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Pedagogy in (E)Motion
by Nellie J. Zambrana-OrtizThis personal, creative, critical work from a leading scholar of psychology is rooted in three novel concepts and aims to share critical pedagogy in the spirit of nascent potential found in the context of a colonial Puerto Rico. First comes the idea of 'pedagogy in (e)motion', or the emotional matrix of the teaching and learning process. Secondly, the author explores the notion of 'street pedagogy' as a genuine and powerful professional tool. And thirdly, the book underscores what Zambrana-Ortiz calls 'the interconnection of the artscience within the political and biographical act of teaching'. The purpose is to inform education teaching practice with the radical framework that, like the neurosciences, believes emotions to be a vital precursor to the planning of action, the process of decision-making and the broadening of our cognitive parameters. The chapters focus on different and yet complementary dimensions of a college teaching initiative boasting a unique interplay between a transgressive narrative, reinvented methodology and authentic samples of students' contributions to the project. Traditionally, emotional and visceral experiences have been downplayed and rejected as fundamental components of knowledge. This book makes the case for their reinstatement, and proposes that the pleasure and commitment of teaching itself can be seen as resistance given the challenging social and political context, the bureaucracy of the Puerto Rican higher education system, and the cynicism of the self-confessed cognoscenti who think that little political progress can come from within the university system. Such resistance has proved for the author a source of inspiration and has contributed to her creation and reconceptualization of approaches to critical and useful pedagogy. D edication To my students who inspire many stories and provoke many emotions and challenge my capacities... To Aura, Ignacio and Jaime for their unconditional love and their everyday lessons... A cknowledgments Many friends, mentors and colleages from the University of Puerto Rico and United States were very important pieces to my creative work. Thanks to Donaldo Macedo who encouraged the initial proposal and to Joe Kincheloe for accepting it and bringing guidance in the right moment. Colleages like Roamé Torres and Angeles Molina, from their directive positions, were extremely supportive while Sandra Macksoud, José Solís, Pedro Subirats, and Ada Prabhavat gave me guidance and constant insights in editing and translation, as well as crucial material for my narrative. Juan Vadi enhanced my graphic elements with his talent; while college mentors, current colleages, teachers, and former graduate and undergraduate students allowed me to write their stories and reflections binging fresh accents and life to the book. Thanks for ever!
Pedagogy in Higher Education
by Gordon Wells Anne EdwardsWhat can Cultural Historical Activity Theory (CHAT) contribute to the solution of the problems facing higher education today? This edited volume brings together the work of an international group of scholars and researchers to address this important question. Drawing on contemporary interpretations of CHAT, the contributors take on a wide range of issues, ranging from pedagogy to administration and from teacher preparation to university outreach. An introduction presents the key principles of CHAT. Subsequent chapters address such issues as effective ways of teaching large undergraduate classes, providing support for struggling writers or for students with disabilities, opening up opportunities for students from historically underserved communities, preparing students for the professions, and building bridges between higher education and the wider community. Readers with an interest in higher education will encounter ideas in these chapters that will prompt them to rethink their role in preparing today's students for tomorrow's challenges.
Pedagogy in Poverty: Lessons from Twenty Years of Curriculum Reform in South Africa (Routledge Research in Education Policy and Politics)
by Ursula HoadleyAs South Africa transitioned from apartheid to democracy, changes in the political landscape, as well as educational agendas and discourse on both a national and international level, shaped successive waves of curriculum reform over a relatively short period of time. Using South Africa as a germane example of how curriculum and pedagogy can interact and affect educational outcomes, Pedagogy in Poverty explores the potential of curricula to improve education in developing and emerging economies worldwide, and, ultimately, to reduce inequality. Incorporating detailed, empirical accounts of life inside South African classrooms, this book is a much-needed contribution to international debate surrounding optimal curriculum and pedagogic forms for children in poor schools. Classroom-level responses to curriculum policy reforms reveal some implications of the shifts between a radical, progressive approach and traditional curriculum forms. Hoadley focuses on the crucial role of teachers as mediators between curriculum and pedagogy, and explores key issues related to teacher knowledge by examining the teaching of reading and numeracy at the foundational levels of schooling. Offering a data-rich historical sociology of curriculum and pedagogic change, this book will appeal to academics, researchers and postgraduate students in the fields of education, sociology of education, curriculum studies, educational equality and school reform, and the policy and politics of education.
