Leaving home behind: learning to negotiate borderlands in the classroom

King, John T.

doi:10.1080/1467598042000225005

Cited by 4 publications

(9 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A difficult dialogue can be defined as an exchange of ideas or opinions between individuals that centers on an awakening of potentially conflicting views of individual beliefs or values on social justice issues, for example, racism, sexism, or heterosexism/homophobia (Watt, 2007). Counselor educators who facilitate these difficult dialogues in educational settings may find that these conversations become heated and that students disengage from the dialogue or display resistant attitudes (King, 2004). Chan and Treacy (1996) described resistance in multiculturalism courses as a process that reflects a complex dynamic between students, teacher, and course content.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Privileged Identity Exploration: Examining Counselor Trainees' Reactions to Difficult Dialogues

Watt

Curtis

Drummond

et al. 2009

Couns Edu & Supervision

View full text Add to dashboard Cite

In this qualitative study, the authors examined master's‐level counselor trainees' reactions to difficult dialogues in the classroom regarding racism, heterosexism/homophobia, and ableism over a 3‐year period. Using the Consensual Qualitative Research method as introduced by C. E. Hill, B. J. Thompson, and E. N. Williams (1997), the data analysis team analyzed narrative and reaction papers submitted during a didactic course on multiculturalism. Behavioral reactions were identified that form the basis for this study: denial, deflection, rationalization, intellectualization, principium, false envy, minimization, and benevolence.

show abstract

mentioning

confidence: 99%

“…Facilitators may be challenged by managing students' emotionally unpredictable reactions that arise when classroom discussions include the painful realities of social injustice (King, 2004). These difficult dialogues are a necessary part of preparing helping professionals to work in diverse settings (Hyde & Ruth, 2002).…”

mentioning

confidence: 99%

Privileged Identity Exploration: Examining Counselor Trainees' Reactions to Difficult Dialogues

Watt

Curtis

Drummond

et al. 2009

Couns Edu & Supervision

View full text Add to dashboard Cite

show abstract

“…That is, with what postmodern, feminist and postcolonial theorists call 'borderlands' and 'border pedagogy' (see Giroux, 1992). Where borders delineate not just lines on a map, but also social, cultural and psychological divisions, borderlands represent those areas that reside at the margins of experience-'the third space' (Bhabha, cited by King, 2004, p. 15) that exists between apparently opposing identities, perspectives and commitments (King, 2004).…”

Section: Project 2 Teaching Controversial Issues In a Divided Societymentioning

confidence: 98%

“…We understand such forms of professionalism to mean more than the simple idea of transcendence towards practice as described by Schön (1983). Like King (2004), we believe that teacher education needs to be a transformative project where some deeply embedded and taken-for-granted beliefs, attitudes, assumptions, prejudices and suppositions that inform teaching can be subjected to critical scrutiny. Professional development needs to offer teachers potential sites to express experience, to engage in 'critical reflection' about the dominant social Table 3.…”

Section: Concluding Commentsmentioning

confidence: 99%

What does it mean to be a community relations professional in Northern Irish education? Some research‐based answers

McCully

O’Connor²,

Smith

et al. 2006

Reflective Practice

View full text Add to dashboard Cite

An impressive evidence-base concerning teacher professionalism allied to community relations education in Northern Ireland has been derived from research conducted at the UNESCO Centre, University of Ulster. Reflective learning by the authors on three recent projects allowed them to construct a professional profile setting out what one might expect to see and hear in classrooms that foster effective community relations education. A brief description of the background research and the derived professional profile (the CR-profile) are included here. Our research speaks to the need for a more critical school pedagogy alongside changes in the professional development of teachers. We argue that professional development, at all levels, needs to be a transformative project underpinned by critical reflective practice. Against a backdrop of slow progress towards a more peaceful and plural society in Northern Ireland, and the continuing need for education to play its part in developing a new peace culture, this paper appears very timely.

show abstract

“…King 2004;Sensoy 2007;The Diversity Kit 2002). These are indeed important to developing successful educational practice, whether be it in an educational setting in a society familiar to us or in a setting culturally new to us.…”

Section: Dimensions Of Intercultural Educationmentioning

confidence: 99%

Dealing with death in an educational context

Bowcher

2011

Intercultural Education

View full text Add to dashboard Cite

While empirical investigations and the development of theories for studying intercultural communication are important for developing our understanding of what happens when people of diverse backgrounds come together, equally important are records of specific instances of contact as these provide opportunities to reflect on what we know; to validate or question theories; to critically consider the decisions made by those involved as well as the kinds of decisions we might have taken had we been in that specific situation. This essay represents this latter type of contribution to the field of intercultural communication and intercultural education by presenting a snapshot of some personal experiences I had while living in Japan over a period of 18 years. The focal point of this essay relates to the tragic death of a student -an event that was pivotal in my own acculturation process. It then introduces some other experiences before relating these to some general issues concerning intercultural awareness and intercultural educational practice.

show abstract

Leaving home behind: learning to negotiate borderlands in the classroom

Cited by 4 publications

References 7 publications

Privileged Identity Exploration: Examining Counselor Trainees' Reactions to Difficult Dialogues

Privileged Identity Exploration: Examining Counselor Trainees' Reactions to Difficult Dialogues

What does it mean to be a community relations professional in Northern Irish education? Some research‐based answers

Dealing with death in an educational context

Contact Info

Product

Resources

About