NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1067756
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-1913-9020
Traversing New Theoretical Frames for Intercultural Education: Gender, Intersectionality, Performativity
Gregoriou, Zelia
International Education Studies, v6 n3 p179-191 2013
This paper attempts to renegotiate the conceptual and political borders of intercultural education by importing ways of thinking, concepts, aporias and questions relevant to a gendered study of intercultural interactions from theoretical terrains outside the disciplinary borders and discursive limits of intercultural education. A number of theoretical developments in disciplines and area studies committed to a politics of justice beyond identity politics pose the need for rethinking the heading of intercultural education. These developments include: the prevalence of the concept and methodology of intersectionality in migration, gender and ethnicity studies; a concern across various kinds of social and political inquiry for the "culturalist emphasis"; poststructuralist theorizations of power, subjectivity and resistance; and, finally, the urge to re-politicize the study of intercultural interactions. The need to rethink intercultural education emerges with regards to curriculum and pedagogy, policy frames and research methodology. This paper proposes a critical appraisal of "the ordinary" in intercultural interaction and the charting of new terrains for intercultural education under three headings: transferring insight from the theoretical and methodological engendering of migration studies towards the engendering of school ethnographies and framings of intercultural interactions; de-racializing and re-racializing, de-genderizing and re-genderizing the analysis of student interactions and systemic aspects of ethic/gender school marginalization; and, bringing performativity in the analysis of racialized and gendered school subjectivities, arenas and practices.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A