WorldWideScience

Sample records for culturally relevant pedagogy

  1. Where's the Race in Culturally Relevant Pedagogy?

    Science.gov (United States)

    Milner, H. Richard, IV

    2017-01-01

    Background/Context: When Ladson-Billings described the pedagogical practices of successful teachers of African American children and consequently conceptualized culturally relevant pedagogy as an analytic resource to describe and make sense of pedagogical practices of teachers, her discussion was situated in a frame that examined instructional…

  2. Start with Us! Culturally Relevant Pedagogy in the Preschool Classroom

    Science.gov (United States)

    Durden, Tonia R.; Escalante, Elsita; Blitch, Kimberly

    2015-01-01

    Using an ethnographic case study approach, we examined how teachers and parents within an ethnically diverse early childhood program conceptualized and implemented culturally relevant pedagogy and how these primary caregivers were encouraging children's socio-cultural development and awareness. Data sources included questionnaires, interview…

  3. Dual Language Teachers' Stated Barriers to Implementation of Culturally Relevant Pedagogy

    Science.gov (United States)

    Freire, Juan A.; Valdez, Verónica E.

    2017-01-01

    Culturally relevant pedagogy receives limited attention in many U.S. dual language classrooms. This article focuses on understanding the barriers eight elementary Spanish-English dual language teachers saw as preventing the implementation of culturally relevant pedagogy in their urban classrooms. Employing critical sociocultural theory and drawing…

  4. Cultural Speak: Culturally Relevant Pedagogy and Experiential Learning in a Public Speaking Classroom

    Science.gov (United States)

    Colvin, Janet; Tobler, Nancy

    2013-01-01

    This study describes the efficacy of modifications made to a higher education Latina/o public speaking course to enhance student growth and understanding. The changes included the addition of a service-learning component and the incorporation of culturally relevant pedagogy. Selected research, particularly related to college students, on…

  5. Teaching Social Studies for Newcomer English Language Learners: Toward Culturally Relevant Pedagogy

    Science.gov (United States)

    Choi, Yoonjung

    2013-01-01

    Through this case study the author explores how an exemplary teacher utilized social studies curriculum and pedagogy to engage English language learners (ELLs) in learning in a culturally relevant and meaningful way and discusses practical implications for teaching and learning.

  6. Teaching Social Studies for Newcomer English Language Learners: Toward Culturally Relevant Pedagogy

    Science.gov (United States)

    Choi, Yoonjung

    2013-01-01

    Through this case study the author explores how an exemplary teacher utilized social studies curriculum and pedagogy to engage English language learners (ELLs) in learning in a culturally relevant and meaningful way and discusses practical implications for teaching and learning.

  7. Culturally Relevant Teaching: Hip-Hop Pedagogy in Urban Schools. Counterpoints: Studies in the Postmodern Theory of Education. Volume 396

    Science.gov (United States)

    Prier, Darius D.

    2012-01-01

    "Culturally Relevant Teaching" centers hip-hop culture as a culturally relevant form of critical pedagogy in urban pre-service teacher education programs. In this important book, Darius D. Prier explores how hip-hop artists construct a sense of democratic education and pedagogy with transformative possibilities in their schools and communities. In…

  8. Culturally Relevant Pedagogy 20 Years Later: Progress or Pontificating? What Have We Learned, and Where Do We Go?

    Science.gov (United States)

    Howard, Tyrone C.; Rodriguez-Scheel, Andrea

    2017-01-01

    In this paper, the authors discuss the concept of culturally relevant pedagogy 20 years after its introduction to the professional literature. The authors discuss key tenets of culturally relevant pedagogy, examine empirical examples of it, and makes recommendations on how the concept may inform and influence the outcomes of culturally diverse…

  9. Developing and Enacting Culturally Relevant Pedagogy: Voices of New Teachers of Color

    Science.gov (United States)

    Borrero, Noah E.; Flores, Esther; de la Cruz, Gabriel

    2016-01-01

    A group of preservice and first year teachers share their experiences as new teachers of Color entering the profession in urban public schools. Specifically, these novice teachers discuss the transition from an urban education teacher preparation program into the classroom and their successes and challenges enacting culturally relevant pedagogy.…

  10. Using a Conference Workshop Setting to Engage Mathematics Teachers in Culturally Relevant Pedagogy

    Science.gov (United States)

    Timmons-Brown, Stephanie; Warner, Catharine

    2016-01-01

    In this article, the authors explore using a conference workshop setting to engage mathematics teachers, who serve largely underserved student populations, in culturally relevant pedagogy (CRP). The conference workshop encouraged the exchange of information among teachers of similar grade levels and classroom contexts. The authors' analysis of the…

  11. Culturally Relevant Pedagogy and the Public Speaking Classroom

    Science.gov (United States)

    Colvin, Janet Weston; Tobler, Nancy

    2012-01-01

    From the earliest roots of rhetoric, practitioners emphasized the need for analyzing one's audience before developing a speech. Textbooks for most basic public speaking courses spend at least one chapter discussing audience analysis. Authors discuss adapting messages to various demographic, cultural, and individual differences. As a result,…

  12. Visualizing Culturally Relevant Science Pedagogy Through Photonarratives of Black Middle School Teachers

    Science.gov (United States)

    Goldston, M. Jenice; Nichols, Sharon

    2009-04-01

    This study situated in a Southern resegregated Black middle school involved four Black teachers and two White science educators’ use of photonarratives to envision culturally relevant science pedagogy. Two questions guided the study: (1) What community referents are important for conceptualizing culturally relevant practices in Black science classrooms? and (2) How do teachers’ photonarratives serve to open conversations and notions of culturally relevant science practices? The research methodologically drew upon memory-work, Black feminism, critical theory, visual methodology, and narrative inquiry as “portraiture.” Issues of positionality and identity proved to be central to this work, as three luminaries portray Black teachers’ insights about supports and barriers to teaching and learning science. The community referents identified were associated with church and its oral traditions, inequities of the market place in meeting their basic human needs, and community spaces.

  13. "Picturing" Culturally Relevant Literacy Practices: Using Photography to See How Literacy Curricula and Pedagogies Matter to Urban Youth

    Science.gov (United States)

    Zenkov, Kristien; Pellegrino, Anthony; Harmon, James; Ewaida, Marriam; Bell, Athene; Lynch, Megan; Sell, Corey

    2013-01-01

    This article reports on the findings of a photography and literacy project the authors conducted with 117 diverse city students. Relying on a critical pedagogy framework, the foundations for this study include research on cultural relevance, literacy, and visual sociology. The authors used Youth Participatory Action Research (YPAR) and photo…

  14. Indigenous Knowledge and Language: Decolonizing Culturally Relevant Pedagogy in a Mapuche Intercultural Bilingual Education Program in Chile

    Science.gov (United States)

    Ortiz, Patricio R.

    2009-01-01

    This article illustrates how Mapuche Indigenous knowledge (Kimun) and language (Mapudungun) incorporated into an Intercultural Bilingual Education (IBE) program of a school within a Mapuche context in Chile creates decolonizing counter-hegemonic narratives as forms of culturally relevant pedagogy. Based on a six-month school ethnography, this…

  15. Integration of Culturally Relevant Pedagogy Into the Science Learning Progression Framework

    Science.gov (United States)

    Bernardo, Cyntra

    This study integrated elements of culturally relevant pedagogy into a science learning progression framework, with the goal of enhancing teachers' cultural knowledge and thereby creating better teaching practices in an urban public high school science classroom. The study was conducted using teachers, an administrator, a science coach, and students involved in science courses in public high school. Through a qualitative intrinsic case study, data were collected and analyzed using traditional methods. Data from primary participants (educators) were analyzed through identification of big ideas, open coding, and themes. Through this process, patterns and emergent ideas were reported. Outcomes of this study demonstrated that educators lack knowledge about research-based academic frameworks and multicultural education strategies, but benefit through institutionally-based professional development. Students from diverse cultures responded positively to culturally-based instruction. Their progress was further manifested in better communication and discourse with their teacher and peers, and increased academic outcomes. This study has postulated and provided an exemplar for science teachers to expand and improve multicultural knowledge, ultimately transferring these skills to their pedagogical practice.

  16. Bridging Theory and Practice: Using Hip-Hop Pedagogy As A Culturally Relevant Approach In The Urban Science Classroom

    Science.gov (United States)

    Adjapong, Edmund S.

    This dissertation explores the context of urban science education as it relates to the achievement and engagement of urban youth. This study provides a framework for Hip-Hop Pedagogy, an approach to teaching and learning anchored in the creative elements of Hip-Hop culture, in STEM as an innovative approach to teaching and learning demonstrates the effect that Hip-Hop Pedagogy, as a culturally relevant approach to teaching has on teaching and learning in an urban science classroom. This study establishes practical tools and approaches, which were formed from by theory and research that transcend the traditional monolithic approaches to teaching science. Participants in this study are middle school students who attend an urban school in one of the largest school systems in the country. This research showed that as result of utilizing Hip-Hop pedagogical practices, students reported that they developed a deeper understanding of science content, students were more likely to identify as scientists, and students were provided a space and opportunities to deconstruct traditional classroom spaces and structures.

  17. One White Teacher's Struggle for Culturally Relevant Pedagogy: The Problem of the Community

    Science.gov (United States)

    Hyland, Nora E.

    2009-01-01

    This is a case of one novice White teacher whose strong commitment to becoming a culturally relevant teacher was hindered by her struggle to develop meaningful connections to the home community of her mostly African American students. Using a hybrid methodology of action research, discourse analysis, and critical interpretive analysis of…

  18. Effect of culturally relevant pedagogy on Latino students' engagement and content mastery on states of matter unit in physical science

    Science.gov (United States)

    Cao, Jennifer

    This research, in response to the lack of empirical evidence of the impact of culturally relevant pedagogy (CRP) on Latino students in science education, examined the effect CRP on Latino students' engagement and content mastery. Quantitative research was conducted with a treatment group that received an intervention unit on states of matter with CRP approaches and a comparison group that did not receive the intervention. The sample comprised approximately 189 eighth-grade students from a Southern Californian middle school. The research findings reveal that CRP approaches had a statistically significant positive effect on student engagement of all ethnic groups in this study, particularly Latino students, while CRP approaches had a statistically significant negative effect on Latino students' content mastery. Three recommendations result from this study, including professional development of CRP for educators, professional development of CRP for educational leaders, and using CRP to address multiculturalism.

  19. Putting "Maori" in the Mainstream: Student Teachers' Reflections of a Culturally Relevant Pedagogy

    Science.gov (United States)

    Sexton, Steven S.

    2011-01-01

    This paper reports on student teachers' experiences of an education program that was explicitly designed to be grounded in both Kaupapa Maori and mainstream pedagogy. This program started from the Kaupapa Maori view to be Maori as Maori. This was then supported by mainstream epistemology of New Zealand focused good teaching practice. A Kaupapa…

  20. Born Pupils? Natural Pedagogy and Cultural Pedagogy.

    Science.gov (United States)

    Heyes, Cecilia

    2016-03-01

    The theory of natural pedagogy is an important focus of research on the evolution and development of cultural learning. It proposes that we are born pupils; that human children genetically inherit a package of psychological adaptations that make them receptive to teaching. In this article, I first examine the components of the package-eye contact, contingencies, infant-directed speech, gaze cuing, and rational imitation-asking in each case whether current evidence indicates that the component is a reliable feature of infant behavior and a genetic adaptation for teaching. I then discuss three fundamental insights embodied in the theory: Imitation is not enough for cumulative cultural inheritance, the extra comes from blind trust, and tweaking is a powerful source of cognitive change. Combining the results of the empirical review with these insights, I argue that human receptivity to teaching is founded on nonspecific genetic adaptations for social bonding and social learning and acquires its species- and functionally specific features through the operation of domain-general processes of learning in sociocultural contexts. We engage, not in natural pedagogy, but in cultural pedagogy.

  1. Social Studies Pedagogy for Latino/a Newcomer Youth: Toward a Theory of Culturally and Linguistically Relevant Citizenship Education

    Science.gov (United States)

    Jaffee, Ashley Taylor

    2016-01-01

    This study examines how teachers in 4 urban newcomer high schools conceptualized and implemented social studies education for Latino/a newcomer youth through an emerging framework of culturally and linguistically relevant citizenship education. Through a multi-site, collective case study design, the perspectives and decision making of social…

  2. Social Studies Pedagogy for Latino/a Newcomer Youth: Toward a Theory of Culturally and Linguistically Relevant Citizenship Education

    Science.gov (United States)

    Jaffee, Ashley Taylor

    2016-01-01

    This study examines how teachers in 4 urban newcomer high schools conceptualized and implemented social studies education for Latino/a newcomer youth through an emerging framework of culturally and linguistically relevant citizenship education. Through a multi-site, collective case study design, the perspectives and decision making of social…

  3. Diversity, Pedagogy, and Visual Culture

    Science.gov (United States)

    Amburgy, Patricia M.

    2011-01-01

    As new approaches have emerged in art education, teacher preparation programs in higher education have revised existing courses or created new ones that reflect those new approaches. At the university where the author teaches, one such course is Diversity, Pedagogy, and Visual Culture (A ED 225). A ED 225 is intended to offer preservice art…

  4. Fostering Culturally Relevant/Responsive Pedagogy and Global Awareness through the Integration of International Service-Learning in Courses

    Science.gov (United States)

    Mbugua, Tata

    2010-01-01

    Educators are being asked to respond to the forces of globalization and human interconnectedness that characterize the 21st century. These forces are resulting in changing population demographics and increased migration which is bringing a new complexity to cultural and ethnic diversity within regions, local communities and ultimately in…

  5. Culturally Relevant Education: Extending the Conversation to Religious Diversity

    Science.gov (United States)

    Aronson, Brittany; Amatullah, Tasneem; Laughter, Judson

    2016-01-01

    Culturally relevant education represents a wide collection of pedagogies of opposition to social injustice and holds a commitment to collective empowerment and social justice. By using culturally relevant education as a framework, we make the case to include religious diversity as a part of culturally relevant education intentionally. We believe…

  6. Pursuing through Culturally Relevant Pedagogy

    Science.gov (United States)

    Clark, Amy Aparicio

    2013-01-01

    The demographic profile of Conard High School in West Hartford, CT, reflects the national trends in "first-ring suburbs." Neither fully urban nor fully suburban, first-ring suburbs went from being generally less diverse than the nation in 1980 to more diverse by 2000 (Puentes, 2006). Conard students speak 53 different languages at home,…

  7. Physics Instruction Utilizing Culture-Based Pedagogy

    Directory of Open Access Journals (Sweden)

    Nerrie E. Malaluan

    2015-11-01

    Full Text Available This research assessed topics in physics where culture-based pedagogy may be utilized and the applicability of Batangueño culture to these topics. It also determined the visual presentations which canbe prepared by teachers to incorporate Batangueñoculture in physics instruction. The end purpose of the study was to develop a teaching guide using culture-based pedagogy to reinforce the student’s learning, and help them achieve high academic performance. Descriptive method was adopted with questionnaire as tool in gathering data. Interviews and focus group discussions were also conducted. Thirty physics teachers in public secondary schools of the Division of Batangas City served as respondents. Purposive sampling was applied in determining the respondents. Frequency, percentage, ranking and weighted mean were statistical tools applied. Findings revealed that the culture-based pedagogy that could be utilized in teaching physics was on topics: Constant and Uniformly Acceleration; Work, Power and Energy; Laws of Motion; Projectile Motion; Heat and Light. Batangueño culture was found applicable in teaching physics. The visual presentations which could be used were pictures, powerpoint and video clips. Moreover, the proposed teaching guide utilizing culture-based pedagogy may be used by teachersto heighten students’ interest and motivation and to attain active participation and high achievement. It may be a reference of employing Batangueño culture in teaching the topics. It was recommended that the output be presented to the school heads and supervisors for their comments and suggestions for enrichment of content and application of culture-based pedagogy not only in science but in other learning areas.

  8. Popular Cultural Pedagogy, in Theory; Or: What Can Cultural Theory Learn about Learning from Popular Culture?

    Science.gov (United States)

    Bowman, Paul

    2013-01-01

    Culture has been theorized as pedagogy. In several languages and many contexts "culture" and "education" can be used interchangeably. This issue of the journal "Educational Philosophy and Theory" seeks to explore the dual proposition (1) that pedagogy is central to politicized cultural theory, but (2) that it has been…

  9. Critical Reflectivity and the Development of New Culturally Relevant Teachers

    Science.gov (United States)

    Durden, Tonia R.; Truscott, Diane M.

