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result(s) for
"Borderlands Study and teaching."
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Debating and defining borders : philosophical and theoretical perspectives
\"This book brings together insights from border scholars and philosophers to ask how we are to define and understand concepts of borders today. Borders have a defining role in contemporary societies. Take, for example, the 2016 US election and UK Brexit referendum, and subsequent debate, where the rhetoric and symbolism of border controls proved fundamental to the outcomes. However, borders are also becoming ever more multifaceted and complex, representing intersections of political, economical, social, and cultural interests. For some, borders are tangible, situated in time and place; for others, the nature of borders can be abstracted and discussed in general terms. By discussing borders philosophically and theoretically, this edited collection tackles head on the most defining and challenging questions within the field of border studies regarding the definition of its very object of study. Part one of the book consists of theoretical contributions from border scholars, part two takes a philosophical approach, and part three brings together chapters where philosophy and border studies are directly related. Borders intersect with the key issues of our time, from migration, climate change vulnerability, terror, globalization, inequality, and nationalism, to intertwining questions of culture, identity, ideology, and religion. This book will be of interest to those studying in these fields, and most especially to researchers of border studies and philosophy\"-- Provided by publisher.
Book
Borderland City in New India
This book instead explores contemporary urban life in a smaller city located in India's Northeast borderland at a time of dramatic change, showing how this city has been profoundly affected by armed conflict, militarism, displacement, interethnic tensions, and the expansion of neoliberal capitalism.
eBook
Stretching the border: living in complementary and contradictory spaces
I approach this paper from a critical retro-reflective stance, which explores borders both physical and educational through my pedagogical experiences in a high school in India, home experiences in the geographical borderlands of Nepal and India, and my current work in Nepal and the United States. All of the anecdotes or data originate from my personal experiences that include my siblings, friends, neighbors, teachers, and students. Through these anecdotes, I attempt to show how multiple facets of border pedagogy influence what happens at the socio-psychological level and in science teaching and learning contexts. Critical retro-reflective pieces presented in this paper exemplify complex nature of complementarities and contradictories of identity, pedagogy, history, economics, culture, and experiences in classrooms, communities, and other cognitive spaces. Furthermore, what possibilities of border pedagogies and spaces exist that enhance science teaching and learning for equity and social justice. In the context of science education, there have always been struggles to find legitimate teaching and learning environments in which students are encouraged and supported to challenge dominant ways of knowing and understanding. Therefore, retro-reflective approach allows me to examine how geographical borders, in this case Nepal-India, and science classrooms as intellectual borders, present opportunities and struggles to deconstruct oppressive systems and reconstruct possibilities for socially just science learning spaces. The process of reflection aids in reexamining my own relationship to culture, language, history, and local economy with science education.
Journal Article
Reconceptualization of borderlands, borders, and spaces within a multi-theoretical perspective
Too often, we associate the idea of borderlands as geographical areas that divide one state or country from another. Such a narrow view of borderlands is perhaps fostered by media that minimizes this concept to border crossings of illegal immigrants. We define borderlands as complex sociocultural sites in which cultures are enacted and contested and filled with multiple cultural paths that determine numerous ways of being. The stories unfolded in this special issue underscore the intent of the following pages to broaden one’s perspectives about borderlands. The authors of this issue contextualize their stories through multiple theoretical frameworks and perspectives around several topics. First, borderlands are seen as complex cultural and geographical spaces where the vestiges of White colonialism can define Otherness. Second, these places contain spaces of competing axiologies, epistemologies and ontologies that are fluid and contextualized through positional tensions between complementary or competing cultures. Third, macrogenic properties found in borderlands can mitigate a science teacher’s identity and become sites contested through Conocimiento as defined by those inhabitants who are considered others.
Journal Article
Changing Stories: Trajectories of Identification Among African American Youth in a Science Outreach Apprenticeship
This article reports on a descriptive study of youth identity as developing through \"trajectories of identification\" in a science outreach apprenticeship program designed to transition urban African American youth to professional work and career aspirations. A sociocultural framework of identity development is utilized, incorporating the notions of prolepsis, negotiated identity positioning, taking on roles of agency and purpose, and working in a borderland that hybridizes culture. Interpretive case studies focusing on such trajectories of identification were conducted in a program combining an out-of-school science and engineering learning environment with an outreach workplace for high school aged youth. The cases show the promise and pitfalls of the program's attempts to position the youth along positive trajectories.
