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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 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 (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 (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 (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 (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 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 (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 (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. collective survival tactics to deal with interruption; and 3) theorise, articulate and demonstrate how interruption relates to critical reflection (on the part of both student and teacher), extending the ideas of Maggi Savin-Baden (2007) to propose interruption as reflection. To achieve these aims, the paper discusses how I have implemented interruption into learning activity design and evidences how I have created activities that aim to help students understand collaborative learning in cross-disciplinary projects through an effective use of realia (interruption is part of real life). I discuss one first year teaching seminar at Loughborough University in March 2015 (and subsequent related iterations) combining performance, fine art and collaboration methodologies where students directly engaged in a range of activities not displaced from their own life experiences; there was heavy student engagement in digital technologies, and interruption. The main outcomes of the teaching session support and go beyond the aims by relating to: a) experiential learning related to the interplay between ‘collaboration’ and ‘interruption’; b) performative pedagogy and inclusion; c) the interplay between teaching, liveness and interruption; and d) performative pedagogy and the exchange of power relation.
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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 only what it sees, but that it sees, then seeing blindness must be imagined as seeing “no sight”. Thus, blind eyes see nothing and cannot be believed, let alone learned from.This paper will explore this conventional view of the blind/sight dichotomy and will do so through autobiography. This exploration is one that serves to provoke sighted imagination to go beyond what its conventional version of itself is - to go beyond what sight imagines blindness to be. Blindness can disrupt sight and such disruption often leads to discomfort, and this marks a critical site for re-imagining what we ordinarily see when we look at blindness. In this sense, blindness is teacher; but, like anything else, we must let blindness teach us. Thus, this paper seeks to develop a pedagogy that embraces the disruptive power of blindness.
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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 object (i.e. failure) and the specific mode of reflection (i.e. discourses of educational theory). The paper argues that the taboo over failure in educational theory is just as multilayered and contradictory as it is necessary in forming a specific disciplinary identity, and that the taboo ›failure‹ should therefore by no means be abandoned or broken.
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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 boosters, and implementors tow a line where teachers are little more than middle-managers: technology is foisted on them, and, with little support, they are expected to implement technology and games-based learning into curricula. Students are expected to understand and use technology, and, in theory, this ‘interruption’ to old pedagogy will inspire new ways of learning and prepare students to be agile, adequate knowledge production workers in an ever-changing, continually-technologizing world.
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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 boys, and negatively influence key educational foci, including teacher expectations, pedagogy, curricula, institutional climate/culture, student assessment, and disciplinary matters.
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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 from the existing knowledge base and to innovate. Purpose of Study: This study critically examines the research practices of empirical studies on preparing K-12 preservice teachers for CRP in the United States by merging ideas of research as social practice with critical race theory, critical whiteness studies, and Indigenous epistemologies to argue for research as racialized social practice. The goal is to provide perspectives and lines of research that are true to the radical shifts the original theories called for, yet might not have been fully fulfilled. Research Design: This critical literature review applies the research-as-racialized-social-practice lens to examine how CRP research studies frame problems and research questions, elaborate theoretical frameworks and research methodology, and discuss findings and implications. Our analysis positions CRP research on the research-as-racialized-social-practice continuum, ranging from maintaining the racist status quo to intentionally disrupting it. Findings: Our analysis reveals that dominant research practices—emphasizing the problem of individual deficiencies rather than inequitable systems, employing a research logic focusing on linearity rather than complexity, and lacking in-depth examination of racialized and cultural ways of knowing for both researchers and participants—maintain the inequitable status quo rather than disrupting taken-for-granted assumptions and practices. While we recognize the important work and useful knowledge accumulated by this body of literature over two decades, we urge teacher educators and researchers to stay vigilant and resist research epistemologies and practices that recenter, recycle, and maintain whiteness, perpetuating the racist status quo. Conclusions: We recommend that teacher education researchers can construct research questions capable of generating new knowledge to disrupt racial injustice; utilize and further develop critical theoretical frameworks that sufficiently attend to various aspects of race and racism in teaching, learning, and society, and are meaningfully linked to disruptive research methodologies; and, finally, attend clearly to the ability of research to disrupt the racist status quo within their findings and implications.
