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Journal articles on the topic 'New pedagogies and stratigies'

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Author: Grafiati

Published: 4 May 2024

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1

Diekelmann, Nancy, and Susan Lampe. "Student-Centered Pedagogies: Co-Creating Compelling Experiences Using the New Pedagogies." Journal of Nursing Education 43, no. 6 (June 1, 2004): 245–47. http://dx.doi.org/10.3928/01484834-20040601-02.

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2

Diekelmann, Nancy. "Experienced Practitioners as New Faculty: New Pedagogies and New Possibilities." Journal of Nursing Education 43, no. 3 (March 1, 2004): 101–3. http://dx.doi.org/10.3928/01484834-20040301-04.

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3

Velasquez-Potts, Michelle C. "Pedagogies of Negation." Syllabus is the Thing: Materialities of the Performance Studies Classroom 8, no. 2 (May 25, 2023): 111–22. http://dx.doi.org/10.7202/1099885ar.

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This essay discusses a course I taught in 2021 at the University of Texas at Austin. The course, titled “The Politics of Refusal,” was prompted by my interest in exploring how pain, debility, and suffering, usually understood as limited and passive experiences, might also be generative and disruptive. The essay reflects on the trajectory of the class as the semester progressed. In particular, I pay attention to the dynamics of discussion as they relate to students’ relationship to theory and to disability and care. I consider what worked, what needed rethinking, and what possibilities were opened up for imagining new and creative ways to approach teaching theory during the COVID-19 pandemic.

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Philpot, Rod, Alan Ovens, and Wayne Smith. "PETE CRITICAL PEDAGOGIES FOR A NEW MILLENIUM." Movimento (ESEFID/UFRGS) 25 (November 15, 2019): e25064. http://dx.doi.org/10.22456/1982-8918.95142.

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Estudo sociocrítico e pedagogia crítica, nas últimas três décadas, são centrais na formação de professores de Educação Física. O objetivo deste artigo é providenciar um retrato da história do projeto crítico na formação de professores de Educação Física e oferecer uma análise das pedagogias críticas na sociedade ocidental contemporânea. Nesse texto, as representações de pedagogia crítica são classificadas nos focos sobre (a) reflexão crítica, (b) pedagogias do “desconforto”, (c) princípios democráticos, embora os autores reconheçam que na formação de professores tais categorias sobrepõem-se e não são independentes entre si. O artigo conclui que as relações entre professores e alunos na formação inicial em Educação Física são construídas com base na confiança, no cuidado e, secundariamente, que conexões entre professores que atuam na formação superior e a comunidade mais ampla que ensina Educação Física são importantes para providenciar as condições necessárias para as pedagogias críticas nos cursos e programas que formam professores.

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Giordano, Sara. "Building New Bioethical Practices through Feminist Pedagogies." IJFAB: International Journal of Feminist Approaches to Bioethics 9, no. 1 (January 2016): 81–103. http://dx.doi.org/10.3138/ijfab.9.1.81.

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6

Hickey-Moody, Anna, Helen Palmer, and Esther Sayers. "Diffractive pedagogies: dancing across new materialist imaginaries." Gender and Education 28, no. 2 (February 23, 2016): 213–29. http://dx.doi.org/10.1080/09540253.2016.1140723.

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7

Hancock, Tamara S., and Oona Fontanella-Nothom. "Becoming With/In Flux: Pedagogies of Sustainment (POSt)." Qualitative Inquiry 26, no. 1 (September 11, 2019): 81–88. http://dx.doi.org/10.1177/1077800419874827.

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This article responds to the query “what do intra-active pedagogies produce?” Our experiences with intra-active pedagogies produced a productive flux for us, two graduate students. Although being with this flux was welcome with/in these intra-active pedagogies, with/in other spaces(s) it was unwelcome. Through thinking with theory and writing, we produced new concepts to stay with the flux in our becomings (post-)qualitative scholars: We produced pedagogies of sustainment (POSt). (Re)Presenting three POSt concepts we invite those who teach, learn, and participate in qualitative research courses to consider the ethics of intra-active pedagogies and what emerges and diffracts through the becomings of scholars.

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8

Johnson, Rebecca. "Pedagogies of Mapping." Constitutional Forum / Forum constitutionnel 19, no. 1, 2 & 3 (May 18, 2012): 2011. http://dx.doi.org/10.21991/c9n666.

