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Academic literature on the topic 'Radical pedagogy'

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Published: 4 June 2021

Last updated: 31 January 2023

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Journal articles on the topic "Radical pedagogy"

Sweet, Stephen. "Reassessing Radical Pedagogy." Teaching Sociology 26, no. 2 (April 1998): 127. http://dx.doi.org/10.2307/1319283.

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Dyke, Meyerhoff, and Evol. "Radical Imagination as Pedagogy." Transformations: The Journal of Inclusive Scholarship and Pedagogy 28, no. 2 (2018): 160. http://dx.doi.org/10.5325/trajincschped.28.2.0160.

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Allen, Chay. "Allan Kaprow’s Radical Pedagogy." Performance Research 21, no. 6 (November 2016): 7–12. http://dx.doi.org/10.1080/13528165.2016.1240931.

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Cotter, Jennifer, Kimberly DeFazio, Brian Ganter, Deborah Kelsh, Amrohini Sahay, Julie Torrant, Stephen Tumino, and Rob Wilkie. "The 'radical' in 'radical teaching': Pedagogy now." Textual Practice 15, no. 3 (January 2001): 419–29. http://dx.doi.org/10.1080/09502360110070376.

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SIEGEL, HARVEY. "'Radical' Pedagogy Requires 'Conservative' Epistemology." Journal of Philosophy of Education 29, no. 1 (March 1995): 33–46. http://dx.doi.org/10.1111/j.1467-9752.1995.tb00339.x.

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Clem, B. "Pedagogy of a Radical Multiculturalism." MELUS: Multi-Ethnic Literature of the United States 30, no. 2 (June 1, 2005): 123–38. http://dx.doi.org/10.1093/melus/30.2.123.

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Armstrong, Kenneth A., Maksymilian Del Mar, and Sally Sheldon. "Contextual legal pedagogy: still radical?" International Journal of Law in Context 18, no. 4 (November 22, 2022): 365–72. http://dx.doi.org/10.1017/s1744552322000398.

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AbstractThis is an introduction to the Special Issue on ‘Contextual Legal Pedagogy’. It introduces the themes of the Special Issue and offers summaries of the papers in the collection. The introduction considers whether, and how, contextual legal pedagogy can still be radical, and how addressing pedagogical issues also necessarily involves addressing vital theoretical issues.

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Kopnina, Helen. "Critical pedagogy." Studier i Pædagogisk Filosofi 8, no. 1 (February 18, 2020): 43–68. http://dx.doi.org/10.7146/spf.v8i1.114773.

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While environmentalism is often associated with different non-governmental organizations, agencies, movements, institutions, and grassroots groups, one of the least understood types of environmentalism is so-called radical activism. This article will argue that the label of radicalism or even terrorism attached to some forms of environmental activism precludes learning about the causes of environmental crises. Based on the work of Paulo Freire in critical pedagogy and eco-pedagogy, this article supports the position that learning about social and political framing of “radicalism” as well as the issues that drive this “radical” action help the development of critical thinking and ethical judgment in students. By analyzing student reflection essays on the film If a Tree Falls: A Story of the Earth Liberation Front, this article draws lessons in ecological citizenship and critical thinking.

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Blanchard, Lynda‐ann, and Mike Nix. "Creating spaces for radical pedagogy in higher education." Human Rights Education Review 2, no. 2 (November 3, 2019): 64–83. http://dx.doi.org/10.7577/hrer.3363.

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This paper tells stories from a higher education study abroad collaboration entitled Investigating Diversity, Human Rights and Civil Society in Japan and Australia. Starting from a pedagogical focus on students’ active learning about human rights, this project has come to value relationship building—between academic institutions, civil society and community groups, and individuals. We ask ‘what is human rights education?’, and argue for a radical pedagogy in which knowledge about human rights and diversity is negotiated in ‘third spaces’ (Bhabha). In an attempt to address the ‘im/possibility of engaging with alterity outside of a pedagogic relationship of appropriation or domination’ (Sharma), learners ‘become border crossers in order to understand otherness on its own terms’ (Giroux). As the stories demonstrate, active learning also requires active unlearning (Spivak). Pivotal to our radical pedagogy is a conception of human rights education as dialogic and that creates the conditions for ethical encounters with otherness.

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Denzin, Norman K. "Critical Pedagogy and Democratic Life or a Radical Democratic Pedagogy." Cultural Studies ↔ Critical Methodologies 9, no. 3 (May 15, 2009): 379–97. http://dx.doi.org/10.1177/1532708609332607.

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Dissertations / Theses on the topic "Radical pedagogy"

McInnis, Shelley, and n/a. "An experiment with radical pedagogy." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060928.122201.

