Agency and Implicatedness in Postcolonial, Global Contexts of Education: Interrogating Race, Language, Policy, and Practice

Session Type: Symposium

Abstract

This symposium explores ways in which educational researchers, practitioners, and cultural workers might engage critical and postcolonial theoretical perspectives to reframe education as agentic and liberatory in global times. Five individual paper presentations will engage issues of race, language, literacy, and culture at the intersections of curriculum, theory, and pedagogy. Focused on decolonizing education (in terms of discourse, research, policy, and practice) in diverse contexts, including K­12 classrooms, teacher education, and community settings, the presenters will argue for the relevance of postcolonial theories, curricula, pedagogies, and methodologies in promoting innovative, socially just teaching and learning.

Sub Unit

• Division B - Curriculum Studies / Section 2: Globalization, Decolonization, Transnational, & Ecological Inquiry

Cosponsor

• SIG-Postcolonial Studies and Education

Chair

• Nina Asher, University of Minnesota - Twin Cities

Papers

• Examining the Psychopolitical Dimensions of Race Talk in the Classroom - Justin Grinage, University of Minnesota - Twin Cities

• Interrogating the “Language Line”: Teacher Agency and Implicatedness in Global Language Education - Beth Dillard­ Paltrineri, University of Minnesota - Twin Cities

• A Critical Examination of Student Labeling Practices in Reading Education and Research - Christopher Kolb, BASIS San Antonio North

• Interrogating National Educational Policies in Postcolonial Pakistan: Whose Agenda? - Sadaf Rauf Shier, University of Minnesota

• Thirdspace in Teacher Education: Let Us Meet There - Jehanne Beaton, University of Minnesota

Discussant

• Cameron R. McCarthy, University of Illinois at Urbana-Champaign