Paul R Carr
I am originally from Toronto, and now reside in Montreal. I studied for two years in France in the early 1980s, and then undertook the rest of my university studies in Canada in the areas of political science, sociology and education. I completed my doctorate in the sociology of education at the Ontario Institute for Studies in Education at the University of Toronto in 1996, with my thesis examining anti-racism and institutional culture in education.
From 2005 to 2010, I was an Assistant Professor at Youngstown State University, where I taught courses in multicultural education, the sociology of education, diversity and leadership, and qualitative methodology. I was then an Associate Professor in the Department of Sociology and the Department of Interdisciplinary Studies at Lakehead University (Orillia), which is 90 minutes north of Toronto, from 2010 to 2014. I am currently a Full Professor in the Department of Education at the Université du Québec en Outaouais in Gatineau, Quebec, Canada, which is part of the national capital region.
In 2016, I was awarded, along with Gina Thésée at UQAM as the Co-Chair, a UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT), which is based at the Université du Québec en Outaouais. The UNESCO Chair DCMÉT involves international work, projects and collaboration, adhering to UNESCO values and principles, and connecting with other UNESCO Chairs and partners and civil society groups as well as engaging with colleagues in the Global South.
My current research is broadly concerned with social justice, with specific threads related to democracy, media literacy, peace studies, antiracism, intercultural relations, the environment, and transformative change.
I am influenced by the critical pedagogical movement/tradition/body of work, and am intellectually, socially and politically interested in Paulo Freire’s work and ideas around political literacy, transformation, conscientization, and radical love. Other scholars, such as Joe Kincheloe, Antonia Darder, Peter McLaren, Shirley Steinberg, Gina Thésée, George Dei, and Carl James, have further supported my thinking related to political sociology, oppression, human decency, and the quest for peace.
I have collaborated with a number of colleagues, and have co-edited around twenty books and authored or co-authored two others. Increasingly, I am working in Spanish, especially with colleagues in South America.
For a number of years, before becoming a professor, I worked as a Senior Policy Advisor on educational policy in the Ontario Government related to anti-racism, linguistic minority rights, Aboriginal education, special education and other diversity-related matters.
Address: Université du Québec en Outaouais,
Département des sciences de l'éducation, Gatineau, Québec
Canada
From 2005 to 2010, I was an Assistant Professor at Youngstown State University, where I taught courses in multicultural education, the sociology of education, diversity and leadership, and qualitative methodology. I was then an Associate Professor in the Department of Sociology and the Department of Interdisciplinary Studies at Lakehead University (Orillia), which is 90 minutes north of Toronto, from 2010 to 2014. I am currently a Full Professor in the Department of Education at the Université du Québec en Outaouais in Gatineau, Quebec, Canada, which is part of the national capital region.
In 2016, I was awarded, along with Gina Thésée at UQAM as the Co-Chair, a UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT), which is based at the Université du Québec en Outaouais. The UNESCO Chair DCMÉT involves international work, projects and collaboration, adhering to UNESCO values and principles, and connecting with other UNESCO Chairs and partners and civil society groups as well as engaging with colleagues in the Global South.
My current research is broadly concerned with social justice, with specific threads related to democracy, media literacy, peace studies, antiracism, intercultural relations, the environment, and transformative change.
I am influenced by the critical pedagogical movement/tradition/body of work, and am intellectually, socially and politically interested in Paulo Freire’s work and ideas around political literacy, transformation, conscientization, and radical love. Other scholars, such as Joe Kincheloe, Antonia Darder, Peter McLaren, Shirley Steinberg, Gina Thésée, George Dei, and Carl James, have further supported my thinking related to political sociology, oppression, human decency, and the quest for peace.
I have collaborated with a number of colleagues, and have co-edited around twenty books and authored or co-authored two others. Increasingly, I am working in Spanish, especially with colleagues in South America.
For a number of years, before becoming a professor, I worked as a Senior Policy Advisor on educational policy in the Ontario Government related to anti-racism, linguistic minority rights, Aboriginal education, special education and other diversity-related matters.
Address: Université du Québec en Outaouais,
Département des sciences de l'éducation, Gatineau, Québec
Canada
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Books by Paul R Carr
Les pratiques, les connaissances et les épistémologies émancipatrices créatives et innovantes qui ont été martelées par le régime néolibéral et néocolonial ne peuvent plus être négligées. Un engagement citoyen solide et critique par le biais de mouvements sociaux et d'une éducation transformatoire est une pierre angulaire nécessaire à la construction de formes de démocratie robustes et critiques. La solidarité sociale (et la citoyenneté éco*mondiale) est confrontée par une myriade de migrations forcées et non forcées, de xénophobie, d'avarice, de guerre et de la catastrophe environnementale mondiale, les élites mondiales renforçant continuellement leur positionnement économique. Ce livre—en anglais, français et espagnol, avec des auteurs d'une douzaine de pays—s'inscrit dans notre projet socio-politique et éducatif, cherchant à rapprocher les gens au-delà des frontières linguistiques, culturelles, géographiques, identitaires et disciplinaires. Visant à cultiver et à faciliter des dialogues, des idées, des propositions et des actions délibératifs et engagés pour un monde qui inclut plus délibérément et audacieusement tous les humains, les espèces et l'environnement sous le même toit est une caractéristique centrale de notre épicentre.
Ya no se puede pasar por alto revivir e innovar creativamente prácticas, conocimientos y epistemologías emancipatorias que han sido golpeadas por el régimen neoliberal y neocolonial. La participación ciudadana sólida y crítica a través de movimientos sociales y la educación transformadora es una piedra angular necesaria para construir formas significativas y críticas de democracia. La solidaridad social (y la ciudadanía eco*global) es confrontada por una miríada de migraciones forzadas y no forzadas, xenofobia, avaricia, guerra y la catástrofe ambiental global, con élites globales continuamente apuntalando sus ganancias. Este libro—en inglés, francés y español, con autores de una docena de países—es parte de nuestro proyecto sociopolítico y educativo, que busca acercar a las personas a través de líneas lingüísticas, culturales, geográficas, identitarias y disciplinarias. El objetivo de cultivar y facilitar diálogos, ideas, propuestas y acciones deliberativas y comprometidas para un mundo que incluya a todos los humanos, las especies y el medio ambiente bajo la misma tienda de manera más decidida y audaz es una característica central de nuestro epicentro.
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La "Blanchitude", ou « Whiteness » en anglais, est un récit. Il s'agit du récit des notions de "privilège" et de "pouvoir" ancrées dans l'histoire complexe des "races", des notions qui continuent à façonner les relations, les structures socioéconomiques et le climat culturel, particulièrement aux États-Unis, et en général, ailleurs en Occident. Il est donc impossible de bien comprendre le contexte politique et social dans lequel nous vivons sans reconnaître la force et les impacts de ce récit. Ce livre « Critical Multicultural Perspectives on Whiteness” explore la “blanchitude” selon divers angles adoptés par des auteurEs clés qui font une narration du phénomène. Le livre comprend des textes éloquents qui analysent la construction sociale de la « blanchitude » et font un survol de stratégies de résistance critique pour la contrer, tout en ouvrant sur de nouvelles perspectives critiques. Le livre a été publié par Peter Lang en février 2018.
https://www.peterlang.com/view/product/82649?v=toc
Critical Multicultural Perspectives on Whiteness: Views from the Past and Present
Contents
Figures
Acknowledgements
Introduction: Critical Multicultural Perspectives on Whiteness
Virginia Lea, Darren E. Lund and Paul R. Carr
Section I The Social Construction of Whiteness and Critical Resistance
1. Romancing the Shadow
Toni Morrison
2. Whiteness as Property
Cheryl L. Harris
3. The Prehistory of the White Worker: Settler Colonialism, Race and Republicanism before 1800
D. R. Roediger
4. Slavery and Race: The Southern Dilemma
G. M. Frederickson
5. The Invention of the White Race—And the Ordeal of America
T. W. Allen
6. Obscuring the Importance of Race: The Implication of Making Comparisons Between Racism and Sexism (Or Other -isms)
Trina Grillo and Stephanie M. Wildman
7. More than Skin Deep: Understanding the Deep Sources of White Resistance and Key Tools for Addressing It
Heather W. Hackman and Susan Raffo
8. Deconstructing Whiteness: Discovering the Water
Kelly E. Maxwell
9. Disrupting Denial and White Privilege in Teacher Education
Darren E. Lund and Paul R. Carr
10. Imaging Whiteness Hegemony in the Classroom: Undoing Oppressive Practice and Inspiring Social Justice Activism
Virginia Lea and Erma Jean Sims
11. A Chronic Identity Intoxication Syndrome: Whiteness as Seen by an African-Canadian Francophone Woman
Gina Thésée
12. Nothing to Add: A Challenge to White Silence in Racial Discussions
Robin DiAngelo
13. The Elephant in the Room: Picturebooks, Philosophy for Children and Racism
Darren Chetty
Section II - New Critical Perspectives on Whiteness
14. Stop Telling that Story! Danger Discourse and the White Racial Frame
Robin DiAngelo
15. Whiteness and Intersectionality Theory
Cynthia Levine-Rasky
16. No Place Like Home? Reconceptualizing Whiteness as Place│Space Within Teacher Education
Melissa Winchell
17. Academic Advising and the Maintenance of Whiteness in Higher Education
Geneva L. Sarcedo and Cheryl E. Matias
18. “We Acted Like a Genocidal Country When We Are Clearly Not One”: Exploring the Complexities of Racialization and the Structuring Forces of Whiteness in a High School Classroom
Tana Mitchell Contents
19. Whiteness and White Privilege: Problematizing Race and Racism in a “Color-blind” World, and in Education
Paul R. Carr
20. A Hidden Door Outside the Law: Mapping Whiteness and Symbolic Alibis for Crimes Against First Nations People
John L. Hoben
21. An Epistemic Instruction Manual: The Blinding Whiteness of the Australian National Curriculum
Glen Parkes
22. How Did We Get Here? The Role of Whiteness (White Privilege and White Supremacy) in the Current Environmental Crisis
Heather W. Hackman
23. “Does It Make Me White If…?”: registers of Whiteness in the Blog “stuff White People Like”
Nichole E. Grant
Contributors
Advance Praise
“In this time of bolstered white supremacy locally and throughout the world, I can imagine few interventions as timely and urgent as Critical Multicultural Perspectives on Whiteness. Lea, Lund, and Carr have assembled a stunning range of writings— from both earlier and contemporary scholars—who lay bare the endemic and enduring nature of whiteness as normative ideology, its damage to educational and social justice, and our role in dismantling and reimagining race. Packed with troubling insights, this book is one I must read again. Read and reread this book and answer its call to action.”
