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Journal articles on the topic 'Pedagogies'

To see the other types of publications on this topic, follow the link: Pedagogies.

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Solak, Adam. "CZŁOWIEK W PEDAGOGICE CHRZEŚCIJAŃSKIEJ." Інноватика у вихованні, no. 16 (November 25, 2022): 36–47. http://dx.doi.org/10.35619/iiu.v1i16.507.

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Pedagogika chrześcijańska, jako pedagogika religijna sytuuje się w kręgu antropologii filozoficznej, która warunkuje typ racjonalności scjentycznej i transendento-humanistycznej. Racjonalność tej pedagogiki wychodzi z założenia jej wielowarstwowości. Uznawanie w pedagogice chrześcijańskiej atrybutów transcendentnych stanowi mocny fundament logicznego odróżnienia tego, co ludzkie od tego, co tylko sytuuje się w granicach przyrody. Człowiek jest tą fundamentalną kategorią nauk społecznych, a szczególnie nauk pedagogicznych, od którego pojęcia i rozumienia nie tylko zależy cały układ tychże nauk, ale także ich misja. Ujmując zagadnienie międzyreligijnie, należy postawić kim jest człowiek w pedagogice chrześcijańskiej? Niniejszy artykuł jest spojrzeniem pedagogicznym na powyższe pytanie. Sytuuje in odpowiedzi a trzech obszarach: człowieka jako drogi w tej pedagogice (jako bardzo młodej subdyscyplinie naukowej), godności człowieka w konstelacji antropologii chrześcijańskiej oraz podmiotowości człowieka. Te trzy obszary, które stanowią zasadniczą strukturę artykułu wprowadzają do pedagogiki chrześcijańskiej (i nie tylko) elementy metafizyki, traktowanych jako instrumenty wychowania człowieka. Jest to tym bardziej ważne, że te instrumenty wychodzą poza pedagogikę, która traktowana jest jako sztuka oglądu i pomiaru. Treść artykułu dowodzi, że wobec człowieka należy stosować bogatsze kryteria racjonalności, niż wobec świata przyrody, której człowiek jest także cząstką. Artykuł nie pomija więc paradygmatycznych wątków wychowania; to jest jego godności, podmiotowości, dialogiczności. Ponieważ przedmiotem badań pedagogicznych są także reakcje człowieka, nauka o wychowaniu chrześcijańskim, co jest w tekście wyartykułowane, odwołuje się do antropologii. Wsparcie teocentrycznego tylko spojrzenia na pedagogikę chrześcijańską ubogacone jest spojrzeniem antropocentrycznym, które ma zaowocować na otwarciem się pedagogiki chrześcijańskiej na potrzeby każdego człowieka, otwarciem ponad kulturowym, ponad religijnym, ponad narodowym. Celem artykułu jest ukazanie elementów zintegrowanej racjonalności myśli pedagogiki chrześcijańskiej polegającej na inspirowaniu poszukiwań wielości warstw znaczeniowych Absolutu i bytu ludzkiego.

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2

Duhn, Iris. "Places for Pedagogies, Pedagogies for Places." Contemporary Issues in Early Childhood 13, no. 2 (January 2012): 99–107. http://dx.doi.org/10.2304/ciec.2012.13.2.99.

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3

Marek, Zbigniew. "Pedagogia i pedagogika ignacjańska (jezuicka)." Horyzonty Wychowania 20, no. 56 (May 5, 2021): 11–21. http://dx.doi.org/10.35765/hw.2071.

