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Journal articles on the topic 'Disruptive pedagogy'

Author: Grafiati

Published: 5 May 2023

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1

San Pedro, Timothy. "Abby as Ally: An Argument for Culturally Disruptive Pedagogy." American Educational Research Journal 55, no. 6 (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 su

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Potvin, Jacqueline, and Kimberly Dority. "Feminist Pedagogy in the Neoliberal University: The Limits of Precarious Labour." Atlantis 43, no. 1 (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 mai

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Klein, Sheri R. "Humor in a Disruptive Pedagogy: Further Considerations for Art Educators." Art Education 66, no. 6 (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 illumina

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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 (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 ma

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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 (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 (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 r

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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 (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

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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 (1997): 35–55. http://dx.doi.org/10.1080/09620219700200004.

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Giroux, Henry A. "Higher Education and the Politics of Disruption." Chowanna 54, no. 1 (2020): 1–20. http://dx.doi.org/10.31261/chowanna.2020.54.05.

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At its best education is dangerous because it offers young people and other actors the promise of racial and economic justice, a future in which democracy becomes inclusive and a dream in which all lives matter. In a healthy society universities should be subversive; they should go against the grain, and give voice to the voiceless, the unmentionable and the whispers of truth that haunt the apostles of unchecked power and wealth. Pedagogy should be disruptive and unsettling and push hard against the common sense vocabularies of neoliberalism and its regime of affective management.

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Campbell, Lee. "COLLABORATORS AND HECKLERS: Performative Pedagogy and Interruptive Processes." Scenario: A Journal of Performative Teaching, Learning, Research XI, no. 1 (2017): 33–71. http://dx.doi.org/10.33178/scenario.11.1.5.

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Arguing for the positive disruptive nature of interruption, this paper concentrates on my current performative and pedagogic usage of interruption within my teaching as the means to achieve three aims: 1) develop aspects of practice discussed in my doctoral thesis ‘Tactics of Interruption: Provoking Participation in Performance Art’ (Campbell 2016) related to the focused usage of interruptive processes in contemporary art practice (Arlander 2009: 2) provide students with direct experience of how interruption may command immediate reaction and force collaborative means of working, i.e. collecti

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Healey, Devon. "Eyeing the Pedagogy of Trouble: The Cultural Documentation of the Problem-Subject." Canadian Journal of Disability Studies 6, no. 1 (2017): 85. http://dx.doi.org/10.15353/cjds.v6i1.334.

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Blindness lives in a world, one both organized and defined by the eye that sees itself as sighted. Seeing is believing, and this belief, eyes believe, is learning. But, what if the eyes that are “seeing” are “blind”? Do we believe these eyes as we do those that see? Do we learn from blind eyes as we do from sighted ones?This paper seeks to question not only what sighted eyes see, but also what they imagine - what do they imagine they are seeing when they look? And, when sighted eyes look at blind eyes, what do they imagine they are seeing? Certainly, not sight. But what? If sight believes not

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Rödel, Severin Sales. "Scheitern als Tabu der Pädagogik?" Vierteljahrsschrift für wissenschaftliche Pädagogik 98, no. 3 (2022): 351–70. http://dx.doi.org/10.30965/25890581-09703055.

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Abstract Failure as a Taboo in Pedagogy? On Repressing, Dethematizing and Working Through a Constant Companion Failure seems to belong to the field of education. Education as a practice proves to be ›risky business‹, which can only be planned to a limited extent and often enough fails. Thus, failure is subject to a taboo in pedagogy; its uncertainty and its disruptive character are emphasized. This paper explores how failure is discussed in educational theory and practice and which forms of discussing pedagogical failure are tabooed. These specific forms of tabooing can be traced back to the o

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Jackson, Joshua. "Vec-Tech:." Unbound: A Journal of Digital Scholarship 2, no. 1 (2023): 7–13. http://dx.doi.org/10.12794/journals.ujds.v2i1.62.