–Kevin Kumashiro, Author of Against Common Sense; former Dean of the School of Education, University of San Francisco
“In Critical Multicultural Perspectives on Whiteness, Virginia Lea, Darren Lund, and Paul Carr present a marvelous collection of first‐rate essays that probe the roots and workings of whiteness from multiple vantage points. The essays, ranging from classics in the field to new works reflecting on identity, teaching, and disruption of whiteness, should be in the hands of everyone who is trying to figure out how to dismantle white supremacy.”
–Christine Sleeter, Professor Emerita, California State University, Monterey Bay
“Simply put, Critical Multicultural Perspectives on Whiteness is the most compelling collection on whiteness and racism I have read. Lea, Lund, and Carr have assembled a powerful collection of essays from a range of voices, vocations, and positionalities that together are equal parts challenging and accessible, philosophical and action‐demanding. I could feel my consciousness growing as I read.”
–Paul C. Gorski, Associate Professor of Social Justice and Human Rights, George Mason University; Founder of EdChange and the Equity Literacy Institute
“Readers will find the contributions in this book important to the discourse and understanding on how whiteness is played out in various contexts in society. Through a series of chapters inspiring authors offer a variety of perspectives that are necessary and important in educational discourse. Critical Multicultural Perspectives on Whiteness will be a valuable resource to teacher educators, and indeed all courses at colleges and universities as they engage students in some of the challenging issues of the day. The chapters in this book will encourage and stimulate dialogue on an important topic. This book is indeed a valuable contribution to this effort.”
–Ann E. Lopez, Associate Professor, Ontario Institute for Studies in Education, University of Toronto; President‐Elect, the National Association for Multicultural Education
“This book is a treasure trove of classic and to‐be‐classic pieces on whiteness and white racial literacy. I can’t wait to get this into the hands of my students!”
–Özlem Sensoy, Associate Professor, Simon Fraser University; Co‐author of Is Everyone Really Equal?
This book is interested in advancing a critical analysis of the hegemonic paradigm described above, one that seeks higher levels of political literacy and consciousness, and one that makes the connection with education. What does education have to do with democracy? How does education shape, influence, impinge on, impact, negate, facilitate and/or change the context, contours and realities of democracy? How can we teach for and about democracy to alter and transform the essence of what democracy is, and, importantly, what it should be?
This book advances the notion of decency in relation to democracy, and is underpinned by an analysis of meaningful, critically-engaged education. Is it enough to be kind, nice, generous and hopeful when we can also see signs of rampant, entrenched and debilitating racism, sexism, poverty, violence, injustice, war and other social inequalities? If democracy is intended to be a legitimating force for good, how does education inform democracy? What types of knowledge, experience, analysis and being are helpful to bring about newer, more meaningful and socially just forms of democracy?
Throughout some twenty chapters from a range of international scholars, this book includes three sections: Constructing Meanings for Democracy and Decency; Justice for All as Praxis; and Social Justice in Action for Democracy, Decency, and Diversity: International Perspectives. The underlying thread that is interwoven through the texts is a critical reappraisal of normative, hegemonic interpretations of how power is infused into the educational realm, and, importantly, how democracy can be re-situated and re-formulated so as to more meaningfully engage society and education.
As for the question contained in the title of the book – The Phenomenon of Obama and the Agenda for Education: Can Hope (Still) Audaciously Trump Neoliberalism? (Second Edition) –, Carr and Porfilio develop a framework that integrates the work of the contributors, including Christine Sleeter and Dennis Carlson, who wrote the original forward and afterword respectively, and the updated ones written by Paul Street, Peter Mclaren and Dennis Carlson, which problematize how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change, and now fully into a second mandate this second edition of the book is able to more substantively provide a vigorous critique of the contemporary educational and political landscape. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.
Revisiting The Great White North? offers terrific grist for examining the persistence of Whiteness even as it shape-shifts. Chapters are comprehensive, theoretically rich, and anchored in personal experience. Authors’ reflections on the seven years since publication of the first edition of this book complexify how we understand Whiteness, while simultaneously driving home the need not only to grapple with it, but to work against it.
Christine Sleeter,Professor Emerita, California State University Monterey Bay
Our understanding of racial inequities in education will be impoverished unless we look deeply at White privilege, its variation in different contexts, and resistances to change. Such is the call in this important book by Lund, Carr, and colleagues, whose analyses within Canadian contexts, framed and re-framed for this captivating revised edition, will be useful to educators and scholars around the world. Read this book today.
Kevin Kumashiro, Dean, School of Education, University of San Francisco; President, National Association for Multicultural Education
Darren Lund and Paul Carr have given the contributors to their original 2007 text the opportunity to revisit, rethink, reconceptualize, and reframe their earlier work. The result is an interesting, invigorating, and unsettling group of chapters that challenge readers to also revisit and rethink their own ideas about Whiteness, privilege, and power …. Teachers, administrators, policymakers, and researchers will all benefit from this critical work.
Sonia Nieto, Professor Emerita, Language, Literacy, and Culture College of Education, University of Massachusetts, Amherst
Lund and Carr bring together a superb collection of authors who collectively challenge readers to go beyond liberal platitudes about race … until educators confront the political, social and economic consequences of inequitably distributed privilege, the path towards equality and freedom will remain elusive. By immersing us in the discourse of Whiteness, the essays in this book illuminate that very path.
Joel Westheimer, University Research Chair & Professor, Faculty of Education, University of Ottawa
Since the accountability era in the early 1980s, policy, public discourse, media coverage, and scholarly works have focused primarily on reforming schools themselves. Here, the evidence that school-only reform does not work is combined with a bold argument to expand the discourse and policy surrounding education reform to include how social, school, and classroom reform must work in unison to achieve goals of democracy, equity, and opportunity both in and through public education.
This volume will include a wide variety of essays from leading critical scholars addressing the complex elements of social context reform, all of which address the need to re-conceptualize accountability and to seek equity and opportunity in social and education reform.
Ultimately, the contributors of this book collectively ask: can there be democracy without a critically engaged education, and, importantly, what role do educators play in this context and process? Why many educators in diverse contexts believe that they are unable, dissuaded and/or prevented from doing thick democratic education is problematized in this book but the authors also seek to illustrate that, despite the challenges, barriers and concerns about doing democracy in education, something can, and should, be done to develop, cultivate and ingratiate schools and society with more meaningful democratic practices and processes.
This book breaks new ground by using a similar empirical methodology within a number of international contexts to gage the democratic sentiments and actions of educators, which raises a host of questions about epistemology, teacher education, policy development, pedagogy, institutional cultures, conscientization, and the potential for transformational change in education.
REVIEWS
"If there was ever a time to reclaim and renew the power of democracy it is in this historical moment, when people everywhere are calling for the remaking of society. Can educators make a difference? provides a powerful affirmation to the question, by critically bringing together a variety of philosophical and practical concerns. More important, the book serves as an invaluable pedagogical resource for educators committed to a genuine praxis of democratic life, in the classroom and beyond." Antonia Darder Loyola Marymount University
"Can educators make a difference in their students’ lives? Most people will automatically answer with an emphatic “YES”. But if we press a bit further and ask: Can educators make a difference in the democratization of societies? Probably we will find a lot more hesitant answers. These are two deceptively simple questions, but I don’t know any “educator” worth the title that doesn’t struggle every day trying to find satisfactory answers to those two questions. Can educators make a difference? Experimenting with, and Experiencing, Democracy in Education is one of those very rare books that will assist teachers, especially those working in teacher education programs, to find effective ways to strengthen the relationships of schooling and democracy. Using detailed analyses of experiments with democratic schools, and experiences of democracy in education, the contributors of this book provide both conceptually sophisticated, as well as proven practical, initiatives to assist educators worldwide to affirm their central role in schools as transformative critical cultural professionals; supporting the goal of making every teacher a teacher of democracy. This is an outstanding book and should be required reading in every teacher education program." Gustavo E. Fischman Arizona State University
"What a rich collection of thinkers and educators from around the globe, all deeply committed to fostering a thick and robust version of democracy. Their engagement of students, their use of a solid body of theory and data, and their bold challenges to thin and stultifying versions of democracy, come together in this welcome book. I am pleased to report that the question asked in their title is answered in this hopeful text, that it is a resounding “yes,” and that there is still much work to be done." Darren E. Lund University of Calgary
"I loved this book! It is powerful. It asks hugely important questions about democratic and undemocratic/anti-democratic education, pedagogy, curriculum, organization, ideology and control. As well as asking what (and who) education does currently serve, its international group of writers/researchers/activists also asks what/whose purposes should education serve? And it goes further. It shows how, in different national contexts and with international/global resonance, teachers and students can do deep democratic education. This excellent volume, based on the “Global Doing Democracy Research Project”, really can and does take critical educators, social justice educators, educators for democratic citizenship forward. Exciting stuff!" Dave Hill University of Middlesex (London) in The Journal for Critical Education Policy Studies
CONTENTS
Acknowledgements. Foreword: Reflections on the Global Doing Democracy Research Project, Daniel Schugurensky. Introducing the Global Doing Democracy Research Project: Seeking to Understand the Perspectives, Experiences and Perceptions of Teachers in Relation to Democracy in Education, David Zyngier and Paul R. Carr. Democracy, Critical Pedagogy and the Education of Educators, Paul R.Carr. Re-Discovering Democracy: Putting Action (Back) into Active Citizenship and Praxis (Back) into Practice, David Zyngier. Can We Teach Deep Democracy: And Can It Make a Difference? Carolyn M. Shields. Getting Beyond Flat-Out Bored: The Challenges and Possibilities of Creating a Democratic Space for Social Justice Education in Publically Funded Schools, Michael O’Sullivan. Preservice Teachers’ Conceptions of Democratic Essence: Interpretations of Democratic Principles, and Their Connections to Social Justice, Economic Class, and Spirituality/Religion in the United States, Thomas A. Lucey. What Kind of Citizenship for What Kind of Democracy? Are We Spectators of Everyday Events or Protagonists in History? Adriana Murriello, Andrea Ledwith, and Cecilia Naddeo. Teacher Education and Democracy: Preparing Teachers in Metropolitan Buenos Aires, María Delia Traverso. Education for Democracy in Perúvian Society, Felix Reátegui and Susana Frisancho. Doing Democracy in Education: Perspectives of Malaysian Principals, Sazali Yusoff. “Critical Multicultural Social Studies” for “Deep Democracy”: Theory and Practice, Marc Pruyn. About the Contributors.
