher education and policy reforms, and illustrates the way that changes in the relationship between the state and higher education policy affect current trends in higher education reforms. Using diverse comparative education paradigms from critical theory to historical-comparative research, the chapters focus on globalisation, ideology and higher education reforms and examine both the reasons and outcomes of higher education reforms and policy change. The book analyses and evaluates the policy shifts in methodological approaches to globalisation and higher education reforms, and their impact on education policy and pedagogy. The book contributes in a very scholarly way, to a more holistic understanding of the nexus between… [Direct]

Mahabeer, Pryah (2018). Curriculum Decision-Makers on Decolonising the Teacher Education Curriculum. South African Journal of Education, v38 n4 Article 1705 Nov. Over 21 years into democracy and the commitment for radical transformation in education, South Africa continues to adopt and adapt international imperatives and standardisations in pursuit of first world rankings. Ironically, notions of indigenisation, decolonisation and Africanisation of the curriculum have become catch words of the day. In the wake of the #FeesMustFall movement, a rethink of the curriculum for tomorrow, and the manner in which we think and speak about the curriculum, has come to the forefront. Through Pinar's method of currere, this paper demonstrates curriculum decision-makers' thinking about decolonising the curriculum. While some curriculum decision-makers perpetuate Western ways of thinking about the curriculum, others make a shift in their thinking towards a 're-humanising' approach to the curriculum. The present study maintains that curriculum decision-makers are catalytic agents, and are neither complacent nor at the mercy of Western knowledge and… [PDF]

Lam, Gigi; Yeung, Marine (2017). The Cultural Obstacles of Counseling Licensure in Hong Kong. College Student Journal, v51 n2 p193-201 Sum. A comprehensive package of counseling credentialism comprises certification, registration, and licensing. Counseling in Hong Kong adheres to certification for which diverse counseling master's programs exist. In addition, counselors can register as members of professional counseling organizations such as the Hong Kong Professional Counseling Association and the Asian Professional Counseling Association. However, the 3 credentialing approaches remain incomplete because the development of professional counseling is susceptible to an absence of licensing in Hong Kong. This study is an attempt to identify the underlying cultural obstacles causing the lack of licensing from the perspectives of collectivism and "McDonaldization". Hong Kong people are infused with collectivism, resulting in the need to incorporate collectivism in individualism-based counseling. Nonetheless, a consensus regarding the indigenization of counseling in Hong Kong remains lacking. Collectivism also… [Direct]

Bayliss, Donna; Fletcher, Janet; Glauert, Rebecca; O'Donnell, Melissa; Wong, Janice W. Y. (2017). Patterns of Participation in Year 9 Academic Testing and Factors Predicting Absence on the Day of Test. Educational Research for Policy and Practice, v16 n2 p109-127 Jun. Policies aiming to improve educational outcomes are typically based on academic testing data. However, such data only reflect the performance of students who completed the tests. It is possible that students who were absent have shared characteristics. The proportion of students absent out of all eligible school students and whether they have shared characteristics has not been investigated, as this is only possible through the use of linked administrative data. Participants were born in Western Australia in 1994 and 1995, and their birth records were linked to participation status in the Year 9 academic tests to determine the proportion of students who were absent. Logistic regression was conducted to investigate characteristics which predicted absence on test day. A proportion of non-Aboriginal (3.2%) and Aboriginal students (21.9%) were absent on test day. Risk factors which predicted the absence included contact with Child Protection and Family Services, history of maternal… [Direct]

Fritzlan, Amanda (2017). A Personal Story of Teaching Aboriginal Art as a Non-Aboriginal Person. International Journal of Education & the Arts, v18 n20 May. This is an autoethnographic reflection of teaching Aboriginal art as a non-Aboriginal person. Over a period of ten months, a class of grade seven students was led through an inquiry into Aboriginal art including research and the creation of individual and group art pieces. The evolving curriculum was shaped by considerations of respect for individuals or groups, working with partial knowledge, as well as personal stories and histories. New perspectives emerge through re-examination of this experience through a metaphor of walking and wandering. This a/r/tographic treatment explores approaches for teaching in unfamiliar territories of cultural difference and acknowledges complicated conversations along the way…. [PDF]

Jones, Elspeth (2017). Problematising and Reimagining the Notion of "International Student Experience". Studies in Higher Education, v42 n5 p933-943. This article considers whether it is appropriate to continue distinguishing between international and domestic student experiences and whether vertical institutional structures limit our thinking in the provision of relevant, targeted services and support. It reflects on the heterogeneous nature of the international student population and compares that with diversity among domestic students. Outlining some of the factors which can affect their experiences, it argues that the traditional distinction between international and domestic students may be increasingly difficult to sustain. It suggests we need greater nuance in service delivery, and that working laterally across the institution could result in a more comprehensive approach to internationalisation, diversity, social and cultural inclusion to better support students, regardless of provenance…. [Direct]

