New imaginations of difference: on teaching, writing, and culturing

Chawla, Devika; Rodriguez, Amardo

doi:10.1080/13562510701596265

Cited by 18 publications

(9 citation statements)

References 5 publications

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“…The identification may have been brief, but it had enduring effects. It was as if the previously rigid adherence to the categories of 'teacher' and 'student' had separated us from the students, and now we were connected in a manner that highlighted our common humanity (Chawla and Rodriguez, 2007). We remembered and recognised, in our students' responses to that questionnaire, our own frailties as beginner students.…”

Section: What Happenedmentioning

confidence: 90%

Reframing ‘the problem’: students from low socio-economic status backgrounds transitioning to university

Devlin¹,

McKay²

2014

Universities in Transition: Foregrounding Social Contexts of Knowledge in the First Year Experience

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Part 2-Revaluing: 'non-traditional' student groups in higher education 3 Classism on campus? Exploring and extending understandings of social class in the contemporary higher education debate Angelique Bletsas and Dee Michell 4 Reframing 'the problem': students from low socioeconomic status backgrounds transitioning to university Marcia Devlin and Jade McKay 5 Changing social relations in higher education: the first-year international student and the 'Chinese learner' in Australia Xianlin Song

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Section: What Happenedmentioning

confidence: 90%

Reframing ‘the problem’: students from low socio-economic status backgrounds transitioning to university

Devlin¹,

McKay²

2014

Universities in Transition: Foregrounding Social Contexts of Knowledge in the First Year Experience

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“…For those who teach, exercises in imagining the university in future ought to involve imagining how their classes might look. I propose that such futurebuilding imaginative exercise have to involve envisioning experimenting with teaching students to want -to paraphrase Chawla and Rodriguez (2007) -to "examine difference that is mindblowing, that is beyond our/their imagination, that is rooted in the complexity of relationships rather than in the socially The common question that ties all of these questions together is whether tomorrow will bring more of the same as today; whether you, as student, administrator, teacher, or researcher will be doing more or less the same work, in more or less the same way, perhaps with a faster laptop, but essentially unchanged. I suspect that if we are going to rebuild our universities as spaces of possibilities, the future has to be radically rethought.…”

Section: The Idea Of Transformation As Assimilation Is Rejectedmentioning

confidence: 99%

Transforming transformation in research and teaching in South African universities

Moodley

2021

Journal of Contemporary African Studies

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for contributing so generously to some of the publication costs.Wikus van Zyl and Emily Vosloo at AFRICAN SUN MeDIA have, furthermore, been superb in their support, encouragement and advice. It really does make a huge difference to have responsive and encouraging publishers.And finally, thanks so much, Crain Soudien, for agreeing to write the foreword in spite of your busy schedule. This work is built on an important and significant inquiry into Higher Education which you led a decade ago. A special note from RobI would like to give special thanks to the following: Ronelle. With your knowledge, critical and empathetic insights, social conscience, and down to earth sense of humour, working with you has not only been a very enriching intellectual experience but great fun too. Genay Dhelminie, Nwabisa Madikane and Marinice Walters-Kemp (the three administration officers in the Department of Sociology and Social Anthropology). Your friendly, thoughtful and helpful manner plays a key part in making the department open and accessible to everyone.The students I teach for teaching me. Thanks for the animated conversations, in the lecture theatre and in smaller groups, about gender, sexuality, race and class and for laughing at some of my jokes.The Critical Academic Practitioners (CRAP) postgraduate support for turning research into a social activity and sharing research insights, innovative methods, anxieties and pleasures in a friendly pedagogic space. Thanks to

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“…It is still about solving a problem (Reynolds & Trehan, 2001), even if the outcome is acknowledged as being beneficial for all students. Too often inclusion is about accommodation and toleration (Chawla & Rodriguez, 2007); however students want more than to be tolerated. Students want "to contribute to an enriched learning environment for themselves, their peers and perhaps even their teachers" (Asmar, 2005, p. 307).…”

Section: Inclusion Perspectivesmentioning

confidence: 99%

“…A poststructural perspective argues that "vocabularies of difference will inevitably be unstable" (Jones, 2004, p. 281), exposing the fluidity of identities and relationships of privilege and marginality. This perspective understands diversity as a verb rather than a noun and rejects the idea of stable categories of difference, exploring how social categories are arbitrary and socially constructed (Chawla & Rodriguez, 2007). When identities are critiqued and reconstructed, the notion of diversity shifts from static to dynamic, underlining "the dialectic and dual processes of being-made and self-making within the social power relations" (Mayuzumi et al, 2007, p. 582).…”

Section: Poststructural Perspectives Of Diversitymentioning

confidence: 99%

“…Educators using a poststructural perspective seek to understand diversity in ways that enlarge possibility (Chawla & Rodriguez, 2007) and against essential categories of diversity that lock people into a set of fixed, mutually exclusive characteristics (Fine & Weiss, 2005). Instead they recognize the presence of multiple identities within every person, how these are positioned in various ways in relation to dominant cultural expectations, and the need for ongoing inquiry into the diversity of our world.…”

Section: Poststructural Perspectives Of Diversitymentioning

confidence: 99%

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'Making a Difference': University Teachers' Narratives of Student Diversity

Mariskind¹

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<p>An increasing diversity of students in higher education has prompted much research investigating diverse students' learning needs and experiences; however there is little research investigating teachers' experiences of student diversity. This thesis reports on a study aimed at helping to redress this imbalance. Twenty-two New Zealand university teachers were interviewed and asked what 'diversity' means to them and invited to talk about their experiences of student diversity in small-group teaching contexts. The study had two aims. The first was to examine the meanings study participants make of the notion 'diversity' and of their experiences of teaching diverse students. The second aim was to problematize the notion of 'diversity' by exploring how these teachers position themselves and are positioned within classroom relationships and institutional contexts, and by considering the narrative and discursive resources they draw on to talk about their experiences. The study was underpinned by a relational ontology and used narrative and post-structural methods of data analysis. A review of the literature on diversity in higher education identified ways that diversity is conceptualized. Because teaching diverse students involves relations of power and care, analysis of the meanings of 'power' and 'care' in the literature provided further conceptual tools for data analysis. Analysis of participants' narratives finds that 'diversity' is not an innocent concept but a powerful way of positioning people within or outside categories of difference, in relation to dominant norms, or in ways that challenge such positioning. Study participants described diversity positively when talking about it as a concept but their narratives of experience often portrayed it as problematic, and they employed various narrative strategies to reconcile the tension between these positions. Participants' narratives often conflicted with the public narratives of their universities, suggesting that the challenges participants face and the practical knowledge they have acquired teaching diverse students are not adequately recognized or valued. This study shows that there are multiple ways to 'speak and do' diversity that are embedded in relations of power and care, and constructed within and from larger social, political and educational narratives. This study challenges those in higher education to think reflexively about diversity, and offers suggestions for constructing alternative narratives of diverse educational relations.</p>

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New imaginations of difference: on teaching, writing, and culturing

Cited by 18 publications

References 5 publications

Reframing ‘the problem’: students from low socio-economic status backgrounds transitioning to university

Reframing ‘the problem’: students from low socio-economic status backgrounds transitioning to university

Transforming transformation in research and teaching in South African universities

'Making a Difference': University Teachers' Narratives of Student Diversity

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