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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 pedagogical intervention to promote personalized learning design? This perspective was guided by ten emergent disruptive learning principles of the third renaissance learning paradigm that impact online pedagogical engineering, management and intervention for personalized learning design. Effective online pedagogical intervention has four major dimensions that are grounded/interacted and focused on four metaphoric lenses: (a) types of learners (4Cs): Casual, Committed, Concentrated and Continuing; (b) pedagogical levels (4Ps): Intelligent, Agile, Distributed and Situated Pedagogy; (c) intervention levels (4Es): Enriching, Enhancing, Engaging and Empowering; and (d) online assessment frames (4As): Assessment of learning, Assessment for learning, Assessment as learning, and Assessment in learning.
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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 design-based implementation research methodology, data from design and implementation are presented as two case studies to illustrate key findings. Findings Leveraging the frame of culturally disruptive pedagogy, key tensions, disruptions, self-discoveries and resulting pedagogical innovations are outlined. While the authors experienced multiple forms of disruptions as researchers, designers and educators, they focused on tracing two powerful cases of how culturally disruptive research directly and immediately resulted in pedagogical innovations. Together the cases illustrate a broader shift toward interdependence that the team experienced over the course of the school year. Research limitations/implications A new frame for conducting culturally disruptive research is presented. Both the theoretical application and practical implementation of this frame demonstrate its usefulness in conceptualizing culturally situated research through cultivating an uncomfortable yet generative interdependence. Practical implications Findings include examples and strategies for how to practically conduct multi-sector, interdisciplinary research and teaching. Scholars and educators share their stories which illustrate the practical impact of this work. Originality/value Critical insights presented in this paper build on and contribute to the growing body of work around RPPs, community-based research and other critical partnership methods.
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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 they apply it in their mini-research projects. This paper explores the effectiveness of introducing Master of Education postgraduate students, their test of the framework and self-efficacy towards future practices. This study adopted qualitative ethnographic research design in which seven master’s students were purposively sampled for data collection purposes. The data was collected through observing participant presentations where the researcher took notes and audio-recorded the presentations. While thematic content analysis served as a method of analysis the researcher analysed the students’ verbatim responses closely, finding links and similarities in their responses. The results of qualitative analysis of their verbatim responses revealed a shift of lenses from monolingual and parochial biases to a full embrace of multilingualism and translanguaging as a ‘normal’ practice they encounter in their daily teaching experiences. The study therefore recommends for multilingualism practices in education where students can make use of their linguistic repertoire for meaning making.
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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 disruptive in relation to traditional practices associated with the factory school model, which fosters the development of student skills, namely the capacity for reflection and evaluation, critical thinking and problem solving.
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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 presents an alternate lens for shifting the discourse of HE, especially postgraduate studies, to activate deep, critical and autonomous engagement in teaching and learning. The theoretical model presented highlights staff and students working outside pedagogies of comfort and expanding into spaces of disrupting previous habituated pedagogies. The article draws on the reflective experiences of facilitating postgraduate education programmes: two PhD cohort programmes in Mauritius and South Africa (involving students who were schoolteachers and HE lecturers) and a Postgraduate Diploma in Higher Education Studies (involving students from rural university settings in South Africa). The data reveals that despite intentions to drive an alternative mode of critical, disruptive online modalities in curriculum delivery, students subtly pushed back towards working within the comfort zones of their previous conceptions of front-led, teacher-driven pedagogies. A disruptive pedagogy was not fully activated as students professed preferences to revert to the old routine agendas in pre-COVID times. This article argues that this constitutes a missed opportunity to learn from the ERTL era to inform alternative, more robust, critical pedagogies for the long term. The responses suggest that the HE system will continue to bifurcate disparities between those more willing to look to the past and those embracing a learning opportunity for the future.
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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 practice. We explore the factors at stake and notice different threads emerging from teaching. We promote an approach to teaching that celebrates an interweaving and intermingling of life, art and education in ways that constantly challenge the status quo.
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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 inspired. Parallels are uncovered between Ellington’s jazz and Mies’s steel and glass architecture, both distinctly American idioms that characterise post-war modernity. The Ellington concert at Crown Hall presented the perfect synthesis of people, space, light, music and nature. At the same time it attested to the disruptive potential that exists in jazz and modern architecture alike.
