Silence within and beyond Pedagogical Settings

2018

The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

2017

The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

Research on Humanities and Social Sciences, 2020

This paper aims to establish an analytical framework about the culture of silence in the educator's identity, showing problems and theoretical and methodological bases. It is a cross-section of the research entitled Culture of Silence in the professional identity of Educational Topics Technicians and Educators in the light of the Freirean thought currently being carried out at the Postgraduate Program in Education (Academic Doctorate Degree in Education) of the State University of Ceará (PPGE/UECE). The methodology adopted at this stage was the qualitative research, resorting to the State of the Question, with a survey, review and deep bibliographical data analysis of the data, based on Freire's studies. Among other sources, the most important are the directories named Thesis and Dissertations Bank of the Coordinating Agency for Advanced Training of Graduate Personnel (CAPES), the Brazilian Digital Library of Thesis and Dissertations (BDTD), and the CAPES Journals Portal. The results include 36 mapped papers, 10 of which deal with the culture of silence, and 26 of which deal with the educator's professional identity. We verified a predominance of the qualitative approach of investigation, with a quantitative highlight for bibliographical, documentary, and field/exploratory research. Among the data collection procedures, the application of a questionnaire and the conduction of a semi-structured interview stand out. As for the theoretical bases, the studies by Paulo Freire and Venício Artur Lima ('Culture of silence' category); Stuart Hall and Claude Dubar ('Identity' category); and Selma Garrido Pimenta, José Carlos Libâneo and Dermeval Saviani ('Educator' category). Thus, considering the theoretical and methodological contributions (investigative purpose, goals, problems, analysis categories and references), we emphasize the pertinence of more and deeper reflections about the State of the Question as an original, creative, critical and contributory manner in comparison with scientific research.

2004

What is not said, is often more powerful than what is spoken about diversity, difference, and identity in U.S. classrooms. Examples are everywhere: Although no students of color may be enrolled in a course .t a prominent research university, members of the dass do not believe there is such a thing as institutional racism. A handful of women are discussed in course textbooks, all authored by men, but no one thinks it odd that only men have written accounts of women's achievements that appear on the syllabus. Gay, lesbian, bisexual, and transgendered people do not speak for themselves, either, in the context of the course. Sexual orientation is mentioned in dass discussions only in sentences that begin '1' m not gay myself, but .... " Other dimensions of students' and teachers' identities-age, weight, ability, social dass-are not mentioned at all in the "professional" setting of the classroom. Every day, in these and a thousand other ways, silence helps protect the position and privilege of dominant groups in U.S. society.

2015

The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein.

2016

The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

Educational Theory, 2004

Springer eBooks, 2017

The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

Taylor & Francis eBooks, 2020

Critical pedagogy and the intersectional complexities of names Writing the introduction to a book is not all that different from introducing a new group of students to one of my courses in gender and critical pedagogy, even if students are not my only target readership here. Those in a class before me may, or may not, already have an idea about what I teach, and they will probably have expectations of some kind, hopes, inhibitions, or perhaps even fears. Similarly, you, as the reader of this book, have purchased, borrowed, or downloaded this book with a certain expectation in mind, a pre-formed idea as to what this book is about. Perhaps you saw it advertised by the publisher, it may have been recommended to you, or perhaps you have simply judged the book by its cover. Either way, the ideas already present in your mind as you embark upon this introduction will be paramount to your perception and understanding of the content and may possibly shape the impact-or lack thereof-of this book on your own work and thinking. This introduction will not simply introduce the topic of the book as a classical introduction. Instead, it will combine the first chapter of the book with introduction by focusing on how to start a workshop or a course. This is the way I often open my courses and learning workshops. We will begin, then, by examining the very concept of introductions in the widest sense, with a special focus on the function of names: the names that individuals are given at birth, usually by their parents or extended family, and that are often chosen because of their significance. People's names are imbued with meaning, with symbolism, with cultural-and often religious-meaning, which for some may carry positive connotations while others may find a certain name at best aseptic or, at worst, frightening. And in most cases, your name is the first aspect of your person that others experience. By reflecting on the origins, meanings, and effects of our names, such prejudices can be nipped in the bud at the beginning of a course and

Springer International Publishing eBooks, 2022

The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.