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Educational technology in K-12 education is at a crossroads. There continues to be a push to technologize classrooms, but the question is: who is benefiting from this technologization? In this paper, I use Christo Sims’ Disruptive Fixation to examine how technologized spaces and games-based learning privilege a certain type of student while disregarding others. Additionally, I examine how the apparatus of educational technology that is labouring as “disruptions” to old pedagogy in fact entrench disparities between students. Power structures that exist between teachers, students, ed-tech booste

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Little, Sharoni D., and La Verne A. Tolbert. "The Problem with Black Boys: Race, Gender, and Discipline in Christian and Private Elementary Schools." Christian Education Journal: Research on Educational Ministry 15, no. 3 (2018): 408–21. http://dx.doi.org/10.1177/0739891318805760.

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In Christian, private, and public schools, Black boys are forced to endure educational environments that promulgate the stereotype of their supposed intellectual inadequacy and “troublesome” behavior. Deficit-based narratives, fueled by historical racist and sexist stereotypes, contend that Black boys are deviant, disengaged, disruptive, undisciplined, unintelligent, problematic, confrontational, threatening, and difficult to teach – all in a place that should be safe and affirming – schools. In this article, we examine how racial and gender stereotypes reify the educational plight of Black bo

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Chang, Wen-Chia, and Kara Mitchell Viesca. "Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP): A Critical Review of Research." Teachers College Record: The Voice of Scholarship in Education 124, no. 2 (2022): 197–224. http://dx.doi.org/10.1177/01614681221086676.

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Context: Proposed more than two decades ago, culturally relevant/responsive teaching or pedagogy (CRP) is one promising approach to transforming the education experience of historically marginalized groups. The development of CRP has since inspired changes in teacher education programs and resulted in considerable research on preparing teachers for CRP. However, critics have argued that much work on CRP has not fulfilled its transformative potential of addressing racism and the white-supremacist foundations underlying teacher education research and practice and have urged CRP research to grow

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Abdelaziz, Hamdy. "Promoting Personalized Learning Design: The Role of Online Pedagogical Intervention." EDEN Conference Proceedings, no. 1 (June 16, 2019): 72–84. http://dx.doi.org/10.38069/edenconf-2019-ac-0010.

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Online learning technology and design has maximized and optimized the potential chances of personalized, customized, and adaptive learning. This theoretical paper is proposing a new dynamic pedagogical intervention model for effective personalized learning design. The author is trying to share a personal and practical answer to the following two questions: (a) What are the disruptive learning principles of the third renaissance learning paradigm that impact pedagogical engineering and intervention for personalized learning design? (b) What is the suggested model for effective online pedagogica

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Litts, Breanne K., Melissa Tehee, Jennifer Jenkins, et al. "Culturally disruptive research: a critical (re)engagement with research processes and teaching practices." Information and Learning Sciences 121, no. 9/10 (2020): 769–84. http://dx.doi.org/10.1108/ils-02-2020-0019.

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Purpose As scholars, educators and policymakers recognize the impact of partnership-based research, there is a growing need for more in-depth understanding of how to conduct this work, especially with and in diverse project teams. The purpose of this paper is to provide a critical examination of adopting a culturally disruptive approach in a research–practice partnership (RPP) that includes Indigenous and non-Indigenous researchers, designers and educators who worked together to collaboratively design culturally situated experiences for sixth graders. Design/methodology/approach Following a de

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Charamba, Erasmos. "Translanguaging as a disruptive pedagogy in education: Analysis of metacognitive reflections and self-efficacious stances of Masters students." African Journal of Development Studies (formerly AFFRIKA Journal of Politics, Economics and Society) 12, no. 1 (2022): 229–47. http://dx.doi.org/10.31920/2634-3649/2022/v12n1a12.

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There is very little debate on whether the use of translanguaging is disruptive of monolingual ideologies and practices that predominate schooling systems globally. Recent studies in the field focus on what seems contradictory yet clear discourses on removing boundaries between languages so that there are no named-languages while at the same time talking about ‘languages’. This complexity may not be resolved in the current discourses of the “I” and the “E” languages, of which very little is known about the efficacy of postgraduate students' induction on the notion of translanguaging and how th

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Pereira, Bárbara Rubina Coelho Ramos, and José Paulo Gomes Brazão. "Emerging learning environment: Escola da Ponte." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 3, no. 1 (2022): 13592. http://dx.doi.org/10.20952/jrks3113592.

