(Re)Imagining Futurities in Education: Summer 2021 Global and Cross Cultural Per

(Re)Imagining Futurities in Education: Summer 2021
Global and Cross Cultural Perspectives in Education and Society
A Brief Context:
This course has explored educational injustices both domestically and internationally. In our discussions, we have addressed the dialectic of oppression and resistance by acknowledging that while oppression exists, so does resistance, and one does not negate the other.
To that end, we have discussed colonialism, post colonialism, and decolonization in the U.S, Australia and Canada, we have tackled capitalism and social class injustices in Taiwan, the U.S, and Britain, neoliberalism in education and patriarchy and globalized gender(ed) injustices in education (we will cover white supremacy and anti-blackness in education in the coming weeks).
We have established in this course that oppression exists in education and that oftentimes, education itself can be oppressive. So what do we do about it?
This assignment:
Your task for this assignment is to use your imagination.
· Choose a topic in education that ignites your interest. You can focus on an aspect of an educational system anywhere around the world. This is truly open ended. For instance, if you’re interested in teaching in Taiwan, talk about that. Want to bring in your educational experiences in the U.S or another part of the world and talk about curriculum specifically? You do can that too.
· Describe your educational topic. Why did you select it and why does it matter? In other words, what makes it important?
· Is this aspect/feature of this educational system oppressive? How? In what way? For this, you’ll want to draw directly from course readings and materials. For instance, did you select a feature of an educational system that is rooted in colonialism? Then discuss that. Or did you choose a feature that reflects capitalistic injustices? Discuss that.
· How can you imagine/reimagine that feature to resist oppression? For instance, if you chose to talk about teachers that silence or marginalize the voices and experiences of students of color as an oppressive aspect, you could think about how multicultural education might be an alternative to oppressive teaching practices. And if you think you can imagine another way to teach altogether, what might that look like?
· If the feature you chose isn’t oppressive (and it DOES NOT HAVE TO BE) is it innovative? Does it free students instead of stifle them? Is it liberatory? In other words, does it actually resist oppression? If so, how? Should it be replicated in other parts of the world? If so, why and how? (only answer this question if the feature you selected isn’t oppressive!)
Requirements:
· Must be 3-4 pages, double spaced, Times New Roman
· Submitted no later than 7/3/2021 by 11:59pm via email submission as a Microsoft Word document (no other document format will be accepted and this includes PDF, copy and paste text jobs, JPEG, etc.).
· Must use at least 3-4 sources from our readings
· Cite your sources using both in text parenthetical citations and a works cited page
READINGS:
Paternalism, Colonialism and Indigenous Education
https://journals.sagepub.com/doi/pdf/10.3102/0091732X16686949
http://www.jeananyon.org/docs/anyon-1981.pdf

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