(2017). Indigenous Training and Employment. Policy Snapshot. National Centre for Vocational Education Research (NCVER) National Indigenous training and employment policy falls under the auspices of the Indigenous Advancement Strategy (IAS), an initiative which covers all facets of Indigenous social, economic, health and well-being across multiple Australian Government departments. Two of the main aims of the Jobs, Land and Economy component of the IAS are to increase the number of Aboriginal and Torres Strait Islander people in "real jobs" and train more people for local jobs in their communities. Some of the initiatives which lie under the Job, Land and Economy banner include the: (1) Community Development Program; (2) Employment Parity Initiative; (3) Vocational, Training and Employment Centres (VTEC); and (4) Indigenous Cadetship Support Programme. Much of the current policy agenda has been adopted from the recent Forrest Review recommendations. While it is too soon to critique the effectiveness of these initiatives in closing the gap in employment parity, this policy snapshot provides… [PDF]

Gibb, Heather (2006). Distance Education and the Issue of Equity Online: Exploring the Perspectives of Rural Aboriginal Students. Australian Journal of Indigenous Education, v35 p21-29. This paper explores Aboriginal perspectives of tertiary education "online" from rural and remote community locations in New South Wales. It does so within a frame of enquiry as to how neo-liberal educational policy reforms are impacting on equity issues in distance education "online". Accounts from Aboriginal university students in health point to a range of tensions between changes brought about by the reform in relation to student subjectivity and university governance, and culturally preferred ways of learning for many Aboriginal people. The paper offers suggestions for how these forms of educational governance can be reconciled with educational support needs of remote Aboriginal learners. (Contains 1 figure.)… [Direct]

Riley, Lorinda (2019). The Struggle to Achieve Internal Legitimacy for Tribal Nations. Journal of Public Affairs Education, v25 n4 p524-541. Tribal nations have entered an era of nation building or the process by which a native nation enhances its foundational capacity for effective self-governance and self-determination. While many tribal nations have become more economically secure in recent years, legitimacy has remained elusive for some. Successful tribal nations, alongside struggling nations, often endure setbacks as citizens question and critique all actions of the tribal government. Focusing on developing legitimacy-building institutions will assist tribal nations not only gain validity in the eyes of their citizens, but also reconnect with the values of their community. This article suggests that tribal nations should re-evaluate their governing institutions to seek ways to insert culturally relevant legitimacy-building institutions, provides several best practices, and articulates ways in which the discipline of public affairs can help facilitate native nation building…. [Direct]

Edosomwan, Simeon; Peterson, Claudette M. (2016). A History of Oral and Written Storytelling in Nigeria. Commission for International Adult Education, Paper presented at the American Association for Adult and Continuing Education (AAACE) Commission for International Adult Education (CIAE) Annual Pre-Conference (65th, Albuquerque, NM, Nov 6-8, 2016). Storytelling is a powerful process in adult education as a useful instructional approach in facilitating adult instruction and learning, especially during preliterate eras. What began as oral tradition has evolved to include written literature. A popular Eurocentric perspective in the early 19th century was that before the arrival of Europeans Africa was a savage continent devoid of culture. Once Nigerian authors began to produce novels and other written works, authors such as Chinua Achebe continued using storytelling to debunk this Eurocentric narrative. Achebe employed storytelling and proverbs to establish that the continent wasn't devoid of culture. This approach resonated with readers and reignited interest in the storytelling tradition. Achebe provided historical information using storytelling narratives to help readers learn about life and culture in prehistoric African societies before the invasion of Europeans. Storytelling in both the oral and written tradition can help… [PDF]

Delbridge, Robyn; Palermo, Claire; Wilson, Annabelle (2018). Measuring the Impact of a Community of Practice in Aboriginal Health. Studies in Continuing Education, v40 n1 p62-75. Effective strategies to enhance the competence of practising health professionals are limited. Communities of Practice are proposed as strategy, yet little is known about their ability to develop cultural competency and practice. This study aimed to measure the impact of a Community of Practice on the self-assessed cultural competency and change to practice of dietitians working in Aboriginal health. A mixed-method approach including a quantitative 16-item cultural-competency self-assessment tool (completed at baseline and after 12 months of participation) together with the qualitative most significant change stories were used. Quantitative and qualitative data were compared together for congruence and difference. All participants (n = 13) completed the cultural competency-self assessment and participated in the significant change story development. They reported that through networking and joint problem solving they increased competence (13 of 16 performance indicators) and… [Direct]