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Generations of students have engaged in the (more or less artistic) practice of doodling in the margins of their notes, and yet it is rare for law students to be given crayons and be directed to colour. In this note, I describe and reflect on the experience of using the visually based pedagogy of “mapping” as a tool for exploring the Insite case. This exercise took place at the end of the Legal Process module, after students had spent nearly two days of concentrated attention on the case and the issues raised by it. The class was divided into four groups, each of which was asked to imagine themselves as a newly formed government working group charged with the task of imagining more visionary ways of dealing with the problems of the “hard to house, hard to reach and hard to treat.” The first task was to work as a group to map out the terrain on which new solutions might be developed: to depict visually the hopes, fears, concerns, difficulties, convergences and possible strategic alliances created by drug use in the Downtown East Side (DTES).

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9

Orr, Christine. "Using Discovery Learning Pedagogies." Teachers' Work 13, no. 1 (December 6, 2016): 8–21. http://dx.doi.org/10.24135/teacherswork.v13i1.93.

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This inquiry explored the use of discovery pedagogies inspired by the Reggio Emilia philosophy to evaluate their ability to develop science capabilities in new entrant and year one students, and the influence of these pedagogies on the engagement of priority learners. The study followed the teaching as inquiry model. The chosen intervention for this inquiry was allocation for Discovery Time which involved the implementation of a 15-20 minute session with the whole class using the ‘I see, I think, I wonder’ technique, and specific teacher questioning to encourage students to make careful observations and thoughtful interpretations and stimulate curiosity to set the stage for inquiry. It was found that for this procedure to develop student’s science capabilities, their questions and inquiries of interest needed to be taken into a deeper context of learning beyond the Discovery Time intervention if students were to fully engage with science and the science capabilities. The research found that discovery learning pedagogies complement the development of science capabilities in new entrant and year one students, and have a positive corresponding impact on the behavioural, emotional and cognitive engagement of priority learners.

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10

Smythe, Suzanne. "Adult Learning in the Control Society: Digital Era Governance, Literacies of Control, and the Work of Adult Educators." Adult Education Quarterly 68, no. 3 (April 1, 2018): 197–214. http://dx.doi.org/10.1177/0741713618766645.

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This article reports on a study of adult literacy and learning in a public computing center where people contend with the new literacy demands of online government and other automated technologies. The study asks, (1) What literacy and learning practices are associated with digital governance? (2) What pedagogies support people to navigate digital government and automated technologies? (3) What are the broader implications of digital government for the work of adult educators? Bringing together sociomaterial theories of learning and methodologies of ethnographic case study, the study maps the literacies and pedagogies of digital government in the context of Deleuze’s society of control, arguing that digital-era governance spurs new forms of cognitive labor, new digital literacies and new pedagogies that are reshaping adult learning and the work of adult literacy educators. The article considers potential openings to “more than human” research and pedagogies that reconfigure adult literacy research and practice as sites of resistance to the control society.

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Spires, Hiller A., and Lisa G. Hervey. "New technologies, new pedagogies: Finding the grail in higher education." Journal of Leadership Studies 4, no. 4 (April 15, 2011): 54–56. http://dx.doi.org/10.1002/jls.20194.

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12

Khan, Samia. "New Pedagogies on Teaching Science with Computer Simulations." Journal of Science Education and Technology 20, no. 3 (September 17, 2010): 215–32. http://dx.doi.org/10.1007/s10956-010-9247-2.

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13

Ng, Hilary K. Y., and Adam Fingrut. "Studio-based architecture pedagogies in the new normal." International Journal of Mobile Learning and Organisation 17, no. 1/2 (2023): 117. http://dx.doi.org/10.1504/ijmlo.2023.10053365.

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Fingrut, Adam, and Hilary K. Y. Ng. "Studio-based architecture pedagogies in the new normal." International Journal of Mobile Learning and Organisation 17, no. 1/2 (2023): 117. http://dx.doi.org/10.1504/ijmlo.2023.128353.

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15

Sandwell, Ruth W. "Pedagogies of the Unimpressed." Ontario History 107, no. 1 (July 25, 2018): 36–59. http://dx.doi.org/10.7202/1050678ar.

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In the early decades of the twentieth century, Ontario homemakers were targets of a multi-faceted educational campaign in which a range of corporate and social reform groups sought to change the ways women cooked, cleaned and heated their homes. This article explores these highly gendered pedagogies of modernity and resituates them within the context of Canadian energy history, focusing on household electrification to highlight Ontario women’s resistance, in terms of their day-to-day household practices, to this educational campaign. It argues that women remained largely unimpressed by the promise of electrification into the 1940s, not only because of the problems inherent in the new, centralized supply of energy itself, but because of the deeply gendered cultural practices and preferences that continued to define women’s life and work within the older energy regime of the Ontario home.

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Gadban, Alaa Hussein, and Omar Adeeb Ghanim. "Intertextuality in Poetic Texts." JOURNAL OF LANGUAGE STUDIES 8, no. 1 (January 31, 2024): 272–80. http://dx.doi.org/10.25130/lang.8.1.12.