    2013-01-01

    Three case studies present how preservice teachers use reflections while learning to teach. Interviews and document analysis reveal that critical reflections evidence greater understanding of culturally relevant pedagogy and offer a platform for critical consciousness. Using critical reflectivity to develop teachers' understandings of culturally…

  10. Toward a Theory of Culturally Relevant Leadership for School-Community Culture

    Science.gov (United States)

    Fraise, Nicole Jaenee; Brooks, Jeffrey S.

    2015-01-01

    The purpose of this article is to explore concepts related to culturally relevant pedagogy and connect them to nascent theoretical work in the field of educational leadership. The article begins with a review of literature on educational leadership and culture and then suggests shortcomings in the way these concepts are currently conceptualized.…

  11. Moving beyond a destructive past to a decolonised and inclusive future: The role of ubuntu-style education in providing culturally relevant pedagogy for Namibia

    Science.gov (United States)

    Biraimah, Karen L.

    2016-02-01

    Namibia has one of the most dehumanising and destructive colonial pasts of any nation in Africa, or, for that matter, the world. Before colonisation, the area now known as Namibia was home to diverse cultural groups. The successive colonial regimes of Germany and South Africa inflicted genocide, brutality and apartheid on the region. Namibia finally fought for and won its independence in 1990 - over three decades after Ghana became the first independent sub-Saharan nation in 1957. Today, Namibia strives to leave behind its troubled past and harness the power of education to provide greater equality of opportunity and quality of life for all of its citizens. The concept of ubuntu, with its emphasis on inclusiveness, equity and equality, is central to Namibia's pursuit of this goal. Significant challenges stand in its way, including extreme poverty, an emerging economy struggling with drought and a competitive world market, and a populace with multiple mother tongues and cultural traditions. After a brief summary of Namibia's colonial past, this study examines these challenges, noting that the same factors that provide Namibia with a rich and diverse cultural tapestry also pose great difficulties for educators determined to provide equitable education for all. Current inequities in Namibian education are assessed, with a particular focus on the divide between urban and rural Namibia and between the four major ethnic and cultural groupings: the White Afrikaans speakers, the Black African majority, the Coloured population, and the Basters. The study concludes by suggesting multiple ways in which education could be brought closer into line with ubuntu values. The author argues that the very same factors that currently pose challenges to the quality and equity of Namibian education (ethnicity, urban/rural location, gender and socioeconomic class) might, if seen from a new perspective, become the basis for educational transformation.

  12. SLA Research and L2 Pedagogy: Misapplications and Questions of Relevance

    Science.gov (United States)

    Spada, Nina

    2015-01-01

    There has been considerable debate about the relevance and applicability of SLA theory and research for L2 pedagogy. There are those who maintain that SLA must be applicable to L2 pedagogy: a view based on the argument that because SLA is a subfield of applied linguistics, it should have direct relevance to L2 teaching. Others take the view that…

  13. SLA Research and L2 Pedagogy: Misapplications and Questions of Relevance

    Science.gov (United States)

    Spada, Nina

    2015-01-01

    There has been considerable debate about the relevance and applicability of SLA theory and research for L2 pedagogy. There are those who maintain that SLA must be applicable to L2 pedagogy: a view based on the argument that because SLA is a subfield of applied linguistics, it should have direct relevance to L2 teaching. Others take the view that…

  14. The Practicality and Relevance of Second Language Critical Pedagogy

    Science.gov (United States)

    Crookes, Graham

    2010-01-01

    The paper reviews eight topics in the area of second language critical pedagogy: (i) historical inheritances and lines of development associated with critical pedagogies; (ii) advocacy (and the need for critical language teachers to engage in it); (iii) the diverse institutional contexts that could be explored for critical language pedagogy; (iv)…

  15. Strengthening Pedagogy and Praxis in Cultural Anthropology and Service-Learning: Insights from Postcolonialism

    Science.gov (United States)

    McCabe, Maryann

    2004-01-01

    This article argues cultural anthropology would make a good partner to service-learning pedagogy because it offers students a theoretical approach for understanding community life and its power structures. Anthropologists have been dealing with power vis-a-vis the people they study using concepts relevant to the reflection process in…

  16. "Katherine With-a-K and Little Nato": A Case Study of Culturally Responsible Pedagogy.

    Science.gov (United States)

    Parscal, Jeannie N.

    This case study, one of four, is part of a larger study, "Ethnographic Case Studies of Culturally Responsive Pedagogy (CRP) of At-Risk Students in Middle School Classrooms." The study provides relevant case literature regarding CRP for the enhancement of preservice teacher education and describes the characteristics of a multicultural…

  17. African American Teachers and Culturally Relevant Pedagogy.

    Science.gov (United States)

    Foster, Michele

    An overview is presented of research on African American teachers, addressing the large body of literature written by policy analysts, first-person narratives, and the sociological and anthropological literature. Policy research has identified the small number of African American teachers and has studied some reasons for this shortage and some of…

  18. A Critical Urban Environmental Pedagogy: Relevant Urban Environmental Education for and by Youth

    Science.gov (United States)

    Bellino, Marissa E.; Adams, Jennifer D.

    2017-01-01

    This article reimagines environmental education (EE), moving away from traditional models of EE rooted in nature studies and pro-environmental behaviors. Using the pedagogical praxis and intent of critical pedagogy and participatory methodologies, this critical urban environmental pedagogy (CUEP) investigates relevant socioenvironmental issues…

  19. Problematizing Assumptions, Examining Dilemmas, and Exploring Promising Possibilities in Culturally Relevant Pedagogy. A Response to "'I Didn't See It as a Cultural Thing': Supervisors of Student Teachers Define and Describe Culturally Responsive Supervision"

    Science.gov (United States)

    Dantas-Whitney, Maria; Ulveland, R. Dana

    2016-01-01

    In response to the study and recommendations presented in the article "I Didn't See it as a Cultural Thing," written by Linda Griffin, Dyan Watson and Tonda Liggett, we explore three interrelated topics. First, we seek to problematize some of the assumptions in the study. We review some of the authors' approaches and assertions that seem…

  20. Cultural pedagogies and school knowledge: questions to contemporary education

    Directory of Open Access Journals (Sweden)

    Odailso Sinvaldo Berté

    2016-12-01

    Full Text Available This article aims to discuss the ways in which cultural pedagogies are related to school knowledge. In line with different research of the visual culture education field, the text articulates theoretical arguments that approach the pedagogies of pleasure, question, and conflict. It grounds pedagogical proposals that advance from a critical assessment of culture to considerations about the body, experiences, affections, practices of image’s uses and cultural artifacts in order to articulate creative and emancipatory forms of the teaching-learning processes.

  1. The Need for Culturally Relevant Dance Education

    Science.gov (United States)

    McCarthy-Brown, Nyama

    2009-01-01

    There is a need for culturally relevant teaching in dance education. Many dance teachers have heard the buzz words "culturally relevant teaching methods." Yet these dance educators acknowledge that the "dance culture" is not always synonymous with "culturally relevant." This paper examines the issue of culturally relevant teaching methods in dance…

  2. Culturally Responsive Dance Pedagogy in the Primary Classroom

    Science.gov (United States)

    Melchior, Elizabeth

    2011-01-01

    Dance has an important place in multicultural education and the development of culturally responsive pedagogy. Through dance, children can explore and express their own and others' cultures and share their stories in ways other than the spoken and written word. This paper presents a case study concerning a professional development programme in…

  3. Native Breath: Incorporating Linguistically Relevant Pedagogy in the Classroom through Reified Literature

    Directory of Open Access Journals (Sweden)

    Desiree de Chachula

    2012-09-01

    Full Text Available  The native breath of linguistic minority students, including speakers of vernaculars and dialects, has traditionally been stifled in classroom ecologies that perpetuate the hegemony of English. A model of linguistically relevant pedagogy is articulated that empowers students both native and nonnative to the Standard to develop cultural competence and critical consciousness towards language. This potentially results in improved native breath valuation and paving the road for improved academic outcomes and facility in learning the societal Standard language as well as gaining tools required in the global age. Drawing from the LIAD (Nero, 2005 and Dialect Awareness (Adger, Wolfram & Christian, 2006 pedagogical frameworks, this paper proposes ways in which educators can support linguistically relevant pedagogy through the teaching of "canonized" fiction.Keywords: bilingualism, culture, literacyThe language I have learn’ed these forty years,my native English I must forgo;and now my tongues use is to me no moreThan an unstringed viol or a harp,Or like a cunning instrument cased up,Or, being open, put into his handsThat knows no touch to tune the harmony:Within my mouth you have engao’ld my tongueDoubly portcullis’d with my teeth and lips;And dull unfeeling barren ignoranceIs made my gaoler to attend on meI am too old to fawn upon a nurse,Too far in years to be a pupil now:What is thy sentence then but speechless death,Which robs my tongue from breathing native breath-Mowbray, Richard II, Act 1 scene 3 (Shakespeare, W.  1595

  4. Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty

    Science.gov (United States)

    McCarty, Teresa L.; Lee, Tiffany S.

    2014-01-01

    In this article, Teresa L. McCarty and Tiffany S. Lee present critical culturally sustaining/revitalizing pedagogy as a necessary concept to understand and guide educational practices for Native American learners. Premising their discussion on the fundamental role of tribal sovereignty in Native American schooling, the authors underscore and…

  5. What Are We Seeking to Sustain through Culturally Sustaining Pedagogy? A Loving Critique Forward

    Science.gov (United States)

    Paris, Django; Alim, H. Samy

    2014-01-01

    In this article, Django Paris and H. Samy Alim use the emergence of Paris's concept of culturally sustaining pedagogy (CSP) as the foundation for a respectful and productive critique of previous formulations of asset pedagogies. Paying particular attention to asset pedagogy's failures to remain dynamic and critical in a constantly evolving global…

  6. Is ‘friendship’ educationally relevant in doctoral pedagogy?

    DEFF Research Database (Denmark)

    Bengtsen, Søren Smedegaard

    acknowledged curriculum. These important, but still largely educationally and institutionally overlooked, parts of what it means to do and complete a PhD have by Elliot et al (2015) been described as ‘third spaces’ of doctoral education, and Wisker, Robinson and Bengtsen (2016) have promoted the idea of ‘the...... pedagogies: To what extent does the personal and social relation between doctoral supervisors and students influence the learning outcome of the PhD, and how do doctoral supervisors reflect this pedagogical element? During my research stay at the Oxford Learning Institute, University of Oxford, in the spring...... 2015, I tried to answer that question by conducting a series of video- and audio recorded semi-structured qualitative interviews with 10 doctoral supervisors from the Humanities and Social Sciences Divisions at the University of Oxford. The doctoral supervisors were all professors with affiliation...

  7. "Because That's Who I Am": Extending Theories of Culturally Responsive Pedagogy to Consider Religious Identity, Belief, and Practice

    Science.gov (United States)

    Dallavis, Christian

    2011-01-01

    In this conceptual article the author explores the intersection of culturally responsive pedagogy and religious school contexts. He extends theories of culturally responsive pedagogy to consider how religion, a dimension of student culture that has largely been overlooked in the literature surrounding culturally responsive pedagogy, can inflect…

  8. "Because That's Who I Am": Extending Theories of Culturally Responsive Pedagogy to Consider Religious Identity, Belief, and Practice

    Science.gov (United States)

    Dallavis, Christian

    2011-01-01

    In this conceptual article the author explores the intersection of culturally responsive pedagogy and religious school contexts. He extends theories of culturally responsive pedagogy to consider how religion, a dimension of student culture that has largely been overlooked in the literature surrounding culturally responsive pedagogy, can inflect…

  9. Are International Students’ Preferred Pedagogy Influenced by Their Educational Culture?

    Directory of Open Access Journals (Sweden)

    Junko Winch

    2015-04-01

    Full Text Available The increasing number of international students is studying at British universities. This study investigates multicultural students’ preferences on teaching and learning which was conducted at a university in the South of England during 2009/2010 academic year. In the literature review, the framework used in this study is explained. The study sample was 34 students who were studying Japanese as a non-credit module. Quantitative and qualitative data was collected using questionnaires. The results showed that some students’ preferred pedagogy appeared to be altered and influenced by British educational culture regardless of students’ previous educational culture. In addition, the sample participants’ preferred pedagogy are identified into given categories based on the framework of the study. Those who are in the teaching profession are encouraged to take into consideration of the educational cultures and teaching and learning practices from non-Anglophone countries. Keywords: culture, globalisation, higher education, Japanese language teaching, multicultural, power distance index (PDI, uncertainty avoidance index (UAI

  10. Pop Culture Pedagogies: Process and Praxis

    Science.gov (United States)

    Maudlin, Julie Garlen; Sandlin, Jennifer A.

    2015-01-01

    As Miller (1999) explained, "it is increasingly important for educators to take seriously the processes by which media texts are produced and disseminated, and to understand the ways in which media images and constructions pervade all our lives" (p. 234). Taking popular culture seriously means making a purposeful commitment to bring…

  11. Pop Culture Pedagogies: Process and Praxis

    Science.gov (United States)

    Maudlin, Julie Garlen; Sandlin, Jennifer A.

    2015-01-01

    As Miller (1999) explained, "it is increasingly important for educators to take seriously the processes by which media texts are produced and disseminated, and to understand the ways in which media images and constructions pervade all our lives" (p. 234). Taking popular culture seriously means making a purposeful commitment to bring…

  12. Disability Arts and Culture as Public Pedagogy

    Science.gov (United States)

    Roman, Leslie G.

    2009-01-01

    This article considers the implications of a disability arts, culture and scholarship series "The Unruly Salon", undertaken at the University of British Columbia, Vancouver in Canada, which ran from January to March 2008. It asks how and whether the encounter of this Series with its diverse audiences makes a lasting contribution to the…

  13. Critical Pedagogy 2.0: Researching the Visual Culture of Marketing with Teenage Coresearchers

    Science.gov (United States)

    Ciampaglia, Steve

    2014-01-01

    This article charts the progression of my critical teaching practice as it examines how the emancipatory critical pedagogy of the visual culture of marketing used in my master's thesis study evolved into the critical-democratic pedagogy of the visual culture of marketing used in my dissertation study. It explores how my use of these two distinct…

  14. Critical Pedagogy 2.0: Researching the Visual Culture of Marketing with Teenage Coresearchers

    Science.gov (United States)

    Ciampaglia, Steve

    2014-01-01

    This article charts the progression of my critical teaching practice as it examines how the emancipatory critical pedagogy of the visual culture of marketing used in my master's thesis study evolved into the critical-democratic pedagogy of the visual culture of marketing used in my dissertation study. It explores how my use of these two distinct…

  15. Critical Pedagogy 2.0: Researching the Visual Culture of Marketing with Teenage Coresearchers

    Science.gov (United States)

    Ciampaglia, Steve

    2014-01-01

    This article charts the progression of my critical teaching practice as it examines how the emancipatory critical pedagogy of the visual culture of marketing used in my master's thesis study evolved into the critical-democratic pedagogy of the visual culture of marketing used in my dissertation study. It explores how my use of these two…

  16. Ethnolinguistically Relevant Pedagogy: Empowering English Language Learners in Physical Education

    Science.gov (United States)

    Burden, Joe W., Jr.; Columna, Luis; Hodge, Samuel R.; Mansilla, Patricia Martinez de la Vega

    2013-01-01

    People from diverse cultures interpret languages and gestures differently (Columna & Lieberman, 2011). It is not surprising, therefore, that communication differences may have negative implications for teachers and English language learners in K-12 physical education environments. To address this issue, we advocate preparing physical education…

  17. Popular Culture as Emotional Provocation: The Material Enactment of Queer Pedagogies in a High School Classroom

    Science.gov (United States)

    Quinlivan, Kathleen

    2012-01-01

    Drawing on the notion of popular culture as a form of queer emotional provocation, in this paper I suggest that attending to the material enactment of queer pedagogies in context enables an understanding of the importance of attending more fully to the emotional ramifications of queer pedagogies. Working within the context of a research project…

  18. Popular Culture as Emotional Provocation: The Material Enactment of Queer Pedagogies in a High School Classroom

    Science.gov (United States)

    Quinlivan, Kathleen

    2012-01-01

    Drawing on the notion of popular culture as a form of queer emotional provocation, in this paper I suggest that attending to the material enactment of queer pedagogies in context enables an understanding of the importance of attending more fully to the emotional ramifications of queer pedagogies. Working within the context of a research project…

  19. Critical Leadership Pedagogy: Engaging Power, Identity, and Culture in Leadership Education for College Students of Color

    Science.gov (United States)

    Pendakur, Vijay; Furr, Sara C.