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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 structure, as a form of ‘disruptive innovation’. The community ‘roundtable’ of external project advisors highly supported the penultimate reports on water pollution, air pollution and restaurant health. The interdisciplinary strategies pursued resulted in valuable integrations of new knowledge in public anthropology across several thematic areas: critical public pedagogy, sustainability, citizen science, radical journalism and anthropologies of violence, trauma and transformation.
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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 practices of prospective writing teachers. We position these shifts as being potentially disruptive to the often uninterrupted circulation of powerful discourses in important and generative ways, since the teaching of writing in the 21st century must break from inherited traditions to best prepare writers to use their voices actively and confidently in the world.
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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 disiplin ilmu, karya Dweck tentang “mindset” atau pola pikir, telah dikaitkan dengan berbagai keberhasilan akademik para peserta didik. Melalui penelitiannya tersebut, Dweck memperkenalkan dua istilah, yaitu “fixed and growth mindset” yang menjelaskan akibat dari keengganan terhadap risiko dan kegagalan dalam perkembangan pembelajaran. Kelompok dengan pola pikir tetap “Fixed Mindset” (FM) memandang sifat dan kecerdasan sebagai bawaan yang cenderung mengikat identitas antara kesuksesan dan kinerja, yang sering menyebabkan ketidaknyamanan terhadap kegagalan. Sedangkan orang- orang dengan pola pikir berkembang “Growth Mindset” (GM) memandang diri mereka sendiri sebagai sesuatu yang dapat berubah melalui pembelajaran, termasuk kebutuhan untuk mencoba hal-hal baru untuk maju. Orang dengan pola pikir berkembang mengaitkan kesalahan dan kegagalan dengan pembelajaran serta peningkatan yang positif—bukan hal negatif. Melalui tema ini, penulis menawarkan “embracing failure” sebagai sebuah paradoks pedagogis yang penting untuk menjalani dinamika proses pembelajaran teologi secara kritis dan kreatif sekaligus proses pembentukan diri sebagai seorang pelayan Injil yang berdaya lenting dan relevan di tengah era disruptif ini. === Abstract Failure is a difficult reality to accept, especially as an adult. Instead of carefully and thoroughly drawing important lessons from his failures, he attempted to avoid this fact as much as possible. This article would like to present the ideas of Carol Susan Dweck, a Stanford University Professor of Psychology, who has made some interesting observations about the mechanism for dealing with the fact of failure. Dweck realized that human qualities, such as intellectual skills, could be developed based on her observations. Dweck's work on "mindset" has been linked to various academic successes of students across many disciplines. Dweck's research introduced two terms, "fixed and growth mindset," which describe the effects of risk aversion and failure in learning development. Groups with a "Fixed Mindset" (FM) view traits and intelligence as innate, which tends to tie the identity between success and performance, causing discomfort when a failure occurs. People with a growth mindset (GM), on the other hand, see themselves as something that can change through learning, including the need to try new things in order to advance. Mistakes and failures are associated with positive learning and improvement in people with a growth mindset, not negative ones. Through this theme, the author proposes "embracing failure" as a pedagogical paradox necessary for critically and creatively experiencing the dynamics of the theological learning process, as well as the process of self-formation as a resilient and relevant gospel minister in the midst of this disruptive era.
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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, modular and creative process, and in an ethos of sharing, collaborating and remixing. The paper will present the outline of the Course and the Community that constituted the core elements of the Programme, and discuss a plural showcase of a variety of outcomes from the GameChangers Community, focusing on the Programme's cultural impact and on how the Programme as a whole disrupted established notions of game based pedagogy, and the customary hierarchical relations between producers and users of learning games.
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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 collaborative methodical approach, we—a professor and students—share our personal stories of learning together in a required teacher education course and practicum placement at a local high school. Bringing together conceptions of voice, human capability, and “place”, we provide a layered framework to understand pedagogical practices that operate to unravel systems of standardization and hyper-individualism. Our inquiry approach, public narration, and our democratization of knowledge serve as an example of teacher education pedagogy with a disruptive agenda.
