The border pedagogy revisited

Kazanjian, Christopher J.

doi:10.1080/14675986.2011.643135

Cited by 15 publications

(4 citation statements)

References 8 publications

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“…In exploring borderland spaces that exist between Mexico and the USA, Cashman and McDermott () theorized upon the role schools and instructors play in educating borderland students. Lastly, in encouraging students to understand how their histories have produced their identities, Kazanjian () has promoted border pedagogy as a way to “remove cultural and political barriers in order to attain a greater understanding of the human experience” (p. 371).…”

Section: Border Pedagogymentioning

confidence: 99%

Being human today: A digital storytelling pedagogy for transcontinental border crossing

Stewart¹,

Gachago²

2016

Brit J Educational Tech

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Kristian Stewart is a King-Chavez-Park Future Faculty Fellow and Lecturer II in the Writing Program at the University of Michigan-Dearborn. Her research interests center on the writing practices of digital storytellers, emphasizing story work as a spatial practice that can alter classroom habitus alongside student perceptions of themselves, each other, and the work they produce. Dr. Stewart is currently collaborating on a grant from the University of Michigan that seeks to bring digital storytelling into a Flint, Michigan, high school classroom as a means for students to share experiences derived from the water crisis. Daniela Gachago is a senior lecturer in the Centre for e-Learning at the Cape Peninsula University of Technology. Her research interests lie in the potential of emerging technologies to improve teaching and learning in higher education, with a particular focus on using social media and digital storytelling for social change. She completed a PHD at the UCT School of Education where she explored the role of emotions in transforming students' engagement across difference and a Masters in Adult AbstractThis article reports the findings of a collaborative digital storytelling project titled "Being Human Today," a multimodal curricular initiative that was implemented simultaneously in both a South African and an American university classroom in 2015. By facilitating dialogue and the sharing of digital stories by means of a closed Facebook group, instructors were able to investigate students' critical awareness and social consciousness regarding notions of "self" and "other" across continents. Case study methodology was applied as a research framework to collect, code, and triangulate data gathered from student-driven texts, Facebook entries, and studentproduced digital stories. Framed by Giroux's border pedagogy and set within social justice education, findings provide evidence of our students' desire to be connected to each other, both locally and abroad, which we found to be the heart of what it means to be human today. Further, data revealed how sharing stories as cultural and personal artifacts worked to demystify notions of otherness in both local and global contexts. In particular, the comparison of personal stories shared in this space allowed for critique and a raised awareness of how students are impacted by global hegemonic discourses. Implications of practice for this study include breaking down the barriers-both real and imagined-as they relate to how educators conceive the use of technology in classroom spaces and student engagement across continents.

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Section: Border Pedagogymentioning

confidence: 99%

Being human today: A digital storytelling pedagogy for transcontinental border crossing

Stewart¹,

Gachago²

2016

Brit J Educational Tech

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“…As a pedagogical tool analogous to Freire's (1996) concept of conscientização, border pedagogy encourages educators to examine their assumptions to make the narratives of those othered more accessible (Kazanjian, 2011). Border crossing creates awareness through understanding how differences within and between disparate groups can expand the potential of human life (Giroux, 2005).…”

Section: Border Pedagogymentioning

confidence: 99%

Reintegration as Border Pedagogy: A Female Text

Wright

2023

Qualitative Inquiry

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Adult literacy learners often survive on the periphery while holding burdens of invisible barriers. In this article, I explore the border between those in the mainstream and those seeking reintegration and community. Finding resonance with artography, I resist methodological enclosure just as the individuals I work with resist the boundaries that attempt to define them. Emboldened by critical arts-based research, I employ artography to examine my experiences as an adult literacy facilitator supporting formerly incarcerated women. Through metaphorical, poetic, and artful inquiry, I explore a border pedagogy, reaching for a shift in consciousness. Understanding borders as the barrier that separates formerly incarcerated learners from mainstream community, I have attempted a pulling of threads to unravel and then re-stitch an understanding (of) the lines that (no longer) blindly hem us in.

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“…The curriculum of Juárez is affected everyday by the headlines that create fear and desperation in its citizens. So frequent are the headlines of death and fear, that a process of normalization has made the atrocities a part of the social and cultural fabric (Kazanjian, 2011). The city has a murder rate of about 230 per 100,000 people and has become known as "the dying city" (Rodriguez, 2010;Weissert, 2011).…”

Section: Trauma In the Currerementioning

confidence: 99%

Finding a worldly curriculum: utilizing a cosmopolitan curriculum in a global community

Kazanjian

2012

Journal of Global Responsibility

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Purpose -Many twenty-first century academics engaged in the discourse of multicultural issues have misplaced their focus on polemics and platitudes. In the USA, students are not following a curriculum that will help them understand multiculturalism nor are they being given the tools to help shape the global community. The purpose of this paper is to discuss how a cosmopolitan curriculum is able to find new possibilities for students and teachers, in order to develop a better multicultural education. The end result will prepare individuals to become active participants in the global community. Design/methodology/approach -The paper seeks to uncover the theory of cosmopolitanism into the discourse of public school curriculum and with a review of the literature, as well as the application to current global situations, seeks to apply a cosmopolitan curriculum to help the process of globalization. Findings -It is the responsibility of educators to prepare students for a global community; through the curricular methods of a cosmopolitanism, one is able to do so. Originality/value -The paper presents a unique perspective on how to take responsibility for creating a global community, which may begin in the classroom.

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The border pedagogy revisited

Cited by 15 publications

References 8 publications

Being human today: A digital storytelling pedagogy for transcontinental border crossing

Being human today: A digital storytelling pedagogy for transcontinental border crossing

Reintegration as Border Pedagogy: A Female Text

Finding a worldly curriculum: utilizing a cosmopolitan curriculum in a global community

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