Relevant bibliographies by topics / Disruptive pedagogy

Academic literature on the topic 'Disruptive pedagogy'

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Published: 5 May 2023

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Journal articles on the topic "Disruptive pedagogy"

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San Pedro, Timothy. "Abby as Ally: An Argument for Culturally Disruptive Pedagogy." American Educational Research Journal 55, no. 6 (May 22, 2018): 1193–232. http://dx.doi.org/10.3102/0002831218773488.

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This article re-stories the navigation of one White female student, Abby, enrolled in a 12th grade ethnic studies course titled Native American literature. Abby reveals tensions, disruptions, and self-discoveries within a course that recentered Indigenous histories and literacies while, concurrently, decentered dominant knowledge systems. Her story addresses this article’s central question: How does Whiteness operate in an ethnic studies course? Eleven vignettes trace Abby’s critical consciousness development within and beyond this course. Relying on Paris and Alim’s (2014, 2017) culturally sustaining pedagogy and McCarty and Lee’s (2014) culturally revitalizing pedagogy, I offer culturally disruptive pedagogy to argue that as educators, researchers, and community members seek ways to sustain and revitalize cultural practices, we must also consider the ways hegemonic norms—as perpetuated by ideologies of whiteness—require a needed disruption.
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Potvin, Jacqueline, and Kimberly Dority. "Feminist Pedagogy in the Neoliberal University: The Limits of Precarious Labour." Atlantis 43, no. 1 (February 27, 2023): 56–68. http://dx.doi.org/10.7202/1096957ar.

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In recent years, feminist pedagogy has been advanced as a strategy for disrupting the neoliberal corporatization of the university classroom. In this paper, we both recognize and trouble this disruptive potential, examining how the working conditions faced by adjunct instructors affect our ability to put our commitments to feminist pedagogy into practice. Based on our own experiences as sessional instructors, we argue that conditions such as heavy workloads, alongside limited access to institutional resources and community, contribute to faculty burn-out and hinder our ability to build and maintain feminist student-instructor relationships. Drawing on existing scholarship on feminist pedagogy, and emerging work exploring the challenges of teaching within the neoliberal university, we argue for the need to extend and complicate dominant understandings of feminist pedagogy as a series of values and practices that individual instructors can implement, and to recognize how its enactment is limited by the adjunctification of higher education. This paper pertains to instructors, particularly those in feminist departments, seeking to apply feminist pedagogy across the university.
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Klein, Sheri R. "Humor in a Disruptive Pedagogy: Further Considerations for Art Educators." Art Education 66, no. 6 (November 2013): 34–39. http://dx.doi.org/10.1080/00043125.2013.11519248.

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Reyes, G. T. "Cross This Out: A Pedagogy of Disruption and Healing." Radical Teacher 114 (July 18, 2019): 51–59. http://dx.doi.org/10.5195/rt.2019.546.

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Critical courage and love require that we consider our own humanity's need for not only justice but also healing. Often, radical educators relentlessly focus on working towards social justice to the point where they neglect their own self-preservation, which includes processes and practices of healing. This article discusses how a pedagogy of disruption and healing were applied towards confronting a racist act of vandalism at a California public university. In discussing the values-centered, socio-historically grounded, and higher purpose-driven responses to the racist act, the author illuminates the four principles that grounded the disruptive and healing-centered actions. In making transparent the principles that informed the designed response, others can be able to make adaptations necessary for their own contexts. To assist with invoking one’s radical agency the author also reveals how other educators across the country have implemented these principles within their own contexts towards manifesting their own visions of a more healthy, just, and meaningful life that is rooted in an analysis of the conditions that inhibit that well-being in the first place.
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Smith, Andrea N. "Critical Race Theory: Disruption in Teacher Education Pedagogy." Journal of Culture and Values in Education 3, no. 1 (June 4, 2020): 52–71. http://dx.doi.org/10.46303/jcve.03.01.4.