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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', according to the liberation theologian Gustavo Gutiérrez, refers to the presence of people who previously lived at the underside of history. Previously being absented, they transform into the subject of history. Irruption is also an ecclesial process. The generation of Z has emerged in the history of the Indonesian Catholic church as homo religiosus digitalis. They bring the disruptive spirit of the digital era to the body of the Catholic church. As digital integrators, they are open to incorporating faith in their lives. Based on their autobiography, homo religiosus digitalis Z lives a connective pedagogy with distinctive characteristics from predigital believers. Their irruption shakes the identity of the catechist and their vocation to "teach the lesson of the faith" to today's disciples of Christ. The irruption of Z's digital faithful generation encourages the further exploration of new methods for citizenship catechesis in the contemporary Indonesian context.
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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 educational background? This study calls for the modernization of enterprise education systems in order to provide students and graduates with tools relevant to the changing requirements of the business environment. We argue that such needed mastery of unconventional innovative thinking and acting “as if” rather have a lot in common with art education concepts and theatrical skills. Using videography as an example, we illustrate how advances in digital technology can help incorporate such theatrical concepts into enterprise education. As a contribution we provide insights and falsifiable propositions toward a renewal and revitalization of enterprise education pedagogy.
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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, laws, regulations, research activities, and academic disciplines like media pedagogy and mindsets. Do these frameworks consider the effects of disruptive attempts by digital media to intervene in public debates e. g. social bots, fake news and other manifestations of biased or false information online? Do they offer avenues for reflection and action to address them? Guided by these questions, this paper studies the flagship frameworks on digital education of the EU and UNESCO, DigComp and MIL. It finds biases in both frameworks. To different degrees, both tend to overemphasize the practical and instrumental use of digital literacy.
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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 completed an online qualitative SWOT (strengths, weaknesses, opportunities, and threats) analysis of their training experiences during the COVID-19 pandemic. Data were thematically analysed. Four hundred and five responses were received from 54 registrars. Themes related to challenges included mental distress, resource constraints, and compromised and inadequate training. Themes related to strengths and opportunities included new learning experiences, resilience, coping strategies, and enhanced graduate competencies related to leadership, collaboration, communication, and health advocacy. The disruptive and disorienting elements of COVID-19, although situated in chaos, aggravating the constraints of training in under-resourced settings, also provided unexpected learning opportunities. These findings highlight the transformative potential of disrupted learning contexts and the need for responsive curricular to enhance graduate competencies, adaptability, and resilience.
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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-study in relation to an incident in a tertiary education programme, examines how student feedback on content and pedagogy positions teachers and learners. The purpose of this paper is to frame and reframe ways in which learner feedback to critical approaches might be read. The argument examines, through dialogue, the potential of disruptive teaching approaches for recontextualising both learner and teacher response. Such exploration articulates particular tensions and challenges inherent in critical teacher education pedagogies. Design/methodology/approach – This is a reflective practitioner piece – involving journaling and the use of dialogue – to explore a critical incident. Findings – This is an exploratory piece – the authors explore the workings of tension in critical/poststructural pedagogical work. Originality/value – The deployment of dialogue as a method and as a way of presenting key issues is somewhat novel. The paper works through quite complex terrain in an accessible and reasonably clear fashion.
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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 the conceptual and ethical considerations and the requirements associated with distance learning. It conceptualises further that ethics are a fundamental part of teaching pedagogy and, more importantly, DL, but the advent of COVID-19 poses further demands for educators and students in maintaining ethical principles. During the Covid-19 pandemic, DL was proposed alongside social distancing (SD) measures and served as a method of engaging students in a learning environment. Although, the physical distance also poses a difficulty in obtaining students' levels of understanding in terms of course content, thus, this study concludes that distance learning uncovers far more problems, such as the level of readiness (of stakeholders; teachers, students, government, and parents) in the process of transitioning to online teaching platforms, educational equity, and a lack of infrastructure or resources to facilitate online teaching as a result of Social Distancing (SD) emanated from the COVID-19 pandemic.
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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) inaccessibility and poor internet connection; (4) limited flexible learning pedagogies; and (5) unavailability and/or insufficiency of ICT resources. Negative student attitudes, health-related problems, poor internet accessibility, a lack of flexible learning pedagogies, and an absence or limited availability of ICT resources are all significant predictors of how well students will engage in and how well teachers will perform when delivering high-quality instruction during a pandemic. It has been determined that the difficulties faced by the faculty play a significant role in predicting how well student engagement and teachers' ability to deliver high-quality instruction during pandemics will fare. Therefore, the government must allot enough money to modernize the facilities and internet connectivity to deliver online instruction, as well as to provide instructors with training and professional growth in online tools and pedagogy. It is possible to implement and sponsor a training program that will provide the faculty with the tools they need to meet the challenges of the new normal.