Hahn, Oliver; Stalph, Florian; Steller, Tom (2018). Virtual Foreign Correspondence: Experimental Instructions in Digital Foreign News Reporting. Journalism and Mass Communication Educator, v73 n1 p4-17 Mar. Within a series of six qualitative studies over seven years, this research in instructing journalism students investigates whether or not covering foreign news from home via Internet technology can substitute foreign correspondents on-site to reduce costs. Co-orientation and decontextualization can be described as characteristic for virtual foreign correspondence (VFC). In some cases, it can lead to high-quality products. However, virtual foreign correspondents (VFCs) cannot entirely substitute traditional foreign correspondents (TFCs) in terms of regional knowledge, background information, contextual insights, on-site investigations, and access to local sources and voices. Nevertheless, VFCs and TFCs could complement each other to optimize partition of work…. [Direct]

Huerta C√≥rdova, Vilma; L√≥pez-Gopar, Mario E.; R√≠os R√≠os, Kiara; Sughrua, William M. (2021). "Las Del Istmo Son Muy Cabronas": Teaching an Indigenous Language in a Language Teaching Preparation BA Program. Journal of Language, Identity, and Education, v20 n5 p311-324. Language teaching preparation programs in Mexico have been part of the modernity/coloniality legacy favoring so-called "modern" languages (e.g., English and French) over Indigenous languages. The alleged neoliberal benefits these languages bring and their connection to "modernized" individuals and cultures overshadows the learning of Indigenous languages, whose speakers struggle with the colonial difference, the discourse that transforms otherness into inferiority. Situated in Oaxaca, the most culturally and linguistically diverse state in Mexico, the purpose of this paper is to present the results of an ongoing, longitudinal, critical-ethnographic-action-research project that has documented the recent inclusion of the Indigenous language Diidxaz√°/Isthmus Zapotec as part of a Bachelor of Arts (BA) degree program in language teaching. Adopting a decolonizing theoretical lens and using vignettes co-constructed from participatory classroom and extra-curricular… [Direct]

Lee, Martha (2014). A Hundred Ways of Learning: Sharing Traditional Knowledge at Tohono O'odham Community College. Tribal College Journal of American Indian Higher Education, v25 n3 Feb. This article describes a learning program of the Tohono O'odham or "desert people" of the Southwestern United States and Mexico. Their culture and knowledge on both sides of the border is for them a special way of life known as "himdag," where science is built into everyday life of gathering, hunting, farming, artistry, and sports taught through conversation and song. This traditional knowledge is being used in the community college classroom and compared with western scientific knowledge to enhance the teaching of science and environmental courses. Creative ways to support learning along with sharing traditional knowledge are best preserved when the people integrate them into their lives…. [Direct]

Aseta, Martha; Rawlinson, Catherine; Si'ilata, Rae (2019). Le Tuiga: Samoan Constructs of Giftedness and Talent within a Samoan Bilingual Educational Context. set: Research Information for Teachers, n1 p31-40. This research study explores the notions of cultural concepts of giftedness and talent within a Samoan-specific context. The focus of this article is on Samoan teachers of children who were enrolled in a bilingual education setting. It presents the perspectives of Samoan teachers around Samoan giftedness and talent and how these perspectives might be nurtured through Samoan bilingual education. The strong connections between education, language, and culture are explored and discussed. This study highlights the components of Samoan cultural forms of giftedness and talent and how these may be transferred from the home domain into a culturally sustaining school learning environment for enhanced student outcomes…. [Direct]

Bello-Bravo, Julia; Bohonos, Jeremy; Chuma, Phenious; Henderson, Eboni W.; Lutomia, Anne N.; Pittendrigh, Barry Robert (2022). Program Planning and Animated Videos as Learning Tools in Sub-Saharan Africa: A Case Study of an International Educational Collaboration. International Journal of Adult Education and Technology, v13 n1 Article 99. This paper reports on a case study that explores how the integrative model of program planning can be applied to better understand the process of mobile learning efforts in diverse African contexts. The authors discuss how, Scientific Animations Without Borders (SAWBO), a Purdue University-based program, creates educational videos accessible in over 220 languages and disseminates them for use on a diversity of electronic platforms, inclusive of but not limited to cell phones. The authors aim to advance important discussions related to how human resource development research and practice can be responsive to local communities while working to enhance agricultural productivity and gender equity in the Global South…. [Direct]

