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Kitchens, John. „Situated Pedagogy and the Situationist International: Countering a Pedagogy of Placelessness“. Educational Studies 45, Nr. 3 (20.05.2009): 240–61. http://dx.doi.org/10.1080/00131940902910958.
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Orner, Mimi. „Teaching for the moment: Intervention projects as situated pedagogy“. Theory Into Practice 35, Nr. 2 (März 1996): 72–78. http://dx.doi.org/10.1080/00405849609543705.
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Radclyffe-Thomas, Natascha. „Fashioning cross-cultural creativity: Investigating the situated pedagogy of creativity.“ Psychology of Aesthetics, Creativity, and the Arts 9, Nr. 2 (Mai 2015): 152–60. http://dx.doi.org/10.1037/aca0000014.
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Kirk, David, und Doune Macdonald. „Situated Learning in Physical Education“. Journal of Teaching in Physical Education 17, Nr. 3 (April 1998): 376–87. http://dx.doi.org/10.1123/jtpe.17.3.376.
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In this paper we argue that a version of situated learning theory, as one component of a broader constructivist theory of learning in physical education, can be integrated with other forms of social constructionist research to provide some new ways of thinking about a range of challenges currently facing physical educators, such as the alienation of many young people from physical education. The paper begins with a brief comment on some uses of the term “constructivism” in the physical activity pedagogy literature, then provides a more detailed outline of some of the key tenets of Lave and Wenger’s (1991) theory of situated learning. We then go on to show how this theory of situated learning can be applied to thinking about the social construction of school physical education, using the example of sport education.
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Meng, Qingquan, Jiyou Jia und Zhiyong Zhang. „A framework of smart pedagogy based on the facilitating of high order thinking skills“. Interactive Technology and Smart Education 17, Nr. 3 (02.07.2020): 251–66. http://dx.doi.org/10.1108/itse-11-2019-0076.
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Purpose The purpose of this study is to verify the effect of smart pedagogy to facilitate the high order thinking skills of students and to provide the design suggestion of curriculum and intelligent tutoring systems in smart education. Design/methodology/approach A smart pedagogy framework was designed. The quasi-experiment was conducted in a junior high school. The experimental class used the smart pedagogy and smart learning environment. The control class adopted conventional teaching strategies. The math test scores of these two classes were compared to verify the effectiveness of smart pedagogy. Findings The smart pedagogy framework contains three sections including the situated learning (S), mastery learning (M), adaptive learning (A), reflective learning (R) and thinking tools (T) (SMART) key elements model, the curriculum design method and detailed teaching strategy. The SMART key elements model integrates the situated learning, mastery learning, adaptive learning, reflective learning and thinking tools to facilitate the high order thinking. The curriculum design method of smart pedagogy combines the first five principles of instruction and the SMART key elements model to design the curriculum. The detailed teaching strategies of smart pedagogy contain kinds of innovative learning methods. The results of the quasi-experiment proved that the learning outcome was significantly promoted by using smart pedagogy. Originality/value This research investigates a general framework that can be used to cultivate the high order thinking skills in different subjects and grades was one of the first to introduce high order thinking skills into smart education. The framework of smart pedagogy was innovative and effect in practice.
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Lochland, Paul W. „Moving Beyond Communicative Language Teaching: A Situated Pedagogy for Japanese EFL Classrooms“. TESOL Journal 4, Nr. 2 (12.11.2012): 261–73. http://dx.doi.org/10.1002/tesj.57.
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Simon, Rob. „On the Human Challenges of Multiliteracies Pedagogy“. Contemporary Issues in Early Childhood 12, Nr. 4 (01.01.2011): 362–66. http://dx.doi.org/10.2304/ciec.2011.12.4.362.
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Drawing on examples from classroom practice, this article explores implications of regarding multiliteracies pedagogy in early childhood settings as relationally and culturally situated. The author argues that investigating human dimensions of multiliteracies pedagogy involves interrogating assumptions about children and their capacities—viewing their cultural legacies and languages as powerful resources for teaching and learning, embedded in social contexts and relationships—as well as teachers—considering their positions in classrooms as sites from which theories of literacy learning can not only be applied, but also developed.
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Wilkins, Andrew. „Pedagogy of the consumer: The politics of neo-liberal welfare reform“. Journal of Pedagogy / Pedagogický casopis 3, Nr. 2 (01.12.2012): 161–73. http://dx.doi.org/10.2478/v10159-012-0008-6.
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Abstract Situated against the backdrop of a widespread and growing interest in the linkages between neo-liberalism and welfare, this paper introduces the lens of neo-liberalism as a conceptual strategy for thinking about contemporary issues in education policy. Through charting the historic rise of unfettered market institutions and practices in the context of 1980s England, it highlights the cultural and geopolitical specificity affixed to nation-based articulations and translations of neo-liberalism. Building on this perspective, it considers how market discourses with its pedagogyof the consumer shape a plurality of education sites and practices. To follow, it sets out the specific contributions by authors to this interdisciplinary collection of papers on the themed issue of neo-liberalism, pedagogy and curriculum. It identifies the contexts for their analyses and discusses the implications of their approaches for better mapping the ‘global’ impact of neo-liberalism on welfare states and peoples, specifically the full range of policy enactments and disciplinary practices shaping education customs of pedagogy and curriculum.
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Woulfin, Sarah L. „Coach Professional Development in the Urban Emergent Context“. Urban Education 55, Nr. 10 (21.06.2017): 1355–84. http://dx.doi.org/10.1177/0042085917714513.
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This article explicates the structure, content, and pedagogy of an urban district’s professional development for literacy coaches. To analyze qualitative data on a district’s yearlong coach professional development, I utilize situated cognition theory. Observation and interview data reveal that the coach community of practice (CCOP) was a venue in which coaches engaged in a variety of learning activities regarding literacy instruction, coaching, and school reform. The content of CCOP addressed a band of literacy instruction (e.g., assessment and intervention programs) and coaching methods. The pedagogy of CCOP was loosely aligned with two dimensions of situated cognition: social interaction and authentic activity. There were limited opportunities to critically examine contextualized problems of practice regarding instruction, coaching, or the district context. Coaches rarely discussed their own work routines, teacher practice, or student learning. Although coaches received support around how to coach, this occurred in the absence of clarity around the substance of this coaching. Coaches reported benefiting from opportunities to interact professionally with other coaches from across the district. This article has implications for research on district capacity-building efforts, situated cognition, and the design and implementation of professional development for instructional leaders.
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Vengadasalam, Sarbani Sen. „Transformative Pedagogy and Student Voice“. Journal of Effective Teaching in Higher Education 3, Nr. 2 (10.12.2020): 12–27. http://dx.doi.org/10.36021/jethe.v3i2.95.
