Teaching Social Justice Using Postcolonial Texts: Encountering Pedagogies of Discomfort in Practice

Balzer, Geraldine, Strong-Wilson, Teresa, Burke, Anne

Teaching Social Justice Using Postcolonial Texts: Encountering Pedagogies of Discomfort in Practice
  • 出版商: Springer
  • 出版日期: 2024-07-29
  • 售價: $5,970
  • 貴賓價: 9.5 折 $5,672
  • 語言: 英文
  • 頁數: 147
  • 裝訂: Quality Paper - also called trade paper
  • ISBN: 3031348338
  • ISBN-13: 9783031348334

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This book explores how teachers can re-examine their emotional investments in enacting dominant settler values through changing their text selection and teaching practices. Based on a longitudinal qualitative research study conducted by a national team of literacy scholars in collaboration with practicing literacy teachers at eight sites across Canada, the book investigates how groups of teachers, working collaboratively in inquiry groups, develop and implement curriculum to promote their own and their students' understandings of social justice in postcolonial and settler spaces. In particular, the book highlights the rich and dynamic landscape of postcolonial authors, illustrators and texts, the development of culturally- sensitive curricula, and critical pedagogies possible in addressing contemporary and historical issues, both local and global.

This book is primarily of interest to literacy scholars, literacy instructors (teacher educators) in teacher education programs, educational leaders, practicing teachers from the K-12 spectrum, and school district staff and policy makers with responsibilities for or interests in the potential of literacy and literature engagement for social justice education. The book is also be of interest to postsecondary educators and teacher educators wishing to use literature in social justice, anti-racist, and anti-oppressive courses.


作者簡介

Geraldine Balzer is an Associate Professor of Curriculum Studies in the College of Education at the University of Saskatchewan. Her research focuses on decolonization and social justice. She is a co-editor of Teaching Global Citizenship: Challenges and Opportunities in the 21st Century and Truth Perceived: Perspectives through Canadian Nonfiction. Her articles have been published in The Canadian Journal of Education, Metropolitan Journal of Service Learning, Engaged Scholar, The Conrad Grebel Review, and the Canadian Journal of Native Education.

Teresa Strong-Wilson is Associate Professor in the Faculty of Education at McGill University and editor-in-chief of the McGill Journal of Education. Interested in curriculum, early childhood, literacy/ies, memory, stories, teachers, trauma and social justice education, she has published several books and articles, alone and with others. Her books include Bringing Memory Forward: Storied Remembrance in Social Justice Education with Teachers (Peter Lang, 2008); Envisioning New Technologies in Teacher Practice (Peter Lang, 2012); Productive Remembering and Social Agency (Sense, 2013); The Emperor's New Clothes?: Issues and Alternatives in Uses of the Portfolio in Teacher Education Programs (Peter Lang, 2014); Provoking Curriculum Encounters (Routledge, 2020) and most recently, Teachers' Ethical Self-Encounters with Counter-stories in the Classroom: From Implicated to Concerned Subjects (Routledge, 2021).

Anne Burke is Professor in Literacy Education at Memorial University where she teaches courses in children's literature, literacy education, social justice and digital media. Anne's research is focused in issues of social justice and advocacy using digital and social media platforms. In her research she has partnered with the Pratt and McCain Foundation, the Boys and Girls Club, and various Canadian school boards. Book titles include Challenging Stories: Teachers working for Social Justice in Canadian Classrooms (Canadian Scholar's Press, 2017), Invitations to Play ( Pembroke, 2019)Children's Play Worlds: Culture, Learning and Participation with Jackie Marsh (Peter Lang New York,2013), Play to Learn (Pembroke Canada,2011), Digital Principal with Janette Hughes (Stenhouse US,2014), Assessing New Literacies: Perspectives from the Classroom with Roberta Hammett (Peter Lang,2009).



作者簡介(中文翻譯)

Geraldine Balzer 是薩斯喀徹溫大學教育學院的課程研究副教授。她的研究專注於去殖民化和社會正義。她是《Teaching Global Citizenship: Challenges and Opportunities in the 21st Century》和《Truth Perceived: Perspectives through Canadian Nonfiction》的共同編輯。她的文章發表於《The Canadian Journal of Education》、《Metropolitan Journal of Service Learning》、《Engaged Scholar》、《The Conrad Grebel Review》和《The Canadian Journal of Native Education》。

Teresa Strong-Wilson 是麥吉爾大學教育學院的副教授及《McGill Journal of Education》的主編。她對課程、早期教育、識字、記憶、故事、教師、創傷和社會正義教育感興趣，並獨立或與他人共同出版了多本書籍和文章。她的著作包括《Bringing Memory Forward: Storied Remembrance in Social Justice Education with Teachers》（Peter Lang, 2008）；《Envisioning New Technologies in Teacher Practice》（Peter Lang, 2012）；《Productive Remembering and Social Agency》（Sense, 2013）；《The Emperor's New Clothes?: Issues and Alternatives in Uses of the Portfolio in Teacher Education Programs》（Peter Lang, 2014）；《Provoking Curriculum Encounters》（Routledge, 2020）以及最近的《Teachers' Ethical Self-Encounters with Counter-stories in the Classroom: From Implicated to Concerned Subjects》（Routledge, 2021）。

Anne Burke 是紀念大學的識字教育教授，教授兒童文學、識字教育、社會正義和數位媒體的課程。Anne 的研究專注於使用數位和社交媒體平台的社會正義和倡導問題。在她的研究中，她與普拉特基金會和麥凱恩基金會、男孩女孩俱樂部以及各個加拿大學校董事會合作。書籍包括《Challenging Stories: Teachers working for Social Justice in Canadian Classrooms》（Canadian Scholar's Press, 2017）、《Invitations to Play》（Pembroke, 2019）、與 Jackie Marsh 合作的《Children's Play Worlds: Culture, Learning and Participation》（Peter Lang New York, 2013）、《Play to Learn》（Pembroke Canada, 2011）、與 Janette Hughes 合作的《Digital Principal》（Stenhouse US, 2014）、以及與 Roberta Hammett 合作的《Assessing New Literacies: Perspectives from the Classroom》（Peter Lang, 2009）。

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