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CEL NAUKOWY: W artykule zamierzono wyjaśnić zasadność posługiwania się terminem „pedagogika ignacjańska” oraz jej miejscem pośród nauk o wychowaniu. PROLEM I METODY BADAWCZE: W kontekście nakreślonych celów badawczym problemem jest pytanie o to, czy można mówić o pedagogice ignacjańskiej (jezuickiej), a jeśli tak, to pod jakimi warunkami. Przy jego rozwiązaniu posłużono się metodą analizy źródeł, które dają podstawy tworzenia nowej teorii pedagogicznej. PROCES WYWODU:Pedagogika ignacjańska wyrasta z określonej tradycji rozwijanej i pielęgnowanej przez jezuitów. Ukazanie jej charakterystycznych rysów pedagogii, która wpisuje się w działalność edukacyjną zakonu, uczyniono podstawą opisu teorii pedagogiki ignacjańskiej. WYNIKI ANALIZY NAUKOWEJ:Pedagogika ignacjańska jest jednym z nurtów wpisujących się w pedagogikę religii uważaną za subdyscyplinę nauk o wychowaniu. Zasadność takiego ujęcia wynika ze wspólnych założeń pedagogiki religii i pedagogiki ignacjańskiej. Jej specyfiki należy się doszukiwać w założeniach duchowości i pedagogii promowanej przez jezuitów. WNIOSKI, INNOWACJE, REKOMENDACJE:Przeprowadzony wywód potwierdza zasadność stosowania terminu „pedagogika ignacjańska”. Należy ją wpisać w zakres nurtów pedagogicznych, które odwołują się do rzeczywistości religijnej.

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4

Hong, Renyi. "Telecommuting Pedagogies." Social Text 40, no. 2 (June 1, 2022): 21–48. http://dx.doi.org/10.1215/01642472-9631117.

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Abstract This article examines the early telecommuting discourse of the 1980s and 1990s, understanding it as a pedagogical context for white plasticity, an ecological project in which racial privilege is protected through the transformation of homes and inhabitants. Rationalized initially as a crisis of adjustment, pedagogies of telecommuting were disseminated largely to upper-middle-class white professionals to build a “telecommuting personality,” a subjectivity that was also meant to buffer them from the growing precarious nature of jobs. Not content to focus simply on work, however, telecommuting gurus took occasion to urge the enhancement of relationships between partners, families, and communities. The home office was core to this imaginary. Convertible, modular, ergonomic home offices that can be changed to suit the needs of the home's many inhabitants were said to yield more integrated and rounded personalities that would radiate outward, creating emotionally mature children and stronger community bonds. Emerging at a moment when “telecommuting” condensed the political stakes of digital labor, this strand of discourse reveals how working from home was appropriated to ensure the protection of white plasticity—the racialized capability of adaptation that was to be passed as inheritance from parents to progeny.

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5

Kubasta, C. "Sound Pedagogies." Pleiades: Literature in Context 42, no. 1 (March 2022): 40–41. http://dx.doi.org/10.1353/plc.2022.0035.

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6

Nathaniel Coleman. "Utopic Pedagogies:." Utopian Studies 23, no. 2 (2012): 314. http://dx.doi.org/10.5325/utopianstudies.23.2.0314.

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7

Campbell, Alyson. "Queering Pedagogies." Theatre Topics 30, no. 2 (2020): 117–24. http://dx.doi.org/10.1353/tt.2020.0018.

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8

Carrillo Rowe, Aimee. "Erotic Pedagogies." Journal of Homosexuality 59, no. 7 (August 2012): 1031–56. http://dx.doi.org/10.1080/00918369.2012.699844.

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9

Miller, Grant R. "Coloring Pedagogies." Educational Researcher 39, no. 3 (April 2010): 242–44. http://dx.doi.org/10.3102/0013189x10366468a.

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10

Schenck, Celeste. "Development Pedagogies." Signs: Journal of Women in Culture and Society 29, no. 2 (January 2004): 569–74. http://dx.doi.org/10.1086/378548.

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11

Winks, Lewis. "Wild Pedagogies." Environmental Education Research 26, no. 2 (November 8, 2019): 303–4. http://dx.doi.org/10.1080/13504622.2019.1688766.

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12

Ihas, Dijana. "Celebrating the Legacies and Pedagogies of Eminent American Women String Pedagogues." American String Teacher 71, no. 1 (January 28, 2021): 29–34. http://dx.doi.org/10.1177/0003131320977411.

