dc.contributor.author | Gregoriou, Zelia | en |
dc.creator | Gregoriou, Zelia | en |
dc.date.accessioned | 2017-07-27T10:42:20Z | |
dc.date.available | 2017-07-27T10:42:20Z | |
dc.date.issued | 2013 | |
dc.identifier.uri | https://gnosis.library.ucy.ac.cy/handle/7/38047 | |
dc.description.abstract | This paper attempts to renegotiate the conceptual and political borders of intercultural education by importing ways of thinking, concepts, aporias and questions relevant to a gendered study of intercultural interactions from theoretical terrains outside the disciplinary borders and discursive limits of intercultural education. A number of theoretical developments in disciplines and area studies committed to a politics of justice beyond identity politics pose the need for rethinking the heading of intercultural education. These developments include: the prevalence of the concept and methodology of intersectionality in migration, gender and ethnicity studies; a concern across various kinds of social and political inquiry for the 'culturalist emphasis'; poststructuralist theorizations of power, subjectivity and resistance; and, finally, the urge to re-politicize the study of intercultural interactions. The need to rethink intercultural education emerges with regards to curriculum and pedagogy, policy frames and research methodology. This paper proposes a critical appraisal of 'the ordinary' in intercultural interaction and the charting of new terrains for intercultural education under three headings: transferring insight from the theoretical and methodological engendering of migration studies towards the engendering of school ethnographies and framings of intercultural interactions; de-racializing and re-racializing, de-genderizing and re-genderizing the analysis of student interactions and systemic aspects of ethic/gender school marginalization; and, bringing performativity in the analysis of racialized and gendered school subjectivities, arenas and practices. | en |
dc.source | International Education Studies | en |
dc.source.uri | https://www.scopus.com/inward/record.uri?eid=2-s2.0-84874986069&doi=10.5539%2fies.v6n3p179&partnerID=40&md5=8fbac761871526a8cb0f5db6f078a3e7 | |
dc.title | Traversing new theoretical frames for intercultural education: Gender, intersectionality, performativity | en |
dc.type | info:eu-repo/semantics/article | |
dc.identifier.doi | 10.5539/ies.v6n3p179 | |
dc.description.volume | 6 | |
dc.description.issue | 3 | |
dc.description.startingpage | 179 | |
dc.description.endingpage | 191 | |
dc.author.faculty | Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education | |
dc.author.department | Τμήμα Επιστημών της Αγωγής / Department of Education | |
dc.type.uhtype | Article | en |
dc.description.notes | Cited By :2 | en |
dc.source.abbreviation | Intern.Educ.Stud. | |
dc.source.other | Scopus | en |