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A Pedagogical Design for Human Flourishing: Transforming Schools with the McCallister Model
by Cynthia McCallisterIn A Pedagogical Design for Human Flourishing: Transforming Schools with the McCallister Model, Cynthia McCallister presents a revolutionary paradigm for education that is practical, conceptually convincing, and grounded in contemporary behavioral science theory. Beginning with the assertion that equality of educational opportunity depends on access to experiences that are sufficiently appropriate and rich to enable the achievement of diverse human potentials, she provides a comprehensive school design for intervention that demonstrates how to achieve it. Grounded in recent advances in learning science, McCallister asserts three necessary conditions for learning: the need for learners to have access to diverse, rich environmental experiences; the need for them to enjoy fundamental freedom and autonomy to direct their own learning; and access to full and free forms of association. In her model, these conditions provide what is necessary for learners to coordinate their minds with others to develop their identities, personalities, and talents. These conditions are animated in concrete procedures that can be adapted to a wide variety of populations in formal, informal, and remote educational settings. The procedures take the form of rules that learners comply with in the exercise of their freedom. When they are followed, the rules provide a grammar for the social norms that govern the moral worlds of learners and compel them to flourish. Tested over two decades in her work as a teacher, scholar, and school reformer in more than 20 NYC public schools, the McCallister Method has delivered an innovative and disruptive approach to schooling that has proven successful in finally transforming low-performing industrial schools into 21st-century learning organizations. Online support material includes assessments, records, surveys, and more to be used in school design and classroom settings.
Pedagogical Documentation in Early Childhood
by Susan StaceyPedagogical Documentation in Early Childhood is an inspiring step-by-step guide to documenting children's ideas, questions, play, and learning in a way that enhances teachers' thinking and understanding at the same time. This book supports teachers on their journey to tell the stories behind children's work and inquiry. Susan Stacey has worked in the early childhood education field for over thirty-five years as an early childhood educator, director, practicum advisor, and instructor in both Canada and the United States. She is a frequent speaker across North America.
Pedagogical Documentation in Early Childhood Education: Process-Oriented Procedures for Documenting Education and Development
by Helen KnaufToday, the documentation of children's education and development is an important part of educational work in early childhood education. This book systematises the topic of pedagogical documentation based on current empirical research. The book analyses different pedagogical reasons for documentation and then presents and discusses different procedures of pedagogical documentation in theory and empirical practice : Portfolio, Learning Stories, pedagogical documentation in the room, project documentation and digital pedagogical documentation. Pedagogical documentation is discussed in the tension between a social constructivist understanding of education on the one hand and a diagnostic logic of fostering on the other. The book is intended as a part of pedagogically oriented childhood research, which also wants to contribute to the reflection and improvement of pedagogical practice.
Pedagogical Documentation in Early Years Practice: Seeing Through Multiple Perspectives
by Alma Fleet Catherine Patterson Jessie RobertsonPedagogical documentation is a vital method of assessing and observing young children, and is a practice that enables practitioners, families and children to learn alongside each other. This book draws on the projects and experiences of senior researchers from nations including Australia, Canada, Sweden, Singapore, the UK and the USA to highlight multiple approaches to pedagogical documentation. Topics explored include: using video in pedagogical documentation making the most of outdoor learning environments developing pedagogical documentation within curriculum frameworks the relationship with Early Years transitions the potential of pedagogical documentation for leadership enactment. The book offers guidance, support and inspiration to practitioners and researchers on how to implement meaningful and sustainable child-focused observation in early years contexts.
Pedagogical Documentation in Early Years Practice: Seeing Through Multiple Perspectives
by Alma Fleet Catherine Patterson Jessie RobertsonPedagogical documentation is a vital method of assessing and observing young children, and is a practice that enables practitioners, families and children to learn alongside each other. This book draws on the projects and experiences of senior researchers from nations including Australia, Canada, Sweden, Singapore, the UK and the USA to highlight multiple approaches to pedagogical documentation. Topics explored include: using video in pedagogical documentation making the most of outdoor learning environments developing pedagogical documentation within curriculum frameworks the relationship with Early Years transitions the potential of pedagogical documentation for leadership enactment. The book offers guidance, support and inspiration to practitioners and researchers on how to implement meaningful and sustainable child-focused observation in early years contexts.