Pedagogy in the Anthropocene: Re-Wilding Education for a New Earth (Palgrave Studies in Educational Futures)
by Jan Jagodzinski Michael Paulsen Shé M. HawkeThis book explores new pedagogical challenges and potentials of the Anthropocene era. The authors argue that this new epoch, with an unstable climate, new kinds of globally spreading viruses, and new knowledges, calls for a new way of educating and an alertness to new philosophies of education and pedagogical imaginations, thoughts, and practices. Addressing the linkages between the Anthropocene and Pedagogy across a broad pedagogical spectrum that is both formal and informal, the editors and their contributors emphasize a re-imagining of education that serves to deepen our understanding of the capacities and values of life.
Pedagogy in the Novels of J.M. Coetzee: The Affect of Literature (Routledge Research in Education)
by Aparna Mishra TarcCritically analyzing the representation of pedagogy in the novels of J.M. Coetzee, this insightful text illustrates the author’s profound conception of learning and personal development as something which takes place well beyond formal education. Bringing together critical and educational theory, Pedagogy in the Novels of J.M. Coetzee examines depictions of pedagogy in novels including Age of Iron, Elizabeth Costello, Disgrace, and Childhood of Jesus. Engaging with Coetzee’s varied literary use of pedagogical themes such as motherhood, maternal love, and the importance of childhood interactions, reading, and experiences, chapters demonstrate how Coetzee foregrounds pedagogy as intrinsic to the formation of human actors, society, and civilization. The text thereby aptly explores and broadens our understanding of education - what it is, what it achieves, and how it can affect and shape human existence. This text will be of great interest to graduate and postgraduate students, academics, researchers and professionals in the fields of pedagogy, postcolonial studies, educational theory and philosophy, and English literature.
Pedagogy of a Beloved Commons: Pursuing Democracy’s Promise through Place-Based Activism (Polis: Fordham Series in Urban Studies)
by null Sharon Egretta SuttonA rare and powerful illustration of what it takes to become a sustainable, community-embedded organization that continually grows the next generation of compassionate leaders.This essential, timely book meets us at our current moment of crisis to offer hope that American democracy’s stalled trajectory toward its founding creed to embrace all, and not just some, can indeed be re-invigorated. Pedagogy of a Beloved Commons is about low-income youth of color working within justice-oriented, community-based organizations to improve the social and spatial conditions in their surroundings. It draws from hundreds of pages of data, some collected over a decade ago by graduate research assistants at three universities and some collected recently by a graduate research assistant at a fourth university, to present verbatim quotes from interviews with constituents of three youth-serving organizations. The book posits that the disinvested neighborhoods where youth experience abandonment and marginality in fact can serve as a call to action, given appropriate organizational support.Pedagogy of a Beloved Commons envisions a place-based critical pedagogy that can provide young people with the practical skills and deep values to engage with today’s economic, racial, and ecological crises. It offers a welcome antidote to a neoliberal education system that has not only veered away from its public mandate to advance democratic citizenship but that has also reinforced today’s insidious economic inequality, rendering illusive the idea that rich and poor can work together toward a common good. Between these pages resonates a passionate call for an approach to cultivating citizens who have the critical skills to challenge injustice, the courage to hold the rich and powerful accountable, and the empathy to advance not just their own self-interest but also the health and well-being of their communities and the planet. The author proposes that such citizens develop by exercising collective agency in “the commons,” a political and psychic space whose values are mapped out in physical space. Through the expert use of an architect’s lens, this groundbreaking book argues that the three-dimensional concreteness of the nation’s disinvested neighborhoods provides a virtual stage where disenfranchised youth can experiment with collective life, become more discerning about the forces that have shaped their communities, and practice working toward just and inclusive futures.Merging Paolo Freire’s seminal theory of critical pedagogy with Grace Lee Boggs’s belief that hands-on community-building can disrupt the ever more destructive forces of neoliberal capitalism, Pedagogy of a Beloved Commons refines an aspirational framework for a pathway forward through a careful analysis of three exemplar organizations. It offers rich, unique portraits of young people transforming their communities in southwest Detroit, Wai’anae, and Harlem, respectively illustrating place-based activism through theater, organic farming, and critical inquiry. Here activism is framed as the hands-on engagement of youth in addressing inequities in the commons of their neighborhoods through small but persistent interventions that also help them learn the language of solidarity and collectivity that a sustainable democracy needs. Pedagogy of a Beloved Commons is a must-read for our times and for our future.