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Each text has standards to be regarded as commumicative. Intertextuality is one of those standards. People in their everyday conversations use intertextuality as a proof to enhance their turns. Intetextuality means using a past (old) text in a present (new) text for the purpose of giving the communicative sense to the new text . The researchers follow Laurent Jenney’s article " Stratigies of forms "( 1980 ) as a model to analyse the chosen texts . They use a qualitative analysis method only which is concerned with the descriptive level of analysis. The current study aims at (i) presenting the concept of intertextuality and examining its forms. (ii) Cheking , to what extent , intertextuality is apllicable and provides a communicative sense to the texts in literary works. The hypotheses of this study are (i) intertextuality can be expressed in both ways implicitly and explicitly. (ii) The three forms (allusion , quotation and parody ) of intertextuality are used repeatedly in spoken or witten texts )iii) the readers’ background knowledge to understand a certain text is essential .

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Aberton, Helen. "The Hug: An Affective Material Encounter With a Productive Pedagogy of Qualitative Inquiry." Qualitative Inquiry 26, no. 1 (August 20, 2019): 122–29. http://dx.doi.org/10.1177/1077800419869958.

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My doctoral study was focussed on women’s activities and practices in community organizations. In this paper, I revisit “the hug,” a fieldwork event (understood in the Deleuzian sense as something—a situation or a problem—that provokes thought) recreating it as a pedagogical event in relation to emerging Deleuzo–Guattarian and new materialist qualitative (QI) pedagogies. The effect of the hug event demonstrates the potential productivity of emerging QI pedagogies, and implications for what intra-active QI pedagogies might produce for researchers, and the research community at large.

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Yelenevskaya, Maria, and Ekaterina Protassova. "Teaching languages in multicultural surroundings: New tendencies." Russian Journal of Linguistics 25, no. 2 (December 15, 2021): 546–68. http://dx.doi.org/10.22363/2687-0088-2021-25-2-546-568.

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The purpose of this article is to help language teachers at all levels of education to understand in depth problems posed by linguistic superdiversity. Based on the study of scholarly literature, documents of educational bodies and the authors experience in language teaching in different countries, the article answers the question of how the teaching of world languages such as English and Russian is changing due to the recognition that their functions and status differ in various countries. We explore why, despite gradual changes in curricula, there is still pervasiveness of pedagogies attempting to achieve a perfect command of the studied languages, without considering students needs and language repertoires, the local sociolinguistic situation and labor market requirements. We focus on methods of teaching English and Russian, taking into account various aspects of language ideologies related to mono- and pluricentricity. To show the dependence of language teaching on the socio-cultural situation, we apply the concept of Critical Language Awareness covering aspects of language variation and changes in attitudes to normativity, prescriptivism and regional language varieties. We also show that innovative pedagogies put new demands on teachers requiring that they have to adjust to new teaching formats, acquire skills of using educational technologies and teaching diverse student populations. The focus of the review on teaching English and Russian proves that despite different histories of their pedagogies, the interplay of language, ethnicity, identity, culture and education systems is significant for both, and without taking all these elements into account, the goal of educating effective multilinguals is elusive.

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19

Santos, Lucas Moreira dos Anjos, Michele Salles El Kadri, Raquel Gamero, and Telma Gimenez. "Teaching English as an additional language for social participation: digital technology in an immersion programme." Revista Brasileira de Linguística Aplicada 18, no. 1 (February 19, 2018): 29–55. http://dx.doi.org/10.1590/1984-6398201811456.

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ABSTRACT This paper analyses conceptualizations of digital technology use that are aligned with sociocultural pedagogies of language learning, proposing a framework for developing sociocultural language pedagogies through digital technology use and presenting the language education workshops offered for high school students as embodying the principles of such a perspective. The paper is grounded on a sociocultural perspective of learning. Data gathering occurred in the New Talents Program, which is the background of the instructional material developed for the immersion week “Digital technologies and English language learning”. We conclude by discussing some opportunities and challenges for sociocultural pedagogies of language learning through digital literacies.

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Pratt, Comfort, Rachel Mamiya Hernández, and Martha Vásquez. "Transformative Pedagogies: New Perspectives for Spanish and Portuguese Classrooms." Hispania 104, no. 1 (2021): 3–5. http://dx.doi.org/10.1353/hpn.2021.0001.

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21

Marsh, Jackie. "New literacies and old pedagogies: recontextualizing rules and practices." International Journal of Inclusive Education 11, no. 3 (May 2007): 267–81. http://dx.doi.org/10.1080/13603110701237522.

