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Aman, R. & Ireland, T. (Eds.). (2019). Educational Alternatives in Latin America: New Modes of Counter-Hegemonic Learning. Palgrave Macmillan
Öppna denna publikation i ny flik eller fönster >>Educational Alternatives in Latin America: New Modes of Counter-Hegemonic Learning
2019 (Engelska)Samlingsverk (redaktörskap) (Refereegranskat)
Abstract [en]

This book explores diverse contemporary paradigms of educational praxis and learning in Latin America, both formal and non-formal. Each contributor offers a unique perspective on the factors which lead to the production of paradigms rooted in ‘other’ logics, cosmologies, and realities, and how these factors may renegotiate and redefine concepts of education, learning, and knowledge. The various chapters provide a road map for scholars, activists, artists, students, organizations, and social movements to help begin to construct learning spaces that seek to engage with a new more horizontal form of participatory democracy.

Ort, förlag, år, upplaga, sidor
Palgrave Macmillan, 2019. s. 233
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:liu:diva-158509 (URN)10.1007/978-3-319-53450-3 (DOI)9783319534497 (ISBN)9783319534503 (ISBN)
Tillgänglig från: 2019-07-02 Skapad: 2019-07-02 Senast uppdaterad: 2019-07-02Bibliografiskt granskad
Fejes, A., Aman, R., Dahlstedt, M., Gruber, S., Högberg, R. & Nyström, S. (2018). Introduktion på svenska: Om språkintroduktion för nyanlända på gymnasieskola och folkhögskola. Linköping: Linköping University Electronic Press
Öppna denna publikation i ny flik eller fönster >>Introduktion på svenska: Om språkintroduktion för nyanlända på gymnasieskola och folkhögskola
Visa övriga...
2018 (Svenska)Rapport (Övrigt vetenskapligt)
Abstract [sv]

I kölvattnet av senaste årens migrationsrörelser har en rad olika initiativ tagits för att möjliggöra nyanländas etablering i det svenska samhället. En sådan insats har varit att på prov erbjuda gymnasieskolans språkintroduktionsprogram (SI) även på folkhögskola. Förhoppningen är att just denna utbildningsform är särskilt väl lämpad för nyanlända ungdomar. I denna forskningsrapport jämförs verksamheten inom SI såsom den bedrivs på två gymnasieskolor och två folkhögskolor. Analysen visar att folkhögskolans organisering av SI-verksamheten är mer flexibel och integrerad i övrig verksamhet, vilket också ger potential till en mer inkluderande undervisning.

Studien är del av forskningsprogrammet Migration, lärande och social inkludering, som genom en longitudinell forskningsdesign söker svar på frågan om hur olika sammanhang för (unga) vuxnas språkliga lärande bidrar till deras sociala inkludering. Programmet är ett samarbete mellan forskningsmiljöerna Vuxenpedagogik och folkbildning och Socialt arbete vid Linköpings universitet.

Ort, förlag, år, upplaga, sidor
Linköping: Linköping University Electronic Press, 2018. s. 82
Serie
Studier av vuxenutbildning och folkbildning, E-ISSN 1654-2010 ; 8
Nationell ämneskategori
Lärande Internationell Migration och Etniska Relationer (IMER) Pedagogiskt arbete
Identifikatorer
urn:nbn:se:liu:diva-151854 (URN)9789176851845 (ISBN)
Tillgänglig från: 2018-10-05 Skapad: 2018-10-05 Senast uppdaterad: 2019-07-02Bibliografiskt granskad
Aman, R. (2018). The Phantom fights Apartheid: New Left Ideology, Solidarity Movements and the Politics of Race. Inks: The Journal of the Comics Studies Society, 2(3), 288-311
Öppna denna publikation i ny flik eller fönster >>The Phantom fights Apartheid: New Left Ideology, Solidarity Movements and the Politics of Race
2018 (Engelska)Ingår i: Inks: The Journal of the Comics Studies Society, ISSN 2473-5205, Vol. 2, nr 3, s. 288-311Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This essay argues that although The Phantom is an American comic about a superhero of British heritage set in a fictional African country filled with colonial nostalgia, it is a leading example of antiracist politics and anti-apartheid protest literature. Since 1972 the Swedish-based scriptwriters of “Team Fantomen” have regularly supplied officially licensed adventures to the Phantom comics around the world. This essay suggests that this shift in the scripts’ geographical origin also altered the politics of the comic: the Swedish creators added social commentary and political thought to the storylines, as the Phantom was redefined in line with New Left ideology. Southern Africa, with societies benighted by institutionalized racism, is inscribed into the plots, which function to inform the reader about the righteousness and validity of the dominant Swedish foreign-policy doctrine of the time. This essay contends that The Phantom played an important part in shaping Swedish public discourse on apartheid, while also helping to establish Sweden as a leading international antiracist voice.

