Examining Noddings' "Educational Malpractice" Assertion
Serious Considerations for Local-Global Issues in Social Studies Education
Bibliographic Data
| ID | 4254239 |
|---|---|
| Authors | Binaya Subedi, Sharon Subreenduth |
| Year | 2018 |
| Volume | 57 |
| Issue | 4 |
| Pages | 307-315 |
| Publication date | 2018-10-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2018.1518648 |
| OpenAlex | W2891693000 |
| Language | EN |
| References cited | 12 |
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, rather than generate their own questions and reasoned research and deliberation. Kumashiro's (2004) writings on antioppressive education speak of how the repetition of mainstream narratives normalize what ought to be taught and learned in schools. We propose that educators cannot avoid questions of racism and Islamophobia as critically important issues within social studies classrooms. Therefore, through engaging in critical inquiry on the prevalence of racism and Islamophobia, educators can disrupt the continued educational malpractice within the social studies
Argument (complex analysis · Deliberation · Islamophobia · Mainstream · Narrative · Pedagogy · Political science · Politics · Racism · Sociology · Educator Training and Historical Pedagogy · Gender Studies · Global Education and Multiculturalism · Law · Peace and Human Rights Education
| Highly cited | No |
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