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Teacher education programs are charged with preparing teacher candidates to successfully educate student populations that are more racially and culturally diverse than ever. However, a look at graduation rates among teacher education programs proves that the majority still produce, on average, a teaching force that is 80% White, although White students make up less than 49% the total Kindergarten-12th grade public school population (U.S. Department of Education, 2016). Absent from the dialogue on diversity in teacher education is a discussion on how race and racism are institutionalized and maintained within such programs (Sleeter, 2016). In this article, the use of Critical Race Theory (CRT) offers tools to examine the role of race and racism in teacher education. I further consider the role CRT can play in the disruption of postsecondary rhetoric about teacher education programs. Focus is placed on my own experiences in a Teaching Internship Seminar course when applying the structures of CRT to encourage conversations on disruptive practices that facilitate social justice in a course within a teacher preparation program. The tenets of interest convergence and permanence of racism are examined in the context of course development as pedagogical practices that disrupt normative patterns in teacher education. I conclude by envisioning how faculty in teacher education programs might address these challenges in such a way that offers suggestions derived from these tenets.
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Hedberg, John G. "Towards a disruptive pedagogy: changing classroom practice with technologies and digital content." Educational Media International 48, no. 1 (March 2011): 1–16. http://dx.doi.org/10.1080/09523987.2011.549673.

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DEMISSIE, FUFY. "The Philosophy for Children Pedagogy in a University-Based Initial Teacher Education Course: a case study of a 'disruptive' pedagogy." FORUM 62, no. 1 (2020): 69. http://dx.doi.org/10.15730/forum.2020.62.1.69.

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Fullan, Michael. "Commentary: The New Pedagogy: Students and Teachers as Learning Partners." LEARNing Landscapes 6, no. 2 (June 2, 2013): 23–29. http://dx.doi.org/10.36510/learnland.v6i2.601.

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There is currently a powerful push-pull factor in schooling. The push factor is that school is increasingly boring for students and alienating for teachers. The pull factor is that the exploding and alluring digital world is irresistible, but not necessarily productive in its raw form. The push-pull dynamic makes it inevitable that disruptive changes will occur. I have been part of a group that has been developing innovative responses to the current challenges. This response consists of integrating three components: deep learning goals, new pedagogies, and technology. The result will be more radical change in the next five years than has occurred in the past 50 years.
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Pengnate*, Wipanee, Bundit Anuyahong, and Chalong Rattanapong,. "Impacts of Disruptive Technology: Implementation of MOOCs in Language Teaching." International Journal of Recent Technology and Engineering 10, no. 1 (May 30, 2021): 242–45. http://dx.doi.org/10.35940/ijrte.a5955.0510121.

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This article presents trends and directions for language teaching instructors, especially in higher education. The objectives of this paper were to investigate the satisfaction of implementation of MOOCs in language teaching and to illustrate the change caused by disruptive technologies effected on behaviors and methods of language teaching-learning process. Due to Covid-19, the pandemic has shown a remarkably dramatic impact on Higher education. The term disruptive technology for e-Learning, therefore, become a common trend in educational system around the world with the rapid transition from traditional classes to online learning systems. Therefore, a robust and implemented approach aimed on improving and empowering the university staff should be created and developed to achieve the highest effectiveness of students’ learning process.In this study, the theory of teaching-learning activity pedagogy and trends in language learning are being proposed. These theories explain and provide conceptual frameworks for Higher Education (HE) to clearly see the interactions and consequences of the new educational paradigm according to disruptive innovation.
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Mills, Martin. "Towards a disruptive pedagogy: Creating spaces for student and teacher resistance to social injustice." International Studies in Sociology of Education 7, no. 1 (March 1997): 35–55. http://dx.doi.org/10.1080/09620219700200004.

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Dissertations / Theses on the topic "Disruptive pedagogy"

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Weir, Shane Thomas. "Teachers' interpretation of pedagogy in the face of immersive educational simulations." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132310/1/Shane_Weir_Thesis.pdf.

