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Journal articles on the topic 'Enactive pedagogy'

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Author: Grafiati

Published: 15 May 2023

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1

van der Schyff, Dylan, Andrea Schiavio, and David J. Elliott. "Critical ontology for an enactive music pedagogy." Action, Criticism, and Theory for Music Education 15, no. 5 (October 2016): 81–121. http://dx.doi.org/10.22176/act15.5.81.

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Laroche, Julien, and Ilan Kaddouch. "Enacting teaching and learning in the interaction process: “Keys” for developing skills in piano lessons through four-hand improvisations." Journal of Pedagogy 5, no. 1 (June 1, 2014): 24–47. http://dx.doi.org/10.2478/jped-2014-0002.

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Abstract Embodied mind theories underline the role of the body in the act of knowing. According to the enactive approach, we learn to perceive and to know through our bodily interactions with the world (Varela, Thompson & Rosch, 1991). However, such an approach remains incomplete as long as sociality is not taken into account (Froese & Di Paolo, 2009). Recently, an inter-enactive approach has accordingly been proposed. Social interactions are seen as processes of coordinated sense-making that emerge from the dynamics of the inter-action process itself (De Jaegher & Di Paolo, 2007). As learning mainly takes place in intersubjective contexts (e.g. as an effect of teaching), this approach is relevant to the issue of pedagogy. Teaching settings are a special case though: cognitive interactions are reciprocal but asymmetrically guided by the teacher. In this paper, the question of the relations between body and education is thus addressed from the point of view of the inter-enactive approach. To this end, we first sketch out the phenomenological and theoretical contours of embodied intersubjectivity and intersubjective embodiment. Then, we present an interactive pedagogical method for musical learning (free spontaneous four-hand improvisations in the context of the Kaddouch pedagogy) and discuss it using illustrative case studies. The teacher’s role appears to operate directly within the dynamics of the interaction process, a source of knowing and skill enaction for the learner

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Corintha, Isabela, and Giordano Cabral. "Improvisation Pedagogy: An Epistemological Perspective of the 4‘E’ Model within Digital Musical Instruments." Revista Vórtex 10, no. 1 (April 30, 2022): 7. http://dx.doi.org/10.33871/23179937.2022.10.1.7.

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Recent years have witnessed the appearance of many new digital musical instruments (DMIs) and other interfaces for musical expression (NIME). This paper highlights a well-established music educational background theory that we believe may help DMI developers and users better understand DMIs in the context of music cognition and education. From an epistemological perspective, we present the paradigm of enactive music cognition related to improvisation in the context of the skills and needs of 21st century music learners. We hope this can lead to a deeper insertion of DMIs into music education, as well as to new DMIs to be ideated, prototyped and developed within these concepts and theories in mind. We specifically address the theory generally known as the 4E model of cognition (embodied, embedded, extended and enactive) within DMIs. The concept of autopoiesis is also described. Finally, we present some concrete cases of DMIs and NIMEs, and we describe how the experience of musical improvisation with them may be seen through the prism of such theories.

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Kiraly, Don. "Growing a Project-Based Translation Pedagogy: A Fractal Perspective." La traduction : formation, compétences, recherches 57, no. 1 (October 10, 2012): 82–95. http://dx.doi.org/10.7202/1012742ar.

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This article traces a fractal path through educational psychology and philosophy in an attempt to elucidate an arborescent perspective of complementary inter-disciplinary sources of inspiration for a project-based translation pedagogy. Starting with a social-constructivist, project-based approach proposed at the turn of the millennium, an attempt is made to paint a broader picture of the synergistic influences underlying an emerging “holistic-experiential” approach to translator education. Post modernism, enactive cognitive science, complexity theory, transformational educational theory and social-constructivist epistemology are some of the complementary roots that can be seen as potential sources of inspiration to nourish a learning-centered approach to developing translator expertise in institutional settings.

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Videla-Reyes, Ronnie, and Claudio Aguayo. "Pedagogy of uncertainty." Pacific Journal of Technology Enhanced Learning 4, no. 1 (February 8, 2022): 29–30. http://dx.doi.org/10.24135/pjtel.v4i1.147.