    2016-01-01

    This chapter focuses on how the application of critical pedagogy to leadership education allows for issues of identity, power, and culture to shape the process of leadership learning. Examples from the authors' work with various populations of students of color are used to illustrate critical leadership pedagogy.

  20. Critical Leadership Pedagogy: Engaging Power, Identity, and Culture in Leadership Education for College Students of Color

    Science.gov (United States)

    Pendakur, Vijay; Furr, Sara C.

    2016-01-01

    This chapter focuses on how the application of critical pedagogy to leadership education allows for issues of identity, power, and culture to shape the process of leadership learning. Examples from the authors' work with various populations of students of color are used to illustrate critical leadership pedagogy.

  1. Critical Factors in Cultural Immersion: A Synthesis of Relevant Literature

    Science.gov (United States)

    Barden, Sejal M.; Cashwell, Craig S.

    2013-01-01

    This synthesis of the literature on cross-cultural immersion experiences gives emphasis to the need for effective pedagogy for enhancing multicultural counseling competency, with cultural immersion being a potentially valuable training tool. The authors examine the empirical literature towards identifying both helpful and hindering structural and…

  2. Culturally relevant physical education in urban schools: reflecting cultural knowledge.

    Science.gov (United States)

    Flory, Sara B; McCaughtry, Nate

    2011-03-01

    Using a three-part theoretical framework, the cultural relevance cycle-which consists of (a) knowing community dynamics, (b) knowing how community dynamics influence educational processes, and (c) implementing strategies that reflect cultural knowledge of the community--we examined teachers' and students' perspectives on culturally relevant physical education in urban settings. We observed and interviewed 53 physical education teachers and 183 students in urban districts over 4 years. We identified themes of care, respect, language and communication, and curricular content that explained how these teachers enacted the cultural relevance cycle. Within these themes, teachers and students specified global and discipline-specific components of care, the rflattening of social hierarchies among students and between students and teachers, accommodation of English as a second language and urban communication, and relevant curricular content as necessary for achieving cultural relevance. Enacting the cycle of cultural relevance resulted in respectful learning environments in which students were highly engaged; however very few teachers enacted all three steps of the cycle.

  3. Elementary Mathematics Teachers' Knowledge of Equity Pedagogy

    Science.gov (United States)

    Jackson, Christa

    2013-01-01

    Currently, mathematics instruction in U.S. classrooms is far from achieving equity for African American students. This qualitative study reports the results of eight successful elementary mathematics teachers' knowledge of equity pedagogy, specifically their knowledge of culturally relevant pedagogy, cultural competence, and critical…

  4. Elementary Mathematics Teachers' Knowledge of Equity Pedagogy

    Science.gov (United States)

    Jackson, Christa

    2013-01-01

    Currently, mathematics instruction in U.S. classrooms is far from achieving equity for African American students. This qualitative study reports the results of eight successful elementary mathematics teachers' knowledge of equity pedagogy, specifically their knowledge of culturally relevant pedagogy, cultural competence, and critical…

  5. Reculturing Pedagogical Practice: Probing Teachers' Cultural Models of Pedagogy

    Science.gov (United States)

    Chafi, Essaid; Elkhouzai, Elmostapha

    2017-01-01

    A number of educational reform attempts, chief among which are pedagogy by objectives, competency-based approach, and pedagogy of integration, have been made to establish pedagogical reform in Moroccan public primary school. However, results have not been up to par. Failure of school reform has been largely rationalized in terms of technical…

  6. Culturally Relevant Texts and Reading Assessment for English Language Learners

    Science.gov (United States)

    Ebe, Ann E.

    2010-01-01

    This article reports on a study that explored the relationship between reading proficiency and cultural relevance of text for third-grade English Language Learners (ELLs). The author presents the Cultural Relevance Rubric that helps define and determine cultural relevance of texts. Participants used the rubric to rate the cultural relevance of two…

  7. Disabled People as Culturally Relevant Teachers

    Directory of Open Access Journals (Sweden)

    Gail Pritchard

    2010-04-01

    Full Text Available This paper contends that disabled teachers are in such short supply as to be invisible even amongst minority teachers from already vastly marginalised populations. This is not simply because discriminatory practices are embedded within employment policies of educational systems, but deeply held socio-cultural attitudes also prevent disabled people accessing and attaining basic and later, higher levels of academic achievement. The central argument here is a simple one; disabled people as teachers offer a unique knowledge standpoint, challenge the animosity of dominant cultural beliefs around disability as analogous with passivity or non-achieving, and provide a source of resistance, solace and resolution for students they teach. Disabled people as educators enact exemplary pedagogic justice and socially inclusive practice. The aim of this paper is to explore the benefits to students and places of higher education alike of embracing both the person and the role of the teacher with disability as culturally relevant educators. Keywords: minority teachers, marginality, disability, cultural relevance, higher education

  8. Learning to Enact Social Justice Pedagogy in Mathematics Classrooms

    Science.gov (United States)

    Leonard, Jacqueline; Moore, Cara M.

    2014-01-01

    Some mathematics educators assert that P-12 students respond better to mathematics when it is taught for cultural relevance and social justice. Providing teachers with examples of how to use culturally relevant pedagogy and social justice pedagogy (SJP) is critical to enacting these strategies in mathematics classrooms. The results of this…

  9. Schooling Culturally Relevant Pedagogy: One Story about Tension and Transformation

    Science.gov (United States)

    Mason, Ann Mogush

    2013-01-01

    The need for multifaceted analyses of the relationship between how the United States acknowledges racism and how schooling can be structured to mitigate its negative impacts has never been greater, especially given the rising and often simplistic attention to the racial "achievement gap." In suburban, elite Pioneer City, a series of…

  10. Post Stereotypes: Deconstructing Racial Assumptions and Biases through Visual Culture and Confrontational Pedagogy

    Science.gov (United States)

    Jung, Yuha

    2015-01-01

    The Post Stereotypes project embodies confrontational pedagogy and involves postcard artmaking designed to both solicit expression of and deconstruct students' racial, ethnic, and cultural stereotypes and assumptions. As part of the Cultural Diversity in American Art course, students created postcard art that visually represented their personal…

  11. Making the Tacit Explicit: Rethinking Culturally Inclusive Pedagogy in International Student Academic Adaptation

    Science.gov (United States)

    Blasco, Maribel

    2015-01-01

    The article proposes an approach, broadly inspired by culturally inclusive pedagogy, to facilitate international student academic adaptation based on rendering tacit aspects of local learning cultures explicit to international full degree students, rather than adapting them. Preliminary findings are presented from a focus group-based exploratory…

  12. Post Stereotypes: Deconstructing Racial Assumptions and Biases through Visual Culture and Confrontational Pedagogy

    Science.gov (United States)

    Jung, Yuha

    2015-01-01

    The Post Stereotypes project embodies confrontational pedagogy and involves postcard artmaking designed to both solicit expression of and deconstruct students' racial, ethnic, and cultural stereotypes and assumptions. As part of the Cultural Diversity in American Art course, students created postcard art that visually represented their personal…

  13. Evaluating Socio-Cultural Pedagogy in a Distance Teacher Education Program

    Science.gov (United States)

    Teemant, Annela

    2005-01-01

    Increasing pressure has been placed on teacher education to prepare teachers to educate bilingual/bicultural students using scientifically-based teaching methods. Socio-cultural theory and pedagogy have emerged as a research-based foundation for diversity teacher preparation. Socio-cultural theory rests on the premise that learning is social,…

  14. Ethnic and Urban Intersections in the Classroom: Latino Students, Hybrid Identities, and Culturally Responsive Pedagogy

    Science.gov (United States)

    Irizarry, Jason G.

    2007-01-01

    Drawing from data collected through classroom observations and in-depth interviews, this article describes and analyzes practices identified as culturally responsive by Latinos students in an urban, multiethnic/racial context. The findings suggest that culturally responsive pedagogy must be more broadly conceptualized to address the cultural…

  15. Dialogic Pedagogy in Hong Kong: Introducing Art and Culture

    Science.gov (United States)

    Mui, Ma So

    2013-01-01

    This paper presents an examination of the learning of pre-service Visual Arts teachers through dialogic pedagogy. Dialogic education gives students the power to speak in their own voices, and through the interactions which take place between them, relationships, identities and ideologies are constructed. The dialogic process examined in this paper…

  16. Inquiry Pedagogy and Smartphones: Enabling a Change in School Culture

    Science.gov (United States)

    Norris, Cathleen A.; Soloway, Elliot; Tan, Chun Ming; Looi, Chee-Kit

    2013-01-01

    In this project report, the authors describe the five transformations that a primary school in Singapore underwent as it adopted an inquiry pedagogy and curriculum along with a 1:1 deployment of smartphones. Based on the students' end-of-year test scores, not only did the students learn the prescribed content, but also they developed key 21st…

  17. Pedagogy in Higher Education

    Directory of Open Access Journals (Sweden)

    Jorge Luis Dahik Cabrera

    2016-06-01

    Full Text Available This review determines the factors that should involve the current education from a university pedagogy that addresses sociological, psychological, axiological, cultural and economic conditions; also highlighting the skills to be addressed by the teacher in the knowledge society and the relevant number of functions that higher education institutions should be attributed it.

  18. Interdisciplinary Connections: Teacher and Student Empowerment through Social and Cultural History, Critical Pedagogy, and Collaboration.

    Science.gov (United States)

    Fabillar, Eliza; Jones, Cynthia

    2003-01-01

    Describes the American Social History Project/Center for Media and Learning, discussing the importance of sustained professional development and collaboration in achieving reflective practice and teacher change and describing how social and cultural history and literature and innovative critical pedagogy work together to enrich curricula, advance…

  19. An Evaluation of Intergroup Dialogue Pedagogy: Addressing Segregation and Developing Cultural Competency

    Science.gov (United States)

    Dessel, Adrienne B.; Rodenborg, Nancy

    2017-01-01

    This article presents data from a study of an intergroup dialogue (IGD) course in an urban Midwest MSW program guided by Derald Wing Sue's multicultural education model. IGD was used as an innovative pedagogy to meet the Council on Social Work Education mandate for cultural competence and social justice education. Results showed significant gains…

  20. Meaning and Identities: A Visual Performative Pedagogy for Socio-Cultural Learning

    Science.gov (United States)

    Grushka, Kathryn

    2009-01-01

    In this article I present personalised socio-cultural inquiry in visual art education as a critical and expressive material praxis. The model of "Visual Performative Pedagogy and Communicative Proficiency for the Visual Art Classroom" is presented as a legitimate means of manipulating visual codes, communicating meaning and mediating…

  1. The ESL Family Science Night: a model for culturally sensitive science education pedagogy

    National Research Council Canada - National Science Library

    Valadez, Gilbert; Moineau, Suzanne

    2010-01-01

    ... general findings and suggestions for further research and pre-service teacher education as it relates to teaching science pedagogy in a way that better serves minority children and their parents and/or guardians. Here, we are defining minority children as those that come from non-mainstream Anglo-American culture and are second language learners. L...

  2. Indigenous-Centered Pedagogies: Strategies for Teaching Native American Literature and Culture

    Science.gov (United States)

    Portillo, Annette

    2013-01-01

    As a reflection on pedagogy, this essay seeks to provide strategic tools for teaching Native American literature and culture to non-native students. My teaching philosophy is informed by the indigenous-centered, decolonial methodologies as defined by Devon Mihesuah who calls for "indigenizing" the academy by challenging the status quo…

  3. Toward a cultural studies-based pedagogy for the rhetoric of science

    Science.gov (United States)

    Zerbe, Michael James

    The purpose of this study is to propose, justify, and theorize a cultural studies-based pedagogy for the rhetoric of science that would be useful in composition and writing across the curriculum courses. In contemporary western society, which ascribes truth to knowledge gained by science, scientific discourse reigns as the most privileged rhetoric and is often not questioned. The development of a cultural studies-based pedagogy would potentially allow students to gain a critical perspective of this type of discourse---that is, to learn to recognize the inherent rhetorical characteristics of producing and analyzing it---so that they can make more well-informed decisions about the numerous scientific and technological issues that face them and so that they can learn to recognize that their writing can help to construct science. To theorize this pedagogy, work from postmodern theorists on disciplinarity and power (Foucault), language (Lyotard), and education (Usher and Edwards) is combined with Althusser's notion of an ideological state apparatus to demonstrate how science operates as a powerful cultural institution that inscribes subjects. The roots of contemporary scientific discourse in the Renaissance are then explored to demonstrate that scientific rhetoric, as with any other form of rhetoric---arose from specific historical circumstances and self-interest. To connect these explorations of science/scientific discourse with the mission of composition, various conceptions of literacy as perceived by humanities scholars and scientific literacy as perceived by scientists and science educators are discussed. The contrast demonstrates that scientific literacy is often thought of in uncritical terms. Cultural studies is then introduced as a means of establishing a pedagogy for achieving a more complex scientific literacy. A case-based pedagogy that results from this theorizing is introduced.

  4. Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability

    Science.gov (United States)

    Waitoller, Federico R.; Thorius, Kathleen A. King

    2016-01-01

    In this article, Federico R. Waitoller and Kathleen A. King Thorius extend recent discussions on culturally sustaining pedagogy (CSP) in order to explicitly account for student dis/ability. The authors engage in this work as part of an inclusive education agenda. Toward this aim, they discuss how CSP and universal design for learning will benefit…

  5. Critical Postcolonial Dance Pedagogy: The Relevance of West African Dance Education in the United States

    Science.gov (United States)

    Cruz Banks, Ojeya

    2010-01-01

    This dance ethnography examines work conducted by the Dambe Project--a nonprofit organization that specializes in African performing arts education and mentorship. The study focuses on the implications of the organization's dance pedagogy in light of its postcolonial context and the importance of West African dance education in the United States.…

  6. "Inculcating" Creativity: Culture as Public Pedagogy in Singapore

    Science.gov (United States)

    Lee, Terence

    2014-01-01

    The Singapore government has long relied on the inherent public pedagogical qualities of culture in the forms of official cultural and media policies and in the unscripted signifiers of cultural conduct, such as in the public's attitude towards the arts. The prime objective is to instrumentalise citizens on how they should become both…

  7. Culturally Relevant Management Education: Insights from Experience in Nunavut

    Science.gov (United States)

    Wihak, Christine

    2005-01-01

    The author's experience with a Nunavut business management education program illustrates how to develop culturally relevant organizational behavior curriculum. The process initially involved interviews with Inuit Elders about culturally appropriate responses to scenarios of cultural conflicts in the workplace identified by Inuit managers. The…

  8. DIGITAL HUMANISTIC PEDAGOGY: RELEVANT PROBLEMS OF SCIENTIFIC RESEARCH IN THE FIELD OF USING ICT IN EDUCATION

    Directory of Open Access Journals (Sweden)

    Valeriy Yu. Bykov

    2016-07-01

    Full Text Available In the article theoretical and methodological principles of digital humanistic pedagogy – the science about the laws of creating a positive integrated educational reality as a result of the convergence of physical and virtual (created using ICT training spaces (environments are determined. Based on the use of modern ICT learning activity (formal, nonformal and informal is at the intersection of two worlds: the real and the virtual. Methodology and research methods of classical pedagogy require review and improvement in the context of current realities of the educational process, needs and interests of all its subjects. The development of digital humanities in the international educational space is analyzed; the content of the new field of pedagogical knowledge as part of digital humanistic is outlined; research methods and directions of current scientific research are defined.

  9. Beautiful Dark Twisted Pedagogy: Kanye West and the Lessons of Participatory Culture

    Directory of Open Access Journals (Sweden)

    Antero Garcia

    2013-10-01

    Full Text Available This article builds off of the author’s classroom experience as a high school teacher in South Central Los Angeles and looks at how cultural shifts with regards to media consumption and production impact liberatory pedagogical practice. Using media superstar Kanye West as a case study, this article argues that today’s classroom practices must expand in ways that reflect a more participatory culture. In particular, West’s marketing and engagement with his audience during the release of his 2010 album My Beautiful Dark Twisted Fantasy highlight how mainstream media practices offer pathways for renewing critical pedagogy in the 21st century.

