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Pedagogy
Kinds of Pedagogy Selected AbstractsTHINKING THROUGH A PEDAGOGY OF WHITENESSEDUCATIONAL THEORY, Issue 4 2001Kathy Hytten First page of article [source] The School Air-Raid Shelter: Rethinking Wartime PedagogiesHISTORY OF EDUCATION QUARTERLY, Issue 4 2003Stephen Hussey First page of article [source] Becoming Flexible: Self-flexibility and its PedagogiesBRITISH JOURNAL OF MANAGEMENT, Issue 2009Elaine Swan Much of the debate on flexibility has remained at a stubbornly macro, demographic level without looking closely at individual attempts to become more flexible. This paper argues that the debate on flexibility has been dominated by attention to the structural side, looking at flexi-time and part-time contracting, for example, to the neglect of what we call self-flexibility through self-reflexivity and self-transformation. The paper begins to redress this imbalance drawing upon two different cases which examine specific forms of self-flexibility: feedback and personal malleability and risk-taking through experiential learning. Drawing upon sociological research, we seek to examine critically the ways in which self-flexibilities are taken up and pursued by employees in their attempts to remain employable and their gendered implications. [source] Interruption and Imagination in Curriculum and Pedagogy, or How to Get Caught Inside a Strange LoopCURRICULUM INQUIRY, Issue 3 2010RUBÉN A. GAZTAMBIDE-FERNÁNDEZ First page of article [source] Storytelling as Pedagogy: An Unexpected Outcome of Narrative InquiryCURRICULUM INQUIRY, Issue 2 2007CATHY COULTER ABSTRACT This study examines how the use of narrative research methods can serve as pedagogical strategies in preservice teacher education. In this study, we see the intersection of narrative inquiry and storytelling-as-pedagogy. The two often intersect, but rarely has that intersection been examined in a systematic manner. This study examines data collected as one ESL preservice teacher and one Bilingual preservice teacher were followed from their language arts methods class into student teaching and then their first year of teaching to see how they reflected on, questioned, and learned from their experiences. Incidents where narrative inquiry served as pedagogical tools were examined. Although storytelling-as-pedagogy was not a goal in this study, we found that it was an outcome of utilizing narrative inquiry as a methodology. [source] Framing French Success in Elementary Mathematics: Policy, Curriculum, and PedagogyCURRICULUM INQUIRY, Issue 3 2004FRANCES C. FOWLER ABSTRACT For many decades Americans have been concerned about the effective teaching of mathematics, and educational and political leaders have often advocated reforms such as a return to the basics and strict accountability systems as the way to improve mathematical achievement. International studies, however, suggest that such reforms may not be the best path to successful mathematics education. Through this qualitative case study, the authors explore in depth the French approach to teaching elementary mathematics, using interviews, classroom observations, and documents as their data sets. They apply three theoretical frameworks to their data and find that the French use large-group instruction and a visible pedagogy, focusing on the discussion of mathematical concepts rather than on the completion of practice exercises. The national curriculum is relatively nonprescriptive, and teachers are somewhat empowered through site-based management. The authors conclude that the keys to French success with mathematics education are ongoing formative assessment, mathematically competent teachers, policies and practices that help disadvantaged children, and the use of constructivist methods. They urge comparative education researchers to look beyond international test scores to deeper issues of policy and practice. [source] Elusive '68: The Challenge to PedagogyDIE UNTERRICHTSPRAXIS/TEACHING GERMAN, Issue 2 2008William Collins Donahue Teaching ,68 presents pedagogical challenges far greater than assembling a set of workable classroom materials. Divisive controversies that were the hallmark of the time,e.g., the debate over the nature and appropriate use of violence,are with us still, though in a somewhat different form. Further, the instructor,s own politics and positionality can hardly be ignored,as they will certainly not be overlooked by our students. Additionally, this essay argues that fundamental terms (such as who qualifies as a ,68er) remain problematic; that the instrumentalization of the Holocaust by the German New Left continues to affect political decisions down to the present; that our investment as teachers in poststructuralist literary theory may,perhaps inadvertently,affect the way we view and therefore teach ,68; and, finally, that there is a pressing need, despite a recent explosion in Germany of publications celebrating the fortieth anniversary of ,68, for a didacticized reader designed for the North American German Studies classroom. [source] Badiou, Pedagogy and the ArtsEDUCATIONAL PHILOSOPHY AND THEORY, Issue 2 2010Thomas E. Peterson Abstract The essay distils from Badiou's writing a pedagogy based on his theories of knowledge and truth, as brought to bear on poetry and the arts. By following Badiou's implicit ontology of learning, which presupposes a dynamic and passionate engagement with a concrete situation, the essay argues that