REVIEWS
"The doomsday clock moves closer to midnight in a world that has gone mad with violence and perpetual war. The power of the military to manufacture and sanitize death, devastation and destruction has never been interrogated before by critical educators. Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem? is the first volume of its kind in which the militarization of education (both in curriculum and in the larger pedagogical order) is examined. This is an extremely important book that should be read by all educators."
- Karen Anijar, Professor Emeritus, Arizona State University
"In Educating for Peace in a Time of Permanent War" Are Schools Part of the Solution or the Problem?, editors Paul R. Carr and Brad J. Porfilio skillfully weave together and present the intellectual capital (the theory, philosophy and empirical work) of a set of international scholars par excellence. In five engaging sections – 'Theorizing Peace, War and Peace'; 'Scanning the War in Our Daily (and Educational) Lives'; 'The Curriculum of War and Peace'; 'Internationalizing Peace and the Trauma of War and Conflict'; and, 'Resisting the Militarization of Education' – and contextualized between the inspiring bookends of a Foreword by Antonia Darder and an Afterword by Zvi Bekerman, the authors explore virtually every aspect of the role of education in the drive for war and its perpetuation, and its equally liberatory potential in perusing its antithesis, peace. Any activist, student or academic working in the areas of peace, education, sociology, social justice or anti-imperialism – or anyone excited about the current world-wide push-back against the forces of oppression (neo-liberalism, authoritarianism, sexism, racism and homophobia) – would be remiss not to carefully read and consider the important thoughts and analyses proffered in this strikingly important volume!"
- Marc Pruyn, Senior Lecturer, Monash University
"In our shadowed time of military solutions to chronic problems, schools themselves mirror these means toward an end. The authors in this volume critically assess the role of schooling as a tool of governments and nation-building through analysis of the military mind and militarism in our teaching and learning. They find in the efficiency and surveillance of a modern nation-state a cast of mind and a portfolio of practices that seep inexorably down to authoritarian accountability measures in many schools today. I was particularly struck to realize that common means of peace education may be too weak or incomplete to counter the military mind and its accepted solutions to conflict, especially when the war machine becomes a major means to economic prosperity. The part of this volume devoted to classroom practices by critical peace educators around the world gave me some hope that teaching and learning in and out of schools may someday become generative, rather than reactive, incubators for a new life. This new life would be a way of being in the world that is not simply an altered cast of mind or an amended outlook. It would be a culture of peace-building that would begin to counter the suspicion of our relationships with one another, the violence of modes of being with non-human animals, and the exploitation of our planet."
- A. G. Rud, Dean and Professor, Washington State University
From the back-cover:
The times call for audacious and courageous responses to an education reform agenda that, sadly even under President Obama, embodies standardization, privatization, and competition at the expense of equity and a democratic vision of education. The authors of The Phenomenon of Obama offer such a response and bring us back to the true purpose of education: to nurture teaching and learning, collaboration, community, and social justice. Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst
Paul Carr and Brad Porfilio's book is thus a desperately necessary shot of critical democratic sobriety on the confusing politics of U.S. public education. More than ever before we need this type of serious institutional analysis, not myth-making media points, if we are to dare a new social order (either with the schools or without them). Richard Kahn, Education Department, Antioch University Los Angeles
The perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, institutions of schooling today. The analyses presented in this text are critical as globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in this nation – a dialogue that must seek the kind of change that represents hope for all students. Julie A. Gorlewski, Faculty of Education, SUNY New Paltz
The Phenomenon of Obama and the Agenda for Education provides a justified critical analysis of the anti-democratic education reform initiatives being launched by powerful elites in the U.S. In times of increasing social, economic, and educational inequality, the sharp critique offered by this volume is one part lament, one part righteous indignation, and totally necessary. Wayne Au, Editor, Rethinking Schools, & Faculty of Education, University of Washington – Bothell Campus
This urgently needed collection exposes the neoliberal architecture of the Obama administration’s initiatives within and beyond education. These careful essays describe the economic, political, and philosophical formations underlying this administration’s market-driven approaches to teaching and learning, as well as revealing the ideological strategies through which elites sell their one-sided policies to the public. Carr and Porfilio have compiled an engaging and indispensable resource for researchers, educators, and activists interested in understanding and confronting the contemporary corporatization and instrumentalization of education. Noah De Lissovoy, Faculty of Education, University of Texas at Austin.
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"Paul R. Carr has produced a rich and impressive examination of the multiplicity of relationships among notions of democratic formation, critical pedagogy, human rights, anti-racism, and feminist, anti-colonial, political and cultural studies. Drawing from a deep well of intriguing and eclectic sources..., he moves with clarity and élan between the broad and the narrow, the general and the specific to capture the power of theory without sacrificing the nitty-gritty of concrete practice. A balance of possibilities rather than false dualisms will be found here. Does Your Vote Count? has become an essential contribution to my own work and teaching."
--Tom Wilson, Chapman University
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"In Does Your Vote Count? Paul R. Carr extends the critical analysis and contextualization of Democracy while carefully trying not to fall in the trap of offering new final understandings and solutions for what democracy and democratic processes should be. I read Carr's book as an invitation to approach democracy (re-written with a small d) through critical pedagogical
perspectives, opening democracy's meaning to multiple understandings, and diverse human experiences. We should all try to join in this dialogue which Carr, joining other great critical voices of the past (Freire, Kincheloe), considers to be one guided by humility."
--Zvi Bekerman, Hebrew University
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"In this compendium of writings, Paul R. Carr...calls for a rethinking of bourgeois democratic politics. What are the contours surrounding this conception of democracy and what are its limitations? What alternative conceptions of democracy ought to be brought to fruition if we are to overcome the onslaught of the 'neo-liberal,' neo-fascist and White-Anthropocentric policies we have been witnessing, and under which the majority world and eco-system have been suffering? What effective responses can a socially engaging critical pedagogy afford us in this regard? This
book covers a lot of ground and should inspire all those who dream of and work for a better world."
--Peter Mayo, University of Malta
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"This book should be of great interest to teachers, scholars and researchers interested in critical pedagogy. The book opens up the whole question of criticality, and of what kinds of criticality are acceptable in educational settings. It directly speaks to examining issues in education from a plurality of academic viewpoints and perspectives including the broader policy issues, i.e., minority studies, democracy, and issues of educational equality and equity. Without a doubt, it will have both a scholarly and intellectual impact on the field. Paulo Freire's approach to critical pedagogy is well served here, as is the legacy of the late Joe L. Kincheloe, whose many contributions and influence are evident throughout this book."
--Sheila Macrine, New Jersey City University
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"Paul R. Carr has written an innovative and timely book on the current state of democracy, which, he argues, can no longer be understood within mainstream, hegemonic, electoral-based thinking. His meshing of democracy with critical pedagogy is a welcome addition to the literature and the field. He meticulously documents how neo-liberal democracy has wrought many anti-democratic measures, events and inequities. More importantly, Carr demonstrates how education, from a critical pedagogical vantage point, can bring hope to those who have been discarded by Westernized democratic electoral systems that refuse to respond to the needs of the people....This book breaks fresh ground in arguing that educators (and citizens) can fashion a
new, more resilient and more meaningful democracy. This book moves the debate away from how and who gets elected to the essence of power and engagement within society. Democracy is more than elections, and, as Carr points out, it should involve a transformative ethos built around a critical pedagogical educational experience."
--Peter McLaren, UCLA
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"For readers familiar with critical pedagogy, Paul R. Carr's book brings together and extends some of [its] core commitments: the eradication of oppression in school and society, making visible and ultimately resisting the effects of militaristic, hegemonic, racist, sexist, colonialist and other oppressive ideologies, and working with students to develop the skills to engage in meaningful and informed examinations about hegemonic practices throughout the world, and participate in robust democratic dialogues about challenging these practices. For readers who are not familiar with critical pedagogy, ...the book contributes a very detailed discussion of democratic (or perhaps democracy) literacy in all aspects of school structures. The book explores a range of examples, questions and case studies that underscore the complexity of democracy discourses as they emerge in a variety of settings. ...Carr's...care and passion for these issues is evident....Throughout the text, Carr does not lose sight of the blind spots and gray areas that make engagement with democracy a messy art. All of this results in a thoughtfully written book that would make a welcome addition to the critical educator's library."
--Özlem Sensoy, Simon Fraser University
.......
"A clear and insightful work that revisits the nature and implications [of] robust democracy in and for education, while offering persuasive justifications for the Freirean tradition of critical education through the use of lived experiences and research. Paul R. Carr provides a refreshing critical discussion of 'econ-ocracy' and the mythology it has created."
--John Portelli, Ontario Institute for Studies in Education at the University of Toronto
.......
"In this book, Paul R. Carr does an outstanding job capturing how teachers, researchers, scholars and informed citizens can utilize critical pedagogy to get us beyond the mainstream version of democracy in North America--election politics, polling and parties--that is responsible for perpetuating social inequalities in schools and in the wider society, to engendering a social reality
consisting of critically engaged citizenship, diversity, freedom, hope and justice. Not only does this book highlight the social, economic and political forces behind...entrenched educational and political structures that perpetuate conformity, oppression and intolerance, but it provides readers with pedagogical ideas, original research, and concepts to reflect upon how critical pedagogy can become the cornerstone to creating a reflexive praxis and building an equalitarian society."
--Brad Porfilio, Lewis University
........
"Paul R. Carr's rigorous examination of democracy and critical pedagogy offers timely suggestions for the role education might play in ushering in a less oppressive, less exploitative, less Euro-centric, less barbaric, post-capitalist, post-imperialist world. In a context where one's individual vote arguably has limited political impact on disrupting the basic structures of capitalist power, Carr's emphasis on direct democratic action beyond the voting booth is a necessary reminder of the responsibility of educators to nurture the critical agency and commitment to social justice within their students. Does Your Vote Count? should be engaged with by educators and students everywhere."
