Vulnerability and belonging in the history classroom: A teacher’s positioning in “volatile conversations” on racism and xenophobia
This article is explorative in its attempt to define vulnerability within transformative pedagogy by analysing excerpts from two “volatile conversations” on racism and xenophobia between a teacher and her grade nine class in a well-resourced Jewish school. The two conversations differed in regard t...
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| Format: | Article |
| Language: | English |
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University of the Free State
2010-09-01
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| Series: | Perspectives in Education |
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| Online Access: | http://196.255.246.28/index.php/pie/article/view/39 |