Overview
- Casts new light on critical literacy education within diverse cultural contexts
- Sets forth a culturally responsive 'pedagogical lens' for educators
- Draws on an international range of case studies
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Table of contents (11 chapters)
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Front Matter
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Part II
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Front Matter
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Part V
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Front Matter
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Back Matter
Keywords
About this book
This book convincingly argues that effective culturally responsive pedagogies require teachers to firstly undertake a critical deconstruction of Self in relation to and with the Other; and secondly, to take into account how power affects the socio-political, cultural and historical contexts in which the education relation takes place. The contributing authors are from a range of diaspora, indigenous, and white mainstream communities, and are united in their desire to challenge the hegemony of Eurocentric education and to create new educational spaces that are more socially and environmentally just. In this venture, the ideal education process is seen to be inherently critical and intercultural, where mainstream and marginalized, colonized and colonizer, indigenous and settler communities work together to decolonize selves, teacher-student relationships, pedagogies, the curriculum and the education system itself. This book will be of great interest and relevance to policy-makers andresearchers in the field of education; teacher educators; and pre- and in-service teachers.
Reviews
“The book is well worth reading – and not only by teacher educators and pre-and in-service teachers; it is a welcome addition to the literature that addresses decoloniality at all levels of education. … the book will be of significant interest to those who are engaging with decolonistation of the curriculum – in any context – and is recommended highly.” (Sheila Trahar, Compare A Journal of Comparative and International, September, 2017)
“An important read for educators, administrators and policy makers … a very welcome addition to studies of decolonial education and the poetics and politics of educational futurity.” (George J. Sefa Dei, Professor of Social Justice Education, University of Toronto, Canada)
Editors and Affiliations
About the editors
Fatima Pirbhai-Illich is Associate Professor and Chair of the Language and Literacy Education Department at the University of Regina, Saskatchewan, Canada. Her research focuses on critical multicultural literacy education for marginalised and disenfranchised youth.
Shauneen Pete is Associate Professor in the Faculty of Education at the University of Regina, Saskatchewan, Canada and a nehiyaw (Cree) woman from Little Pine First Nation, Saskatchewan, Canada.
Fran Martin works in Initial Teacher Education at the University of Exeter, UK. Her research interests are global education and intercultural learning.
Bibliographic Information
Book Title: Culturally Responsive Pedagogy
Book Subtitle: Working towards Decolonization, Indigeneity and Interculturalism
Editors: Fatima Pirbhai-Illich, Shauneen Pete, Fran Martin
DOI: https://doi.org/10.1007/978-3-319-46328-5
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2017
Hardcover ISBN: 978-3-319-46327-8Published: 10 March 2017
Softcover ISBN: 978-3-319-83492-4Published: 18 July 2018
eBook ISBN: 978-3-319-46328-5Published: 03 March 2017
Edition Number: 1
Number of Pages: XIX, 261
Number of Illustrations: 12 b/w illustrations
Topics: Sociology of Education, Curriculum Studies, Language Education, Ethnicity in Education, International and Comparative Education, Alternative Education