The Pedagogy of Action: Small Axe Fall Big Tree (Neighborhoods, Communities, and Urban Marginality)
by Nesha Z. HaniffThis is the story of teaching consciousness as a requirement for transformations in social justice. In artful narrative, Nesha Haniff traces her own conscientization as a colonized child in Guyana, exploring the cultural and intellectual forces that shape the creation of the Pedagogy of Action. Drawing from Paulo Freire and Ela Bhatt, participants in POA teach an oral HIV education module to marginalized communities in the USA, South Africa and the Caribbean, as the nexus for dismantling traditional pedagogies of race, gender, service and American hegemony. The many challenges of institutional and cultural obstacles, mainly those that excluded poor and black students from overseas travel, required innovation and persistence. The book features essays written by POA students and South African participants reflecting on their own transformations. These essayists are among the hundreds of participants who, over 15 years, in the practice of radical love, grew the Pedagogy of Action.
A Pedagogy of Anticapitalist Antiracism: Whiteness, Neoliberalism, and Resistance in Education
by Zachary A. CaseyWinner of the 2018 Outstanding Book Award presented by the Society of Professors of EducationThrough an analysis of whiteness, capitalism, and teacher education, A Pedagogy of Anticapitalist Antiracism sheds light on the current conditions of public education in the United States. We have created an environment wherein market-based logics of efficiency, lowering costs, and increasing returns have worked to disadvantage those populations most in need of educational opportunities that work to combat poverty. This book traces the history of whiteness in the United States with an explicit emphasis on the ways in which the economic system of capitalism functions to maintain historical practices that function in racist ways. Practitioners and researchers alike will find important insights into the ways that the history of white racial identity and capitalism in the United States impact our present reality in schools. Casey concludes with a discussion of "revolutionary hope" and possibilities for resistance to the barrage of dehumanizing reforms and privatization engulfing much of the contemporary educational landscape.
Pedagogy of Commitment (Series in Critical Narrative)
by Paulo FreireThis first English translation of Pedagogy of Commitment takes readers deep into the acts and meaning of living a life of community and social commitment. Paulo Friere discusses how, for teachers specifically, this commitment is not only to students, to the underprivileged, or to the education of those who speak a different language, but to the transformation of the self to become more deeply responsive to the needs of social transformations. More than any other Freire book, this speaks directly and plainly to the lives of individuals and to teachers. It is an inspiring and passionate call from a global giant of progressive education.
The Pedagogy of Compassion at the Heart of Higher Education
by Paul GibbsThis book offers a moral rather than instrumental notion of university education whilst locating the university within society. It reflects a balancing of the instrumentalization of higher education as a mode of employment training and enhances the notion of the students' well-being being at the core of the university mission. Compassion is examined in this volume as a weaving of diverse cultures and beliefs into a way of recognizing that diversity through a common good offers a way of preparing students and staff for a complex and anxious world. This book provides theoretical and practical discussions of compassion in higher education, it draws contributors from around the world and offers illustrations of compassion in action through a number of international cases studies. .