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This study investigated how teachers interpret their own pedagogy as a result of teaching within and through an immersive educational simulation. It explored Australian secondary teachers' beliefs about the role of technology within Economics and Business education, together with the challenges and disruptions faced when teaching in this unique learning environment. This qualitative study adopted a Grounded Theory approach to reveal the pedagogical complexities of teaching with such disruptive technologies. A new signature pedagogy, titled emergence pedagogy, was offered as a theoretical model to describe the transformation of pedagogical practice when teaching within an "in-world" and "out-world" environment.
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Kirwan, Lisa. "Under ordningsamma former : En samtalsanalytisk studie av hur lärare och elever konstruerar daglig ordning och agenda i klassrummet." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-354938.

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Att etablera och upprätthålla ordning i klassrummet är en komplex uppgift för lärare, särskilt för oerfarna lärare som ännu inte har etablerat egna framgångsrika metoder. Syftet med denna studie är att analysera hur lärare och elever konstruerar lokal ordning och agenda, genom empiriska observationer av daglig klassrumsinteraktion. En genomgång av tidigare forskning visar att klassrumsordning kan studeras från olika perspektiv, inklusive historiska, moraliska, kulturella och konstruktivistiska perspektiv. Denna studie utgår från ett etnometodologiskt perspektiv och teoretiska begrepp som direktiv, tillsägelser, sanktionering, mitigering, uppgradering, intersubjektivitet och ansvarsskyldighet utgör verktyg för analys av interaktionen. Observationerna dokumenterades genom videoinspelningar och fältanteckningar under lektioner i två mellanstadieklasser från två åtskilda skolor. Datamaterialet består huvudsakligen av transkriberad interaktion från 735 minuters lektionstid. Interaktionerna har analyserats med samtalsanalys och vissa inslag av etnografiska metoder. Resultaten visar att både lärare och elever kan observeras konstruera ordning genom att adressera oönskat eller störande beteende. Lärare använder många olika strategier för att ge direktiv eller korrigera elever, medan eleverna verkar imitera vissa av dessa strategier när de saktionerar sina kamrater. Lärare tenderar att mitigera sina tillsägelser på olika sätt, medan elever interagerar på ett mer omitigerat sätt gentemot varandra. De flesta korrigeringar handlade om oönskade ljud eller prat, med det fanns även andra exempel, bland annat ouppmärksamhet (enligt lärare) och handlingar som ansågs vara fusk (enligt elever). Lärare använde även förebyggande strategier för att undvika potentiella problem innan de uppstod. När elever utmanade den rådande maktstrukturen kunde det leda till uppgraderade tillsägelser från lärarens sida, eller till agendakonflikter som inte alltid hade en självklar lösning. Denna studie ger empiriska exempel på strategier som implementerats av lärare och elever vid lokal konstruktion av ordning och agenda, vilket kan vara både till praktisk hjälp för verksamma lärare och en vetenskaplig utgångspunkt för vidare studier på området.
Establishing and maintaining classroom order among students is a complex task for any teacher, especially for inexperienced teachers who have not yet established their own successful methods. The aim of this study is to analyse how teachers and students construct local order and agenda through empirical observations of everyday classroom interaction. A review of previous research reveals that classroom order can be studied from different perspectives including historical, moral, cultural and constructionist perspectives. This study uses an ethnomethodological perspective and theoretical terms such as directives, reproaches, sanctions, mitigations, upgrades, intersubjectivity and accountability as tools for analysis of interaction. Observations were documented through video recordings and field notes during lessons in two middle school classrooms, from two different schools. The data consists mainly of transcribed interaction from 735 minutes of lesson time. Data has been analysed using Conversations Analysis conventions as well as some aspects of ethnographic methods. Results show that both teachers and students can be observed to construct order by addressing unwanted or disruptive behaviour. Teachers use many different strategies to direct or reproach students, while students appear to mimic some of these when sanctioning their peers. Teachers tend to mitigate their reproaches in various ways, while peers interact in a more unmitigated manner. The main cause for reproach was unwanted noises or talking, along with a variety of other examples such as inattention (addressed by teachers) or cheating (addressed by peers). Teachers also used preventative strategies in anticipation of potential problems. When students attempt to challenge the teacher’s position of power, it can lead to upgraded reproaches or to agenda conflicts which sometimes have no simple solution. This study provides examples of strategies implemented by teachers and students when constructing order and agenda, offering a source of empirical data for practicing educators and a foundation for further research.
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Matzke, Aurora. "Distributed (Un)Certainty: Critical Pedagogy, Wise Crowds, and Feminist Disruption." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1322325613.

