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Kim, Juhwan – Educational Philosophy and Theory, 2021
Many educational studies reference ideology, imaginary, and myth constructs represented in programs of study, textbooks, and school rituals. In the fields of history, civic, and social studies education, for example, many scholars frequently employ these terms to examine mythic groundings of particular nationalisms entwined with the ways in which…
Descriptors: Educational Philosophy, Ideology, Misconceptions, Social Studies
Koshino, Kako – International Journal of Qualitative Studies in Education (QSE), 2022
By utilizing autoethnography as a research method of a reflective self-examination set within the author's cultural context and experiential world, this essay elucidates the nuanced positionality of Asians/Asian Americans at the intersection of the model minority myth discourse, colonial narratives, and the black-white binary paradigm of race…
Descriptors: Ethnography, Asian Americans, Minority Groups, Misconceptions
Alesondra Christmas Stapleton; Jazelynn Goudy; Davianna Griffin – Dance Education in Practice, 2024
Dance educators, as the face of dance education, are responsible for teaching and promoting dance equitably regardless of whose body executes the movement. Sizeism and racism have often been the unspoken standards used by dancers and educators to judge the development and proficiency of professional and aspiring dancers. Although seeing these as…
Descriptors: Dance Education, Racism, Body Weight, Social Discrimination
Yakubu, Anthonia Makwemoisa – Advances in Language and Literary Studies, 2018
Many women were socially conditioned as children to believe that gender operates on a superiority/inferiority axis -- the male has been naturally created to be in charge and to take dominion of all living and non-living things including plants, animals, fishes, birds, children, and women. For the women, they are to be submissive to the biological…
Descriptors: Females, Gender Differences, Power Structure, Folk Culture
McCorkle, William – Social Studies, 2020
The American Revolution is central to the identity of citizens of the United States. It is, therefore, rarely critiqued in the U.S. social studies classroom. This article examines how teachers can discuss the American Revolution using both a critical historical approach and the ideas of peace education, particularly the strand that focuses on the…
Descriptors: Peace, Teaching Methods, United States History, Social Studies
Hurtado, Aída – Equity & Excellence in Education, 2019
The academic study of "race" varies from discipline to discipline. "Race" is placed in quotes in this instance because historically race was considered a biological category that denoted unalterable biological characteristics between races. There is a long intellectual history of documenting phenotypic differences between…
Descriptors: Race, Self Concept, Racial Identification, Intellectual Disciplines
Rubin, Daniel Ian – International Journal of Multicultural Education, 2017
Despite over 4,000 years of persecution, American Jews and antisemitism continue to be overlooked in university multicultural and social justice classroom discussions. This is due to many factors, such as the misconceptions that Jews are solely a religious group, are White and have completely assimilated into American culture, and are economically…
Descriptors: Jews, Cultural Pluralism, Racial Bias, Misconceptions
James, David – Cambridge Journal of Education, 2015
Having noted that some use of Bourdieusian concepts in educational research is superficial, this paper offers a view of the distinctiveness of Bourdieu's concepts via the example of misrecognition, which is differentiated from the concept with the same name in Fraser's work. An account is given of a recent research project on white middle-class…
Descriptors: Social Capital, Educational Research, Whites, Middle Class
Rolling, James Haywood, Jr.; Bey, Sharif – Studies in Art Education: A Journal of Issues and Research in Art Education, 2016
This study employs narrative in order to examine circumstances wherein identity constructs and self-image are reconstituted in the face of oppressive circumstances. The authors of this article, both art educators/academics, explore the role of narrative processes at the intersection of an "art education of place" purposed to reinterpret…
Descriptors: Self Concept, Power Structure, Art Teachers, Art Education
Dorozenko, Kate P.; Roberts, Lynne D.; Bishop, Brian J. – Journal of Intellectual Disabilities, 2015
Intellectual disability is commonly conceptualised as stigmatised identity; however, within the literature, the notion of a damaged identity is contested. The aim of this research was to explore the social construction of intellectual disability from the perspective of staff who work closely with people with intellectual disabilities. Informed by…
Descriptors: Advocacy, Employee Attitudes, Transformative Learning, Intellectual Disability
Hsieh, Min-Hua – College Student Journal, 2007
A narrative study was conducted to investigate why a Chinese female international student keeps silent in her American classes. This study found that because of her silence, the participant internalized a deficient self-perception as a useless person in her group discussions and perceived that a deficient identity was attributed to her. Because…
Descriptors: Foreign Students, Females, Higher Education, Self Concept
Locklear, Erica Abrams – Community Literacy Journal, 2007
Linda Scott DeRosier's autobiographical accounts of literacy attainment in "Creeker: A Woman's Journey" and "Songs of Life and Grace" reveal that entrance into a secondary discourse community via literacy can bring both pleasure and pain. Analyzing the identity negotiations DeRosier encounters reveals that although she…
Descriptors: Autobiographies, Discourse Communities, Literacy, Educational Attainment

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