Pedagogical Encounters in the Post-Anthropocene, Volume 1: Childhood, Environment, Indigeneity (Palgrave Studies in Educational Futures)
by jan jagodzinskiThis volume, the first of a two volume set, addresses three major areas in response to the post-Anthropocene: childhood, environment and indigeneity. Each of these areas is broadly addressed in relation to the concerns that have arisen both theoretically and educationally. The author terms these to be encounters as each area presents a particular problematic when addressing the phase change that the planet is undergoing where the anthropogenic labour of global humanity is contributing to climate change, endangering our very existence. There has been a concerted effort to overcome the nature-culture divide in education. The author reviews this development in the first section where there has been a particular emphasis placed on childhood education. In the second section he turns to the pedagogical theories that are attempting to overcome this same divide in environmental and science education. The last section attempts to bring into the conversation the vast literature on Indigeneity and their attempts to revise traditional education to meet these extraordinary times.
Pedagogical Encounters in the Post-Anthropocene, Volume 2: Technology, Neurology, Quantum (Palgrave Studies in Educational Futures)
by jan jagodzinskiAs a follow up to Pedagogical Encounters in the Post-Anthropocene, Volume I, this book addresses three major areas in response to the post-Anthropocene: Technology, Neurology, Quantum. Each of these areas is broadly addressed in relation to the concerns that have arisen both theoretically and educationally. As in Volume I, the author terms these to be encounters as each area presents a particular problematic when addressing the phase change that the planet is undergoing where the anthropogenic labour of global humanity is contributing to climate change, endangering our very existence. Technology in education has been a significant development. There is a concerted effort to review this development placing stress on the rise of learning machines and algorithms. In the second encounter the vast literature on neurology is addressed, especially neurodiversity and the various symptoms that have emerged in the post-Anthropocene era. The last section reviews issues related to quantum theory as this is fundamental to tensions between physics and metaphysics. The volume concludes with the author’s own pedagogical proposal for the future.
Pedagogical Equilibrium: The Development of Teachers’ Professional Knowledge
by Jennifer MansfieldPedagogical Equilibrium is an innovative reconceptualisation of teachers’ professional knowledge development. The book draws on interview data and in-depth analysis of situations, which challenge teachers’ sense of pedagogical equilibrium in both primary and secondary school contexts. These moments highlight the complexity of teaching and the valuable personal and professional learning opportunities afforded by experiencing and processing moments which create uncertainty during practice. Mansfield considers a variety of aspects of teaching practice, including content knowledge, organising for teaching, organising for learning, and student attitudes and behaviours. Drawing on detailed examples, a new framework is offered to scaffold teacher thinking around moments in practice which can challenge the sense of equilibrium in the classroom. Pedagogical Equilibrium is a highly valuable resource for educational researchers, teacher educators, current teachers and other educational stakeholders.
Pedagogical Experiments in Architecture for a Changing Climate
by Tülay Atak Luis Callejas Jonathan Scelsa Jørgen TandbergThis book presents a series of pedagogical experiments translating climate science, environmental humanities, material research, ecological practices into the architectural curriculum. Balancing the science and humanities, it exposes recent pedagogical experiments from renown educators, while also interrogating a designer’s agency between science and speculation in the face of climate uncertainty. The teaching experiments are presented across four sections: Abstraction, Organization, Building, and Narrative, exposing core parts of an architect’s education and how educators can simultaneously provide fundamental skills and constructive literacy while instigating environmental sensibilities. Chapters cover issues such as an unstable hydrosphere, water infrastructure, remediating materials, methods of disassembly and adaptive reuse, as well as constructing new aesthetic categories of climate change, and implementing oral histories of construction, among many others. Written and edited by expert design educators actively engaged in experimenting in new forms of pedagogy, this book will be of great use to architecture instructors at all levels looking to renew their teaching practices to more directly address the climate emergency. It will also appeal to those academics across the built environment interested in the ways design can affect and adapt to climate change.
Pedagogical Explorations in a Posthuman Age: Essays on Designer Capitalism, Eco-Aestheticism, and Visual and Popular Culture as West-East Meet (Palgrave Studies in Educational Futures)
by jan jagodzinskiThis book problematizes the role of education in an increasingly mediatized world through the lenses of creativity, new media, and consumerism. At the core of the issue, the author argues, creativity in art education is being co-opted to serve the purposes of current economic trends towards designer capitalism. Using an East meets West approach, jagodzinski draws on Deleuze and Guattarian philosophy to explore visual and popular culture in Korean society, addressing the tensions that exist between designer education and art that explores the human condition. In doing so, he challenges art educators to envision a new paradigm for education which questions established media ontologies and incorporates new ways to confront the crisis of the Anthropocene.