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Twomey, Sarah Jane. "Contesting realities, disrupting student/teacher identities : revisiting the work of REALTALK as transformative pedagogy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/MQ53030.pdf.

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Mawhinney, Janet Lee. "Giving up the ghost, disrupting the (re)production of white privilege in anti-racist pedagogy and organizational change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0008/MQ33991.pdf.

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Dunwoody, Dana N. "“Praxticing” critical coaching: disrupting traditional youth sport coaching with social justice and critical consciousness." Thesis, 2019. https://hdl.handle.net/2144/38592.

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The current study explored coach training and experience, and individual identities and roles that youth sport coaches hold as well as how they enact social justice within youth sporting communities. Using convergent mixed-methods design, critical consciousness (Freire, 1970) was the theoretical framework and method of analysis for this study. Forty-seven participants responded to this open-ended survey; 85.1% of coaches reported coaching part-time, 59.5% of the sample were volunteer coaches, and 33% of coaches had less than 1–3 years of coaching experience. Findings revealed a majority White (69%) and Majority Male (61%) sample of youth sport coaches and described coaching identities were categorized into multiple and intersectional (Women of Color; n = 5) identities. Emic coding through cross-analysis of open-ended questions suggested a deeper understanding of coaches’ connection to community in relationship to how coaches described identities. These were coded as Coach-Centered Coaching , Limited Connection, or Synthesizing Connection. Furthermore, community-based sport coaches were engaging in and enacting social justice within youth sporting communities in ways that mirror critical consciousness patterns of dialogue, reflection, and action. The theoretical implications of this study expand the application of societal roles, more specifically the role of a youth sport coach to the theory of intersectionality. This study supports past literature that found that youth sport coaches are dissatisfied with the education they receive; thus these findings inform suggestions for how to make coaching education more relevant and accessible. Empirically, study findings suggest that the underresearched area of youth sport coaches’ identities may be related to the depth of connection coaches have to community, impacting the holistic developmental outcomes of participating youth athletes. Practically, this study delivers a critical pedagogy framework for community-based coaching education that blends the personal (identity and role development) and professional (coaching specific knowledges). Results of this study can inform future empirical research of youth sport coaching and intervention development that theoretically considers the integration of intersectionality with critical consciousness.
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Halx, Mark D. "Disrupting complacency in disadvantaged high school students : can principal and teacher pedagogical partnerships develop critical consciousness?" Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-08-1682.

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This study is an exploration of the possibility of pedagogical partnership between low socioeconomic public high school principals and their classroom teachers for the purpose of advancing critical thinking skills and critical consciousness development in their students. This study will explore the viability of these partnerships through the perspectives of associate superintendents, principals, and teachers. The exploration will seek to determine the participants’ willingness to partner pedagogically, their readiness to advance critical thinking and critical consciousness development in their students, and their perception of district and state policies that might help or stand in the way of such development.
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Murphy, Tracey. "Disrupting colonialism: weaving indigeneity into the gallery in schools project of the Art Gallery of Greater Victoria." Thesis, 2019. https://dspace.library.uvic.ca//handle/1828/10515.

