The Experts below are selected from a list of 16077 Experts worldwide ranked by ideXlab platform
Andrew Morrison - One of the best experts on this subject based on the ideXlab platform.
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participatory design through a cultural lens insights from Postcolonial Theory
Participatory Design Conference, 2014Co-Authors: Henry Mainsah, Andrew MorrisonAbstract:This paper examines challenges faced in participatory design's confrontation with cultural complexity in contexts of intercultural encounter and transnational exchange. We argue that there is need for more elaborate approaches to culture, technology, and participation in relation to participatory design. By examining issues at the crossroads between knowledge and power, agency and representation we identify a variety of ways in which Postcolonial Theory might inform Participatory Design.
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PDC (2) - Participatory design through a cultural lens: insights from Postcolonial Theory
Proceedings of the 13th Participatory Design Conference on Short Papers Industry Cases Workshop Descriptions Doctoral Consortium papers and Keynote ab, 2014Co-Authors: Henry Mainsah, Andrew MorrisonAbstract:This paper examines challenges faced in participatory design's confrontation with cultural complexity in contexts of intercultural encounter and transnational exchange. We argue that there is need for more elaborate approaches to culture, technology, and participation in relation to participatory design. By examining issues at the crossroads between knowledge and power, agency and representation we identify a variety of ways in which Postcolonial Theory might inform Participatory Design.
Ryuko Kubota - One of the best experts on this subject based on the ideXlab platform.
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the multi plural turn Postcolonial Theory and neoliberal multiculturalism complicities and implications for applied linguistics
Applied Linguistics, 2016Co-Authors: Ryuko KubotaAbstract:In applied linguistics and language education, an increased focus has been placed on plurality and hybridity to challenge monolingualism, the native speaker norm, and the modernist view of language and language use as unitary and bounded. The multi/plural turn parallels Postcolonial Theory in that they both support hybridity and fluidity while problematizing the essentialist understanding of language and identity. However, Postcolonial Theory, which has been influenced by poststructuralism, met criticisms in the 1990s in cultural studies. The notion of hybridity has been especially criticized for its privileged status, individual orientation, and disparity between Theory and practice. Furthermore, the conceptual features of the multi/plural turn overlap with neoliberalism and neoliberal multiculturalism, which uncritically support diversity, plurality, flexibility, individualism, and cosmopolitanism, while perpetuating color-blindness and racism. The multi/plural turn also neglects the ways in which neoliberal competition and the dominance of English affect scholars. This article examines the multi/plural trend by drawing on some critiques of Postcolonial Theory and neoliberal ideologies and proposes an increased attention to power and inequalities as well as collective efforts to resist the neoliberal academic culture underlying the multi/plural turn.
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The Multi/Plural Turn, Postcolonial Theory, and Neoliberal Multiculturalism: Complicities and Implications for Applied Linguistics
Applied Linguistics, 2014Co-Authors: Ryuko KubotaAbstract:In applied linguistics and language education, an increased focus has been placed on plurality and hybridity to challenge monolingualism, the native speaker norm, and the modernist view of language and language use as unitary and bounded. The multi/plural turn parallels Postcolonial Theory in that they both support hybridity and fluidity while problematizing the essentialist understanding of language and identity. However, Postcolonial Theory, which has been influenced by poststructuralism, met criticisms in the 1990s in cultural studies. The notion of hybridity has been especially criticized for its privileged status, individual orientation, and disparity between Theory and practice. Furthermore, the conceptual features of the multi/plural turn overlap with neoliberalism and neoliberal multiculturalism, which uncritically support diversity, plurality, flexibility, individualism, and cosmopolitanism, while perpetuating color-blindness and racism. The multi/plural turn also neglects the ways in which neoliberal competition and the dominance of English affect scholars. This article examines the multi/plural trend by drawing on some critiques of Postcolonial Theory and neoliberal ideologies and proposes an increased attention to power and inequalities as well as collective efforts to resist the neoliberal academic culture underlying the multi/plural turn.
Henry Mainsah - One of the best experts on this subject based on the ideXlab platform.
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participatory design through a cultural lens insights from Postcolonial Theory
Participatory Design Conference, 2014Co-Authors: Henry Mainsah, Andrew MorrisonAbstract:This paper examines challenges faced in participatory design's confrontation with cultural complexity in contexts of intercultural encounter and transnational exchange. We argue that there is need for more elaborate approaches to culture, technology, and participation in relation to participatory design. By examining issues at the crossroads between knowledge and power, agency and representation we identify a variety of ways in which Postcolonial Theory might inform Participatory Design.
