This paper considers the relationship between education and hospitality in the specific context of moments of incivility in classrooms, with special attention to racial/white resentment. The authors reflect on the extent to which nurturing intellectual candor with interpretive charity (Callan, 2011) can be extended to incivility shaped by white resentment. They contend there is a need to approach hospitality as responsibility (Levinas, 1969, thereby suggesting conditions for student agency. The relationship between the educator as host and giver of hospitality and the students as guests and respondents is discussed (Ruitenberg, 2011b). The paper argues the role of the teacher is key to ensuring those at the receiving end of the perceived attack are able to reclaim hospitality by being given the space and the means to respond to the offense with agency. This paper discusses the need for parameters balancing free speech and teaching moments with restoring agency to the marginalized others. Finally, the study proposes responding to racial resentment requires framing teaching moments within an ethic of responsibility which aims to restore agency for those on the receiving end of racial incivility.
Although not a new phenomenon, the evolvement, range and characteristics of the modern process of internationalization are worthy of attention. Despite many potential benefits of having a multicultural campus, internationalizing higher education requires more than the physical presence of international students. As stated on the literature, this process must value transnational knowledge as an asset to the educational experience, thus promoting collaborative knowledge production between teachers and students. Nonetheless, there is a paucity of studies done from the point of view of educators depicting how they perceive their graduate international students and internationalization itself. Therefore, through the perspectives of 10 professors at a mid-sized western Canadian university, this critical phenomenological research offers an analysis of the present condition of higher education in Canada. More specifically, this paper deconstructs some of the challenges of internationalization, in which graduates are to be recognized as active agents of circulation and production of knowledge and not just mere figures or passive recipients of information. Finally, questions about the complexity of incorporating epistemic diversity in a meaningful way through internationalization are proposed.
Two decades after Kumashiro’s (2000) groundbreaking work, the postulates of anti-oppressive pedagogy are still in urgent need. Despite the contributions made by Kumashiro, this paper outlines how even attempts of anti-oppressive pedagogies can fall short of welcoming the Other–which can be clearly observed when focusing on Black refugee students in Canada. In the pursuit of an anti-racism pedagogy, I revisit Kumashiro’s revision of anti-oppressive tenets through the lenses of post-structural philosophy and psychoanalytical input and propose the ethics of hospitality, as articulated by Derrida (2000a, 2000b) and Ruitenberg (2016), not only as a necessary complement to that earlier work but also a pressing reconceptualization of modern education.
Crime prevention programs in Canada have increasingly adopted community mobilization frameworks – a process in which individuals, groups, and organizations in a community come together to address particular social issues associated with individual risk, health and safety, crime prevention, and community development. These initiatives intend to address systemic issues that are strongly correlated with criminal activity and with community safety and well-being. Twelve community mobilization (CM) initiatives have been established in Manitoba. CM is often considered an innovative way to deal with high-risk individuals who are best served by an approach that activates communities to act on their behalf and, by doing so, increases community safety. CM is also considered a networked form of crime control that activates groups not normally involved with crime control. Although intending to mobilize communities to act, some of these programs have been critiqued as being state-centric and promoting a police agenda. We have found preliminary evidence that Manitoban initiatives have avoided these problems and retained autonomy and local governance in their design and operation. Using the theoretical concept of nodal networks (organizational sites that bring together institutions to shape a flow of events), we argue that models of CM in Manitoba have maintained local leadership and resisted standardization, which gives them the potential to meet the original goals of CM: to co-produce community-grounded definitions and practices of public safety. We introduce indicators to verify these nodal networks and discuss the possibilities for reimagining public safety.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.