Mapping Everyday: Gender, Blackness, and Discourse in Urban Contexts

Autor/inn/en	Taylor, L. Hill, Jr.; Helfenbein, Robert J.
Titel	Mapping Everyday: Gender, Blackness, and Discourse in Urban Contexts
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 45 (2009) 3, S.319-329 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
Schlagwörter	Self Concept; Multicultural Education; Global Approach; Theory Practice Relationship; Gender Differences; Race; Curriculum; Social Bias; Urban Areas; College Students; Geographic Location; Discourse Analysis; Mass Media; Student Attitudes; Ideology; Blacks; African American Students; Racial Bias; District of Columbia + Suchen Sie Ihr Suchwort? Selbstkonzept; Multikulturelle Erziehung; Globales Denken; Theorie-Praxis-Beziehung; Geschlechterkonflikt; Rasse; Abstammung; Curricula; Lehrplan; Rahmenplan; Urban area; Stadtregion; Collegestudent; Diskursanalyse; Massenmedien; Schülerverhalten; Ideologie; Black person; Schwarzer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus
Abstract	This article argues that by using theories of the spatial to understand how situated materiality (i.e., place) and contestations of identity matter when conceiving global and curricular space, educators may interrupt and rearticulate practices and systems of oppression. By focusing on globalization writ large, there is danger of leaving important concerns of the local unattended, and thereby failing to see how processes of globalization exacerbate problematic and oft-hidden curricular issues. Such diversions typify the most insidious quality of the current form of globalization; that is: an articulation of ubiquitous, uniform, and systemically oppressive social scripts. Through the contestation of such scripts, this article focuses on the achievement of better spaces when gender and race are involved. We offer a discussion of curriculum where students write about and argue against the dominant representations of their lives in Washington, DC. Concluding meditations stress that a new conceptual frame is needed in everyday curriculum theorizing, one that enables a reconstruction of curriculum theorists' positionalities with regard to our support, or rerouting, of the scripts that enable globalized systems of oppression and occlusion. (Contains 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10