Examining Noddings’ “Educational Malpractice” Assertion: Serious Considerations for Local-Global Issues in Social Studies Education.
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| Title: | Examining Noddings’ “Educational Malpractice” Assertion: Serious Considerations for Local-Global Issues in Social Studies Education. |
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| Authors: | Subedi, Binaya, Subreenduth, Sharon |
| Source: | Theory Into Practice. Fall2018, Vol. 57 Issue 4, p307-315. 9p. |
| Subjects: | Social justice, Social sciences education, Noddings, Nel, 1929-2022, Islamophobia, Educational malpractice |
| Abstract: | The article utilizes a decolonizing theoretical lens to advocate for the need to engage in a more nuanced approach to conceptualizing local/global aspect of social justice discussions within social studies education. The article engages with questions of social justice by utilizing Noddings’s (2006) argument that “educational malpractice” (p. 250) is a daily occurrence in US classrooms because students are expected to reproduce textbook answers, rather than generate their own questions and reasoned research and deliberation. Kumashiro’s (2004) writings on antioppressive education speak of how the repetition of mainstream narratives normalize what ought to be taught and learned in schools. We propose that educators cannot avoid questions of racism and Islamophobia as critically important issues within social studies classrooms. Therefore, through engaging in critical inquiry on the prevalence of racism and Islamophobia, educators can disrupt the continued educational malpractice within the social studies. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The article utilizes a decolonizing theoretical lens to advocate for the need to engage in a more nuanced approach to conceptualizing local/global aspect of social justice discussions within social studies education. The article engages with questions of social justice by utilizing Noddings’s (2006) argument that “educational malpractice” (p. 250) is a daily occurrence in US classrooms because students are expected to reproduce textbook answers, rather than generate their own questions and reasoned research and deliberation. Kumashiro’s (2004) writings on antioppressive education speak of how the repetition of mainstream narratives normalize what ought to be taught and learned in schools. We propose that educators cannot avoid questions of racism and Islamophobia as critically important issues within social studies classrooms. Therefore, through engaging in critical inquiry on the prevalence of racism and Islamophobia, educators can disrupt the continued educational malpractice within the social studies. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00405841 |
| DOI: | 10.1080/00405841.2018.1518648 |