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22

Bobadilla, Mariana Pérez. "Círculo de Investigación Artística: New materialist pedagogies of resistance." International Journal of Education Through Art 14, no. 1 (March 1, 2018): 59–78. http://dx.doi.org/10.1386/eta.14.1.59_1.

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Drewry, Rachel, Wendy Cumming-Potvin, and Dorit Maor. "New Approaches to Literacy Problems: Multiliteracies and Inclusive Pedagogies." Australian Journal of Teacher Education 44, no. 11 (November 2019): 61–78. http://dx.doi.org/10.14221/ajte.2019v44.n11.4.

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24

Cochrane, Thomas, and Joshua Munn. "Integrating Educational Design Research and Design Thinking to Enable Creative Pedagogies." Pacific Journal of Technology Enhanced Learning 2, no. 2 (May 12, 2020): 1–14. http://dx.doi.org/10.24135/pjtel.v2i2.58.

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This paper explores the interrelationship between educational design research, and design thinking that guides the design stage, enabling the design of authentic collaborative mobile learning environments. As an example the article outlines the design thinking principles and processes that informed the development of wireless mobile presentation systems (MOAs) designed to create a flexible infrastructure to enable the exploration of new pedagogies in different educational contexts. The project used design thinking within an educational design research methodology to provide an in house solution to creating a supporting infrastructure to enable the implementation of a new framework for creative pedagogies and curriculum redesign. The article reflects upon example implementations of using mobile social media and MOAs as a catalyst for implementing our framework for creative pedagogies, and propose collaborative curriculum design principles for integrating the use of mobile social media within new pedagogical paradigms.

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Oliveira, Silas M. "Trends in Academic Library Space: From book boxes to learning commons." Open Information Science 2, no. 1 (July 1, 2018): 59–74. http://dx.doi.org/10.1515/opis-2018-0005.

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Abstract Top management in academic/university libraries must play a more significant role within the academic setting by reorganizing library spaces or building new libraries that will be aligned with the new teaching pedagogies and today’s students’ learning preference styles. The aim of this review is to present and discuss trends related to how librarians are redefining academic libraries’ buildings and spaces in order to be better aligned to current pedagogies and students’ learning styles and needs

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White, Linda Feldmeier. "Learning Disability, Pedagogies, and Public Discourse." College Composition & Communication 53, no. 4 (June 1, 2002): 705–38. http://dx.doi.org/10.58680/ccc20021469.

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I analyze the public and professional discourse of learning disability, arguing that medical models of literacy misdirect teaching by narrowing its focus to remediation. This insight about teaching is not new; resurgent demands for behaviorist pedagogies make understanding their continuing appeal important to composition studies.

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Tsolidis, Georgina. "New cultures new classrooms: international education and the possibility of radical pedagogies." Pedagogy, Culture & Society 9, no. 1 (March 2001): 97–110. http://dx.doi.org/10.1080/14681360100200108.

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28

Mhango, Mabvuto Dweku, Dr Dickson D. Ndenguma, and Mr M. Mnelemba. "THE ANALYSIS OF PRESCRIBED PEDAGOGY PRACTICES FOR DESIGN AND TECHNOLOGY IN ZAMBIAN SCHOOLS. THE CASE OF CHIPATA DISTRICT." Journal of Education and Practice 5, no. 2 (July 21, 2021): 1–17. http://dx.doi.org/10.47941/jep.615.

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Purpose: The study delved into prescribed pedagogy practices for Design and Technology in Zambian schools, “Chipata district in particular”. The main objective of this study was to contribute towards a comprehensive understanding of the prescribed pedagogies in the syllabus of Design and Technology. Thus, the rationale of the work is based on the application of prescribed pedagogies by practicing teachers for Design and Technology in the teaching and learning process in secondary schools. The, aim of the study is to analyse the application of the prescribed methods by teachers of Design and Technology. The research was undertaken in order to assess the application of the prescribed pedagogy in the newly rolled out curriculum for Design and Technology. This was on the premise that the curriculum was implemented without retraining of the subject teachers. The study covers three selected schools, from which six practicing teachers and three pupils were interviewed. Methodology: Data was collected through interviews, documented records used by the teachers and class observation. The collected data was analysed manually and through the use of qualitative data analysis (QDA) miner lite. During the data analysis themes emerged which served as a guide for discussion. Results: The study indicates that teachers need more orientation of the pedagogies in the syllabus to fully utilise them. Further, results show that there is need to enhance teacher content knowledge and ensure the availability of teaching and learning resources. For the sake of good application of the pedagogies the study recommends: orientation of teachers on prescribed teaching methods, provision of standard workroom, enough teaching and learning resources, and upgrading teacher qualifications. Unique contribution to theory, policy, and practice: Teachers need to read and understand the new syllabus demands for them to apply the prescribed pedagogies as required. Additionally it is great importance to orient teachers adequately before the new syllabus is rolled out. Therefore there is need to a deliberate program to retrain teachers or organize continuous professional development programs so that they are acquainted to new pedagogies.

