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In this article, the authors describe experiences in and offer suggestions from a course entitled ‘Educational Innovation for Excellence Through Action Research, Conflict Resolution, and Organizational Learning’ – an action evaluation (AE). The class was taught using the principles of action research and AE. The authors explore the impact that the course had on the their personal perceptions and classmates’ perceptions of AE, grapple with the criteria for what constituted a shared definition of ‘success’ in the course, and offer a critical lens for viewing educational evaluation as a means to continued self-reflection or reflexivity. The theoretical framework utilized is symbolic interactionism and critical pedagogy. The process of AE, including resonance, positive disruptions, reflexivity, and conflict resolution, is discussed within the authors’ narratives. Action evaluation is revealed as the complex process of joining sometimes apparently disjointed participants as unlikely partners to create change. This study helps to fill a gap of enriching action research with narratives, by exploring AE through reflection, and by creating discussion regarding critical pedagogy and social change. Implications for a wide audience include suggested conflict resolution strategies and examples of evaluation uses for instructors in numerous classes. Recommendations for AE implementation and strategies to promote social change – including core values of democratic participation, community empowerment, and social justice – are also presented. 相似文献
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Ya’ara Gil-Glazer 《Critical Studies in Education》2020,61(1):66-85
ABSTRACTThis article presents an educational approach that merges ideas of critical pedagogy with those of visual culture. According to this approach – termed visual critical pedagogy – art is an integral part of the textures of society and culture and their manifold and complex visual expressions, including the more controversial and subversive among them. It objects to locking art and visual culture in art departments, and to restricting art history to a formalist analysis of ‘masterpieces’ – which represent primarily the Western art market and its underlying politics. It likewise rejects the conception of art history as the history of artists and art movements – a conservative approach still prevalent in many academic institutions. Integrating critical pedagogy with visual culture provides fertile ground for an educational practice within art classes and beyond them. Visual critical pedagogy is formulated using the concepts exposure, deciphering, representation and visibility, shared by both critical pedagogy and visual culture. These are discussed in the context of educational projects and activities planned and implemented by Jewish and Arab students enrolled in an education-through-art program in an academic college in northern Israel. 相似文献
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David Stevens Dr. 《English in Education》2012,46(2):121-134
I seek here to explain and elaborate on how and why Paulo Freire’s work has significance for educators in today’s ‘affluent’ west, not least in reminding us powerfully of core critical and celebratory values at a time when many teachers, and not only of English, feel under huge pressure – a pressure that in fact verges on the oppressive. My focus here is on native language teaching and learning – English, in effect – thus echoing Freire’s concern for critical literacy and pedagogy and how these may relate constructively to fundamentally Romantic traditions of English pedagogy. 相似文献
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Lisa Hochtritt Willa Ahlschwede Bonnie Halsey‐Dutton Laura Mychal Fiesel Liz Chevalier Taylor Miller Chelsea Farrar 《The International Journal of Art & Design Education》2018,37(2):287-299
In this article we explore examples of public pedagogical actions and interventions, reading them through a social justice education framework lens. In our discussion we start with definitions of social justice, public pedagogy and case study methodologies. Then, we look at a variety of international examples to highlight the pervasiveness of public pedagogical opportunities in visual culture that include a festival, an individual, a citywide symposium, an online community, a cultural group and a museum exhibition. They are divided into three categories based on social justice principles suggested by Ayers et al. and later interpreted by Dewhurst: (1) Public pedagogy and social justice is rooted in people's experiences: Fiesta del Señor de Choquekillka: Ollantaytambo, Peru and Janet Weight Reed – an artist's public pedagogy utilising social media; (2) Public pedagogy and social justice is a process of reflection and action together: Ideas City Festival and the Vlogbrothers; (3) Public pedagogy and social justice seeks to dismantle systems of inequality to create a more humane society: CULTURUNNERS and sh[OUT]: Lesbian, Gay, Bisexual, Transgender and Intersex art and culture. It is our hope that in looking more closely at these international examples of public pedagogy and social justice education that the power of such alternative sites of learning is apparent and encourages further interventions and investigations in such spaces of inquiry. 相似文献
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This paper addresses the scarcity of research on depictions and layout in sex education materials. It is argued that pictures and layout can inform an analysis of social stratification based on visual access. This process of social organization is located using four theoretical models. However these models do not lend themselves to a close reading of graphical strategies. To illustrate how pictures operate, three European works are subjected to a comparative semiotic analysis: Zeig Mal! (Germany, 1974), Vies is lekker (Holland, 1979), and Questions children ask and how to answer them (UK, 1997). It is concluded that the works examined inform three pedagogical paradigms of sex education: liberationism, post-structuralism, and stratificationism. These paradigms are discussed in relation to three known paradigms of analysing power (sovereign power, discipline, and control) and a newly discussed paradigm of ultrastructural confinement. 相似文献
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Frank Swetz 《Educational Studies in Mathematics》1995,29(1):73-88