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13

Breunig, Mary. "Turning Experiential Education and Critical Pedagogy Theory into Praxis." Journal of Experiential Education 28, no. 2 (September 2005): 106–22. http://dx.doi.org/10.1177/105382590502800205.

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The educational theories of experiential education and critical pedagogy intersect in a number of ways. One of the intended aims of both of these pedagogies is that the purpose of education should be to develop a more socially just world (Itin, 1999; Kincheloe, 2004). One of the key issues still facing experiential education theory and critical pedagogy is its implementation within the post-secondary classroom. There is a lack of congruence between the pedagogical theories that are espoused and the actual classroom practices that are employed. The purpose of this article is to explore some of the ways for experiential educators and critical pedagogues to begin engaging in a more purposeful classroom praxis that acts on the theoretical underpinnings of these pedagogies as one means to work toward their shared vision of a more socially just world.

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14

Viesca, Kara Mitchell, and Tricia Gray. "Disrupting Evasion Pedagogies." Journal of Language, Identity & Education 20, no. 3 (May 4, 2021): 213–20. http://dx.doi.org/10.1080/15348458.2021.1893173.

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15

Ilic, Marina, Zana Bojovic, and Danijela Sudzilovski. "Teachers' folk pedagogies." Zbornik radova Filozofskog fakulteta u Pristini, no. 46-4 (2016): 87–102. http://dx.doi.org/10.5937/zrffp46-12092.

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16

Françoise Lionnet. "Languages, Literatures, Pedagogies:." Comparative Literature Studies 50, no. 2 (2013): 219. http://dx.doi.org/10.5325/complitstudies.50.2.0219.

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17

Sweeny, Robert. "Powerful Playful Pedagogies." Art Education 67, no. 4 (July 2014): 4–5. http://dx.doi.org/10.1080/00043125.2014.11519275.

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18

Kraehe, Amelia M. "Engaged Art Pedagogies." Art Education 71, no. 5 (August 20, 2018): 4–7. http://dx.doi.org/10.1080/00043125.2018.1487193.

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19

Keating. "Post-Oppositional Pedagogies." Transformations: The Journal of Inclusive Scholarship and Pedagogy 26, no. 1 (2016): 24. http://dx.doi.org/10.5325/trajincschped.26.1.0024.

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20

Ilić, Marina, and Žana Bojović. "Teachers’ folk pedagogies." Journal of Arts and Humanities 5, no. 9 (September 25, 2016): 41. http://dx.doi.org/10.18533/journal.v5i9.987.

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<p>In the last few decades, a large portion of scientific literature has been dedicated to the questions of realization of teaching and its improvement. However, one question remains in the background – folk pedagogies and their influence on teaching. The main objective of this paper is to help us get acquainted with this phenomenon that exists in the teaching practice, its significance and pedagogical implications. In the first part of the paper, we deal with definitions of folk pedagogies and related concepts and their mutual relationship, in order to analyze the similarities and differences in the meaning of the concepts in use. Starting from important determinants of teachers’ folk pedagogies, we will attempt to reassess some of the proposed methods and ways to raise consciousness about teachers’ folk pedagogies, methods to analyze and change them. Based on the existing knowledge on teachers’ folk pedagogies, we will try to point out their significance and implications they have on education practice.<em> </em><em></em></p><p><em> </em>Starting from the existing findings about folk pedagogies, we have separated three important implications for educational practice: a) teachers should be viewed as creators of their own coherent theories about learning and teaching; b) changing and improving one’s teaching practice is a result of the teacher’s willingness to reflect on his or her own folk pedagogies; and c) teachers’ folk pedagogies should be seen as the starting point for teacher professional development programs. </p>

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21

Keating, Analouise. "Post-Oppositional Pedagogies." Transformations: The Journal of Inclusive Scholarship and Pedagogy 26, no. 1 (2016): 24–26. http://dx.doi.org/10.1353/tnf.2016.0006.