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Educators around the world are facing the challenges and opportunities of 21st Century education, such as the COVID-19 pandemic, STEAM education, and the rise of digital immersive technologies presenting a promising field for the development of new ways to maximize the learning experience (Bakker, Cai & Zenger, 2021) The integration of science, technology, engineering, art and mathematics (STEAM) offers an approach to educational design based on curricular integration and learning by doing with analog and virtual technologies (Quigley et al., 2020). In turn, STEAM promotes important pedagogical changes that encourage the development of new skills focused on collaborative work, inquiry and creativity in the face of a challenge or problem to be solved, as well as optimal sensorimotor deployment through haptic and visual perception when using emerging digital immersion technologies such as virtual and augmented reality (Videla-Reyes, Aguayo & Veloz, 2021). All these changes lead to a new framework of pedagogical action based on uncertainty, since they are unfamiliar or unknown in the field of traditional education. Based on the above, we propose here the idea of a ’pedagogy of uncertainty’, which can be read in light of the latest and unpredictable changes that 21st Century education is experiencing due to the COVID-19 pandemic, the emergence of technological tools and unfamiliar virtual and online platforms that teachers and students had to learn and use during the march of the virus. The approach that we suggest here is based on the potential of STEAM educational environment design that focuses on providing signs or patterns of an emerging world, unlike traditional teaching methods in which the path to which students should arrive is already laid down in advance. From a STEAM educational design approach, the teacher and her/his students lay down a path in walking together, a motto used by the enactive approach to cognition that considers "cognition as embodied action that is always oriented towards something absent: on the one hand, there is always a next step for the system in its perceptually guided action; for the rest, the acts of the system are always directed towards situations that are not yet in act” (Varela, Thompson & Rosch, 1991, p.238). In this presentation, we explore the notion of pedagogy of uncertainty in the light of enactivism, based on theoretical and empirical evidence about how teachers and students deal with an uncertain world by actively participating in integrated educational environments based on learning by doing approaches (Abrahamson, Dutton & Bakker, 2021). In particular, we make special reference to how teachers can make their students learn from clues, impoverished traces, or traces of information available within their learning environments to solve a challenge or problem, to the extent that they investigate, create, manufacture and/or actively participate in technology inside and beyond the classroom.

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Schiavio, Andrea, and Dylan van der Schyff. "4E Music Pedagogy and the Principles of Self-Organization." Behavioral Sciences 8, no. 8 (August 9, 2018): 72. http://dx.doi.org/10.3390/bs8080072.

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Recent approaches in the cognitive and psychological sciences conceive of mind as an Embodied, Embedded, Extended, and Enactive (or 4E) phenomenon. While this has stimulated important discussions and debates across a vast array of disciplines, its principles, applications, and explanatory power have not yet been properly addressed in the domain of musical development. Accordingly, it remains unclear how the cognitive processes involved in the acquisition of musical skills might be understood through the lenses of this approach, and what this might offer for practical areas like music education. To begin filling this gap, the present contribution aims to explore central aspects of music pedagogy through the lenses of 4E cognitive science. By discussing cross-disciplinary research in music, pedagogy, psychology, and philosophy of mind, we will provide novel insights that may help inspire a richer understanding of what musical learning entails. In doing so, we will develop conceptual bridges between the notion of ‘autopoiesis’ (the property of continuous self-regeneration that characterizes living systems) and the emergent dynamics contributing to the flourishing of one’s musical life. This will reveal important continuities between a number of new teaching approaches and principles of self-organization. In conclusion, we will briefly consider how these conceptual tools align with recent work in interactive cognition and collective music pedagogy, promoting the close collaboration of musicians, pedagogues, and cognitive scientists.

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Gedeon, Steven A., and Dave Valliere. "Closing the Loop: Measuring Entrepreneurial Self-Efficacy to Assess Student Learning Outcomes." Entrepreneurship Education and Pedagogy 1, no. 4 (September 11, 2018): 272–303. http://dx.doi.org/10.1177/2515127418795308.

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Accredited degree programs primarily use graded assignments in the embedded-course method to measure individual-level assurances of learning (AoL). This method is expensive, subjective, retrospective, and difficult to implement for continuous program improvement. The purpose of our research is to explore the use of entrepreneurial self-efficacy (ESE) as an individual-level AoL outcome to augment the quality management of accredited entrepreneurship degree programs. Previous research on ESE, arising from intention models and theory of planned behavior, has used the construct primarily for predicting start-up intent or differentiating nonentrepreneurs from entrepreneurs. In contrast, we begin from an educational assessment and social cognitive theory perspective in constructing our ESE scale. The new ESE scale is operationalized by theoretically justifying 8 learning outcomes, testing 70 items based on scales in the extant literature, and extracting 11 factors or subdomains of ESE using principal components analysis to create a parsimonious new 44-item ESE scale. Expanding the ESE construct to 11 subdomains also expands the use of ESE into the fields of educational assessment, AoL, and program accreditation. This enables understanding the links between pedagogy, curriculum, assignments, grades, enactive mastery experiences, and peer feedback to achieve meaningful student transformation through self-efficacy beliefs.

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Casiro, Oscar, and Glenn Regehr. "Enacting Pedagogy in Curricula." Academic Medicine 93, no. 2 (February 2018): 179–84. http://dx.doi.org/10.1097/acm.0000000000001774.

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Shin, Minsun. "Enacting caring pedagogy in the infant classroom." Early Child Development and Care 185, no. 3 (July 22, 2014): 496–508. http://dx.doi.org/10.1080/03004430.2014.940929.

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Scheckel, Martha M., and Pamela M. Ironside. "Cultivating interpretive thinking through enacting narrative pedagogy." Nursing Outlook 54, no. 3 (May 2006): 159–65. http://dx.doi.org/10.1016/j.outlook.2006.02.002.

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Johnston, Kelly C. "Assemblaging communities." English Teaching: Practice & Critique 19, no. 1 (December 19, 2019): 121–35. http://dx.doi.org/10.1108/etpc-05-2019-0070.