Badiou's view of modernity, in particular, contributes greatly to the educational topic, and offers an alternative teaching paradigm to the outmoded schools of criticism of the 20th century. It also argues that the concept of universalism in education, as against identitarian particularism, is further evinced from a discussion of Badiou's study of St. Paul. [source] Behaviorism, Constructivism, and Socratic PedagogyEDUCATIONAL PHILOSOPHY AND THEORY, Issue 6 2006Peter Boghossian Abstract This paper examines the relationship among behaviorism, constructivism and Socratic pedagogy. Specifically, it asks if a Socratic educator can be a constructivist or a behaviorist. In the first part of the paper, each learning theory, as it relates to the Socratic project, is explained. In the last section, the question of whether or not a Socratic teacher can subscribe to a constructivist or a behaviorist learning theory is addressed. The paper concludes by stating that while Socratic pedagogy shares some similarities with each learning theory, ultimately it is fundamentally incompatible with both. [source] Geophilosophy, Education and the Pedagogy of the Concept1EDUCATIONAL PHILOSOPHY AND THEORY, Issue 3 2004Michael A. Peters First page of article [source] Payout Policy Pedagogy: What Matters and WhyEUROPEAN FINANCIAL MANAGEMENT, Issue 1 2007Harry DeAngelo G35; G32; H25 Abstract This paper argues that we should abandonMM (1961)irrelevance as the foundation for teaching payout policy, and instead emphasise the need to distribute the full value generated by investment policy (,full payout'). Because MM's assumptions restrict payouts to an optimum, their irrelevance theorem does not provide the appropriate prescription for managerial behaviour. A simple example clarifies why the correct prescription is ,full payout', and why both payout and investment policy matter even absent agency costs (DeAngelo and DeAngelo, 2006). A simple life-cycle generalisation explains the main stylised facts about the payout policies of US and European firms. [source] The Learning Region between Pedagogy and EconomyEUROPEAN JOURNAL OF EDUCATION, Issue 3 2010ROBERTA PIAZZA Economic growth is stimulated through learning. In ,the learning economies' of those European regions that chose to develop their human and intellectual capital wisely, benefits have been visible. But this is a one-dimensional outlook in a multi-dimensional world. A ,Learning Region' is an entirely different entity, pooling and mobilising its resources from the community, its institutions, culture and heritage, and industry, to mention just a few, for the common, social, economic and ecological good. This article examines and critiques recent ideas and perceptions behind the concept of the learning region and suggests why, in the Italian context, they have not been successful so far in entering the consciousness of regional leaders. It argues that greater individualisation, privatisation and the ascendancy of the market approach to learning are, perhaps paradoxically, barriers to establishing the regional structures that would implement lifelong learning for all and enhance economic and social progress. Cooperation, partnership, sharing and the integration of stakeholders in respecting a common goal are far more difficult to achieve in today's climate. [source] Learning by Leaving , Towards a Pedagogy for Transnational Mobility in the Context of Vocational Education and Training (VET)EUROPEAN JOURNAL OF EDUCATION, Issue 4 2001Søren Kristensen First page of article [source] Pedagogy and the Practice of Science: Historical and Contemporary Perspectives, 2005 by David Kaiser (ed.)HISTORY OF EDUCATION QUARTERLY, Issue 4 2006JOHN L. RUDOLPH [source] Paint and Pedagogy: Anton Ehrenzweig and the Aesthetics of Art EducationINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2009Beth Williamson Anton Ehrenzweig's work training art teachers at Goldsmiths College in London was groundbreaking in its field. The work of the studio fed back into Ehrenzweig's writings through his reflections on teaching and the work produced in end of year shows. In The Hidden Order of Art (1967), he theorised the creative process in psychoanalytic terms and elsewhere likened the task of the art teacher to that of a psychotherapist. In this article I argue that, by taking psychoanalytic art theory into the teaching studio, Ehrenzweig provided a psychic space within which students were freed from convention and encouraged to pursue their own practice. [source] Pedagogy Against the StateINTERNATIONAL JOURNAL OF ART & DESIGN EDUCATION, Issue 3 2008Dennis Atkinson The text of this article was originally presented in a public lecture in February 2008. It presents a description of earlier research on children's drawing practices which considers the ingenuity of learning and meaning-making through drawing. Then the focus moves to the language of assess-mentto consider how, art practices, such as drawing, as well as learner and teacher identities, are constructed and regulated within such linguistic practices (discourses). Bearing in mind the regulatory effect of such practices (and that all discourses are in some way regulatory) the final section introduces the idea of pedagogy against the state in order to think again an ethics of pedagogy concerned with becoming; an ethical imperative for pedagogy concerned with expanding our grasp of what learning is. [source] The Urban Question as Cargo Cult: Opportunities for a New