Diffracting socially just pedagogies through stained glass

Bozalek, Vivienne; Bayat, Abdullah; Motala, Siddique; Mitchell, Veronica; Gachago, Daniela

doi:10.20853/30-3-647

Cited by 15 publications

(8 citation statements)

References 21 publications

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“…It views education as a good in itself, not only as a means to achieve success in future adulthood. Like Lingard's work (2005), theories of new materialism agree that socially just pedagogies are those that vindicate differences (Bozalek, 2018;Bozalek et al, 2016;Postma, 2016). Differences are productive and not a device of otherness, meaning that education should take an autonomous affirmative stance _________________________ 4.…”

Section: Socially Just Pedagogiesmentioning

confidence: 98%

(In)justicia multidimensional y pedagogías socialmente justas: el caso de un padre de un niño con discapacidad

Dávila¹,

Oyarzún²

2022

CUHSO

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In this article, we intend to contribute to the debate of educational justice, especially for children with special needs, challenging those theories that focus only on unidimensional aspects. Using Gewirtz's multidimensional model of justice and the frame of socially just pedagogies, we analyse the case of Oscar, a father of a child with Down Syndrome, who is looking for a school for his son. The case develops in the Chilean educational system context, which is known by its neoliberal policy frame and its highly stratified structure. For this reason, a new inclusion law and, specifically, a new school admission system were implemented in 2015 and 2017 respectively, to generate a fairer and more equal school admission policy frame. Therefore, our theoretical proposition has practical implications, in policy terms, and analytical ones. We propose to add two dimensions of educational justice at the time we analyse Oscar’s case: first, educational justice must embrace injustices that are not necessarily experienced in formal educational spaces; we call this the multi-spatiality dimension of justice. Second, we propose a multi-temporality analysis of educational justice, one that considers, as socially just pedagogies have established, a focus on the future. In this case the educational policy and discourse promotes a pre-established and normalised future for children, one that is problematic for children with disabilities, whose parents, like Oscar, have a more urgent focus on the present.

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Section: Socially Just Pedagogiesmentioning

confidence: 98%

(In)justicia multidimensional y pedagogías socialmente justas: el caso de un padre de un niño con discapacidad

Dávila¹,

Oyarzún²

2022

CUHSO

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“…My answer to this last question is "Yes." I would suggest that just because assessment might be difficult or impossible around such activities, teachers should not avoid them in classrooms, but rather work with students to find ways of assessing them if required, perhaps through a posthumanist lens (Barad, 2012;Bozalek et al, 2016).…”

Section: Individual and Collective Assessmentsmentioning

confidence: 99%

Climbing Back into a Canoe in Deep Water

Lee

2023

Cult. and Ped. Inq.

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Academic measurement, including formative and summative testing, but especially standardized testing, in public schools is often considered the acid test of students’ skill development by provincial educational governing bodies. The article examines the characteristics and impacts of standardized tests. The article suggests that some degree of creative problem solving is necessary to deal with the failures. In the article, the author identifies many skills schools never seem to test and ask why from a critical perspective. Finally, she suggests ways teachers might counter the negative effects of what is missing from academic assessments.

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“…Theo’s work lives on through memories, audio recordings and different forms of texts written by him, all representing his views of socially just pedagogy pedagogies. (Bozalek, Bayat, et al, 2016, p. 202)As our pasts leaked between the present and the future, we connected and continue to intra-connect with each other. What entangles us are our desires to engage with/through social justice in our teaching.…”

Section: Some Examples Of Reading and Writing With Posthuman Textsmentioning

confidence: 99%

“…This openness and fragility can contribute to developing socially just pedagogies. (Bozalek, Bayat, et al, 2016, p. 204)…”

Section: Some Examples Of Reading and Writing With Posthuman Textsmentioning

confidence: 99%

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Doing Academia Differently: Creative Reading/Writing-With Posthuman Philosophers

Bozalek

2021

Qualitative Inquiry

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This article considers how academic practices such as reading and writing might be reconfigured as creative processes through thinking-with posthuman philosophies and theorists, particularly, but not confined to the works of Karen Barad and Erin Manning. Both Erin Manning and Karen Barad are involved with creative philosophies and practices, albeit from different vantage points. Manning’s work engages with arts-based practices such as research-creation through process philosophies, whereas Barad reads queer theory through quantum physics to develop their agential realist framework and diffractive methodology. Although Manning and Barad never refer to each other’s work, this article proposes that thinking-with both of these feminist philosophers might be fruitful to consider how reading and writing as part of research projects and graduate supervision might be enacted creatively and differently.

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Diffracting socially just pedagogies through stained glass

Cited by 15 publications

References 21 publications

(In)justicia multidimensional y pedagogías socialmente justas: el caso de un padre de un niño con discapacidad

(In)justicia multidimensional y pedagogías socialmente justas: el caso de un padre de un niño con discapacidad

Climbing Back into a Canoe in Deep Water

Doing Academia Differently: Creative Reading/Writing-With Posthuman Philosophers

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