Abstract
Intercultural learning in Australian schooling and teacher education is often now conceptualised as Culturally Responsive Pedagogy (CRP) – teaching that is socio-politically informed, place-based, dialogic, embraces cultural diversity, and centres learner lifeworlds. CRP-informed teaching is vital within a schooling system never designed for culturally minoritised groups, is shaped by a decades’ long policy vacuum around gender and sexuality justice, and is now one of the most unequal systems in the Organisation for Economic Co-operation and Development (OECD). In aspect to a predominantly White teaching workforce, Australia’s student population is also growing ever more culturally diverse. Within this setting, CRP provides teachers with skills and awareness to connect relationally while working within and against the codes of neoliberal policy frameworks. This paper draws from two interrelated research projects. The first explores the experience of designing and delivering a new CRP program at an Australian university School of Education. The second investigates the impact on Australian educators of a worldwide rise in resurgent masculinity and entangled forms of ‘anti-woke’ populism that is resulting in Australian schools being breeding grounds for gender based violence. While CRP is about opening the educational encounter to learner lifeworlds, this study asks what happens when those worlds are radically shaped by the manosphere.
Presenters
Samantha SchulzAssociate Professor in Sociology of Education, School of Education, The University of Adelaide, South Australia, Australia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
CULTURALLY RESPONSIVE PEDAGOGY, MANOSPHERE, AFFECT, TEACHER EDUCATION