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This paper describes the principles of transformative pedagogy that lead to the development of distinct student voices in academic writing classes. Whether the course is taught at the undergraduate level through research, expository, and argumentative writing assignments or at the graduate level through literature review essays, research articles, and dissertation writing tasks, students need to be able to develop their voices and make their contributions to knowledge. Correspondingly, professional writing teachers need to teach students how to write voiced project documents such that it has the student’s unique signature even when situated within a paradigmatic boundary. The article expands on how facilitators of academic writing courses can incorporate S.E.A. principles of scaffolding, empowerment, and awareness as triple enablers into their teaching methodologies in order to develop student voices and usher in transformation successfully. As one of the few articles to examine how graduate and undergraduate academic writing instruction, including W.A.C. (Writing Across the Curriculum) and W.I.D. (Writing in the Discipline) teaching, can be recast to develop student voices, the paper can be helpful to readers looking for resources and recommendations to incorporate transformative pedagogy into their teaching.
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Hudson-Miles, Richard, und Andy Broadey. „‘Messy Democracy’: Democratic pedagogy and its discontents“. Research in Education 104, Nr. 1 (16.04.2019): 56–76. http://dx.doi.org/10.1177/0034523719842296.
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This paper reflects on a recent participatory installation by the artists’ collective @.ac, entitled Messy Democracy, as a case study to raise questions concerning the ‘distribution of the sensible’ within the neoliberal art school. The project set up a quasi-autonomous artists’ space within Hanover Project gallery 9 April–3 May, 2018 at University of Central Lancashire, Preston. This exhibition functioned as a space of collective pedagogy, co-labour and ‘dissensus’ situated in relation to the wider operation of the department of Fine Art. It also sought to operate as a critical alternative to contemporary models of the art school, rooted in notions of usefulness and romantic self-realisation, but re-structured in the service of ‘commodification’ and ‘financialisation’ in wake of the Browne Report (2010). Most importantly, Messy Democracy represented a ‘theatocractic’ ‘undercommons’ for alternate and counter-hegemonic subjectivities to emerge. However, hierarchical logics, resulting from the hegemonic ‘distribution of the sensible’ stubbornly persisted even within this nascent pedagogic democracy.
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Warren, John T. „Social Justice and Critical/Performative Communicative Pedagogy“. International Review of Qualitative Research 4, Nr. 1 (Mai 2011): 21–34. http://dx.doi.org/10.1525/irqr.2011.4.1.21.
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Through narratives and critical interrogations of classroom interactions, I sketch an argument for a co-constitutive relationship between qualitative research and pedagogy that imagines a more reflexive and socially just world. Through story, one comes to see an interplay between one's own experiences, one's own desires and one's community — I seek to focus that potential into an embodied pedagogy that highlights power and, as a result, holds all of us accountable for our own situated-ness in systems of power in ways that grant us potential places from which to enact change. Key in this discussion is a careful analytical point of view for seeing the world and a set of practices that work to imagine new ways of talking back.
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Lamanauskas, Vincentas. „EDUCATION IN BOSNIA AND HERZEGOVINA: AN INTERVIEW WITH ANITA LUKENDA AND SLAVICA PAVLOVIČ“. ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 8, Nr. 3 (25.12.2016): 129–32. http://dx.doi.org/10.48127/spvk-epmq/16.8.129.
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This year on the 20th -23rd of October the third international scientific conference Pedagogy, Education and Instruction took place in Bosnia and Herzegovina. The conference was organised by Mostar university. To say more precisely, the main conference organiser was Department of Pedagogy of Faculty of Science and Education. It is worth noticing, that Bosnia and Herzegovina is a Balkan region state, which consists of two historical regions – Bosnia and Herzegovina. Mostar in this case is basically considered the capital of Herzegovina, situated in a picturesque mountainous place near the river Neretva.
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Blannin, Joanne, Marian Mahat, Benjamin Cleveland, Julia E. Morris und Wesley Imms. „Teachers as Embedded Practitioner-Researchers in Innovative Learning Environments“. Center for Educational Policy Studies Journal 10, Nr. 3 (29.09.2020): 99–116. http://dx.doi.org/10.26529/cepsj.887.
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The paper introduces and explores the Plans to Pedagogy research programme, a three-year project focused on teacher capacity-building within schools. Plans to Pedagogy engages practitioner-researchers in the development of their and their colleagues’ spatial learning skills as they move into and attempt to take advantage of innovative learning environments. The programme involves teachers from eight schools across Australia and New Zealand. Still in progress, each three-year project addresses the individual school’s needs, while being supported by a more extensive university-situated “umbrella” research programme. This paper presents emerging findings from Plans to Pedagogy and discusses what is being learned about applied research in schools and how a research-focused approach to professional learning can enhance teacher learning and practice.
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O'Donoghue, Rob. „CRITICAL THEORY IN ENVIRONMENTAL EDUCATION: A SITUATED REVIEW OF EMERGING CRITICAL PROCESSES FOR MEDIATING LEARNING-LED CHANGE“. Pesquisa em Educação Ambiental 13 (14.05.2018): 23–41. http://dx.doi.org/10.18675/2177-580x.vol13.especial.p23-41.
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Critical theory is explored from origins in a process theory of social development after Marx, and into a diversity of discourses that have shaped critical work in education today. Within this broader picture, the emergence of critical theory in a South African context of environmental education is examined as developing narratives informing learning-led change. The study reviews how critical pedagogy proliferated in education imperatives with little evidence of the desired transformation. Immanent critique is used to track two intermeshed streams of critical theory namely, imperatives to facilitate emancipatory change and a democratizing shift to participatory inclusion (empowerment). Here the study notes how contextual reflexivity receded and an early emphasis on critical literacy was muted as critical pedagogy emerged as democratic processes of self-empowerment and transformative learning through participatory action research.The review concludes with a brief examination of some process theories of learning in an attempt to reconcile narrowing disjunctures and to better situate environmental education as more open-ended critical processes of co-engaged learning.
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polan, dana. „James Beard's Early TV Work: A Report on Research“. Gastronomica 10, Nr. 3 (2010): 23–33. http://dx.doi.org/10.1525/gfc.2010.10.3.23.
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Through the discovery at the Library of Congress of some surviving audio tapes and of NBC log books, this essay seeks to provide more detailed description than hitherto available of James Beard's contributions to cooking pedagogy on American television in the immediate postwar period (specifically, 1946––47). The essay examines the style and content of Beard's pedagogy on three series, Radio City Matinee, For You and Yours, and I Love to Eat. Beard's television efforts are situated in relation to his first efforts as a public propagandist for good American cuisine in his cookbooks of the first part of the 1940s.
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Schugurensky, Daniel, und Michael Silver. „Social pedagogy: historical traditions and transnational connections“. education policy analysis archives 21 (30.04.2013): 35. http://dx.doi.org/10.14507/epaa.v21n35.2013.
