Context: Educators cannot avoid the meaningful recognition of categorical identity groupings to mobilise relevant, accessible and purposeful educational experiences for all students. As educators recognise and acknowledge these categorical groups, images of society are constructed by positioning these groups in particular ways. They then draw upon these images to further engage in their respective pedagogical acts, as each image advises them on how they conduct their role as educators. Thus, images of society held by educators become their discursive choice.
Aim: To outline the conceptual underpinnings of the discursive images held by educators.
Theoretical frame: Theoretical concepts: Image makers - core concepts that constitute the images of a society, which have been drawn from varied theoretical paradigms; Image of society - Play a critical role in educators' decisions and pedagogical choices, therefore contributing to how individuals in diverse groups are educated
Discussion: A)Image makers: 1) Difference: A key concept used by many fields to discuss the interplay of identities, both individual and categorical or group identity; Hall (2003), Weedon (2004), and many other postcolonial scholars, propose that establishing 'difference' is not just about the construction of who an individual is, but it is also about the exclusion of who an individual is not - inevitably establishing who is 'in and out', creating 'inequitable power relationships' among groups (p. 294). 2)Othering: Conceptualises the process of establishing 'difference; In postcolonial literature 'othering' is central to the discourse of colonialism and dominance., where 'othering' is used to establish the superiority of 'self' and deficits in the colonised, the 'other' (Said 1978). On the other hand, when the 'other' is seen as exotic, they are glorified, decorated and showcased as decreed by the coloniser. 3)Normalising: A concept which critical race theory often uses to challenge the unnamed practices attached to 'whiteness' or 'white' culture (Frankenberg 1993; Ladson-Billings 2009). According to Frankenberg (1993), the processes of 'normalising' and 'othering' operate together for 'whiteness' to dominate and control people of colour in settler countries (USA, Australia & New Zealand). 'Normalising' is therefore embedded in colonising dominance and control, akin to 'othering'. 4)Neutralising: A concept that drives individuals to refrain from establishing 'difference'; 'Neutralising' is chosen to deliberately encourage people to accept and love each other despite their 'difference'. Hence, all attempts in 'neutralising' are made to minimise or overlook 'difference'. 5)Multiple belonging: A concept that highlights that one can encourage multiplicity in all individuals and groups through 'liberal pluralism' (Burtonwood, 2006, p. 136), which encourages individuals to see diversity in all around us.6)Performance: A poststructural concept that challenges notions of belonging to any group or category that is constructed within linguistic categories (Butler, 1999); by arguing identity constructs as mere 'performances' with unreal, yet realisable 'truth', it challenges the language of 'othering' and 'normalising' used to establish 'difference'. 7)Critical (re)cognition: Involves engaging in a process that is purposeful with an aim to destabilise and diffuse political power attached to particular ways of being within categories; Similar to the concept of 'performance', it challenges the language of 'othering' and 'normalising'; Enables educators to examine 'who establishes the national, ability, gender, religious, ethno-linguistic and class 'truths' and what and how they can work against this 'truth' to resist dominance and marginalisation to (re)construct with 'difference'' (p. 297). 2)Image of society (What do educators see): 1)'After all difference is natural, some can and others can't': Defined by hierarchical notions of classifying and categorising individuals and groups in a society; Underpinned by the belief that there are groups that are naturally superior, or pre-programmed genetically to function better than the rest; Pedagogies centre around identifying the pre-supposed weaknesses of particular groups and rectifying them. 2)'Not at all, I don't see difference': Nurtured to 'overcome undue segmentation of the otherwise homogenous humankind in the society' (p. 299); 'Difference' based on gender, 'race', nationality, ethnicity, ability and many others, attributed to individuals and groups are regarded as being 'immaterial' (p. 299); Personal and social relationships are valued highly and the influence of structures is less considered; Pedagogical choice - promotes care and love amongst the learners so that differences can be overlooked and a cohesive and harmonious society where we nurture each other can be built. 3)'After all we are different and diverse': Underpinned by belief in unique worldviews that stem from distinctive, collective knowledge systems and experiences; acceptance that individuals are different and diverse as everyone belongs to different groups or structures with different values, attitudes, cultures and needs; Pedagogical choice - teach learners to learn and understand each other's unique socio-cultural experiences that make up one's identity to create a 'harmonious and cohesive society' (p. 299). 4)'Not at all, difference and diversity are illusions': Constructed by positioning language based terms central to our understanding of who we and others are; Contend that all categorical, value based, symbolic representations of one's collective identity are illusions, or 'performances' (p. 300) (Butler 1999); Pedagogical choice - aims to enable all individuals to acknowledge that there is no one ultimate 'truth', but that there are multiple 'truths' (p. 300). 5)'After all these are illusions; and not, as these are attached to matted realities': Underpinned by the view that 'difference' and diversity are illusions, and positions language as being central to the construction of categories; Pedagogical choice - Aims to enable all learners to be aware of complexities of power and power imbalance. C)Educational choices (What do educators choose): 1)'Educate to treat difference': Educators' choices in responding to 'difference' stem from the image of society: 'After all difference is natural, some can and others can't'; Educators desire uniformity, and seek to negate 'difference' with an emphasis on scientifically pre-established markers of similarities and differences between and within individuals in categorical groups. 2)'Educate to erase difference': Underpinned by the image of society: 'Not at all, I don't see difference', this choice , is triggered by highly humanistic and altruistic motivations; educators model thinking and pedagogy that promotes kindness and sympathy for each other, and teaching people to look past the 'difference' that each child or particular groups may possess. 3)'Educate to learn difference': Underpinned by the image of the society: 'After all we are different and diverse'. Hence, this choice accepts 'difference' without regarding it as a 'deficit or as negligible' (p. 304); Nevertheless, stems from 'othering', resulting in 'selective & sporadic engagement with identified 'difference' (p. 304). Therefore, this choice can inadvertently result in the dominant group controlling the identity of the marginalised groups, through stereotyping and exclusion. 4)'Educate to embrace difference': Underpinned image of the society: 'Not at all, difference and diversity are illusions'; Educators are propelled by an acute awareness of the arbitrary nature of language categories and seek actively to move away from presenting sporadic stereotypes of particular groups; Educators explicitly seek to integrate 'multiplicity' into daily educational practices. 5) 'Educate to resist and construct difference': Underpinned by the image of society 'After all these are illusions'; Educators condemn discriminatory discourses that establish deficits in the scrutinised 'other'; this choice leads to critical, collective action that seeks to (re)construct historically constructed marginalisation of particular 'difference'.