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22

Friedow, A. J., E. E. Blankenship, J. L. Green, and W. W. Stroup. "Learning Interdisciplinary Pedagogies." Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture 12, no. 3 (October 1, 2012): 405–24. http://dx.doi.org/10.1215/15314200-1625235.

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23

McClellan, John G., and Majia Holmer Nadesan. "Extending Critical Pedagogies." Management Communication Quarterly 29, no. 2 (February 22, 2015): 315–21. http://dx.doi.org/10.1177/0893318915571349.

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24

Szeto, Elson, and Annie Yan Ni Cheng. "Pedagogies Across Subjects." Journal of Educational Computing Research 55, no. 3 (September 14, 2016): 346–73. http://dx.doi.org/10.1177/0735633116667370.

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This case study examines preservice teachers’ integration of technology in teaching various subject domains. It aims to gain in-depth understandings of preservice teachers’ pedagogical patterns for teaching through the theoretical lens of technological pedagogical and content knowledge. Multiple data sources were collected in a teacher education institution in Hong Kong. The teachers’ pedagogical patterns vary depending on their instructional decisions affected by individual preferences, various subject cultures, and individual school settings. The patterns reflected various forms of technological pedagogical and content knowledge development in teaching different subjects. Implications for preparation of preservice teachers’ pedagogy, teacher preparation, and development are also discussed.

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25

Navon, Joshua. "Pedagogies of Performance." Journal of Musicology 37, no. 1 (January 1, 2020): 63–93. http://dx.doi.org/10.1525/jm.2020.37.1.63.

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The development of modern styles of elite music education played a crucial role in entrenching Werktreue as the dominant practice within classical music performance. Focusing on Germany’s first conservatory, the Leipzig conservatory, which was founded in 1843, this article analyzes how Werktreue, understood as a set of tacit competencies and sensibilities that must be learned by musicians, was produced at a single historical site. Archival documents of the institution, as well as the correspondence and writings of teachers and students like Felix Mendelssohn, William Rockstro, and Ethel Smyth, show that the central objective of musical pedagogy was the faithful interpretation of musical works. Isolated as a discrete subject of training, performing musical works also functioned as the principal mode of student assessment through semesterly examinations. To transmit the necessary skills for this paradigm of performance, pupils’ bodily capacities (Technik) and ability to understand and interpret canonic compositions (Vortrag) became essential targets of conservatory pedagogy. Ubiquitous visibility among students, and the intense competition that this visibility engendered, went hand in hand with institutionalizing styles of musical expertise that continue to this day. In exploring these developments, this article asks how the productive power of modern conservatory training contributed not only to Werktreue’s rise over a wide geography, but also to the remarkable stability with which it has pervaded performance practice across multiple generations.

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26

Spring, Joel. "Pedagogies of Globalisation." Pedagogies: An International Journal 1, no. 2 (April 2006): 105–22. http://dx.doi.org/10.1207/s15544818ped0102_3.

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Lingard, Bob. "Pedagogies of indifference." International Journal of Inclusive Education 11, no. 3 (May 2007): 245–66. http://dx.doi.org/10.1080/13603110701237498.

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28

Fagan, Kate, John Kinsella, and Peter Minter. "Ecopoetics And Pedagogies." Angelaki 14, no. 2 (August 2009): 1–5. http://dx.doi.org/10.1080/09697250903278695.

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Malatino, Hilary. "Pedagogies of Becoming." TSQ: Transgender Studies Quarterly 2, no. 3 (August 2015): 395–410. http://dx.doi.org/10.1215/23289252-2926387.

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30

Galarte, Francisco J. "Fashion-ing Pedagogies." TSQ: Transgender Studies Quarterly 2, no. 3 (August 2015): 519–21. http://dx.doi.org/10.1215/23289252-2926518.

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31

Adams, Elizabeth S., Linda Carswell, Amruth Kumar, Jeanine Meyer, Ainslie Ellis, Patrick Hall, and John Motil. "Interactive multimedia pedagogies." ACM SIGCSE Bulletin 28, SI (June 2, 1996): 182–91. http://dx.doi.org/10.1145/237477.237646.