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With over 150 years of history, social pedagogy is both an interdisciplinary scholarly field of inquiry and a field of practice that is situated in the intersection of three areas of human activity: education, social work and community development. Although social pedagogy has different emphases and approaches depending on particular historical and geographical contexts, a common theme is that it deals with the connections between educational and social dynamics, or put in a different way, it is concerned with the educational dimension of social issues and the social dimensions of educational issues. The first part of this paper analyzes the history of the field of social pedagogy since its origins until today, with a focus on transnational flows between Europe and the Americas. The second part of the paper discusses the main issues raised in this special issue of EPAA, and extracts the main threads and connections among the different papers included in the volume.
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Witkowski, Lech. „Jaka pedagogika krytyczna jest (nie)możliwa w Polsce i dlaczego? (Esej metakrytyczny z Henrym A. Giroux w tle)“. Chowanna 54, Nr. 1 (29.06.2020): 1–40. http://dx.doi.org/10.31261/chowanna.2020.54.06.
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The text undertakes the problematics situated between modernity and tradition regarding the reception of H.A. Giroux’s works in Poland, in a view of furthering the study of pedagogy and educational praxis. First, the author outlines the beginnings of openness towards critical pedagogy. What is underscored here is the 1980s’ main inspiration drawn from the resistance paradigm. Then, the author proceeds to the current state of Giroux’s reception in Poland. He illustrates differences among particular examples and levels of the said reception of Giroux’s pedagogy and of the scholar’s theoretical background. The emphasized disputes pertain especially to transcending metaphysics and relativism as a challenge faced by hermeneutical criticism and critical hermeneutics. Additionally, the “critical” horizon of the main handbook of pedagogy used in Polish universities is discussed. The author point to the wasteful efforts at instigating the breakthrough in the reception of critical pedagogy and he exemplifies them by an instance of misbegotten analysis of the allegedly delayed critical pedagogy of work. As a particularly positive example the author presents a new effort at developing critical hermeneutics (and radical praxis) for pedagogy by Andrzej Wierciński. In the concluding part written “in lieuof conclusions,” four lists of critical problems’ dislocations are provided; the problems are both convergent and related to one another, thereby redefining current research objectives and pertain to practical applications in educational praxis.
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Jones, Cara E. „Transforming Classroom Norms as Social Change: Pairing Embodied Exercises with Collaborative Participation in the WGS Classroom (with Syllabus)“. Radical Teacher 107 (02.02.2017): 14–31. http://dx.doi.org/10.5195/rt.2017.322.
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This article explores tensions between critical feminist pedagogy and the neoliberal corporate university, asking how engaging the body and redistributing student agency highlights larger questions of power that haunt the academy as a whole. Including specific embodied exercises used in WGS classrooms, this essay argues that as students and professors engage within an increasingly corporate university system, embodied activities that incorporate the body as a site of learning and critical analysis can access situated knowledges while projects that de-center power and responsibility are viewed with skepticism. I attribute this discrepancy to the neoliberal structure in which we teach and learn, arguing that we need to value and make visible the labor that goes into critical pedagogy.
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Mellinger, Christopher D. „Problem-based Learning in Computer-assisted Translation Pedagogy“. HERMES - Journal of Language and Communication in Business, Nr. 57 (11.06.2018): 195. http://dx.doi.org/10.7146/hjlcb.v0i57.106205.
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This article discusses problem-based learning (PBL) and its potential application to computer-assisted translation (CAT) pedagogy. Problem-based learning is situated in the CAT classroom as a final course component in which students challenge their previously-acquired knowledge and skill sets to solve unique, ill-defined problems that mirror those encountered in the language industry. This constructivist approach to education is designed to empower students to be self-directed, collaborative learners and to foster critical thinking and reflection. Moreover, problem-based learning is a means to encourage professional behavior and to develop skills beyond the mere use of translation technologies. This article explores the potential advantages and disadvantages of this educational approach as documented in related professional fields. In addition, the article addresses the ways in which problems are designed and implemented in the translation classroom, with a discussion of how they can and should be aligned with course learning objectives. The article concludes with a discussion of ways students’ work ought to be assessed to enhance gains often seen in PBL environments.
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Finn, Douglas. „Job and his Wife as Exemplary Figures in the Preaching of John Chrysostom“. Zeitschrift für Antikes Christentum / Journal of Ancient Christianity 23, Nr. 3 (15.11.2019): 479–515. http://dx.doi.org/10.1515/zac-2019-0029.
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Abstract This article surveys John Chrysostom’s preaching on the biblical figures of Job and his wife. Chrysostom’s exegesis is situated into two contexts: (1) his related interpretation of Adam and Eve in Genesis, and (2) his theology of adaptable divine pedagogy and practice of medico-philosophical psychagogy. This twofold contextualization enables us to see how Chrysostom deploys these figures in his preaching as a means of re-ordering gendered marital relationships within the late antique Christian household and cultivating an attentiveness to the methods of divine pedagogy. In the final section of the essay, we highlight two spheres of domestic activity in particular—mealtime and grieving—over which Chrysostom seeks to gain control through the ritualized internalization of the examples of Job and his wife.
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O'Neil, Kara. „Bridging Traditions and Innovations: the First International Social Pedagogy Conference“. Papers of Social Pedagogy 9, Nr. 2 (04.09.2018): 55–58. http://dx.doi.org/10.5604/01.3001.0012.4387.
