In Transit/ion: Sudanese Students' Resettlement, Pedagogy and Material Conditions

Autor/in	Harris, Anne
Titel	In Transit/ion: Sudanese Students' Resettlement, Pedagogy and Material Conditions
Quelle	In: Journal of Pedagogy, 4 (2013) 1, S.79-97 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1338-1563
DOI	10.2478/jped-2013-0005
Schlagwörter	Foreign Countries; Immigrants; Social Status; Student Experience; Educational Environment; Neoliberalism; Activism; Educational Research; Socioeconomic Influences; Refugees; Racial Factors; Cultural Influences; Social Bias; Critical Literacy; Intercultural Communication; High School Students; Video Technology; Films; Australia; Sudan + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; Sozialer Status; Studienerfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Neo-liberalism; Neoliberalismus; Aktivismus; Politischer Protest; Bildungsforschung; Pädagogische Forschung; Sozioökonomischer Faktor; Flüchtling; Cultural influence; Kultureinfluss; Kritisches Lesen; Interkulturelle Kommunikation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Film; Australien
Abstract	For Asante our "battle is intense, the struggle we wage for status power is serious and we cannot communicate as equals when our economic position is that of servants" (2008, p. 49), words that resonated with the author throughout her research with Sudanese Australian young women about their educational experiences, as captured in co-created short films. While the work moved between social science and arts-based research the author questioned the basis of her relationship with the co-participants, and the possibility of fluid status positions within educational contexts. This paper interrogates the im/possibility within neoliberal secondary school contexts for activist educational research (Giroux, 2005) to be the kind of "interchange" of which Asante speaks, a source of creative understanding for researchers and co-participants, if it cannot address co-participants' (and teacher/student) unequal material conditions. In the case presented in this article, materially-influenced communication challenges reflect current curricular and pedagogical tensions, especially for refugee-background students. Where racial, cultural and socio-economic marginalities intersect, pedagogical and curricular possibilities are sometimes foreclosed before students even enter "neoliberal" classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01