Fanon and the Child: Pedagogies of Subjectification and Transformation
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| Title: | Fanon and the Child: Pedagogies of Subjectification and Transformation |
|---|---|
| Language: | English |
| Authors: | Burman, Erica |
| Source: | Curriculum Inquiry. 2016 46(3):265-285. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Educational Theories, Educational Practices, Models, Children, Child Development, Teaching Methods, Economic Development, Discourse Analysis, Figurative Language, Transformative Learning, Gender Differences, Power Structure, Foreign Policy |
| DOI: | 10.1080/03626784.2016.1168263 |
| ISSN: | 0362-6784 |
| Abstract: | Frantz Fanon's analysis of colonial experience has widely influenced educational theory and practice. Yet, despite much focus on the gendered and sexed dynamics of racialization processes, and their applications to the dynamics in particular of teaching and learning, surprisingly little attention has been given to how these intersect both with generational relations and the models of children/childhood on which his account relies. In this paper, Fanon's representations of childhood across all his texts are analyzed and evaluated. It is argued that attending to the diversities and instabilities of these representations not only strengthens critical engagement with Fanon's ideas conceptually, methodologically and in terms of pedagogical process, but also prompts reassessment of their contemporary relevance for, and corresponding challenges to, current pedagogical and political practice. |
| Abstractor: | As Provided |
| Number of References: | 110 |
| Entry Date: | 2016 |
| Accession Number: | EJ1102687 |
| Database: | ERIC |
| Abstract: | Frantz Fanon's analysis of colonial experience has widely influenced educational theory and practice. Yet, despite much focus on the gendered and sexed dynamics of racialization processes, and their applications to the dynamics in particular of teaching and learning, surprisingly little attention has been given to how these intersect both with generational relations and the models of children/childhood on which his account relies. In this paper, Fanon's representations of childhood across all his texts are analyzed and evaluated. It is argued that attending to the diversities and instabilities of these representations not only strengthens critical engagement with Fanon's ideas conceptually, methodologically and in terms of pedagogical process, but also prompts reassessment of their contemporary relevance for, and corresponding challenges to, current pedagogical and political practice. |
|---|---|
| ISSN: | 0362-6784 |
| DOI: | 10.1080/03626784.2016.1168263 |