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32

Webb, Darren. "Pedagogies of Hope." Studies in Philosophy and Education 32, no. 4 (November 17, 2012): 397–414. http://dx.doi.org/10.1007/s11217-012-9336-1.

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Badaró, Máximo. "Pedagogies of value." HAU: Journal of Ethnographic Theory 10, no. 1 (March 2020): 85–98. http://dx.doi.org/10.1086/707373.

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34

Adams, Elizabeth S., Linda Carswell, Amruth Kumar, Jeanine Meyer, Ainslie Ellis, Patrick Hall, and John Motil. "Interactive multimedia pedagogies." ACM SIGCUE Outlook 24, no. 1-3 (January 1996): 182–91. http://dx.doi.org/10.1145/1013718.237646.

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35

Haavelsrud, Magnus, and Oddbjørn Stenberg. "Analyzing peace pedagogies." Journal of Peace Education 9, no. 1 (April 2012): 65–80. http://dx.doi.org/10.1080/17400201.2012.657617.

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36

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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37

Heidemann, Kai A. "Pedagogies of Solidarity." Comparative Sociology 19, no. 3 (August 25, 2020): 335–62. http://dx.doi.org/10.1163/15691330-bja10014.

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Abstract Sociological scholarship on social movements has shed important light on the role of knowledge production for processes of collective action and mobilization. However, much of this research overlooks the question of how movement-based knowledge emerges from within institutionalized settings of formal education. Drawing on a qualitative case study, this article examines the repertoire of knowledge-building practices mobilized from within a state-based system of adult education in francophone Belgium. Building on social movement theory, it is shown how formalized sites of adult education can empower the presence of social movements in society when they adopt counter-hegemonic principles of popular education that allow them to act as free spaces which facilitate the construction of strategic capacities and collective identities.

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38

Chattopadhyay, Sutapa, Levi Gahman, and Judith Watson. "Ecosocialist Pedagogies: Introduction." Capitalism Nature Socialism 30, no. 1 (January 2, 2019): 26–30. http://dx.doi.org/10.1080/10455752.2019.1587241.

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Nash, Jennifer C. "Pedagogies of Desire." differences 30, no. 1 (May 1, 2019): 197–227. http://dx.doi.org/10.1215/10407391-7481358.

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40

Stokes, William T. "Pedagogies of Possibility." Review of Education, Pedagogy, and Cultural Studies 17, no. 3 (January 1995): 327–41. http://dx.doi.org/10.1080/1071441950170309.

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Chuh, Kandice. "Pedagogies of Dissent." American Quarterly 70, no. 2 (2018): 155–72. http://dx.doi.org/10.1353/aq.2018.0011.

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Bojesen, Emile. "Pedagogies of insurrection." Policy Futures in Education 15, no. 5 (June 2017): 553–54. http://dx.doi.org/10.1177/1478210317719814.

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Balani, Sita. "Pedagogies of Defiance." Wasafiri 37, no. 4 (October 2, 2022): 11–18. http://dx.doi.org/10.1080/02690055.2022.2100084.

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Winks, Lewis, and Paul Warwick. "‘From lone-sailor to fleet’: Supporting educators through Wild Pedagogies." Policy Futures in Education 19, no. 3 (January 14, 2021): 372–86. http://dx.doi.org/10.1177/1478210320985706.

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Enabling educators to meet new and challenging times requires fundamental shifts to ways of imagining and enacting their practice. A central yet often understated aspect of this educational change are the various ways in which educators receive training and development. From initial teacher training through to continuing professional development, cultures which underpin policy change in educational institutions emerge from the practices of educators. In this paper we examine educators’ experiences of a Wild Pedagogies gathering which took place over three days in central Devon in late spring 2019. Part workshop, part informal social gathering and mutual exchange, this continuing professional development event enabled conversations, sharing (and shaping) of practice, and imagination of the future of personal and institutional educational priorities. This paper positions itself as an account of a gathering of wild pedagogues – captured as reflection, discussion and activities – and brings the participants’ reflections into conversation with wider themes emerging from previous Wild Pedagogies gatherings. It makes the assertion that such dialogic continuing professional development, constructed on foundations of relational and place-responsive pedagogies, can underpin future practitioner development in the event of a policy shift toward greater availability of outdoor learning and nature connection in the UK. The paper ends with four principles for infusing new or existing environmental education continuing professional development with place-responsive and wild pedagogical approaches.