Core argument: Educating with 'difference' is inevitable in today's society. The educational choice of educators is constituted by the very same image makers that make the image of the society, the very base of that choice. Thus, an educator's image and its image makers also decide who they are as educators, their discourses, and what they fear and desire with all who embody 'difference'.
-
What We See is What We Choose: Seers and Seekers with Diversity.
Date: 2017
Author: Srinivasan, P.
Location: Australia
Annotation links:
addView Annotation
-
What would a socially just education system look like?,
Date: 2012
Author: Nandy, L.
Location: United Kingdom
Annotation links:
addView Annotation
-
What's wrong with fairness? How discourses in higher educational literature support gender inequalities
Date: 2016
Author: Beddoes, K.; Schimpf, C.
Location: USA
Annotation links:
addView Annotation
-
When FE lecturers go the extra mile: the rhetoric and the reality
Date: 2017
Author: Lobb, R.
Location: United Kingdom
Annotation links:
addView Annotation
-
When it comes to what employers are looking for, I dont think Im it for a lot of them: class and capitals in, and after, higher education
Date: 2019
Author: Merrill, B., Finnegan, F., ONeill, J.; Revers, S.
Location: United Kingdom
Annotation links:
addView Annotation
-
When worlds collide: excellent and equitable learning communities? Australia's 'social capitalist' paradox?
Date: 2011
Author: Savage, G.
Location: Australia
Annotation links:
addView Annotation
-
Who cares? Gender dynamics in the valuing of extra-curricular activities in higher education
Date: 2012
Author: Stevenson, J.; Clegg, S.
Location: United Kingdom
Annotation links:
addView Annotation
-
Who is missing from higher education
Date: 2008
Author: Gorard, S.
Location: United Kingdom
addView Annotation
-
Whose Aspirations are They Anyway?
Date: 2010
Author: Slack, K.
Location: United Kingdom
Annotation links:
addView Annotation
-
Why are you applying there?': 'race', class and the construction of higher education 'choice' in the United Kingdom
Date: 2015
Author: Shiner, M.; Noden, P.
Location: United Kingdom
Annotation links:
addView Annotation
-
Why do "at risk" students choose to attend or avoid specific support programs: A case study of student experience at the University of Canberra
Date: 2012
Author: Kennelly, R.; Tucker, T.
Location: Australia
Annotation links:
addView Annotation
-
Why do market 'reforms' persistently increase inequality?
Date: 2013
Author: Connell, R.
Location: Australia
Annotation links:
addView Annotation
-
Why here and why stay? Students' voices on the retention strategies of a widening participation university
Date: 2014
Author: McKendry, S.; Wright, M.; Stevenson, K.
Location: United Kingdom
Annotation links:
addView Annotation
-
Why Not You?' Discourses of Widening Access on UK Medical School Websites
Date: 2017
Author: Alexander, K.; Fahey Palma, T. Nicholson, S.; Cleland, J.
Location: United Kingdom
Annotation links:
addView Annotation
-
Widening access in a fee de-regulated system: exploring contemporary ideals of 'fair' access to higher education
Date: 2015
Author: Pitman, T.
Location: Australia
Annotation links:
addView Annotation
-
Widening Access to Postgraduate Study and Fair Access to the Professions
Date: 2015
Author: Strike, T.; Toyne, J.
Location: United Kingdom
Annotation links:
addView Annotation
-
Widening and Expanding Participation in Australian Higher Education: In the Absence of Sociological Migration
Date: 2015
Author: Gale, T.
Location: Australia
Annotation links:
addView Annotation
-
Widening Participation and Capabilities Approach - Making it Work.
Date: 2017
Author: Richardson, M.; Llewellyn, P.; Williams, S.; Nias, S.; Phillips, R.
Location: United Kingdom
Annotation links:
addView Annotation