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The first International Social Pedagogy Conference took place February 22-24, 2018 in Puebla, Mexico. The conference, Social Pedagogy and Social Education: Bridging Traditions and Innovations, was hosted by Benemérita Universidad Autónoma de Puebla (BUAP) in partnership with the Social Pedagogy Association, ASU, REMPES, and Ceiba. The conference hosted over 350 participants from 17 countries and offered presentations in English, Spanish and Portuguese, representing a wide variety of topics which reflect many of the diverse areas encompassed by social pedagogy research and practice. In 2011, the first social pedagogy masters program in North America - a Master of Art in Social and Cultural Pedagogy - was approved by Arizona State University for the School of Social Transformation in Phoenix, Arizona, United States. Within two years students in that program created a graduate organization, SCP-GO (Social and Cultural Pedagogy Graduate Organization), to connect with each other, organize events, and represent students’ needs and interests to the faculty. As the first of these graduates transitioned from University into a variety of careers and post-graduate studies, a need presented for a professional association to facilitate connections in North America between practical and theoretical pedagogues. Thus, the Social Pedagogy Association was created in 2015. The Social Pedagogy Association (SPA) brings together practitioners, academics, students and others to exchange experiences and to share knowledge and resources about social pedagogy theory, research and practice. The SPA strives to be an inclusive organization that believes in the importance of the free flow of ideas and scholars for the advancement of research, theory and educational practices. We are here to encourage scholarly interaction, collaboration, and debate from diverse intellectual perspectives and countries of origin by bringing together practitioners, academics, students and others to exchange experiences and to share knowledge and resources about social pedagogy theory, research and practice. (O’Neil, 2015) The SPA recognized a disconnect between academia and practice. While academics often engage in interdisciplinary study, and many practitioners refer to the works and successes of others in their fields, there is often a gap in communication between research and practice. As social pedagogues we bear a responsibility to ensure that gap is minimized as effectively as possible. As the academic discipline and practical application of social pedagogy expands, it is necessary that theoretical and practical pedagogues communicate and work in tandem. In 2004, prominent social pedagogue, Henry Giroux, wrote: I think too many cultural studies theorists are remiss in suggesting that pedagogy is primarily about schools and, by implication, that the intersection of cultural studies and pedagogy has little to do with theorizing the role pedagogy might play in linking learning to social change outside of traditional sites of schooling. Pedagogy is not simply about the social construction of knowledge, values, and experiences; it is also a performative practice embodied in the lived interactions among educators, audiences, texts, and institutional formations. Pedagogy, at its best, implies that learning takes place across a spectrum of social practices and settings. (Giroux, 2004, p.61) Rooted deeply in northern Europe and South America, the field of Social Pedagogy is growing and changing as it spreads and develops in the UK, Central America, and, most recently, North America. The discipline has more than 150 years of history as both an interdisciplinary academic field of inquiry and a field of practice that is situated in the intersection of three areas of human activity: education, social work, and community development (Schugurensky, 2011). Hans Thiersch defined the role of social pedagogue thus: The role of the social pedagogue is to help people to critically analyze their problems, reflecting on the social causes of the individual problems and to find options for successful everyday life. The focus is connecting help for the individual with political action in the context of social justice and well-being, while recognizing social and political resources. (Schugurensky, 2014, p. 9) It is of utmost importance that pedagogues ‘across a spectrum’ listen to one another and aid each other in this critical analysis and reflection. This need for an increase in communication was recognized by members and partners of the SPA soon after its founding. “As a critical practice, pedagogy’s role lies not only in changing how people think about themselves and their relationship to others and the world, but also is energizing students and others to engage in those struggles that further possibilities for living in a more just society.” (Giroux, 2004, p. 64) As pedagogues, we must also energize and engage one another. There is possibly no greater power than that inherent in the exchange of ideas and culture. In 2017, Jan Rothuizen and Lotte Harbo reminded us that “Bridge-building means changing society and not just working with care but also with community development, so as to address the wider and systematic aspects that affect the marginalized groups” (Rothuzian, p.18). It was with this idea of bridging connections and supporting one another that the SPA organized and planned the first International Social Pedagogy Conference which took place February 22-24, 2018 in Puebla, Mexico. The conference, Social Pedagogy and Social Education: Bridging Traditions and Innovations, was hosted by Benemérita Universidad Autónoma de Puebla (BUAP) in partnership with the Social Pedagogy Association, ASU, REMPES, and Ceiba. The intention of this conference was to bridge differences within the theories of academia and help to unite those theories with the experiences of field-work practitioners, an important connection that is all-too-often overlooked. The conference was held with the intention of bringing together the various studies and practices of social pedagogy and social education around the world. The conference welcomed any and all researchers and practitioners whose work falls into the realm of social or critical pedagogies and social education, to include topics such as: refugee education, cultural pedagogy, the formation/education of social educators and social workers, technology and social education, pedagogical theory, social pedagogy and social education in schools, and more. The conference hosted over 350 participants from 17 countries and offered presentations in English, Spanish and Portuguese, representing a wide variety of topics which reflect many of the diverse areas encompassed by social pedagogy research and practice. By forging initial connections between researchers and practitioners, we hope to continue to find and increase ways in which these connections can influence and impact the growth of social pedagogy and social education around the world. The hope of the SPA is that we continue to identify tension fields, share successes and challenges internationally within the field and research, and come to an understanding of social pedagogy advised and shaped by our varied cultures, experiences, and educations. The SPA will be partnering in June of 2020 with the University of Central Lancashire (CLAN) to host the second International Social Pedagogy Conference in Larnaka, Cyprus. We are excited to see the unification of ideas and knowledge and look forward to a future of partnership with pedagogues around the world.
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Booth, Paul, Isabelle Guinmard und Elizabeth Lloyd. „The perceptions of a situated learning experience mediated by novice teachers’ autonomy“. EuroCALL Review 25, Nr. 1 (12.06.2017): 76. http://dx.doi.org/10.4995/eurocall.2017.7081.
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<p>With the development of online language learning comes a growing need for courses in language teaching to incorporate educational technologies into course content. The challenge this development poses is how to incorporate educational technologies in teacher education programmes to prepare teachers for online language teaching. This study explores the way in which an authentic environment of English online and at a distance is facilitated by novice teachers and how their perceptions of the experience influence their own autonomy. The article presents how novice teachers cope with the complexity of the design of online materials, their pedagogy and their expectations. Data were collected via semi-structured interviews and novice teachers’ own evaluations of the course. The study found the opportunities and challenges for novice teachers in materials design, more complex roles and course expectations as they self-direct themselves in terms of both their learning and pedagogical skills. These findings suggest that teachers’ perceptions of situated learning can be shaped by their own teacher autonomy.</p>
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Ikasari, Wipsar Siwi Dona. „Education, Pedagogy, and Identity: The notion of historical, political, and sociopolitical experiences of Indonesia in educational research“. Lingua Pedagogia, Journal of English Teaching Studies 1, Nr. 1 (09.01.2020): 106–18. http://dx.doi.org/10.21831/lingped.v1i1.27087.
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Schooling and education are situated contexts to understand issues of identity, culture, representation, and agency (Giroux, 1996). Schools are shaped by specific cultural practices and values which reflect the norms of a particular society for which they have been developed (Hollins, 1996). For example, education and schooling in Indonesia is one of the situated contexts to scrutinize the concept of ‘Indonesian young girls’ and ‘Indonesian schoolgirls’ (Muthali’in, 2001; Blackburn, 2004; Smith-Hefner, 2005). Using the conceptual frameworks of gender, identity and schooling, the schoolgirls identify themselves of being Indonesian girls shaped by their ethnic and religious affiliations. The inextricable link between ethnicity and religion in Indonesia has been continuously shaped within the historical, cultural politics in Indonesia, from the ancient time, the Old Order, New Order, Reformation and Post-Reformation Era. Within the Indonesian context, religious values and social norms hold by the society is important because cultural development contributes to the image of Indonesia as a country (Junarsin, 2009). Keywords: Indonesian schoolgirls, academic achievement, identity, education
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Dogancay-Aktuna, Seran, und Joel Hardman. „Teaching of English as an International Language in Various Contexts: Nothing is as Practical as Good Theory“. RELC Journal 49, Nr. 1 (26.02.2018): 74–87. http://dx.doi.org/10.1177/0033688217750642.