  10. Visual Culture Jam: Art, Pedagogy, and Creative Resistance

    Science.gov (United States)

    Darts, David

    2004-01-01

    In this article, the author argues that visual culture is an essential direction for contemporary art educators who are committed to examining social justice issues and fostering democratic principles through their teaching. The study explores how visual culture education can empower students to perceive and meaningfully engage in the ideological…

  11. The nature of culturally responsive pedagogy in two urban African American middle school science classrooms

    Science.gov (United States)

    Bondima, Michelle Harris

    This ethnographic in nature study explores how two middle school science teachers who have classes populated by urban African Americans teach their students and how their students perceive their teaching. Since urban African American students continue to perform lower than desired on measures of science achievement, there is an urgent need to understand what pedagogical methodologies assist and hinder urban African American students in achieving higher levels of success in science. A pedagogical methodology that theorists posit assists subordinated school populations is culturally responsive pedagogy. Culturally responsive pedagogy is defined as a teaching methodology concerned with preparing students to question inequality, racism, and injustice. Teachers who use culturally responsive pedagogy respect the culture students bring to the class, and require that the teachers willingly do whatever is necessary to educate students (Nieto, 2000). The teacher participants were two female African Americans who were identified by their school supervisors as being highly effective with urban African American students. The researcher presented the teachers in separate case studies conducted over a data collection period of nine months. Data were collected by participant observation, interviews, and artifact collection. Data were analyzed by application of grounded theory techniques. Findings of the teachers' (and the students') beliefs about pedagogy that both assisted and hindered the students' performance in science were reported in a rich and nuanced storytelling manner based on multiple perspectives (teachers', students', and the researcher's). Pedagogical methodologies that the teachers used that assisted their students were the use of cultural metaphors and images in science and applications of motivational techniques that encouraged a nurturing relationship between the teacher and her students. Pedagogical methodologies that hindered students varied by teacher

  12. Moving beyond "Those Kids": Addressing Teacher Beliefs Regarding the Role of Culture within Effective Science Pedagogy for Diverse Learners

    Science.gov (United States)

    Johnson, Carla C.; Bolshakova, Virginia L. J.

    2015-01-01

    This study focused on intensive work within a large, urban, low-performing middle school in the southwest to address and transform teacher beliefs regarding the role of culture within their science pedagogy. Given the recent, rapid growth of numbers of students from Hispanic/Latino(a) backgrounds in the United States, it is critical that a…

  13. Cultural Capital and Innovative Pedagogy: A Case Study among Indigenous Communities in Mexico and Honduras

    Science.gov (United States)

    Gregorcic, Marta

    2009-01-01

    This article introduces case studies of innovative approaches to pedagogy among indigenous Mayan communities in Chiapas (Mexico) and Lencan communities in Intibuca (Honduras). Innovative approaches to researching alternative theories and practices of pedagogy are used by the author to develop an epistemology of critical pedagogy and its potential…

  14. The Places of Pedagogy: Or, What We Can Do with Culture through Intersubjective Experiences

    Science.gov (United States)

    McKenzie, Marcia

    2008-01-01

    Beginning by highlighting considerations of the intersections among social and ecological issues and the recent diversification of critical pedagogy, this paper suggests means by which approaches such as Gruenewald's (2003) "critical pedagogy of place" can be expanded to accommodate a broader range of possible places of pedagogy. The paper is…

  15. What Is Postmodernism and How Is It Relevant to Engaged Pedagogy?

    Science.gov (United States)

    Cosgrove, Lisa

    2004-01-01

    This article identifies some of the advantages of using a postmodern approach in the psychology classroom. A postmodern pedagogical stance has special relevance for faculty who teach abnormal psychology insofar as postmodernism encourages reflexivity and increases students' awareness of social justice issues. The author provides specific ideas for…

  16. PSYCHOLOGICAL FOUNDATIONS OF THE HISTORICAL CRITICAL PEDAGOGY AND THE FOUNDATIONS OF EDUCATIONAL OF PSYCHOLOGY HISTORICAL-CULTURAL

    Directory of Open Access Journals (Sweden)

    Ligia Marcia Martins

    2013-12-01

    Full Text Available This article presents the theoretical and methodological unity between the historical-critical pedagogy and cultural-historical psychology. It highlights, in addition to the membership of both theories to historical-dialectical materialism, the basic premises that point toward the affirmation of school education as a condition of humanization of individuals, as well as the transmission of historically systematized knowledge as one of the requirements for the achieving this purpose. In this direction, we aim to demonstrate that the historical-critical pedagogy contains, in its innerness, a solid psychological foundation, consistently built by a cultural-historical conception of man, society and educative nature that guides the relationship between them through the human vital activity, that is, through the work. It is in the core of those fundamentals that the alliance between this pedagogical theory and cultural-historical psychology is evident.

  17. Culture, language, pedagogy : the place of culture in language teacher education

    OpenAIRE

    2007-01-01

    The principles of many international language teacher education programmes are grounded in a relatively homogenous set of ‘Western’ cultural values, even though their participants come from a wide range of different cultural backgrounds. This paper addresses some of the issues surrounding the role of culture in language teacher education and discusses the ways in which cultural phenomena are defined and recognised on such programmes. It argues that language teacher education should acknowledg...

  18. Culture, Language, Pedagogy: The Place of Culture in Language Teacher Education

    Science.gov (United States)

    Badger, Richard; MacDonald, Malcolm N.

    2007-01-01

    The principles of many international language teacher education programmes are grounded in a relatively homogenous set of "Western" cultural values, even though their participants come from a wide range of different cultural backgrounds. This paper addresses some of the issues surrounding the role of culture in language teacher education and…

  19. Deviance as Pedagogy: From Nondominant Cultural Capital to Deviantly Marked Cultural Repertoires

    Science.gov (United States)

    Dixon-Román, Ezekiel J.

    2014-01-01

    Background/Context: Pierre Bourdieu's concept of cultural capital has been employed extensively in sociological, educational, and anthropological research. However, Bourdieu's conceptualization of cultural capital has often been misread to refer only to "high status" or dominant cultural norms and resources at the cost of…

  20. Building Humans and Dances: Exploring Cultural Relevancy as Teaching Artists

    Science.gov (United States)

    Gerdes, Ellen V. P.; VanDenend Sorge, Teresa

    2015-01-01

    As dance educators in Philadelphia's schools and instructors of dance pedagogy at the university level, the authors offer a glimpse into their teaching practices as a resource for others. The co-authors have a collective twenty years of teaching experience in urban environments, from Shanghai to Chicago, and Philadelphia, where they met as…

  1. Building Humans and Dances: Exploring Cultural Relevancy as Teaching Artists

    Science.gov (United States)

    Gerdes, Ellen V. P.; VanDenend Sorge, Teresa

    2015-01-01

    As dance educators in Philadelphia's schools and instructors of dance pedagogy at the university level, the authors offer a glimpse into their teaching practices as a resource for others. The co-authors have a collective twenty years of teaching experience in urban environments, from Shanghai to Chicago, and Philadelphia, where they met as…

  2. Teaching science in culturally diverse classrooms: The relevance of multicultural coursework on novice teachers' instructional choice

    Science.gov (United States)

    Cunha, Thais B. P. da

    Science education reform in the United States has been slow to reduce the troubling science achievement gap between students from mainstream and non-mainstream backgrounds. Recent data suggest the gap persists in spite of improved attention to the multicultural education of teachers, and in spite of recent, more culturally inclusive and responsive curricular materials and instructional recommendations. In this study, I examine the cases of two European American male novice science teachers in middle schools with highly diverse populations, exploring their perceptions of the necessity of adapting their instructional approaches and the science curricula in order to meet the needs of their predominantly Native American, Mexican American, and African American students. Two theoretical frameworks inform this study, Rodriguez's (2005) sociotransformative constructivism, and Freire's critical pedagogy. I apply a qualitative case study method, to better understand and analyze the classroom setting and power relations of the context. Data consist of semi-structured interviews with each teacher, classroom observation and other field notes, the science curricular and instructional materials, and teachers' lesson plans. Each teacher acknowledged the ethnicities of students positively and noticed distinctive ethnocultural features (e.g., quinceaneras, Mexican Americans). Yet, their teaching approaches were primarily teacher-centric and monocultural. Each followed the book, usually lecturing, and striving dutifully to "cover" the topics. They did not solicit students' knowledge or engage them in dialog to explore their thinking. Even when the curriculum guide detailed relevant science knowledge students of some cultural groups might have, both teachers declined to use it. These well-meaning teachers did not fully perceive that students whose culture was different from their own might have different and relevant knowledge, experiences, or histories which were resources for

  3. 论文化自觉与中国教育学之建构%On Cultural Consciousness and the Construction of Chinese Pedagogy

    Institute of Scientific and Technical Information of China (English)

    姜振军

    2011-01-01

    Divorced from the cultural soil of China is one of the root causes of many problems on the current Chinese pedagogy.In the perspective of cultural consciousness,this paper re-examines the history and current situation of Chinese pedagogy and finds the legitimate theoretical basis for independence of Chinese pedagogy.On the basis of finding,the paper points out that the cultural foundation of Chinese pedagogy is the Chinese culture and the construction of Chinese pedagogy relies on the Chinese pedagogy scholars' cultural consciousness.%与中国文化土壤相脱离是中国当代教育学产生诸多问题的根本原因之一。以文化自觉的视角重新审视中国当代教育学的历史与现状,为中国教育学的独立找到了合法性的理论依据。并在此基础上指出,中国教育学的文化基础在中国文化,中国教育学的建构依赖于中国教育学人的文化自觉。

  4. The relationship between passibility, agency and social interaction and its relevance for research and pedagogy

    Science.gov (United States)

    Kirch, Susan A.; Ma, Jasmine Y.

    2016-12-01

    The interaction analysis presented by Kim and Roth examines nine students, their teachers, the learning task and materials in a mixed second and third grade science classroom during the school day. In the research narrative readers are introduced to two resourceful and creative groups of students as they work on a task assigned by their teacher—to cantilever a pizza box over the edge of a student desk. Readers are given glimpses (through images and transcripts) of the inventive ways each group solved the cantilever problem. Sometimes the children disregarded the design constraints, but even after compliance they managed to successfully solve the problem. The point of the learning task was not clearly stated, but readers are told the unit focused on investigating forces, forces in equilibrium, and structures as well as different forces (push, pull, etc.), properties of materials, and the relations between weight and balance while building structures. Kim and Roth were specifically interested in using this session to investigate and resolve the problem of learning as described by socio-cultural theorists as, how does a learner orient toward a learning outcome when they cannot do that until they have learned it? To answer this question Kim and Roth argued that learners (in engineering design) learn when and because: (1) they are open to be affected by the responses of materials to student action (i.e. student and material agency and physical touch) (2) their bodies are endowed with the capacity to be affected (i.e. passibility), and (3) knowledge and understanding emerge as and in social relations first. In their analysis, Kim and Roth argued that knowledge and knowing-how depend on these three universal processes. The authors further theorized the concept of passibility. Included in their theory of passibility was the claim that passibility is necessary for agency. After reading this paper we found we had many questions about Kim and Roth's analysis, context, and

  5. The relationship between passibility, agency and social interaction and its relevance for research and pedagogy

    Science.gov (United States)

    Kirch, Susan A.; Ma, Jasmine Y.

    2016-02-01

    The interaction analysis presented by Kim and Roth examines nine students, their teachers, the learning task and materials in a mixed second and third grade science classroom during the school day. In the research narrative readers are introduced to two resourceful and creative groups of students as they work on a task assigned by their teacher—to cantilever a pizza box over the edge of a student desk. Readers are given glimpses (through images and transcripts) of the inventive ways each group solved the cantilever problem. Sometimes the children disregarded the design constraints, but even after compliance they managed to successfully solve the problem. The point of the learning task was not clearly stated, but readers are told the unit focused on investigating forces, forces in equilibrium, and structures as well as different forces (push, pull, etc.), properties of materials, and the relations between weight and balance while building structures. Kim and Roth were specifically interested in using this session to investigate and resolve the problem of learning as described by socio-cultural theorists as, how does a learner orient toward a learning outcome when they cannot do that until they have learned it? To answer this question Kim and Roth argued that learners (in engineering design) learn when and because: (1) they are open to be affected by the responses of materials to student action (i.e. student and material agency and physical touch) (2) their bodies are endowed with the capacity to be affected (i.e. passibility), and (3) knowledge and understanding emerge as and in social relations first. In their analysis, Kim and Roth argued that knowledge and knowing-how depend on these three universal processes. The authors further theorized the concept of passibility. Included in their theory of passibility was the claim that passibility is necessary for agency. After reading this paper we found we had many questions about Kim and Roth's analysis, context, and

  6. Supporting the Reading Development of Middle School English Language Learners through Culturally Relevant Texts

    Science.gov (United States)

    Ebe, Ann E.

    2012-01-01

    This article reports on a study that explored the relationship between reading proficiency and the cultural relevance of text for adolescent English language learners. The author presents a rubric that was used to help determine cultural relevance. Participants used this rubric to rate the cultural relevance of 2 stories. Although the stories were…

  7. Foreign English Language Teachers' Local Pedagogy

    Science.gov (United States)

    Eusafzai, Hamid Ali Khan

    2015-01-01

    ELT methods have been criticized for being limited and inadequate. Postmethod pedagogy has been offered as an alternate to these methods. The postmethod pedagogy emphasises localization of pedagogy and celebrates local culture, teachers and knowledge. Localizing pedagogy is easy for local teachers as knowledge and understanding of the local comes…

  8. A Rationale for Critical Pedagogy in EFL: The Case of Tajikistan

    Science.gov (United States)

    Fredricks, Lori

    2007-01-01

    As EFL programs become more prevalent throughout the world, the cultural implications of English teaching are more often debated. These cultural considerations are extremely relevant in Islamic cultures, where English education can be viewed as contributing to the influence of Western Christian or secular pedagogy. This potential clash of…

  9. Cross-Cultural Management Learning through Innovative Pedagogy: An Exploratory Study of Globally Distributed Student Teams

    Science.gov (United States)

    Bartel-Radic, Anne; Moos, J. Chris; Long, Suzanna K.

    2015-01-01

    This article presents an innovative pedagogy based on student participation in globally distributed project teams. The study questions the link between student learning of intercultural competence and the global teaming experience. Data was collected from 115 students participating in 22 virtual intercultural teams. Results revealed that students…

  10. Supporting the Persuasive Writing Practices of English Language Learners through Culturally Responsive Systemic Functional Linguistic Pedagogy

    Science.gov (United States)

    Schulze, Joshua

    2013-01-01

    The purpose of this dissertation is to explore the potential of Systemic Functional Linguistic (SFL) pedagogy to support English language learners (ELLs) in enhancing their meaning making potential as they engage in persuasive writing practices within academic contexts. The dissertation results from a teacher action research project in which the…

  11. Relevant principal factors affecting the reproducibility of insect primary culture.

    Science.gov (United States)

    Ogata, Norichika; Iwabuchi, Kikuo

    2017-06-01

    The primary culture of insect cells often suffers from problems with poor reproducibility in the quality of the final cell preparations. The cellular composition of the explants (cell number and cell types), surgical methods (surgical duration and surgical isolation), and physiological and genetic differences between donors may be critical factors affecting the reproducibility of culture. However, little is known about where biological variation (interindividual differences between donors) ends and technical variation (variance in replication of culture conditions) begins. In this study, we cultured larval fat bodies from the Japanese rhinoceros beetle, Allomyrina dichotoma, and evaluated, using linear mixed models, the effect of interindividual variation between donors on the reproducibility of the culture. We also performed transcriptome analysis of the hemocyte-like cells mainly seen in the cultures using RNA sequencing and ultrastructural analyses of hemocytes using a transmission electron microscope, revealing that the cultured cells have many characteristics of insect hemocytes.

  12. Storying a Social Drama: How Discourse and Practice Prevent Transformation through Culturally Relevant Pedagogy

    Science.gov (United States)

    Mason, Ann Mogush

    2017-01-01

    In a sociohistorical moment during which racism has become more widely accepted as a social fact, U.S. scholars and practitioners of education continue to struggle with how schooling might participate in its eradication. In suburban, elite, Midwestern Pioneer City Public Schools, a series of initiatives I refer to as "the transformation"…

  13. Disciplining Dalmar: A Demand to Uncover Racism and Racialization in Pursuit of Culturally Relevant Pedagogy

    Science.gov (United States)

    Mason, Ann Mogush

    2016-01-01

    The need for multifaceted analyses of the relationships between how the United States acknowledges racism and how schooling can be structured to mitigate its negative impacts has never been greater, especially given rising attention to the racial "achievement gap." In suburban, elite Pioneer City, a series of initiatives I will refer to…

  14. Good Teaching? An Examination of Culturally Relevant Pedagogy as an Equity Practice

    Science.gov (United States)

    Schmeichel, Mardi

    2012-01-01

    The adoption of educational policy measures to close the achievement gap, as well as the significant amount of scholarship dedicated to the subject, are just some of the indicators that reflect the tremendous concern in education about the academic performance of students of colour. Within research aimed at promoting equitable practices in…

  15. Developing Curriculum to Help Students Explore the Geosciences' Cultural Relevance

    Science.gov (United States)

    Miller, G.; Schoof, J. T.; Therrell, M. D.