The Pedagogy of Creativity
by Anna HerbertThe Pedagogy of Creativity represents a groundbreaking study linking the pedagogy of classroom creativity with psychoanalytical theories. Taking a classroom-based example of poststructuralist methodology as its starting point, Anna Herbert’s investigation explores the relationship between creativity seen in psychological activity, such as dreams, and creativity seen in the classroom, asking the following questions: What might a methodology which taps into different forms of creativity look like? Could such a methodology support current neuropsychological theories of memory and learning? What are the consequences of imaginary and symbolic orders of knowledge for the understanding of both conscious and unconscious creativity in the classroom? Exploring the ideas of a number of psychological analysts including Jacques Lacan’s four discourses, concepts of ‘the other’ and the theories of Postructuralist thinkers including Levinas, Mead and Kristeva, Herbert explains how different theories can be used to develop creativity in the classroom and surmount obstacles preventing creative environments. Clearly presenting both theoretical positions and their bearing on classroom practice, teachers at all levels will benefit from this innovative approach to creativity, as will school psychologists and all professionals interested in the links between psychoanalysis and pedagogy. Herbert clearly communicates both theoretical positions and their bearing on classroom practice. Teacher at all levels will benefit from this innovative approach to creativity, as will school psychologists and other professionals interested in the links between psychoanalysis and pedagogy.
Pedagogy Of English
by Prof. V. Valentina Rupa Prof. K. AslamPedagogy of English is a book prepared under the New syllabus of TNTE University for B.Ed., Course. This book has been written on the basis of our experience of teaching English for the past ten years. So, the main aim of publishing this book is to make the students learn with ease, memorize and pass in the B.Ed., examination. Besides, it also gives an adequate knowledge about the methods of teaching English with a lot of examples. Though there are many books available on teaching English, this one is comprehensive enough to cover up the honours and caters only that much which is really required by the
The Pedagogy of English as an International Language
by Roby Marlina Ram Ashish GiriThis volume offers insights in current theoretical discussions, observations, and reflections from internationally and regionally celebrated scholars on the theory and practice of teaching English informed by a new school of thought, English as an International Language (EIL). This volume provides readers (scholars, teachers, teacher-educators, researchers in the relevant fields) with: Knowledge of the changing paradigm and attitudes towards English language teaching from teaching a single variety of English to teaching intercultural communication and English language variation. Current thoughts on the theory of teaching English as an international language by internationally-celebrated established scholars and emergent scholars. Scholarly descriptions and discussions of how English language educators and teacher-educators translate the paradigm of English as an International Language into their existing teaching. Delineation of how this newly emerged paradigm is received or responded to by English language educators and students when it is implemented. Readers have a unique opportunity to observe and read the tensions and dilemmas that educators and students are likely to experience in teaching and learning EIL.
Pedagogy of Entanglement: A Response to the Complex Societal Challenges that Permeate our Lives (Sustainable Development Goals Series)
by Koen Rens WesselsIn this hyperconnected, dynamic world we live in, permeated by profound challenges and transformations, the awareness of complexity is unequivocally on the rise. This monograph argues that it is high time that our educational institutions and pedagogical approaches come to mirror this growing awareness, to assist and inspire humanity to embrace complexity, to learn to move within it with increasing sensitivity and wisdom. Doing so is necessary, for if there is one thing that the years behind us bear witness of, it is that the tendency and attempt to simplify, separate, control, and indeed exploit has – as the dark side of the advancements of modern life – brought upon us unprecedented ecological and humanitarian crises. Schools, notably, are not closed spaces separated from society but open places within society, and as such they are inevitably complicit in the (re)shaping of our shared world. This book, therefore, proposes an ambitious pedagogical agenda. Specifically, it explores the relational ontological premise of entanglement in the context of pedagogical theory, raising the question of how, as teachers, we might meaningfully and responsibly engage with the myriad ways in which students are simultaneously shaped-by and shapers-of contemporary societal challenges. In close collaboration with twelve teachers as co-researchers, the book offers six ''helpful perspectives'' for teachers seeking to embrace such complexity in their own practices, referred to as: (1) entanglement-orientedness, (2) entanglement-awareness, (3) hopeful action, (4) inquiry within entangled phenomena, (5) practicing perceptiveness, and (6) practicing integrity.
