Wicked Problems Forum: Immigration and Higher Education. Migrating Pedagogy in American Universities: Cultivating Moral Imagination and Social Justice

Autor/inn/en	Swartz, Omar; McGuffey, Lucy Ware
Titel	Wicked Problems Forum: Immigration and Higher Education. Migrating Pedagogy in American Universities: Cultivating Moral Imagination and Social Justice
Quelle	In: Communication Education, 67 (2018) 1, S.102-109 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Swartz, Omar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0363-4523
DOI	10.1080/03634523.2017.1390240
Schlagwörter	Immigration; Higher Education; College Students; Moral Values; Ethical Instruction; Imagination; Refugees; Social Justice; Rhetoric; Teaching Methods; Inclusion; Social Integration; Policy; Discourse Analysis; Educational History; United States History + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Moral value; Ethischer Wert; Ethics instruction; Teaching of ethics; Ethikunterricht; Flüchtling; Soziale Gerechtigkeit; Rhetorik; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Soziale Integration; Politik; Diskursanalyse; History of education; Bildungsgeschichte
Abstract	This essay investigates the challenges involved with enacting bell hook's vision of education as the "practice of freedom" in the midst of the current growth of societal inequality for immigrants. Based on their scholarly analysis of the current political and educational setting, and on their experiences, the authors organized the essay in two sections. First, they bring their backgrounds to explain how the recurring history of exclusionist immigration and refugee policies can provide insight into the situation facing the academy today. They examine how problems of the present are fundamentally similar to the injustices of the past. By examining contending positions in the debates with particular focus to the rhetorical strategies and the subject positions constituted, they accentuate the communicative factors that construct community on exclusionary grounds. Second, the authors discuss a pedagogical approach to this issue that is situated in the concept of "moral imagination" (Lederach, 2005): listening to the voices of migrants articulated in the literature and statements of activists and contextualizing those voices in the lives of their students, enabling us to focus on learning as a joyful immersion and integration of life and knowledge. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01