Prof. Robert Hattam(南オーストラリア大学)連続セミナー(12月5日~、立教大学)のお知らせ

投稿日:2016年12月01日 カテゴリー:イベント情報  投稿者:学会事務局

立教大学社会学部・社会学研究科では、在外招聘教員として滞在中のロバート・ハッタム教授(南オーストラリア大学)による連続セミナー「Learning to Live in Culturally Diverse Societies」を開催します。参加自由・申込不要です。多くの方にご参加いただき、活発な議論が交わされることを期待しています。

Special Seminars with Prof. Robert Hattam (University of South Australia)

Learning to Live in Culturally Diverse Societies

1. Researching across cultural differences
  a. Outline the case for qualitative research across cultural difference and working on a dialogical space in this seminar series
   b. The case of decolonizing methodologies (Smith) in Indigenous Studies
   c. Researching refugee communities and the (im)possibility of listening across different epistemologies and cosmologies
   d. New frontiers from critical anthropology
 討論者: 木下康仁 (立教大学社会学部社会学科)
 日時: 2016年12月5日(月) 18:20-19:50

2. The globalisation of forgiveness: the case of national reconciliation projects
    a. Preamble: Why study reconciliation?
    b. The case of national reconciliation in Australia
    c. Towards reconciliation pedagogy

3. Cultural difference as a provocation for educators
  a. Making the case for cultural difference as a key concern for educators
  b. Intercultural understanding in Australian schooling
  c. The case of culturally responsive pedagogy

4. Cultural diversity and citizenship
  a. the problem of citizenship and democracy
  b. citizenship and ‘disadvantaged’ communities
  c. Citizenship-as-equality
  討論者:本田量久 (東海大学観光学部)

5. Resisting settler colonialism in Australia
  a. Preamble: old and new formations of colonization and defining settler colonialisation
  b. The case of negotiating a space in the nation: Indigenous struggle in Australia
  c. Neo-liberalism as the new formation of colonialisation


Robert Hattam is an Associate Professor in the School of Education. His research focuses on teachers’ work, educational leadership, critical and reconciliation pedagogies, refugees, and school reform. His research program includes: (i) school based studies that engage with teachers as they attempt to redesign pedagogical practices in response to their own existential classroom challenges and provocations for more justice; (ii) cultural studies in hopeful sites of public pedagogy of new social movements and especially socially-engaged Buddhism and ‘reconciliation’ broadly defined; and (iii) philosophical investigations into friendship, forgiveness,
hospitality and conviviality. He has published in a range of international journals including Sociology, Pedagogy, Culture and Society, British Journal of Sociology of Education, British Educational Research Journal, Social
Identities, Critical Studies in Education, Sociology, and Discourse: studies in the cultural politics of education. He has been involved in book projects with others that include: Schooling for a Fair Go, Teachers' Work in a Globalising Economy, Dropping Out, Drifting Off, Being Excluded: Becoming Somebody Without School, Connecting Lives and Learning, Literacy, Leading and Learning: Beyond Pedagogies of Poverty and Pedagogies for Reconciliation. He also has published a book entitled Awakening-Struggle: Towards a Buddhist Critical Theory.