Journal Article
Dwelling in borderlands: a conversation between two science teachers-researchers
Inspired by Freire’s principle of dialogue, in this article we present a series of dialogues and critical syntheses between a science teacher-researcher with 35 years of experience and an early-career science teacher-researcher. We explore being in-between academic research in science education and high school teaching. Following Anzaldúa’s conceptualization, this site is characterized as a Borderland, with potentialities and challenges, capable of producing displacements in both spaces. Through an exploration of our trajectories, we dialogue about recognition, our identities as teachers-researchers, and ways of doing research and teaching that aligns with demands for social justice in science education. We also explore how our praxis helps in resisting accountability in education, privileging artisanal work and collective reflection.
Journal Article
Frontiers of Science
Cameron Strang takes American scientific thought and discoveries away from the learned societies, museums, and teaching halls of the Northeast and puts the production of knowledge about the natural world in the context of competing empires and an expanding republic in the Gulf South. People often dismissed by starched northeasterners as nonintellectuals--Indian sages, African slaves, Spanish officials, Irishmen on the make, clearers of land and drivers of men--were also scientific observers, gatherers, organizers, and reporters. Skulls and stems, birds and bugs, rocks and maps, tall tales and fertile hypotheses came from them. They collected, described, and sent the objects that scientists gazed on and interpreted in polite Philadelphia. They made knowledge.Frontiers of Scienceoffers a new framework for approaching American intellectual history, one that transcends political and cultural boundaries and reveals persistence across the colonial and national eras. The pursuit of knowledge in the United States did not cohere around democratic politics or the influence of liberty. It was, as in other empires, divided by multiple loyalties and identities, organized through contested hierarchies of ethnicity and place, and reliant on violence. By discovering the lost intellectual history of one region, Strang shows us how to recover a continent for science.
eBook
Mary Prince’s Undisciplining Lessons: Counter-Narrative and Testimonio in The History
This essay discusses teaching The History of Mary Prince at a Hispanic Serving Institution via Ethnic Studies praxis. It develops Nicole Aljoe’s definition of Prince’s narrative as counter-story and testimonio and explores the undisciplining effects of reading Prince’s history as relevant to the lives of Borderlands students. To understand the multiple meanings of “undisciplining’ this essay draws on the theory of Sylvia Wynter and shows how Prince’s testimonio offers an alternative to Western epistemologies via communal resistance and resurgence. Several pedagogic tools are explored for teaching Prince in this way.
Journal Article
Libraries as the Spaces Between Us: Recognizing and Valuing the Third Space
Much has been written recently about the \"library as place.\" This essay approaches the question of library space philosophically, arguing that developing commercial attitudes toward space leads us away from more productive ways of conceiving libraries. A concept called Third Space is introduced, and its relevance to libraries and librarianship is explored. Third Space is defined and applied to various library concepts, especially information literacy. The article contends that thinking about Third Space can help libraries and librarians develop ways of working with increasingly diverse populations in increasingly dynamic contexts.
Journal Article
A Curriculum of the Borderlands: High School Chicana/o-Latina/o Studies as Sitios y Lengua
Drawing from a nine-month critical teacher inquiry investigation, this article examines the experiences of eleventh and twelfth grade students who participated in a year-long Chicana/o-Latina/o Studies course in California shortly after the passing of Arizona House Bill 2281 (HB 2281). Through a borderlands analysis, I explore how these students describe their experiences participating in such a course, and in doing so, debunk some of the myths upon which HB 2281 was constructed. I find that these classroom experiences served as
sitios y lenguas
(decolonizing spaces and discourses; Pérez in The decolonial imaginary: Writing Chicanas into history, Indiana University Press, Bloomington,
1998
) in which high school students were able to reflect on the ongoing transformation of their social, political, and ethnic identities, and developed a relational ontological base. This article explores the physical and metaphorical borders (Anzaldúa in Borderlands/La frontera: The new mestiza, Jossey-Bass, San Francisco
1987
) that Chicana/o and Latina/o youth navigate and challenge while simultaneously working for social change in their communities. Lastly, it conveys what we stand to lose if the decolonizing spaces and discourse constructed in Ethnic Studies courses become casualties of xenophobic policy.
Journal Article