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In 2015, the Truth and Reconciliation Commission made their final recommendations for Canadian society to address cultural genocide: by affirming stories of survivors, taking personal and professional inventory of their practices and making concrete steps to meet the Calls to Action. In particular, the TRC recognized damage done by museums and art galleries to perpetuate colonialism and yet, believed that these institutions could be sites of justice, particularly in relation to arts and artists The Art Gallery of Greater Victoria, an institution steeped in colonialism and under pressure to create accountable relationships with Indigenous communities, began to act by revamping their education program for school age children entitled the Gallery in the Schools art program. My study asked Indigenous artists and educators to contribute their ideas for a new art program. I used a blended research of community based and decolonizing research models, contextualized within decolonizing and critical theoretical frameworks. Overall, research findings suggest that process is as important as the end product in the context of reconciliation and decolonization. Significantly, relationships were esteemed over the concept of reconciliation. These finding further imply that a successful art program would ground pedagogical content within a critical historical framework, be informed by a fluid understanding of identity and search out possibilities of hope. The theoretical implications of this study support increased contributions by Indigenous artists as key policy makers, who will challenge the deeply embedded power structures of institutions and offer alternative ways to share power and support Indigenous envisioned futures.
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"Indigenous Youth as Critical Agents of Biocultural Survivance - Education and Employment in Response to the Challenges of Global Heating and Climate Disruption." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.30067.

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abstract: These are unprecedented times. Like never before, humans, having separated themselves from the web of life through the skillful use of their opposable thumbs, have invented the means of extinction and have systematized it for the benefit of the few at the expense of all else. Yet humans are also designing fixes and alternatives that will soon overcome the straight line trajectory to ugliness and loss that the current order would lead the rest of humanity through. The works in this dissertation are connected by two themes: (1) those humans who happen to be closely connected to the lands, waters and wildlife, through millennia of adaptation and inventive association, have a great deal to share with the rest, who, through history have become distanced from the lands and waters and wildlife they came from; and (2) as the inheritors of all the insults that the current disrespectful and wasteful system is heaping upon all true sensibilities, young people, who are Indigenous, and who are the critical generation for biocultural survival, have an immense role to play - for their cultures, and for all of the rest. The survivance of autochthonous culture through intergenerational conduct of cultural practice and spirituality is profoundly affected by fundamental physical factors of resilience related to food, water, and energy security, and the intergenerational participation of youth. So this work is not so much an indictment of the system as it is an attempt to reveal at least two ways that the work of these young Indigenous people can be expedited: through the transformation of their education so that more of their time as youths is spent focusing on the wonderful attributes of their cultural associations with the lands, waters, and wildlife; and through the creation of a self-sustaining youth owned and operated enterprise that provides needed services to communities so they can adapt to and mitigate the increasingly variable, unpredictable, and dangerous effects and impacts of global heating and climate disruption.
Dissertation/Thesis
Doctoral Dissertation Justice Studies 2015
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Books on the topic "Disruptive pedagogy"

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Dereck, Mulenga, ed. Postcolonialism and education: Challenging traditions and disrupting boundaries. New York: Palgrave Macmillan, 2005.

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Disrupting pedagogies in the knowledge society: Countering conservative norms with creative approaches. Hershey PA: Information Science Reference, 2012.

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Blanco, Martha Yianella. Testimonio as Pedagogy of Disruption: Central American Teachers Engagement with Youth Testimonios about Immigration and the Effects of American Empire. [New York, N.Y.?]: [publisher not identified], 2022.

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Ibanez-Carrasco, Francisco, and Erica R. Meiners. Public Acts: Disruptive Readings on Making Curriculum Public. Routledge, 2004.

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Meiners, Erica R. Public Acts: Disruptive Readings on Making Curriculum Public. Taylor & Francis Group, 2004.

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Public Acts: Disruptive Readings on Making Curriculum Public (Reconstructing the Public Sphere in Curriculum Studies). Routledge, 2004.

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Garnham, Wendy, Tab Betts, Paolo Oprandi, Wendy Ashall, Jill Kirby, Margarita Steinberg, Heather Taylor, and Victoria Walden, eds. Disrupting traditional pedagogy: active learning in practice. University of Sussex Active Learning Network, 2019. http://dx.doi.org/10.20919/9780995786240.