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Despite the proliferation of publications on teaching English as an international language (EIL) or a Lingua Franca (ELF), the diffusion of these concepts into the world of English Language Teaching has been slow and incomplete. There is some wariness among educators about the teaching of ELF and EIL, with no consensus regarding appropriate pedagogy. In this article we look at some of the research on the integration of global Englishes into English language classrooms and discuss issues concerning a model of language to guide pedagogy when there are multiple Englishes. We maintain that it is by relying on theoretical understandings of concepts underlying the development and use of global Englishes and basing pedagogical decisions on contextual needs, rather than on prescriptions for practice, that teachers can make realistic decisions about integrating Englishes into their own classroom pedagogy. We refer to a model of teaching English that is based on a vision of situated teacher praxis and show how one component of this model, meta-culture, can be used to teach language-culture connection in the era of global Englishes.
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Baldacchino, John. „Pranks, Tropes and Raspberries: The Dialogic Demeanour of Satire’s Creative Horizon“. Culture and Dialogue 7, Nr. 1 (07.05.2019): 46–60. http://dx.doi.org/10.1163/24683949-12340056.
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Abstract This essay starts off with a modern-day court jester (Nobel laureate Dario Fo) praising a Pope (Albino Luciani, who became John Paul I). Fo presents us with an historic moment: Luciani scandalises his Church by calling God “Mother.” With utmost seriousness, Fo appreciates the Pope’s kindness and warmth by which the artist perceives a way of scandalising the world out of complacency. In their idealised and situated presentations of the world, the sacred and the profane return the necessary to the contingent (and vice-versa) as moments of equal attention and distraction. Likewise, irony and satire mark our situated sense of the ideal by an inability to unlearn the certainties by which we are urged to construct our world. This is done by first presenting a situated pedagogical context that refuses to provide solutions presumed on measurement, certainty or finality. Secondly this begins to lay claim to the political, aesthetic and moral values that are gained through art’s ironic disposition. Thirdly, through our contingent states of being we begin to understand how education is culturally conditioned and why we need to shift it to another gear – that of unlearning through a weak pedagogy. An atheist, Fo suggests that thanks to Pope Luciani, we now could endear to the Holy Spirit as a spirito ridens, a spirit that laughs. Here one finds a kenotic sense that gives us a glimpse in how an ironic disposition owes its strength and effectiveness to a weak pedagogy. By dint of such weakness, the jester’s pedagogical disposition becomes a form of resistance, exiting the Court in order to be with the people and consequently transformed by the people.
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Sifeldeen, Jordan. „A Study of Limits, Ignorance, and Reading Practices: Community Service-Learning as an Exercise in the Vision of Queer Pedagogy“. Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 4, Nr. 1 (28.05.2018): 97–105. http://dx.doi.org/10.15402/esj.v4i1.311.
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Theories and practices of community service-learning (CSL) have implicated it in a broad project of confronting the unthinkability of privilege and difference, the culturally situated, political nature of knowledge, and the dialogical, transformative potential of reading. I argue that this understanding of CSL largely aligns in vision, directives, and prospects with an exercise in queer pedagogy. With its critical inquiry into pedagogical practice informed by queer theory, Deborah Britzman’s triangulated queer pedagogy not only shares productive theoretical ground with CSL, but can also be seen to inform, enhance, and develop the academic role of service-learning as a methodology of teaching and learning. Through its development in academic institutions in Canada, CSL should look to queer theory’s established lexicon in order to take up precise, thickly descriptive, exoteric language which reflects the two fields’ productive commonalities. Furthermore, where CSL literature often identifies as volunteerism, internship, and experiential learning, queer pedagogy ascribes deep transformative potential to its approach—a perspective and a potential often undervalued by practitioners of CSL. Finally, a bringing together of community service-learning and queer pedagogy illustrates the need in service-learning literature for an approach to systematic archiving which more closely adheres to the field’s emphasis on the creation of deeply reflective and creative academic work.
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Rowe, Aidan. „Participatory Action Research and design pedagogy: Perspectives for design education“. Art, Design & Communication in Higher Education 19, Nr. 1 (01.04.2020): 51–64. http://dx.doi.org/10.1386/adch_00013_1.
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Design’s scope of practice has grown from one that was traditionally defined by materials and processes to one where designers are working on some of the most pressing challenges of our times. Once a reactive, artefact-based practice (e.g. poster, typeface, chair, etc.), design is now being situated as a proactive, social and participatory practice focused on outcomes as much as artefacts. Historically, as an academic subject, professional practice and research area, design has suffered from a lack of formal, established research frameworks and theoretical practices. By drawing on established literature, this article makes the case for the use of methods and practices developed in Participatory Action Research (PAR) to inform and enrich design practice, research and particularly education. The article identifies three shared areas between PAR and design that offer an opportunity for further interrogation; these are: a central concern of working with people; the use of iteration and reflection; and the measuring of success through change.
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Dannels, Deanna P. „Time to speak up: A theoretical framework of situated pedagogy and practice for communication across the curriculum“. Communication Education 50, Nr. 2 (April 2001): 144–58. http://dx.doi.org/10.1080/03634520109379240.
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Moreira, Janine, und Carlos Renato Carola. „La Pedagogía Liberadora de Paulo Freire: contemporaneidad de un pensamiento latinoamericano“. Educatio Siglo XXI 38, Nr. 1 Marzo-Ju (04.02.2020): 33–52. http://dx.doi.org/10.6018/educatio.413131.
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La pedagogía liberadora de Paulo Freire, a despecho de su amplia divulgación, ni siempre es debidamente comprendida en sus conceptos fundamentales. Para comprender esta teoría en su potencial revolucionario es necesario ubicarla en su local y en su tiempo de nacimiento, un país latinoamericano en los años 50 y 60 del siglo XX, Brasil. Un país como tantos otros ubicados en el “sur del mundo”, víctimas (y sujetos) del proceso colonizador, el cual es el contrapunto del proceso modernizador, como afirma el filósofo argentino Enrique Dussel. El artículo consiste en una reflexión teórica que objetiva situar el pensamiento educativo freireano en el contexto de la necesaria liberación, así como reflexionar sobre su contemporaneidad tras 50 años de su formulación, una vez que nos deparamos con los oprimidos del siglo XXI, razón por la cual aún esta teoría se hace actual. The liberating pedagogy of Paulo Freire, despite its wide dissemination, has not always been fully comprehended. To understand this theory in its revolutionary capacity, it is urgent to situate it where and when it was born, in a Latin American country, Brazil, during the 1950s and 1960s. As claimed by the Argentinian philosopher Enrique Dussel, Brazil, like many other countries situated in the “south of the world”, has been victim (and subject) of colonization processes which situate themselves on the antipodes of modernity. This article consists of a theoretical reflection that aims to situate the educational thought of Paulo Freire as a quest for liberation, while also seeking to reflect about its contemporary pertinence after 50 years of its first formulation, a pertinence based on the many forms of oppression still operating in the 21st century.