Knijnik, Gelsa; Wanderer, Fernanda (2015). Mathematics Education in Brazilian Rural Areas: An Analysis of the "Escola Ativa" Public Policy and the Landless Movement Pedagogy. Open Review of Educational Research, v2 n1 p143-154. The article discusses mathematics education within two educational projects addressed to rural multigrade schools in Brazil: Active School Program (in Portuguese, Programa Escola Ativa–PEA) and the Landless Movement (Movimento Sem Terra–MST) Pedagogy. It is based on an ethnomathematics perspective drawn from Wittgenstein's later work and Michel Foucault's thinking. Data comprised PEA teachers' and students' documents, MST guideline documents and reports about mathematics education projects developed in MST schools. Its analytical strategy considers the new configurations of what was formerly called rural and urban spaces, in countries like Brazil. Based on this, the article examines the relationship between peasants' knowledge and school mathematics in those two projects. We show that taking peasant language games into account was important for both. However, for PEA, this was the point of departure while these were taught at schools as part of their struggles for MST. Thus, we… [Direct]

Alansari, Mohamed; Bright, Nicola; Li, Mengnan; MacDonald, Jo (2022). Sorted in Schools, Te whai hua — kia ora: 2021/22 Evaluation Report. New Zealand Council for Educational Research "Sorted in Schools, Te whai hua — kia ora" is a financial capability programme for secondary school students in English-medium (EME) and Maori-medium (MME) education settings. The programme aims to equip all young New Zealanders for their financial future. The first resources were piloted in 2018, and schools and kura started to use the Years 9 and 10 resources in 2019. Senior secondary resources for Years 11-13 were launched in June 2020. The programme is led by Te Ara Ahunga Ora Retirement Commission (formerly the Commission for Financial Capability), with resources developed in collaboration with CORE Education, teachers and kaiako. The New Zealand Council for Educational Research (NZCER) began evaluating the implementation and early outcomes of the programme in 2019, with Te whai hua — kia ora and Sorted in Schools treated as two separate strands within the same evaluation. This manifests in this report by the way we present data and key findings in separate sections… [PDF]

Beswick, Kim, Ed.; Watson, Jane, Ed. (2007). Mathematics: Essential Research, Essential Practice. Volumes 1 and 2. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia. Mathematics Education Research Group of Australasia This is a record of the proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia (MERGA). The theme of the conference is "Mathematics: Essential research, essential practice." The theme draws attention to the importance of developing and maintaining links between research and practice and ties in with the joint day of presentations with the 21st biennial conference of the Australian Association of Mathematics Teachers (AAMT). This special feature highlights the benefits of collaboration between researchers, practicing classroom teachers, and curriculum developers. Volume 1 contains the following papers: (1) The Beginnings of MERGA (Ken Clements); (2) Teaching and Learning by Example: The Annual Clements/Foyster Lecture (Helen L. Chick); (3) Introducing Students to Data Representation and Statistics (Richard Lehrer); (4) Studies in the Zone of Proximal Awareness (John Mason, Helen Drury and Liz Bills); (5) Empowered to… [PDF]

Gainer, Jesse; Valdez-Gainer, Nancy (2020). Everyday Stories for Everyday People: Communal Responsibility and Nepantla Literacies in Early Childhood Education. Urban Education, v55 n6 p911-936 Jul. This article focuses on a teaching-research relationship between a teacher and a university professor who are a married couple. The article highlights how we navigated our relationship during a project with second graders with the hope of opening Third Space for students to engage in collective storytelling in an environment that interrupts mainstream hierarchies of power and authority and centers the Afrocentric pedagogy of communal responsibility. The story of the dyad relationship is woven into the stories of and from the children in what we view as nepantla literacies fostering collective agency and classroom consciousness…. [Direct]

Austin, Kylie; Avitaia, Samantha; Brown, Brittany; Facchin, Jaimey (2020). "Having a Yarn": From One Rural Student to Another, Practical In-School Programs Demystifying University and Enabling Student Progression. Australian and International Journal of Rural Education, v30 n1 p18-32. The University of Wollongong's (UOW) Outreach program was established in 2011. In 2017, through a National Priority Pool Grant, UOW piloted the regional and rural outreach program, "Rural In2Uni." The "Rural In2Uni" program enabled university students to "pay it forward" through a pedagogical model which places rural schools and students at the centre of tailored programs. Through a mixed-methods research approach, this study explores the diverse experiences of students from regional and rural areas of Australia in imagining and accessing higher education (HE). It also examines the extent to which the local implementation of schools' outreach impacts students' intentions for university. The research revealed the need to re-imagine partnerships for schools outreach, highlighting the importance of programs that embed local knowledge and strong collaborative relationships between universities and schools to foster progression and access to HE for students… [Direct]

