International Association of Educators   |  ISSN: 1554-5210

Volume 4 Issue 1 (February 2008)

Issue Information

Issue Information

pp. i - vi

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Original articles

Narratives on Longing, Being, and Knowing: Envisioning   a Writing Epistemology

Devika Chawla & Amardo Rodriguez

pp. 6 - 23

Abstract

Abstract: In this paper, I problematize the inextricable relationship between how I constitute knowledge and how I articulate knowledge. Through various narrative reflections I explore my own reckoning with  dominant  ways  of  articulating  knowledge that reinforce ways  of  constituting knowledge  that  are  inherently strange to me. I also outline my sojourns and departures into and from emergent modes of articulating knowledge such as personal narrative and autoethnography.   Even though   I acknowledge the emancipator nature of these modes, I show myself in tension with them in terms of their fit with my own geographies and topographies. I conclude with     a discussion of a larger project I envision which implicates new modes of articulating knowledge that assume a much larger notion of self and personhood. I argue that a  larger notion of self is vital to the making of a  more  expansive  and  inclusive  definition of knowledge

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In the belly of paradox: Teaching equity in an [in]equitable space as a graduate Teaching  Assistant (TA)

Riyad Ahmed Shahjahan

pp. 24 - 48

Abstract

While much has been written on teaching equity and social justice issues in the higher education classroom from a faculty perspective, there exists scant literature on these issues from the perspective of graduate Teaching Assistants (TAs). In this paper, a TA of a research intensive university, using a variety of sources of evidence, analyzes his experiences teaching equity studies in the university context. Using an anti-colonial discursive framework he offers answers  to  the  following  questions:  What are the paradoxes, contradictions and challenges of teaching equity and social justice issues as a TA in the university context? Some of the issues he raises are the inequitable curricula, engaging with student difference in an inclusive manner, privileging certain bodies in assignments and classroom discussions, and dealing with student diversity without marginalizing equity studies itself. He concludes with a discussion on the implications of the challenges in teaching equity  studies  in  the  higher education context.

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The Information Inquisition:   High Priests of  Knowledge

Randall K. Engle

pp. 49 - 65

Abstract

In this paper the author  examines  the  relationships  between  the  educational technology movement, the computer industry, the Bush administration’s education policies, and the Inquisition. Examples of ways in which information is manipulated, distorted, and denied public scrutiny are   discussed.

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