--Curry Stephenson Malott, D'Youville College
https://www.facebook.com/UNESCO.CHAIR.DCMET/videos/797195504541935
Les pratiques, les connaissances et les épistémologies émancipatrices créatives et innovantes qui ont été martelées par le régime néolibéral et néocolonial ne peuvent plus être négligées. Un engagement citoyen solide et critique par le biais de mouvements sociaux et d'une éducation transformatoire est une pierre angulaire nécessaire à la construction de formes de démocratie robustes et critiques. La solidarité sociale (et la citoyenneté éco*mondiale) est confrontée par une myriade de migrations forcées et non forcées, de xénophobie, d'avarice, de guerre et de la catastrophe environnementale mondiale, les élites mondiales renforçant continuellement leur positionnement économique. Ce livre—en anglais, français et espagnol, avec des auteurs d'une douzaine de pays—s'inscrit dans notre projet socio-politique et éducatif, cherchant à rapprocher les gens au-delà des frontières linguistiques, culturelles, géographiques, identitaires et disciplinaires. Visant à cultiver et à faciliter des dialogues, des idées, des propositions et des actions délibératifs et engagés pour un monde qui inclut plus délibérément et audacieusement tous les humains, les espèces et l'environnement sous le même toit est une caractéristique centrale de notre épicentre.
Ya no se puede pasar por alto revivir e innovar creativamente prácticas, conocimientos y epistemologías emancipatorias que han sido golpeadas por el régimen neoliberal y neocolonial. La participación ciudadana sólida y crítica a través de movimientos sociales y la educación transformadora es una piedra angular necesaria para construir formas significativas y críticas de democracia. La solidaridad social (y la ciudadanía eco*global) es confrontada por una miríada de migraciones forzadas y no forzadas, xenofobia, avaricia, guerra y la catástrofe ambiental global, con élites globales continuamente apuntalando sus ganancias. Este libro—en inglés, francés y español, con autores de una docena de países—es parte de nuestro proyecto sociopolítico y educativo, que busca acercar a las personas a través de líneas lingüísticas, culturales, geográficas, identitarias y disciplinarias. El objetivo de cultivar y facilitar diálogos, ideas, propuestas y acciones deliberativas y comprometidas para un mundo que incluya a todos los humanos, las especies y el medio ambiente bajo la misma tienda de manera más decidida y audaz es una característica central de nuestro epicentro.
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La "Blanchitude", ou « Whiteness » en anglais, est un récit. Il s'agit du récit des notions de "privilège" et de "pouvoir" ancrées dans l'histoire complexe des "races", des notions qui continuent à façonner les relations, les structures socioéconomiques et le climat culturel, particulièrement aux États-Unis, et en général, ailleurs en Occident. Il est donc impossible de bien comprendre le contexte politique et social dans lequel nous vivons sans reconnaître la force et les impacts de ce récit. Ce livre « Critical Multicultural Perspectives on Whiteness” explore la “blanchitude” selon divers angles adoptés par des auteurEs clés qui font une narration du phénomène. Le livre comprend des textes éloquents qui analysent la construction sociale de la « blanchitude » et font un survol de stratégies de résistance critique pour la contrer, tout en ouvrant sur de nouvelles perspectives critiques. Le livre a été publié par Peter Lang en février 2018.
https://www.peterlang.com/view/product/82649?v=toc
Critical Multicultural Perspectives on Whiteness: Views from the Past and Present
Contents
Figures
Acknowledgements
Introduction: Critical Multicultural Perspectives on Whiteness
Virginia Lea, Darren E. Lund and Paul R. Carr
Section I The Social Construction of Whiteness and Critical Resistance
1. Romancing the Shadow
Toni Morrison
2. Whiteness as Property
Cheryl L. Harris
3. The Prehistory of the White Worker: Settler Colonialism, Race and Republicanism before 1800
D. R. Roediger
4. Slavery and Race: The Southern Dilemma
G. M. Frederickson
5. The Invention of the White Race—And the Ordeal of America
T. W. Allen
6. Obscuring the Importance of Race: The Implication of Making Comparisons Between Racism and Sexism (Or Other -isms)
Trina Grillo and Stephanie M. Wildman
7. More than Skin Deep: Understanding the Deep Sources of White Resistance and Key Tools for Addressing It
Heather W. Hackman and Susan Raffo
8. Deconstructing Whiteness: Discovering the Water
Kelly E. Maxwell
9. Disrupting Denial and White Privilege in Teacher Education
Darren E. Lund and Paul R. Carr
10. Imaging Whiteness Hegemony in the Classroom: Undoing Oppressive Practice and Inspiring Social Justice Activism
Virginia Lea and Erma Jean Sims
11. A Chronic Identity Intoxication Syndrome: Whiteness as Seen by an African-Canadian Francophone Woman
Gina Thésée
12. Nothing to Add: A Challenge to White Silence in Racial Discussions
Robin DiAngelo
13. The Elephant in the Room: Picturebooks, Philosophy for Children and Racism
Darren Chetty
Section II - New Critical Perspectives on Whiteness
14. Stop Telling that Story! Danger Discourse and the White Racial Frame
Robin DiAngelo
15. Whiteness and Intersectionality Theory
Cynthia Levine-Rasky
16. No Place Like Home? Reconceptualizing Whiteness as Place│Space Within Teacher Education
Melissa Winchell
17. Academic Advising and the Maintenance of Whiteness in Higher Education
Geneva L. Sarcedo and Cheryl E. Matias
18. “We Acted Like a Genocidal Country When We Are Clearly Not One”: Exploring the Complexities of Racialization and the Structuring Forces of Whiteness in a High School Classroom
Tana Mitchell Contents
19. Whiteness and White Privilege: Problematizing Race and Racism in a “Color-blind” World, and in Education
Paul R. Carr
20. A Hidden Door Outside the Law: Mapping Whiteness and Symbolic Alibis for Crimes Against First Nations People
John L. Hoben
21. An Epistemic Instruction Manual: The Blinding Whiteness of the Australian National Curriculum
Glen Parkes
22. How Did We Get Here? The Role of Whiteness (White Privilege and White Supremacy) in the Current Environmental Crisis
Heather W. Hackman
23. “Does It Make Me White If…?”: registers of Whiteness in the Blog “stuff White People Like”
Nichole E. Grant
Contributors
Advance Praise
“In this time of bolstered white supremacy locally and throughout the world, I can imagine few interventions as timely and urgent as Critical Multicultural Perspectives on Whiteness. Lea, Lund, and Carr have assembled a stunning range of writings— from both earlier and contemporary scholars—who lay bare the endemic and enduring nature of whiteness as normative ideology, its damage to educational and social justice, and our role in dismantling and reimagining race. Packed with troubling insights, this book is one I must read again. Read and reread this book and answer its call to action.”
–Kevin Kumashiro, Author of Against Common Sense; former Dean of the School of Education, University of San Francisco
“In Critical Multicultural Perspectives on Whiteness, Virginia Lea, Darren Lund, and Paul Carr present a marvelous collection of first‐rate essays that probe the roots and workings of whiteness from multiple vantage points. The essays, ranging from classics in the field to new works reflecting on identity, teaching, and disruption of whiteness, should be in the hands of everyone who is trying to figure out how to dismantle white supremacy.”
–Christine Sleeter, Professor Emerita, California State University, Monterey Bay
“Simply put, Critical Multicultural Perspectives on Whiteness is the most compelling collection on whiteness and racism I have read. Lea, Lund, and Carr have assembled a powerful collection of essays from a range of voices, vocations, and positionalities that together are equal parts challenging and accessible, philosophical and action‐demanding. I could feel my consciousness growing as I read.”
–Paul C. Gorski, Associate Professor of Social Justice and Human Rights, George Mason University; Founder of EdChange and the Equity Literacy Institute
“Readers will find the contributions in this book important to the discourse and understanding on how whiteness is played out in various contexts in society. Through a series of chapters inspiring authors offer a variety of perspectives that are necessary and important in educational discourse. Critical Multicultural Perspectives on Whiteness will be a valuable resource to teacher educators, and indeed all courses at colleges and universities as they engage students in some of the challenging issues of the day. The chapters in this book will encourage and stimulate dialogue on an important topic. This book is indeed a valuable contribution to this effort.”
–Ann E. Lopez, Associate Professor, Ontario Institute for Studies in Education, University of Toronto; President‐Elect, the National Association for Multicultural Education
“This book is a treasure trove of classic and to‐be‐classic pieces on whiteness and white racial literacy. I can’t wait to get this into the hands of my students!”
–Özlem Sensoy, Associate Professor, Simon Fraser University; Co‐author of Is Everyone Really Equal?
This book is interested in advancing a critical analysis of the hegemonic paradigm described above, one that seeks higher levels of political literacy and consciousness, and one that makes the connection with education. What does education have to do with democracy? How does education shape, influence, impinge on, impact, negate, facilitate and/or change the context, contours and realities of democracy? How can we teach for and about democracy to alter and transform the essence of what democracy is, and, importantly, what it should be?
This book advances the notion of decency in relation to democracy, and is underpinned by an analysis of meaningful, critically-engaged education. Is it enough to be kind, nice, generous and hopeful when we can also see signs of rampant, entrenched and debilitating racism, sexism, poverty, violence, injustice, war and other social inequalities? If democracy is intended to be a legitimating force for good, how does education inform democracy? What types of knowledge, experience, analysis and being are helpful to bring about newer, more meaningful and socially just forms of democracy?
Throughout some twenty chapters from a range of international scholars, this book includes three sections: Constructing Meanings for Democracy and Decency; Justice for All as Praxis; and Social Justice in Action for Democracy, Decency, and Diversity: International Perspectives. The underlying thread that is interwoven through the texts is a critical reappraisal of normative, hegemonic interpretations of how power is infused into the educational realm, and, importantly, how democracy can be re-situated and re-formulated so as to more meaningfully engage society and education.
