TY  - BOOK
AU  - Janson,Elizabeth
TI  - The Pinocchio effect: decolonialities, spiritualities, and identities 
T2  - Developments in International Law
SN  - 9789004416048
AV  - LC196.5.U6 J36 2020
U1  - 370.11/5 23
PY  - 2019///
CY  - Leiden Boston
PB  - Brill | Sense
KW  - Critical pedagogy
KW  - United States
KW  - Education and state
KW  - Children with social disabilities
KW  - Education
KW  - Youth with social disabilities
N1  - Includes bibliographical references and index; Series Introduction On (De)Coloniality: Curriculum Within and Beyond the West -- Acknowledgements -- List of Figures -- 1 Colonial Heart and Silenced Spiritualities -- 2 Need for Decolonial Autoethnography in Education -- 3 Colonialism, Colonialities, and Imperialism within and beyond U.S. Education -- 4 Canary in the Mind: Colonialities, Biopolitics, and Body-Politics -- 5 The Pinocchio Effect: Biopolitics and Coloniality -- 6 Colonialities and Spiritualities: Voices, Silences, and Experiences in the Classroom -- 7 Decolonial Manifesto for Public Education -- References -- Index
N2  - Automatization and systematic exclusion are beyond common sense within U.S. public schools. The failure to address social problems spills over to schools where youth who refuse to conform to the broken system are labelled as deviant and legitimately excluded. Students who conform are made real by the system and allowed back into society to keep manufacturing the same inequalities. This is the Pinocchio Effect. It involves the legitimization of hegemonic knowledge and the oppression of bodies, mind, and spiritualities. The book analyzes the impact of colonialities within U.S. public education by examining the learning experiences that influence teachers’ and students’ spiritualties, affecting the construction and oppression of their identities. Consequently, the author examines how educators can decolonize the classroom, which functions as a political arena as well as a critical space of praxis in order to reveal how realities and knowledges are made nonexistent—an epistemic blindness and privilege
UR  - http://dx.doi.org/10.1163/9789004416048
ER  -