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Philpot, Rod. "Critical Pedagogies in PETE: An Antipodean Perspective." Journal of Teaching in Physical Education 34, no. 2 (April 2015): 316–32. http://dx.doi.org/10.1123/jtpe.2014-0054.

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In the 1990s, New Zealand and Australia rolled out new school physical education curriculums (Ministry of Education, 1999, 2007; Queensland School Curriculum Council, 1999) signaling a significant change in the purpose of physical education in both countries. These uniquely Antipodean1 curriculum documents were underpinned by a socially critical perspective and physical education teacher education (PETE) programs in both countries needed to adapt to prepare teachers who are capable of engaging PE from a socially critical perspective. One way they attempted to do this was to adopt what has variously been labeled critical pedagogy. Critical pedagogies as a label is something of ‘big tent’ (Lather, 1998) and this paper reports on the published attempts to operationalize critical pedagogy and its reported success or otherwise in preparing teachers for the expectations of the socially critical oriented HPE curriculum in both Australian and New Zealand.

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30

Lotherington, Heather, and Jennifer Jenson. "Teaching Multimodal and Digital Literacy in L2 Settings: New Literacies, New Basics, New Pedagogies." Annual Review of Applied Linguistics 31 (March 2011): 226–46. http://dx.doi.org/10.1017/s0267190511000110.

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Globalization and digitization have reshaped the communication landscape, affecting how and with whom we communicate, and deeply altering the terrain of language and literacy education. As children in urban contexts become socialized into communities of increasing cultural and communicational connectivity, complexity, and convergence (Jenkins, 2004), and funding for specialist second language (L2) support declines, classrooms have become linguistically heterogeneous spaces where every teacher is a teacher of L2 learners.This article has two purposes: The first is to give an overview of the concept of multimodal literacies, which utilize diverse media to represent visual, audio, gestural, spatial, and tactile dimensions of communication in addition to traditional written and oral forms (Cope & Kalantzis, 2009a). Since the New London Group's manifesto on multiliteracies in 1996, which merged language and literacy education agendas in L2 teaching, language arts, media literacy, and cultural studies, new basics have developed that apply to all classrooms and all learners. Second, this article reviews and reports on innovative pedagogical approaches to multimodal literacies involving L2 learners. These are grounded theoretically (Cope & Kalantzis, 2009a, 2009b; Kress, 2003, 2010; New London Group, 1996) and epistemologically (de Castell & Jenson, 2003; Gee, 2009, 2010; Kellner, 2004; Lankshear & Knobel, 2003, 2006).

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CAIRNS, KATE. "Beyond Magic Carrots: Garden Pedagogies and the Rhetoric of Effects." Harvard Educational Review 88, no. 4 (December 1, 2018): 516–37. http://dx.doi.org/10.17763/1943-5045-88.4.516.

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In this essay, Kate Cairns considers the implications of assessing garden pedagogies, arguing that a rhetoric of effects assumes an essentialist conception of the child-as-educational-output and bolsters a neoliberal vision of social change rooted in personal transformation. Drawing from ethnographic research with youth gardens in Toronto, Ontario, and Camden, New Jersey, she highlights contextualized experiences of learning and labor that exceed the boundaries of an effects framework. Cairns argues that garden pedagogies must be understood in relation to specific dynamics of racial, economic, and ecological injustice. The essay closes with reflections on how feminist theories of social reproduction might reimagine pedagogies of the garden in a way that attends to young people's participation in life's work.

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Fuentes Ganzo, Eduardo. "Una estrategia cooperativa en la pequeña empresa comercial de Castilla y León : el caso 6000." Pecvnia : Revista de la Facultad de Ciencias Económicas y Empresariales, Universidad de León, no. 2 (June 1, 2006): 1. http://dx.doi.org/10.18002/pec.v0i2.733.