The Pedagogical Imagination: The Republican Legacy in Twenty-First-Century French Literature and Film
by Leon SachsFrench school debates of recent years, which are simultaneously debates about the French Republic’s identity and values, have generated a spate of internationally successful literature and film on the topic of education. While mainstream media and scholarly essays tend to treat these works as faithful representations of classroom reality, The Pedagogical Imagination takes a different approach. In this study of French education and republicanism as represented in twenty-first-century French literature and film, Leon Sachs shifts our attention from “what” literature and film say about education to “how” they say it. He argues that the most important literary and filmic treatments of French education in recent years—the works of Agnès Varda, Érik Orsenna, Abdellatif Kechiche, François Bégaudeau—do more than merely depict the present-day school crisis. They explore questions of education through experiments with form.The Pedagogical Imagination shows how such techniques engage present-day readers and viewers in acts of interpretation that reproduce pedagogical principles of active, experiential learning—principles at the core of late nineteenth-century educational reform that became vehicles for the diffusion of republican ideology.
Pedagogical Innovation for Children's Agency in the Classroom: Building Knowledge Together
by Federico Farini Angela ScollanThis book introduces the use of facilitation to support children’s agency in the classroom as authors of knowledge. The authors draw on research undertaken in two Year Three classrooms, in which children were invited to share photographs in a workshop to facilitate the sharing and creation of narratives. Motivated by the idea that elevating children’s status to constructors of knowledge is essential for a pedagogy of authentic listening, understandings of childhood are challenged in relation to the UN Convention on the Rights of the Child and the tension between self-determination and the protection of children. The book will be of interest to academics, students and practitioners in the areas of education, early childhood studies, sociology of childhood, social work, children’s rights and educational management.
Pedagogical Journeys through World Politics (Political Pedagogies)
by Jamie FruehThis edited volume is a collection of twenty-three autobiographical narratives by successful teachers of global politics and international relations. The diverse contributors (from a variety of institutional contexts, sub-disciplines, and countries) describe their development as teachers, articulate mission statements for their teaching, and link both to pedagogical practices that exemplify their teaching philosophies. Rather than provide specific recipes for authoritative techniques, the essays empower readers as creative developers of their own approaches to teaching global politics. They demonstrate the multiple ways that instructors have grounded deliberate pedagogical designs in a variety of deeper philosophical commitments, and resources are provided to facilitate discussion and collaborative deliberation between groups of readers.
Pedagogical Opportunities of the Review Genre: Learning in Cultures of Evaluation (Routledge Research in Media Literacy and Education)
by Maarit JaakkolaPedagogical Opportunities of the Review Genre unleashes the pedagogical potential of the review genre, reframing the act of reviewing of cultural products as a communicative practice from a pedagogical perspective.Negotiating between traditions of journalism and media studies and pedagogy, the author presents a novel approach that will increase the readers’ understanding of an activity that is on the increase in an era where 'everyone can be a critic'. She identifies, describes, and develops genre-based pedagogies in formal, non-formal, and informal contexts of learning and teaching, in order to recontextualize the review as a form of learning and rethink of its potential as an inclusive, engaging, and a transformative critical cultural practice.This innovative and truly interdisciplinary study will interest students and researchers in the areas of media literacy, digital media, media and communication studies, cultural studies, sociology of arts, and pedagogical studies – in particular, cultural journalism and criticism, audience studies, cultural production, and cultural mediation, as well as critical media pedagogy and literacy studies.
The Pedagogical Possibilities of Witnessing and Testimonies: Through the Lens of Agamben
by Marie HållanderThis book explores the pedagogical possibilities of testimony and witnessing. Drawing on the work of Giorgio Agamben, this book highlights the ultimate impossibility of witnessing and testimony: testimonies do not stand outside language, history, politics, or capitalist systems. Through analysis of different aspects of representation, subjectivity and emotions, this book illustrates how testimonies can be used as a way to control student emotions, perceptions and understandings. Testimonies used within teaching can work as a way to reproduce stereotypes of suffering, and can thus consolidate and reinforce exisiting power structures and identities. By exploring these difficulties, the author argues for the value of teaching historical testimonies of suffering that recognize both the impossibilities and possibilities of witnessing and testimony.“Marie Hållander has provided an indispensable guide to re-thinking the pedagogical possibilities of witnessing and testimonies, essential reading for anyone interested in how to approach these topics both critically and pedagogically. Through a lucid theoretical synthesis, this book re-inscribes a dynamic pedagogical dimension into the topics of witnessing and testimony, which have been dominated by historians, psychologists and literary critics. Thinking through the theoretical challenges of witnessing and testimony yet using powerful examples from teaching, Hållander develops a forceful analysis that shows the profound implications of these topics for pedagogical practice.” —Michalinos Zembylas, Open University of Cyprus, Cyprus “Timely and topical, this fascinating book complicates approaches to witnessing, suffering and testimony without diminishing the pedagogical, historical and political significance of sharing, or harkening to, one’s experience. It is a powerful, original and valuable contribution in its field, not only because it weaves its themes in a diligent, reflective and critical manner, but also because it has its own, unique perspective and sensibilities, as these emerge from erudite combination of narrative, pedagogy and philosophy.” —Marianna Papastephanou, University of Cyprus, Cyprus