Urban PedagogyINTERNATIONAL JOURNAL OF URBAN AND REGIONAL RESEARCH, Issue 3 2008ROB SHIELDS Abstract Urban research is unreflexive toward its object of study, the city, compromising its methodologies and theoretical capacity. This polemic draws on examples such as ,creative cities', which have been profiled and analysed for their local recipes for economic success. ,Global cities' have become stereotypes of a neoliberal form of the ,good life' to which much recent urban research is a handmaiden, a hegemonic knowledge project. These ,metro-poles' of value are a form of urban pedagogy that presents lesser local elites with lessons to be followed. A form of cargo cult theory suggests, build it and wealth will come , hence the symmetry of urban scholarship with the fad for city rankings in pop journalism. In contrast to neo-structural analyses of the global city, other research focuses too closely on regional geographies, local forces and urban affordances. A synthetic level of theory is proposed to bridge the divide which marks urban and regional studies. The ,urban' needs to be rediscovered as a central question. The urban is an object of theory and the city is a truth spot. The urban is more than infrastructure and bodies but an intangible good or ,virtuality' that requires an appropriate methodological toolkit. Résumé La recherche urbaine manque de réflexivitéà l'égard de son objet d'étude, la ville, ce qui compromet ses méthodologies et sa capacité théorique. Cette critique part d'exemples tels que les "villes créatives" dont on a établi le profil et l'analyse pour en déterminer les recettes locales de réussite économique. Les "villes planétaires" sont devenues des stéréotypes d'une forme néolibérale de la "bonne vie" au service de laquelle se met généralement la recherche urbaine, un projet de savoir hégémonique. Ces métro-pôles de valeur constituent une sorte de pédagogie urbaine qui expose aux moindres élites locales des leçons à suivre. Un genre de théorie du culte du cargo suggère qu'il suffit de construire pour voir la richesse arriver, d'où la symétrie entre les travaux de recherche urbaine et la mode pour les palmarès de villes dans le journalisme populaire. Contrairement aux analyses néo-structuralistes de la ville planétaire, d'autres études se consacrent de trop près aux géographies régionales, aux forces locales et aux affordances urbaines. Un niveau de théorie synthétique est proposé pour franchir la ligne de démarcation des études urbaines et régionales. Il faut redécouvrir "l'urbain" en tant que question centrale. L'urbain est un objet de théorie, la ville est un lieu de vérité. L'urbain est plus qu'une infrastructure et des entités, c'est un bien intangible, une "virtualité", qui nécessite un jeu d'outils méthodologiques approprié. [source] Critical Pedagogy for the Present Moment: Learning from the Avant-Garde to Teach Globalization from ExperiencesINTERNATIONAL STUDIES PERSPECTIVES, Issue 3 2003André C. Drainville Closer to us in what it integrates and in its consequences, global politics still gets conceptualized as if it belonged to a realm of its own, disembedded and abstracted beyond quotidian experiences of power. Still folded in a supernatural world that cannot be of their making, as far from experience as their cold war predecessors were, international studies (IS) students are as alienated and find it as hard to work with critical imagination. To teach students to be more than mere technicians of whatever new world order may be born of present circumstances, we have to unmake the political separation that still exists between the study and teaching of global politics and everyday life in the world economy. This article presents a record of a decade-long teaching experiment conducted in the department of political science at Laval University in Québec City. Borrowing techniques and inspiration from the "historical avant-garde," I have worked to reinvent my pedagogical practice to create "situations" in which students can be full, unalienated subjects in the learning process. [source] Design Pedagogy Enters the Cold WarJOURNAL OF ARCHITECTURAL EDUCATION, Issue 4 2004The Reeducation of Eleven West German Architects During the Cold War, the United States and USSR used educational exchange programs as instruments of cultural diplomacy. In 1950, East German reconstruction policy was radically transformed through a well-documented Soviet-sponsored reorientation of architects and planners from East Berlin. This article chronicles a concurrent but little-known exchange, sponsored by the U.S. High Commissioner for Germany, which sent West German architects to America for professional retraining. Although the U.S. program fell far short of its intentions, it illuminates the nature of Cold War cultural strategies deploying urban planning pedagogy, which were meant to reproduce American values and systems of governance abroad. [source] ICT, Pedagogy and the CurriculumJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 1 2003Roger Hartley No abstract is available for this article. [source] Higher Education, Pedagogy and the ,Customerisation' of Teaching and LearningJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 1 2008KEVIN LOVE It is well documented that the application of business models to the higher education sector has precipitated a managerialistic approach to organisational structures (Preston, 2001). Less well documented is the impact of this business ideal on the student-teacher