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Teaching to disrupt preconceptions : education for social justice in the imperial aftermath

Hickling-Hudson, Anne R. (2011) Teaching to disrupt preconceptions : education for social justice in the imperial aftermath. Compare, 41(4), pp. 453-465.

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Abstract

In this paper I discuss some of the approaches that I take in challenging student teachers to understand education in global context, rather than in a decontextualized or instrumental way. These approaches draw on my experience of being an educator from the ‘global South’ (the Caribbean) now working in the ‘global North’ (Australia). As the first black teacher that most Australian student teachers have encountered in their entire education, I find that I can offer them provocative educational narratives and questions stemming from a lifetime career in education, studying and working in various roles in schools, colleges, universities and ministries of education in Jamaica, Grenada, Hong Kong, the UK, the USA and Australia. I set out to disrupt the preconceptions of my students as a starting point in a collective journey of thinking differently about education.

Impact and interest:

3 citations in Scopus
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2 citations in Web of Science®

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ID Code: 49303
Item Type: Journal Article
Keywords: Preconceptions, Social justice, Education, Politics, Cultures
DOI: 10.1080/03057925.2011.581513
ISSN: 0305-7925
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
Deposited On: 23 Mar 2012 04:02
Last Modified: 23 Mar 2012 04:02

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