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Mealy, Todd M. Race Conscious Pedagogy: Disrupting Racism at Majority White Schools. McFarland & Company, Incorporated Publishers, 2020.

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Mulenga, Derek Chewe. Postcolonialism and Education: Challenging Traditions and Disrupting Boundaries. Palgrave Macmillan, 2002.

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Mulenga, Derek Chewe. Postcolonialism and Education: Challenging Traditions and Disrupting Boundaries. Palgrave Macmillan, 2002.

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Book chapters on the topic "Disruptive pedagogy"

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Waghid, Yusef. "Democratic Education and Disruptive Encounters." In Pedagogy Out of Bounds, 29–36. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-616-5_3.

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ter Avest, Ina. "Disruptive Moments as a Precondition for Peaceful Living Together." In Peace Education and Religion: Perspectives, Pedagogy, Policies, 267–83. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-36984-2_15.

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Ait Si Ahmad, Hana, Khadija El Kharki, Daniel Burgos, and Khalid Berrada. "The University Strategic Plan to Face Disruptive Classes During the Covid-19 Pandemic." In Pedagogy, Didactics and Educational Technologies, 63–74. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5137-4_6.

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Marandola, Kateri Marie. "Self-Location as a Disruptive Counternarrative in Teaching and Learning." In Counternarratives of Pain and Suffering as Critical Pedagogy, 91–104. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003205296-8.

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Buchanan, Deborah. "Vocational Journeys: Moving Toward a Creative and Disruptive Womanist Pedagogy." In Faith, Feminism, and Scholarship, 181–96. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137015969_12.

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Mitchell, Kimberly. "Disruptive Innovation: Designing a Shifting Pedagogy for Creative Disciplines in Higher Education Learning." In Advances in the Human Side of Service Engineering, 233–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80840-2_27.

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Terzaroli, Carlo. "The Role of Higher Education in a Changing World: Why Employability Matters." In Employability & Competences, 447–57. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.48.

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The transformations of work are increasingly introducing new scenarios at a global level. In fact, the disruptive importance of innovation in all workplace contexts anticipates the challenge of skills and capabilities for the work of the future. In this sense, education has a crucial role in supporting the development of students and future workers. This paper analyses in depth the link between education, work and the pedagogical instrument of work pedagogy that is derived directly from John Dewey’s thought. This theoretical standpoint represents the base for the development of employability in higher education and its future challenges of innovation, development, and social inclusion
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Blewett, Craig. "From Traditional Pedagogy to Digital Pedagogy." In Disrupting Higher Education Curriculum, 265–87. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-896-9_16.

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Hallock, Stephanie A. "Disruption in an Open-Access Institution." In Pandemic Pedagogy, 203–15. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83557-6_13.

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Wentling, Tre. "Critical Pedagogy: Disrupting Classroom Hegemony." In Teaching Gender and Sex in Contemporary America, 229–38. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30364-2_23.

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Conference papers on the topic "Disruptive pedagogy"

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Manokore, Viola, and Doug McRae. "Disruptive Pedagogy: Guerrilla Tactics in Large Classes." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10999.

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Sunani, Avi, Rony Wardhana, Putri Sari, and Rudi Harianto. "Does Accounting Conservatism Still Exist in Disruptive Era? The Mars Approach." In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286157.

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Setyaningsih, Rila, Ahmad Zakarsyi, Agus Budiman, Muhammad Syahir, and Samsirin Samsirin. "The Innovation Model of Educational Technology to Strengthen Boarding University Education in Disruptive Era." In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286190.

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Tetep, Tetep, Jamilah Jamilah, Endang Dimyati, and Odang Hermanto. "Opportunities or Challenges? Building Student Social Character through WhatsApp-Based Project Citizen in Disruptive Era." In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286090.

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Rinsdorf, Lars, and Raoul Boers. "The need to reflect: data journalism as an aspect of disrupted practice in digital journalism and in journalism education." In Promoting Understanding of Statistics about Society. International Association for Statistical Education, 2016. http://dx.doi.org/10.52041/srap.16207.

