Reading with and against in the Times of Trump

Autor/in	Pyscher, Tracey
Titel	Reading with and against in the Times of Trump
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 33 (2020) 2, S.202-211 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pyscher, Tracey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2019.1681549
Schlagwörter	Politics of Education; Critical Literacy; Neoliberalism; Racial Bias; Current Events; Multicultural Education; Cultural Pluralism; Teaching Methods; Resistance (Psychology); Activism; Trend Analysis; Educational Trends + Suchen Sie Ihr Suchwort? Educational policy; Bildungspolitik; Kritisches Lesen; Neo-liberalism; Neoliberalismus; Racial discrimination; Rassismus; Aktualität; Multikulturelle Erziehung; Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; Resistenz; Aktivismus; Politischer Protest; Trendanalyse; Bildungsentwicklung
Abstract	In this article, I wonder on how to differently teach in the times of Trump where the old masks of domination (e.g., racism, sexism, homophobia) are made more explicit "while" also critically bearing in mind how other larger discourses like neoliberalism shapes our responses to the fascist leanings embodied in Trumpism. I explore how the backdrop of US cultural politics and white supremacy is also shaped by a new form of neoliberal multiculturalism that is meant to further divide collective efforts on the parts of racialized and classed marginalized communities. I close by offering concrete pedagogical strategies so to challenge activist researchers and educators to reconsider how to collectively navigate and resist the impulses inspired by this explicitly bigoted neoliberal times we live in. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01