Identities and intersectionalities: performance, power and the possibilities for multicultural education

Rivière, Dominique

doi:10.1080/13569780500276020

Cited by 9 publications

(2 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is not enough to merely "legitimise" individual experiences from a diverse background, based on limited ideas about race, culture and ethnicity. Riviere (2005) suggests that in a learning environment, these experiences must be realised in the sense that they must be made real through understanding of that individual"s experience. This understanding can only occur if individual experiences are investigated as phenomena to build a body of knowledge from which new theory can be developed.…”

Section: Organisational Leadership Development Theorymentioning

confidence: 99%

A Race and Gender Group Analysis of Participant Experiences in a Leadership Development Programme in a South African Retail Environment

Lewis¹

2012

PsycEXTRA Dataset

View full text Add to dashboard Cite

Act as mentors to programme participants Act as coaches to programme participants Leadership 11268 Leadership and education 3513 Leadership and schools 2559 Leadership on gender or race or diversity 1764 Leadership and principals 1608 Leadership and superintendents 557 Leadership and gender 650 Leadership, schools, and gender 255 Leadership, principals, and gender 245 Leadership, superintendents and women 94 Leadership, superintendents and gender 93 Leadership, schools and diversity 73 Leadership, superintendents and race 9 Leadership, superintendents and minority 12 Leadership, race women and schools 9 Leadership preparation and gender 4 Leadership preparation and race 0 Adapted from Rusch (2004) 2.2 Race and gender in leadership development According to Bush (2005), the past few decades have seen a significant increase in women entering the workplace, however, there is still a significant under-representation of women in senior leadership positions. At the same time, there has been a slow increase in previously (and currently) under-represented groups in the workplace. For example in South Africa, the 2008-2009 report of the Employment Equity Commission showed that whites males and females held 72.8% while Blacks, Coloureds and Indians held 24.2% (the remaining 3% were held by foreign nationals) of top management positions. The 2010-2011 report indicated a similar situation, where 73.1% of top management positions are held by white individuals and 81.1% of top management positions being held by males. Gender equality progression has also been relatively slow in South Africa. The continued slow progress of women advancing into management has been documented annually in the

show abstract

Section: Organisational Leadership Development Theorymentioning

confidence: 99%

A Race and Gender Group Analysis of Participant Experiences in a Leadership Development Programme in a South African Retail Environment

Lewis¹

2012

PsycEXTRA Dataset

View full text Add to dashboard Cite

show abstract

“…Therefore, both cultural identity and cultural diversity are connected to social categories such as the nation, religion, language and race. Drama in education is an educational tool with which children may explore both the complex structure of their collective identity and the way it is formed, through their interactions with the social-cultural origins of other participants (Riviere, 2005). It is an experiential educational methodology that uses exercises and techniques from drama for the children's cognitive, social, emotional development (Alkistis, 2008;Μavroudis & Bournelli, 2019).…”

mentioning

confidence: 99%

Drama in Education as an Educational Tool for the Management of Cultural Diversity in Primary Schools

Mavroudis¹

2020

IJLD

View full text Add to dashboard Cite

This paper is focused on the manner drama in education may be applied efficiently for the management of cultural inhomogeneity in the classroom and in groups of children. Research shows that this specific educational methodology has a positive contribution to the development of a wide range of skills of social-emotional development. In an era when cultural diversity in classrooms is more intense than ever, this article proposes theatre-pedagogy practices that establish a collaboration culture in the group and contribute to the acceptance and respect of different religious, national, linguistic and racial identities at school.

show abstract

Student Identities and/in Schooling: Subjection and adolescent performativity

Jabal

Rivière

2007

Discourse: Studies in the Cultural Politics of Education

View full text Add to dashboard Cite

Identities and intersectionalities: performance, power and the possibilities for multicultural education

Cited by 9 publications

References 3 publications

A Race and Gender Group Analysis of Participant Experiences in a Leadership Development Programme in a South African Retail Environment

A Race and Gender Group Analysis of Participant Experiences in a Leadership Development Programme in a South African Retail Environment

Drama in Education as an Educational Tool for the Management of Cultural Diversity in Primary Schools

Student Identities and/in Schooling: Subjection and adolescent performativity

Contact Info

Product

Resources

About