<abstract xmlns="http://www.w3.org/1999/xhtml"><p> For Asante our “battle is intense, the struggle we wage for status power is serious and we cannot communicate as equals when our economic position is that of servants” (2008, p. 49), words that resonated with the author throughout her research with Sudanese Australian young women about their educational experiences, as captured in co-created short films. While the work moved between social science and arts-based research the author questioned the basis of her relationship with the co-participants, and the possibility of fluid status positions within educational contexts. This paper interrogates the im/possibility within neoliberal secondary school contexts for activist educational research (Giroux, 2005) to be the kind of ‘interchange’ of which Asante speaks, a source of creative understanding for researchers and co-participants, if it cannot address co-participants’ (and teacher/student) unequal material conditions. In the case presented in this article, materially-influenced communication challenges reflect current curricular and pedagogical tensions, especially for refugee-background students. Where racial, cultural and socio-economic marginalities intersect, pedagogical and curricular possibilities are sometimes foreclosed before students even enter ‘neoliberal’ classrooms.</p></abstract>

For Asante our “battle is intense, the struggle we wage for status power is serious and we cannot communicate as equals when our economic position is that of servants” (2008, p. 49), words that resonated with the author throughout her research with Sudanese Australian young women about their educational experiences, as captured in co-created short films. While the work moved between social science and arts-based research the author questioned the basis of her relationship with the co-participants, and the possibility of fluid status positions within educational contexts. This paper interrogates the im/possibility within neoliberal secondary school contexts for activist educational research (Giroux, 2005) to be the kind of ‘interchange’ of which Asante speaks, a source of creative understanding for researchers and co-participants, if it cannot address co-participants’ (and teacher/student) unequal material conditions. In the case presented in this article, materially-influenced communication challenges reflect current curricular and pedagogical tensions, especially for refugee-background students. Where racial, cultural and socio-economic marginalities intersect, pedagogical and curricular possibilities are sometimes foreclosed before students even enter ‘neoliberal’ classrooms.

In transit/ion: Sudanese students’ resettlement, pedagogy and material conditions

Monash University, Faculty of Education, 100 Clyde Road, Berwick, Victoria, 3806, Australia

Journal of Pedagogy

For Asante our “battle is intense, the struggle we wage for status power is serious and we cannot communicate as equals when our economic position is that of...

In transit/ion: Sudanese students’ resettlement, pedagogy and material conditions

Publié en ligne: 03 avr. 2013

Pages: 79 - 97

DOI: https://doi.org/10.2478/jped-2013-0005

Mots clés
education, refugee, critical literacy, transition, arts, Sudanese

This content is open access.

In transit/ion: Sudanese students’ resettlement, pedagogy and material conditions

Publié en ligne: 03 avr. 2013

Pages: 79 - 97

DOI: https://doi.org/10.2478/jped-2013-0005

Mots cléseducation, refugee, critical literacy, transition, arts, Sudanese

This content is open access.

Mots clés
education, refugee, critical literacy, transition, arts, Sudanese