A Pedagogy of Equality in a Time of Unrest: Strategies for an Ambiguous Future (Theorizing Education)
by Carl Anders SafstromA Pedagogy of Equality in a Time of Unrest addresses education and teaching as fundamental democratic forms of equality. It offers an alternative route for democracy and education and shows how particular shifts in ways of thinking and practising can lead to an education in favour of a democratic life for all. The book identifies the distributive paradigm in education, and dismantles central aspects of such a paradigm. It revolves around the themes of equality, commitment, change, emancipation, freedom and ambiguity, all set in relation to the distinction between schooling and education. Drawing on a range of theorists such as Jacques Rancière and Judith Butler, as well as the early Sophists, the book develops strategies to counteract any attempts to close down opportunities of emancipation through education. This book will be of great interest to academics, researchers and postgraduate students in the fields of the philosophy of education, history of education, critical sociology of education and educational theory. It will also appeal to activists and those interested in emancipatory forms of education and pluralist democracy.
Pedagogy of Freedom: Ethics, Democracy And Civic Courage
by Paulo Freire Patrick ClarkeThis book displays the striking creativity and profound insight that characterized Freire's work to the very end of his life-an uplifting and provocative exploration not only for educators, but also for all that learn and live.
Pedagogy of Global Events: Insights from Concerts, Film Festivals and Social Network Happenings
by Timothy J. Patterson William GaudelliPedagogy of Global Events explores a relatively new phenomenon of cultural events—concerts, media experiences, and film series—designed to bring attention to global problems and spark action. This case-based analysis addresses a range of events to consider questions about what it means to educate the wider public about significant global challenges, the meaning and limits of these efforts, and how media refracts these experiences. The analyses are informed by data collected from organizers of special events, participants in attendance, those viewing online or after-the-fact through media representations, as well as through a careful analysis of web artifacts created by and in response to the events. By offering rare empirical analyses of global events, this book is valuable reading for organizers and attendees alike.
A Pedagogy of Humanist Moral Education: The Educational Thought of Janusz Korczak
by Marc SilvermanThis book sheds new light on the life and work of Janusz Korczak, the twentieth century humanist moral educator and path-breaking social-pedagogue who is generally unknown in the English speaking world. In the two orphanages he led in Warsaw, Poland Korczak developed an innovative array of educational practices that motivated children from broken families suffering from serious social-interpersonal pathologies to re-form themselves during the five to seven years they lived in the orphanage. By offering its readers a systematic presentation of Korczak's worldview, educational philosophy and work, and exposing them to a rich selection of his writings, this book seeks to inform the English speaking educated public about an educator who unceasingly strived to make the world a better place for people and to make better people for the world.
The Pedagogy of Lifelong Learning: Understanding Effective Teaching and Learning in Diverse Contexts
by Michael Osborne Muir Houston Nuala TomanPresenting a snapshot of contemporary international research into the pedagogy of lifelong learning and teaching, this book focuses on a wide range of issues related to lifelong learning, including higher education, community-based learning and literacy practices in continuing education. It highlights the fact that the wide-ranging conclusions they draw have vital implications for this rapidly changing field. The book reviews the emerging issues from researching teaching and learning in different post-school contexts - an issue which has grown in research importance around the world in recent years - with the concern both to widen participation and improve student attainment. Examining empirically, methodologically and theoretically contemporary research in teaching and learning in diverse contexts, it focuses on three main areas: learning careers and identities; pedagogy and learning cultures and learning beyond institutions.