    2011-12-01

    Even though climate change and an unhealthy environment have a disproportionate affect on persons of color, there is a poor record of diversity in geoscience-related fields where researchers are investigating ways to improve the quality of the environment and human health. This low percentage of representation in the geosciences is equally troubling at the university where we are beginning the third and final year of a project funded through the National Science Foundation's (NSF) Opportunities to Enhance Diversity in the Geosciences (OEDG). The purpose of this project is to explore a novel approach to using the social sciences to help students, specifically underrepresented minorities, discover the geosciences' cultural relevance and consider a career in the earth, atmospheric, and ocean sciences. To date, over 800 college freshmen have participated in a design study to evaluate the curriculum efficacy of a geoscience reader. Over half of these participants are students of color. The reader we designed allows students to analyze multiple, and sometimes conflicting, sources such as peer-reviewed journal articles, political cartoons, and newspaper articles. The topic for investigation in the reader is the 1995 Chicago Heat Wave, a tragic event that killed over 700 residents. Students use this reader in a core university course required for entering freshmen with low reading comprehension scores on standardized tests. To support students' comprehension, evaluation, and corroboration of these sources, we incorporated instructional supports aligned with the principles of Universal Design for Learning (UDL), reciprocal teaching, historical reasoning, media literacy, and quantitative reasoning. Using a digital format allows students to access multiple versions of the sources they are analyzing and definitions of challenging vocabulary and scientific concepts. Qualitative and quantitative data collected from participating students and their instructors included focus

  16. Treatment of Cultural Default in Literary Translation from the Relevance-Theoretic Perspective

    Institute of Scientific and Technical Information of China (English)

    胡敏燕

    2016-01-01

    The present paper intends to argue that treatment of cultural default in literary translation can be accounted for within the relevance theory. An account of relevance theory is presented. Detailed analysis of some representative examples of transla-tion within the relevance-theoretic framework is made. The notions in Relevance Theory can effectively account for the opera-tion of different translation methods and techniques when tackling the cultural default. The purpose of using various translation skills is to obtain the optimal relevance between cognitive context in target readers'minds and communication intention of the original author.

  17. Intercultural Interpretations: Making Public Relations Education Culturally Relevant

    Science.gov (United States)

    Chia, Joy

    2009-01-01

    Public relations educators delivering courses to international students find that each cohort of students interprets and understands public relations theory and its application to practice according to their respective cultures. The premise of this paper is to reflect on some of the interpretations and expectations of public relations students…

  18. Dialogue on Dialogic Pedagogy

    OpenAIRE

    Eugene Matusov; Kiyotaka Miyazaki

    2014-01-01

    In September 2011 in Rome at the International Society for Cultural and Activity Research conference, Eugene Matusov (USA), Kiyotaka Miyazaki (Japan), Jayne White (New Zealand), and Olga Dysthe (Norway) organized a symposium on Dialogic Pedagogy. Formally during the symposium and informally after the symposium several heated discussions started among the participants about the nature of dialogic pedagogy. The uniting theme of these discussions was a strong commitment by all four participants ...

  19. THE ROLE OF THE SCHOOL CURRICULUM IN HUMAN DEVELOPMENT: CONTRIBUTIONS OF HISTORICAL AND CRITICAL PEDAGOGY AND PSYCHOLOGY OF HISTORICAL AND CULTURAL

    Directory of Open Access Journals (Sweden)

    Julia Malanchen

    2013-12-01

    Full Text Available This work points to the articulations between the fundamentals of cultural-historical psychology and the historical-critical pedagogy, in regard the issue of content that should compose the curriculum. The correct organization of the teaching process by the teacher, through scientific knowledge, as well as the appropriation of classic content, by students, promotes mental development to raise the development of higher psychological functions at their highest possibilities. Thus, we affirm the cultural-historical psychology and the historical-critical pedagogy align themselves both with regard to the Marxist perspective of socialist revolution, as in respect to concept of formation of individuality and the role of schooling in human emancipation.

  20. Translating Culture-Specific Items: From the Perspective of Relevance Theory

    Institute of Scientific and Technical Information of China (English)

    施蒙

    2012-01-01

      This paper offers an exploratory analysis of translating culture-specific items from the angle of relevance theory in terms of semantic level, syntactic level and contextual level. It was revealed that due to the translation dilemma in the translation process, seman-tic meaning and syntactic structure are usually sacrificed for optimal relevance in contextual level.

  1. Perceptions and Practices of Culturally Relevant Science Teaching in American Indian Classrooms

    Science.gov (United States)

    Nam, Younkyeong; Roehrig, Gillian; Kern, Anne; Reynolds, Bree

    2013-01-01

    This study explores the perceptions of culturally relevant science teaching of 35 teachers of American Indian students. These teachers participated in professional development designed to help them better understand climate change science content and teaching climate change using both Western science and traditional and cultural knowledge. Teacher…

  2. Effects of Culturally Relevant Psychoeducation for Korean American Families of Persons with Chronic Mental Illness

    Science.gov (United States)

    Shin, Sun-Kyung

    2004-01-01

    This study is to identify culturally relevant treatment methods and to assess the effects of family psychoeducational intervention for Korean Americans who had a family member with mental illness. 48 Korean Americans with children with mental illness were randomly assigned to either an experimental group program that provided culturally sensitive…

  3. Reading Culturally Relevant Literature Aloud to Urban Youths with Behavioral Challenges

    Science.gov (United States)

    Verden, Claire E.

    2012-01-01

    This article discusses the viability of reading culturally relevant literature aloud to urban middle school youth. The findings from a research study are shared and guidelines for implementing a culturally sensitive read aloud program in your own middle school or high school classroom are discussed. Anecdotes from students involved in the study…

  4. Using Culturally Relevant Teaching in a Co-Educational Mathematics Class of a Patriarchal Community

    Science.gov (United States)

    Mogari, David

    2017-01-01

    The paper reports on the use of culturally relevant teaching in a class located in a patriarchal community. The paper is conceptualised around the notion that learners' familiar context provided by the socio-cultural activities can facilitate mathematics learning and make it fun to learn. Data were derived from a lesson activity using…

  5. Trans-Cultural, Trans-Language Practices: Potentialities for Rethinking Doctoral Education Pedagogies

    Science.gov (United States)

    Choy, Sarojni; Singh, Parlo; Li, Minglin

    2017-01-01

    Over the last decade, there has been a rapid increase in doctoral enrolments of Asian international students in Australian universities. While policies have been developed to meet the needs of these students, there seems to be some confusion around the terms internationalisation, globalisation, bi-cultural, inter-cultural, multi-cultural, and…

  6. Transformative Power of Digital Citizenship: Critical Perspectives on Culture, New Media and Pedagogy

    Science.gov (United States)

    Kurubacak, Gulsun

    2007-01-01

    This paper discusses culture, as a source of conflict than of synergy, how affects the use of new media to build digital citizenships. It also argues that the cultural dimensions of Geert Hofstede, who demonstrates that there are national and regional cultural groupings that affect the behavior of organizations, are very persistent across time.…

  7. Culture and Pedagogy: On the Popular Art of Reviewing Popular Art

    Directory of Open Access Journals (Sweden)

    Robert Briggs

    2011-05-01

    Full Text Available This article explores the influence of contemporary cultural studies on the transformation of the prevailing concepts and practices of culture - including notions of 'mass' and 'high' culture. The author draws on the different views of a variety of authors, such as John Hartley, Q. D. Leavis, Ken Gelder and Catherine Lumby.

  8. PATH OF PREPARATION OF EDUCATIONAL PROPOSAL FOR EARLY CHILDHOOD EDUCATION IN EDUCATIONAL SYSTEM IN VIEW OF BAURU THEORY PEDAGOGY OF HISTORICAL AND CRITICAL THEORY AND HISTORICAL-CULTURAL

    Directory of Open Access Journals (Sweden)

    Marta de Castro Alves Corrêa

    2013-12-01

    Full Text Available This article aims to present the trajectory deployment of historical-critical pedagogy and cultural-historical theory in the Early Childhood Education from Municipal System of Education of Bauru and emphasize the process of formulating a new Pedagogical proposal anchored in the Marxist perspective, discussing the progress and difficulties encountered in the preparation of this document to ensure the principles of this concept in the theoretical and practical education of the collective. Therefore, it was necessary to recover the memory of the work at this stage of education since its implementation in the city, because it is understood that to investigate the educational past is possible to understand the theoretical position adopted for the realization of the formal character of the school children assumes within this pedagogy. For the organization of the study , we chose an experience report , for better suit the purposes of this paper and allow to know the variables that contributed to the choice of the historical-critical pedagogy and cultural-historical theory as a theoretical unit privileged to teach the child zero to five years.

  9. Toward a Playful Pedagogy: Popular Culture and the Pleasures of Transgression

    Science.gov (United States)

    Duncum, Paul

    2009-01-01

    In defining popular culture as inherently pleasurable, including the pleasures of transgression, the author argues that while art teachers now critique popular visual culture for its often-dubious ideologies, they are yet to come to terms with its transgressive pleasures. Teachers fail to engage with its carnivalesque, subversive qualities because…

  10. Toward a Playful Pedagogy: Popular Culture and the Pleasures of Transgression

    Science.gov (United States)

    Duncum, Paul

    2009-01-01

    In defining popular culture as inherently pleasurable, including the pleasures of transgression, the author argues that while art teachers now critique popular visual culture for its often-dubious ideologies, they are yet to come to terms with its transgressive pleasures. Teachers fail to engage with its carnivalesque, subversive qualities because…

  11. Performed Culture: An Approach to East Asian Language Pedagogy. Pathways to Advanced Skills Series, Volume 11

    Science.gov (United States)

    Christensen, Matthew; Warnick, Paul

    2006-01-01

    This book is a general introduction to the performed culture approach, which trains students how to express themselves in a way that native speakers of the target culture feel appropriate in given situations. Target readership includes Chinese, Japanese, and Korean language teachers and graduate students. Chapters of this book include: (1)…

  12. Dialogue on Dialogic Pedagogy

    Directory of Open Access Journals (Sweden)

    Eugene Matusov

    2014-10-01

    Full Text Available In September 2011 in Rome at the International Society for Cultural and Activity Research conference, Eugene Matusov (USA, Kiyotaka Miyazaki (Japan, Jayne White (New Zealand, and Olga Dysthe (Norway organized a symposium on Dialogic Pedagogy. Formally during the symposium and informally after the symposium several heated discussions started among the participants about the nature of dialogic pedagogy. The uniting theme of these discussions was a strong commitment by all four participants to apply the dialogic framework developed by Soviet-Russian philosopher and literary theoretician Bakhtin to education. In this special issue, Eugene Matusov (USA and Kiyotaka Miyazaki (Japan have developed only three of the heated issues discussed at the symposium in a form of dialogic exchanges (dialogue-disagreements. We invited our Dialogic Pedagogy colleagues Jayne White (New Zealand and Olga Dysthe (Norway to write commentaries on the dialogues. Fortunately, Jayne White kindly accepted the request and wrote her commentary. Unfortunately, Olga Dysthe could not participate due to her prior commitments to other projects. We also invited Ana Marjanovic-Shane (USA, Beth Ferholt (USA, Rupert Wegerif (UK, and Paul Sullivan (UK to comment on Eugene-Kiyotaka dialogue-disagreement.                The first two heated issues were initiated by Eugene Matusov by providing a typology of different conceptual approaches to Dialogic Pedagogy that he had noticed in education. Specifically, the debate with Kiyotaka Miyazaki (and the other two participants was around three types of Dialogic Pedagogy defined by Eugene Matusov: instrumental, epistemological, and ontological types of Dialogic Pedagogy. Specifically, Eugene Matusov subscribes to ontological dialogic pedagogy arguing that dialogic pedagogy should be built around students’ important existing or emergent life interests, concerns, questions, and needs. He challenged both instrumental dialogic

  13. "Human potential" and progressive pedagogy

    DEFF Research Database (Denmark)

    Øland, Trine

    2012-01-01

    This article examines the cultural constructs of progressive pedagogy in Danish school pedagogy and its emerging focus on the child’s human potential from the 1920s to the 1950s. It draws on Foucault’s notion of ‘dispositifs’ and the ‘elements of history’, encircling a complex transformation...... of continuity and discontinuity of progressive pedagogy. The Danish context is identified as being part of an international and scientific enlightenment movement circulating in, e.g., the New Education Fellowship (NEF). The cultural constructs embedded in progressivism are clarified in the article...

  14. Trans-Cultural, Trans-Language Practices: Potentialities for Rethinking Doctoral Education Pedagogies

    Directory of Open Access Journals (Sweden)

    Sarojni Choy

    2017-01-01

    Full Text Available Over the last decade, there has been a rapid increase in doctoral enrolments of Asian international students in Australian universities. While policies have been developed to meet the needs of these students, there seems to be some confusion around the terms internationalisation, globalisation, bi-cultural, inter-cultural, multi-cultural, and trans-cultural within these policies. In this paper, we define these terms and advocate for a policy position which orients to a futurist definition of culture. We then review the work of Michael Singh and his research team at Western Sydney University who have responded to this rapid increase in Asian international student doctoral enrolments in Australian universities by developing pedagogic principles around notions of trans-language and trans-cultural practices. In the final section of the paper, we then draw on our own experiences of doctoral supervision in Australian universities to reflect on our positioning within the pedagogic principles around trans-language and trans-cultural practices.

  15. Promoting culturally competent chronic pain management using the clinically relevant continuum model.

    Science.gov (United States)

    Monsivais, Diane B

    2011-06-01

    This article reviews the culture of biomedicine and current practices in pain management education, which often merge to create a hostile environment for effective chronic pain care. Areas of cultural tensions in chronic pain frequently involve the struggle to achieve credibility regarding one's complaints of pain (or being believed that the pain is real) and complying with pain medication protocols. The clinically relevant continuum model is presented as a framework allowing providers to approach care from an evidence-based, culturally appropriate (patient centered) perspective that takes into account the highest level of evidence available, provider expertise, and patient preferences and values. Copyright © 2011 Elsevier Inc. All rights reserved.

  16. Beyond the Corporate University: Culture and Pedagogy in the New Millennium.

    Science.gov (United States)

    Giroux, Henry A., Ed.; Myrsiades, Kostas, Ed.

    The chapters in this collection show how and why the critical functions of democratically informed civic education must become the core of the universitys mission. Part 1, "Higher Education and the Politics of Corporate Culture," contains; (1) "Franchising the University" (Jeffrey J. Williams); (2) "Vocationalizing Higher Education: Schooling and…

  17. Culturally Responsive Pedagogy for the 1990s and Beyond. Trends and Issues Paper No. 6.

    Science.gov (United States)

    Villegas, Ana Maria

    The purpose of this trends and issues paper is to advance the search for creative solutions to the difficulties experienced by minority students and to draw attention to what teachers need to know and do in order to work effectively with a culturally heterogeneous population. Attention is given to the schooling of minority students in general,…

  18. A Tough-Love Pedagogy in Rehabilitation: Integration of Rehabilitation Ideology with Local Cultures

    Science.gov (United States)

    Chang, Ling-Hui; Wang, Jye

    2009-01-01

    This study problematizes a unique therapeutic relationship in rehabilitation and how the interaction reflects the integration of rehabilitation ideology with local cultures. The data drew from a larger ethnographic study of a rehabilitation unit in Taiwan. Participants included 21 patient-caregiver pairs and their rehabilitation professionals.…

  19. Policies on and Practices of Cultural Inclusivity in Learning Management Systems: Perspectives of Indigenous Holistic Pedagogies

    Science.gov (United States)

    Dreamson, Neal; Thomas, Gary; Lee Hong, Anita; Kim, Soyoung

    2017-01-01

    Online learning has become a conventional term and practice in Australian higher education, yet cultural inclusivity for Indigenous (Indigenous for the purposes of this paper refers to Australian Aboriginal and Torres Strait Islander peoples) students is insufficiently reflected in learning management system (LMS) policies and design. This study…

  20. Imagining Pedagogy in Public Space: Visions of Cultural Policies and Practices in a City in Transformation

    Science.gov (United States)

    Wildemeersch, Danny

    2012-01-01

    This paper reports on a research project completed with graduate students of the adult-education programme at the Leuven University in Flanders, Belgium. The research focused on cultural policies and practices in urban contexts that try to facilitate the learning of democratic citizenship in non-formal settings. In the first part we introduce some…

  1. Rethinking Cultural Politics and Radical Pedagogy in the Work of Antonio Gramsci.

    Science.gov (United States)

    Giroux, Henry A.

