Dr Dalene Swanson

Dalene Swanson
Position:
Senior lecturer
Role:
Associates
Address:
Pathfoot Building
University of Stirling
Stirling
FK9 4LA
Email:
dalene.swanson@stir.ac.uk
External web page:
http://www.stir.ac.uk/education/staff-directory/academic/dalene-swanson/

Dalene’s research has theoretical significance to issues pertaining to justice and criminalisation in addressing marginalisation and constructions of difference and disadvantage from poststructural and postcolonial perspectives. With a strong social justice emphasis, much of her research has focused on glocal perspectives, critical development issues, ideological discourses, non-Western epistemologies and ontologies, and the role of the state and policy discourses in the constitution of “failed” citizens via discourses on neoliberalism, (mathematics) education, citizenship and identity.

Of central concern are the ways in which marginalised youth, such as unemployed, gendered or racialised youth, are often problematised, disenfranchised, pathologised, and criminalised via hegemonic social domain discourses. How these subjectivities are constituted in accordance with paternalistic, deficit views on “the other” inherited from modernist, neoliberal and imperialist governmentality is a corresponding concern, having implications for refugees and precariat.

These research interests take into consideration discourses on the nation state, and inter/transnational perspectives from postcolonial, critical global citizenship and critical development studies perspectives. Seeking counter-hegemonic, ethical, educational and onto-epistemological alternatives shape the purposes of Dalene’s research, and she draws on indigenous thought, non-Western perspectives, especially Ubuntu philosophy, to open up third space fora for asserting possibilities otherwise than the status quo. Another area of expertise is critical artsbased praxes, holding rich possibilities for greater participatory democracy and egalitarianism.

Keywords:  Neoliberalism, globalisation, postcoloniality, ethnicity, poverty, structural violence, symbolic violence, power relations, ethnicity, social justice, egalitarianism, othering, pathologising, ‘failed citizen’, marginalisation, disadvantage, difference, mathematics education, critical development studies, citizenship, critical global citizenship, human rights, critical internationalisation, democratic education, artsbased research, identity, subjectivity, nation state, indigeneity, Ubuntu philosophy

List of relevant publications:

Swanson, D.M. (2013). Neoliberalism, education and citizenship rights of unemployed youth in post-apartheid South Africa. Sisyphus Journal of Education, 1(2)[University of Lisbon]. [Special issue: Youth, education and citizenship].

Swanson, D.M. (2015). Ubuntu, Radical Hope, and an Onto-Epistemology of Conscience. Journal of Critical Southern Studies, 3, 96 -118.

Swanson, D.M. (2015). Ubuntu, indigeneity, and an ethic for decolonizing global citizenship, In A. A. Abdi, L. Shultz, & T. Pillay (Eds.), Decolonizing Global Citizenship Education. Rotterdam: Sense Publishers.

Swanson, D.M. (2012). The owl spreads its wings: global and international education within the local from critical perspectives. In Y. Hébert & A. Abdi (Eds.), Critical Perspectives on International Education, (pp. 333 – 347).Rotterdam, Netherlands: Sense Publishers. [Series: Comparative and International Education: A Diversity of Voices. Series editors: Allan Pitman, Vandra Masemann, Miguel Pereya].

Swanson, D.M. & Appelbaum, P. (2012). Refusal as a Democratic Catalyst for Mathematics Education Development, Pythagoras, 33(2).

Swanson, D.M. (2010). Paradox and Politics of Disadvantage: Narrativizing critical moments of discourse and mathematics pedagogy within the ‘glocal’. In M. Walshaw (Ed.), Unpacking Pedagogy: New Perspectives for Mathematics, (pp. 245 – 263). Greenwich, CT: Information Age Publishing.

Swanson, D.M. (2011). Parallaxes and paradoxes of Global Citizenship: Critical reflections and possibilities of praxis in/through an international online course. In Lynnette Schulz, Ali A. Abdi and George H. Richardson (Eds.), Global Citizenship Education in Post Secondary Institutions: Theories, Practices, Policies, (pp. 120-139). New York: Peter Lang Publishers.

Swanson, D.M. (2010). Paradox and Politics of Disadvantage: Narrativizing critical moments of discourse and mathematics pedagogy within the ‘glocal’. In M. Walshaw (Ed.), Unpacking Pedagogy: New Perspectives for Mathematics, (pp. 245 – 263). Greenwich, CT: Information Age Publishing.

Swanson, D.M. (2010). Value in Shadows: A contribution to Values Education in our times. In T. Lovat (Ed.), Springer Handbook on Values Education and Student Wellbeing, (pp. 137-152). New York: Springer Press.