13 avril 2014

Bonds of Difference: Participation as Inclusion

By and . This article is the sixth in a series about pedagogical alterity. See the original CFP for more details. This is a follow-up article to “Bonds of Difference: Illusions of Inclusion”.
As teachers who consider the whole world a virtual classroom and community, many of us sometimes mistakenly assume that if we create space for representing the “voice” of the marginalized, all will be fine. But as long as the classroom or community is founded on the principles of learning/teaching from one particular context, marginal voices from beyond that context will continue to go unheard, or be heard and misunderstood, or understood but remain stereotyped and marginalized. It only takes a moment’s reflection to realize that we cannot assume the local is global without contextual considerations. More...

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