As for the question contained in the title of the book – The Phenomenon of Obama and the Agenda for Education: Can Hope (Still) Audaciously Trump Neoliberalism? (Second Edition) –, Carr and Porfilio develop a framework that integrates the work of the contributors, including Christine Sleeter and Dennis Carlson, who wrote the original forward and afterword respectively, and the updated ones written by Paul Street, Peter Mclaren and Dennis Carlson, which problematize how the Obama administration has presented an extremely constrained, conservative notion of change in and through education. The rhetoric has not been matched by meaningful, tangible, transformative proposals, policies and programs aimed at transformative change, and now fully into a second mandate this second edition of the book is able to more substantively provide a vigorous critique of the contemporary educational and political landscape. There are many reasons for this, and, according to the contributors to this book, it is clear that neoliberalism is a major obstacle to stimulating the hope that so many have been hoping for. Addressing systemic inequities embedded within neoliberalism, Carr and Porfilio argue, is key to achieving the hope so brilliantly presented by Obama during the campaign that brought him to the presidency.
Revisiting The Great White North? offers terrific grist for examining the persistence of Whiteness even as it shape-shifts. Chapters are comprehensive, theoretically rich, and anchored in personal experience. Authors’ reflections on the seven years since publication of the first edition of this book complexify how we understand Whiteness, while simultaneously driving home the need not only to grapple with it, but to work against it.
Christine Sleeter,Professor Emerita, California State University Monterey Bay
Our understanding of racial inequities in education will be impoverished unless we look deeply at White privilege, its variation in different contexts, and resistances to change. Such is the call in this important book by Lund, Carr, and colleagues, whose analyses within Canadian contexts, framed and re-framed for this captivating revised edition, will be useful to educators and scholars around the world. Read this book today.
Kevin Kumashiro, Dean, School of Education, University of San Francisco; President, National Association for Multicultural Education
Darren Lund and Paul Carr have given the contributors to their original 2007 text the opportunity to revisit, rethink, reconceptualize, and reframe their earlier work. The result is an interesting, invigorating, and unsettling group of chapters that challenge readers to also revisit and rethink their own ideas about Whiteness, privilege, and power …. Teachers, administrators, policymakers, and researchers will all benefit from this critical work.
Sonia Nieto, Professor Emerita, Language, Literacy, and Culture College of Education, University of Massachusetts, Amherst
Lund and Carr bring together a superb collection of authors who collectively challenge readers to go beyond liberal platitudes about race … until educators confront the political, social and economic consequences of inequitably distributed privilege, the path towards equality and freedom will remain elusive. By immersing us in the discourse of Whiteness, the essays in this book illuminate that very path.
Joel Westheimer, University Research Chair & Professor, Faculty of Education, University of Ottawa
Since the accountability era in the early 1980s, policy, public discourse, media coverage, and scholarly works have focused primarily on reforming schools themselves. Here, the evidence that school-only reform does not work is combined with a bold argument to expand the discourse and policy surrounding education reform to include how social, school, and classroom reform must work in unison to achieve goals of democracy, equity, and opportunity both in and through public education.
This volume will include a wide variety of essays from leading critical scholars addressing the complex elements of social context reform, all of which address the need to re-conceptualize accountability and to seek equity and opportunity in social and education reform.
Ultimately, the contributors of this book collectively ask: can there be democracy without a critically engaged education, and, importantly, what role do educators play in this context and process? Why many educators in diverse contexts believe that they are unable, dissuaded and/or prevented from doing thick democratic education is problematized in this book but the authors also seek to illustrate that, despite the challenges, barriers and concerns about doing democracy in education, something can, and should, be done to develop, cultivate and ingratiate schools and society with more meaningful democratic practices and processes.
This book breaks new ground by using a similar empirical methodology within a number of international contexts to gage the democratic sentiments and actions of educators, which raises a host of questions about epistemology, teacher education, policy development, pedagogy, institutional cultures, conscientization, and the potential for transformational change in education.
REVIEWS
"If there was ever a time to reclaim and renew the power of democracy it is in this historical moment, when people everywhere are calling for the remaking of society. Can educators make a difference? provides a powerful affirmation to the question, by critically bringing together a variety of philosophical and practical concerns. More important, the book serves as an invaluable pedagogical resource for educators committed to a genuine praxis of democratic life, in the classroom and beyond." Antonia Darder Loyola Marymount University
"Can educators make a difference in their students’ lives? Most people will automatically answer with an emphatic “YES”. But if we press a bit further and ask: Can educators make a difference in the democratization of societies? Probably we will find a lot more hesitant answers. These are two deceptively simple questions, but I don’t know any “educator” worth the title that doesn’t struggle every day trying to find satisfactory answers to those two questions. Can educators make a difference? Experimenting with, and Experiencing, Democracy in Education is one of those very rare books that will assist teachers, especially those working in teacher education programs, to find effective ways to strengthen the relationships of schooling and democracy. Using detailed analyses of experiments with democratic schools, and experiences of democracy in education, the contributors of this book provide both conceptually sophisticated, as well as proven practical, initiatives to assist educators worldwide to affirm their central role in schools as transformative critical cultural professionals; supporting the goal of making every teacher a teacher of democracy. This is an outstanding book and should be required reading in every teacher education program." Gustavo E. Fischman Arizona State University
"What a rich collection of thinkers and educators from around the globe, all deeply committed to fostering a thick and robust version of democracy. Their engagement of students, their use of a solid body of theory and data, and their bold challenges to thin and stultifying versions of democracy, come together in this welcome book. I am pleased to report that the question asked in their title is answered in this hopeful text, that it is a resounding “yes,” and that there is still much work to be done." Darren E. Lund University of Calgary
"I loved this book! It is powerful. It asks hugely important questions about democratic and undemocratic/anti-democratic education, pedagogy, curriculum, organization, ideology and control. As well as asking what (and who) education does currently serve, its international group of writers/researchers/activists also asks what/whose purposes should education serve? And it goes further. It shows how, in different national contexts and with international/global resonance, teachers and students can do deep democratic education. This excellent volume, based on the “Global Doing Democracy Research Project”, really can and does take critical educators, social justice educators, educators for democratic citizenship forward. Exciting stuff!" Dave Hill University of Middlesex (London) in The Journal for Critical Education Policy Studies
CONTENTS
Acknowledgements. Foreword: Reflections on the Global Doing Democracy Research Project, Daniel Schugurensky. Introducing the Global Doing Democracy Research Project: Seeking to Understand the Perspectives, Experiences and Perceptions of Teachers in Relation to Democracy in Education, David Zyngier and Paul R. Carr. Democracy, Critical Pedagogy and the Education of Educators, Paul R.Carr. Re-Discovering Democracy: Putting Action (Back) into Active Citizenship and Praxis (Back) into Practice, David Zyngier. Can We Teach Deep Democracy: And Can It Make a Difference? Carolyn M. Shields. Getting Beyond Flat-Out Bored: The Challenges and Possibilities of Creating a Democratic Space for Social Justice Education in Publically Funded Schools, Michael O’Sullivan. Preservice Teachers’ Conceptions of Democratic Essence: Interpretations of Democratic Principles, and Their Connections to Social Justice, Economic Class, and Spirituality/Religion in the United States, Thomas A. Lucey. What Kind of Citizenship for What Kind of Democracy? Are We Spectators of Everyday Events or Protagonists in History? Adriana Murriello, Andrea Ledwith, and Cecilia Naddeo. Teacher Education and Democracy: Preparing Teachers in Metropolitan Buenos Aires, María Delia Traverso. Education for Democracy in Perúvian Society, Felix Reátegui and Susana Frisancho. Doing Democracy in Education: Perspectives of Malaysian Principals, Sazali Yusoff. “Critical Multicultural Social Studies” for “Deep Democracy”: Theory and Practice, Marc Pruyn. About the Contributors.
REVIEWS
"The doomsday clock moves closer to midnight in a world that has gone mad with violence and perpetual war. The power of the military to manufacture and sanitize death, devastation and destruction has never been interrogated before by critical educators. Educating for Peace in a Time of Permanent War: Are Schools Part of the Solution or the Problem? is the first volume of its kind in which the militarization of education (both in curriculum and in the larger pedagogical order) is examined. This is an extremely important book that should be read by all educators."
- Karen Anijar, Professor Emeritus, Arizona State University
"In Educating for Peace in a Time of Permanent War" Are Schools Part of the Solution or the Problem?, editors Paul R. Carr and Brad J. Porfilio skillfully weave together and present the intellectual capital (the theory, philosophy and empirical work) of a set of international scholars par excellence. In five engaging sections – 'Theorizing Peace, War and Peace'; 'Scanning the War in Our Daily (and Educational) Lives'; 'The Curriculum of War and Peace'; 'Internationalizing Peace and the Trauma of War and Conflict'; and, 'Resisting the Militarization of Education' – and contextualized between the inspiring bookends of a Foreword by Antonia Darder and an Afterword by Zvi Bekerman, the authors explore virtually every aspect of the role of education in the drive for war and its perpetuation, and its equally liberatory potential in perusing its antithesis, peace. Any activist, student or academic working in the areas of peace, education, sociology, social justice or anti-imperialism – or anyone excited about the current world-wide push-back against the forces of oppression (neo-liberalism, authoritarianism, sexism, racism and homophobia) – would be remiss not to carefully read and consider the important thoughts and analyses proffered in this strikingly important volume!"
- Marc Pruyn, Senior Lecturer, Monash University
"In our shadowed time of military solutions to chronic problems, schools themselves mirror these means toward an end. The authors in this volume critically assess the role of schooling as a tool of governments and nation-building through analysis of the military mind and militarism in our teaching and learning. They find in the efficiency and surveillance of a modern nation-state a cast of mind and a portfolio of practices that seep inexorably down to authoritarian accountability measures in many schools today. I was particularly struck to realize that common means of peace education may be too weak or incomplete to counter the military mind and its accepted solutions to conflict, especially when the war machine becomes a major means to economic prosperity. The part of this volume devoted to classroom practices by critical peace educators around the world gave me some hope that teaching and learning in and out of schools may someday become generative, rather than reactive, incubators for a new life. This new life would be a way of being in the world that is not simply an altered cast of mind or an amended outlook. It would be a culture of peace-building that would begin to counter the suspicion of our relationships with one another, the violence of modes of being with non-human animals, and the exploitation of our planet."
