Pedagogies of Hope: Counter Narratives and Anti-Disciplinary Tactics

Jiwani, Yasmin

doi:10.1080/10714413.2011.597646

Cited by 10 publications

(3 citation statements)

References 22 publications

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“…In making explicit the power relations that underlie racialized representations, marginalized groups often engage in "making do" where they use the tools they have access to in order to launch their resistance. This can take the form of contesting claims of truth-telling, subversions of dominant narratives, articulations of counter-narratives, reframing and creating new or alternative meanings (Jiwani, 2011).…”

Section: Media Representations and Resistance: Critical Discourse Analysismentioning

confidence: 99%

Unravelling Discourses on COVID-19, South Asians and Punjabi Canadians

Gupta

Nagpal²

2022

SSJ

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This article uses critical discourse analysis to examine how the higher COVID-19 infection rates among South Asians in general, and Punjabis more specifically, have been represented by conservative politicians and their representatives as a consequence of cultural and religious practices. Two counter-narratives are discussed. The first substitutes the negative image of the Sikh Punjabi Canadian community with a celebratory and positive view of Sikh humanitarianism and community service. The second attributes the high numbers to class attributes such as precarious jobs, poverty-level wages, employment insecurity, lack of sick days, over-crowded housing, racism and lack of access to healthcare. We argue that the conservative explanation as well as the first counter-narrative reveal continuities in culturalist understandings of South Asian immigrants, albeit in slightly different ways. The second counter-narrative represents a discursive resistance by advancing a structural analysis of health and disease in immigrant communities.

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Section: Media Representations and Resistance: Critical Discourse Analysismentioning

confidence: 99%

Unravelling Discourses on COVID-19, South Asians and Punjabi Canadians

Gupta

Nagpal²

2022

SSJ

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“…but of an active engagement’ (Das, 2007: 68). In order to explore this understanding of struggle I use the dialectic of strategy and tactics (De Certeau, 1984; see also Jiwani, 2011), where strategy refers to the disciplinary actions imposed by those who exercise power, and tactics refer to the agentive actions of those who are subjected to power. In the context of migration, strategy is enacted through militarised and mediatised border regimes, as well as the institutionalisation of migrant detention centres and refugee camps.…”

Section: ‘Making Do’ With Protracted Experiences Of Waitingmentioning

confidence: 99%

Mobiles and ‘making do’: Exploring the affective, digital practices of refugee women waiting in Greece

Greene

2019

European Journal of Cultural Studies

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In the wake of the so-called European migrant crisis, migration scholars have zoomed in on digital technologies and mobility. Seldom addressed, however, are the affective entanglements of migrant digital practices. Yet, as this article argues, waiting is a deeply affective and embodied experience, mediated by information and communications technologies, and tempered both spatially and temporally. Using the cultural politics of emotion as an entry point, and a reflexive and vulnerable methodology, this article explores the digital practices of 15 women waiting in a refugee camp in Greece. In aiming to more justly represent their experiences, this article seeks to move beyond spatial descriptions of migration, as well as to unsettle prevalent discourses of displacement as a liminal condition. Herein, I use the dialectic of strategy and tactics to explore the ways in which smartphones are mobilised in order to ‘make do’ with protracted experiences of displacement. Three mediated practices of ‘making do’ are explored: non-mainstream news consumption as a tactic of self-care; mediated family practices as a tactic of hope; and nature photography as a tactic of creativity. In the context of a dehumanising strategy of migration containment, I will argue that everyday tactics of self-care, hope and creativity constitute affective forms of agency.

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“…Cajete (1994) shares that traditional models of teaching occur in "living place" (p. 33) according to local protocols that involve the learner's family, clan, and tribe in social, environmental, and spiritual forms of integrated learning. He distinguishes between informal learning as a day-to-day process of constructing traditional and empirical knowledge, and formal learning in which revealed 5 Several studies were not included because they focused on: public reconciliatory pedagogies (Gaztambide-Fern andez, 2012;Jiwani, 2011;Regan, 2010), pedagogical pathways for engaging Indigenous education in informal (Belczewski, 2009;Higgins, 2011Higgins, , 2014 and school settings (Bishop et al, 2009;Dion, 2009;Kanu, 2011;Tupper, 2011; Van der Wey, 2001) as opposed to Faculties of Education, or I was unable to obtain them for review (Mackinlay, 2005;Walker, 2000). 6 Some might consider learning from Indigenous traditional models of teaching a version of "culturally responsive schooling" (Brayboy & Castagno, 2009) that has been translated for use with teachers in Faculties of Education.…”

Section: Learning From Indigenous Traditional Models Of Teachingmentioning

confidence: 99%

Pedagogical pathways for Indigenous education with/in teacher education

Madden

2015

Teaching and Teacher Education

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Pedagogies of Hope: Counter Narratives and Anti-Disciplinary Tactics

Cited by 10 publications

References 22 publications

Unravelling Discourses on COVID-19, South Asians and Punjabi Canadians

Unravelling Discourses on COVID-19, South Asians and Punjabi Canadians

Mobiles and ‘making do’: Exploring the affective, digital practices of refugee women waiting in Greece

Pedagogical pathways for Indigenous education with/in teacher education

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