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Purpose The purpose of this paper is to examine the ways assemblaging communities work to support, hinder or disrupt literacy pedagogy in one English Language Arts (ELA) classroom. Through an expanded understanding of community based on the concept of assemblage, this paper discusses the ways in which one teacher’s critical literacies instructional practices emerged, configured and ruptured through the assemblaging communities’ that affected her enactment of critical literacies pedagogy. A focus on assemblaging communities recognizes the de/re/territorializing power of the evolving groups of bodies that produce a classroom and pedagogy in particular ways. Design/methodology/approach Drawing on observational field notes and informal exchanges, this qualitative study uses post-structural and post-human theory to examine the assemblaging communities that produced the enactment of critical literacies pedagogy in a seventh grade ELA classroom. Assemblage theory is used to analyze data to examine the assemblaging communities that de/re/territorialized in Ms T’s teaching in relation to critical literacies pedagogy. This analytical orientation allowed for a nuanced look at communities as evolving, de/re/territorializing formations that, in this study, created tensions for enacting critical literacies pedagogy. Findings Assemblaging communities are always producing classrooms in particular ways, demonstrating the complexities and realities of enacting literacy pedagogy. Through analysis of the data, the rupture between the assemblaging communities that produced the enactment of critical literacies pedagogy and the assemblaging communities that produced test prep (and altered critical literacies) became apparent. Ruptures like this must be attended to because enacting critical literacies pedagogy is never done neutrally and without attention to the assemblaging communities that are always de/re/territorializing pedagogy, teachers may not be equipped to respond to the unexpected ruptures as well as material realities produced from these. Practical implications Educators can use the concept of assemblaging communities for recognizing the territories that shape their literacy pedagogy. By foregrounding assemblaging communities, researchers and educators may be more appropriately equipped to consider the real-time negotiations at play when enacting critical literacies pedagogy in the classroom. Enacting critical literacies pedagogy is never done neutrally, and attention to the assemblaging communities that are always de/re/territorializing pedagogy, teachers may be more equipped to respond to the material realities that are produced through their pedagogical actions. Originality/value This study suggests assemblaging communities as a way to productively move forward a perspective on communities that foregrounds the moving bodies that produce communities differently in evolving ways and their de/re/territorializing forces that create material realities for classrooMs Assemblaging communities moves the purpose from defining a community or interpreting what it means to looking at what it does, how it functions and for this study, how assemblaging communities produced critical literacies pedagogy in one classroom.

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Zion, Shelley, Carrie D. Allen, and Christina Jean. "Enacting a Critical Pedagogy, Influencing Teachers’ Sociopolitical Development." Urban Review 47, no. 5 (August 25, 2015): 914–33. http://dx.doi.org/10.1007/s11256-015-0340-y.

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Borrero, Noah, and Gabriel Sanchez. "Enacting culturally relevant pedagogy: asset mapping in urban classrooms." Teaching Education 28, no. 3 (March 5, 2017): 279–95. http://dx.doi.org/10.1080/10476210.2017.1296827.

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Danowitz, Mary Ann, and Frank Tuitt. "Enacting Inclusivity Through Engaged Pedagogy: A Higher Education Perspective." Equity & Excellence in Education 44, no. 1 (February 10, 2011): 40–56. http://dx.doi.org/10.1080/10665684.2011.539474.

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Perumal, Juliet. "Enacting Critical Pedagogy in an Emerging South African Democracy." Education and Urban Society 48, no. 8 (July 27, 2016): 743–66. http://dx.doi.org/10.1177/0013124514541466.

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Murphy, Maiya. "Enacting the Consequences of the Lecoq Pedagogy's Aesthetic Cognitive Foundation." Theatre Survey 58, no. 3 (August 10, 2017): 326–51. http://dx.doi.org/10.1017/s0040557417000278.

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The theatre pedagogy of Jacques Lecoq (1921–99) is founded on the principle that all physical, psychological, intellectual, and emotional performance registers can be accessed by prioritizing the moving body. Therefore, a Lecoq-based approach is in contrast to dominant principles of psychologically based acting that privilege working through emotion and psychology. While Lecoq pedagogy does not discount these performance registers, normally considered to belong to the “internal” world of the actor, Lecoq's work reaches them through physical action. Lecoq pedagogy considers it possible to learn how to shape and manage these registers by mastering the moving body as creative theatrical agent. This pedagogical strategy at first reiterates and then inverts the mind privilege of a Cartesian mind–body dichotomy, but ultimately confounds it, reorienting the constitution of body and mind. This reconstitution results in a new, emergent, antidualistic configuration where somatic intelligence accesses and encompasses all intelligence, and is initiated and accomplished through the physical act.

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Stewart, Saran, Chayla Haynes, and Kristin Deal. "Enacting inclusivity in the preparation of emerging scholars." Learning and Teaching 13, no. 1 (March 1, 2020): 24–41. http://dx.doi.org/10.3167/latiss.2020.130103.