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This thesis is an analysis of some research undertaken with students in a unit on human sexuality. It is a critical account of an experiment with 'radical' pedagogy which deliberately forsakes the pessimistic determinism of social reproduction theory in education and assumes the fundamental optimism of resistance theory, wherein human actors are capable of penetrating oppressive ideology and practice and working towards emancipation and social change. The experiment is an attempt to implement radical pedagogy in a particular classroom, and the body of the thesis consists of a critique of data collected from participants' notes and transcriptions of video and audio-tapes of thirteen, two�hour class sessions. The first chapter of the thesis outlines the nature of a pedagogical style which could be described as counter�hegemonic, non-reproductive, or liberatory, and it specifies the elements of a 'radical' approach to classroom process and content, which is distinguished from a 'traditional' one. Subsequent chapters present a critical analysis of actual classroom 'content' and 'process', which is based on a study of reconstructed sessional data, and the final chapter discusses the factors which limited the 'success' of the experiment, and attempts to draw some conclusions about the liberatory possibilities of radical pedagogy.

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Wallington, Ashley. "Towards a radical pedagogy of post-dramatic theatre." Thesis, Aberystwyth University, 2017. http://hdl.handle.net/2160/62375a9e-e705-46bf-93d0-f8eadcf23126.

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This research project makes an enquiry into post-dramatic theatre’s potential as a counter-apparatus for radical pedagogy. It argues that PDT enables its participants to coauthor acts of creative resistance outside of the usual hegemonic modes of theatrical production often prescribed for and expected of young people. Part One sets out to explore a range of intersections emerging between concepts of authenticity and postdramatic theatre through examination of four sites of convergence: realities, bodies, subjectivities and spectators. These: i) reveal post-dramatic theatre’s potential to assume critical frames on reality that might provide a foundation for the operation of a radical pedagogy of post-dramatic theatre; ii) deepen appreciation of post-dramatic theatre’s potential to enable an experiential, kinaesthetic and critical mode of being that facilitates immediate and embodied participation in radical pedagogic processes; and iii) clarify why concepts of subjectivation and representation might become key concerns of a radical pedagogy of PDT. The findings from this discussion are then mobilised in Part Two within a series of first-hand spectator accounts of examples of post-dramatic theatre that place children and teenagers at their core – namely, Victoria’s üBUNG (2003), Rimini Protokoll’s Airport Kids (2008), Ontroerend Goed’s Once and For All We’re Going to Tell You Who We Are So Shut Up and Listen (2008), Victoria’s That Night Follows Day (2009), Ontroerend Goed’s Teenage Riot (2010), Mammalian Diving Reflex’s Haircuts by Children (2010), Campo/Gob Squad’s Before Your Very Eyes (2012), Ontroerend Goed’s All That is Wrong (2013) and Boris Charmatz’s L’Enfant (2014). On one hand, these accounts provide underpinning field research aiming to deepen response to the question of how notions of authenticity might inform the practice of post-dramatic theatre and, additionally, they are examined to identify what they might offer to the investigation of PDT as an apparatus for radical pedagogy. Finally, from a first-hand perspective situated within the messy terrain of performance making, Part Three offers an account of an emergent methodology designed to exploit post-dramatic theatre as an apparatus for radical pedagogy in practice. This makes specific reference to three performance works that I have made with young people: All Straight in a Line or Wild Like Thorns (2012), Think of Me Sometime (2013) and Music to Be Murdered By (2014). This discussion culminates in Thirteen Theses on PDT as a Counter-Apparatus for Radical Pedagogy which provides a manifesto for practice, along with Notes for a Teacher Maker Towards the Realisation of a Radical Pedagogy of PDT which offers an overview of a selection of strategies and tactics used in the making of the works explored in Part Three. Both are intended as transferable frameworks for others to instigate their own radical pedagogic approaches.

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Greenstein, Anat. "Radical inclusive pedagogy : connecting disability, education and activisim." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/326228/.