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This article aims to question the pedagogical modes of action within the contexts, from a perspective of rupture with the institutionalized model of teaching-learning. It is important to take a close look at critical constructivism, exposing its relationship with emerging learning environments and with pedagogical innovation. We proceed to the presentation of the learning environment present at Escola da Ponte, looking at it as an emergent learning environment in the light of critical constructivism. We conclude that the Fazer a Ponte project is a new pedagogy, which presents itself as disrupt

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Samuel, Michael. "No student left behind: ‘Pedagogies of comfort’ or ‘pedagogies of disruption’?" Scholarship of Teaching and Learning in the South 6, no. 2 (2022): 117–39. http://dx.doi.org/10.36615/sotls.v6i2.292.

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This article explores the lessons learnt from the short-term emergency remote teaching and learning (ERTL) approach adopted to tackle the continuation of the higher education (HE) academic programme during the COVID-19 pandemic. It first examines the primary goals of the official South African “No student left behind” (NSLB) campaign, which emphasises the agenda to address a social justice concern about students’ participation and access to HE. It reflects on recent research studies around this matter which tended to foreground technical and operational considerations. Instead, this article pr

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Doren, Mariah, and Malgorzata Bakalarz-Duverger. "Teaching re-seeing: Deploying archives in art and design education." Visual Inquiry 10, no. 3 (2021): 313–27. http://dx.doi.org/10.1386/vi_00059_1.

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This is a work-in-progress attempt to analyse, digest and ultimately develop a toolkit of methods for using archives in art and design pedagogy. We are interested in strategies that deploy archives in an active way ‐ moving beyond notions of static collections and including an analysis of embedded power and authority. We provide examples from our own teaching practices, discuss them, and frame their elements into a broader approach to archives that may teach our students to be effective re-seers: critical and disruptive thinkers, reflective practitioners, with a sense of agency about their pra

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Frohburg, Jan. "Ellington under Glass." BAc Boletín Académico. Revista de investigación y arquitectura contemporánea 9 (November 4, 2019): 45–68. http://dx.doi.org/10.17979/bac.2019.9.0.4582.

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In November 1957 Mies van der Rohe’s Crown Hall at IIT broke with convention when it became the venue for a jazz concert by Duke Ellington and his orchestra. This extraordinary event is reconstructed based on personal recollections, campus newspapers and other archival material. In the context of architectural pedagogy Crown Hall is appreciated as a supreme expression of Mies’s architectural philosophy, both for its spatial openness and its spiritual character. Here, influences from Mies’s own evolution as an architect intersected with developments in modern music and performance art it inspir

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McKenna, Brian. "Confronting Tyranny in a Public Health Agency." Anthropology in Action 23, no. 1 (2016): 31–38. http://dx.doi.org/10.3167/aia.2016.230105.

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AbstractThis article details how a community of practice came crashing down on the iron rocks of bureaucracy. I apply Brown and Duguid’s theorisation of the dialectics of ‘working, learning and innovating’ illustrating how these three aspects came to conflict with one another, and how I worked to resolve them. As an anthropologist leading an environmental health project in a mid-Michigan public health agency, I formed a ‘community of practice’ and proceeded as a researcher, ethnographer and community activist for nearly three years, gathering findings to change the agency’s organisational stru

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Bomer, Randy, Charlotte L. Land, Jessica Cira Rubin, and Laura M. Van Dike. "Constructs of Teaching Writing in Research About Literacy Teacher Education." Journal of Literacy Research 51, no. 2 (2019): 196–213. http://dx.doi.org/10.1177/1086296x19833783.