encounter. It is argued that this age-old relation is now being configured (conceptually and organisationally) in terms peculiar to the business sector: as a customer-product relation. It is the applicability and suitability of such a configuration that specifically concerns this contribution. The paper maintains that the move to describe the student-teacher relation in these terms is indeed inappropriately reductive, but not straightforwardly so. The problem arises in that we remain unsure of the contemporary purpose of education. We lack any firm educational ideals that, in themselves, cannot be encompassed by the business paradigm. Indeed, the pedagogical critique of education (broadly, that education is only of use in as much as it is of use to society) extends further than has yet been intimated and prevents one securing any educational ideal that does not immediately succumb to critique. This pedagogical logic is unassailable in any linear way but, when pressed, precipitates an aporetic moment that prevents it from assuming any totalising hold over education. We draw on the work of Emmanuel Levinas and Jacques Derrida to consider whether one might yet imagine an educational ,quasi-ideal' that will enable practitioners and institutions to counter the effects of customerisation. [source] Perspectives of Popular Music Pedagogy in Practice: An IntroductionJOURNAL OF POPULAR MUSIC STUDIES, Issue 1 2009Susan Oehler [source] Pedagogy, power and service user involvementJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 1 2004A. FELTON mn rn (mental health) This paper explores mental health nurse educators' perceptions of the involvement of service users in preregistration nurse education. The idea for the study was developed from a local group of people including service users, lecturers and students committed to finding ways to develop service user involvement in education. This qualitative study uses semi-structured interviews to explore participants' perceptions in depth. Five lecturers who teach on the diploma programme based at a large teaching hospital were interviewed. The results suggest that the current situation of involving service users at the research site was ineffective. The concepts of ,role' and power relationships were used to explore the reasons for this. The development of service user involvement in education is complex and requires further research. [source] Sanctification in Milton's Academy: Reassessing the Purposes in Of Education and the Pedagogy of Paradise LostMILTON QUARTERLY, Issue 1 2009Stephen J. Schuler First page of article [source] Idioms,Description, Comprehension, Acquisition, and Pedagogy by LIU, DILINMODERN LANGUAGE JOURNAL, Issue 2 2009DENISE CLOONAN CORTEZ ANDERSEN No abstract is available for this article. [source] Language and Culture Pedagogy: From a National to a Transnational Paradigm by RISAGER, KARENMODERN LANGUAGE JOURNAL, Issue 2 2009LOURDES SÁNCHEZ, LÓPEZ No abstract is available for this article. [source] Readings in Second Language Pedagogy and Second Language Acquisition: In Japanese Context edited by YOSHITOMI, ASAKO, TAE UMINO, & NEGISHI MASASHIMODERN LANGUAGE JOURNAL, Issue 4 2007ABBOTT, YOSHIKO SAITO No abstract is available for this article. [source] Negotiation Pedagogy: Learning to LearnNEGOTIATION JOURNAL, Issue 4 2000Sara Cobb First page of article [source] Pedagogy and practice: Service-learning and students' moral developmentNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 103 2005Charles R. Strain Service-learning courses can be powerful instruments for cognitive, affective, and moral transformation. This chapter examines the strengths and weaknesses of service-learning as an agent for cognitive, moral, and interpersonal development and its ability to promote civic or social engagement. [source] A philosophical analysis of the concept empowerment; the fundament of an education-programme to the frail elderlyNURSING PHILOSOPHY, Issue 4 2005Anne Merete Hage RN Cand.san. Abstract, The word ,empowerment' has become a popular term, widely used as an important claim, also within the health services. In this paper the concept's philosophical roots are traced from Freire and his ,Pedagogy of the Oppressed' to the philosophical thoughts of Hegel, Habermas, and Sartre. An understanding of the concept, as a way to facilitate coping and well-being in patients through reflection and dialogue, emerges. Within an empowerment strategy the important claim on the nurse and the patient will be to reveal the patient's own resources and limitations in times with sickness and reduced functionality to promote the patient's choice to act and cope. From this point of view an education-programme for the frail elderly is outlined. If the nurse wants to empower the elderly patient she has to be willing to be educated through the dialogue with the patient, and to look for the patient's own meaning of being frail and elderly. The coping and self-care solutions for the patient may then even be different from the preferences of the nurse, and this does not mean that the empowerment strategy is a failure or that the patient then has to continue without the assistance from the nurse. Within an empowerment strategy, in the Freirerian sense, the important thing is that both the patient and the nurse together critically reflect on the meanings of the sickness so that the patient can be able to make his own conscious choices. [source] | |||||||||||||||||||||||||||||||||||||