Pedagogy and Foreignness
Bibliographic Data
| ID | 12764917 |
|---|---|
| Authors | Soo Bin Jang (0000-0002-0613-8946, St. Mary's College of Maryland, corresponding author) |
| Year | 2018 |
| Volume | 20 |
| Issue | 2 |
| Pages | 117-121 |
| Publication date | 2018-04-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Multicultural Perspectives (JOURNAL) |
| Journal identifiers | ISSN: 1532-7892 • E-ISSN: 1521-0960 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15210960.2018.1447147 |
| OpenAlex | W2804106614 |
| Language | EN |
| References cited | 11 |
Based on my reflections on “being a foreigner,” I explore the boundaries of citizenship education in this essay. I use my foreign identity to articulate how social justice education can perpetuate closed-mindedness in classrooms by moving too quickly to student activism. I situate my experiences and reflections on being a foreigner within previous conversations about notions of certainty and indoctrination in the field of education philosophy, and I make an argument to create a safe intellectual space for my students. Creating such space is not neglecting moral responsibility or perpetuating privilege but actually navigating through the binary between “us” and “them.”
Aesthetics · Citizenship · Citizenship education · Identity (music · Pedagogy · Political science · Politics · Social justice · Social science · Sociology · Educator Training and Historical Pedagogy · Gender Studies · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law
| Highly cited | No |
|---|