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This article explores how three doctoral candidates enrolled in the discipline of Higher Education gained an understanding of social justice, equity-mindedness and diversity in the academy. Prior to the admission of these three students, two faculty members had reformed the doctoral programme to align it with the principles of inclusive pedagogy. They created a conceptual framework for the redesign of the programme’s mission, curriculum and pedagogy. Echoing an article that those faculty members wrote about the programme, the authors use a collaborative autoethnographic approach to share their experiences of the programme. Just as the faculty members engaged in a fictitious dialogue with their source of inspiration, bell hooks, the authors engage in a conversation with the programme chair about their pursuit of education as the practice of freedom.

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Ramirez, Pablo C., Lydia Ross, and Margarita Jimenez-Silva. "The Intersectionality of Border Pedagogy and Latino/a Youth: Enacting Border Pedagogy in Multiple Spaces." High School Journal 99, no. 4 (2016): 302–21. http://dx.doi.org/10.1353/hsj.2016.0011.

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Elwood, Susan, Susan Wolff Murphy, and Diana Cárdenas. "Enacting Multimedia Writing Center Pedagogy in a Rural High School." Clearing House: A Journal of Educational Strategies, Issues and Ideas 80, no. 2 (November 2006): 86–88. http://dx.doi.org/10.3200/tchs.80.2.86-88.

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Troyan, Francis John, Nicole King, and Ahmed Bramli. "Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design." Foreign Language Annals 54, no. 3 (October 2021): 567–88. http://dx.doi.org/10.1111/flan.12577.

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Hinchion, Carmel. "A “filmic anthropology” of classroom practice: student teachers enacting pedagogy." Pedagogies: An International Journal 15, no. 3 (November 28, 2019): 183–202. http://dx.doi.org/10.1080/1554480x.2019.1696198.

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Lynam, M. Judith. "Reflecting on Issues of Enacting a Critical Pedagogy in Nursing." Journal of Transformative Education 7, no. 1 (January 2009): 44–64. http://dx.doi.org/10.1177/1541344609334871.

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Mendelowitz, Belinda. "Conceptualising and enacting the critical imagination through a critical writing pedagogy." English Teaching: Practice & Critique 16, no. 2 (September 4, 2017): 178–93. http://dx.doi.org/10.1108/etpc-08-2016-0102.

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Purpose Imagination in critical literacy research is usually referred to as a taken for granted concept that is seldom theorised, leaving the assumptions unchecked that everyone has a shared understanding of imagination. This paper aims to challenge critical literacy researchers to rethink the relationship between criticality and imagination and its implication for a critical writing pedagogy. It aims to synthesise the imagination and criticality in the context of critical literacy, both theoretically and empirically and in doing so to illustrate what form a critical writing pedagogy that foregrounds the critical imagination might take. Design/methodology/approach This argument is illustrated through analysing two sets of data that contain embodied enactments of contested gender issues across different modes and genres. Data from student teachers’ embodied enactments of contested gender issues and from their writing on these issues were analysed thematically. Findings A crucial aspect of the critical imagination entails creating pedagogical spaces that mobilise affect and empathy alongside criticality. Embodied literacy work across different modes and genres can play a significant role in facilitating the critical imagination by enabling students to enact, perform and immerse themselves in different discourses, ultimately generating new insights and ways of seeing. Research limitations/implications Data was drawn from a relatively small sample of 30 assignments in the context of teacher education in South Africa. More empirical research needs to be conducted across a wider range of contexts. Practical implications The paper provides a theoretical framework and practical ideas for implementing a critical writing pedagogy that foregrounds the critical imagination and thus could be used in both teacher education contexts and school literacy classrooms. Originality/value This paper challenges critical literacy researchers to rethink the relationship between criticality and imagination and its implication for a critical writing pedagogy.

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Millares, Myrtle D. "Towards a pedagogy of deviance." Journal of Popular Music Education 3, no. 3 (December 1, 2019): 435–49. http://dx.doi.org/10.1386/jpme_00005_1.

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This article engages the narratives of three Toronto hip-hop artists to explore the pedagogical possibilities revealed through the processes of performance identity construction. By immersing themselves in hip-hop communities, artists learn ways of knowing and negotiating their place at the interstices of the normative frameworks that underlie their unique combinations of cultural contexts. Artists’ stories reveal how they bring themselves into being through movement and sound. These narrations of identity become indicative of an artist’s style through performative iterations embedded with the opportunity for enacting difference. For hip-hop artists, deviating from performative expectations is not a mere possibility, but formative intention in the tradition of the African American practice of Signifyin(g), as delineated by Henry Louis Gates, Jr. Conversations with hip-hop artists invite reflection on what we could accomplish through a music education pedagogy that cultivates creative deviancy that reveals, breaks open and overturns limiting conventions.

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Harrison, Neil, and Iliana Skrebneva. "Country as pedagogical: enacting an Australian foundation for culturally responsive pedagogy." Journal of Curriculum Studies 52, no. 1 (July 16, 2019): 15–26. http://dx.doi.org/10.1080/00220272.2019.1641843.

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Dong, Chuanmei, and Linda Newman. "Enacting pedagogy in ICT-enabled classrooms: conversations with teachers in Shanghai." Technology, Pedagogy and Education 27, no. 4 (August 8, 2018): 499–511. http://dx.doi.org/10.1080/1475939x.2018.1517660.