Ort, förlag, år, upplaga, sidor
Ohio State University Press, 2018
Nyckelord
apartheid; ideology; internationalism; New Left; racism; solidarity movements; Team Fantomen; the Phantom
Nationell ämneskategori
Historia
Identifikatorer
urn:nbn:se:liu:diva-153244 (URN)
Tillgänglig från: 2018-12-05 Skapad: 2018-12-05 Senast uppdaterad: 2018-12-11Bibliografiskt granskad
Aman, R. (2017). Colonial Differences in Intercultural Education: On Interculturality in the Andes and the Decolonization of Intercultural Dialogue. Comparative Education Review, 61(2), 103-120
Öppna denna publikation i ny flik eller fönster >>Colonial Differences in Intercultural Education: On Interculturality in the Andes and the Decolonization of Intercultural Dialogue
2017 (Engelska)Ingår i: Comparative Education Review, ISSN 0010-4086, E-ISSN 1545-701X, Vol. 61, nr 2, s. 103-120Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This essay seeks to wean interculturality from its comfort zone of flat substitutability across cultural differences by pushing for the possibility of other ways of thinking about the concept depending on where (the geopolitics of knowledge) and by whom (the bodypolitics of knowledge) it is being articulated. In order to make a case for the importance of always considering the geopolitical and bodypolitical dimension of knowledge production within interculturality, this essay shifts focus away from policies of the European Union and UNESCO to the Andean region of Latin America. In that part of the world the notion of interculturalidad – translation: interculturality – is not only a subject on the educational agenda, it has also become a core component among indigenous social movements in their push for decolonization. With reference points drawn from a decolonial perspective and the concept of “colonial difference”, this essay makes the case that interculturalidad, with its roots in the historical experience of colonialism and in the particular, rather than in assertions of universality, offers another perspective on interculturality bringing into the picture other epistemologies. It concludes by arguing for the requirement to start seeing interculturality as inter-epistemic rather than simply inter-cultural.

Ort, förlag, år, upplaga, sidor
University of Chicago Press, 2017
Nyckelord
interculturality; decolonial theory; interculturalidad; andes; indigenous knowledges
Nationell ämneskategori
Etik Kulturstudier Utbildningsvetenskap
Identifikatorer
urn:nbn:se:liu:diva-141025 (URN)10.1086/690459 (DOI)
Tillgänglig från: 2017-09-20 Skapad: 2017-09-20 Senast uppdaterad: 2017-10-10Bibliografiskt granskad
Aman, R. & Ireland, T. (Eds.). (2016). Education and Other Modes of Thinking in Latin America (1ed.). London: Routledge
Öppna denna publikation i ny flik eller fönster >>Education and Other Modes of Thinking in Latin America
2016 (Engelska)Samlingsverk (redaktörskap) (Refereegranskat)
Abstract [en]

After long periods of military dictatorships, civil wars, and economic instability, Latin America has changed face, and become the foremost region for counter-hegemonic processes. This book seeks to address contemporary paradigms of education and learning in Latin America. Although the production of knowledge in the region has long been subject to imperial designs and disseminated through educational systems, recent interventions – from liberation theology, popular education, and critical literacy to postcolonial critique and decolonial options – have sought to shift the geography of reason.

Over the last decades, several Latin American communities have countered this movement by forming some of the most dynamic and organised forms of resistance: from the landless movements in Brazil to the Zapatistas in the Chiapas region of Mexico, from the indigenous social movements in Bolivia to Venezuela’s Chavistas, to mention but a few. The central question to be addressed is how, in times of historical ruptures, political reconstructions, and epistemic formations, the production of paradigms rooted in ‘other’ logics, cosmologies, and realities may renegotiate and redefine concepts of education, learning, and knowledge. Consequently, this book transcends disciplinary, epistemological, and methodological boundaries in education and learning by engagement with ‘other’ paradigms. 

