The United States is more ideologically, philosophically, culturally, linguistically, racially, and ethnically diverse than she has been in any given point in her history; however, many of her citizens are currently living in a state of fear. What stands out the most is how we allow this fear to take over our lives in multiple ways. We fear our neighbors; therefore, we do not engage them. We fear young people and the way they look; therefore, we do not have conversations with them. We fear the possibility of terrorists' attacks; therefore, we utilize eavesdropping and surveillance devices on our citizens. There are some of us who fear the lost of gun rights; therefore, we stockpile weapons. We fear anything that is different from who we are and what we believe. This nation has, at many points within our history, become more united because of our fear; however, as our borders, physical and virtual, become less protective and the opportunities to connect more via the digital world expand, we must educate our citizenry to not live in fear but in hope. To teach, learn, and lead democratically requires the individual to engage in problem posing and in critiquing taken-for-granted narratives of power and privilege. Critical change occurs with significant self-sacrifice, potential alienation/rejection, and costly consequences. Educators must do justice to the larger social, public, and institutional responsibility of our positions, and we must exercise courage in creating opportunities for change. Diversity, Equity, and Inclusive Education: A Voice from the Margins, provides the space and opportunity to move beyond a state of fear, into a state of "organic transformation," a place where fear creates the energy to speak those things that are not, as though they were.
<i>A Companion to the Anthropology of Education</i> presents a comprehensive and state-of-the-art overview of the field, exploring the social and cultural dimension of educational processes in both formal and nonformal settings.</p> <ul> <li>Explores theoretical and applied approaches to cultural practice in a diverse range of educational settings around the world, in both formal and non-formal contexts </li> <li>Includes contributions by leading educational anthropologists </li> <li>Integrates work from and on many different national systems of scholarship, including China, the United States, Africa, the Middle East, Colombia, Mexico, India, the United Kingdom, and Denmark </li> <li>Examines the consequences of history, cultural diversity, language policies, governmental mandates, inequality, and literacy for everyday educational processes</li> </ul>
This book provides a comprehensive conceptual framework, case studies, workshop processes and designs for academic development programs supported by two key concepts: Participatory Action Learning and Action Research (PALAR) - a conceptual integration of action learning and participatory action research - and action leadership. PALAR is conceived as a philosophy, a methodology, a theory of learning and knowledge creation, and as a facilitation process. Action leadership involves collaboration, action, concern and responsibility for others, rather than a position of power and control over them. It is participatory, strategic, ethical and non-hierarchical. The authors, PALAR leaders, have drawn upon their extensive experience in a South African context to provide what I have found to be the strongest response to the call for a reconsideration of traditional academic scholarship in favour of a scholarship of discovery, integration, application, and teaching. This has clear international significance in guiding university faculty worldwide in their efforts to develop an engaged scholarship informed by theory that is critical, phenomenological, experiential, action-oriented, strengths-based, and grounded. Dr Joseph M. Shosh, Professor and Chair, Department of Education, Moravian College, Bethlehem, Pennsylvania, USA It is a must-read for academics, academic leaders and academic developers who wish to make higher education more relevant, authentic and effective. Professor Brenda Leibowitz, Chair, Teaching and Learning, University of Johannesburg, South Africa Foucault argued for power being exercised by all in an organization or society, and these authors not only encourage such action but provide processes and examples of how to go about it. Dr Pip Bruce Ferguson, Teaching Enhancement Unit, Dublin City University, Ireland With the increased focus on scholarship and more importantly integrated scholarship, this book will serve as an inspiration to stimulate the possibility of approaching knowledge creation in a scholarly manner. As such this book makes an important contribution that inspires and provides tools to realize the vision of sustainable development and transformation in the South African context. Dr Ruth Albertyn, Centre for Higher and Adult Education, Faculty of Education, University of Stellenbosch, South Africa
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