    1999-01-01

    Analyzes Gramsci's work on education, discussing right-wing attempts to subordinate public education and the role of cultural politics in spearheading this assault. The paper examines attempts by right-wing theorists to appropriate Gramsci's views on education for conservative educational work, noting implications of Gramsci's work for defending…

  2. Culturally Responsive Pedagogy: Connecting New Zealand Teachers of Science with Their Maori Students

    Science.gov (United States)

    Glynn, Ted; Cowie, Bronwen; Otrel-Cass, Kathrin; Macfarlane, Angus

    2010-01-01

    This paper illustrates how important changes can occur in science learning and teaching if teachers take the trouble to understand and respect the cultural worlds of Indigenous students, and incorporate something of this understanding within their teaching practice. Ten teachers participated in a specially-designed one-year university postgraduate…

  3. Critical Pedagogy, Internationalisation, and a Third Space: Cultural Tensions Revealed in Students' Discourse

    Science.gov (United States)

    Pitts, Margaret Jane; Brooks, Catherine F.

    2017-01-01

    Set within the context of a global pursuit towards the internationalisation of higher education, this paper critically examines student discourse in a globally connected classroom between learners in the USA and Singapore. It makes salient some of the cultural assumptions and tensions that undergird students' discourse in collaborative…

  4. The Coconut Wireless Project: Sharing Culturally Responsive Pedagogy through the World Wide Web.

    Science.gov (United States)

    Nelson-Barber, Sharon; Trumbull, Elise; Wenn, Richard

    Beginning in the 1997-98 school year, WestEd staff, with the support of the Pacific Resources for Education and Learning (PREL), worked intensively with a group of five Chamorro teachers from Rota Elementary School (Hawaii) to develop culturally responsive, standards-based science units. The larger goal was to develop Web-based case examples of…

  5. Imagining Pedagogy in Public Space: Visions of Cultural Policies and Practices in a City in Transformation

    Science.gov (United States)

    Wildemeersch, Danny

    2012-01-01

    This paper reports on a research project completed with graduate students of the adult-education programme at the Leuven University in Flanders, Belgium. The research focused on cultural policies and practices in urban contexts that try to facilitate the learning of democratic citizenship in non-formal settings. In the first part we introduce some…

  6. Pushing the Boundaries of Cultural Congruence Pedagogy in Science Education towards a Third Space

    Science.gov (United States)

    Quigley, Cassie

    2011-01-01

    This review explores Meyers and Crawford's "Teaching science as a cultural way of knowing: Merging authentic inquiry, nature of science, and multicultural strategies" by examining how they combine the use of inquiry-based science instruction with multicultural strategies. In this conversation, I point to the need of specific discourse strategies…

  7. Is Cultural Competence Enough? Deepening Social Justice Pedagogy in Art Therapy

    Science.gov (United States)

    Gipson, Leah R.

    2015-01-01

    This viewpoint examines the limitations of cultural competency in art therapy education through personal reflection, calling for an immersive engagement with social justice practices of naming difference, asserting counter narratives, and following the leadership of people impacted by systemic violence. The author discusses the impact of…

  8. Transnational Intergenerationalities: Cultural Learning in Polish Migrant Families and Its Implications for Pedagogy

    Science.gov (United States)

    Sime, Daniela; Pietka-Nykaza, Emilia

    2015-01-01

    In this qualitative study, we examine the impact of family migration on intergenerational learning, especially in relation to the transmission of cultural values and practices. Drawing on data collected through in-depth case studies with migrant Polish children and their parents, we explore the influence of intergenerationality on children's…

  9. Is Cultural Competence Enough? Deepening Social Justice Pedagogy in Art Therapy

    Science.gov (United States)

    Gipson, Leah R.

    2015-01-01

    This viewpoint examines the limitations of cultural competency in art therapy education through personal reflection, calling for an immersive engagement with social justice practices of naming difference, asserting counter narratives, and following the leadership of people impacted by systemic violence. The author discusses the impact of…

  10. A Spot of Our Own: The Cultural Relevancy, Anti-Bias Resource Room.

    Science.gov (United States)

    Gann, Cory

    2001-01-01

    Describes the Cultural Relevancy, Anti-Bias Resource Room at conference of the Washington State Association for the Education of Young Children. Discusses how the exhibit was structured and evaluated; suggests ways to organize a similar resource. Maintains that providing hands-on materials is key to the exhibit's effectiveness and that the exhibit…

  11. Dialoging about English Learners: Preparing Teachers through Culturally Relevant Literature Circles

    Science.gov (United States)

    Heineke, Amy J.

    2014-01-01

    The author describes how culturally relevant children's literature allowed teachers and teacher candidates to explore the lived realities of diverse students. Through the author's qualitative investigation of 23 literature discussions of undergraduate and graduate students across five academic semesters, the author found that texts written by…

  12. The Need for a Culturally Relevant Approach to Gifted Education: The Case of Cyprus

    Science.gov (United States)

    Ieridou, Alexandra N.

    2013-01-01

    This article presents an overview of the status of gifted education in Cyprus and argues for the need for a culturally relevant approach. First, the history of education in Cyprus is briefly reviewed. Then, past unsuccessful efforts to provide education for academically advanced students in the public elementary schools are critically examined.…

  13. Cultural Relevance and Working with Inner City Youth Populations to Achieve Civic Engagement

    Science.gov (United States)

    Ward, Shakoor; Webster, Nicole

    2011-01-01

    This article helps Extension professionals consider the cultural relevant needs of inner city residents in hopes of achieving ongoing civic engagement and appropriate program activities in these communities. Having a deep understanding of how the various dimensions of marginalized community life among inner city populations affect participation in…

  14. A Culturally Relevant and Responsive Approach to Screening for Perinatal Depression

    Science.gov (United States)

    Price, Sarah Kye; Handrick, Sandii Leland

    2009-01-01

    Objectives: This study presents the design, implementation, and evaluation of a culturally relevant and responsive approach to screening for perinatal depression in low-income, predominantly African American women. Method: The study details the development of the community-informed instrument and subsequent evaluation of its psychometric…

  15. Latino Parents and Students Foster Literacy through a Culturally Relevant Folk Medicine Event

    Science.gov (United States)

    Huerta, Mary Esther Soto; Riojas-Cortez, Mari

    2011-01-01

    This study was inspired by the literary elements of "cuentos tipicos" (culturally-relevant stories). The book "Prietita y la llorona" ("Prietita and the Ghost Woman") written by Anzaldua (1995) is a good example of a "cuento" that provides information about medicinal herbs and also includes…

  16. Leading for Democracy in Urban Schools: Toward a Culturally Relevant Progressivism

    Science.gov (United States)

    Seher, Rachel

    2013-01-01

    The article examines the enactment of culturally relevant progressivism on the part of the principal of the Social Justice School, a small urban public high school explicitly committed to democratic education. Drawing upon extensive interviews and field observations conducted over the course of an academic year by a teacher-researcher within the…

  17. Minority students in the science classroom: Issues of language, class, race, culture and pedagogy

    Science.gov (United States)

    Sweeney, Aldrin Edward

    A considerable proportion of the educationally at-risk students in the K-12 public education system is composed of minority students, either in terms of cultural background, linguistic background, and frequently, both. In particular, satisfactory levels of achievement in science are not being attained by these students. The concerns of this study center on examining and understanding the reasons underlying this situation, with a view to suggesting how these problems of underachievement in science might be addressed. Previous and ongoing educational research concerning these issues suggest that such underachievement may be due to current pedagogical practices which seem to actively discourage these students from achieving any significant measure of academic, educational or professional success. The purpose of this study is thus to explore the beliefs and pedagogical practices of science teachers as they relate to minority students, especially those minority students for whom English is not a first language and who have limited English proficiency (LEP). In the course of this study, the terminology 'minority students' will refer to and be inclusive of cultural and/or language minorities, i.e. those students who differ from the mainstream white American student in terms of cultural background and a native language other than English. Culturally derived usages of non-standard forms of English (e.g. Black English Vernacular) also will be subsumed within this definition of cultural and language minority students. Particular attention will be given to emergent issues relating to current pedagogical practices, also to the science teacher beliefs and epistemological rationales underlying such practices. In exploring these beliefs and pedagogical practices, the study also will seek to delineate and to understand the various problems which are being encountered in the teaching of science to minority students. As the result of exploring the beliefs and pedagogical practices of

  18. Seeing your way to health: the visual pedagogy of Bess Mensendieck's physical culture system.

    Science.gov (United States)

    Veder, Robin

    2011-01-01

    This essay examines the images and looking practices central to Bess M. Mensendieck's (c.1866-1959) 'functional exercise' system, as documented in physical culture treatises published in Germany and the United States between 1906 and 1937. Believing that muscular realignment could not occur without seeing how the body worked, Mensendieck taught adult non-athletes to see skeletal alignment and muscular movement in their own and others' bodies. Three levels of looking practices are examined: didactic sequences; penetrating inspection and appreciation of physiological structures; and ideokinetic visual metaphors for guiding movement. With these techniques, Mensendieck's work bridged the body cultures of German Nacktkultur (nudism), American labour efficiency and the emerging physical education profession. This case study demonstrates how sport historians could expand their analyses to include practices of looking as well as questions of visual representation.

  19. Middle School Students’ Perceptions of Culturally and Geographically Relevant Content in Physical Education

    Directory of Open Access Journals (Sweden)

    Luciana Braga

    2015-10-01

    Full Text Available Introduction: Advocates for non-traditional approaches to physical education (PE emphasize the need for physical educators to design curricula that foster students’ engagement in physically active lifestyles outside of the school setting. Accordingly, current guidelines for PE curriculum design recommend the inclusion of content that is relevant to the students’ cultural background and their geographical environment (Society of Health and Physical Educators, 2009, 2015. Purpose: This study investigated how less predisposed to be active (LPA and more predisposed to be active (MPA students perceived the incorporation of culturally and geographically relevant content in a newly developed standards-based middle school PE curriculum. Methods: The study followed a sequential mixed-methods approach. In Phase One, two instruments measured attraction to physical activity and perceived athletic competence of 116 students. In Phase Two, 47 students (selected based on Phase One results participated across twelve focus groups. Results: Four overarching themes emerged from both LPA and MPA focus groups’ data: (a Enjoyment, (b Learning, (c Value, and (d Challenges. Findings from this study revealed a sense of increased perceptions of competency and value of PE among students as a result of their engagement with the new content. Conclusion: This study underlines the importance of selecting PE content that is innovative, challenging, meaningful, and relevant to the students’ culture and geographical environment. Keywords: physical education, physical activity, curriculum, culture, geographical environment

  20. Teaching Science from Cultural Points of Intersection

    Science.gov (United States)

    Grimberg, Bruna Irene; Gummer, Edith

    2013-01-01

    This study focuses on a professional development program for science teachers near or on American Indian reservations in Montana. This program was framed by culturally relevant pedagogy premises and was characterized by instructional strategies and content foci resulting from the intersection between three cultures: tribal, science teaching, and…

  1. Clinically applied medical ethnography: relevance to cultural competence in patient care.

    Science.gov (United States)

    Engebretson, Joan

    2011-06-01

    Medical anthropology provides an excellent resource for nursing research that is relevant to clinical nursing. By expanding the understanding of ethnographic research beyond ethnicity, nurses can conduct research that explores patient's constructions and explanatory models of health and healing and how they make meaning out of chronic conditions and negotiate daily life. These findings can have applicability to culturally competent care at both the organizational or systems level, as well as in the patient/provider encounter. Individual patient care can be improved by applying ethnographic research findings to build provider expertise and then using a cultural negotiation process for individualized patient care.

  2. Pedagogias queer e libertária para educação em cultura visual Queer and libertarian pedagogies for the education in visual culture

    Directory of Open Access Journals (Sweden)

    Gabriela de Andrade Rodrigues

    2010-12-01

    manner of education inspired by the homonymous theory that analyzes and experiences sexuality and/or gender as fluid, and not binary. Queer pedagogy does not ignore the diversity of sexual manifestations, but avoids the binary way of understanding gender and culture; it is an education that brings differences into the daily life of the classroom. Libertarian pedagogy finds its theoretical inspiration in the anarchist thinking and practice of many authors, the socialist libertarian movement being the most frequently cited amongst educators. The guiding principles of anarchist pedagogy are: liberty, autonomy, creativity and solidarity - and furthermore, integral education, which proposes a learning that embraces all aspects of the human being (intellectual, social, emotional, and motor, and in which the interests and individuality of the students are valued. In this pedagogy freedom is synonymous with social harmony. Within the sphere of education in visual culture, a concept that widens the contents usually dealt with in art/education with contemporary and daily life cultural manifestations, new forms of teaching afford the student a less predetermined way of understanding the world and him/herself.

  3. THE PLAY IN THE CONTEXT OF THE HISTORY OF PHILOSOPHY, CULTURE AND PEDAGOGY

    Directory of Open Access Journals (Sweden)

    T. V. Nadolinskaya

    2013-01-01

    Full Text Available The paper considers various concepts of the game phenomenon based on the retrospective analysis of different epochs and relating viewpoints of philosophers, cultural workers and pedagogues; and emphasizes the link between the game genesis and evolution on the  one hand and the changes in the mythology, religious and secular customs, traditions and rituals on the other hand. The author refers to Plato, Aristotle, and Heraclites – the ancient philosophers emphasizing the educational, ethical and aesthetic values of the game. The critical and controversial position of the Middle Age Church is reviewed along with the summarized ideas of pedagogues and thinkers of the Renaissance and the age of Enlightenment, all of them recognizing the universal character of game, its versatile influence on the child’s personal development.Philosophical, culturological and pedagogical game concepts developed in different ages prove that the game is a creative instrument and powerful channel for familiarizing children with knowledge, practical experience and mental activity. The game, being a symbolic model of the surrounding world, can be used to the full capacity if the teacher is competent in the game modeling and interactions, ready for improving the game technique, directing and organizing the game environment. Only then, in author’s opinion, the game can turn into one of the key factors of pupils’ individuality formation and harmonious development. 

  4. Ein Lehr- und Studienbuch der interkulturellen Pädagogik A Textbook of Inter-Cultural Pedagogy

    Directory of Open Access Journals (Sweden)

    Kerstin Schenkel

    2003-07-01

    Full Text Available Renate Nestvogel gibt anhand von Auszügen ausgewählter biographischer Romane und Erzählungen einen Einblick in Aspekte weibliche verschiedener Kulturen und Gesellschaften. Den Texten vorangestellt ist u. a. ein Forschungsüberblick zu Sozialisationskonzepten, zur weiblichen Sozialisation und den Geschlechterverhältnissen sowie zur Kindheit und Jugend. Die Texte werden thematisch nach unterschiedlichen Themen wie Lebensräumen, Kinderarbeit, Phantasie, Geschlechtersozialisation, Körpersozialisation differenziert und jeweils von theoretischen Einführungen begleitet. Die Publikation stellt den Abschlussband der Reihe „Einführung in die pädagogische Frauenforschung“ dar, die als Basis für erziehungswissenschaftliche Lehre dienen soll.Using excerpts from select biographical novels and stories, Renate Nestvogel offers an insight into aspects of female socialisation during youth and adolescence in cultures and societies across the world. The texts are introduced by (among other things a research survey of concepts of socialisation, female socialisation, gender relations, childhood and adolescence. The literary excerpts are grouped by topic and are accompanied by sophisticated theoretical introductions to various aspects of socialisation, such as, living arrangements, child labour, fantasy, socialisation of gender roles, and socialisation of the body. This publication represents the final issue of the series “Introduction to Pedagogical Women’s Studies”, a series intended to serve as a basis for educational studies.

  5. Adapting Evidence-Based Pedagogy to Local Cultural Contexts: A Design Research Study of Policy Borrowing in Vietnam

    Science.gov (United States)

    Pham, Thanh Thi Hong; Renshaw, Peter

    2015-01-01

    This study employs design-based research to investigate how university teachers and their students from Vietnam perceived and adapted an evidence-based pedagogy known as "student-teams achievement division" (STAD). Two hundred and twenty one students and their teachers from three classes at a Vietnamese university participated in this…

  6. Talking Back: Shifting the Discourse of Deficit to a Pedagogy of Cultural Wealth of International Instructors in US Classrooms

    Science.gov (United States)

    Yep, Gust A.

