"Why Do We Need to Know about This?": U.S. Imperialism, Persepolis, and Knowledge Production on Iran in the Classroom

Autor/in	Shirazi, Roozbeh
Titel	"Why Do We Need to Know about This?": U.S. Imperialism, Persepolis, and Knowledge Production on Iran in the Classroom
Quelle	In: Journal of Teacher Education, 73 (2022) 4, S.397-409 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shirazi, Roozbeh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871221075281
Schlagwörter	Foreign Policy; Foreign Countries; Cartoons; Novels; High School Teachers; Critical Race Theory; Knowledge Level; Teacher Education; United States; Iran + Suchen Sie Ihr Suchwort? Außenpolitik; Ausland; Zeichentrickfilm; Novel; Roman; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Lehrerausbildung; Lehrerbildung; USA
Abstract	Contributing to a growing body of research on acknowledging U.S. imperialism within teacher education, this article explores how knowledge production on Iran--and U.S.-Iran relations more broadly--in secondary education represents a site of what Britzman has called difficult knowledge. Here, the difficulty of classroom engagements with the theme of U.S. imperialism is highlighted in several epistemic stumbling blocks, notably notions of White epistemic authority, neoliberal multiculturalism, and imperial feeling. Drawing upon data collected during a 9-month ethnographic study, the analysis presents classroom scenes from a high school world literature unit on Marjane Satrapi's "Persepolis," selected by the teacher to explore themes of colonialism, imperialism, and revolution. Despite these intentions, classroom engagements with the text often reproduced Orientalist understandings. These findings inform the concluding argument that mobilizes contrapuntal reading as a generative technique for teacher education research and practice to identify and confront the epistemic bases that normalize systems of oppression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01