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Knoff, Meredith, and Maya Hobscheid. "Enacting service policies through pedagogy to create a more inclusive student experience." Public Services Quarterly 17, no. 1 (January 2, 2021): 12–25. http://dx.doi.org/10.1080/15228959.2020.1856017.

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Borrero, Noah E., Esther Flores, and Gabriel de la Cruz. "Developing and Enacting Culturally Relevant Pedagogy: Voices of New Teachers of Color." Equity & Excellence in Education 49, no. 1 (January 2, 2016): 27–40. http://dx.doi.org/10.1080/10665684.2015.1119914.

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Thwaite, Anne, Pauline Jones, and Alyson Simpson. "Enacting dialogic pedagogy in primary literacy classrooms: Insights from systemic functional linguistics." Australian Journal of Language and Literacy 43, no. 1 (February 2020): 33–46. http://dx.doi.org/10.1007/bf03652042.

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Manning, Louise, Robert Smith, Gillian Conley, and Luke Halsey. "Ecopreneurial Education and Support: Developing the Innovators of Today and Tomorrow." Sustainability 12, no. 21 (November 6, 2020): 9228. http://dx.doi.org/10.3390/su12219228.

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Entrepreneurship and more, particularly ecopreneurship, are essential to drive the sustainable transitions needed in food supply chains. Existing pedagogic frameworks should address these academic disciplines and they should be embedded in the educational curricula. Even when ideas are formed that can drive sustainable change, the process from ideation to commercialization can be difficult: the so-called “valley of death.” This aim of this conceptual paper is to consider pedagogic and program design and the mechanisms required to enaction of a body of practice around entrepreneurship and, more specifically, ecopreneurship, within academic curricula and associated business incubators. This makes this paper of particular interest for academia, policy makers and industry support sectors alike. An existing university that has both a student enterprise and ecopreneurship program and an established agri-technology business incubator and accelerator is used as a case study to provide insight into how progress from ideation to commercialization can be more readily supported in a university setting. From a pedagogical perspective, it is incumbent to develop new conceptual, methodological and theoretically underpinned spiral pedagogies to teach and support future generations of learners at agricultural and land-based colleges and universities as to how to exploit and take advantage of entrepreneurial and ecopreneurial business opportunities. Productization, too, needs to be embedded into the ecopreneurial pedagogy and also consideration of how businesses and their associated ecopreneurs navigate from ideation to successful product/service commercialization.

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Salmerón, Cori, Nathaly Batista-Morales, and Angela Valenzuela. "Translanguaging Pedagogy as an Enactment of Authentic Cariño and an Antidote to Subtractive Schooling." Association of Mexican American Educators Journal 15, no. 3 (December 15, 2021): 30–46. http://dx.doi.org/10.24974/amae.15.3.444.

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This article explores translanguaging pedagogy through the lens of the politics of caring, subtractive schooling, and authentic cariño (composed of intellectual, familial, and critical cariño). We begin with a broad overview of translanguaging and situate it in the theoretical frameworks of the politics of caring, subtractive schooling, and authentic cariño. We ground our approach in the notion that educators must hold heteroglossic language ideologies. We draw upon examples from literacy instruction in bilingual and ESL fourth grade classrooms to argue that translanguaging pedagogy can be seen as an enactment of intellectual, familial, and critical cariño. We conclude with a call for teacher educators to consider enacting authentic cariño and translanguaging pedagogy in their university classrooms by making space for bi/multilingual pre-service teachers to use their full linguistic repertoires. In this way translanguaging pedagogy, politically aware authentic caring, and authentic cariño can be viewed as part of a broader program of preparing teachers to value authentic ways of bilingual languaging and biliteracy development.

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Shelton, Samuel Z. "Disability Justice, White Supremacy, and Harm Reduction Pedagogy: Enacting Anti-Racist Crip Teaching." JCSCORE 6, no. 1 (July 15, 2020): 190–208. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.190-208.

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In this personal narrative, I reflect on how I have approached teaching about and for disability justice as a White crip feminist educator. I focus on how I have attempted to be accountable for my Whiteness in my teaching about an activist framework and movement grounded in the lived experiences of queer and trans disabled people of color (Sins Invalid, 2016). Towards this task, I describe my effort to enact what I term a harm reduction pedagogy or an approach to teaching that acknowledges the ongoing violence of whiteness and my participation in it while simultaneously striving to minimize the harm students of color experience in my courses. In the second section of this paper, I describe my process of accountability planning in which I anticipate possibilities for harm and prepare myself to respond to them prior to the moments when they happen.

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Payne, Katherina A. "Democratic Teachers Mentoring Novice Teachers: Enacting Democratic Practices and Pedagogy in Teacher Education." Action in Teacher Education 40, no. 2 (April 3, 2018): 133–50. http://dx.doi.org/10.1080/01626620.2018.1424052.

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Wolff, Cecilia, and Mauricio Cárcamo. "Enactive or symbolic representation? When the order alters the product." VLC arquitectura. Research Journal 8, no. 1 (April 30, 2021): 173. http://dx.doi.org/10.4995/vlc.2021.12534.