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Seat, Karen K. „Creating Our Better Selves: The Fruits of Katie Cannon’s Womanist Pedagogy“. Wabash Center Journal on Teaching 1, Nr. 1 (15.01.2020): 93–95. http://dx.doi.org/10.31046/wabashcenter.v1i1.1586.
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Katie Geneva Cannon equipped generations of students with analytical tools to reckon with the past and present and to creatively construct previously unimaginable futures. Her body of work teaches us to find new paths as we critically plumb our own historically situated epistemologies and put them in conversation with a variety of traditions. As my teacher, dissertation advisor, and mentor during my graduate studies in religion at Temple University from 1993-2000, Dr. Cannon taught me to examine rigorously my own story in its larger historical and geopolitical contexts, to parse the privileges and perils of pursuing the academic study of religion as a white woman, and to engage deeply with multitudinous ways of knowing. See companion contributions to this Forum written by Edwin David Aponte, Miguel A. De La Torre, Stacey M. Floyd-Thomas, and Angela D. Sims.
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Seat, Karen K. „Creating Our Better Selves: The Fruits of Katie Cannon’s Womanist Pedagogy“. Wabash Center Journal on Teaching 1, Nr. 1 (15.01.2020): 93–95. http://dx.doi.org/10.31046/wabashjournal.v1i1.1586.
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Katie Geneva Cannon equipped generations of students with analytical tools to reckon with the past and present and to creatively construct previously unimaginable futures. Her body of work teaches us to find new paths as we critically plumb our own historically situated epistemologies and put them in conversation with a variety of traditions. As my teacher, dissertation advisor, and mentor during my graduate studies in religion at Temple University from 1993-2000, Dr. Cannon taught me to examine rigorously my own story in its larger historical and geopolitical contexts, to parse the privileges and perils of pursuing the academic study of religion as a white woman, and to engage deeply with multitudinous ways of knowing. See companion contributions to this Forum written by Edwin David Aponte, Miguel A. De La Torre, Stacey M. Floyd-Thomas, and Angela D. Sims.
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Dotger, Benjamin, Elisa Dekaney und John Coggiola. „In the limelight: Utilizing clinical simulations to enhance music teacher education“. Research Studies in Music Education 41, Nr. 1 (19.06.2018): 99–116. http://dx.doi.org/10.1177/1321103x18773102.
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In field placements, preservice music teachers (PMTs) rarely have the opportunity to communicate one-to-one with parents/caregivers. Situated within a clinical environment, this study examines how PMTs engage with a concerned mother whose daughter did not have a successful audition for a school musical. We approach this inquiry from a unique perspective, drawing on a pedagogy comprehensively used to prepare physicians, and using it with our own PMTs. We begin by outlining medical education’s use of simulations with standardized patients to prepare future medical professionals to effectively engage with patients. Then, we turn attention to the music simulation designed for our PMTs, the challenges they all faced from the same concerned mother, and the data resulting from their face-to-face conversations. Implications center on the use of clinical simulations as a pedagogy to enhance music teacher preparation.
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Diakhate, Assane, Pape Meïssa Coulibaly und Efua Irène Amenyah. „PEDAGOGIA DE PROJETO E AQUISIÇÃO DA SEGUNDA LÍNGUA ATRAVÉS DO USO DO DIÁRIO NO ENSINO FUNDAMENTAL“. POLÊM!CA 19, Nr. 2 (17.12.2019): 103–14. http://dx.doi.org/10.12957/polemica.2019.47389.
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Resumo: Este artigo trata da questão dos métodos de ensino e dispositivos pedagógicos implementados nas escolas de ensino fundamental do Senegal. A reflexão enfoca a Pedagogia de Projeto e o uso do diário no ensino-aprendizagem. Neste estudo, questionamos um elemento importante do sistema educacional: o diário mantido pelos alunos durante a realização do projeto em torno do qual as atividades de ensino-aprendizagem são articuladas. Assim, os questionamentos giram em torno de como esse elemento do dispositivo pode contribuir para a aquisição do francês, o que caracteriza esse elemento e a maneira como é usado pelos alunos. Em relação ao estudo, foi realizada uma observação participante durante a implementação do dispositivo de pedagogia de projeto em uma escola primária em Dakar, Senegal. Os dados coletados através de observações diretas, entrevistas e anotações escritas nos diários permitiram ter resultados significativos sobre diferentes questões. Com essa experiência, o diário se mostrou eficaz no aprendizado do francês como segunda língua, favorecendo não apenas uma pedagogia ativa mas, também, promovendo a livre expressão dos alunos. Com o diário e suas características, os alunos gradualmente produziram textos que atestam uma aquisição de competências [U1] relacionadas à língua francesa, em diferentes contextos e atestam também suas necessidades para expressar suas preocupações. A experiência também mostrou a importância do diário como um suporte eficaz para o professor em sua estratégia.Palavras-chave: Atividades de ensino-aprendizagem. Aquisição da língua. Pedagogia de Projeto. Diário do aluno.Abstract: This article deals with issue of teaching methods and pedagogical tools in use in elementary schools in Senegal. It focuses on project pedagogy and the use of student journals in teaching and learning activities. The study questions an important aspect of pedagogical tool: student journals, kept by pupils while working on their project around which teaching and learning activities are centered. Therefore, questions we are trying to answer will revolve how that specific tool can contribute to the acquisition of French language, what characterizes it and how it is used by the pupils. Project pedagogy is part of socio-constructivist learning theories in education. At the center of the system lies the project whose authors- actors are students. While knowing that different aspects of the system allow the integration of various factors influencing language acquisition (Klein, 1989). To conduct our study, we proceeded by participative observation while implementing project pedagogy system in elementary school. Data were collected through direct observation, interviews and notes in student journals have produced significant results on various issues. Through the experiment, student journals have proved to be effective in teaching and learning activities and acquisition of French as second language by allowing not only an active pedagogy, but also by promoting freedom of expression among pupils. With student journals and its characteristics, pupils have gradually produced texts that attest situated language skills acquisition and their need to express their concerns. Results have also shown the importance of student journals as effective tool for the teacher in classroom strategy. Keywords: Teaching and learning activities. Language acquisition. Pedagogy Project. Student journals.
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Lee, Sze Seau. „Design Principles of a Responsive Pedagogical Model for Multimodal Skills of Oral Presentation“. Malaysian Journal of ELT Research 18, Nr. 1 (01.06.2021): 36–51. http://dx.doi.org/10.52696/uqbf6793.
