Realizing the pedagogy of white privilege
The objective of this project is to explore the educational history on the Kainai Reserve in order to comprehend the role of patriarchy and colonialism as forms of racism in pedagogical practice. Three individuals integral to this research are Canon Middleton, Buffalo Child Long Lance and the author. The personal process of the learner outlines the transformation from the expectations that she would become an accepted member of the Kainai community to the realization that she will always be an outsider to the culture of the reserve because of her race.
Living dangerously: Identity politics and the new cultural racism: Towards a critical pedagogy of representation
The cult of ethnicity and its zealots have put at stake the American tradition of a shared commitment to common ideals and its reputation for assimilation, for making a ‘nation’ of nations. (Woodward, 1991, p. 43). At the end of the 20th century, U.S. society is becoming more racially and ethnically diverse; more polarized along class lines; more alarmed by lesbians, gay men, and other sexual minorities; more conscious of gender differences; and, as a result, increasingly preoccupied with political conflict over issues of representation. (Escoffier, 1991: 61)
Educational innovation in Musical Language Course: responses and the overcoming of limitations
This article presents an innovative methodological proposal for the development of auditory education in the course of the Language of Music. Based on this proposal, we analyze an educational community’s response to the innovations implemented, and we identify the limitations recognized throughout the learning and teaching process, as well as the strategies developed to overcome them. To this end, we applied a qualitative methodology with the classroom-based research method. The compilation of data was carried out through participant observation, captured in the journals of the professor and researcher, interviews and analysis of documents. The research results demonstrate that patience, responsibility and perseverance in their work on behalf of the professors have been key to overcoming the limitations identified and in promoting that students enjoy and learn their class contents in meaningful ways. Recibido 05/02/2018 Aceptado: 09/03/2018