"So Far Multicultural That She Is Racist to Australians": Discomfort as a Pedagogy for Change

Autor/inn/en	Faulkner, Julie; Crowhurst, Michael
Titel	"So Far Multicultural That She Is Racist to Australians": Discomfort as a Pedagogy for Change
Quelle	In: Pedagogy, Culture and Society, 22 (2014) 3, S.389-403 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2014.910251
Schlagwörter	Cultural Pluralism; Multicultural Education; Foreign Countries; Teaching Methods; Student Attitudes; College Faculty; College Students; Feedback (Response); Social Justice; Reflection; Self Evaluation (Individuals); Teacher Education Programs; Student Evaluation of Teacher Performance; Emotional Response; Australia + Suchen Sie Ihr Suchwort? Kulturpluralismus; Multikulturelle Erziehung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Fakultät; Collegestudent; Soziale Gerechtigkeit; Emotionales Verhalten; Australien
Abstract	Critical discussion of the social conditions that shape educational thinking and practice is now embedded in accredited Australian teacher education programmes. Beneath beliefs that critique of educational inequality is desirable, however, lie more problematic questions around critical pedagogies, ethics and power. Emotional investments can work to protect habituated ways of thinking, despite attempts to move students beyond their comfort zone. This strategic process can shift attitudes and promote intellectual and emotional growth, but can also produce defensive reactions. This article, a self-reflexive study in relation to an incident in a tertiary Education programme, examines how formal student feedback on content and pedagogy positions a teacher. The study also frames and reframes ways in which learner feedback to critical approaches might be read. Such exploration articulates particular tensions and challenges inherent in critical teacher education pedagogies. The argument also examines the potential of disruptive teaching approaches for recontextualising, and driving forward, both learner and teacher response. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10