Pedagogical Responses to the Changing Position of Girls and Young Women
by Carrie Paechter, Rosalyn George and Angela McRobbieAcademics and professionals working with young women face a series of paradoxes. Over the last 20 years, the lives of young women in the UK and Europe have been transformed. They have gained considerable freedom and independence, but at the very same time, new, less tangible forms of constraint and subordination now play a defining role in the formation of their everyday subjectivities and identities. Young women have come to exemplify the pervasive sensibility of self-responsibility and self-organisation. This new ‘gender regime’ demands both conceptualisation and practical response, drawing on educational research, social and cultural theory, and contemporary feminist thought. Within the overarching theme of pedagogical responses to these trends, through work in schools and within young women’s online and face-to-face communities, this book interrogates the field of sexuality and its visualisation across new and old media in the context of often predictable and endemic ‘moral panics’ about teenage pregnancy rates, sexually transmitted diseases, and internet pornography. In exploring how girls and young women respond to increasing expectations of them as the vanguard of economic, social, and cultural change, contributors to this volume interrogate the ways in which social and educational aspiration interact with young women’s developing and embodied identities. This book was originally published as a special issue of Pedagogy, Culture and Society.
Pedagogical Responsiveness in Complex Contexts: Issues of Transformation, Inclusion and Equity (Inclusive Learning and Educational Equity #9)
by Elizabeth Walton Ruksana OsmanThis book reflects a range of pedagogical responses to increasingly complex educational contexts. It finds this complexity in the interplay of a number of factors, including the diverse histories and identities of educational actors; institutional and systemic demands and constraints; competing conceptions of valued knowledge; and technological change. The chapters show the demand for pedagogical response to unexpected and unprecedented events (like COVID-19) and the importance of addressing barriers to access that become sedimented into institutional cultures. The authors, mostly from Global South contexts, are concerned with enabling educational access and inclusion in the face of competing global and local demands. They present new knowledge about pedagogical approaches that are relevant and effective in uncertain times and challenging places. Together, the contributors offer accounts of hope-full and innovative practice and conceptually rigorous engagement with fundamental issues of learning and teaching.
Pedagogical Stylistics in the 21st Century
by Sonia Zyngier Greg WatsonThis edited book provides cutting edge contributions from an international array of prominent experts who discuss the relevance of pedagogical stylistics in relation to diverse contexts and areas, including empirical approaches, corpus stylistics, creative writing, literary-linguistic criticism, students as researchers, critical discourse, academic register, text-world pedagogy, cognitive stylistics, classroom discourse, language of literary texts, L1/L2 education, EFL learners, and multimodal stylistics. Intended as a follow-up to Watson and Zyngier (2007), this volume situates the reader by offering a broad assessment of how the field has developed during the past 15 years and where it stands now. By examining both contemporary research and future challenges, it should be regarded as essential reading for all teachers, researchers, scholars, and students interested in understanding language and how to apply stylistics in educational settings. This book will be of interest to students and scholars working in stylistics, cognitive linguistics, language teaching, applied linguistics, literary studies, and materials development.
The Pedagogical Writings of Marguerite Long: A Reassessment of Her Impact on the French School of Piano
by John EllisMarguerite Long, the most important French female pianist of the 20th century, left her stamp on a whole epoch of musical life in Paris. The Pedagogical Writings of Marguerite Long presents English translations of the two major contributions of Marguerite Long to the literature of piano pedagogy. These translations of her pedagogical works, Le Piano and La Petite Méthode de piano, provide a window to the old French school of pianism as modernized by Long. Le Piano is a remarkable text offering piano playing techniques and pragmatic and philosophical musings and observations about life, musicians, careers, and more. La Petite Méthode de piano is a personal manifesto about how to introduce children to music. Both works are treasures revealing Long's lifelong commitment to teaching and they are still stunningly relevant. In addition, John Ellis analyzes each work and puts it in historical context. He places special emphasis on Long's illustrious international career, her teaching, her rivalry with Alfred Cortot, and the impact of sexism on her life and work. Ellis addresses the eclipse of Long's reputation by that of Cortot and fills a gap in the knowledge of Long's place in the history of pedagogical heritage.