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En los últimos tiempos estamos asistiendo, en el campo de la Dirección estratégica, a nuevas formulaciones que inciden en la importancia de focalizar las estrategias empresariales en mercados y ámbitos locales. En este sentido, el comercio tradicional en los espacios locales, constituido básicamente por empresas familiares, ha contemplado, en los últimos 15 años, cómo las fuerzas competitivas de su entorno se han visto alteradas por la irrupción generalizada de hipermercados y grandes superficies. En el ámbito territorial de Castilla y Léon esta realidad ha propiciado la aparición de nuevas estrategias cooperativas entre las empresas locales de pequeño comercio. Uno de estos ensayos estratégicos locales, realizado con éxito, se estudia en este trabajo.<br /><br />In recent times, as far as the strategic management is concerned, new proposals have been suggested, which are focused on the local markets. In that sense, the traditional corner shop, basically settled an run by members of the same family have seen a massive emergence of big shopping centres form the last 15 years. This new reality has allowed the appearance of new cooperative stratigies among small local firms in the region of Castilla y León (Spain). This paper analyses one of these strategic alliances that has been successful

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33

Harrington, Chrissie. "Choreographic pedagogies: towards an embodied practice." International Journal for Lesson and Learning Studies 3, no. 1 (December 20, 2013): 100–124. http://dx.doi.org/10.1108/ijlls-09-2013-0047.

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Purpose – The purpose of this paper is to explore the inter-relationship between choreography and pedagogy. It refers specifically to a Participatory Action Research (PAR) project that dealt with investigations into performance making and the design of a teaching and learning model. Shifts from making performance from a pre-determined starting point to a participatory and interactive process are traced to reveal a “choreographic pedagogy” informed and transformed by the experience of its actors. Design/methodology/approach – The paper includes a brief explanation of the terms and shared features of choreography and pedagogy, and how PAR facilitated a cyclic generation of new findings that drove the research forward. The research question is tackled through concepts, practices and tasks within the four cycles of research, each year with new participants, questions and expanding contexts. Findings – The experience of the research participants reveals unexpected and “unfolding phenomena” that open up spaces for imagining, creating and interpreting, as a “choreographic pedagogy” in action. Research limitations/implications – The research might appear to be limited to the areas of performance and teaching and learning, although it could provide a model for other subjects, especially for those that engage with creative processes. Practical implications – The research is a “practice as research” model and has implications for research in education as a practice of knowledge exploration and generation. Originality/value – It is original and has the potential to inform the ways in which educators explore and expand their disciplines through teaching and learning investigations.

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Xanthoudaki, Maria. "Museums, innovative pedagogies and the twenty-first century learner: a question of Methodology." Museum and Society 13, no. 2 (March 1, 2015): 247–65. http://dx.doi.org/10.29311/mas.v13i2.329.

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The paper aims to build a ground for thinking about museums’ role in society and the development of the twenty-first century learner. The first and second parts of the paper focus on the influences technological evolution and current global challenges have brought to our lives, and the consequent requirementsfor ‘new’ learning and skills. The third part examines how different elements of new pedagogies and approaches could reinforce the twenty-first century learner and could, moreover, inspire museums. The final part of the paper focuses on the specific contribution that museums could make by integrating their unique identity and approach with elements from the new pedagogies.

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35

Heron, Jonathan, and Nicholas Johnson. "Beckettian Pedagogies: Learning through Samuel Beckett." Journal of Beckett Studies 29, no. 1 (April 2020): 42–62. http://dx.doi.org/10.3366/jobs.2020.0282.

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This essay considers what it might mean to learn ‘through’ Beckett, inaugurating a critical pedagogy that could be called ‘Beckettian’. By integrating existing strands of scholarship on Beckett and his relationship to education, the essay draws a distinction between the ‘practical’ and ‘biographical’ ways of thinking about Beckett and learning. This draws on previous work within the field, but also proposes a new vocabulary – derived from an interdisciplinary encounter with the scholarship of teaching and learning and the philosophy of education, especially ‘critical pedagogy’ – through which the possibility of ‘Beckettian pedagogies’ might be manifested. Recalling Beckett's biographers, his work's fundamental silence haunts most attempts to contain, explain, avoid or domesticate it. The essay proposes that a critical pedagogy of Beckett must be grounded in the concept of openness, especially in the notion that ‘void’ is a productive category, and in the embodiment of an evolving ecology of praxis. This alternative pathway reflects on the philosophy of education inherent within Beckett as an idea, engaging with ‘Beckettian pedagogies’ in an entangled sense of instruction, guidance and teaching with a particular focus on the latter in terms of the theory or principles of education. This move does not require abandoning existing traditions, but rather gathering them under new light, by placing the biographical Beckett (1906–89) in juxtaposition with the praxis of Beckett (ongoing) and the contemporaneous notion of critical pedagogy, as expounded by several scholars including Paulo Freire (1921–97). Beckettian pedagogies therefore remove dormant assumptions, habits of mind, and hierarchies that impede exploration to enable a move away from the curriculum, or toward a curriculum of unlearning and uncertainty, thereby disrupting the entrenched powers that Beckett saw fit to resist.

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Mcwilliam, Erica, and Peter G. Taylor. "Teacher Im/Material: Challenging the New Pedagogies of Instructional Design." Educational Researcher 27, no. 8 (November 1998): 29–35. http://dx.doi.org/10.3102/0013189x027008029.

