The Racialized Body of the Educator and the Ethic of Hospitality: The Potential for Social Justice Education Re-visited

Sinha, Shilpi

doi:10.1007/s11217-018-9606-7

Cited by 8 publications

(8 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is problematized by James Scott Johnston who argues that the roles of the school "towards defining social justice, implementing a social justice curriculum, and monitoring the effectiveness of such a curriculum" are unclear [21] (p. 119). Shilpi Sinha's [22] article, which is another example of an exclusive focus on social justice, also qualifies the educational theory literature on classroom hospitality by adding the intricacies of the positioning of the educator and issues of racialization.…”

Section: Social Justicementioning

confidence: 99%

And That’s Not All: (Sur)Faces of Justice in Philosophy of Education

Papastephanou

2021

Philosophies

View full text Add to dashboard Cite

Adjectives such as “environmental”, “social”, “cosmopolitan”, “relational”, “distributive”, etc. reflect how scholars discern the many faces of justice and put several claims to, and claimants of, justice in perspective. They have also helped related research to focus on some surfaces of justice, that is, on spaces that invite justice, localities and formations, such as the state, social policies, social institutions, etc. within which ethical-political challenges unravel. Diverse philosophical perspectives enable context-specific explorations of (sur)faces of justice. However, I argue, there is more to the concept of justice than what perspectives (considered alone or in their sum total) allow us to view. To theorize how this surplus may be more discernible through stereoscopic rather than perspectival optics I first describe how educational-philosophical perspectives, old and new, discuss just education or education for justice; and then I critique the very notion of perspective on which scholarly work relies. Despite their merits, perspectival framings of justice fail to address the interconnectivity of various (sur)faces of justice.

show abstract

Section: Social Justicementioning

confidence: 99%

And That’s Not All: (Sur)Faces of Justice in Philosophy of Education

Papastephanou

2021

Philosophies

View full text Add to dashboard Cite

show abstract

“…Recent work published in this journal has opened up new trajectories for re-thinking hospitality in education as an affective, spatial, and relational practice (Zembylas 2019 ). Scholars have critiqued and taken further a Derridean hospitality-as-ethics framework, proposing a less metaphorical view of hospitality, and proposing one that accounts for emotions, spatiality and affectivity, encompassing everyday practices (Zembylas 2019 ; Sinha 2018 ; Rasheed 2018 ; Bryzzheva 2018 ). In this section we discuss our understanding of the current debate on hospitality in education, starting with Derrida’s work, presenting the critiques that have been moved to it, and finally positioning ourselves within the debate.…”

Section: Hospitality and Educationmentioning

confidence: 99%

“…Critiques based on the metaphorical enactment of hospitality have been moved both to Ruitenberg’s framework and to Derrida (Zembylas 2019 ; Santoro 2016 ; Eppert 2011; Sinha and Rasheed 2018 ; Sinha 2018 ; Bryzzheva 2018 ; Rasheed 2018 ). Building on Bulley’s idea of hospitality as spatial and affective (Bulley 2015 ), Zembylas ( 2019 ) further develops the concept of affective hospitality in education by drawing on affect theory.…”

Section: Hospitality and Educationmentioning

confidence: 99%

“…He argues for a re-conceptualization of hospitality as a material and affective practice which needs to pay attention to how bodies interact in particular places, building or demolishing ‘atmospheric walls’ (Ahmed 2014 ). Shilpi Sinha ( 2018 ), Shaireen Rasheed ( 2018 ), and Lyudmila Bryzzheva ( 2018 ) in their respective essays, similarly discuss ‘racialised bodies’—referring to non-white bodies—pointing out that these have received scarce attention in the hospitality-as-ethics framework. The authors’ dissatisfaction with such framework alludes to the impossibility to make it work in the classroom where there are non-white bodies and spaces: racialised students and teachers, inhabiting spaces marked by ‘whiteness’ as these are supplanted by white structures and white social systems and order, are excluded from a truly hospitable framework.…”

Section: Hospitality and Educationmentioning

confidence: 99%

“…The adoption of an ethic-of-hospitality framework that follows Derrida’s conceptualisations and the insoluble tensions he identified (Derrida 2000 , 2001 , 2002a , b ) has been supported in particularly by Claudia Ruitenberg, who developed and applied such framework to curriculum and pedagogy (Ruitenberg 2011a , b , 2015 , 2018 ). Other authors, writing on Studies in Philosophy and Education , have argued for a concept of hospitality that accounts for affectivities and the (spatial) materialities, developing the idea of affective hospitality , which would be the basis for transformational pedagogies (Zembylas 2019 ; Sinha 2018 ; Rasheed 2018 ; Bryzzheva 2018 ).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

On Online Practices of Hospitality in Higher Education

2021

View full text Add to dashboard Cite

This article contributes to conversations on hospitality in educational settings, with a focus on higher education and the online context. We integrate Derrida’s ethics of hospitality framework with a focus on practices of hospitality, including its affective and material, embodied dimension (Zembylas: Stud Philos Educ 39:37–50, 2019). This article offers empirical examples of practices of what we termed ‘virtual academic hospitality’: during a series of online collaborative and cross borders workshops with teachers of English based in the Gaza Strip (Palestine), we performed academic hospitality through virtual convivial rituals and the sharing of virtual gifts, which are illustrated here. We propose a revision of the concept of academic hospitality arguing that: firstly, academic hospitality is not limited to intellectual conversations; secondly, that the relationship between hospitality and mobility needs to be revised, since hospitality mediated by the technological medium can be performed, and technology may even stretch hospitality towards the unreachable ‘unconditional hospitality’ theorised by Derrida (Of hospitality: Anne Dufourmantelle invited Jacques Derrida to respond. Stanford University Press, Stanford, 2000); and thirdly, that indigenous epistemics, with their focus on the affective, may offer alternative understandings of conviviality within the academy. These points may contribute to the collective development of a new paradigmatic understanding of hospitality, one which integrates Western and indigenous traditions of hospitality, and which includes the online environment.

show abstract

From the Ethic of Hospitality to Affective Hospitality: Ethical, Political and Pedagogical Implications of Theorizing Hospitality Through the Lens of Affect Theory

Zembylas

2019

Stud Philos Educ

View full text Add to dashboard Cite

The Racialized Body of the Educator and the Ethic of Hospitality: The Potential for Social Justice Education Re-visited

Cited by 8 publications

References 16 publications

And That’s Not All: (Sur)Faces of Justice in Philosophy of Education

And That’s Not All: (Sur)Faces of Justice in Philosophy of Education

On Online Practices of Hospitality in Higher Education

From the Ethic of Hospitality to Affective Hospitality: Ethical, Political and Pedagogical Implications of Theorizing Hospitality Through the Lens of Affect Theory

Contact Info

Product

Resources

About