Ort, förlag, år, upplaga, sidor
London: Routledge, 2016. s. 124 Upplaga: 1
Nyckelord
latin america, epistemology, social movements, education, popular adult education
Nationell ämneskategori
Utbildningsvetenskap Sociologi Kulturstudier
Identifikatorer
urn:nbn:se:liu:diva-141088 (URN)10.1080/02601370.2015.1007719 (DOI)000210861200001 ()2-s2.0-84924440689 (Scopus ID)9781138229662 (ISBN)1138229660 (ISBN)
Tillgänglig från: 2017-09-21 Skapad: 2017-09-21 Senast uppdaterad: 2017-09-29Bibliografiskt granskad
Aman, R. (2015). Education and other modes of thinking in Latin America. International Journal of Lifelong Education, 34(01), 1-8
Öppna denna publikation i ny flik eller fönster >>Education and other modes of thinking in Latin America
2015 (Engelska)Ingår i: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 34, nr 01, s. 1-8Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

If the production of knowledge in Latin America has long been subject to imperial designs and disseminated through educational systems, recent interventions —from liberation theology, popular education, participatory action research, alternative communication and critical literacy to postcolonial critique and decolonial options—have sought to shift the geography of reason. The central question to be addressed is how, in times of historical ruptures, political reconstructions and epistemic formations, the production of paradigms rooted in ‘other’ logics, cosmologies and realities may renegotiate and redefine concepts of education, learning and knowledge.

Nationell ämneskategori
Kulturstudier Pedagogik
Identifikatorer
urn:nbn:se:liu:diva-115045 (URN)10.1080/02601370.2015.1007719 (DOI)
Tillgänglig från: 2015-03-06 Skapad: 2015-03-06 Senast uppdaterad: 2019-07-02
Aman, R. (2015). Genuine Multiculturalism: The Tragedy and Comedy of Diversity [Review]. Ethnic and Racial Studies, 38(13), 2390-2392
Öppna denna publikation i ny flik eller fönster >>Genuine Multiculturalism: The Tragedy and Comedy of Diversity
2015 (Engelska)Ingår i: Ethnic and Racial Studies, ISSN 0141-9870, E-ISSN 1466-4356, Vol. 38, nr 13, s. 2390-2392Artikel, recension (Refereegranskat) Published
Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2015
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:liu:diva-113124 (URN)10.1080/01419870.2014.992929 (DOI)000360459300039 ()
Tillgänglig från: 2015-01-09 Skapad: 2015-01-09 Senast uppdaterad: 2019-07-02
Aman, R. (2015). In the Name of Interculturality: On Colonial Legacies in Intercultural Education. British Educational Research Journal, 41(3), 520-534
Öppna denna publikation i ny flik eller fönster >>In the Name of Interculturality: On Colonial Legacies in Intercultural Education
2015 (Engelska)Ingår i: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518, Vol. 41, nr 3, s. 520-534Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This paper scrutinises the ways in which students who have completed a university course on interculturality distinguish between sameness and otherness in attempts to integrate, relate to and build a bridge to those deemed culturally different. It makes use of interviews to analyse the factors that shape the interpretation of otherness and difference in the students’ definitions of interculturality, as well as their statements about the relationships between us and them, and descriptions of instances of learning and teaching that have taken place between parties in different parts of the world. Theoretically, the paper is based on a postcolonial framework, highlighting the continuing influence of colonialism and Eurocentric ways of reasoning inside as well as outside the classroom in today’s society. One of the main conclusions of the paper is that in the process of transferring knowledge, there is a risk that the history of modern Europe will be sanctioned as the historical trajectory for the rest of the world to follow, with the accompanying supposition that this can only be made possible by extending a helping hand to the Other.

Ort, förlag, år, upplaga, sidor
John Wiley & Sons, 2015
Nationell ämneskategori
Utbildningsvetenskap Kulturstudier
Identifikatorer
urn:nbn:se:liu:diva-106243 (URN)10.1002/berj.3153 (DOI)000356625000009 ()
Anmärkning

On the day fo the defence date, the status of this article was Manuscript.