Oyedemi, Toks (2020). (De)Coloniality and South African Academe. Critical Studies in Education, v61 n4 p399-415. The colonial nature of South African universities remains a source of debate among students and academics. Decolonization as rethinking academic institutional practices seems less controversial; the specificity of how to decolonize the academia is the core of divergent arguments and contesting ideologies. Consequently, many suggestions and methods for the decolonization of South African universities have been proffered. Although some of these suggestions are pertinent, a critical question about what should South African academe decolonize from needs to be engaged. This requires a critical, theoretical and intellectual discourse of coloniality in order to rethink the academia in South Africa. Drawing from Anibal Quijano's critical discourse of "coloniality of power," this paper (re)visits the nature of coloniality, explores approaches to decolonization and situates these understandings to the academia in postcolonial South Africa. A polycentric approach to decolonization is… [Direct]

Atwood, Erin; Tharu, Baliram; Upadhyay, Bhaskar (2020). Actions for Sociopolitical Consciousness in a High School Science Class: A Case Study of Ninth Grade Class with Predominantly Indigenous Students. Journal of Research in Science Teaching, v57 n7 p1119-1147 Sep. This case study explores how a group of Grade 9 students engaged in sociopolitical discourses and actions in a science class in a mostly indigenous student school in Nepal. The study used sociopolitical consciousness (SPC) as a framework to document and understand indigenous students' SPC-oriented science interactions and subsequent social change actions. We used ethnographic methods of data collection over 6 months. The study focused on the actions of 4 girls and 2 boys belonging to the indigenous Tharu group. Data were analyzed using iterative qualitative methods. The study findings show that students are capable of engaging in critical thinking, critical reflecting, and taking actions for social change. Additionally, students are competent to link their experiences with social, structural, and political discrimination to the relevant science content they learn. The study presents four thematic findings related to SPC and science teaching and learning: Fostering social justice… [Direct]

Chamberlain, Megan C.; Medina, Emma J. (2020). A Case of Being the Same? Australia and New Zealand's Reading in Focus. Australian Journal of Education, v64 n3 p243-263 Nov. Australia and New Zealand have participated in the Organisation for Economic Co-operation and Development's Programme for International Student Assessment since 2000. Reading literacy was the main focus of the Programme for International Student Assessment in 2000, and at that time both countries' students generally performed well above the Organisation for Economic Co-operation and Development average. Nearly 20 years later, in the latest cycle of the Programme for International Student Assessment in 2018, reading literacy was again the main focus. Students' average reading performance has tracked down in both countries. Large inequities persist between socio-economically advantaged and disadvantaged students, indigenous and non-indigenous students, and genders. The Programme for International Student Assessment gathers a wealth of contextual information that highlights key educational challenges facing both countries, including poor disciplinary climates, declining attitudes… [Direct]

Kubow, Patricia K.; Min, Mina (2016). The Cultural Contours of Democracy: Indigenous Epistemologies Informing South African Citizenship. Democracy & Education, v24 n2 Article 5. Drawing upon the African concept of "ubuntu," this article examines the epistemic orientations toward individual-society relations that inform democratic citizenship and identity in South Africa. Findings from focus group interviews conducted with 50 Xhosa teachers from all seven primary and intermediate schools in a township outside Cape Town depict the cultural contours of democracy and how the teachers reaffirm and question the dominant Western-oriented democratic narrative. Through "ubuntu," defined as the virtue of being human premised upon respect, the Xhosa teachers interrupt the prevailing rights-and-responsibilities discourse to interpose a conception of democracy based on rights, responsibilities, and respect. Society and schools, in their view, fall short in educating young learners for democratic citizenship in South Africa; their insights offer ways for formal schooling to improve upon its democratic mission…. [Direct]

Csinos, David M. (2020). From Pioneer to Partner: Dismantling White Normativity in Ethnographic Theology. Religious Education, v115 n4 p400-412. In this racially-charged time, religious educators are engaging in research that transgresses traditional (white) norms. Such research can not only dismantle white normativity through the subjects investigated; it can also be practiced in ways that are transgressive. This article uses a particular experience of ethnographic theological research in diverse cultural contexts as a case study for learning about three postures that subvert white normativity built into assumptions and practices of ethnographic research. Using a two-pronged, auto-ethnographic approach to analyzing this case, three nuanced postures become critically apparent: improvised flexibility, the ability to change lenses, and immersive reflexivity…. [Direct]