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

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

• Hickling-Hudson, Anne School of Cultural and Language Studies in Education, Queensland University of Technology

Compare: A Journal of Comparative Education, 41(4), 453-465, 2011

Routledge

2011

• M 教師與教師教育
  • MA 教師之專業教育
• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見
• P 香港教育各層面與外地之比較
  • PB 香港教育各層面與外地之比較

Cross Cultural Studies Politics of Education Postcolonialism Preservice Teacher Education Teaching Methods Preconceptions Social Justice

• Australia
• Jamaica
• Grenada
• Hong Kong
• Great Britain
• United States

• 1997.7 onwards

• 專上教育

In this article the author discusses some of the approaches that she takes in challenging student teachers to understand education in global context, rather than in a decontextualised or instrumental way. These approaches draw on the author's 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, the author finds that she 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. The author sets out to disrupt the preconceptions of her students as a starting point in a collective journey of thinking differently about education.
[Copyright of Compare: A Journal of Comparative Education is the property of Routledge. Full article may be available at the publisher’s website:
http://dx.doi.org/10.1080/03057925.2011.581513]

Refereed article

• 英文

期刊論文

• 03057925

• 10.1080/03057925.2011.581513

https://bibliography.lib.eduhk.hk/tc/bibs/94b120b2

2014-06-24