Teaching Social Justice Using Postcolonial Texts: Encountering Pedagogies of Discomfort in Practice
暫譯: 使用後殖民文本教授社會正義：在實踐中面對不適的教學法

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: $6,120
  • 貴賓價: 9.5 折 $5,814
  • 語言: 英文
  • 頁數: 147
  • 裝訂: Quality Paper - also called trade paper
  • ISBN: 3031348338
  • ISBN-13: 9783031348334

    • 海外代購書籍(需單獨結帳)

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商品描述

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.


商品描述(中文翻譯)

本書探討教師如何重新檢視他們在實踐主流殖民者價值觀中的情感投入，透過改變他們的文本選擇和教學實踐。這本書基於一項由全國識字學者團隊與加拿大八個地點的在職識字教師合作進行的長期質性研究，調查了教師群體如何在探究小組中協作，開發和實施課程，以促進他們自己及其學生對後殖民和殖民空間中社會正義的理解。特別是，本書突顯了後殖民作者、插畫家和文本的豐富而動態的景觀，文化敏感課程的發展，以及在解決當代和歷史問題（無論是地方性還是全球性）中可能實現的批判性教學法。

本書主要吸引識字學者、教師教育計畫中的識字講師（教師教育者）、教育領導者、K-12範疇的在職教師，以及對識字和文學參與在社會正義教育中潛力感興趣的學區工作人員和政策制定者。本書也將吸引希望在社會正義、反種族主義和反壓迫課程中使用文學的高等教育工作者和教師教育者。

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)

杰拉丁·巴爾澤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。她是全球公民教育：21世紀的挑戰與機遇和真相的認知：透過加拿大非虛構作品的視角的共同編輯。她的文章發表於加拿大教育期刊、都市服務學習期刊、參與學者、康拉德·格雷貝爾評論以及加拿大原住民教育期刊。

特蕾莎·斯特朗-威爾森是麥吉爾大學教育學院的副教授及麥吉爾教育期刊的主編。她對課程、幼兒教育、識字、記憶、故事、教師、創傷和社會正義教育感興趣，並獨自或與他人共同出版了多本書籍和文章。她的書籍包括記憶的前行：與教師的社會正義教育中的故事性回憶（彼得·朗出版社，2008年）；在教師實踐中展望新技術（彼得·朗出版社，2012年）；生產性記憶與社會行動（Sense，2013年）；皇帝的新衣？教師教育計劃中作品集使用的問題與替代方案（彼得·朗出版社，2014年）；挑戰課程遭遇（勞特利奇，2020年）以及最近的教師在課堂中與反故事的倫理自我遭遇：從牽連到關心的主體（勞特利奇，2021年）。

安妮·伯克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。安妮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，她與普拉特和麥凱恩基金會、男孩與女孩俱樂部以及各個加拿大學校董事會合作。書籍包括挑戰故事：在加拿大課堂中為社會正義而工作的教師（加拿大學者出版社，2017年）、遊戲的邀請（彭布羅克，2019年）、兒童的遊戲世界：文化、學習與參與（與傑基·馬什合著，彼得·朗紐約，2013年）、玩中學習（彭布羅克加拿大，2011年）、數位校長（與珍妮特·休斯合著，斯滕豪斯美國，2014年）、評估新識字：來自課堂的視角（與羅伯塔·哈梅特合著，彼得·朗，2009年）。

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