Pedagogies and Curriculums to (Re)imagine Public Education
by Encarna RodríguezThis book discusses current market-based educational discourses and how they have undermined the notion of "the public" in public education by allowing private visions of education to define the public democratic imagination. Against this discouraging background, this text embraces Freire's understanding of hope as an ontological need and calls for finding new public grounds for our public imagination. It further articulates Freire's mandate to unveil historically concrete practices to sustain democratic educational visions, no matter how difficult this task may be, by (1) presenting an indepth description of the pedagogies and curriculums of eleven schools across historical and geographical locations that have worked or are still working with disenfranchised communities and that have publicly hoped for a better future for their students, and by (2) reflecting on how the stories of these schools offer us new opportunities to rethink our own pedagogical commitment to public visions of education. To promote this reflection, this book offers the notion of publicly imagined public education as a conceptual tool to help understand the historical and discursive specificity of schools' hopes and to (re)claim public schools as legitimate sites of public imagination.
Pedagogies and Policies for Publishing Research in English: Local Initiatives Supporting International Scholars (ESL & Applied Linguistics Professional Series)
by James N. Corcoran Karen Englander Laura-Mihaela MuresanOffering a nuanced examination of the complex landscape that international scholars who publish their research in English must navigate, this edited volume details 17 perspectives on scholarly writing for publication across seven geolinguistic regions. This innovative volume includes first-hand accounts and analyses written by local scholars and pedagogues living and working outside Anglophone centres of global knowledge production. The book provides an in-depth look into the deeply contextualized pedagogical activities that support English-language publishing. It also brings much-needed insight to discussions of policies and practices of global scholarly research writing. Bookended by the editors’ introductory overview of this burgeoning field and an envoi by the eminent applied linguist John M. Swales, the diverse contributions in this volume will appeal to scholars who use English as an additional language, as well as to researchers, instructors, and policymakers involved in the production, support, and adjudication of global scholars’ research writing.
The Pedagogies and Politics of Liking (Routledge Critical Studies in Gender and Sexuality in Education)
by Adam Greteman Kevin J. BurkeThis book explores the usage and significance of the word "like" across a wide range of disciplines, focusing in particular on its influence in education and pedagogy. From the advent of the "like button" on Facebook to the common verbal tic, liking has become an integral part of our everyday lives. By drawing on feminist, queer, and other critical traditions, the authors evaluate this phenomenon in order to interrogate its history, its linguistic function, its role in labor and economics, and its ties to, and separation from, religion. As the notion of "like" becomes more and more ubiquitous, this critical volume demonstrates the need to consider like, liking, and likeability when thinking about the institutions that impact us daily.
Pedagogies for Autonomy in Language Teacher Education: Perspectives on Professional Learning, Identity, and Agency (Routledge Research in Language Education)
by Flávia Vieira Manuel Jiménez Raya Borja Manzano VázquezThis book aims to challenge established teaching cultures to promote teacher autonomy and autonomy-oriented pedagogies in language teacher education.Offering a set of inspiring case studies that illustrate language teacher education for autonomy as a space of multiple possibilities, the book fuses theory and practice and gives a holistic view of the changing landscape of language teacher education, accounting for the transformative power of educational practices that help teachers think and act in informed, context-specific, and learner-centred ways. It also demonstrates the importance of autonomy in language teacher education contexts, specifically to foster teachers’ professional learning, identity, and agency, as well as in assessing and reshaping teacher education programmes.This book will be particularly useful to researchers, scholars, and postgraduate students in the fields of teaching and teacher education, modern foreign languages, and teaching and learning language research more broadly. Curriculum designers and language teacher education programme directors may also find the volume of use.
Pedagogies for Children's Perspectives (Thinking About Pedagogy in Early Childhood Education)
by Catherine Patterson Laurie KocherLaurie Kocher is a Faculty member in the Department of Early Childhood Care and Education, Capilano University, Canada. Catherine Patterson is Senior Lecturer at the Institute of Early Childhood, Department of Educational Studies, Macquarie University, Australia.
Pedagogies for Development
by Arathi SriprakashPedagogies for Development takes a sociological approach to examine the introduction of child-centred education in contemporary Indian policy and school contexts. It investigates the promise of democratic learning in development discourses to ask how far child-centred models can address poverty and social inequalities in rural Indian communities. Drawing on in-depth ethnographic research conducted in the south Indian state of Karnataka, the book offers a multi-level analysis of international, national and state education practices of pedagogic reform. The book contributes to pressing debates about how 'quality' education should be conceptualised and assessed in development contexts, and brings into focus the assumptions which associate schooling to social justice.