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Quan, Tracy; Bracho, Christian A.; Wilkerson, Michelle; Clark, Monica – Review of Education, Pedagogy & Cultural Studies, 2019
Teachers in the United States receive conflicting messages about who they can and should be in and outside of the classroom. Some teachers may believe critical approaches to combating racial, political, and social issues are outside the scope of their classroom or not relevant to their discipline. Teachers may also feel constrained and…
Descriptors: Teacher Education Programs, Activism, Professional Identity, Teacher Attitudes
Helmsing, Mark – Review of Education, Pedagogy & Cultural Studies, 2014
When entering the permanent exhibit titled "Living in America" in the Arab American National Museum (AANM) in Dearborn, Michigan, visitors are greeted with a sign that reads "Ahlan wa Sahlan." It is a greeting that translates in English to: "Your path is easier now that you are with us." The visitor, "you,"…
Descriptors: Museums, Exhibits, Arabs, Cultural Influences
Madden, Brooke; McGregor, Heather E. – Review of Education, Pedagogy & Cultural Studies, 2013
Engaging in pedagogy for decolonizing as a theoretical approach to Indigenous education with adults raises questions and tensions, particularly when individual student experience and structures embedded within colonial relations of power trouble one another in unpredictable ways. In this article, the authors use duoethnography to explore…
Descriptors: Indigenous Populations, Power Structure, Ethnography, Doctoral Programs
Simpson, Jennifer S. – Review of Education, Pedagogy & Cultural Studies, 2010
In the classroom, issues including 9/11 and the occupation of Iraq often bring affective and cognitive investments among students and teachers to the forefront. Dialogue, conflicting viewpoints, and critical questioning, all central components of healthy democracies, become fraught with allegiances to long-held and frequently unseen norms. This…
Descriptors: Critical Theory, Democracy, Classroom Communication, Social Attitudes