Fostering Critical Dialogue Across Cultural Differences: A Study of Immigrant Teachers' Interventions in Diverse Schools

Subedi, Binaya

doi:10.1080/00933104.2008.10473382

Cited by 33 publications

(18 citation statements)

References 37 publications

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“…It is even more complex for students and their teachers who feel implicated because of structural violence enacted against those who share similar identities (Subedi, 2008). It is understandably disturbing to learn about the structures that have harmed them directly and indirectly, and also risky-what happens if other students respond in hurtful ways, such as perpetuating stereotypes and other simplistic thinking?…”

Section: Shifting From Shame and Guilt To Responsibilitymentioning

confidence: 99%

Fighting the plague: “Difficult” knowledge as sirens’ song in teacher education

Kessel

Saleh

2020

JCSR

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Of the many plagues that affect communities today, a particularly insidious one is indifference and depersonalization. This plague has been articulated by Albert Camus and then taken up in an educational context by Maxine Greene. In this article we, the authors, respond to Greene’s call to co-compose curricula with our students to fight this plague. Recognizing the role of difficult knowledge as well as conscious and unconscious defenses, we develop an approach to “diversity” harmonious with radical love during these troubled times of conflict and increased visibility of hatred. Through a weaving of our experiential, embodied knowledge with theory, we consider how we might invite students to consider contemporary, historical, and ongoing inequity and structural violence. Like Sirens luring sailors to precarious shores, we seek to entice teachers and students to the difficult knowledge they might otherwise avoid as all of us together consider our ethical responsibilities to each other.

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Section: Shifting From Shame and Guilt To Responsibilitymentioning

confidence: 99%

Fighting the plague: “Difficult” knowledge as sirens’ song in teacher education

Kessel

Saleh

2020

JCSR

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“…Scholars also suggest that a task of teacher educators should be to dislodge the idea that certain practices just “work.” Instead it is healthy for teachers to struggle and develop a sense of healthy uncertainty to have more meaningful exchanges by supporting student voice (Friedrich, 2014; Subedi, 2008). In fact, scholarship suggests new teachers should be having potentially unsettling educational conversations to better understand the realities of dialectics in educational practice (Magill and Salinas, 2019).…”

Section: Ideology and Teacher Educationmentioning

confidence: 99%

Exploring new teachers conceptualizations of critical simulations in world history, American history, and economics learning experiences

Magill

Shanks

2020

Citizenship, Social and Economics Education

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In this study we examine early career social studies teachers’ use and understanding of critical simulations. We began work with participants as teacher candidates in their pre-service programs and formally studied them as they began their in-service teaching. We were particularly interested in teacher efforts to use simulation to facilitate a more critical disciplinary consciousness. Data indicate that participant teachers utilized simulations to: enhance students’ ability to critically engage with social studies content, facilitate more democratic dialogue, and critique normalized systems of power. We do not suggest that simulations in and of themselves are “critical,” rather, we argue they can be an effective means of providing a safe environment for considering the complexities of certain issues in social studies. Furthermore, we argue critical social studies teachers and teacher educators can be purposeful in their use of simulation to avoid enshrining the status quo. Finally simulations can help critical teachers illuminate oppression and facilitate a more humanizing vision within the social studies if they possess critical consciousness, strong pedagogical content knowledge and a command of the method.

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“…Instances of ideological transformation occur in formal and informal settings that can help teachers to work beyond their fear of these issues. Conceptual transformation often occurs when teachers and students discuss social issues, conduct inquiries, incorporate meaningful discussions and have transformational experiences (Blevins et al , 2019; Salinas and Blevins, 2014; Subedi, 2008). Spaces exist beyond classrooms that allow students and teachers to have the experiences necessary to escape the traditionally narrow fields of cultural production that classrooms often become (Bourdieu, 1987).…”

Section: Fear Mentorship Ideology and Social Studies Teachingmentioning

confidence: 99%

Mentoring beyond the politics of fear

Magill

Harper

Smith

et al. 2019

SSRP

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Purpose The purpose of this paper is to examine multiple dimensions of reflexive and reciprocal mentorship as they work through the fear of teaching challenging and politically charged ideas. Design/methodology/approach This piece is a case study of the complex instances of reciprocal mentorship within a teacher education program. Objects of analysis included the informal educational experiences from the bi-monthly meetings and student-teaching experiences. Semi-structured interviews, field notes, interpersonal discussion and the authors’ own reflections were used as data sources. Findings The authors found that having difficult conversations in informal spaces provided social studies teacher candidates with the opportunity to get more comfortable with challenging conversations; that mentorship is helpful when shifting context between formal and informal spaces; and that once these teachers grew more comfortable, they moved from mentee to mentor with support and guidance from their own mentors. The authors conclude by providing several implications for pre-service teachers, teacher and teacher educators, as they help social studies practitioners work with and beyond the politics of fear. Research limitations/implications Limitations such as subjectivity, generalizability and implementation exist. Factors such as personality, program, cultural background, lived experience and other elements played a role in the findings. Therefore, the authors do not suggest these are monolithic claims about the nature of mentorship, teacher education or teaching, but rather the authors wish to share these findings and recommendations. Practical implications The authors argue that three major findings emerged from the data. First, informal spaces are valuable for initiating difficult conversations among mentors and mentees. Second, shifting between formal and informal spaces can be uncomfortable, but allow for mentoring opportunities during these challenging instances of becoming. Third, moving from mentee to mentor includes valuable reciprocal mentorship within a learning community. Originality/value This research project is grounded in the needs of the participants and researchers. To the authors’ knowledge, a project of this type with similar participants has not been done.

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Fostering Critical Dialogue Across Cultural Differences: A Study of Immigrant Teachers' Interventions in Diverse Schools

Cited by 33 publications

References 37 publications

Fighting the plague: “Difficult” knowledge as sirens’ song in teacher education

Fighting the plague: “Difficult” knowledge as sirens’ song in teacher education

Exploring new teachers conceptualizations of critical simulations in world history, American history, and economics learning experiences

Mentoring beyond the politics of fear

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