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PDC (2) - Participatory design through a cultural lens: insights from Postcolonial Theory
Proceedings of the 13th Participatory Design Conference on Short Papers Industry Cases Workshop Descriptions Doctoral Consortium papers and Keynote ab, 2014Co-Authors: Henry Mainsah, Andrew MorrisonAbstract:This paper examines challenges faced in participatory design's confrontation with cultural complexity in contexts of intercultural encounter and transnational exchange. We argue that there is need for more elaborate approaches to culture, technology, and participation in relation to participatory design. By examining issues at the crossroads between knowledge and power, agency and representation we identify a variety of ways in which Postcolonial Theory might inform Participatory Design.
Yoshiko Nagano - One of the best experts on this subject based on the ideXlab platform.
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Filipino Intellectuals and Postcolonial Theory: The Case of E. San Juan, Jr.
2008Co-Authors: Yoshiko NaganoAbstract:This essay discusses the distinctive features of the writings of Epifanio San Juan, Jr. with special reference to his interpretation of Postcolonial Theory. After demonstrating the significance of Postcolonial theories from a Japanese perspective, San Juan’s approach toward Postcolonial Theory is critically examined. By doing so, positive linkage between Postcolonial studies and the new directions in Philippine studies is sought.
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Filipino Intellectuals and Postcolonial Theory: The Case of E. San Juan, Jr. - eScholarship
2008Co-Authors: Yoshiko NaganoAbstract:This essay discusses the distinctive features of the writings of Epifanio San Juan, Jr. with special reference to his interpretation of Postcolonial Theory. After demonstrating the significance of Postcolonial theories from a Japanese perspective, San Juan’s approach toward Postcolonial Theory is critically examined. By doing so, positive linkage between Postcolonial studies and the new directions in Philippine studies is sought.
Radhika Viruru - One of the best experts on this subject based on the ideXlab platform.
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Postcolonial Theory and Teacher Education
Oxford Research Encyclopedia of Education, 2019Co-Authors: Radhika Viruru, Julia C. PerskyAbstract:Although there have been attempts to relate Postcolonial Theory to teacher education, those attempts have been somewhat limited. Analyses of the corpus of research on teacher education reveal a focus on defining how to become a teacher, how to judge whether what teachers are doing is effective, how to ensure that theories of learning guide what teachers do, and how to ensure that the teaching profession becomes more diverse and more like the population of children they teach. Although these areas are certainly important, what is striking are the losses they conceal and the absences that are revealed. Postcolonial Theory has offered powerful commentaries on how most of the world has yet to engage with its colonial past and with endemic issues such as racism. Issues such as how the production of knowledge has been carefully restricted and defined to privilege Western ideologies, the creation of binaries that have systematically marginalized groups of people, the marriage of racist and colonial ideologies, and the creation of institutional structures such as schools that have imposed flawed knowledges on children have yet to be widely acknowledged in teacher education research.
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The impact of Postcolonial Theory on early childhood education
Journal of Education, 2005Co-Authors: Radhika ViruruAbstract:In this paper a key concept in Postcolonial Theory, an unmasking of the will to power, that essentializes diverse ways of viewing and living in the world, is related to the field of early childhood education. Drawing on the work of such scholars as Young (2001) who suggest that the adopting of an activist position that seeks social transformation is a crucial concept in Postcolonial work, this paper briefly reviews the work of various scholars across the globe who have used Postcolonial Theory in their analyses and reconceptualization of early childhood education. Finally and perhaps most importantly a discussion ensues as to why, despite the powerful nature of the ideas it has to offer, as well as its relevance to the lives of young children, Postcolonial thought has had only minimal if any impact on the field of early childhood as an academic discipline and even less on the daily practices of early childhood educators.
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Postcolonial Theory and the Practice of Teacher Education
Practical Transformations and Transformational Practices: Globalization Postmodernism and Early Childhood Education, 1Co-Authors: Radhika ViruruAbstract:What does a body of work that arose originally from looking at literary works written in formerly colonized societies have to do with the education of those who would teach children? In this chapter I argue that there are several similarities between the concerns that many Postcolonial scholars have raised and those of critical teacher educators. After defining Postcolonial Theory, I explore why this set of ideas is an important theoretical lens for those who prepare teachers of young children. I then explore some of the themes raised by a Postcolonial critique of teacher preparation, relating each to my own practices as a teacher educator. In doing so I aim to show how Postcolonial scholarship can serve as a vital resource for those engaged in educating educators.