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This review of empirical research focused on the preparation of writing teachers synthesizes findings from 82 articles published between 2000 and early 2018. The new understandings generated through this analysis are presented in two sections. First, we provide an overview of how the studies we reviewed draw from and circulate dominant discourses of writing, leading to a call for more transparency and clarity on the part of scholars who study writing and writing pedagogy. Then, we explore experiences in literacy teacher education that may shift the writing identities, beliefs, or teaching prac

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Afandi, Yahya. "Mindset Health: Embracing Failure as a Paradox of Learning Pedagogy in Higher Education." Jurnal Teologi Amreta (ISSN: 2599-3100) 5, no. 2 (2022): 35–53. http://dx.doi.org/10.54345/jta.v5i2.80.

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Kegagalan adalah salah satu fakta kehidupan yang tidak mudah untuk ditangani, khususnya oleh seorang dewasa. Alih-alih menarik pelajaran penting dengan saksama dan detail dari kegagalan yang dialami, ia justru berusaha sejauh mungkin menghindarkan diri dari fakta ini. Artikel ini hendak menyajikan hasil pemikiran Carol Susan Dweck, salah satu Profesor Psikologi dari Stanford University, dalam melakukan pengamatan menarik tentang mekanisme penanganan fakta kegagalan. Dari pengamatannya, Dweck menyadari bahwa kualitas manusia, seperti keterampilan intelektual dapat dikembangkan. Dalam banyak dis

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Arnab, Sylvester, Luca Morini, Kate Green, Alex Masters, and Tyrone Bellamy-Woods. "We are the Game Changers." International Journal of Game-Based Learning 7, no. 3 (2017): 51–62. http://dx.doi.org/10.4018/ijgbl.2017070105.

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This paper discusses the first iteration of Game Changers Programme hosted by Coventry University's Disruptive Media Learning Lab (DMLL), an open game design initiative. The Programme had the goal of facilitating new models of teaching and learning, new practices in cross-faculty learning/collaboration to make game design and development more culturally open and accessible to staff, students and the broader informal communities surrounding the University. The paper will discuss the theoretical foundation of the GameChangers Programme, grounded in a conceptualisation of design as a holistic, mo

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Grewal, Imandeep K., Amanda Maher, Hanna Watters, Donacal Clemens, and Kaitlyn Webb. "Rewriting Teacher Education: Food, Love, and Community." Journal of Culture and Values in Education 2, no. 3 (2019): 44–60. http://dx.doi.org/10.46303/jcve.03.02.3.

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In this article, we present the intertwining stories of a teacher education learning community who are (re) writing the current dehumanizing narrative of standardization, crisis mongering, and survival of the fittest ethos that continue to harm our learners, teachers, and communities. We argue that when teacher education candidates are repositioned from consumers of theory and methods to inquirers of practice, their collectively constructed knowledge not only illuminates locally significant issues but also disrupts institutional hierarchies. Drawing from narrative inquiry theory and a collabor

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Andalas, Mutiara. "Irupsi Generasi Beriman Digital Z dan Disrupsi Katekese Kebangsaan." DISKURSUS - JURNAL FILSAFAT DAN TEOLOGI STF DRIYARKARA 18, no. 1 (2022): 70–93. http://dx.doi.org/10.36383/diskursus.v18i1.296.

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This paper discusses the irruption of the digital faithful generation of Z in the Indonesian Catholic church and its disruption to citizenship catechesis. The discussion of citizenship catechesis will fall short if we still fixate on the classic definitions of catechesis, the method of catechesis, and the profile of catechists in the apostolic exhortation Cateceshi Tradendae (1979). The predigital world conditions ideas about them. An in-depth discourse on citizenship catechesis needs to depart from the digital faithful generation of Z irrupting in the Indonesian Catholic Church. 'Irruption',

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Oparaocha, Gospel Onyema, and Pokidko Daniil. "Theatricalization of enterprise education: A call for “action”." Arts and Humanities in Higher Education 19, no. 1 (2018): 20–35. http://dx.doi.org/10.1177/1474022218793268.