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This thesis combines ideas from disability studies and inclusive education debates, as well as critiques of mainstream schooling from critical pedagogy (e.g. Freire, 1972a; McLaren, 2009) and progressive education approaches (e.g. Darling & Nordenbo, 2002; Holt, 1983) to suggest a framework of radical inclusive pedagogy. The imperative for developing this framework is based on two main arguments; firstly, I argue for the understanding of education as a political process that can serve to reify or challenge the social order (Freire, 1972b; Giroux, 1981; McLaren, 2009). This view shifts debates about (inclusive) education from technical issues of resources and teaching methods to political and value-laden questions about the goals and aims of education (Slee, 1997). Secondly, adopting the social model assertion that disability is not an individual trait but rather the result of social processes of disablement (Oliver, 1990a; Thomas, 1999), I argue that educational theories and practices that are geared towards social justice and inclusion need to recognise and value the diversity of human embodiments, needs and capacities, and to foster pedagogical practices that promote rhizomatic relations of interdependency (Allan, 2008; Goodley, 2007a; Kittay, Jennings, & Wasunna, 2005), rather than focusing on independence and rationality. A key aspect of the thesis is its prefigurative approach, which stresses the need to simultaneously resist the social order and build alternatives from within (Gordon, 2008). This leads to the argument that the disabled people’s movement is in itself a site of radical inclusive pedagogy, as it supports disabled people in analysing social structures in order to resist their oppression. Further, the insistence on prefigurative research meant looking for ways to engage with disabled students in ways that resist the adult-child hierarchies of the school. The use of playful creative methods (including art, drama and comics) in workshops that were aimed at designing “the best school in the world” allowed for more flexible power relations, and provided an accessible context to foster participants’ engagement in reflexive discussions about social norms and values, thus transgressing the primacy of language and rationality in educational research. Findings from interviews with activists in the disabled people’s movement and from the ethnographic work in a “special needs unit” within a mainstream school were synthesised to suggest four key aspects of radical inclusive pedagogy: the need to value difference and resist practices that seek to make all students follow a uniform, linear and predefined educational path; the need to understand education as a complex and on-going relational process that values interdependence rather than independence; the need to contextualise learning in diverse aspects of experience as a way of supporting conscientization and accessibility; and the need to promote dialogue between teachers and students and resist authoritarian school practices.

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Rainbow, Adrian Paul. "The poetics of emancipation : critical pedagogy, radical aesthetics and contemporary fiction." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445771.

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Graham, Janna. "Thinking with conditions : from public programming to radical pedagogy in and beyond contemporary art." Thesis, Goldsmiths College (University of London), 2018. http://research.gold.ac.uk/23886/.

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Thinking with Conditions: from Public Programming to Radical Pedagogy in and Beyond Contemporary Art is a study of the contradictions and possibilities of public programming within and beyond contemporary arts institutions. Charting a rise in discursive events in galleries since the 1990s that take place under the heading ‘public programming’, the thesis analyses claims made for these events as moments in which to address urgent contemporary issues, to create alternative enactments of the public sphere, to open up spaces for dialogue and debate and to generate practices of time-based experimentation. It posits that in our current moment such claims are overshadowed by a mode of post-Fordist production that propels individual, virtuosic and communicative performances, regularly detaching a political kind of speech from meaningful political action. I argue that this tendency, described by Paulo Virno as ‘publicness without a sphere’. joins a suite of other ‘public’ practices to enact rather a public pedagogy in which its agents learn to detach passionate and politicised speech from practices in theie life worlds. I call this tendency thinking without conditions. Part I of the thesis examines this tendency to think without conditions in public programming in the arts and as it can be found in fields like Education and the Law. Part II of the thesis argues for a move away from thinking without conditions and towards radical education practices that forge stronger links between the world and the word. Drawing from the work of Paulo Freire, archives of popular education in Latin America and genealogies of Institutional Pedagogy in France, including the writings of Ferdnand Oury, Aida Vazquez and others, Part II of the thesis argues for thinking with conditions, praxes that more meaningfully connect what is said and what can be acted upon. Each chapter is structured around anecdotes drawn from 20 years of experience working in the fields of public programming through which I have attempted to chart the intersection of micro and macro political concerns as they manifest in everyday working practices. Throughout the thesis it is suggested that practices of organisation — though often eclipsed by more heroic narratives and the content concerns of public programmes - are crucial to understanding how radical change can and does take place. By emphasising thinking with conditions, the thesis suggests an alternative to the conception of the public sphere, which in a post-democratic landscape has arguably been hollowed out. It suggests rather a discipline of working through practices of thought, speech, affect, care and organization, questions of the so-called private and public spheres, questions of space and time, of questions of the material and the immaterial to manifest changes in infrastructures that support increasingly precarious lives.

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Sawyer, Abigail E. "Student identities in a mathematical community of practice : radical visible pedagogy and the teacher collective." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63818/1/Abigail_Sawyer_Thesis.pdf.

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This study investigated the practices of two teachers in a school that was successful in enabling the mathematical learning of students in Years 1 and 2, including those from backgrounds associated with low mathematical achievement. The study explained how the practices of the teachers constituted a radical visible pedagogy that enabled equitable outcomes. The study also showed that teachers’ practices have collective power to shape students’ mathematical identities. The role of the principal in the school was pivotal because she structured curriculum delivery so that students experienced the distinct practices of both teachers.

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Paiva, Isadora Barreto. "A pedagogia radical sobre as bases da teoria crÃtica da escola de Frankfurt: uma anÃlise a partir da ontologia marxiano-lukÃcsiana." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10998.