Tillgänglig från: 2014-04-30 Skapad: 2014-04-30 Senast uppdaterad: 2019-07-02Bibliografiskt granskad
Aman, R. (2015). The Double Bind of Interculturality and the Implications for Education. Journal of Intercultural Studies, 36(2), 149-165
Öppna denna publikation i ny flik eller fönster >>The Double Bind of Interculturality and the Implications for Education
2015 (Engelska)Ingår i: Journal of Intercultural Studies, ISSN 0725-6868, E-ISSN 1469-9540, Vol. 36, nr 2, s. 149-165Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This paper explores the ways in which boundaries of estrangement are produced in the academic literature assigned for courses on interculturality. As the existence of interculturality is dependent on the ascription of content to culture – since the notion, by definition, always involves more than one singular culture – this essay seeks to provide an answer to the question of what this literature, implicitly or otherwise, defines in terms of sameness vis-à-vis otherness, and thereby to chart the conditions for becoming intercultural. This question is especially important because the self in interculturality has to be, in principle, generalizable: it should signify a position available for occupation by anybody with proper training in this approach. Starting from the assumption that different experiences, languages and identities, already intersect and are indeed already intercultural before being subjected to study under the auspices of ‘interculturality’ as an educational topic, the essay goes on to problematize the way in which interculturality tends to construe sameness and difference along national lines and does little to cater for multiple, as opposed to national, or other unified, identities.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2015
Nyckelord
Interculturality, Otherness, Education, Multiculturalism, Diversity, Border Crossing
Nationell ämneskategori
Pedagogik Filosofi
Identifikatorer
urn:nbn:se:liu:diva-114855 (URN)10.1080/07256868.2015.1008431 (DOI)
Tillgänglig från: 2015-03-05 Skapad: 2015-03-05 Senast uppdaterad: 2019-07-02Bibliografiskt granskad
Aman, R. (2015). Why Interculturalidad is not Interculturality Colonial remains and paradoxes in translation between indigenous social movements and supranational bodies. Cultural Studies, 29(2), 205-228
Öppna denna publikation i ny flik eller fönster >>Why Interculturalidad is not Interculturality Colonial remains and paradoxes in translation between indigenous social movements and supranational bodies
2015 (Engelska)Ingår i: Cultural Studies, ISSN 0950-2386, E-ISSN 1466-4348, Vol. 29, nr 2, s. 205-228Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Interculturality is a notion that has come to dominate the debate on cultural diversity among supranational bodies such as the European Union and UNESCO in recent years. The EU goes so far as to identify interculturality as a key cultural and linguistic characteristic of a union which, it argues, acts as an inspiration to other parts of the world. At the same time, the very notion of interculturality is a core component of indigenous movements in the Andean region of Latin America in their struggles for decolonization. Every bit as contingent as any other concept, it is apparent that several translations of interculturality are simultaneously in play. Through interviews with students and teachers in a course on interculturality run by indigenous alliances, my aim in this essay is to study how the notion is translated in the socio-political context of the Andes. With reference points drawn from the works of Walter Mignolo and the concept of delinking, I will engage in a discussion about the potential for interculturality to break out of the prison-house of colonial vocabulary – modernization, progress, salvation – that lingers on in official memory. Engagement in such an interchange of experiences, memories and significations provides not only recognition of other forms of subjectivity, knowledge systems and visions of the future but also a possible contribution to an understanding of how any attempt to invoke a universal reach for interculturality, as in the case of the EU and UNESCO, risks echoing the imperial order that the notion in another context attempts to overcome. 

Ort, förlag, år, upplaga, sidor
Routledge, 2015
Nyckelord
interculturality; indigenous movements; delinking; modernity; coloniality; European Union
Nationell ämneskategori
Utbildningsvetenskap Kulturstudier
Identifikatorer
urn:nbn:se:liu:diva-105523 (URN)10.1080/09502386.2014.899379 (DOI)000347522000006 ()
Tillgänglig från: 2014-03-26 Skapad: 2014-03-26 Senast uppdaterad: 2019-07-02
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-2387-1883

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