Citizenship education, memory, and the World War II internment of Japanese Americans
University of Minnesota M.A. thesis. July 2011. Major: Educational policy and administration. Advisor: Frances Vavrus. 1 computer file (PDF); iv, 104 pages.
De-Scribing Hybridity in "Unspoiled Cyprus": Postcolonial Tasks for the Theory of Education.
As post‐Independence but still ethnically divided Cyprus enters Europe and speaks the idiom of multiculturalism, the fear of Others and otherness become re‐inscribed in its cultural self‐projections and the politics of the history of education. This article argues that the post‐Independence fascination with roots and derision for otherness has been marked by a double colonial legacy: the colonial ‘Othering’ of Cypriots as a ‘hybrid genus’, and the resistance to colonial usurpations of educational control by tainting every cultural contact under or through colonial rule as de‐Hellenization. Focusing on the transculturation of local educational idioms during colonial times, the paper suggests that the nationalist discourse that enveloped Greek Cypriot anti‐colonialist educational politics was actually hybrid. It involved a partial collaboration with and appropriation of the idioms of the Empire and an ideological borrowing from the Hellenic diaspora. The re‐iteration of this hybridity is proposed as a task ...
Caring and Competence
It is sometimes suggested that caring and competence are somehow in opposition or, even if they are not, that teacher education can address only academic competence. Caring, from this perspective, is a virtue naturally possessed by some teacher candidates, not a type of relationship that can be promoted by sound practices in teacher education and supervision. After brief analyses of caring and competence in teaching, this chapter addresses two large domains of competence in which teacher education may be failing to prepare its candidates adequately. The first is the domain of subject matter considered from the perspective of students’ needs; the second is the domain of moral life and civility in classrooms. Teacher effectiveness in both of these domains requires the establishment of caring relations and a high level of competence.