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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico
O presente trabalho dissertativo concerne em uma pesquisa de fundamento onto-histÃrico, que se pauta na ontologia marxiano-luckÃcsiana para anÃlise do movimento do real. O objetivo central Ã realizar um estudo acerca dos pressupostos da chamada pedagogia crÃtica ou pedagogia radical, traÃando, ademais, um paralelo entre tal teoria pedagÃgica, de carÃter revisionista, e a teoria marxista, aqui reivindicada. Para tanto, foram elencados, respectivamente, escritos de Henry Giroux (1983 e 1997) e Peter McLaren (1997), e, no outro posto, Karl Marx (2000, 2004, 2010), Marx e Engels (1999a e 1999b) LuckÃcs (1981), MÃszÃros (2000), Tonet (2001, 2002, 2007), Rabelo (2005), entre outros. No primeiro capÃtulo, encontra-se um apanhado histÃrico atinente ao desenvolvimento da Escola de Frankfurt, que, adiante, darÃ sua parcela de contribuiÃÃo para o desenvolvimento da pedagogia crÃtica ou pedagogia radical. HÃ, ainda, uma exposiÃÃo introdutÃria acerca dos principais pressupostos da teoria crÃtica da Escola de Frankfurt, a partir de intÃrpretes: Freitag (1988) e Matos (1993), como base para adentrarmos nos escritos dos autores da referida pedagogia. No segundo capÃtulo, Ã realizada uma exposiÃÃo imanente relativa Ã pedagogia proposta por Giroux e McLaren. No terceiro capÃtulo, tem-se uma exposiÃÃo geral do referencial teÃrico marxiano-luckÃcsiano, que compreende o trabalho como fundamento do ser social, chegando-se atÃ o complexo da educaÃÃo enquanto desdobramento do ato de trabalho, mas que guarda uma autonomia relativa perante ele. A seguir, traÃa-se um paralelo entre a pedagogia radical ou crÃtica e os pressupostos educacionais fundamentados na ontologia marxiano-luckÃsiana, com o propÃsito de pÃr Ã luz as diferenciaÃÃes existentes entre a referida pedagogia e os pressupostos da ontologia marxiano-lukÃcsiana.
The present dissertative work concerns in a research that has an onto-historical foundation, which bases itself on the marxian-lukacsian ontology towards to an analysis of the movement of reality. The central objective is to make a study about the presuppositions of the critical or radical pedagogy, outlining, moreover, a parallel between this pedagogical theory, of a revisionist character, and the marxist theory, claimed by us. In order to reach this, it was chosen, respectively, works of the authors: Henry Giroux (1983 and 1997) and Peter McLaren (1997), and, at the other side, Karl Marx (2000, 2004, 2010), Marx and Engels (1999a and 1999b) LuckÃcs (1981), MÃszÃros (2000), Tonet (2001, 2002, 2007), Rabelo (2005), and others. At the first chapter, there is a historical summary which concerns to the evolution of Frankfurt School, that will after contribute with the development of the critical or radical pedagogy. There is also an introductory exposition about the main presupposition of the Frankfurt Schoolâs critical theory, from the exponents: Freitag (1988) and Matos (1993), as bases to access the works of the authors of the referred pedagogy. At the second chapter, an immanent exposition related to the pedagogy proposed by Giroux and McLaren is developed. At the third chapter, there is a general exposition of the marxian-lukacsian theoretical referential, which understands the labor as the social being basis, allowing the progress of the education complex as a labor act deployment, but keeping a relative autonomy in face to it. After this, is outlined a parallel between the radical or critical pedagogy and the educational presuppositions based on the marxian-lukacsian ontology, with the intention of uncovering the existent differences between this pedagogy and the presuppositions of the marxian-lukacsian ontology.

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Kuykendall, Sue A. Morgan William Woodrow Strickland Ron L. "The subject of feminist literary practices radical pedagogical alternatives (teaching subjects/reading novels) /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9411040.

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Thesis (D.A.)--Illinois State University, 1993.
Title from title page screen, viewed February 23, 2006. Dissertation Committee: William Morgan, Ronald Strickland (co-chairs), Victoria Harris, Thomas Foster, Anne Rosenthal. Includes bibliographical references (leaves 228-242) and abstract. Also available in print.

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Zhou, Yuxin. "Situating Asian American Environmental (In)Justices through Radical History Walking Tours." Scholarship @ Claremont, 2020. https://scholarship.claremont.edu/pomona_theses/213.

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By analyzing two radical history walking tours in Seattle, WA, and Berkeley, CA, this thesis aims to examine how Asian American communities can find their places in the U.S. environmental movement. I argue that these walking tours provide generative pedagogical tools to engage the general public to unpack the complex Asian American history embedded within urban spaces. I also articulate how these walking tours have the capacity to situate environmental struggles and activism within urban spaces, illustrating that various Asian American social and political activism has always been addressing environmental concerns. Furthermore, I argue that these walking tours of Asian American cultural landscapes enable us to recognize the long history of cross-ethnic organizing in Asian American activist movements. Lastly, I advocate for an Asian American environmental movement that incorporates a decolonial/indigenous framework, which could allow all marginalized communities to envision more just practices of spatial organizing and land use in the future.

