Teaching and Learning through Desire, Crisis, and Difference: Perverted Reflections on Anti-Oppressive Education

Reflects on one educator's experiences teaching high school students and student teachers, suggesting that teaching was made meaningful, and learning against oppression was made possible, only when the group, consciously or unconsciously, made use of non-normalized or perverted forms of desire...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	Radical teacher (Cambridge) 2000-10 (58), p.6-11
1. Verfasser:	KUMASHIRO, KEVIN K.
Format:	Artikel
Sprache:	eng
Schlagworte:	Asian Americans Business ethics Consciousness Raising Conversation Creative Teaching Education Emotions Ethics Gay rights High School Students High Schools Higher Education Learning Learning Processes Lesson Plans Morality Nontraditional Education Oppression Pedagogy Preservice Teacher Education Professional ethics Queer studies Racism Self concept Sexism Sexuality Social Attitudes Stereotypes Student Attitudes Student Teachers Teacher Certification Teacher education Teachers Teaching TEACHING AND SOCIAL DIFFERENCE: BEYOND IDENTITY POLITICS Teaching Methods Values
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Beschreibung
Zusammenfassung:	Reflects on one educator's experiences teaching high school students and student teachers, suggesting that teaching was made meaningful, and learning against oppression was made possible, only when the group, consciously or unconsciously, made use of non-normalized or perverted forms of desire and crisis. Notes the teacher's realization that anti-oppressive education cannot revolve around affirmation and sameness. (SM)
ISSN:	0191-4847 1941-0832