Teaching in the contact zone: ethical violence and critical pedagogies
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(Published version)
Date
2013
Authors
MacGill, B.
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Conference paper
Citation
The Asian Conference on Arts and Humanities 2013 – Official Conference Proceedings, 2013, pp.222-231
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4th Asian Conference on Arts & Humanities (4 Apr 2013 - 7 Apr 2013 : Osaka, Japan)
Abstract
This paper mobilises contact zone theory (Pratt 1991) as a discursive frame to explorecritical pedagogy in the Humanities and Education. Understanding privilege and itsimplication for the perpetuation of structural inequality in the contact zone of theclassroom will be explored. It outlines the challenges and discomfort students facewhen confronted by their own sense of complicity in oppression (Boler and Zembylas,2003). Teaching critical pedagogy plays a key role in overturning discrimination,however considerations on the process by which this is achieved is scant in theliterature. Tutors applying critical pedagogy in Higher Education settings shouldremain cautious of ethical violence in attempts to transform students understanding ofstructural privilege. This paper explores how tutors can employ contact zone theory inthe Humanities and Education with the aid of storytelling devices without riskingethical violence
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Copyright 2013 The International Academic Forum. All these proceedings are freely available online under Creative Commons 4.0 Attribution Non Commercial International. (https://creativecommons.org/licenses/by-nc/4.0/)