Historical texts tell us much about how mathematical concepts and techniques were conceived and evolved. But they can also tell us even more. Usually, their contents embody a pedagogy, specific organizational forms and methods used for teaching mathematics. This article isolates and examines several particular pedagogical techniques: the use of an instructional discourse; a logical sequencing of mathematical problems and exercises and employment of visual aids, evident in historical works. It concludes that much of present day mathematical pedagogy evolved from distant historical antecedents. 相似文献
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AbstractWe present adaptable activities for models of drug movement in the human body – pharmacokinetics – that motivate the learning of ordinary differential equations with an interdisciplinary topic. Specifically, we model aspirin, caffeine, and digoxin. We discuss the pedagogy of guiding students to understand, develop, and analyze models, progressing in complexity to a system of differential equations. We investigate the effects of parameter values that distinguish various health levels, and dosing that may have toxic effects. Our assignments include modeling in a student-centered, active, and increasingly inquiry-oriented setting through which the mathematics and biology inform and reinforce each other. We include supplemental information regarding inquiry methods, student learning outcomes, a student’s commentary about our activities, and support through mathematical communities such as POGIL and SIMIODE. 相似文献
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We argue that there is a reciprocal relationship between all scholarly activities, most importantly between teaching, learning, research and professional learning. The article builds on the work of others who call for a social justice approach to inform the SoTL. It focuses on the implications for professional learning, as an aspect of the SoTL which has been neglected. The tripartite account of participatory parity as advanced by Nancy Fraser is shown to be a valuable frame to describe instances of social justice, as well as the kind of institutional arrangements that should be instituted to support participatory parity. Alongside this, the notion of a ‘pedagogy of discomfort’ is shown to be an effective, but challenging means to advance awareness of justice and injustice amongst academics. The article draws on examples from three action based research projects run by the authors. 相似文献
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《Assessing Writing》2007,12(2):149-166
The authors report on an interpretive case study that investigated how three elementary teachers summatively assessed their own students’ written work over a three and one-half month period. Their collaborative assessment sessions reflected their ongoing routines that created productive social spaces that sowed the seeds for transformational adult learning (Mezirow, 2000). The authors describe four conversational routines or structures of the observed sessions: group gossiping or spectating, reading/rereading, deliberating/reframing, and collaboratively creating. We argue that these dialogical structures promoted thoughtful grading practices and encouraged instances of objective reframing of beliefs and assumptions about writing pedagogy and assessment; these collaborative sessions became fertile ground for the teachers’ professional growth. Instances of such reframing suggest the potentially powerful nature of collaborative grading practices. We conclude that a sociocultural and social constructivist theoretical framework for assessment involving social protocols for assessment of written work can be beneficial for teachers’ professional development and confidence in assessment. 相似文献
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见证文学是指为历史作见证的文学,当代作家在"文革"后的30多年里,通过小说对"文革"进行了自觉而持续的书写,这类丰富多姿的"文革"叙事多层面多角度地展现了"文革"历史对于中国社会和个体造成的创伤和破坏,见证了"极端年代"的社会景观和人性景观,这类小说在理论和实践意义上确实起到了见证历史的作用,开创了见证叙事的历史传统。论文分析了"文革"叙事的见证功能、如何见证历史以及这类文学叙事见证历史的意义等问题。 相似文献
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A commitment to long-standing child-centred ideologies and recent emphases on academic outcomes have both perpetuated narrow interpretations of play-based pedagogy in early childhood education. Instead, teachers might proactively and spontaneously deepen children’s thinking and understandings related to children’s own interests and motivations during thoughtful pedagogical interactions that arise from play. This paper draws on findings from a qualitative case study in Aotearoa, New Zealand where teachers used their professional expertise to engage with children’s thinking and understandings. We analyse the professional knowledge, strategies and skills teachers brought to these relational and play-based interactions. We offer new conceptualising of teaching in highlighting the need to position a sophisticated blending of play, learning and teaching within participatory and relational pedagogies as a core practice of early childhood education. Further, we argue that two constructs – everyday and scientific concepts, and the zone of proximal development – position theoretically ways in which teachers’ knowledge, expertise and engagement might contribute to these ‘in the moment’ rich, thoughtful understandings of what we term relational play-based pedagogy. 相似文献
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《International Journal of Educational Research》2003,39(1-2):153-172
In any classroom, pupils will be drawn together for many purposes and we can refer to such within classroom contexts as ‘groupings’. The teacher often creates these, and the way that they are set up, and how they are used for particular learning purposes. If the relationships between grouping size, interaction type and learning tasks in groups are planned strategically then learning experiences will be more effective. However, research suggests that the relationships between these elements are often unplanned and the ‘social pedagogic’ potential of classroom learning is therefore unrealised. In this paper we explore the notion of social pedagogy in relation to group work. It is argued that research and theory relevant to group work in classrooms is limited, and that a new approach, sensitive to group work under everyday classroom conditions is required. This paper identifies key features of a social pedagogy of classroom group work, which can inform effective group work in classrooms. It also describes the background to a current large scale UK project which has been set up to design with teachers a programme of high quality group work in classrooms at both primary and secondary phases. 相似文献
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Valerie Coultas 《Literacy》2016,50(1):32-39