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PAIVA, Isadora Barreto. "A pedagogia radical sobre as bases da teoria crítica da escola de Frankfurt: uma análise a partir da ontologia marxiano-lukácsiana." www.teses.ufc.br, 2013. http://www.repositorio.ufc.br/handle/riufc/7553.

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PAIVA, Isadora Barreto. A pedagogia radical sobre as bases da teoria crítica da escola de Frankfurt: uma análise a partir da ontologia marxiano-lukácsiana. 2013. 99f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013.
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The present dissertative work concerns in a research that has an onto-historical foundation, which bases itself on the marxian-lukacsian ontology towards to an analysis of the movement of reality. The central objective is to make a study about the presuppositions of the critical or radical pedagogy, outlining, moreover, a parallel between this pedagogical theory, of a revisionist character, and the marxist theory, claimed by us. In order to reach this, it was chosen, respectively, works of the authors: Henry Giroux (1983 and 1997) and Peter McLaren (1997), and, at the other side, Karl Marx (2000, 2004, 2010), Marx and Engels (1999a and 1999b) Luckács (1981), Mészáros (2000), Tonet (2001, 2002, 2007), Rabelo (2005), and others. At the first chapter, there is a historical summary which concerns to the evolution of Frankfurt School, that will after contribute with the development of the critical or radical pedagogy. There is also an introductory exposition about the main presupposition of the Frankfurt School’s critical theory, from the exponents: Freitag (1988) and Matos (1993), as bases to access the works of the authors of the referred pedagogy. At the second chapter, an immanent exposition related to the pedagogy proposed by Giroux and McLaren is developed. At the third chapter, there is a general exposition of the marxian-lukacsian theoretical referential, which understands the labor as the social being basis, allowing the progress of the education complex as a labor act deployment, but keeping a relative autonomy in face to it. After this, is outlined a parallel between the radical or critical pedagogy and the educational presuppositions based on the marxian-lukacsian ontology, with the intention of uncovering the existent differences between this pedagogy and the presuppositions of the marxian-lukacsian ontology.
O presente trabalho dissertativo concerne em uma pesquisa de fundamento onto-histórico, que se pauta na ontologia marxiano-luckácsiana para análise do movimento do real. O objetivo central é realizar um estudo acerca dos pressupostos da chamada pedagogia crítica ou pedagogia radical, traçando, ademais, um paralelo entre tal teoria pedagógica, de caráter revisionista, e a teoria marxista, aqui reivindicada. Para tanto, foram elencados, respectivamente, escritos de Henry Giroux (1983 e 1997) e Peter McLaren (1997), e, no outro posto, Karl Marx (2000, 2004, 2010), Marx e Engels (1999a e 1999b) Luckács (1981), Mészáros (2000), Tonet (2001, 2002, 2007), Rabelo (2005), entre outros. No primeiro capítulo, encontra-se um apanhado histórico atinente ao desenvolvimento da Escola de Frankfurt, que, adiante, dará sua parcela de contribuição para o desenvolvimento da pedagogia crítica ou pedagogia radical. Há, ainda, uma exposição introdutória acerca dos principais pressupostos da teoria crítica da Escola de Frankfurt, a partir de intérpretes: Freitag (1988) e Matos (1993), como base para adentrarmos nos escritos dos autores da referida pedagogia. No segundo capítulo, é realizada uma exposição imanente relativa à pedagogia proposta por Giroux e McLaren. No terceiro capítulo, tem-se uma exposição geral do referencial teórico marxiano-luckácsiano, que compreende o trabalho como fundamento do ser social, chegando-se até o complexo da educação enquanto desdobramento do ato de trabalho, mas que guarda uma autonomia relativa perante ele. A seguir, traça-se um paralelo entre a pedagogia radical ou crítica e os pressupostos educacionais fundamentados na ontologia marxiano-luckásiana, com o propósito de pôr à luz as diferenciações existentes entre a referida pedagogia e os pressupostos da ontologia marxiano-lukácsiana.

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Books on the topic "Radical pedagogy"

Bracher, Mark. Radical Pedagogy. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468.

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1954-, Buckingham David, ed. Teaching popular culture: Beyond radical pedagogy. London: UCL Press, 1998.

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Radical departures: Composition and progressive pedagogy. Urbana, Ill: National Council of Teachers of English, 2002.

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Gómez-Peña, Guillermo. Exercises for rebel artists: Radical performance pedagogy. New York: Routledge, 2011.

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1967-, Sifuentes Roberto, ed. Exercises for rebel artists: Radical performance pedagogy. New York: Routledge, 2011.

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F, Day Richard J., De Peuter Greig, and Côte Marc, eds. Utopian pedagogy: Radical experiments against neoliberal globalization. Toronto: University of Toronto Press, 2007.