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Porter, Tony, Lev S. Gonick, and Edward Weisband. "Teaching World Politics: Contending Pedagogies for a New World Order." International Journal 49, no. 1 (1993): 164. http://dx.doi.org/10.2307/40202922.

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Armour, Kathleen, and Jo Harris. "Making the Case for Developing New PE-for-Health Pedagogies." Quest 65, no. 2 (April 2013): 201–19. http://dx.doi.org/10.1080/00336297.2013.773531.

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Rogers, Theresa, and Kathy Sanford. "Closing Comments: Navigating New Literacies Pedagogies and Practices in Schools." Language and Literacy 15, no. 1 (June 20, 2013): 109. http://dx.doi.org/10.20360/g2fs3k.

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Peercy, Megan Madigan. "New Pedagogies in Teacher Education for Teaching Linguistically Diverse Learners." International Multilingual Research Journal 10, no. 3 (May 9, 2016): 165–67. http://dx.doi.org/10.1080/19313152.2016.1185904.

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Shevchuk, Valentin. "Training for the new millennium: pedagogies for translation and interpreting." Perspectives 17, no. 3 (September 2009): 209–10. http://dx.doi.org/10.1080/09076760903074036.

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Collis, Betty, and Allard Strijker. "New Pedagogies and Re-Usable Learning Objects: Toward a New Economy in Education." Journal of Educational Technology Systems 30, no. 2 (December 2001): 137–57. http://dx.doi.org/10.2190/k1fq-xaf6-htkn-48k0.

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While the idea of reusing objects in digital learning environments is not new, continual strides are being made toward improving the prospects of reusability. However, three of the main steps in reusability—finding a pedagogy in which both contribution and reusability are regular aspects, having a convenient technology for all stages of contribution and reuse, and finding institutional motivation and support for reuse—are far from common procedures in most higher education and company training settings. In this article we describe a shift in pedagogy and technology requirements that we see as major steps in accelerating the reusability process. We also position the reusability process in a broader context: an evolution in education and training toward either a Stretching the Mold Scenario or a New Economy Scenario.

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Cardno, Carol, Emma Tolmie, and Jo Howse. "New spaces - new pedagogies: Implementing personalised learning in primary school innovative learning environments." Journal of Educational Leadership, Policy and Practice 33, no. 1 (2019): 111–24. http://dx.doi.org/10.21307/jelpp-2017-010.

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Jimenez, Rosa M. "Community Cultural Wealth Pedagogies: Cultivating Autoethnographic Counternarratives and Migration Capital." American Educational Research Journal 57, no. 2 (August 6, 2019): 775–807. http://dx.doi.org/10.3102/0002831219866148.

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Pedagogies employing critical traditions have increasingly been used to ameliorate achievement disparities and centralize issues of power in the education of Students of Color. In this study, I trace a teacher’s journey—new to critical pedagogies—as she learned about community cultural wealth and incorporated family histories as counterstorytelling curricula with her sixth-grade class of immigrant students in California’s Central Valley. I examine the pedagogical implementation with examples of students’ meaning making. The teacher and students demonstrated what I am advancing as migration capital—or knowledges, sensibilities, and skills cultivated through the array of migration/immigration experiences to the United States or its borderlands. This study highlights the potential of community cultural wealth pedagogies and as pedagogical tools to counter deficit narratives with Latina/o immigrant youth.

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Chan, Angel. "Transnational parenting practices of Chinese immigrant families in New Zealand." Contemporary Issues in Early Childhood 19, no. 3 (February 1, 2017): 219–30. http://dx.doi.org/10.1177/1463949117691204.

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This article advocates for fluid pedagogies that align with the transnational parenting practices of immigrant families. New Zealand is now considered to be a superdiverse country with a large population of immigrants. This superdiversity phenomenon can therefore also be found in its early childhood education settings. Research has indicated that many contemporary immigrants are transnationals who maintain close connections with their home countries and frequently engage in border-crossing activities. Transnational immigrants are mobile, and their parenting strategies may be similarly fluid. This article uses findings from a research project which involved Chinese immigrant families to illustrate transnational perspectives of early childhood education and parenting practices. Narrative excerpts are presented and analysed using key theoretical constructs of transnationalism to illustrate the participants’ cultural dilemmas in their parenting, their preparedness to adapt their heritage practices and to adopt early childhood education discourses of the host country, and their agency in choosing parenting strategies that they believed best support their children’s learning. It highlights the importance of parent–teacher dialogue and of enacting a curriculum with fluid pedagogies that are responsive to heterogeneous parental aspirations.