- A. G. Rud, Dean and Professor, Washington State University
From the back-cover:
The times call for audacious and courageous responses to an education reform agenda that, sadly even under President Obama, embodies standardization, privatization, and competition at the expense of equity and a democratic vision of education. The authors of The Phenomenon of Obama offer such a response and bring us back to the true purpose of education: to nurture teaching and learning, collaboration, community, and social justice. Sonia Nieto, Professor Emerita, University of Massachusetts, Amherst
Paul Carr and Brad Porfilio's book is thus a desperately necessary shot of critical democratic sobriety on the confusing politics of U.S. public education. More than ever before we need this type of serious institutional analysis, not myth-making media points, if we are to dare a new social order (either with the schools or without them). Richard Kahn, Education Department, Antioch University Los Angeles
The perspectives offered by a wonderfully diverse collection of contributors provide a glimpse into the complex, multilayered factors that shape, and are shaped by, institutions of schooling today. The analyses presented in this text are critical as globalization and neoliberalism exert increasing levels of control over the public institutions meant to support the common good. Readers of this book will be well prepared to participate in the dialogue that will influence the future of public education in this nation – a dialogue that must seek the kind of change that represents hope for all students. Julie A. Gorlewski, Faculty of Education, SUNY New Paltz
The Phenomenon of Obama and the Agenda for Education provides a justified critical analysis of the anti-democratic education reform initiatives being launched by powerful elites in the U.S. In times of increasing social, economic, and educational inequality, the sharp critique offered by this volume is one part lament, one part righteous indignation, and totally necessary. Wayne Au, Editor, Rethinking Schools, & Faculty of Education, University of Washington – Bothell Campus
This urgently needed collection exposes the neoliberal architecture of the Obama administration’s initiatives within and beyond education. These careful essays describe the economic, political, and philosophical formations underlying this administration’s market-driven approaches to teaching and learning, as well as revealing the ideological strategies through which elites sell their one-sided policies to the public. Carr and Porfilio have compiled an engaging and indispensable resource for researchers, educators, and activists interested in understanding and confronting the contemporary corporatization and instrumentalization of education. Noah De Lissovoy, Faculty of Education, University of Texas at Austin.
.......
"Paul R. Carr has produced a rich and impressive examination of the multiplicity of relationships among notions of democratic formation, critical pedagogy, human rights, anti-racism, and feminist, anti-colonial, political and cultural studies. Drawing from a deep well of intriguing and eclectic sources..., he moves with clarity and élan between the broad and the narrow, the general and the specific to capture the power of theory without sacrificing the nitty-gritty of concrete practice. A balance of possibilities rather than false dualisms will be found here. Does Your Vote Count? has become an essential contribution to my own work and teaching."
--Tom Wilson, Chapman University
.......
"In Does Your Vote Count? Paul R. Carr extends the critical analysis and contextualization of Democracy while carefully trying not to fall in the trap of offering new final understandings and solutions for what democracy and democratic processes should be. I read Carr's book as an invitation to approach democracy (re-written with a small d) through critical pedagogical
perspectives, opening democracy's meaning to multiple understandings, and diverse human experiences. We should all try to join in this dialogue which Carr, joining other great critical voices of the past (Freire, Kincheloe), considers to be one guided by humility."
--Zvi Bekerman, Hebrew University
.......
"In this compendium of writings, Paul R. Carr...calls for a rethinking of bourgeois democratic politics. What are the contours surrounding this conception of democracy and what are its limitations? What alternative conceptions of democracy ought to be brought to fruition if we are to overcome the onslaught of the 'neo-liberal,' neo-fascist and White-Anthropocentric policies we have been witnessing, and under which the majority world and eco-system have been suffering? What effective responses can a socially engaging critical pedagogy afford us in this regard? This
book covers a lot of ground and should inspire all those who dream of and work for a better world."
--Peter Mayo, University of Malta
.......
"This book should be of great interest to teachers, scholars and researchers interested in critical pedagogy. The book opens up the whole question of criticality, and of what kinds of criticality are acceptable in educational settings. It directly speaks to examining issues in education from a plurality of academic viewpoints and perspectives including the broader policy issues, i.e., minority studies, democracy, and issues of educational equality and equity. Without a doubt, it will have both a scholarly and intellectual impact on the field. Paulo Freire's approach to critical pedagogy is well served here, as is the legacy of the late Joe L. Kincheloe, whose many contributions and influence are evident throughout this book."
--Sheila Macrine, New Jersey City University
.......
"Paul R. Carr has written an innovative and timely book on the current state of democracy, which, he argues, can no longer be understood within mainstream, hegemonic, electoral-based thinking. His meshing of democracy with critical pedagogy is a welcome addition to the literature and the field. He meticulously documents how neo-liberal democracy has wrought many anti-democratic measures, events and inequities. More importantly, Carr demonstrates how education, from a critical pedagogical vantage point, can bring hope to those who have been discarded by Westernized democratic electoral systems that refuse to respond to the needs of the people....This book breaks fresh ground in arguing that educators (and citizens) can fashion a
new, more resilient and more meaningful democracy. This book moves the debate away from how and who gets elected to the essence of power and engagement within society. Democracy is more than elections, and, as Carr points out, it should involve a transformative ethos built around a critical pedagogical educational experience."
--Peter McLaren, UCLA
.......
"For readers familiar with critical pedagogy, Paul R. Carr's book brings together and extends some of [its] core commitments: the eradication of oppression in school and society, making visible and ultimately resisting the effects of militaristic, hegemonic, racist, sexist, colonialist and other oppressive ideologies, and working with students to develop the skills to engage in meaningful and informed examinations about hegemonic practices throughout the world, and participate in robust democratic dialogues about challenging these practices. For readers who are not familiar with critical pedagogy, ...the book contributes a very detailed discussion of democratic (or perhaps democracy) literacy in all aspects of school structures. The book explores a range of examples, questions and case studies that underscore the complexity of democracy discourses as they emerge in a variety of settings. ...Carr's...care and passion for these issues is evident....Throughout the text, Carr does not lose sight of the blind spots and gray areas that make engagement with democracy a messy art. All of this results in a thoughtfully written book that would make a welcome addition to the critical educator's library."
--Özlem Sensoy, Simon Fraser University
.......
"A clear and insightful work that revisits the nature and implications [of] robust democracy in and for education, while offering persuasive justifications for the Freirean tradition of critical education through the use of lived experiences and research. Paul R. Carr provides a refreshing critical discussion of 'econ-ocracy' and the mythology it has created."
--John Portelli, Ontario Institute for Studies in Education at the University of Toronto
.......
"In this book, Paul R. Carr does an outstanding job capturing how teachers, researchers, scholars and informed citizens can utilize critical pedagogy to get us beyond the mainstream version of democracy in North America--election politics, polling and parties--that is responsible for perpetuating social inequalities in schools and in the wider society, to engendering a social reality
consisting of critically engaged citizenship, diversity, freedom, hope and justice. Not only does this book highlight the social, economic and political forces behind...entrenched educational and political structures that perpetuate conformity, oppression and intolerance, but it provides readers with pedagogical ideas, original research, and concepts to reflect upon how critical pedagogy can become the cornerstone to creating a reflexive praxis and building an equalitarian society."
--Brad Porfilio, Lewis University
........
"Paul R. Carr's rigorous examination of democracy and critical pedagogy offers timely suggestions for the role education might play in ushering in a less oppressive, less exploitative, less Euro-centric, less barbaric, post-capitalist, post-imperialist world. In a context where one's individual vote arguably has limited political impact on disrupting the basic structures of capitalist power, Carr's emphasis on direct democratic action beyond the voting booth is a necessary reminder of the responsibility of educators to nurture the critical agency and commitment to social justice within their students. Does Your Vote Count? should be engaged with by educators and students everywhere."
--Curry Stephenson Malott, D'Youville College
Youth Culture, Education and Resistance: Confronting Commerialization and Neo-Liberalism continues the important legacy of critical pedagogy by remaining defi ant in the face of what seems an unimpeachable foe. Given the daunting task faced by critical educators, it is heartening to see Brad Porfi lio and Paul Carr bringing together such a relentlessly creative and courageous group of critical educators, who refuse to give up the struggle to bring social justice to education and the world-at-large, a world increasingly eviscerated of social services on behalf of finance capital.
—Peter McLaren, UCLA ((from the Foreword)
Youth Culture, Education and Resistance by Brad Porfilio and Paul Carr is a timely and powerful intervention in contemporary literature on youth, education, and neo-liberalism. Collectively, the authors and editors open up the discussion around young people today, offering us a new and richer language to think about the specifi c kinds of inequalities young people face today—and how they are being resisted.
—Greg Dimitriadis, University at Buffalo, The State University of New York (from the Afterword)
What I find valuable about this volume is the way in which the authors look beyond tinkering with the policies of current or outgoing leaders. As this volume emphasizes, the real hope is to be found where it always has been found: in the resistance of youth. Our masters criminalize youth for the same basic reasons that they marginalize and racialize others: to divide and subjugate. I strongly recommend this volume to teachers and academics interested in looking beyond our immediate and
localized concerns.
—Douglas Fleming, University of Ottawa
The contributors to this volume present both a theoretically complex analysis of neo-liberalism and the negative consequences for education, and a pedagogically rich portrayal of what is possible possible if we only placed people before profits. Engaging, critical, and ground-breaking.
—David Hursh, University of Rochester
Over 20 leading scholars and activists have contributed a diversity of chapters offering a concerted scholarly analysis of how the complex problematic of Whiteness affects the structure, culture, content and achievement within education in Canada. Contributors include James Frideres, Carl James, Cynthia Levine-Rasky, and Patrick Solomon.
The book critically examines diverse perspectives, contexts, and the construction and application of societal and institutional practices, both formal and informal, that underpin inequitable power relations and disenfranchisement. Its relevance extends beyond the Canadian context, as those in other global settings will find abundant and poignant lessons for their own trans-formative work in education with a particular focus on social justice.
The Great White North? Exploring Whiteness, Privilege and Identity in Education has won two awards: the Canadian Race Relations Foundation's Award of Excellence (2008), and the Canadian Association of Foundations in Education's Publication Award (2009).
Several reviews have also been written on this book, and they can be accessed at www.paulrcarr.net."
différences entre les représentations émergent, mettant en lumière la complexité de l'identité culturelle québécoise dans un contexte multiculturel.
