'Democracy to come': A personal narrative of pedagogical practices and 'Othering' within a context of higher education and research training

Teaching in Higher Education

Volumn 12, Issue 5-6, 2007, Pages 735-747

  Koro Ljungberg, Mirka ^a  

^a UNIVERSITY OF FLORIDA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 35349013626     PISSN: 13562517     EISSN: 14701294     Source Type: Journal    
DOI: 10.1080/13562510701596331     Document Type: Article

References (30)

1. Allen, R. L. (2002) Wake up, Neo: White identity, hegemony, and consciousness in the matrix. The Freirean legacy, pp. 104-125. Peter Lang Publishing, New York
2. Bernstein, R. J. (1992) The new constellation: The ethical-political horizons of modernity/postmodernity, The MIT Press, Cambridge, MA
3. (1999) Democratization and women's grassroots movements, University Press, Bloomington, IN
4. Cahen, D. (2001) Derrida and the question of education: A new space for philosophy. Derrida & education, pp. 12-31. Routledge, London
5. Cherryholmes, C. (1988) Power and criticism: Poststructural investigations in education, Teachers College Press, New York
6. Collier, D. and Levitsky, S. (1997) Democracy with adjectives - conceptual innovation in comparative research. World Politics, 49:3, pp. 430-452.
7. Derrida, J. (1984) Dialogue with Jacques Derrida: Deconstruction and the Other' interview with R. Kearney. Dialogues with contemporary continental thinkers: The phenomenological heritage, pp. 105-126. Manchester University Press, Manchester
8. Derrida, J. (2001) Talking liberties' Jacques Derrida's interview with Alan Montefiore. Derrida & education, pp. 176-185. Routledge, London
9. Egéa-Kuehne, D. (2001) Derrida's ethics of affirmation. The challenge of educational rights and responsibility. Derrida & education, pp. 186-208. Routledge, London
10. Ellsworth, E. (1989) Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59:3, pp. 297-324.
11. Ellsworth, E. (1997) Teaching positions: Difference, pedagogy, and the power of address, Teachers College Press, New York
12. Foucault, M. (1972) The archaeology of knowledge and the discourse on language, Pantheon Books, New York
13. Foucault, M. (1980) Power/knowledge: Selected interviews and other writings, 1972-1977, Pantheon Books, New York
14. Freire, P. (1997) Pedagogy of the heart, Continuum, New York
15. Gregoriou, Z. (2001) Does speaking of others involve receiving the 'other'? A postcolonial reading of receptivity in Derrida's deconstruction of Timaeus. Derrida & education, pp. 134-149. Routledge, London
16. Held, D. (1996) Models of democracy, Stanford University Press, Stanford, CA
17. Kincheloe, J. (2004) Critical pedagogy primer, Peter Lang, New York
18. Kincheloe, J. and Steinberg, S. (2002) A legacy of Paulo Freire: A conversation. The Freirean legacy, pp. 15-26. Peter Lang, New York
19. Knight, T. and Pearl, A. (2000) Democratic education and critical pedagogy. The Urban Review, 32:3, pp. 197-226.
20. McLaren, P. (1997) Freirian pedagogy: The challenge of postmodernism and the politics of race. Mentoring the mentor: A critical dialogue with Paulo Freire, pp. 99-125. Peter Lang, New York
21. McLaren, P. (2003) Critical pedagogy: A look at the major concepts. The critical pedagogy reader, pp. 69-96. RoutledgeFalmer, New York
22. McLaren, P. and da Silva, T. Tadeu (1993) Decentering pedagogy: Critical literacy, resistance and the politics of memory. Paulo Freire: A critical encounter, pp. 47-89. Routledge, London
23. Mullen, C. (2000) Linking research and teaching: A study of graduate student engagement. Teaching in Higher Education, 5:1, pp. 5-21.
24. Pearl, A. and Knight, T. (1999) The democratic classroom: Theory to inform practice, Hampton Press, Cresskill, NJ
25. Pratt, M. L. (1992) Imperial eyes: Travel writing and transculturation, Routledge, New York
26. Rowland, S. (2003) Teaching for democracy in higher education. Teaching in Higher Education, 8:1, pp. 89-101.
27. Shor, I. (1996) When students have power: Negotiating authority in a critical pedagogy, University of Chicago Press, Chicago, IL
28. Simon, R. (1992) Teaching against the grain, Bergin & Garvey, New York
29. Spivak, G. (1997) Of grammatology, pp. ix-lxxxvii. John Hopkins University Press, Baltimore, MA
30. Wolk, S. (1998) A democratic classroom, Heinemann, Portsmouth, NH