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<p>This paper reviews a pedagogic exercise related to the degree of Architecture being taught at the University of Chile. This exercise, which is based on the action of folding paper, integrates knowledge areas from the project learning in initial phases. To illustrate this, in the methodology section, the applied didactic strategy together with its theoretical sustenance are described and then followed by both a review of the activities of the project itself and the learning results. The exercise addresses the multidisciplinary features of our field in Architecture, since it encourages students to directly and intuitively solve physical, structural, geometric, aesthetic and functional issues in an integral manner, appealing and adding to their already acquired ability to do and think in an enactive manner. The outcome of this exercise gets deep into the relationship among a number of aspects which include the type of representation incidence in the projecting operation (iconic, symbolic and enactive representations) and its directions, i.e., from enactive to symbolic representation and vice versa. Furthermore, it also lays out the didactic strategies and teaching contributions of the study case. To conclude, the relevance of this practical approach concerning the relationship between form with these three types of representation is discussed, so students may apply their knowledge and experience acquired during their life in the first stages of their architectural training at university.</p>

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Lee, Alice. "Teacher embodiment of culturally responsive pedagogies in a fifth grade classroom." Profesorado, Revista de Currículum y Formación del Profesorado 25, no. 3 (November 24, 2021): 91–110. http://dx.doi.org/10.30827/profesorado.v25i3.21461.

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Schools need better roadmaps for accomplishing culturally responsive pedagogy and intercultural education. In this article, I feature the culturally responsive practices of a Black teacher situated in an elementary classroom in the U.S. Her practices contribute to a roadmap for enacting culturally responsive pedagogy that incorporates small group instruction and cooperative learning. I also contend that queries investigating pedagogies affirming minoritized students must consider the primary actors charged to implement such work. In addition to her pedagogical practices, I include data that elucidate how the teacher’s racial biography is explicitly tied to the culturally responsive work she engages in the classroom. I conclude with considerations for how this case study might offer educators, researchers, and policymakers’ ideas for deep integration of intercultural education.

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Bray, Paige M. "Young Women Majoring in Mathematics and Elementary Education: A Perspective on Enacting Liberatory Pedagogy." Equity & Excellence in Education 37, no. 1 (March 2004): 44–54. http://dx.doi.org/10.1080/10665680490422098.

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Hutasuhut, Mahmud Layan, Honglin Chen, and Erika Matruglio. "Engaged at the first sight! Anticipating your audience as a way to think critically in writing an argument." Indonesian Journal of Applied Linguistics 12, no. 3 (January 31, 2023): 694–707. http://dx.doi.org/10.17509/ijal.v12i3.55170.

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Critical thinking has been subject to various theoretical interpretations. Despite the differences, it has been perceived to principally build upon argumentation skills. One of the skills involves anticipation of the putative reader. This paper establishes an insight into how this knowledge can be grounded for timely reader anticipation to evidence the skills in thinking critically when constructing a written argument. It draws on the interaction of interpersonal meaning patterns from the discourse semantic level in selected sets of low and high achieving texts, with a focus on the macroThemes. The texts were collected from three time points: pre, mid and final pedagogic intervention periods, enacting Teaching and Learning Cycle (TLC) framework, a genre-based pedagogy, in a regular academic writing course. Text analysis employed tools from the APPRAISAL systems of the Systemic Functional Linguistics (SFL). The analysis focused on the deployment of ENGAGEMENT resources in each text’s macroTheme. Findings from the analysis revealed a developmental pathway from a non-specific to a predictive and heteroglossic macroTheme. Appropriate ENGAGEMENT resources began to be manipulated to anticipate the argument development and the unfolding of meanings throughout the text. Their deployment became more effective to inform the reader on how the argument would be organised and negotiated. Re-thinking critical thinking through a linguistic lens elucidated exactly which language resources were implicated to indicate some of its important elements, making them visible and accessible.

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Starnes, Kathryn. "The case for creative folklore in pedagogical practice." Art & the Public Sphere 10, no. 2 (November 1, 2021): 225–32. http://dx.doi.org/10.1386/aps_00061_1.

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The political question of who can produce knowledge and how we delineate epistemological standards without reproducing epistemic marginalization is central to critical pedagogy in international relations (IR) scholarship. While critical pedagogies often attempt to enact an emancipatory agenda, they largely rely on the educator as knowledge (re)producer and student as passive consumer, with little to say on what it means to be emancipated, the oppressions at stake or the means of enacting this project. Drawing on Simon Bronner’s definition of folklore, this article explores folklore as a creative practice allowing us to explore who the ‘folk’ are in the process of teaching and how we constitute disciplinary ‘lore’ to incite students to revise and reflect on disciplinary boundaries. The article focuses on IR pedagogy as a creative practice, arguing that deploying a folklore lens allows us to challenge the uncritical reproduction of disciplinary boundaries.