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Within the scope of pedagogy, established methods have been found to be incongruous with the multimodal skills required of oral presentations in the 21st century. Despite pedagogical innovations situated in native-speaking and advanced countries being so productive in experimenting with pedagogical techniques for various types of oral skills, multimodal skills of oral presentations have still been overlooked. The author is a practitioner in Malaysian higher education who struggles with this pedagogical dilemma in her daily professional life. Therefore, to respond to this practical issue and theoretical gap, the author designed a pedagogical model named the Responsive Multimodal Oral Presentation Pedagogy (RMO2P) to respond appropriately and proactively to the gap in oral presentation pedagogy. A practical action research that was based on McNiff & Whitehead’s (2011) action-reflection cycle was implemented in a tertiary Malaysian classroom for 13 weeks contributed to five applicable and theoretically informed design principles of RMO2P which are based on the spirit of responsiveness. It is hoped that the explicit discussion on its design principles could inspire other teachers with no external funding and sophisticated technical expertise to embark on research for pedagogical improvement.
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Hoechsmann, Michael. „Pedagogy, Precarity, and Persuasion: The Case for Re/mix Literacies“. International Journal of Critical Media Literacy 1, Nr. 1 (03.04.2019): 93–101. http://dx.doi.org/10.1163/25900110-00101008.
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In the contemporary cultural conditions of unstable knowledge/truth, precarious economies and 24/7 media saturation, we need to rethink knowing and learning. While there is much general agreement that the means and modes of communication have changed, and, with it, the ways we approach media, education, culture, society, citizenship, commerce, politics, art, science and everyday life, there is a diversity of terms to describe the change, each with an animating spirit and intellectual tradition behind it. There is a disconnect between school pedagogies, situated literacy practices in everyday life, and the types of abilities and knowledges needed for workplace and civic participation. Further, even as school jurisdictions around the world rush to apply solutions to the technological impasse brought upon by the digitalization of communication, too often the answer is seen as adding training in new competencies to the existing curriculum, as though the crisis is one that can be fixed with a few adjustments. If the aspirational horizon of schooling is the preparation of young people for engaged participation in cultural, civic and economic spectrums, a renewed and comprehensive model of literacy is urgently needed.
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Walk, Meghann. „Situated information literacy: history instruction at a high school early college“. Reference Services Review 43, Nr. 2 (08.06.2015): 292–308. http://dx.doi.org/10.1108/rsr-08-2014-0036.
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Purpose – This study aims to explore the question “how would professors teach information literacy to prepare high school students for college?” by observing two history professors at a high school early college during routine classroom instruction. Design/methodology/approach – The research took a case study approach to studying information literacy instruction, drawing from multiple data types but relying primarily on classroom observations and teaching artifacts. Findings – This research found that subjects taught information literacy by situating students as legitimate peripheral participants in the discipline of history. They did so as part of the daily fabric of classroom instruction, using pedagogical techniques such as dialogical reading, spending time with texts, writing to think and thinking historically. Research limitations/implications – This research focuses on history instruction. Future studies could include additional disciplines and directly examine the impact of teaching practices on student cognition. Practical implications – The findings suggest that taking a disciplinary approach is one way to apply insights from the field of situated information literacy to the high school to college transition. It also suggests that information literacy instruction need not be confined to research assignments, and that information literacy educators consider the possibilities these teaching techniques offer for enhancing instruction. Originality/value – This paper offers a rich description of information literacy pedagogy in an unusual but intriguing context of use to instruction librarians and educators at both high school and college levels. It also offers a bridge between situated information literacy rooted in workplace research and academic information literacy instruction.
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Mills, Kathy A. „“We’ve been wastin’ a whole million watchin’ her doin’ her shoes” situated practice within a pedagogy of multiliteracies“. Australian Educational Researcher 33, Nr. 3 (Dezember 2006): 13–32. http://dx.doi.org/10.1007/bf03216840.
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Cosner, Shelby, Craig De Voto und April Andry Rah’man. „Drawing in the School Context as a Learning Resource in School Leader Development: Application-Oriented Projects in Active Learning Designs“. Journal of Research on Leadership Education 13, Nr. 3 (21.03.2018): 238–55. http://dx.doi.org/10.1177/1942775118763872.
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This article investigates a yearlong professional development experience provided to two cohorts within a doctoral program for early career school leaders. Drawing from situated learning theory, we examined one aspect of this program’s pedagogy, which centers on the use of field-based application-oriented projects that leaders must take up in their school settings. From this investigation, we identified and reported two key elements of the school context that were regularly drawn into leaders’ application-oriented learning experiences. We also illustratively highlight several of the authentic leadership consideration and practice experiences that were enabled.
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Liu, Xinzhu. „The Senior High English Teaching Design Based on the Multiliteracies Pedagogy—From the Perspective of Cultivating Students’ Key Competency in English“. Theory and Practice in Language Studies 11, Nr. 6 (01.06.2021): 681–87. http://dx.doi.org/10.17507/tpls.1106.12.
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Based on people-oriented moral education, the Key Competency of Chinese Students’ Development highlights the importance of cultivating students’ key competency, which means that students should have the essential character and core ability to adjust lifelong development and meet the demand of social development. According to the High School English Curriculum Standard (2017 Edition), key competency in English refers to language ability, thinking quality, cultural character and learning ability. And on the basis of multiliteracies pedagogy, linguistic symbols and non-linguistic symbols are combined together to create a multimodal teaching environment. And students will obtain new knowledge through four main stages: situated practice, overt instruction, critical framing and transferred practice, leading students mobilize their multiple senses together when learning English and help improve their comprehensive competence, which is in line with cultivating students’ key competency in English. This paper will firstly make a brief introduction of key competency in English based on the High School English Curriculum Standard (2017 Edition) and analyze typical views of multiliteracies pedagogy, then take the reading passage, Learning English from Unit5 Languages around the World, compulsory I, PEP as an example, applying multiliteracies pedagogy to English class, in order to cultivate students’ key competency in English to some extent through multiliteracy training.
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Talib, Saman. „Social media pedagogy: Applying an interdisciplinary approach to teach multimodal critical digital literacy“. E-Learning and Digital Media 15, Nr. 2 (07.02.2018): 55–66. http://dx.doi.org/10.1177/2042753018756904.
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Social media permeates the daily lives of millennials, as they use it constantly for a variety of reasons. A significant contributing factor is the availability of social media through smartphones and mobile apps. This kind of immersive and complex media environment calls for a literacy pedagogy that prepares students to understand, engage with, and adapt to social media that are inevitably going to remain a part of their lives. Research into digital literacy/literacies has sought to address the development of tools and methods to aid college students in becoming more situated and adept digital citizens. This article extends the conceptualization and application of digital media literacy through the inclusion of a critical, multimodal, and interdisciplinary pedagogical approach. The paper illustrates that critical digital literacy drawing upon multimodal and interdisciplinary analysis is imperative in preparing students to manage the predominance of social media in their lives.
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Cho, Hyesun, und Peter Johnson. „Racism and Sexism in Superhero Movies: Critical Race Media Literacy in the Korean High School Classroom“. International Journal of Multicultural Education 22, Nr. 2 (31.08.2020): 66. http://dx.doi.org/10.18251/ijme.v22i2.2427.
