Subaltern Pedagogy: A Critical Theorizing of Pedagogical Practices for Marginalized Border-Crossers
The International Journal of Critical Pedagogy
University of North Carolina at Greensboro
Given the ever-increasing migration in today’s globalizing world and the pervasive xenophobic behaviors and attitudes of some U.S. school stakeholders toward vulnerable groups such as refugees, migrants and asylum seekers, I argue for a paradigm shift in the theorizing of educational pedagogy. Based on my qualitative study conducted in Lebanon that examines the lived experiences of African women as border-crossers who migrated to Beirut for economic reasons, I forward a subaltern pedagogy. Three critical theoretical frameworks inform this pedagogical shift: critical pedagogy, post/decolonial thought, and a critical spatial analysis. The latter idea in particular situates marginalized, subaltern groups in their liminal context and takes into account how the space one inhabits impacts their social, cultural and economic worlds, thereby affecting their life and learning trajectory.
Keyl, S. (2017). Subaltern Pedagogy: A Critical Theorizing of Pedagogical Practices for Marginalized Border-Crossers. The International Journal of Critical Pedagogy, 8(1), 173-194. http://libjournal.uncg.edu/ijcp/article/view/1095
Originally published in The International Journal of Critical Pedagogy.