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Ironside, Pamela M. "New Pedagogies for Teaching Thinking: The Lived Experiences of Students and Teachers Enacting Narrative Pedagogy." Journal of Nursing Education 42, no. 11 (November 1, 2003): 509–16. http://dx.doi.org/10.3928/0148-4834-20031101-09.

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Andrews, Dorinda J. Carter, Tashal Brown, Bernadette M. Castillo, Davena Jackson, and Vivek Vellanki. "Beyond Damage-Centered Teacher Education: Humanizing Pedagogy for Teacher Educators and Preservice Teachers." Teachers College Record: The Voice of Scholarship in Education 121, no. 6 (June 2019): 1–28. http://dx.doi.org/10.1177/016146811912100605.

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Background/Context In our best efforts to increase preservice teachers’ critical consciousness regarding the historical and contemporary inequities in the P–12 educational system and equip them to embody pedagogies and practices that counter those inequities, teacher educators often provide curricular and field experiences that reinforce the deficit mindsets that students bring to the teacher education classroom. For many social justice-oriented teacher educators, our best intentions to create humanizing experiences for future teachers can have harmful results that negatively impact preservice teachers’ ability to successfully teach culturally diverse students in a multitude of learning contexts. Purpose/Objective/Research Question/Focus of Study In this article, we propose a humanizing pedagogy for teacher education that is informed by our experiences as K–12 teachers and teacher educators in a university-based teacher preparation program. We focus on the general questions, How can university-based teacher preparation programs embody and enact a humanizing pedagogy? and What role can curriculum play in advancing a humanizing pedagogy in university-based teacher preparation programs? Research Design In this conceptual article, we theorize a humanizing pedagogy for teacher education and propose a process of becoming asset-, equity-, and social justice-oriented teachers. This humanizing pedagogy represents a strengths-based approach to teaching and learning in the teacher preparation classroom. Conclusions/Recommendations We propose core tenets of a humanizing pedagogy for teacher education that represent an individual and collective effort toward critical consciousness for preservice teachers and also for teacher educators. If university-based teacher education programs are committed to cultivating the development of asset-, equity-, and social justice-oriented preservice teachers, the commitments to critical self-reflection, resisting binaries, and enacting ontological and epistemological plurality need to be foundational to program structure, curricula alignment, and instructional practice.

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Ahmed, Sabeen, Adam Burgos, George Fourlas, and John Harfouch. "Power in/and the University." Philosophy Today 67, no. 1 (2023): 207–22. http://dx.doi.org/10.5840/philtoday20236712.

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The following conversation examines the role of the university in our present moment and examines the necessity of anti-colonial praxis in the academy. The dialogue takes as its starting point the long history of white, heteropatriarchal capitalist supremacy that has oriented the institutional production of knowledge and considers its present permutations in such practices as diversity initiatives in teaching and hiring. The discussants in turn reflect on their own approaches and strategies for enacting liberatory pedagogy in light of the contingent, historical, and material limitations of higher education today.

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Rodriguez, Terri L. "Stories of self, stories of practice: enacting a vision of socially just pedagogy for Latino youth." Teaching Education 22, no. 3 (September 2011): 239–54. http://dx.doi.org/10.1080/10476210.2011.593165.

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Husband, Terry. "He’s Too Young to Learn About That Stuff: Anti-Racist Pedagogy and Early Childhood Social Studies." Social Studies Research and Practice 5, no. 2 (July 1, 2010): 61–75. http://dx.doi.org/10.1108/ssrp-02-2010-b0006.

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Few early childhood teachers engage in critical and anti-racist forms of pedagogical practice, primarily on the basis of developmental and political concerns. With the exception of a few studies, little has been documented relative to early childhood teachers’ experiences while enacting this form of pedagogical practice. The purpose of this article is to examine my teaching experiences engaging in critical, anti-racist pedagogy through the development and implementation of a critical action research study/unit on African American history. Data from this study reveal four levels of challenges that emerged throughout the development and implementation phases of this study/unit. Finally, I discuss several implications of this study for early child-hood multicultural practice

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Mecenas, Jolivette, Yvonne Wilber, and Meghan Kwast. "Antiracist and Faith-based: Critical Pedagogy-Informed Writing and Information Literacy Instruction at a Hispanic-Serving, Lutheran Liberal Arts University." Radical Teacher 121 (December 9, 2021): 14–23. http://dx.doi.org/10.5195/rt.2021.901.

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English faculty and librarians at a Hispanic-Serving Lutheran liberal arts university collaborated to integrate critical information literacy in a first-year writing course, following the Lutheran educational tradition of valuing inquiry and aligning with a faith-based social justice mission. The authors discuss an Evangelical Lutheran tradition of education committed to antiracism, and the challenges of enacting these values of equity and inclusion while addressing institutional racism. The authors also describe how curricular revisions in writing and information literacy instruction informed by critical pedagogy decentered whiteness in the curriculum, while creating needed opportunities for students and faculty to engage in cross-racial dialogue about systemic racism.

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Peters, John, and Leoarna Mathias. "Enacting student partnership as though we really mean it: Some Freirean principles for a pedagogy of partnership." International Journal for Students as Partners 2, no. 2 (December 4, 2018): 53–70. http://dx.doi.org/10.15173/ijsap.v2i2.3509.