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B, Entin Joseph, Rosen Robert C. 1947-, and Vogt Leonard 1943-, eds. Controversies in the classroom: A radical teacher reader. New York: Teachers College Press, 2008.

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Red seminars: Radical excursions into educational theory, cultural politics, and pedagogy. Creskill, N.J: Hampton Press, 2004.

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Brian, Simon, Rattansi Ali, and Reeder David A, eds. Rethinking radical education: Essays in honour of Brian Simon. London: Lawrence & Wishart, 1992.

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The radical pedagogies of Socrates & Freire: Ancient rhetoric/radical praxis. New York: Routledge, 2011.

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Book chapters on the topic "Radical pedagogy"

Beauchamp, Gary, Dylan Adams, and Kevin Smith. "Radical Pedagogy." In Pedagogies for the Future, 16–30. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003183938-2.

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Bracher, Mark. "Identity, Motivation, and Recognition." In Radical Pedagogy, 3–15. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_1.

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Bracher, Mark. "Self Analysis for Teachers." In Radical Pedagogy, 135–47. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_10.

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Bracher, Mark. "Generative Identity and the Need to Teach." In Radical Pedagogy, 149–57. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_11.

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Bracher, Mark. "Supporting Prosocial Identity Contents." In Radical Pedagogy, 161–77. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_12.

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Bracher, Mark. "Promoting Identity Integration." In Radical Pedagogy, 179–91. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_13.

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Bracher, Mark. "Developing Identity Structures." In Radical Pedagogy, 193–207. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_14.

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Bracher, Mark. "Linguistic Identity." In Radical Pedagogy, 17–30. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_2.

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Bracher, Mark. "Affective and Imagistic Identity." In Radical Pedagogy, 31–43. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_3.

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Bracher, Mark. "Identity Integration and Defenses." In Radical Pedagogy, 45–58. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_4.

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Conference papers on the topic "Radical pedagogy"

Hosseini-Eckhardt, Nushin, and Leicy Esperanza Valenzuela Retamal. "RADICAL PRESENT AND REFLEXIVE CONNECTIONS. DIDACTICAL APPROACHES TO ALIENATED SPACES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end150.

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Our starting position is the observation of disappearing public spaces and due to that an increasing alienation in social structures (the global pandemic situation having accelerated this). From two different fields of pedagogy (philosophy of education and performative arts) we aim to set up didactical approaches that give a counterbalance to those tendencies. Especially growing possibilities and challenges of digital formats lead us to a pedagogy of the “Radical Present“. On the basis of our previous theoretical research and practical work in schools and workshops we want to discuss and apply concepts and methods of “Reflexive Connections“ and „Whole-Body-Performances“ as ways of initiating experiences in pedagogical settings. Anyone who shares the interest of finding ways of connection as a joint democratic idea is welcome to participate e.g. teachers, graduate students, masters or doctoral students, researchers and others (8-12).

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Brown, Autumn. "Organize, Activate, Liberate: Clara Luper's Radical Pedagogy in Oklahoma During Civil Rights." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688999.

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Jones, Kristin. "From Critical to Transformative Pedagogy in Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.21.

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Transformative pedagogy is a contemporary educational ideal intended to actively promote the transformation of the life and inner perception of the learner and his/her community. It emerged at the dawn of the 21st century from a line of counter-hegemonic thought that has been called emancipatory, liberal, radical or critical in the effort to chart a new direction for post-industrial education. This paper addresses the struggle of architectural education to maintain its aim as an emancipatory practice within an ever-evolving disciplinary culture.

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Brackett, Robert. "Architecture Revisits Math & Science: Computation in a Visual Thinking Pedagogy." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335059.

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This paper makes a case for the greater integration of computational logic and principles in core undergraduate architectural design courses as visual thinking pedagogy. Math and computation present abstract problems that may seem at odds with the real-world design concepts with which students are familiar. Because architecture students are typically strong visual thinkers, abstract mathematical language can be difficult to learn, but these concepts can be used as a pedagogical interface to support visual problem-solving in the design process. Building on the work of Christopher Alexander in Notes on the Synthesis of Form and A Pattern Language, the idea of “pattern languages” can be used to develop a curriculum that relies on math and computation to connect the visual and social systems at work in the design process. Design curricula can integrate computational thinking based on vector math, geometry, calculus, matrices, set theory, visual programming, and scripting to build students’ computational literacy through visual problem-solving. George Stiny’s “shape grammars” offer an intuitive analog method for introducing students to computational thinking through elements and rules in preparation for designing with digital tools. The further we distance ourselves from the fundamental operations of mathematics and computation, the more we risk becoming obsolete in the process. Computer programs can automate modeling, analyzing, programming, reviewing, and even designing buildings. For now, that places the architect in a narrow domain of design and visual aesthetics, which will quickly be subsumed by machine algorithms deployed by software companies. These machine constructions operate at the social/cultural scale, a place suited for the critical position and service of architects. The education of an architect should therefore provide students with critical knowledge and skills that position them to define the parameters of automation and challenge the computer programmers with radical ideas, communicated in a shared language of mathematics that is both visual and abstract.