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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 the ways that our training and education has limited our ability to support them in academic spaces. We conclude with an invitation for the reader to sit with us in this space of tension, and some reflexive questions to consider as we exist in this space together. We hope to offer this as a way to continue dismantling the internalizations of supremacy. We also offer this as an opportunity to move away from the problem-solving mentality often applied to issues of racism in favor of fostering a continued, collective healing from the wounds created for all of us by white supremacist systems.
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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 article also draws upon the scholar’s experiences teaching at Starr King School for the Ministry (SKSM), which has an institutional commitment to creating religious leaders in the world dedicated to structural change through their Educating to Counter Oppressions (ECO) philosophy.
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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 yet welcome disruptions to our more established ways of thinking and practising. This is often narrated in a biographical style, which enables us to highlight how we, from rather different backgrounds, came to collaborate at various points over the last decade and how this manifested in a noteworthy and instructive teaching experience for Ian when invited to deliver two seminar sessions for Mel’s students. Overall, we promote a pluralistic and inclusive approach to the notion of ‘politicizing artistic pedagogies’ but make sure, in the process, to outline where we depart from more established positions (such as on pedagogy and on art’s function). Finally, we briefly introduce the articles that comprise the Special Issue.
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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 inter alia, developments and application of educational technology and instructional design. With the disruptive technological changes of the Fourth Industrial Revolution (4IR), a new entry-level student, characterised by an increased digital imprint and a marked preference to using only mobile technology, surfaced and is already coined in literature as “the phygital generation”. Phygital is the concept of using technology to bridge the digital world with the physical world with the purpose of providing a unique interactive experience for the user. The term has first been introduced by the marketing and consumer industries. Here, smart and mobile technologies enable interaction and experiences for increasingly daily needs such as online purchases, traveling, learning, communication. The question is: how does this new trend affect teaching and learning? Evidently, students from this generation prefers to learn from microcontent and they are averse to voluminous content. Is there an understanding of the nature of the phygital generation, with its focus on mobile technology? Will this exacerbate the digital divide in marginalised communities? Framed by Critical Pedagogy, this paper interrogates the knowledge that a group of lecturers and their support staff in a Higher Education Institution in South Africa must accommodate a new generation of students. Using an interpretive design, qualitative data were collected from a purposively selected group of educators and support staff. Semi-structured interviews were used in this case to gauge their awareness and readiness to accommodate this new generation in their teaching and learning ecosystem. Findings are that participants are aware of the change but are not prepared for contemporary trends. Informed by critical theory, the paper offers critical indicators to address the gap.
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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 regarding family, school and education environment, and, finally, assistance in development processes and education of adults and the elderly. The aim of the article is to point out the indicated aspects.
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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 engagement can emerge. Our attempts to create these spaces include multiple aspects or threads that, when woven together, might enable other ways of knowing-being-doing that works towards disrupting feminist complicity with coloniality in the Australian context.
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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 case study of film and television higher education from initial explorations of student-generated mobile movie production to subsequent facilitation of international student mobile media co-production teams supported by the development of an international Community of Practice, illustrating new forms of post-web 2.0 pedagogy.
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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 culturally relevant pedagogy within music education training programmes. Culturally relevant pedagogy, focusing on reflexive practice and place-based education, requires pre-service music educators to think deeply about experiences of marginalized music education students and critically examine the values and beliefs they hold. Embedding the values of culturally relevant pedagogy within music education training creates space for music from different cultural contexts including popular music.
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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 call on the work of bell hooks to propose a holistic vision of university leadership as a form of critical pedagogy — ‘engaged pedagogy’. We draw on combined experience in professional and academic roles at six universities in Australia and Aotearoa New Zealand to share composite vignettes of holistic leadership practices grounded in integrity, collaboration and personal wellbeing. Our commentary concludes with practical suggestions for changing university governance in a time of disruption so that leadership as engaged pedagogy can be practised more widely.
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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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