    2014-01-01

    Using a combination of critical theory, poststructuralism, and critical pedagogy, this chapter calls for a shift in the ways we conceive, imagine, and represent international instructors in US classrooms. More specifically, it highlights the importance of the voices of international instructors themselves, proposes a shift from the current…

  7. Natural pedagogy as evolutionary adaptation.

    Science.gov (United States)

    Csibra, Gergely; Gergely, György

    2011-04-12

    We propose that the cognitive mechanisms that enable the transmission of cultural knowledge by communication between individuals constitute a system of 'natural pedagogy' in humans, and represent an evolutionary adaptation along the hominin lineage. We discuss three kinds of arguments that support this hypothesis. First, natural pedagogy is likely to be human-specific: while social learning and communication are both widespread in non-human animals, we know of no example of social learning by communication in any other species apart from humans. Second, natural pedagogy is universal: despite the huge variability in child-rearing practices, all human cultures rely on communication to transmit to novices a variety of different types of cultural knowledge, including information about artefact kinds, conventional behaviours, arbitrary referential symbols, cognitively opaque skills and know-how embedded in means-end actions. Third, the data available on early hominin technological culture are more compatible with the assumption that natural pedagogy was an independently selected adaptive cognitive system than considering it as a by-product of some other human-specific adaptation, such as language. By providing a qualitatively new type of social learning mechanism, natural pedagogy is not only the product but also one of the sources of the rich cultural heritage of our species.

  8. The linguistic roots of natural pedagogy.

    Science.gov (United States)

    Mattos, Otávio; Hinzen, Wolfram

    2015-01-01

    Natural pedagogy is a human-specific capacity that allows us to acquire cultural information from communication even before the emergence of the first words, encompassing three core elements: (i) a sensitivity to ostensive signals like eye contact that indicate to infants that they are being addressed through communication, (ii) a subsequent referential expectation (satisfied by the use of declarative gestures) and (iii) a biased interpretation of ostensive-referential communication as conveying relevant information about the referent's kind (Csibra and Gergely, 2006, 2009, 2011). Remarkably, the link between natural pedagogy and another human-specific capacity, namely language, has rarely been investigated in detail. We here argue that children's production and comprehension of declarative gestures around 10 months of age are in fact expressions of an evolving faculty of language. Through both declarative gestures and ostensive signals, infants can assign the roles of third, second, and first person, building the 'deictic space' that grounds both natural pedagogy and language use. Secondly, we argue that the emergence of two kinds of linguistic structures (i.e., proto-determiner phrases and proto-sentences) in the one-word period sheds light on the different kinds of information that children can acquire or convey at different stages of development (namely, generic knowledge about kinds and knowledge about particular events/actions/state of affairs, respectively). Furthermore, the development of nominal and temporal reference in speech allows children to cognize information in terms of spatial and temporal relations. In this way, natural pedagogy transpires as an inherent aspect of our faculty of language, rather than as an independent adaptation that pre-dates language in evolution or development (Csibra and Gergely, 2006). This hypothesis is further testable through predictions it makes on the different linguistic profiles of toddlers with developmental

  9. Relevance of blood cultures in acute pyelonephritis in a single-center retrospective study.

    Science.gov (United States)

    Ledochowski, Stanislas; Abraham, Paul-Samuel; Jacob, Xavier; Dumitrescu, Oana; Lina, Gérard; Lepape, Alain; Piriou, Vincent; Wallet, Florent; Friggeri, Arnaud

    2015-08-01

    Pyelonephritides are frequently encountered diagnosis in Emergency Departments. Urinalyses have a central place in the management of this situation but the usefulness of blood cultures is not clear. We conducted a single-center retrospective study of 24 months to study the microbiological relevance of blood cultures in pyelonephritis. We included patients with blood cultures (BC) and urine cultures (UC) drawn at the same time, if they were not exposed to antibiotics prior to these tests. Of our 264 patients, 39 (15 %) had no bacteriological documentation. There were 83 (31 %) bacteremic patients. Seven patients had contaminated or sterile UC with positive BC. Four patients had positive UC and BC with the latter allowing identification of a pathogen absent from the UC (n = 1) or identifying the main pathogen in three cases. A total of 11 patients theoretically benefited from BC representing 4.2 % of our population. Excluding one patient who was known to be infected with multi-drug resistant bacteria, all empirical antibiotics regimens were effective against the identified pathogens. We did not reveal any significant therapeutic impact of blood cultures in the management of pyelonephritis, when BC and UC are performed before any antimicrobials treatment.

  10. Multicultural Children's Literature as a Context for Teaching Mathematics for Cultural Relevance in Urban Schools

    Science.gov (United States)

    Leonard, Jacqueline; Moore, Cara M.; Brooks, Wanda

    2014-01-01

    This article reports on a teacher-research study that used multicultural texts as a context for teaching mathematics for cultural relevance during an elementary mathematics methods course. The results of the study reveal that 28% (5 out of 18) of the teacher candidates (TCs) chose books that were culturally contextual or culturally amenable.…

  11. Embracing a Critical Pedagogy in Art Education.

    Science.gov (United States)

    Yokley, Shirley Hayes

    1999-01-01

    Describes a "critical pedagogy" that encourages reflective self-examination of attitudes, values, and beliefs within historical and cultural critique. Highlights an art lesson for preservice teachers that illustrates the use of a critical pedagogy of representation, focusing on self-portraits by Frida Kahlo and Leonora Carrington. Discusses the…

  12. Embracing a Critical Pedagogy in Art Education.

    Science.gov (United States)

    Yokley, Shirley Hayes

    1999-01-01

    Describes a "critical pedagogy" that encourages reflective self-examination of attitudes, values, and beliefs within historical and cultural critique. Highlights an art lesson for preservice teachers that illustrates the use of a critical pedagogy of representation, focusing on self-portraits by Frida Kahlo and Leonora Carrington. Discusses the…

  13. The Cultural Relevance of Mindfulness Meditation as a Health Intervention for African Americans

    Science.gov (United States)

    Woods-Giscombé, Cheryl L.; Gaylord, Susan A.

    2014-01-01

    African Americans experience a disproportionate rate of stress-related health conditions compared to European Americans. Mindfulness meditation has been shown to be effective for managing stress and various stress-related health conditions. This study explored the cultural relevance of mindfulness meditation training for African Americans adults. Fifteen African American adults with past or current experience with mindfulness meditation training were interviewed. Participants felt that mindfulness meditation helped them with enhanced stress management, direct health improvement, and enhanced self-awareness and purposefulness. They felt that they would recommend it and that other African Americans would be open to the practice but suggested that its presentation may need to be adapted. They suggested emphasizing the health benefits, connecting it to familiar spiritual ideology and cultural practices, supplementing the reading material with African American writers, increasing communication (education, instructor availability, “buddy system,” etc.), and including African Americans as instructors and participants. By implementing minor adaptations that enhance cultural relevance, mindfulness meditation can be a beneficial therapeutic intervention for this population. PMID:24442592

  14. Linguistics, Culture, and Pedagogy.

    Science.gov (United States)

    Hatasa, Yukiko A.

    2003-01-01

    Underlines Seiichi Makino's pivotal role as a scholar of Japanese language, through the publication of two dictionaries of Japanese grammar and two pioneering textbooks and through an exemplary teaching career. (Author/VWL)

  15. The Relevance of Cultural and Media Studies to Theatre and Television in Bali

    Directory of Open Access Journals (Sweden)

    Mark Hobart

    2015-10-01

    Full Text Available AbstractA critical approach to Balinese society presents a starkly different picturefrom the representations that Balinese usually tell themselves, whichare largely myths to disguise a painful reality. Bali no longer belongsto Balinese but to international capital, a process of alienation by whichBalinese energetically commoditize their culture while claiming theopposite. Even the frames of reference for discussing what is happeningare inadequate because they predate the rise of contemporary consumercapitalism and the mass media. That is why critical media and culturalstudies, disciplines designed precisely to address such phenomena, arepotentially so relevant for Indonesian intellectuals.

  16. Culturally relevant science: An approach to math science education for Hispanics

    Energy Technology Data Exchange (ETDEWEB)

    Montellano, B.O. de

    1996-11-14

    This report describes later stages of a program to develop culturally relevant science and math programs for Hispanic students. Part of this effort was follow-up with 17 teachers who participated in early stages of the program. Response was not very good. Included with the report is a first draft effort for curriculum materials which could be used as is in such a teaching effort. Several of the participating teachers were invited to a writing workshop, where lesson plans were drafted, and critiqued and following rework are listed in this publication. Further work needs to be completed and is ongoing.

  17. Culturally Relevant Educational Games in the Ocean, Earth and Planetary Sciences

    Science.gov (United States)

    Bruno, B. C.

    2007-05-01

    Educational games can be a fun, challenging way of engaging students. Teachers can use games to teach content (students learn as they play), or to assess previously acquired knowledge. I will present a board game that is culturally relevant to Hawaii (available by eamiling barb@hawaii.edu). Originally developed for 6-8th graders studying Mars, it can be readily exported to a variety of grade levels and content areas in the ocean, earth and planetary sciences. This project began with a NASA Education and Public Outreach grant to develop standards-based, hands-on Mars science curricula that are culturally relevant to Native Hawaiians and Pacific Islanders. We both developed new curricula and tailored existing curricula to make the content and teaching methodologies culturally relevant. Our main curriculum product is an eight-lesson unit entitled Life in Hawaii, Life on Mars, developed in partnership with teachers and currently being field-tested in Hawaii schools. The final lesson in the unit is an educational board game entitled Hawaii to Mars: A Voyage of Discovery. Like many board games, players advance along a set path by rolling a die. Landing on certain squares requires students to answer questions on Hawaiian culture and Mars science; landing on others requires students to do a variety of activities (drawing, acting, unscrambling words) on relevant topics. Correct answers allow players to roll again. Although incorrect answers require they skip a turn, correct answers are provided and a limited number of questions ensures a second opportunity to answer the question correctly. We are currently developing a microbial oceanography version of the game in partnership with scientists at the Center for Microbial Oceanography: Research and Education (C-MORE), as part of C-MORE's efforts to increase diversity in the ocean sciences. We also plan to develop a generic version of the game board, so simply changing the content and difficulty of the question cards will allow

  18. Breast cancer education for Navajo women: a pilot study evaluating a culturally relevant video.

    Science.gov (United States)

    Sanderson, Priscilla R; Teufel-Shone, Nicolette I; Baldwin, Julie A; Sandoval, Nellie; Robinson, Frances

    2010-06-01

    This pilot study evaluated a culturally specific video designed to teach Navajo women about breast cancer treatment options. Fourteen Navajo women diagnosed with breast cancer and 26 healthcare providers participated in a mixed-method evaluation that documented their perceptions immediately and 6 months after viewing the video. After initial viewing, women reported reduced anxiety about treatment and interest in support groups. Six months later, women said the video prompted them to seek more information from printed sources and their provider. Younger Navajo women who were 44 to 51 years old were more likely to attend support groups than women who were 55-67 years. Providers corroborated the positive effects of the video. The providers believed the video encouraged patients to seek information about breast cancer and to ask questions about treatment plans and side effects. A culturally relevant video for Navajo women can be an effective teaching tool and can enhance patient-provider communication.

  19. Culturally relevant science: An approach to math science education for hispanics. Final technical report

    Energy Technology Data Exchange (ETDEWEB)

    Montellano, B.O. de

    1996-11-14

    This progress report summarizes results of a teacher workshop. A letter sent to 17 teachers who had participated in the workshop requested a report of any activities undertaken and copies of lesson plans and materials developed. Only nine responses were received, and not all of them demonstrated a satisfactory level of activity. Teachers who submitted materials showing the most promise were invited to participate in the Summer Writing Workshop. A partial first draft of a companion volume for the teacher`s manual was written which provides a rationale for culturally relevant science and presents the cultural and scientific background needed. The outline of the book is presented in Appendix 1. Appendix 2 is a sample chapter from the book.

  20. 3D Culture as a Clinically Relevant Model for Personalized Medicine.

    Science.gov (United States)

    Fong, Eliza Li Shan; Toh, Tan Boon; Yu, Hanry; Chow, Edward Kai-Hua

    2017-03-01

    Advances in understanding many of the fundamental mechanisms of cancer progression have led to the development of molecular targeted therapies. While molecular targeted therapeutics continue to improve the outcome for cancer patients, tumor heterogeneity among patients, as well as intratumoral heterogeneity, limits the efficacy of these drugs to specific patient subtypes, as well as contributes to relapse. Thus, there is a need for a more personalized approach toward drug development and diagnosis that takes into account the diversity of cancer patients, as well as the complex milieu of tumor cells within a single patient. Three-dimensional (3D) culture systems paired with patient-derived xenografts or patient-derived organoids may provide a more clinically relevant system to address issues presented by personalized or precision medical approaches. In this review, we cover the current methods available for applying 3D culture systems toward personalized cancer research and drug development, as well as key challenges that must be addressed in order to fully realize the potential of 3D patient-derived culture systems for cancer drug development. Greater implementation of 3D patient-derived culture systems in the cancer research field should accelerate the development of truly personalized medical therapies for cancer patients.

  1. The Power of Digital Storytelling as a Culturally Relevant Health Promotion Tool.

    Science.gov (United States)

    Briant, Katherine J; Halter, Amy; Marchello, Nathan; Escareño, Monica; Thompson, Beti

    2016-11-01

    Digital storytelling is an emergent method in health promotion. It addresses health inequities by combining technology with the voices of members of vulnerable, often underrepresented populations. The overall goal of this pilot project was to explore if digital storytelling could be a culturally relevant health promotion tool for Hispanics/Latinos to share their experiences with cancer, or other diseases. Promotores participated in a train-the-trainer workshop. Community members worked with trained promotores to create digital stories through community workshops. We conducted one-on-one interviews with digital story creators to elicit perspectives and assess their experience. One overarching theme among storytellers was the power of storytelling. Supporting subthemes that emerged in the interviews were (1) connection and communication, (2) lack of opportunities and barriers to telling stories, and (3) potential for disease prevention awareness and education. This study found digital storytelling to be culturally relevant for Hispanics/Latinos of Mexican origin. For these storytellers it was a uniquely valuable tool for sharing personal stories of overcoming or managing health issues. Participants found the digital story experience to be positive and beneficial. It provided a healing outlet to reflect on a difficult experience and find support within one's own community.

  2. Motivating Young Native American Students to Pursue STEM Learning Through a Culturally Relevant Science Program

    Science.gov (United States)

    Stevens, Sally; Andrade, Rosi; Page, Melissa

    2016-12-01

    Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative strategies to engage and retain them in science education and careers. This study reports on the development, delivery, and outcomes of a culturally driven science, technology, engineering, mathematics (STEM) program, iSTEM, aimed at increasing engagement in STEM learning among Native American 3rd-8th grade students. A culturally relevant theoretical framework, Funds of Knowledge, informs the iSTEM program, a program based on the contention that the synergistic effect of a hybrid program combining two strategic approaches (1) in-school mentoring and (2) out-of-school informal science education experiences would foster engagement and interest in STEM learning. Students are paired with one of three types of mentors: Native American community members, university students, and STEM professionals. The iSTEM program is theme based with all program activities specifically relevant to Native people living in southern Arizona. Student mentees and mentors complete interactive flash STEM activities at lunch hour and attend approximately six field trips per year. Data from the iSTEM program indicate that the program has been successful in engaging Native American students in iSTEM as well as increasing their interest in STEM and their science beliefs.

  3. Motivating Young Native American Students to Pursue STEM Learning Through a Culturally Relevant Science Program

    Science.gov (United States)

    Stevens, Sally; Andrade, Rosi; Page, Melissa

    2016-06-01

    Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative strategies to engage and retain them in science education and careers. This study reports on the development, delivery, and outcomes of a culturally driven science, technology, engineering, mathematics (STEM) program, iSTEM, aimed at increasing engagement in STEM learning among Native American 3rd-8th grade students. A culturally relevant theoretical framework, Funds of Knowledge, informs the iSTEM program, a program based on the contention that the synergistic effect of a hybrid program combining two strategic approaches (1) in-school mentoring and (2) out-of-school informal science education experiences would foster engagement and interest in STEM learning. Students are paired with one of three types of mentors: Native American community members, university students, and STEM professionals. The iSTEM program is theme based with all program activities specifically relevant to Native people living in southern Arizona. Student mentees and mentors complete interactive flash STEM activities at lunch hour and attend approximately six field trips per year. Data from the iSTEM program indicate that the program has been successful in engaging Native American students in iSTEM as well as increasing their interest in STEM and their science beliefs.