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Changing environment requires not just creativity, but disruptive creativity. The traditional planning paradigm within business organizations heavily relies on long- and short-term forecasting in order to predict the future and plan accordingly. However, a large share of business development is now characterized by rapid changes, inconsistency and unpredictability. Taking that into account a key task for managers is to explore and innovate in chaotic conditions, but how can owner–managers, business leaders and the employees respond to such rapid changes without the appropriate skillset and edu

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Janetzko, Dietmar. "Social Bots and Fake News as (not) seen from the Viewpoint of Digital Education Frameworks." Einzelbeiträge 2017 2017, Occasional Papers (2017): 61–80. http://dx.doi.org/10.21240/mpaed/00/2017.07.05.x.

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Over recent years, international organisations like the EU and UNESCO have set up a number of proposals, models and frameworks that seek (i) to map and to conceptualize digital literacy and related concepts, e. g. information, digital or media literacy, digital competence, digital skills and (ii) to formulate policies and recommendations based on the conceptualizations developed. The resulting frameworks, such as Digital Competence (DigComp) developed by the EU, or Media and Information Literacy (MIL) developed by UNESCO, have a strong formative power on a global scale. Affected are policies,

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Singaram, Veena S., and Dumisa A. N. Sofika. "“Growing as a Stronger Clinician in Adverse Conditions”—A Snapshot of Clinical Training during COVID-19." Education Sciences 12, no. 3 (2022): 156. http://dx.doi.org/10.3390/educsci12030156.

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Transformative learning theory has been recommended as a pedagogy of uncertainty for accommodating new beliefs that enable humans to thrive amid the challenges and complexity of our world. As higher education institutions embrace new roles and responsibilities, few studies have focused on how the disruptions caused by COVID-19 may facilitate formative learning experiences. This study explored how registrars responded to the challenges facing clinical training during the first wave of COVID-19, and how the impact of these disruptions prompted personal and professional development. Registrars co

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Faulkner, Julie, and Michael Crowhurst. "“I was made to feel very discriminated against as an anglo-saxon”." Qualitative Research Journal 15, no. 2 (2015): 202–12. http://dx.doi.org/10.1108/qrj-01-2015-0008.

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Purpose – Critical discussion of the social conditions that shape educational thinking and practice is now embedded in accredited teacher education programmes. Beneath beliefs that critique of educational inequality is desirable, however, lie more problematic questions around critical pedagogies, ethics and power. Emotional investments can work to protect habituated ways of thinking, despite attempts to move students beyond their comfort zone. This strategic process can shift attitudes and promote intellectual and emotional growth, but can also produce defensive reactions. This paper, a self-s

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Adebayo, Rufus, and Joseph Abon. "Addressing Distance Learning During and Beyond the COVID-19 Pandemic: Re-Imagining Ethical Issues and Requirements." African Journal of Inter/Multidisciplinary Studies 3, no. 2021a (2021): 64–73. http://dx.doi.org/10.51415/ajims.v3i1.975.

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Distance learning (DL) means that students work online or students’ study online at home while the teacher assigns work and checks in digitally, or they lecture digitally. Distance learning has been regarded as a more flexible way of learning that requires accountability and good time management. On the other hand, the resurgence of the COVID-19 pandemic could contribute to the advantages associated with DL. This study discusses this from the perspective of institutional innovation, either as a potentially disruptive innovation or potential constructive innovation. The paper also re-imagines t

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Potoy, Mark Herman S., Jovelyn M. Cantina, and Quindhe M. Banquiao. "Teaching during Pandemic Years: Faculty Experiences from Government-Funded Universities in the Philippines." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 2 (2023): 652–62. http://dx.doi.org/10.11594/ijmaber.04.02.31.

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Due to this significant and disruptive change in teaching and learning, teachers, who serve as frontline educators, are faced with several difficulties. This study employed a qualitative phenomenology methodology to investigate faculty members' experiences while lecturing at public universities and colleges in the Philippines during the pandemic and the pedagogical solutions they employed to overcome these difficulties. According to the study, five themes surfaced from instructors' real-life experiences: (1) students’ negative attitudes toward learning; (2) health-related issues; (3) inaccessi

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Hipple, Erin, Lauren Reid, Shanna Williams, Judelysse Gomez, Clare Peyton, and Jack Wolcott. "Disrupting the Pedagogy of Hypocrisy." Advances in Social Work 21, no. 2/3 (2021): 460–80. http://dx.doi.org/10.18060/24465.