This case study research is informed by Vygotsky's view that talk is essential to organise our thoughts and extend our thinking and that, as Barnes suggested, the teacher needs to use the social situation effectively in the classroom to promote talk for learning. This article focuses on pedagogy and teachers' understandings of how talk works in the classroom, as I sought to illuminate teachers' intuitions and insights and their views of what they find challenging in organising classroom talk. Three case studies of ‘critical moments’ in a lesson suggest that teacher knowledge about talk is located in concrete practices. The three teachers viewed a recorded lesson and chose a moment they defined as ‘critical’ because the moment helped them to learn something about the way they use talk in the classroom. They then discussed this moment with me. These collaborative but critically evaluative processes are particularly useful for exploring and probing teachers' knowledge about talk for learning, an area of pedagogy that has proved so resistant to change over quite a long period. These three teachers suggest that such talk is becoming more marginal under the impact of performativity and the new cultural restorationist English curriculum. 相似文献
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Jeff Adams 《The International Journal of Art & Design Education》1999,18(1):69-75
A justification for the inclusion of graphic comic art in post-14 art education following the development of graphic novels in Europe, Japan and the USA. in recent years. The case is based on the visual dynamics of the medium and the potential for a critical realism which can be exploited in students’ studio practice and research. Particular attention is given to the Holocaust novel Maus and selected Japanese ‘Manga’ comics which have made an impact in the west, such as Barefoot Gen and Adolf. The article analyses the various innovative visual forms that these graphic novels utilise and considers their effectiveness as a vehicle for practice and research in the institutional art curriculum. 相似文献
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《Africa Education Review》2013,10(2):219-235
AbstractEducation for transformation and social justice calls for critical, reflective, imaginative and independent thinkers with enquiring minds and a strong sense of curiosity – the ends and means of what Jonathan Jansen calls a ‘pedagogy to disrupt’ and Gert Biesta a ‘pedagogy of interruption’. For this reason, I introduced an innovative pedagogy in some of my courses at the School of Education, University of the Witwatersrand in Johannesburg – the internationally established ‘community of enquiry’ pedagogy. I report on how in an Ethics course the pedagogy opened up a space for undergraduate students to disclose their own experiences of corporal punishment in the schools where they were placed for teaching practice. The pedagogy made room for a critical incident to emerge that was painful for both tutors and students, but, as I argue, crucial for participation, inclusion and the demands of open-mindedness, critical thinking and also solidarity required in a deliberative democracy. 相似文献
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We evoke here events that took place in an ordinary school, the Teacher Training College in Coimbra (Portugal), during the on-going revolutionary process (processo revolucionário em curso; PREC), in an attempt to understand people’s actions within the collective becoming of a certain time and place, and to grasp how memory works as a narrative of the recollection of events connected with the course of the individual and the society. We equate the issue of memory – as the essential dimension, when collecting information, of the construction of individual and collective identity, embodied by the relevant social frameworks – with the feeling, relevance and interpretation of such memory at the time of its recovery. We listened to the memories revived during the interviews and to the narratives reconstructed, either through our intervention fostering the active search for memories, or actively listening and participating in their stories, focusing on their personal experiences as teachers or students of that institution, and scrutinising the personal processes of reconstruction, the expression of a claimed and overt memory, which feeds, rhetorically, on an experienced ideology. Memory is particularly invoked here, because it takes us on a journey to the past, while exploring the recollections of people who experienced unique events which cannot be captured nor reproduced in any other way. Memory is particularly invoked here because it takes us on a journey to the past, while exploring the recollections of people who experienced unique events which cannot be captured or reproduced in any other way. 相似文献
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《Critical Studies in Education》2013,54(2):187-199
This article seeks to explore the importance of the affective politics of fear in education and to discuss the implications for educational policy, theory and practice. The aim is to explore how discourses of fear work in some educational contexts and draw significant boundaries between ‘us’ and ‘them’ through the structuring of curriculum and pedagogy. This analysis is done through argumentation and research evidence from the author's ethnographic work in the United States and Cyprus. Based on this analysis, the author draws out pedagogical openings that emerge from such efforts, and extends the space in which pedagogues might move to induce a critical interrogation of the affective politics of fear. It is argued that if educators are committed to inspire individual and social change – a change that would eventually problematise the symbolic violence exerted by the affective politics of fear – then much work needs to be done at the affective level. 相似文献
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The aim of this paper is to explore further an under-developed area – how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically based resources to support mathematics learning across informal, non-formal and formal learning environments. The paper considers: the importance of mathematics learning in informal and non-formal as well as formal settings; how curriculum focuses on pedagogy supporting these needs, contrasting this focus in England and Serbia; and in these contexts, the roles of homework, the potential of technologies and the roles of the teacher. Technological developments to support mathematics learning for 11- to 14-year-old pupils in the two countries are explored and contrasted, and ways that recent developments inform our understandings of formal, informal and non-formal learning through learning activities, learning support and settings are modelled. The conception of ‘extended pedagogies’ is introduced; implications are outlined. 相似文献