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Open data is both an opportunity and a challenge for journalism. Our paper describes how newsroom quality management has to be readjusted to provide accurate news in data driven journalism and how these changes affect the pedagogy and learning environments of journalism education. We discuss qualitative changes in newsgathering caused by the availability of open data sets and big data sources and their consequences for quality management against the background of structuration theory. Although there is no clear evidence signaling disruptive change in quality management, two developments cause a need for normative realignment, expansion of individual skill sets and an inventory of novel resources.
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Stockert, Robin, Piet Van der zanden, and Veruska De carobarek. "AN EDUCATION SPACES FRAMEWORK TO DEFINE INTERACTIVE AND COLLABORATIVE PRACTICES OVER THE PHYSICAL-HYBRID-VIRTUAL CONTINUUM." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-061.

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We are now experiencing the first real impacts of the 4th industrial revolution, affecting our social, political, economic, and cultural lives. There is a fusion of technologies and research within several fields like robotics, artificial intelligence, the Internet of Things, genetics, and biology. Our current education system is becoming irrelevant unless it can cope with the fast and disruptive changes. Universities need to find new strategies that enable them to play an active role within the global society, delivering relevant education for students usable for their future work-life. Redesign the old model of education towards education 4.0(1) However, using technology and digital solutions to take shortcuts towards a new sustainable educational ecosystem is not the solution. There must be a focus on pedagogy first, with large elements of student active learning, communication and collaboration, the deliverance of 21st-century skills. The largest University in the Netherlands, Delft Technical University (TUDelft), and the largest University in Noway, the Norwegian University of Science and Technology (NTNU) are continuously optimizing their campus facilities, teaching practices, and technological infrastructure. However, their prerequisites and approach differ (2) but they experience the same challenges, especially after COVID-19. The Pandemic has rapidly pushed the universities into an unknown digital landscape, exposing sedimented university structures, vulnerabilities, shortcomings, and the need to transform attitudes, pedagogy, spaces, and technology. There is a need to consolidate the experiences from TUDelft and NTNU to get a clearer picture of the challenges coming up and how to solve them--finding common factors to act as guidelines for a new technological and pedagogical framework and merging the physical, online, and virtual spaces. Mapping blended learning and pedagogy working within this vast space and applying technology to obtain a seamless learning experience. It is all about finding the affordances and small nudges to move into the hybrid domain. To identify and expose complex challenges, artifacts, and long-term side-effects, which might appear in the onsite-hybrid-online transitions. In this paper, we present the plans, prototypes, and framework for NTNU and TUDelft. After that, we examine the design of 3 different physical learning spaces made for various types of collaborative activities. We look at the technological/pedagogical prerequisites and barriers in the movement/transformation of these activities into an online or hybrid learning environment. Our combined experience and related discussion will give Universities a head start towards a new sustainable learning environment.
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Vallerand, Olivier. "Coalition Building and Discomfort as Pedagogical Strategies." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335079.

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Innovative design solutions come from inclusive and diverse design teams (Page 2008). In this paper, I reflect on how such insights can be used in developing pedagogical approaches that use coalition building, knowledge translation between disciplines, and pedagogies of discomfort to foreground implicit biases impacting architectural practice and education. Based on interviews with educators thinking about the built environment, as well as Kevin Kumashiro’s (2002) anti-oppressive education framework and Megan Boler’s (1999) notion of a pedagogy of discomfort, and building on examples from queer and feminist educators, I suggest in this paper that the disruptive use of feelings and emotions in architectural education can prepare students for more collaborative and inclusive practices. Such discussions allow students to understand the impact of biases but also to think about tools to acknowledge and challenge inequity in the design of the built environment and in the design professions themselves. Cross-disciplinary collaboration, at both the students and the educators level, can also create opportunities for coalition building, particularly in contexts where a limited number of faculty are explicitly discussing race, gender, disability, class, sexuality, or ethnicity in their teaching. Faculty members with diverse individual self-identifications can multiply their impact by working together to tackle the intersecting ways in which minoritized experiences are pushed aside in mainstream architecture discourses and education. They can also foreground their combined experiences as positive role models to create a constructive learning environment to address these issues, both within universities and directly in the community.
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Eckler, James, and Kate O'Connor. "Urban Disruption: Architecture Pedagogy for Transformative Buildings in Urban Contexts." In Annual International Conference on Architecture and Civil Engineering (ACE 2016). Global Science & Technology Forum ( GSTF ), 2016. http://dx.doi.org/10.5176/2301-394x_ace16.130.

