ERIC Number: ED533151
Record Type: Non-Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 0
Plantation Pedagogy: A Postcolonial and Global Perspective. Global Studies in Education. Volume 16
Bristol, Laurette S. M.
Peter Lang New York
"Plantation Pedagogy" originates from an Afro-Caribbean primary school teacher's experience. It provides a discourse which extends and illuminates the limitations of current neo-liberal and global rationalizations of the challenges posed to a teacher's practice. Plantation pedagogy is distinguished from critical pedagogy by its historical presence and its double-faced manifestations as simultaneously oppressive and subversive. Plantation pedagogy privileges and relocates educational transformation within the cultural arena, so that culture and history become the vehicles for teaching, educational research, and social transformation. It returns the work of education to the community; promotes an interconnection among the personal stories of the teacher, the historical narratives and memories of the community of teaching, and the professional advocacy of the teaching community; and advances an incomplete decolonization project of public political education.
Descriptors: Critical Theory, Global Education, Educational Research, Social Change, Personal Narratives, Global Approach, Cultural Influences, History, Community Role, Political Attitudes, Politics, Neoliberalism
Peter Lang New York. 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail: firstname.lastname@example.org; Web site: http://www.peterlang.com
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A