Cultural Literacies in Transition

Rutten, Kris

doi:10.1080/02560046.2020.1840849

Cited by 4 publications

(3 citation statements)

References 19 publications

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“…The EUA reports that diversity policies across European universities address the following dimensions when defining diversity in terms of student populations: disability (92%), gender (82%), ethnicity (76%), socio-economic background (71%), sexual identity (65%) and educational background (61%) [15]. The diversity policy plans that we analysed referred to race as a cultural signifier through words such as disadvantaged 8 , underrepresented 9 , migration background 10 and l'origine et la culture 11 . These policy documents do not refer to race as physical differences, but encode race mainly with cultural terms.…”

Section: Semiotics Of Race: Affect Vs Culturementioning

confidence: 99%

“…URL: https://www.uantwerpen.be/en/about-uantwerp/organisation/ mission-and-vision/diversity/diversity-policy/ (accessed on 21 May 2021). 9 Ghent University uses the term 'underrepresented' consistently in their diversity policy plan to refer to all discriminated groups, including racialised students. The word which is mentioned the most in the Diversity Policy Plans is "students", indicating that diversity is a word which matters most in terms of drafting policy around the student population.…”

Section: Diversity Discourse On Race: Managing and Monitoringmentioning

confidence: 99%

“…We study how differences are rendered meaningful through language, enabling the production of knowledge and the inscription of power on the body [8]. As such, we deploy a rhetorical perspective on literacy [9]. A rhetorical perspective on literacy focuses on literacy development as "ideological", as a "product of discourse" and as "an expression of historical change" [10][11][12][13][14].…”

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confidence: 99%

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When Students Rally for Anti-Racism. Engaging with Racial Literacy in Higher Education

Adhikari-Sacré

Rutten

2021

Philosophies

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Despite a decade of diversity policy plans, a wave of student rallies has ignited debates across western European university campuses. We observe these debates from a situated call for anti-racism in Belgian higher education institutions, and critically reflect on the gap between diversity policy discourse and calls for anti-racism. The students’ initiatives make a plea for racial literacy in the curriculum, to foster a critical awareness on how racial hierarchies have been educated through curricula and institutional processes. Students rethink race as a matter to be (un)learned. This pedagogical question, on racial literacy in the curriculum, is a response to diversity policies often silent about race and institutionalised racisms. Students request a fundamental appeal of knowledgeability in relation to race; diversity policy mostly envisions working on (racial) representation, as doing anti-racist work. This article argues how racial literacy might offer productive ways to bridge the disparities between students’ calls for anti-racism and the institutional (depoliticised) vocabulary of diversity. We implement Stuart Hall’s critical race theory and Jacques Rancière’s subjectification as key concepts to study and theorise these calls for anti-racism as a racial literacy project. This project can be built around engagement as educational concept. We coin possibilities to deploy education as a forum of engagement and dialogue where global asymmetries such as race, gender and citizenship can be critically addressed.

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Section: Semiotics Of Race: Affect Vs Culturementioning

confidence: 99%

Section: Diversity Discourse On Race: Managing and Monitoringmentioning

confidence: 99%

mentioning

confidence: 99%

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When Students Rally for Anti-Racism. Engaging with Racial Literacy in Higher Education

Adhikari-Sacré

Rutten

2021

Philosophies

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“There’s a Place for Us”: Leonard Bernstein, Promoter of Cultural Literacy and Citizenship

Lourenço

2024

Springer Series in Design and Innovation

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Students' Cultural Literacy Development through Dialogical Approach in Senior High School

Rizal,

Nursalim,

Ajam

et al. 2024

KSS

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The aim of this study is to evaluate the efficacy of the dialogical approach in developing students’ cultural literacy in senior high school. A quasi-experiment method with a non-equivalent control group design was employed in this research, with an experimental class and a control class. Descriptive analysis and prerequisite tests, such as homogeneity and normality tests, were used in this study’s data analysis techniques. Additionally, the Independent Sample T-Test and N-Gain data analysis were used to test hypotheses. The findings of this study demonstrate that implementing the dialogical approach can significantly enhance students’ cultural literacy, with a notable difference in efficacy between the experimental and control groups in second-grade students of senior high school. The study’s findings are worldwide diversity character data gathered using 30-item questionnaire as a research tool. After receiving the treatment, the average posttest findings demonstrate that students’ understanding of global variety has improved, particularly in the experimental group. The average posttest score for the experimental class was 91.46, whereas the control class’s score was 71.37. This indicates that the experimental class’s posttest score was higher than the control class’s. This demonstrates that the experimental class’s worldwide variety is greater than the control class’s. The practical implication of students’ cultural literacy in the classroom and school environment is the ability to understand and accept differences in cultural diversity backgrounds among them. Thus, the nation’s integrity and unity can be achieved according to the ideals of the state. Of course, the authors have limitations in this study.Therefore, in the future, input and further research are needed in order to perfect the results of previous research results. Keywords: cultural Literacy, dialogical Approach, students development skill

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Cultural Literacies in Transition

Cited by 4 publications

References 19 publications

When Students Rally for Anti-Racism. Engaging with Racial Literacy in Higher Education

When Students Rally for Anti-Racism. Engaging with Racial Literacy in Higher Education

“There’s a Place for Us”: Leonard Bernstein, Promoter of Cultural Literacy and Citizenship

Students' Cultural Literacy Development through Dialogical Approach in Senior High School

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