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Lalitha, M. Padma, T. Janardhan, and R. Madhan Mohan. "The future of fuzzy logic based wind energy conversion system with solid oxide fuel cell and the passions of radical pedagogy." In 2014 Innovative Applications of Computational Intelligence on Power, Energy and Controls with their impact on Humanity (CIPECH). IEEE, 2014. http://dx.doi.org/10.1109/cipech.2014.7019052.

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Hanff Jr., William A. "A Media Archeology of Education Innovation History and Pandemics." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.6.

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How do we as researchers and educators discern how past institutions of higher education responded to pandemics and other social stresses, and what practices we can adopt from them? Combining Jussi Parikka’s ideas of media archeology with the radical post-colonialism of Nonwestern Educational Traditions by Timothy Reagan, this research explores specific artifacts of western and nonwestern systems of education innovation at specific periods in history, how these institutions responded to crises and pandemics, and what this suggests to our contemporary post-literate networked system of higher education. The emerging field of Media Archeology suggests a literature review mash-up and remix to find under-represented historical ideas around pedagogy and higher education. The impacts of these education innovations are seen through the artifacts such as ‘open plan’ school architecture, educational broadcasting, and proto-internet distance learning classes. Each of these dyads of a western tradition of higher education contrasted with a non-western or resistance tradition of higher education has left artifacts and practices that have been able to escape intentional destruction or cultural appropriation into current western hegemonies. By standing outside the constraints and politics of corporate narratives, these artifacts can point the way toward reviving educational systems based on techniques and technologies that can address the systematic problems with higher education. This study of media, sociology, education, and history seeks to suggest workable practices for a post-COVID world, that resists hegemonic practices and corporatization of education and addresses new challenges in the future.

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Hwang, Irene. "RFP: Request for Pedagogy." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.15.

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As the professional reality of architectural practice has radically transformed in the last decade, the teaching of professional practice as a core course has remained static for four times as long. Even while current practice explodes into many different innovative models and methods, the teaching of professional practice has hardly budged. We must turn our focus to a new tertiary, the territory between the historical binary of the scholarly pursuit of the academy and the practical work of the profession. To that end, this paper presents a new mindset for teaching professional practice by unpacking piloted methods and concepts through five compact case studies: 1) First Day of Class: Setting the Tone for Engagement 2) Syllabus: The Importance of Transparency 3) Writing The Syllabus: The Importance of Transparency 4) Curricular Value: Why Credits Matter 5) RFP: Request for Pedagogy

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Kamel, Michael, and Roger Miller. "The Evolution of Games of Innovation in Regulated Complex Industries: The Case of Aviation Training." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60541.

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The study of industrial games of innovation is often associated with dominant theories representing various generic forms of organizational design and dynamics. The dominant theories in this area were traditionally Schumpeter’s destructive innovation, Porter’s five-force competitive analysis and Nalebuff’s value net. Other frameworks for analyzing industrial behavior include game theory and its derivative innovation games theory. For regulated high-technology industries, theoretical frameworks that do not account for interfirm coordination are often insufficient to understand or predict the industry behavior. Innovation in the aviation simulation and training industry will be presented in this paper as typical of the regulated high-technology industries. The aviation simulation and training industry emerged at the turn of the twentieth century and it was mostly demand-driven at its onset. The increase in the volume and importance of aviation resulted in government regulation of the industry in the late 1960’s. This has radically changed the industry’s game of innovation into a regulation-based coordination game. Literature described the regulation-centered innovation coordination as “an internally-coherent system of innovation.” The new game had the regulatory frameworks at the core of the innovation process as they defined the market’s acceptance and value capturing from innovative technologies. The evolution of these regulatory frameworks was almost entirely reactive to accidents and catastrophic failures that highlighted existing deficiencies in training methodologies or technologies. This ex-ante regulator-driven system of innovation exhibited recent evolutionary changes towards being a pedagogy-centered service-based system of innovation. The reason behind this transformation was a combination of endogenous and exogenous forces. Technological opportunities, economic pressures and strategic transformation by industry leaders were the three main categories of these forces. The resulting mode of innovation coordination in the industry was a service-oriented pedagogical platform, lead by supplier-user partnerships and monitored by regulation authorities. Compliance to equipment regulatory guidelines is not the principal means of value creation anymore. Rather, the pedagogic value of the training curriculum, encompassing the training devices, is the main source of value creation. A new stable equilibrium of innovation coordination is being reached by the industry, driven by its downstream-most service provision component.

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Mcbride, Charles. "There Goes the Neighborhood: How a NZE Passive House Changed the Culture of a Community." In 2020 ACSA Fall Conference. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.aia.fallintercarbon.20.34.