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Hansen, Sarah K. "Pedagogies of Revolt, Politics of the Self." Journal of French and Francophone Philosophy 22, no. 2 (December 16, 2014): 56–61. http://dx.doi.org/10.5195/jffp.2014.654.

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In "New Forms of Revolt," Julia Kristeva maintains that intimate revolt is a necessary, if imperiled, mode of contemporary resistance. This essay reflects on the pedagogical dimensions of intimate revolt and its fate in university contexts, especially in the United States. I argue that a Kristevan pedagogical revolt involves upheavals of thought supported by loving listening relationships.

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Wendland, Ernst. "Review of: Teaching Translation: Programs, Courses, Pedagogies, ed. Lawrence Venuti." Journal of Translation 19, no. 1 (2023): 117–21. http://dx.doi.org/10.54395/jot-xa6hp.

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Naumescu, Vlad. "Pedagogies of Prayer: Teaching Orthodoxy in South India." Comparative Studies in Society and History 61, no. 2 (April 2019): 389–418. http://dx.doi.org/10.1017/s0010417519000094.

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AbstractThis article focuses on religious pedagogies as an essential part of the practice and the making of modern religion. It takes the case of the Syrian Orthodox communities in Kerala, South India to examine how shifts in pedagogical models and practice have reframed their understanding of knowledge and God. The paper highlights two moments of transformation—the nineteenth-century missionary reforms and twenty-first-century Sunday school reforms—that brought “old” and “new” pedagogies into conflict, redefining the modes of knowing and religious subjectivities they presuppose. For this I draw from historical and pedagogical materials, and ethnographic fieldwork in churches and Sunday schools. The paper diverges from widespread narratives on the missionary encounter by showing how colonial efforts to replace ritual pedagogies with modern schooling were channeled into a textbook culture that remained close to Orthodox ritualism. The “new” pedagogy turned learning into a ritualized practice that continued to emphasize correct performance over interiorized belief. Contrasting this with todays’ curriculum revisions, I argue that educational reforms remain a privileged mode of infusing new meanings into religious practice and shaping new orthodoxies, especially under the threat of heterodoxy. This reflects a broader dynamic within Orthodox Christianity that takes moments of crisis or change as opportunities to turn orthopraxy into orthodoxy and renew the faith. The paper engages with postcolonial debates on religion, education, and modernity, and points to more pervasive assumptions about what makes Orthodox Christianity and the modes of knowing and ethical formation in Eastern Christianity.

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Rana, Lata, and Yvonne Culbreath. "Culturally inclusive pedagogies of care: A narrative inquiry." Journal of Pedagogy 10, no. 2 (December 1, 2019): 87–99. http://dx.doi.org/10.2478/jped-2019-0008.

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Abstract This paper is a reflection on culturally relevant pedagogies of care to achieve more equitable outcomes for diverse cultures within early childhood. The authors are academics at a tertiary institute in Auckland, New Zealand. Our aim is to share our experiences as teachers in a diverse and multi-ethnic city in New Zealand. Authors draw on narrative methodology to deconstruct our experiences and share how we position ourselves in teaching and learning. The paper emphasises an enactment of pedagogy that recognises diverse cultural knowledge and other ways of knowing.

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Chan, Angel. "Superdiversity and critical multicultural pedagogies: Working with migrant families." Policy Futures in Education 18, no. 5 (September 10, 2019): 560–73. http://dx.doi.org/10.1177/1478210319873773.

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International social unrest in recent years has resulted in many people choosing or being forced to leave their home countries to seek better lives elsewhere, causing drastic demographic shifts. Yet, it has been pointed out that institutional policies and practices in many countries have not caught up with such changing demographics, which have contributed to concerns highlighted via the notion of ‘superdiversity’ ( Vertovec, 2007 ). Due to the large influx of migrants over the past few decades, New Zealand and its early childhood education settings have become increasingly ethnically and linguistically diverse. The country is now being described as a ‘superdiverse New Zealand’ and is facing challenges emerging from ‘a level of cultural complexity surpassing anything previously experienced’ ( Royal Society of New Zealand, 2013 : 1). Furthermore, population projections ( Statistics New Zealand, 2015 ) indicate that superdiversity will be a long-term phenomenon in New Zealand. Te Whāriki, the New Zealand early childhood curriculum, embraces diversity, recognising that the country ‘is increasingly multicultural’ ( Ministry of Education, 2017 : 1). In light of these concerns, this article considers the frameworks of superdiversity and critical multiculturalism with regard to transforming and developing policies and pedagogies that support working with superdiverse migrant children and their families by responding to migration-related equity and inclusion issues. This discussion has implications and relevance for both present and future early childhood education settings in New Zealand and in other countries with a large population of migrants.

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