Bringing a Postcolonial Perspective Into Secondary Education Teaching: Race, Language, and Gender in Education

Session Type: Symposium

Abstract

This interdisciplinary symposium draws on distinct analytics of power offered by postcolonial, decolonial, and anticolonial theories, raciolinguistic perspectives, postcolonial language education studies, and postfoundational curriculum studies. This symposium emerges from an interest in interrogating and problematizing how notions of the human and less than human come to be leveraged in the mobilization of discourses race, language, and gender in schools’ pedagogical tools. These presentations disentangle how coloniality is thought and practiced in the present as it relates to race, ethnicity, language, and gender. Ultimately, it aims to examine distinct analytics of power across educational disciplines to engage postcolonial scholarship foregrounding questions of difference, power, and coloniality.

Sub Unit

• Division G - Social Context of Education / Division G - Section 6: Inquiry in the Social Context of Education

Chair

• Belén Hernando-Lloréns, University of Iowa

Papers

• Toward Anti-Racist and Critical Literacy Education in Secondary ELA Classrooms: Repairing MinecraftEDU in a Settler Colonial World - Sermantha Louisy, University of Iowa

• Leveraging Multimodality in the ELA Classroom from a Postcolonial Perspective: A Case Study on Dune - Holly C. Matteson, University of Iowa

• Beyond the Margins: Unveiling Othering and Empowerment of LGBTQ+ Identities in AP US History Textbooks - Colleen M. Kollasch, University of Iowa

Discussant

• Enrique David Degollado, University of Iowa