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This article discusses the ways that four educators experience the impacts of white supremacy in classroom spaces. We discuss the ways we navigate the tension created when we desire to foster antiracist spaces but are required to work within an academic system that is underpinned by white supremacy. Using tenets of Griot storytelling, we describe our points of origin, provide narrative examples of student interactions, and detail the reflexive lenses through which we processed these interactions. Our narratives specifically seek to center Black, Indigenous, People of Color (BIPOC) and discuss

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Hubrig, Adam, Jessica Masterson, Stevie K. Seibert Desjarlais, Shari J. Stenberg, and Brita M. Thielen. "Disrupting Diversity Management." Pedagogy 20, no. 2 (2020): 279–301. http://dx.doi.org/10.1215/15314200-8091903.

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This article shows how diversity discourse and programming function as a dominant pedagogy by highlighting three commonplace approaches to diversity: as a defense to mitigate a problem, as a commodity to be collected, and as a threat to those in privileged positions. The authors intervene in these approaches by forwarding a difference-driven pedagogy, which seeks to foster movement toward the practice of deliberation, the recognition of difference as in flux, and the willingness to be vulnerable in engaging the complex, messy work of difference.

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Frediani, Shannon. "Utilizing Pedagogy for Disrupting White Supremacy." Religions 11, no. 11 (2020): 544. http://dx.doi.org/10.3390/rel11110544.

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This article focuses on how practical theology and interreligious education can utilize pedagogy for disrupting white supremacy and coloniality. It draws primarily from postcolonial studies, practical theology, ethics, and interreligious studies. Creating learning crucibles that privilege those most impacted by systemic injustice, incorporating their knowledges, their experiences, and their agency in countering specific oppressions, has the capacity to change how students approach scholarship, change what they consider knowledge, and change their relationship to religious leadership. This arti

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Bruff, Ian, and Mel Jordan. "Art, politics, pedagogy: Juxtaposing, discomfiting, disrupting." Art & the Public Sphere 10, no. 2 (2021): 143–56. http://dx.doi.org/10.1386/aps_00054_1.

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In this opening essay we explain the rationale for the Special Issue, the first of two on the theme of ‘politicizing artistic pedagogies’. In doing so, we outline the connections between this collection of articles and those in the next issue of Art & the Public Sphere while also stressing the distinctive, societal scope of the present issue. The article considers some themes of particular relevance for this edited collection. For example, we discuss our understanding of art, politics and pedagogy and draw on Juliet Hooker’s work on juxtaposition to advocate the benefits of discomfiting ye

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VAN WYK, Brenda. "New Kids on the Block? Exploring technological preferences of a new generation." European Conference on e-Learning 21, no. 1 (2022): 432–37. http://dx.doi.org/10.34190/ecel.21.1.446.

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Over the past decades, reported research have continuously alluded to the impact of “digital natives,” “millennials,” and a range of reported “generations,” and warned about the need to adapt across all spheres, including education, educational approaches and student support. Higher education akin to these demands. Contemporary trends in student styles indicate an ever-expanding preference in using digital options. In essence, the use and application of technology and expectations hereof are changing with the emergence of each new generation. This necessitates a deepening in understanding, of

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Westrick, Jan M., and Gary A. Morris. "Teacher education pedagogy: disrupting the apprenticeship of observation." Teaching Education 27, no. 2 (2015): 156–72. http://dx.doi.org/10.1080/10476210.2015.1059413.

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Arnold, L., S. NeCamp, and V. K. Sohan. "Recognizing and Disrupting Immappancy in Scholarship and Pedagogy." Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture 15, no. 2 (2015): 271–302. http://dx.doi.org/10.1215/15314200-2845033.

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Bzymek, Agnieszka. "Towards Resilience in Social Sciences-from Psychology to Social Pedagogy." Seminare. Poszukiwania naukowe 2021(42), no. 4 (2021): 51–64. http://dx.doi.org/10.21852/sem.2021.4.04.