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Past research on critical race media literacy (CRML) in multicultural education has primarily focused on identifying ways of fostering critical awareness of racism in the U.S. educational context. This study aims to present a situated account of a CRML pedagogy in the Korean high school classroom where students critique the racial and gender discrimination perpetuated in films. Using qualitative research data, such as teacher interviews and student presentation videos, the current study depicts ways in which Korean female high school students raise critical awareness of racism and sexism with the help of an English-speaking native teacher.
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Johnston, Elizabeth, Gerald Olivas, Patricia Steele, Cassandra Smith und Liston Bailey. „Exploring Pedagogical Foundations of Existing Virtual Reality Educational Applications: A Content Analysis Study“. Journal of Educational Technology Systems 46, Nr. 4 (06.12.2017): 414–39. http://dx.doi.org/10.1177/0047239517745560.
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New virtual reality (VR) applications for education appear frequently in the marketplace but rarely contain explicit pedagogies. The research objective of this study was to identify and categorize principles and practices of pedagogy that are evident but not articulated in selected VR applications for education. Analysis of public content for the VR applications showed most were experiential while others were categorized as discovery learning, constructivism, situated cognition, direct instruction, or unclassified approaches. Educators and VR designers could use explicit pedagogical frameworks to support faculty development, construct extended, and congruent curricular options that stimulate reflections, build insights, and insure innovative and measurable outcomes.
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Purkayastha, Prarthana. „Subversive bodies: Feminism and New Dance in India“. Studies in South Asian Film & Media 4, Nr. 2 (01.10.2012): 189–99. http://dx.doi.org/10.1386/safm.4.2.189_1.
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This article explores how the Indian navanritya or ‘New Dance’ body, as crafted by choreographers Manjusri Chaki Sircar and Ranjabati Sircar, provided an alternative to the hegemonic representation of femininity in Indian classical dance. The Sircars’ feminist ideology-driven rebuttal of institutional and patriarchal dance pedagogy and praxis produced local critiques of cultural nationalism in and through the dancing body. This article discusses how these new bodies, shaped by a simultaneous eschewal and espousal of Indian cultural legacy, produce a complex picture of negotiation, one in which dialectical relationships between culture and the bodies that are situated within it are seen to emerge.
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Verma, Amitabh. „The power of the pen(cil): Enduring validity in technology-dominated design education“. Visual Inquiry 8, Nr. 3 (01.12.2019): 203–13. http://dx.doi.org/10.1386/vi_00005_1.
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Abstract The recent marginalization of long-established manual graphic traditions by technological alternatives has precipitated wide-ranging consequences for design education in diverse contexts and specializations. In this article, I analyse this progression as situated within the discipline of landscape architecture, advocating for a curricular reformation to reprioritize manual graphics as a pivotal element in design education. From my vantage point at the intersection of professional practice, pedagogy and research, I summarize this development within the specific arena of landscape architecture education. Prominent issues of concern and implications are identified, followed by articulation of remedial strategies appropriate to current circumstances.
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Sinner, Anita. „Affective Epiphanies“. Art/Research International: A Transdisciplinary Journal 6, Nr. 2 (04.09.2021): 301–15. http://dx.doi.org/10.18432/ari29610.
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This proposition explores the potential of a pedagogy of affect as an arts- based research approach to museum education at the university level. Such an approach is predicated on a continuous movement of situated stories as the heart of the learning encounter, generated relationally between object-body-space, or artwork- learner-museum. As a forum for deliberation, the purpose of this conversation is to consider how emotions, as the basis for teaching with caring and sensory awareness, bring vitality, aliveness, and feelings to the fore. This conversation explores affective epiphanies sourced from personal practical knowledge as an expression of arts- research-in-progress. By drawing on autoethnographic life writing, I explore an alternate approach to three museum collections that demonstrate how and why the aesthetic relation of stories operate as pedagogic pivots in ways that reconfigure conventional museum engagement. Rethinking museum education with an arts research perspective is an effort to advance how context connects affective systems of knowing relationally, and why embracing stories offers new pathways to understand museum education through more expansive learning approaches, inclusive of feeling.
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Korthagen, Fred A. J. „Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning“. Teaching and Teacher Education 26, Nr. 1 (Januar 2010): 98–106. http://dx.doi.org/10.1016/j.tate.2009.05.001.
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Trippett, David. „Exercising Musical Minds: Phrenology and Music Pedagogy in London circa 1830“. 19th-Century Music 39, Nr. 2 (2015): 99–124. http://dx.doi.org/10.1525/ncm.2015.39.2.99.
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The icon of the machine in early-nineteenth-century Britain was subject to a number of contemporary critiques in which pedagogy and the life of the mind were implicated, but to what extent was education in music composition influenced by this? A number of journal articles appeared on the topic of music and phrenology, bolstered by the establishment of the London Phrenological Society (1823), and its sister organization, the British Phrenological Association (1838). They placed the creative imagination, music, and the “natural” life of the mind into a fraught discourse around music and materialism. The cost of a material mind was a perceived loss of contact with the “gifts of naturer … the dynamical nature of man … the mystic depths of man's soul” (Carlyle), but the concept of machine was also invested with magical potential to transform matter, to generate energy, and can be understood as a new ideal type of mechanism. These confliciting ideals and anxieties over mechanism, as paradigm and rallying cry, are here situated in the context of music pedagogy during the second quarter of the century, with particular reference to amateur musicians and the popular appeal of phrenological “exercise,” and of devices such as Johann Bernhard Logier's “chiroplast.”
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Jean-Pierre, Johanne, Sandrina De Finney und Natasha Blanchet-Cohen. „INTRODUCTION TO SPECIAL ISSUE“. International Journal of Child, Youth and Family Studies 11, Nr. 3 (08.07.2020): 1–11. http://dx.doi.org/10.18357/ijcyfs113202019695.
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This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant.
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Rodriguez, Julia E. „A massively flipped class“. Reference Services Review 44, Nr. 1 (08.02.2016): 4–20. http://dx.doi.org/10.1108/rsr-07-2015-0033.
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Purpose – The purpose of this paper is to describe and analyze how one-shot library instruction sessions for large lecture classes can effectively be “flipped”, and can incorporate active learning activities as part of both online and face-to-face classroom. Design/methodology/approach – This case study discusses the challenges of using flipped classroom methods with large enrollment courses and investigates the use of technology to facilitate the active learning components. Situated in flipped classroom pedagogy literature for both information literacy instruction and large lecture classes, the paper synthesizes practical information through the analysis of design and implementation. Findings – Lecture classes present unique challenges for utilizing flipped classroom methods, but the obstacles can be overcome with a bit of preparation and faculty buy-in, balanced with the proper utilization of technology. Originality/value – The paper offers other librarians practical design and implementation information for using flipped classroom methods, specifically for classes with large enrollments, filling a gap in the library literature that presently lacks examples of flipped classroom pedagogy being utilized for information literacy (IL) instruction with lecture classes.