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J. Weltsek, Gustave. "Journeying into the Complexities and Possibilities of Performative Pedagogical Practice, Research and Analysis." Scenario: A Journal of Performative Teaching, Learning, Research XI, no. 2 (July 1, 2017): 32–50. http://dx.doi.org/10.33178/scenario.11.2.3.

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In the United States, there is an obsession with high stakes testing, and performative pedagogues are challenged to prove that their work is valuable to increased scores. Educators who work through performative pedagogies are also expected to articulate the ways the work encourages and supports socio-cultural growth. In this article, the author calls into question trying to validate performative pedagogies based upon what they produce and or do and rather explores the complexities and possibilities of our work made manifest within observable discourses. Data was collected over the course of a year from a process drama with 20 pre-school students. Three students’ stories provided the researcher the opportunity to articulate multiple ways in which student identities began to emerge. An articulation was made possible based upon how individual discourses were observable as students interpreted and acted upon the various social needs within both an institutionalized world of their school and the fictional world of a pioneer journey.

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Soomro, Abdul Fattah, and Mansoor S. Almalki. "Language Practitioners’ Reflections on Method-based and Post-method Pedagogies." English Language Teaching 10, no. 5 (April 26, 2017): 234. http://dx.doi.org/10.5539/elt.v10n5p234.

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Method-based pedagogies are commonly applied in teaching English as a foreign language all over the world. However, in the last quarter of the 20th century, the concept of such pedagogies based on the application of a single best method in EFL started to be viewed with concerns by some scholars. In response to the growing concern against the concept of a method, some scholars started to offer alternatives to a method in different forms. Kumaravadivelu is one of the scholars who offers his post-method macro-strategic framework as an alternative to method-based pedagogies. This small-scale study explores English language practitioners’ experience and their views about applying method-based and post-method pedagogies. Semi-structured pre- and post-interviews were conducted from eight participants. The pre-interviews investigated the teacher-participants’ views about the method-based pedagogies in practice and the post-interviews aimed at knowing the prospects and concerns in the application of post-method pedagogies in their context. Although participants were skeptical of the concept of methods, they considered them useful in making contribution towards learning and teaching English. They found post-method pedagogies as more preferable option to method-based pedagogies in ELT on the ground; the post-method pedagogies, according to them, give broad directions while specific methods make teachers to work within narrow guidelines. However, they showed certain concerns in the application of such pedagogies in their context.

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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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Samuel, Michael. "No student left behind: ‘Pedagogies of comfort’ or ‘pedagogies of disruption’?" Scholarship of Teaching and Learning in the South 6, no. 2 (August 27, 2022): 117–39. http://dx.doi.org/10.36615/sotls.v6i2.292.

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This article explores the lessons learnt from the short-term emergency remote teaching and learning (ERTL) approach adopted to tackle the continuation of the higher education (HE) academic programme during the COVID-19 pandemic. It first examines the primary goals of the official South African “No student left behind” (NSLB) campaign, which emphasises the agenda to address a social justice concern about students’ participation and access to HE. It reflects on recent research studies around this matter which tended to foreground technical and operational considerations. Instead, this article presents an alternate lens for shifting the discourse of HE, especially postgraduate studies, to activate deep, critical and autonomous engagement in teaching and learning. The theoretical model presented highlights staff and students working outside pedagogies of comfort and expanding into spaces of disrupting previous habituated pedagogies. The article draws on the reflective experiences of facilitating postgraduate education programmes: two PhD cohort programmes in Mauritius and South Africa (involving students who were schoolteachers and HE lecturers) and a Postgraduate Diploma in Higher Education Studies (involving students from rural university settings in South Africa). The data reveals that despite intentions to drive an alternative mode of critical, disruptive online modalities in curriculum delivery, students subtly pushed back towards working within the comfort zones of their previous conceptions of front-led, teacher-driven pedagogies. A disruptive pedagogy was not fully activated as students professed preferences to revert to the old routine agendas in pre-COVID times. This article argues that this constitutes a missed opportunity to learn from the ERTL era to inform alternative, more robust, critical pedagogies for the long term. The responses suggest that the HE system will continue to bifurcate disparities between those more willing to look to the past and those embracing a learning opportunity for the future.