Abstract. Current political debates in Quebec revolve around identity issues such as language and immigration, sparking growing interest in Quebec's cultural identity. The primary concern is the preservation of French and
Quebecois identity, with a majority of Francophones feeling threatened. In this context, social representations of Quebecois identity are crucial for understanding intercultural dynamics in Quebec. This research aims to explore representations of Quebec's cultural identity among students from two Francophone universities, who are immersed in an environment conducive to identity reflection due to its diversity. Based on 23 semi-structured interviews with students aged 22 to 65, the study examines their perceptions of Quebec's cultural identity from two perspectives: those born in Quebec and those born outside Quebec. For these student participants, Quebec's cultural identity is first and foremost associated with the French language, followed by their relationship with others and cultural diversity, seen as a richness. Similarities and differences between representations emerge, highlighting the complexity of Quebec's cultural identity in a multicultural context
Il mondo dispone delle risorse, delle capacità e dell’ingegno necessari per affrontare in modo (più) efficace i gravi problemi globali (tra cui l'ambiente, la migrazione di massa, la guerra, il femminicidio, il razzismo, le disuguaglianze, la povertà), senza bisogno di denigrare l’“altro”. Nessuno nasce razzista, ma possiamo diventarlo, e nessuno nasce focalizzato sulla costruzione di una democrazia, ma possiamo impegnarci nella democrazia. Questi pensieri fungono da preambolo al mio testo, una riflessione su cosa significhi per me l'interculturalismo in questo momento. Presenterò brevemente la mia lettura di due temi centrali (identità e giustizia sociale, e democrazia e cambiamento sociale) in dialogo con le posizioni/prospettive dell'interculturalismo e del
pluralismo culturale, per poi presentare uno studio di caso sull'interculturalismo in Québec. Il testo cerca, umilmente, di chiarire alcune delle complessità, dei paradossi, delle sfumature politiche e socio-culturali e delle implicazioni relative ai dibattiti sull'identità nelle società culturalmente diverse. L’articolo conclude con alcune riflessioni su dove potremmo essere diretti.
colaborativo y de cooperación en el que participan tantas gentes de tantos países. Es decir que este texto representa solamente una dimensión del proyecto, la parte en amarillo en la Ilustración 1 con respecto de una de las muestras en España. Hay varios libros, artículos, colaboraciones y proyectos que desarrollan el proyecto de investigación que pueden, untos, articular una perspectiva de las motivaciones, formas, implicaciones y
consecuencias de la utilización de las redes sociales vinculada a la participación ciudadana.
fenómeno imparable más que evidente, y aunque pueda ser estudiado
desde un ámbito propio de la Sociología y/o de la Comunicación, en el
presente trabajo se hace desde la Educación, como campos multi-/inter-
/transdisciplinarios. Como parte de una tesis doctoral, se inicia la exploración partiendo de la suposición de que el movimiento en sí puede ser una fuente de aprendizaje hacia la diferencia, como se tratará de demostrar a lo largo de estas páginas, humildemente.
No cabe duda en estos momentos del poder educativo de las redes sociales,
y es que llegan donde no lo hace la educación formal (Arriaga et
al., 2016), esto es, alcanzando un público amplísimo, contribuyendo al
conectivismo (Siemens, 2007; Reyna et al., 2021) como modelo de
aprendizaje, y convirtiéndose en parte de uno de los principales agentes
de socialización (Pulido, 2007; Mejía, 2018). Evidentemente, existe
toda una serie de elementos nocivos también asociados a la utilización
de las redes sociales. Sin embargo, eso escapa a este análisis, por lo que
simplemente se advierte que, mientras se trate de paliar dichos perjuicios
y se logre una efectiva alfabetización mediática, no se debe obviar todolo positivo que tienen para ofrecer a la sociedad, sobre todo en cuanto a
la educación de calidad y reducción de desigualdades, metas cuarta y
décima de los ODS de la Agenda 2030 (Organización de las Naciones
Unidas, 2015), que todo el mundo debería tener en su horizonte.
A continuación, a modo de introducción se aborda, primeramente, el
tema de la eco/demopedagogía (Carr et al., 2018; Carr, 2021; 2022), que
trabaja de manera fuerte y específica ese objetivo décimo de la Agenda
2030, pero que también es útil reforzando otros, para mencionar sus
principios. Posteriormente, se expone la cuestión de la cultura de la discapacidad, desplegando sus tres dimensiones, aspecto que tendrá un hilo conector esencial en el resto del trabajo. Terminamos el mismo estableciendo un paralelismo entre el movimiento social de la discapacidad en las redes sociales y la mencionada eco/demopedagogía.
En 1949, La colombe de Picasso devenait un symbole de paix. Quelque 75 ans plus tard, son vol n’est malheureusement pas terminé. Au cours de la
dernière année, la planète a été le théâtre de 56 conflits, soit le pire bilan
depuis la Seconde Guerre mondiale, selon le Global Peace Index 2024.
Pour inverser la tendance, il faut miser sur la justice sociale et l’éducation
à la démocratie, affirme le professeur de l’Université du Québec en Outaouais (UQO) Paul R. Carr. Titulaire de la Chaire UNESCO en démocratie,
citoyenneté mondiale et éducation transformatoire (DCMÉT), il travaille
avec des collègues de plusieurs pays pour trouver des façons de « cultiver
la paix ».
PART 2
http://www.youtube.com/my_videos_timedtext?video_id=T2evwvQGI_I
PART 3
http://www.youtube.com/my_videos_timedtext?video_id=EpYIKGYXqJI
PART 4
http://www.youtube.com/my_videos_timedtext?video_id=PVj85sAj5f0
PART 5
http://www.youtube.com/my_videos_timedtext?video_id=YwPn_LOEraY
PART 6
PART 2
http://www.youtube.com/watch?v=wRGZz4PUIW8
PART 3
http://www.youtube.com/watch?v=ej3gOkcWAGU
PART 4
http://www.youtube.com/watch?v=uQHl_d-_BwI
PART 5
Todo esto para decir que las redes sociales ahora impregnan, invaden y dominan nuestra vida social y nuestra conciencia. El efecto es explícito e implícito, formal e informal, visible e invisible. Al mismo tiempo, estamos cambiando de los paradigmas tradicionales de medios y comunicaciones limitados, controlados y hegemónicos a espacios y voces de acceso más abierto, abiertos y potencialmente democráticos (y también con mucha vigilancia y algoritmos).
Podría decirse que los movimientos sociales, por ejemplo, como Black Lives Matter, #YoTambien, Occupy, Idle No More, Indignados (15-M), la Primavera árabe y otros habrían estado mucho más limitados sin las redes sociales. A pesar de las contradicciones y paradojas, las redes sociales han impactado nuestras formas de conocer, interactuar y ser.
¿Y la educación? ¿Cómo debemos entender y relacionarnos con las redes sociales en ya través de la educación?
Por un lado, vivimos en un mundo con multitud de conflictos militares abiertos, genocidios, luchas religiosas / raciales / etnoculturales y terrorismo, y feminicidio, violencia de pandillas, microagresiones, violencia policial, violencia en el deporte, bullying, racismo, sexismo y otras formas de la violencia, En cambio, estamos constantemente enredados en la violencia simbólica, material, inferida y real.
Las redes sociales tienen un potencial infinito de participación, difusión, inclusión, pero también de igual modo, en la red se fomentan conflictos sociales como es la xenofobia, porque las redes sociales están intensamente impregnadas de memos, videos, juegos, discusiones, comentarios y una serie de innovaciones, posibilidades de creatividad, de interconectividad con un potencial de movilización que lleva en muchos casos a la tergiversación de las ideas.
Nos planteamos dos preguntas: ¿Cómo leemos la palabra y el mundo? como lo expresó Freire, y ¿Cómo la educación nos ayuda a comprender e interactuar con las redes sociales, que han suplantado en gran medida las noticias normativas y dominantes?
Esta presentación busca unir estos temas para subrayar la relevancia y la necesidad de la alfabetización mediática crítica para cultivar la paz y la educación para la paz, que están indisolublemente conectados con la noción de democracia. ¿Qué es la alfabetización mediática?
Un componente central del desarrollo de una democracia es la capacidad, la oportunidad y la manifestación de un diálogo comprometido críticamente, sin violencia entre las personas. En la era digital, nos encontramos con temas que pueden preocupar, como es la sofisticación de Internet, la “tiranía” de los algoritmos, los públicos desconocidos, la difusión de "noticias falsas", el control y la vigilancia, pero es la difusión, la interacción y el compromiso transfronterizos / lingüísticos / culturales otra parte del lado positivo de este tipo de interconexiones.
La hegemonía y las relaciones de poder juegan un papel importante en este proyecto, y la educación para la paz debe cultivarse, entenderse y apoyarse dentro de ese filtro.
FORUM DES PARTENAIRES • RÉVISION DU PROGRAMME D’ÉTUDES ÉTHIQUE ET CULTURE RELIGIEUSE • Ministère de l’Éducation et de l’Enseignement supérieur (rencontre de consultation à Québec, Montréal et Trois-Rivières)
“And they call it democracy…”: “There is a crack in everything, That's how the light gets in” (PAUL R. CARR)
2. Playing a critical epistemology card: Building a meta-model for media literacy (GINA THÉSÉE)
3. Where to, Web 2.0 ??? (MICHAEL HOECHSMANN)
October 25-27, 2023
Open access online, free for all to attend
Some in-person sessions in Seoul, South Korea
Join the conversation in English, French, Spanish and Korean.
Seek positive change in dialogue with academics, educators,
organizations, activists & civil society members from around the
world.
● Free to attend, open to all
● Registration: www.dcmetsymposium.com
● Location: Online via Zoom and Facebook Live, and all sessions uploaded within 24 hours via YouTube
● Dates: October 25-27, 2023 | 3 days
● 4 Languages: Spanish, French, English and Korean
● Over 150 presenters from more than 35 countries
● 50 sessions that are collaborative, action-oriented and multi-/inter-/trans-disciplinary
● Simultaneous interpretation for several sessions
● Organized by UNESCO Chair DCMÉT, Kyung Hee University, Korean Democracy Foundation, UQO and UQAM with partners, including UNESCO, CCUNESCO, SSRCH, FRQ, APCEIU, CIRCEM, Centr'ÉRE, AQOCI, Lakehead University Coop L'Argot, Seoul National University CAUS, Jeju National University RCCS, UDLA, PUCV.