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The idea of student-staff partnership working is becoming increasingly popular in higher education. However, there is a risk that, as the idea spreads, the radical nature of partnership working can be diluted and domesticated by established power structures. This article explores the theoretical and practical implications of adopting approaches to partnership working informed by the ideas of Paulo Freire. This is partnership working with a political point—consciously seeking to resist the forces of neoliberalism and any attempts to domesticate partnership to that paradigm. Instead, a pedagogy of partnership, informed by Freire, is juxtaposed with neoliberal domesticated partnership, and six principles are offered for enacting partnership as though we really mean it.

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Dreon, Oliver, and Scott McDonald. "Being in the hot spot: a phenomenological study of two beginning teachers’ experiences enacting inquiry science pedagogy." Teachers and Teaching 18, no. 3 (December 15, 2011): 297–313. http://dx.doi.org/10.1080/13540602.2012.629837.

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Vasil, Martina. "Integrating popular music and informal music learning practices: A multiple case study of secondary school music teachers enacting change in music education." International Journal of Music Education 37, no. 2 (February 19, 2019): 298–310. http://dx.doi.org/10.1177/0255761419827367.

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The purpose of this multiple case study was to examine the practices and perspectives of four music teachers who integrated popular music and informal music learning practices into their secondary school music programs in the United States. A primary goal was to understand music teachers’ process of enacting change. Data included 16 semi-structured interviews, eight school site visits and observations, documents, and a researcher journal. Findings revealed that teachers enacted change within micro-contexts—their classrooms. Teachers had an internal locus for change; they developed rationales for change and initiated curricular changes in response to a lack of student engagement, which seemed to stem from students feeling insecure in their musical abilities and disconnected from the content and pedagogy used in music classes. For the teachers in this study, the solution was integrating popular music and informal music learning practices. Thematic analysis revealed eight characteristics of effective teacher-initiated change in secondary music education: (1) holistic and gradual change processes, (2) teacher reflection and inquiry, (3) teacher autonomy, (4) enabling institutional factors, (5) use of a variety of supportive networks, (6) student-centered pedagogy, (7) teacher-selected professional development, and (8) a balance of structure and chaos and formal and informal learning.

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Kinchin, Ian M., Cathrine Derham, Charlotte Foreman, Anna McNamara, and Dawn Querstret. "Exploring the Salutogenic University: Searching for the Triple Point for the Becoming-Caring-Teacher Through Collaborative Cartography." Pedagogika 141, no. 1 (May 10, 2021): 94–112. http://dx.doi.org/10.15823/p.2021.141.5.

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This paper offers a perspective on ‘care’ as a component in the identity of successful university teachers. Three key lines of flight within this assemblage (care, pedagogic health, and salutogenesis) are examined here. In combination, they may offer a response to hegemonic neoliberal discourses that typically divert academics from enacting their professional values. A ‘triple point’ is hypothesised, at which the three lines would be found to co-exist, without border or barriers.

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Baron, Philip, and Christiane M. Herr. "Cybernetically informed pedagogy in two tertiary educational contexts: China and South Africa." Kybernetes 48, no. 4 (April 1, 2019): 727–39. http://dx.doi.org/10.1108/k-12-2017-0479.

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Purpose Discussing cybernetics as an enacted practice within specific contexts, this paper aims to identify key similarities and differences of two cybernetically informed approaches to tertiary education in the distinct contexts of China and South Africa. Design/methodology/approach Making explicit and comparing two cybernetically informed educational approaches, the authors identify shared aspects as well as differences arising from their practice in social contexts that have differing norms and values. Findings The authors find that conversational settings for learning, immediacy of feedback, the key role of the teacher and assessment strategies that are matched to cybernetic learning and teaching strategies all constitute shared vital aspects of cybernetically informed teaching that are valid across two distinct educational contexts. Enacting these key aspects however requires careful adaptation to local contexts. Research limitations/implications Primarily qualitative in nature, this study is limited to the examination of two bodies of work conducted independently of each other in differing contexts. Practical implications Arising from the long-term examination of applied educational practice, findings discussed in the paper are intended to inform similar practice in other contexts. The authors however emphasise that enacted ethical practice requires careful adapting of learning and teaching strategies to local conditions. Social implications Based on the authors’ findings, the authors demonstrate the value of cybernetically informed tertiary education that emphasises ethical settings for learning on the basis of mutuality, equality and social inclusion. Originality/value Based on two bodies of work that consolidated practice-based insights independently of each other, this paper presents insights on cybernetically informed education that, shown to work well in two very different contexts, may offer a broader applicability.

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Peercy, Megan Madigan, Johanna Tigert, Daisy Fredricks, Tabitha Kidwell, Karen Feagin, Wyatt Hall, Jennifer Himmel, and Megan DeStefano Lawyer. "From humanizing principles to humanizing practices: Exploring core practices as a bridge to enacting humanizing pedagogy with multilingual students." Teaching and Teacher Education 113 (May 2022): 103653. http://dx.doi.org/10.1016/j.tate.2022.103653.

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