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Namukasa, Immaculate Kizito. "Blending Pedagogies in Higher Education." Open/Technology in Education, Society, and Scholarship Association Conference 1, no. 1 (December 24, 2021): 1–6. http://dx.doi.org/10.18357/otessac.2021.1.1.56.

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This paper presents analysis of evidence on the ways in which the connection between technology and scholarship supported a Community of Practice (CoP) for instructors in a faculty of education in Canada. The goal is to reflect on different types of pedagogical practices of CoP members. We discuss the ways in which both social learning and online technology were harnessed to support professional learning. We based the analysis on notions of collective learning and Bandura’s (1986) social cognitive theory that inform studies on professional development. The main unit of analysis is the learning community (Wenger, 1998). CoP members jointly analyzed data from aggregated questionnaires, anonymized notes, and audio and textual recordings of selected meetings, resources archived and follow-up reflection by CoP members. The results showed that four pedagogies were most highly ascribed by CoP members: Culturally Responsive Pedagogies (11.63%; e.g., caring pedagogies, Healing, Global Transformative and Reconciliatory pedagogies), Hands-on and Digital Pedagogies (11.63%; e.g., Maker Education and Materiality pedagogies), Story Telling Pedagogies (13.95%; e.g., Deep, Imaginative, Surprise, Participatory, Story Telling and Learners as Curriculum Makers pedagogies), and 21st Century Teaching (16.28%; e.g., Blended, Digital and Online pedagogies). The findings provide evidence that there is potential in harnessing digital technology for social learning environments within the context of faculty responding to changing higher education institutional factors, including those motivated by the neoliberal management culture.

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Humeniuk, Monika. "Czy pedagogika religii daje się sekularyzować O ortodoksjach, herezjach i religioznawczych perspektywach rozwoju subdyscypliny." Ars Educandi 18, no. 18 (November 14, 2021): 51–65. http://dx.doi.org/10.26881/ae.2021.18.03.

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Rekonstruowanie znaczeniowych i funkcjonalnych kontekstów zastosowania kategorii ortodoksji i herezji w wybranych koncepcjach socjologicznych pozwala budować i włączać ich teoriotwórczy potencjał w obszar pedagogiki ogólnej i pedagogiki religii. Uprawiana w Polsce pedagogika religii bywa zwykle rezerwowana dla myślenia pedagogiczno-teologicznego w ramach tradycji chrześcijańskiej. Ujęcie tego typu silnie rezonuje z klasycznymi teoriami religioznawczymi sytuującymi się w nurcie tzw. ,,rewaloryzacji religii”, nie wyczerpuje jednak, jak się wydaje, spektrum możliwości, jakie przed pedagogiką religii stawia współczesne krytyczne religioznawstwo, które nie wiąże już tak ściśle problemów religii z problemami teologii. Przeciwnie, odrywa fenomen religii od teologii, ,,sekularyzuje” go, co skutkuje niezwykłą różnorodnością teorii religii wiążąc je często z tak ,,niereligijnymi” tematami jak ekologie, ideologie, sport czy ruchy miejskie. W przygotowanym referacie, wychodząc od zaprezentowania wybranych ustaleń z zakresu badań własnych nad kategoriami ortodoksji i herezji, spróbuję zarysować ów niedoszacowany przez pedagogikę religii, inspirowany krytycznym religioznawstwem teoretyczny potencjał jej rozwoju.

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