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Re-Living Dangerous Memories: On-Line Journaling to Interrogate Spaces of

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eBook details

  • Title: Re-Living Dangerous Memories: On-Line Journaling to Interrogate Spaces of "Otherness" in a Multicultural Course.
  • Author : Journal of Curriculum Theorizing
  • Release Date : January 22, 2006
  • Genre: Education,Books,Professional & Technical,
  • Pages : * pages
  • Size : 228 KB

Description

Challenges, posed by Darling-Hammond (1997), require that schools in America do something they have never done before--that is educate all children. As university professors, committed to social justice and transformation of institutions, we have broken from what McWilliam (1994) calls "teacher education as a fragmented, not a unified project" (p. xvii), to begin the journey of a counter-discourse to the hegemonic discourse of teaching in the academy. To prepare future teachers to teach for understanding and to teach for diversity require that they interrogate "spaces of otherness"--the geographical spaces of the city where children of color live--and the "dangerous memories" (Caruthers, 2005, p.26) that "keep us [them] from seeing ourselves [themselves] 'oppositionally,' to imagine, describe, and invent ourselves [themselves] in ways that are liberatory" (hooks, 1992, p. 2). Geographical spaces are influenced by cultural and historical images; and, as Soja (cited in Haymes, 1995) contends "portrayed as normal and ordered at the expense of constructing others as abnormal and disordered" (p. 4). Ladson-Billings and Donnor (2005) offer Dubois' concept of double consciousness and Anzaldua's work to explain that identities may evoke "multiple consciousness" (p. 242), formed not only by gender, race, religion, and sexuality, but also "geographic realities such as living along the U.S.-Mexico border, in urban spaces, or on government-created Indian reservations" (p. 282).


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