Sharon Subreenduth
Biographic Data
| ID | 1584003 |
|---|---|
| NAME | Sharon Subreenduth |
| GIVEN NAMES | Sharon |
| FAMILY NAME | Subreenduth |
| SIGNATURE | SUBREENDUTH S |
| AFFILIATIONS | Bowling Green State University |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 34 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 3 |
An Epilogue to Editing
Examining Noddings' "Educational Malpractice" Assertion
The article utilizes a decolonizing theoretical lens to advocate for the need to engage in a more nuanced approach to conceptualizing local/global aspect of social justice discussions within social studies education. The article engages with questions of social justice by utilizing Noddings's (2006) argument that "educational malpractice" (p. 250) is a daily occurrence in US classrooms because students are expected to reproduce textbook answers, …
New Editors’ Vision Statement
As the official journal of the American Educational Studies Association (AESA), Educational Studies provides a cross-disciplinary forum for the exchange and debate of ideas generated from the disci
Insidious Colonialism in Post-Apartheid Education
This article focuses on the larger project of identifying oppressive structures (during apartheid more specifically in this instance) and how educational policy/textbooks (post-apartheid) produce transformative knowledge for decolonization. It presents Black South African teacher perceptions and desires of what/how educational policy, history textbooks can intervene in apartheid indoctrination and what role these have in addressing the nation’s m…
Critical lessons
by Nel Noddings, New York, Cambridge University Press, 2006, 328 pp., $37 (hardback), ISBN 978-0-521-71000-8 In Critical Lessons: What our Schools Should Teach, Nel Noddings captures the tensions
A porous, morphing, and circulatory mode of self‐other
As im/migrant researchers of color working and living in the USA, we begin this article by discussing how our own transnational selves and research have created tensions with the normalized use of socially constructed and theorized categories and differences in US qualitative research practices. We theorize an alternative reflexive mode of conceptualizing a researcher self that can illuminate more contextually engaging understanding and relations…
Deconstructing the politics of a differently colored transnational identity
Using personal narrative as a form of inquiry, this paper analyzes the possibilities of re/claiming epistemological grounds within racialized transnational spaces. Categories of race, nationality, and subject positions influence the legitimacies that are extended, withdrawn and or usurped within such transnational interactions. The paper examines the ways in which these interactions are performed and negotiated through my various identity positio…
‘Why, why are we not allowed even…?’
South Africa is poised at a critical moment in its de/colonizing efforts. Engulfed in laudable anti‐apartheid policies and legislation, South Africa has created a strong base for addressing colonial and apartheid legacies of racial, economic and political oppression. Despite these efforts, education continues to be a complex and contested terrain as the new ideology of human rights and social justice for all is negotiated, challenged and imagined…
De/colonizing education
A porous, morphing, and circulatory mode of self‐other
As im/migrant researchers of color working and living in the USA, we begin this article by discussing how our own transnational selves and research have created tensions with the normalized use of socially constructed and theorized categories and differences in US qualitative research practices. We theorize an alternative reflexive mode of conceptualizing a researcher self that can illuminate more contextually engaging understanding and relations…
De/colonizing education
Deconstructing the politics of a differently colored transnational identity
Using personal narrative as a form of inquiry, this paper analyzes the possibilities of re/claiming epistemological grounds within racialized transnational spaces. Categories of race, nationality, and subject positions influence the legitimacies that are extended, withdrawn and or usurped within such transnational interactions. The paper examines the ways in which these interactions are performed and negotiated through my various identity positio…
New Editors’ Vision Statement
As the official journal of the American Educational Studies Association (AESA), Educational Studies provides a cross-disciplinary forum for the exchange and debate of ideas generated from the disci
Critical lessons
by Nel Noddings, New York, Cambridge University Press, 2006, 328 pp., $37 (hardback), ISBN 978-0-521-71000-8 In Critical Lessons: What our Schools Should Teach, Nel Noddings captures the tensions
‘Why, why are we not allowed even…?’
South Africa is poised at a critical moment in its de/colonizing efforts. Engulfed in laudable anti‐apartheid policies and legislation, South Africa has created a strong base for addressing colonial and apartheid legacies of racial, economic and political oppression. Despite these efforts, education continues to be a complex and contested terrain as the new ideology of human rights and social justice for all is negotiated, challenged and imagined…
De/colonizing education
Deconstructing the politics of a differently colored transnational identity
Using personal narrative as a form of inquiry, this paper analyzes the possibilities of re/claiming epistemological grounds within racialized transnational spaces. Categories of race, nationality, and subject positions influence the legitimacies that are extended, withdrawn and or usurped within such transnational interactions. The paper examines the ways in which these interactions are performed and negotiated through my various identity positio…
A porous, morphing, and circulatory mode of self‐other
As im/migrant researchers of color working and living in the USA, we begin this article by discussing how our own transnational selves and research have created tensions with the normalized use of socially constructed and theorized categories and differences in US qualitative research practices. We theorize an alternative reflexive mode of conceptualizing a researcher self that can illuminate more contextually engaging understanding and relations…
Critical lessons
by Nel Noddings, New York, Cambridge University Press, 2006, 328 pp., $37 (hardback), ISBN 978-0-521-71000-8 In Critical Lessons: What our Schools Should Teach, Nel Noddings captures the tensions
Insidious Colonialism in Post-Apartheid Education
This article focuses on the larger project of identifying oppressive structures (during apartheid more specifically in this instance) and how educational policy/textbooks (post-apartheid) produce transformative knowledge for decolonization. It presents Black South African teacher perceptions and desires of what/how educational policy, history textbooks can intervene in apartheid indoctrination and what role these have in addressing the nation’s m…
New Editors’ Vision Statement
As the official journal of the American Educational Studies Association (AESA), Educational Studies provides a cross-disciplinary forum for the exchange and debate of ideas generated from the disci
Examining Noddings' "Educational Malpractice" Assertion
The article utilizes a decolonizing theoretical lens to advocate for the need to engage in a more nuanced approach to conceptualizing local/global aspect of social justice discussions within social studies education. The article engages with questions of social justice by utilizing Noddings's (2006) argument that "educational malpractice" (p. 250) is a daily occurrence in US classrooms because students are expected to reproduce textbook answers, …
An Epilogue to Editing
Sociology (9 works) · Political science (6 works) · Politics (5 works) · Educator Training and Historical Pedagogy (4 works) · Gender Studies (4 works) · Global Education and Multiculturalism (4 works) · Law (4 works) · Pedagogy (4 works) · Gender Studies (3 works) · Global Educational Policies and Reforms (3 works)