The UNESCO Chair in Democracy, Global Citizenship and Transformative Education (DCMÉT) has announced a three-day online symposium under the theme of Peace, Culture & Social Justice. Now in its third annual iteration, the event welcomes researchers, educators, students, organizations, activists, artists and other members of civil society from around the world to take part. Dr. Paul R. Carr (UQO), Chair-holder, and Dr. Gina Thésée (UQAM), CoChair-holder, in collaboration with colleagues at Kyung Hee University and the Korea Democracy Foundation, have brought this event to life with the support of the organizing committee and event partners. In describing the goals of the event, Dr. Carr explained:
“This Symposium attempts to bring people together from a range of backgrounds, disciplines, identities and perspectives in order to cultivate dialogue and engagement on difficult and complex issues, with the desire to do so in a critical and transformative way. We hope to raise issues in some 50 sessions in English, French, Spanish and Korean that will allow for moments of reflection, conscientization and solidarity. Developing democracy, global citizenship and transformative education is central to our project. It is a humbling experience to organize such an event online, with some wonderful live sessions in Seoul, and there are many engaged colleagues and organizations associated with it. We are honoured to be able to do so with our colleagues at Kyung Hee University and the Korea Democracy Foundation. The theme of Peace, Culture and Social Justice allows us to reconsider some of the fundamental issues and ways of developing our societies to be more inclusive, equitable and compassionate, beyond the cliché to create meaningful social change. We welcome and look forward to engaging with everyone at the Symposium.”
International attendees are encouraged to register through the website to gain access to the relevant Zoom links so they can participate in the Q&A portion of each session. If preferable, they can also watch all sessions on Facebook Live during the event or tune into YouTube to view the recorded sessions. Attendees who wish to take part in person in Seoul, South Korea, should also register through the website to receive event updates and instructions.
There are two schedules for participants to consult based on their time zone preference. The schedule following the Seoul (KST) time zone will begin at 09:30 on October 25th with an opening ceremony followed by the first two plenary sessions. Plenary speakers include the Vice President of Kyung Hee University, followed by Dr. Gina Thésée (October 25), Dr. Paul R. Carr (October 26), and Bae-Gyoon Park (October 27). The KST schedule includes multiple sessions in both Korean and English, including simultaneous interpretation. The schedule, which follows the Montreal time zone (EDT), will begin on October 25th at 09:00 with an introductory session led by Julie Bergeron, followed by a series of engaging sessions in Spanish, French and English, many of which will also be simultaneously interpreted. For more information and to register for free to attend, visit the symposium website.
Dialogue and Emancipation October 25-28, 2022
Open access online and in person in Valparaíso, Chile.
Join the conversation in Spanish, French, and English to discuss, reflect and engage in dialogue with academics, activists and civil society members seeking positive change.
Essential Information:
● Free to attend, open to all
● Website & Registration: unesco-dcmet.com
● Location: Online via Zoom, Facebook Live and YouTube
● Dates: October 25-28, 2022 | 4 days
● Languages: Spanish, French, and English
● Over 125 presenters from 25+ countries
● 40 sessions that are collaborative, action-oriented and multi-/inter-/trans-disciplinary
● Simultaneous interpretation for several sessions
● Organized by UNESCO Chair DCMÉT, PUCV, UQO and UQAM with several partners,
including UNESCO, CCUNESCO, SSRCH, FRQ, APCEIU, CIRCEM, Centr'ÉRE,
AQOCI, and Coop L'Argot.
The UNESCO Chair in Democracy, Global Citizenship and Transformative Education
(DCMÉT) has announced a four-day, online symposium entitled Dialogue and Emancipation, exploring democracy, global citizenship and transformative education. The event welcomes researchers, educators, activists, artists and other members of civil society from around the world to take part. Dr. Paul R. Carr (UQO), Professor & Chair-holder, and, Dr. Gina Thésée (UQAM), Professor & Co-Chair-holder, in collaboration with colleagues at UPCV in Chile, have brought this event to life with the support of the organizing committee and event partners.
In describing the goals of the event, Dr. Carr explained:
“This Symposium attempts to bring people together from a range of backgrounds,
disciplines, identities and perspectives, to cultivate dialogue and engagement on difficult and complex issues, with the desire to do so in a critical and transformative way. We hope to raise issues in some 40 sessions in English, French and Spanish that will allow for moments of reflection, conscientization and solidarity. Developing democracy, global citizenship and transformative education is central to our project. It is a humbling
experience to organize such an event online, with some wonderful live sessions in Chile,
and there are many engaged colleagues and organizations associated with it. We are
honored to be able to do so with our colleagues at the Pontificia Universidad Católica de
Valparaíso. We welcome and look forward to engaging with everyone at the
Symposium.”
From the organizing team in Chile, Dr. Silvia Redón explains, "a relevant point to highlight is the dynamics of the free symposium, which is shaped by round-table discussion and panels that prioritize dialogue, collaboration and solidarity, aligning with the objectives of the UNESCO Chair in democracy, global citizenship and transformative education. Within this framework, the symposium, at the end of each day, will also host Happy Hour discussions to freely discuss what was addressed by the panelists during the day, with the aim of cultivating a solidarity network that supports diverse identities, territories and worldviews. We hope all of this will lead to a robust, critical, participatory, dialogic and deliberative democracy, far from the mercantile and
instrumental logic that sometimes underlies these academic spaces”.
International attendees are encouraged to register through Zoom, via the website, so
they have access and can participate in the Q&A portion of each session. If preferable, they can also watch all sessions on Facebook Live during the event, or tune into YouTube to view the recorded sessions. Attendees who wish to take part in person in Valparaíso should also register through the website to receive event updates and instructions.
A selection of sessions, including all four plenaries, will be presented with simultaneous
interpretation in Spanish, French and English on Zoom and Facebook Live. Plenary speakers include Paul R. Carr (October 25), Gina Thésée (October 26), Manuel Muñoz Millalonco (October 27), and Lilia Concha (October 28). There are several sessions related to Indigenous Peoples, the environment, global citizenship, democracy, media, transformative change, diaspora relations and social inequality, and other issues.
Important Links
More Information: unesco-dcmet.com
About
UNESCO Chair DCMÉT DCMÉT, in French, stands for Democracy, Global Citizenship and Transformative Education; the UNESCO Chair DCMÉT was founded in 2016. A UNESCO Chair involves a defined research program, engaged teaching and learning, civil society participation, networking with partners in the Global South, and a direct connection to UNESCO values, orientations and goals. The UNESCO Chair DCMÉT specifically connects to/with human rights, democracy, global citizenship, environmental and eco-citizenship education, peace, anti-racism, and transformative and emancipatory education within a critical, political, and ecological lens. Working with UNESCO and other UNESCO Chairs around the world is a unique feature of the work undertaken by a UNESCO Chair
L’analphabétisme politique donne lieu à une « démocratie mince » réduite à sa seule dimension normative basée sur des modalités électorales. L’éducation non transformatoire est semblable à l’« éducation bancaire » que dénonce Paulo Freire, parce qu’elle contribue à maintenir, à renforcer et à reproduire les dynamiques systémiques oppressives. L’éducation « transformatoire », dont le moteur est interne aux collectivités et aux individus, suppose une conscience critique dans l’exercice d’une « démocratie ample » qui conduit à la transformation des réalités socio-environnementales oppressives et à l’émancipation des personnes. Or, les assauts continus sur l’éducation éloignent la possibilité de cette éducation transformatoire.
Dans ces contextes, comment penser l’articulation de la démocratie, de l’alphabétisation politique et de l’éducation transformatoire? De plus, cette articulation peut-elle contribuer à l’émergence de citoyenneté(s) ancrées dans une diversité d’appartenances? Et, en ce sens, que sont les notions de citoyenneté, de citoyenneté mondiale ou même d’écocitoyenneté mondiale? De plus, quels profils d’enseignants seraient en mesure de relever ces défis et quelle(s) formation(s) à l’enseignement seraient souhaitables?
Très heureux de présenter la deuxième Info-lettre de la Chaire UNESCO DCMÉT / Muy felices de compartir el segundo Boletín de la Cátedra UNESCO DCMÉT
Paul R. Carr & Gina Thésée
Info-Letter / Info-lettre / Boletín
http://docs.wixstatic.com/ugd/bcff79_907ba80610914c88ad8a909530e20796.pdf
Contenu / Contents
Lettre aux membres (1)
Letter to members (3)
Colloque de l’ACFAS (5)
Projet avec la communauté haïtienne (7)
Announcing a new book (8)
Affiche : journées québécoises de la solidarité internationale (9)
Photo : des étudiantEs et des assistantEs de recherche et des participantes à l’ACFAS (9)
Engagement in social media and “fake news” . 10 Participation in UNESCO forums (10)
Numéro thématique en langue française dans la revue de recherche sur l’éducation à la citoyenneté / Citizenship Education Research Journal (CERJ) (11)
Global Citizenship Education workshops in South Korea (12)
Retrouvailles jumelages interculturels (13)
Un membre du comité exécutif honoré (14)
Keynote address at the annual conference of the Ontario Society for the Protection of Cruelty Against Animals (14)
Some thoughts on the time spent in Norway (on sabbatical) (14)
Some images from the time spent in Buenos Aires (on sabbatical) (16)
Membres des comités de la Chaire UNESCO DCMÉT (17)
The linkage between democratic experience and the interest in engaging with thick(er), social justice-based education is developed throughout the research, and underscores the potential for critical engagement and participation in and through education. The research also provides a range of analyses that serve to elucidate the need for broad-based thinking and conceptualization that encompasses institutional, cultural and praxis-based considerations of education, with explicit/implicit, formal/informal and nuanced interpretations of how power relations are inter-woven into the educational project. Over the course of the research project, our findings were further examined, teased out and triangulated through deeper, critical, comparative analyses involving data from divergent contexts and in different languages, and problematizing diverse relationships between political, social and institutional actors concerning how democracy plays out in the classroom and schools as well as within communities that are inextricably linked to the educational project. The results, analyses and conclusions of the research have implications for critical conceptualizations, and engagement with, the curriculum, pedagogy, educational policy, institutional culture, epistemology, leadership, and lived experiences within the education realm in relation to democracy.