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In the view of recent social sciences, the concept of resilience is associated primarily with positive adaptation regarding people exposed to various adversities and traumatic events for both children and adults. The majority of researchers ultimately agree on the coexistence of several factors affecting the disruption of an individual's functioning, illness or social maladaptation. With reference to social pedagogy, the category of resilience being not only psychological, finds comprehensive application to human and social life, including social problems, social exclusion and threats regardin

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Ramos, Fabiane, and Laura Roberts. "Wonder as Feminist Pedagogy: Disrupting Feminist Complicity with Coloniality." Feminist Review 128, no. 1 (2021): 28–43. http://dx.doi.org/10.1177/01417789211013702.

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This article documents our collaborative ongoing struggle to disrupt the reproduction of the coloniality of knowledge in the teaching of Gender Studies. We document how our decolonial feminist activism is actualised in our pedagogy, which is guided by feminist interpretations of ‘wonder’ (Irigaray, 1999; Ahmed, 2004; hooks, 2010) read alongside decolonial theory, including that of Ramón Grosfoguel, Walter D. Mignolo and María Lugones. Using notions of wonder as pedagogy, we attempt to create spaces in our classrooms where critical self-reflection and critical intellectual and embodied engageme

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Cochrane, Thomas, Laurent Antonczak, and Daniel Wagner. "Post-Web 2.0 Pedagogy." International Journal of Mobile and Blended Learning 5, no. 4 (2013): 1–18. http://dx.doi.org/10.4018/ijmbl.2013100101.

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The advent of web 2.0 has enabled new forms of collaboration centred upon user-generated content, however, mobile social media is enabling a new wave of social collaboration. Mobile devices have disrupted and reinvented traditional media markets and distribution: iTunes, Google Play and Amazon now dominate music industry distribution channels, Twitter has reinvented journalism practice, ebooks and ibooks are disrupting book publishing, while television and movie industry are disrupted by iTunes, Netflix, YouTube, and Vimeo. In this context the authors critique the changes brought about in a ca

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Wimpenny, Katherine, Rachelle Viader Knowles, Christine Ramsay, and Jacqui Speculand. "#3CityLink: Disrupting Learning through a Translocal Art Pedagogy Exchange Project." International Journal of Art & Design Education 38, no. 2 (2018): 328–43. http://dx.doi.org/10.1111/jade.12193.

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Maybin, Colleen B. "Disrupting the status quo: Educating pre-service music teachers through culturally relevant pedagogy." Journal of Popular Music Education 3, no. 3 (2019): 469–85. http://dx.doi.org/10.1386/jpme_00007_1.

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Scholars theorizing in the area of social justice and music education argue that music has the potential to prepare students to engage in a society that cultivates personal freedom and democratic participation. The continued reliance on values and practices of Western art music within music teacher education has resulted in a disconnect between this discourse and professional practice. The status quo perpetuates conditions that limit accessibility, privilege western art music and maintain whiteness as ‘normal’. In this article, I suggest that this disconnection can be addressed by introducing

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Ryan, Juliana, and Sophie Goldingay. "University leadership as engaged pedagogy: A call for governance reform." Journal of University Teaching and Learning Practice 19, no. 1 (2022): 122–39. http://dx.doi.org/10.53761/1.19.1.08.

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Responses to COVID-19 impacts have shown how quickly universities can change, given the impetus. However, global disruptions to university learning and teaching have not yet been matched by any significant change to university leadership. Taking gender equity as our focus, we argue that pedagogical disruption should extend beyond the classroom to reshape academic leadership. In this commentary we critically reflect on the question ‘How can university leaders share power to nurture caring and ethical academic leadership’? Taking some cues from disruptions to university learning and teaching, we

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Aguilar-Hernández, José M. "Queering critical race pedagogy: reflections of disrupting erasure while centering intersectionality." International Journal of Qualitative Studies in Education 33, no. 6 (2020): 679–94. http://dx.doi.org/10.1080/09518398.2020.1747660.

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