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In 2019 a small, single-family house was sold to a family excited to be part of a trailblazing and strangely controversial project. While many net zero energy (NZE) and/or Passive House examples have now been completed across the US, small communities, especially in the flyover country of the upper Midwest, have proudly doubled down against the “unknown” of these new models, reinforcing traditional project delivery and the absence of energy codes. This project and initiative not only serves as an example for students and evolving pedagogy, but also has become a touchstone in the community, challenging the preconceptions of modern design, neighborhood investment, homebuilding practice, and the public image of a university grappling with an evolving “design culture.” The complexities of any architectural project are numerous but often predictable. Like any student design-build project, this house dealt with its share of delays and changes. And like any grant-funded project, it dealt with additional oversight, reviews and red tape. Now in its final phase, the project begins post-occupancy monitoring. Teaching the homeowners about building performance blends the pragmatics of understanding equipment with the global responsibility and mission of NZE and passive house. An early decision to work within an existing, walkable neighborhood lead unexpectedly to a very public debate on neighborhood design. These and other lessons are a reminder that architectural practice requires teaching your client, and often, your community. This paper will focus on the larger impact that the house continues to have on both the community and university. This includes the cultural challenges of meeting design expectations, the potential of infill as a community revitalization tool, and convincing a skeptical public that energy consciousness and evolving construction techniques have real value. It will also discuss how these issues, understood and accepted as given within the design and academic community, are still radically new in this (and many) regions across the country. A discussion of pedagogy and community design are balanced with quantitative energy data, impact, and continuing observation.

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Odunmbaku, Adiat, and Moriliat Jumoke Afolabi. "Pedagogic Transformation: Blending of Reinforcement and Inquiry Learning in Innovative Science as Resilience Technique." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1509.

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In this paper, blending reinforcement and inquiry learning in innovative science (technological approaches) as resilience technique was presented. The study was designed to determine the effectiveness of these innovative approaches in improving students’ performance. The views about reinforcement and inquiry methods were used as data collection instrument. To this end two research questions were raised and two research hypotheses were formulated to answer the research questions. The study adopted the quasi-experimental design of pre-test post-test non-equivalent control groups. Sixty 100Level undergraduate students of National Open University of Nigeria (NOUN) were used. After four weeks of online facilitation of quantitative and qualitative techniques, acid-base reaction and determination of radicals, a-20 item questions which was well validated and had reliability coefficient of 0.80 were administered to the students before and after application of the teaching strategies on the students. After that the students were reinforced and tested with the same questions. Mean, Standard Deviation and t.test were the statistical tools used to analysis the data. The result of the study shows that students with the blend of guided inquiry and reinforcement learning performed significantly well than students with only guided inquiry learning. In addition, the types of degree (BSc/BSc. (Ed.)) has significant influence on students’ performance in favour of BSc. Students. Based on the findings of this study, it was recommended among others that university lecturers should be encouraged to blend guided inquiry with reinforcement as a teaching method in delivery of their lessons especially in the teaching of some concepts in chemistry.

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Reports on the topic "Radical pedagogy"

Álvarez Zuluaga, Carlos Andrés, Claudia Espinal Correa, Jorge Humberto Rubio Elorza, and Mauricio Vasco Ramírez. La simulación en salud: una estrategia de evaluación y formación por competencias. Ediciones Universidad Cooperativa de Colombia, November 2021. http://dx.doi.org/10.16925/wpgp.04.

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La simulación clínica no es una novedad. Hace ya mucho se distanció de sus orígenes en la aviación y colonizó áreas como la educación en salud. En este libro se la presenta como una tecnología que, acompañada de recursos como los simuladores y estrechamente ligada al campo de la pedagogía y la didáctica, la pone en un lugar privilegiado dentro de la compleja relación de enseñanza-aprendizaje, es decir, la convierte en una estrategia que contribuye al desarrollo y potenciamiento de las habilidades y destrezas requeridas por las disciplinas en las que se encuentra inmersa, a la vez que favorece la toma de decisiones del futuro profesional, en nuestro caso, del área de la salud. Parte de esto radica en que, una vez insertada en la malla curricular de los programas de educación superior, la simulación permite escalar varios grados de complejidad y situaciones: desde la adquisición de habilidades y destrezas básicas, hasta la compleja toma de decisiones cuya encrucijada pone en tela de juicio la vida de los pacientes. En nuestro caso, la simulación se sitúa bajo un modelo de educación por competencias, acorde con las modalidades y a los requisitos que demandan las instancias gubernamentales que regulan la educación superior que exigen evidencias de lo aprendido y, con ello, el papel de las prácticas académicas (indicadores) en ambientes adecuados. En ese escenario, la simulación da respuesta al profesional que se promete educar bajo una educación atenta a resultados del aprendizaje verificables.

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