Bøger af Nuraan Davids

This book brings into contestation the idea of academic citizenship as a homogenous and inclusive space. It delves into who academics are and how they come to embody their academic citizenship, if at all. Even when academics hold similar professional standings, their citizenship and implied notions of participation, inclusion, recognition, and belonging are largely pre-determined by their personal identity markers, rather than what they do professionally. As such, it is hard to ignore not only the contested and vulnerable terrain of academic citizenship, but the necessity of unpacking the agonistic space of the university which both sustains and benefits from these contestations and vulnerabilities.The book is influenced by a postcolonial vantage point, interested in unblocking and opening spaces, thoughts, and voices not only of reimagined embodiments and expressions of academic citizenship but of hitherto silenced and discounted forms of knowledge and being. It draws on academics' stories at various universities located in South Africa, USA, UK, Hong Kong, and the Philippines. It steps into the unexplored constructions of how knowledge is used in the deployment of valuing some forms of academic citizenship, while devaluing others. The book argues that different kinds of knowledge are necessary for both the building and questioning of theory: the more expansive our immersion into knowledge, the greater the capacities and opportunities for unlearning and relearning.

Political and social expectations are often stymied and distorted by individual and communal identitiescreating vastly incongruent and unrelated lived experiences, often within the same context. Democratic Education as Inclusion explores how the existence and enactments of diversity continue to present ubiquitous epicenters of misreading, misrecognition, and missed opportunities for peaceful co-existencewhether in established, or nascent democracies. Nuraan Davids and Yusef Waghid study how the public sphere has never held the same meaning to all individuals or groups. As such, there are deep implications for differentiated experiences of citizenship, between those who are included in the center of the sphere, and those who are excluded on the margins. This book explains the dyadic relationship between inclusion and exclusion and how it is not limited to the public sphere, or to broader conceptions of democratic citizenship. It is as apparent in educational settings, presenting under-explored complexities not only for teaching and learning, but for the life experiences of participants in teaching-learning. Often the foundational norms put into place during educational initiations become the primary determinants of how young people conceive of themselves as citizens, and how they conceive of themselves in relation to others.

Out of Place offers an in-depth exploration of Nuraan Davids' experience as a Muslim 'coloured' woman, traversing a post-apartheid space. It centres on and explores a number of themes, which include her challenges not only as a South African citizen, and within her faith community, but as an academic citizen at a historically white university. The book is her story, an autoethnography, her reparation.By embarking on an auto-ethnography, she not only tries to change the way her story has been told by others, transforms her 'sense of what it means to live' (Bhabha, 1994). She is driven by a postcolonial appeal, which insists that if she seeks to imprint her own way of life into the discourses which pervade the world around her, then she can no longer allow herself to be spoken on behalf of or to be subjugated into the hegemonies of others.The main argument of Out of Place is that Muslim, 'coloured' women are subjected to layers of scrutiny and prejudices, which have yet to be confronted. What we know about Muslim 'coloured' women has been shaped by preconceived notions of 'otherness', and attached to a meta-narrative of 'oppression and backwardness'. By centring and using her lived experiences, the author takes readers on a journey of what it is like to be seen in terms of race, gender and religion - not only within the public sphere of her professional identities, but within the private sphere of her faith community.

Notions of 'the teacher' live in the ideas and practices of curriculum and policies; teachers are teachers because they teach. Yet, it matters who teachers are - no attempt at good teaching and learning can manifest without having some idea of who teachers are and who they can become.

Preface: Loving humanity is an extension of democratic citizenship education.- Chapter 1: Educational encounters, mutuality, trust and respect.- Chapter 2: Educational encounters as friendships.- Chapter 3: Educational encounters, autonomy and liberty.- Chapter 4: Educational encounters, deliberative iterations, and everyday talk.- Chapter 5: Educational encounters as loving relations.- Chapter 6: Educational encounters, and liquid love.- Chapter 7: Educational encounters, critical praxis and love.- Chapter 8: Educational encounters and the promise of a love that can heal hatred.- Chapter 9: Educational encounters and whatever singularity (the lovable).- Chapter 10: On thinking differently about educational encounters: on subjective (loving) encounters.

This book explores the complicated question of the regulating of speech at universities in South Africa. The authors discuss whether the potential harm of hate speech is sufficient justification for limiting free speech-and how doing so may affect the democratic project.

It argues that by opening up educational encounters to allow for 'dissent' - that is, disagreement, criticism and open dialogue - our everyday social life experiences and relationships would flourish, and potentially allow for a more peaceful and harmonious co-existence alongside those with whom we disagree.

Education, Assessment, and the Desire for Dissonance aims to address the contentious practice of assessment in schools and universities within a poststructuralist educational paradigm.

This book draws upon ethical dimensions of Muslim education as a means through which to address contemporary issues, such as social and societal conflicts, exclusion and marginalisation, and violence.

Nuraan Davids and Yusef Waghid teach philosophy of education to students, who are completing a post-graduate certificate in education (PGCE) in order to qualify as teachers. They make the argument that philosophy and education are intertwined as action concepts with the potential to affect teacher education practices. Philosophy and Education as Action: Implications for Teacher Education endeavors to clarify pertinent philosophical concepts in education and look at how these concepts impact teaching, learning, and management as classroom practices. Through the philosophical concepts of epistm (knowledge), phronesis (practical reasoning), praxis (productive action), paideia (education), parhessia (free speech), techn (craft or art), dialogos (deliberative engagement), philia (love and friendship), kosmopolitis (cosmopolitanism), and dinamis (potentiality), students can come to speech through a philosophical discourse situated in educational studies.

Contemporary impressions of Islam - especially in the post-9/11 world - are creating daunting challenges for Muslims everywhere. Muslim women, because of their specific mode of attire, seem to be at the forefront of the growing skepticism surrounding Islamic education. Ironically, it would appear that the same detailed attention devoted by Islamic scholars to the conduct of Muslim women now surfaces in contemporary debates, focusing on the exclusionary practices they remain subjected to in their communities. Yet because these debates seldom move beyond continued diatribes against Muslim women's subjugation to entrenched societal norms of male chauvinism, little is known about what has given shape to their identity and sense of belonging. This book attempts to further the debate in two ways: Firstly, it offers an insight into how some Muslim women engage with one another and with society more generally, and how their practices reflect the plurality of interpretations constitutive of Islam both within and outside the spheres of cosmopolitanism. Secondly, it offers the opportunity to consider how a renewed Islamic education informed by the principles of democratic citizenship education can begin to reshape multifarious forms of engagement by, with and among Muslim women.

This book examines how democratic education is conceptualised by exploring understandings of emotions in learning. Synthesising Muslim scholarship with the perspectives of the Western world, the book draws on scholars such as Ibn al-Arabi, Ibn Sina (Avicenna) and Fazlur Rahman to offer an enriched and expanded notion of democratic education.