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This dissertation examines and explores the negotiation of hegemonic power structures in two Communication classrooms. This project, an exploratory case study, investigates the classrooms of two professors of different marginalized identities. Both educators employed critical and engaged pedagogy in their classrooms that enabled students to engage, and allowed for deep and ethical listening that valued students and the stories they shared. The author engaged in an activist researcher role that contributed to a particular scaffolding of knowledge and learning, broadened the theoretical and experiential canon from which to draw, and worked in partnership and ally-ship contributing to each learning community, taking the necessary risks in order to interrupt status quo narratives that emerge in the classroom and other socio-political structures in U.S. culture.
This book challenges the assumptions behind the idea of digital citizenship in order to turn the attention to cases of innovation, social change and public good.
This book analyses the key livelihood and governance challenges that the urban poor experience while navigating public spaces in Dhaka, Bangladesh. Using data collected through extensive fieldwork in Bangladesh, the book contributes to the emerging scholarship of resilient cities, gendered space, spatial justice, and poverty in cities of the Global South. The book assesses the everyday politics of survival for the urban poor; how the poor negotiate different levels of formal and informal modes of power and governance; and the dynamics of gender. It explores how tenuous counter-spaces are created when these factors combine to provide a valuable framework for work in other urban contexts in the Global South beyond Bangladesh. Using cross-disciplinary perspectives, this book investigates the issues of human development, urban governance, urban planning and the gendered nature of urban space to outline how these issues enable or constrain poor people’s livelihood practices and their rights to be in the city. Exploring debates surrounding placemaking and inclusive cities and their connection to poor people’s livelihoods, this book will be of interest to scholars in the field of Sociology, Development Studies, Planning, Geography and Anthropology.
The book Challenging the Representation of Ethnically Divided Cities: Perspectives from Mostar questions the existing overrepresentation of Mostar as an ethnically ‘divided city’. While acknowledging the existence of internal borders, the chapters in this book assert that they are not solid nor fixed and, by exploring how they become material or immaterial, the book offers a deeper understanding of the city’s complex dynamics. Accordingly, the chapters in this book are attentive to how ethnic divides materialise or lose importance because of socio-political contingencies. Events, groups and spaces that promote reconciliation from the bottom-up are examined, not necessarily to assess their success and failures but rather to look at how they create networks, gain trust and form platforms that generate novel understandings of ethnic loyalties and party memberships. Further, and drawing both on the empirical data and theoretical reflections, this volume contributes to broader debates about ‘divided cities’ by suggesting the need to engage with these cities in their complexities rather than reducing them to their ethno-national divisions. The book engages with socio-political and economic complexities in order to shed light on how ethnic conflicts and resulting spatial partitioning are often just the surface of much more complex dynamics that are far less easy to disentangle and represent. The chapters in this book were originally published in Space and Polity.
Contested Spaces of Teaching and Learning examines the educational experiences of adults as cultural practice. These practices take place in diverse settings from formal educational contexts to institutionally interstitial realms to fluid and explicitly contested everyday spaces. This edited collection includes twelve richly rendered ethnographic case studies written from the perspective of practitioner-ethnographers who straddle the roles of educator and ethnographic researcher. Drawing on distinct theoretical framings, these contributors illuminate the ways in which adults engaged in teaching and learning participate in cultural practices that intersect with other dimensions of social life, such as work, recreation, community engagement, personal development, or political action. By juxtaposing ethnographic inquiries of formal and informal learning spaces, as well as intentional and unintended challenges to mainstream adult teaching and learning, this collection provides new understandings and critical insights into the complexities of adults’ educational experiences.
Originally published as Negotiating Language, Constructing Race, 1998, in the series titled Contributions to the Sociology of Language, 79, sociologist Nirmala Srirekam PuruShotam discusses language as a social phenomenon, focusing specifically on the configuration of nation in Singapore. Annotat
The Curriculum and Pedagogy book series is an enactment of the mission and values espoused by the Curriculum and Pedagogy Group, an international educational organization serving those who share a common faith in democracy and a commitment to public moral leadership in schools and society. Accordingly, the mission of this series is to advance scholarship that engages critical dispositions towards curriculum and instruction, educational empowerment, individual and collectivized agency, and social justice. The purpose of the series is to create and nurture democratic spaces in education, an aspect of educational thought that is frequently lacking in the extant literature, often jettisoned via efforts to de-politicize the study of education. Rather than ignore these conversations, this series offers the capacity for educational renewal and social change through scholarly research, arts-based projects, social action, academic enrichment, and community engagement. Authors will evidence their commitment to the principles of democracy, transparency, agency, multicultural inclusion, ethnic diversity, gender and sexuality equity, economic justice, and international cooperation. Furthermore, these authors will contribute to the development of deeper critical insights into the historical, political, aesthetic, cultural, and institutional subtexts and contexts of curriculum that impact educational practices. Believing that curriculum studies and the ethical conduct that is congruent with such studies must become part of the fabric of public life and classroom practices, this book series brings together prose, poetry, and visual artistry from teachers, professors, graduate students, early childhood leaders, school administrators, curriculum workers and planners, museum and agency directors, curators, artists, and various under-represented groups in projects that interrogate curriculum and pedagogical theories.
CONTRIBUTIONS TO THE SOCIOLOGY OF LANGUAGE brings to students, researchers and practitioners in all of the social and language-related sciences carefully selected book-length publications dealing with sociolinguistic theory, methods, findings and applications. It approaches the study of language in society in its broadest sense, as a truly international and interdisciplinary field in which various approaches, theoretical and empirical, supplement and complement each other. The series invites the attention of linguists, language teachers of all interests, sociologists, political scientists, anthropologists, historians etc. to the development of the sociology of language.
1. 1 Researching the global everyday of women activists 1. 1 Researching the global everyday of women activists: Experiencing and doing globalisation Going through the broad spectrum of globalisation research and literature, one might be astonished at how much it assumes the force of global change, and how little of this literature demonstrates this force in an empirically grounded way. This study, being based on six months of empirical research in Malaysia in 2004, sets out to counter this lack of thick description of globalisation processes. It takes up the challenge of researching the “global everyday” (Appadurai 2000, 18) of civil society actors in Malaysia and focuses on how social activists belonging to different branches of the women’s movement selectively app- priate, transform and even create global meanings and materialise them in local practices. The methodological endeavour of combining globalisation research and ethnography has been taken up by a diversity of authors. Burawoy and his research team have developed a complex methodological framework by focusing on the experiential dimensions of globalisation. They want to produce a “grounded globalisation” or “perspectives on globalisations from below” (Burawoy 2000b, 338, 341). This perspective is very fruitful, as the notion of experiencing globalisation as “forces, connections, and imaginations” (Burawoy et al. eds. 2000) relocates the global in the local and ties both together in mutual constitution.