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Turner, Michelle. "The Pedagogy of Childbirth: Disrupting a Science Museum Encounter at Science World, Vancouver, Canada." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686332.

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Wijaya, Andy, and Rihantoro Aji. "Declarative Principles Registration Of Copyright Rights In Disruption Era." In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286557.

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Reports on the topic "Disruptive pedagogy"

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Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and potential. Then, we turn to a specific model in system change that we have developed called New Pedagogies for Deep Learning, a model developed in partnerships with groups of schools in ten countries since 2014. The model consists of three main components: 6 Global Competences (character, citizenship, collaboration, communication, creativity, and critical thinking), 4 learning elements (pedagogy, learning partnerships, learning environments, leveraging digital), and three system conditions (school culture, district/regional culture, and system policy). We offer a case study of relative success based on Uruguay with whom we have been working since 2014. Finally, we identify steps and recommendations for next steps in Latin America for taking action on system reform in the next perioda time that we consider critical for taking advantage of the current pandemic disruption. The next few years will be crucial for either attaining positive breakthroughs or slipping backwards into a reinforced status quo.
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Banerji, Rukmini. How Do Systems Respond to Disruptive Pedagogic Innovations? Research on Improving Systems of Education (RISE), October 2015. http://dx.doi.org/10.35489/bsg-rise-wp_2015/002.

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Fitzpatrick, Rachael, and Helen West. Improving Resilience, Adaptation and Mitigation to Cimate Change Through Education in Low- and Lower-middle Income Countries. Institute of Development Studies, March 2022. http://dx.doi.org/10.19088/k4d.2022.083.

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Climate resilience is the ability to anticipate, prepare for, and respond to hazardous events, trends, or disturbances related to climate (C2ES, 2022). Mitigation focuses on reducing the human impacts contributing to climate change (Burton, 2007, cited in Rousell & Cutter-Mackenzie-Knowles, 2020). Adaptation is about increasing people’s adaptive capacity, reducing the vulnerability of communities and managing risks (Anderson, 2012). Anderson further defines adaptation as not just being able to adapt from one stable climate to another but having the skills to adapt to uncertainty and make informed decisions in a changing environment. While ‘climate change’ is the term used throughout these briefs, it should be read as a shorthand for a more inclusive approach, which also captures associated environmental degradation. The Intergovernmental Panel on Climate Change (IPCC) warned, in their latest report, that global surface temperatures will continue to increase until 2050 (IPCC, 2021, p. 17). This will take place regardless of human intervention to reduce greenhouse gas emissions. The report also warns that the traditional technocratic approaches are insufficient to tackle the challenge of climate change, and that greater focus on the structural causes is needed. High- and upper-middle-income countries have been persistently shown to be the biggest contributors to the global carbon dioxide emissions, with lower income countries facing the most disruptive climate hazards, with Africa countries particularly vulnerable (CDP, 2020; IPCC, 2021). The vulnerability of low-income contexts exacerbates this risk, as there is often insufficient infrastructure and resources to ensure resilience to climate hazards (IPCC, 2021). For decades, advocates of climate change education have been highlighting the potential of education to help mitigate against climate change, and support adaptation efforts. However, implementation has been patchy, with inconsistent approaches and a lack of evidence to help determine the most effective way forward.This paper is divided into three sections, drawing together evidence on the key aspects of system reform,green and resilient infrastructure and Curriculum, pedagogy, assessment and teacher development.
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