A Pedagogy of Multiliteracies: Learning by Design
by Bill Cope Mary KalantzisThe concept of 'Multiliteracies' has gained increasing influence since it was coined by the New London Group in 1994. This collection edited by two of the original members of the group brings together a representative range of authors, each of whom has been involved in the application of the pedagogy of Multiliteracies.
Pedagogy of Multiliteracies: Rewriting Goldilocks (Routledge Research in Education)
by Heather LotheringtonA CHOICE Outstanding Academic Title 2012! Based on case studies from public schools in Toronto, Canada, this book chronicles an inspiring five-year journey to develop thinking about and teaching literacy for the 21st century. The research, which was classroom-based and developed by public school teachers in collaboration with university researchers, was stimulated by an ethnographic study at Joyce Public School to track children learning to read in an era of multiliteracies. Following the kindergarteners’ interest in Goldilocks and the Three Bears, Lotherington asked the principal: What would Goldilocks look like, retold through the eyes of the children? The resulting classroom experiment to transform learning to read a storybook into multimodal collaborative story-telling sparked the development of an award-winning school-university learning community dedicated to the development of multimodal literacies in the culturally diverse, urban classroom. Pedagogy of Multiliteracies tells the evolving story of teachers’ trial-and-error interventions to engage children in multiple modes of expression involving structured play with contemporary media. Using the complex texts created, the teachers carve spaces to welcome the voices of children and the languages of the community into the English-medium classroom.
Pedagogy Of The Oppressed: 50th Anniversary Edition
by Paulo Freire Donaldo MacedoFirst published in Portuguese in 1968, Pedagogy of the Oppressed was translated and published in English in 1970. Paulo Freire's work has helped to empower countless people throughout the world and has taken on special urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is ongoing. This 50th anniversary edition includes an updated introduction by Donaldo Macedo, a new afterword by Ira Shor and interviews with Marina Aparicio Barberán, Noam Chomsky, Ramón Flecha, Gustavo Fischman, Ronald David Glass, Valerie Kinloch, Peter Mayo, Peter McLaren and Margo Okazawa-Rey to inspire a new generation of educators, students, and general readers for years to come.
The Pedagogy of Pathologization: Dis/abled Girls of Color in the School-prison Nexus
by Subini Ancy AnnammaWINNER OF THE 2018 NATIONAL WOMEN'S STUDIES ASSOCIATION ALISON PIEPMEIER BOOK PRIZE Linking powerful first-person narratives with structural analysis, The Pedagogy of Pathologization explores the construction of criminal identities in schools via the intersections of race, disability, and gender. amid the prevalence of targeted mass incarceration. Focusing uniquely on the pathologization of female students of color, whose voices are frequently engulfed by labels of deviance and disability, a distinct and underrepresented experience of the school-to-prison pipeline is detailed through original qualitative methods rooted in authentic narratives. The book’s DisCrit framework, grounded in interdisciplinary research, draws on scholarship from critical race theory, disability studies, education, women’s and girl’s studies, legal studies, and more.
The Pedagogy of Physical Science
by Joan Parker David HeywoodIn the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers' responses to engaging with difficult ideas when learning science in higher education settings. The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to 'problematize' subject knowledge, both for learner and teacher. The book's theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education.
A Pedagogy of Purpose: Classical Wisdom for the Modern Classroom
by Dr Gary KeoghA Pedagogy of Purpose offers a completely fresh take on key problems in the education system. Gary Keogh argues that the education system has lost its way; it has become mechanistic, vapid, driven by an obsession with dubious measurements and led by a very narrow understanding of what it means to succeed. It has lost its sense of purpose. Using many real classroom examples, Keogh provides a new way forward, demonstrating how insights from classical philosophy can have a positive influence on crucial issues in education like student behaviour, assessment, attendance, the quality of teaching and learning, and perhaps most importantly, the mental health of students and teachers.