  4. Normalizing the Fraughtness: How Emotion, Race, and School Context Complicate Cultural Competence

    Science.gov (United States)

    Buehler, Jennifer; Ruggles Gere, Anne; Dallavis, Christian; Shaw Haviland, Victoria

    2009-01-01

    Preservice teachers seeking to develop cultural competence can face a struggle fraught with multiple challenges, even when they are committed to culturally relevant pedagogy. This article closely analyzes one White beginning teacher's negotiations with cultural competence during a lesson in her student teaching semester, then traces how she made…

  5. Culturally relevant science: An approach to math science education for Hispanics. Final technical report

    Energy Technology Data Exchange (ETDEWEB)

    Ortiz de Montellano, B.

    1996-11-14

    As planned a letter was sent out to 17 teachers who had participated in a Summer 1994 workshop on ``Culturally Relevant Science for Hispanics`` at Michigan State. These teachers were supposed to have spent the intervening time developing lesson plans and curricula. The letter requested a report of any activities undertaken and copies of lesson plans and materials developed by February 1996 with a stipend of $400 for satisfactory reports. It was a disappointment to only get 9 responses and not all of them demonstrating a satisfactory level of activity. Diana Marinez, Dean of Science at Texas A and M University, Corpus Christi, who is the other developer of this curriculum and the author reviewed the submitted materials and chose those showing the most promise to be invited to participate in the Summer Writing Workshop. Spring of 1996 and particularly in May--June, the author wrote a partial first draft of a companion volume for the teacher`s manual which would provide a rationale for doing culturally relevant science, present the cultural and the scientific background that teachers would need in order to be able to teach. One of the goals of this curriculum is that it should be off-the-shelf ready to teach and that teachers would not have to do extra research to encourage its adoption. The outline of the book is appendix 1. The Writing Workshop was held at Texas A and M University, Corpus Christi from July 14 to July 27, 1996. Participating teachers chose topics that they were interested in developing and wrote first drafts. These were distributed to all participants and critiqued by the workshop directors before being rewritten. Some teachers were more productive than others depending on their science background. In total an impressive number of lesson plans were written. These lesson plans are listed in Appendix 3. Appendix 4 is a sample lesson. Work still needs to be done on both the source book and the teachers` manual.

  6. Pedagogy for rural health.

    Science.gov (United States)

    Reid, Stephen J

    2011-04-01

    As the body of literature on rural health has grown, the need to develop a unifying theoretical framework has become more apparent. There are many different ways of seeing the same phenomenon, depending on the assumptions we make and the perspective we choose. A conceptual and theoretical basis for the education of health professionals in rural health has not yet been described. This paper examines a number of theoretical frameworks that have been used in the rural health discourse and aims to identify relevant theory that originates from an educational paradigm. The experience of students in rural health is described phenomenologically in terms of two complementary perspectives, using a geographic basis on the one hand, and a developmental viewpoint on the other. The educational features and implications of these perspectives are drawn out. The concept of a 'pedagogy of place' recognizes the importance of the context of learning and allows the uniqueness of a local community to integrate learning at all levels. The theory of critical pedagogy is also found relevant to education for rural health, which would ideally produce 'transformative' graduates who understand the privilege of their position, and who are capable of and committed to engaging in the struggles for equity and justice, both within their practices as well as in the wider society. It is proposed that a 'critical pedagogy of place,' which gives due acknowledgement to local peculiarities and strengths, while situating this within a wider framework of the political, social and economic disparities that impact on the health of rural people, is an appropriate theoretical basis for a distinct rural pedagogy in the health sciences.

  7. Social marketing: approach to cultural and contextual relevance in a community-based physical activity intervention.

    Science.gov (United States)

    Keller, Colleen; Vega-López, Sonia; Ainsworth, Barbara; Nagle-Williams, Allison; Records, Kathie; Permana, Paska; Coonrod, Dean

    2014-03-01

    We report the social marketing strategies used for the design, recruitment and retention of participants in a community-based physical activity (PA) intervention, Madres para la Salud (Mothers for Health). The study example used to illustrate the use of social marketing is a 48-week prescribed walking program, Madres para la Salud (Mothers for Health), which tests a social support intervention to explore the effectiveness of a culturally specific program using 'bouts' of PA to effect the changes in body fat, fat tissue inflammation and postpartum depression symptoms in sedentary Hispanic women. Using the guidelines from the National Benchmark Criteria, we developed intervention, recruitment and retention strategies that reflect efforts to draw on community values, traditions and customs in intervention design, through partnership with community members. Most of the women enrolled in Madres para la Salud were born in Mexico, largely never or unemployed and resided among the highest crime neighborhoods with poor access to resources. We developed recruitment and retention strategies that characterized social marketing strategies that employed a culturally relevant, consumer driven and problem-specific design. Cost and benefit of program participation, consumer-derived motivation and segmentation strategies considered the development transition of the young Latinas as well as cultural and neighborhood barriers that impacted retention are described.

  8. Social marketing: approach to cultural and contextual relevance in a community-based physical activity intervention

    Science.gov (United States)

    Keller, Colleen; Vega-López, Sonia; Ainsworth, Barbara; Nagle-Williams, Allison; Records, Kathie; Permana, Paska; Coonrod, Dean

    2014-01-01

    We report the social marketing strategies used for the design, recruitment and retention of participants in a community-based physical activity (PA) intervention, Madres para la Salud (Mothers for Health). The study example used to illustrate the use of social marketing is a 48-week prescribed walking program, Madres para la Salud (Mothers for Health), which tests a social support intervention to explore the effectiveness of a culturally specific program using ‘bouts’ of PA to effect the changes in body fat, fat tissue inflammation and postpartum depression symptoms in sedentary Hispanic women. Using the guidelines from the National Benchmark Criteria, we developed intervention, recruitment and retention strategies that reflect efforts to draw on community values, traditions and customs in intervention design, through partnership with community members. Most of the women enrolled in Madres para la Salud were born in Mexico, largely never or unemployed and resided among the highest crime neighborhoods with poor access to resources. We developed recruitment and retention strategies that characterized social marketing strategies that employed a culturally relevant, consumer driven and problem-specific design. Cost and benefit of program participation, consumer-derived motivation and segmentation strategies considered the development transition of the young Latinas as well as cultural and neighborhood barriers that impacted retention are described. PMID:23002252

  9. Impact of Culturally Relevant Contextualized Activities on Elementary and Middle School Students' Perceptions of Science: An Exploratory Study

    Science.gov (United States)

    González-Espada, Wilson; Llerandi-Román, Pablo; Fortis-Santiago, Yaihara; Guerrero-Medina, Giovanna; Ortiz-Vega, Nicole; Feliú-Mójer, Mónica; Colón-Ramos, Daniel

    2015-01-01

    Although researchers have argued that textbooks should be customized to local cultures and experiences, they rarely are. Ciencia Puerto Rico, a non-profit group interested in promoting science literacy and education among Latino(a)s/Hispanics, identified a need to provide schools with culturally relevant materials. The result was the publication…

  10. Towards culturally relevant classroom science: a theoretical framework focusing on traditional plant healing

    Science.gov (United States)

    Mpofu, Vongai; Otulaja, Femi S.; Mushayikwa, Emmanuel

    2014-03-01

    A theoretical framework is an important component of a research study. It grounds the study and guides the methodological design. It also forms a reference point for the interpretation of the research findings. This paper conceptually examines the process of constructing a multi-focal theoretical lens for guiding studies that aim to accommodate local culture in science classrooms. A multi-focal approach is adopted because the integration of indigenous knowledge and modern classroom science is complex. The central argument in this paper is that a multi-focal lens accommodates the multifaceted nature of integrating indigenous knowledge and western oriented classroom science. The objective of the paper, therefore, is to construct a theoretical framework that can be used to guide and inform the integration of indigenous knowledge and western science at classroom science level. The traditional plant healing form of indigenous knowledge is used as a case study. The paper is important for raising the complexities, tensions and dilemmas inherent in the design and implementation of indigenous knowledge-science integrated curricula. An understanding of the issues raised will pave the way towards achieving culturally relevant classroom science.

  11. Notes on Heidegger's Authoritarian Pedagogy

    Science.gov (United States)

    Peterson, Thomas E.

    2005-01-01

    To examine Heidegger's pedagogy is to be invited into a particular era and cultural reality--starting in Weimar Germany and progressing into the rise and fall of the Third Reich. In his attempt to reform the German university in a strictly hierarchical, authoritarian and nationalistic mold, Heidegger addressed one group of students and professors…

  12. Innovative Pedagogy

    DEFF Research Database (Denmark)

    and educational changes might challenge or facilitate learning for students and educators. Besides its relevance within the education sector, the content presented here can be applied in non-formal learning environments, such as museums, cultural institutions, as well as other educational settings where emotions......The main purpose of this book is to take a closer look at how students and teachers in educational institutions apply the innovative, the playful and the emotional and creative dimensions of learning. With this contribution, the authors aim at reaching an international audience of educators...... at several levels, including primary and secondary schools, higher and adult education, university colleges, graduate, undergraduate and PhD schools. Driven by the common interest of the authors to reflect on emotions in education, the chapters in this book encompass multiple perspectives: the socio...

  13. Cultural Relevance for Rural Community Development in China: A Case Study in Bai, Jingpo and Huyaodai Communities of Yunnan Province

    Institute of Scientific and Technical Information of China (English)

    Cai Kui; Du Juan; Dai Cong; Hu Huabin

    2007-01-01

    A three-year study over the Bai, Jingpo and Huayaodai communities in Yunnan Province reveals that the community development is significantly influenced in various ways by such cultural factors as the concepts of development; concepts and traditions of inter-community relationships, consumption, marriage and gender; patterns of decision-making and production, resource and income allocation; as well as the role of information dissemination systems, religion and ritual. Based on the analysis over the interactive relevance between each factor and community development, some strategies and methods for dealing with such a cultural relevance in development projects are recommended.

  14. Dialogic pedagogy

    DEFF Research Database (Denmark)

    –student communication, the dialogic approach is more egalitarian and focuses on the discourse exchange between the parties. Authors explore connections between dialogic pedagogy and sociocultural learning theory, and argue that dialogic interaction between teacher and learners is vital if instruction is to lead...... to cognitive development. The book also presents prosody as a critical resource for understanding between teachers and students, and includes some of the first empirical studies of speech prosody in classroom discourse. http://www.multilingual-matters.com/display.asp?isb=9781783096213...

  15. The relevance of cultural factors in predicting condom-use intentions among immigrants from the Netherlands Antilles

    NARCIS (Netherlands)

    Kocken, P.L.; Dorst, A.G. van; Schaalma, H.

    2006-01-01

    A study into the relevance of cultural factors in predicting condom-use intentions among Antillean migrants in the Netherlands is described in this article. The association between the intention to use condoms with a new sexual partner and a perceived taboo on discussing sex, beliefs about sex educa

  16. The Relevance of Cultural Factors in Predicting Condom-Use Intentions among Immigrants from the Netherlands Antilles

    Science.gov (United States)

    Kocken, P. L.; van Dorst, A. G.; Schaalma, H.

    2006-01-01

    A study into the relevance of cultural factors in predicting condom-use intentions among Antillean migrants in the Netherlands is described in this article. The association between the intention to use condoms with a new sexual partner and a perceived taboo on discussing sex, beliefs about sex education and machismo beliefs on gender and power…

  17. The relevance of cultural factors in predicting condom-use intentions among immigrants from the Netherlands Antilles

    NARCIS (Netherlands)

    Kocken, P.L.; Dorst, A.G. van; Schaalma, H.

    2006-01-01

    A study into the relevance of cultural factors in predicting condom-use intentions among Antillean migrants in the Netherlands is described in this article. The association between the intention to use condoms with a new sexual partner and a perceived taboo on discussing sex, beliefs about sex

  18. An Examination of Culturally Relevant Stressors, Coping, Ethnic Identity, and Subjective Well-Being in Urban, Ethnic Minority Adolescents

    Science.gov (United States)

    Vera, Elizabeth M.; Vacek, Kimberly; Coyle, Laura D.; Stinson, Jennifer; Mull, Megan; Doud, Katherine; Buchheit, Christine; Gorman, Catherine; Hewitt, Amber; Keene, Chesleigh; Blackmon, Sha'kema; Langrehr, Kimberly J.

    2011-01-01

    This study explored relations between culturally relevant stressors (i.e., urban hassles, perceived discrimination) and subjective well-being (SWB; i.e., positive/ negative affect, life satisfaction) to examine whether ethnic identity and/or coping strategies would serve as moderators of the relations between stress and SWB for 157 urban, ethnic…

  19. The relevance of cultural factors in predicting condom-use intentions among immigrants from the Netherlands Antilles

    NARCIS (Netherlands)

    Kocken, P.L.; Dorst, A.G. van; Schaalma, H.

    2006-01-01

    A study into the relevance of cultural factors in predicting condom-use intentions among Antillean migrants in the Netherlands is described in this article. The association between the intention to use condoms with a new sexual partner and a perceived taboo on discussing sex, beliefs about sex educa

  20. The Relevance of Cultural Factors in Predicting Condom-Use Intentions among Immigrants from the Netherlands Antilles

    Science.gov (United States)

    Kocken, P. L.; van Dorst, A. G.; Schaalma, H.

    2006-01-01

    A study into the relevance of cultural factors in predicting condom-use intentions among Antillean migrants in the Netherlands is described in this article. The association between the intention to use condoms with a new sexual partner and a perceived taboo on discussing sex, beliefs about sex education and machismo beliefs on gender and power…

  1. Relevance Theory: A Guide to Culture-loaded Words in News Translation

    Institute of Scientific and Technical Information of China (English)

    李媛媛

    2015-01-01

    1.Intorduction Ernst-August Gutt studies translation with relevance theory.He finds connection between translation and relevance,"…relevance is dependent on the interplay of two factors:contextual effects and processing effort…the notion of‘relevance’itself is context-dependent…"(Gutt,2004:31).We can see that relevance theory and translation are intertwined.As context and cognition are the focus of both.We could say that for most translations,translators are trying to build the

  2. Three Generations of Distance Education Pedagogy

    Directory of Open Access Journals (Sweden)

    Terry Anderson

    2011-03-01

    Full Text Available This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist, and connectivist pedagogy are examined, using the familiar community of inquiry model (Garrison, Anderson, & Archer, 2000 with its focus on social, cognitive, and teaching presences. Although this typology of pedagogies could also be usefully applied to campus-based education, the need for and practice of openness and explicitness in distance education content and process makes the work especially relevant to distance education designers, teachers, and developers. The article concludes that high-quality distance education exploits all three generations as determined by the learning content, context, and learning expectations.

  3. Erotic pedagogies.

    Science.gov (United States)

    Carrillo Rowe, Aimee

    2012-01-01

    This article considers the role of Audre Lorde's notion of the erotic as transformative pedagogical practices that can empower teachers and students to passionate learning and community formation. I argue that the erotic has been contained within the private sphere under neoliberalism through its articulation to heterosexuality, Whiteness, and U.S. exceptionalism. Neoliberalism contains the transformative potential of queer, feminist, and antiracist movements through circumscribing the transformative power of the erotic. When the erotic appears within the realm of the public sphere, it is articulated through the pornographic-as against the seemingly progressive agenda of neoliberalism-in order to contain its transformative effects. I then consider what it may look like, as well as what pitfalls we may face, if we engage in erotic pedagogy. I argue that the healing of the mind/body split goes beyond an intellectual exercise. Therein lies transformative power to heal both the political and the spiritual body.

  4. CRITICAL PEDAGOGY(IES FOR ELT IN INDONESIA

    Directory of Open Access Journals (Sweden)

    KASEY R. LARSON

    2014-01-01

    Full Text Available This paper will explore the theoretical underpinnings that present a rationale for the use of critical pedagogy as an English Language Teaching (ELT approach in Indonesia. A brief description of critical pedagogy is given, followed by a detailed rationale for its use including an overview of critical pedagogy studies done in Asia, an exploration of the curriculum and teaching approach decreed by the Indonesian Ministry of Education and Culture, and calls for critical pedagogy by Indonesian scholars and teachers. This paper will conclude with some beginning steps that can be undertaken by teachers who want to implement a more critical approach to teaching.

  5. Values in dialogic pedagogy

    OpenAIRE

    Eugene Matusov; Jay Lemke

    2015-01-01

    In November 2014 on the Dialogic Pedagogy Journal Facebook page, there was an interesting discussion of the issue of values in dialogic pedagogy[1]. The main issue can be characterized as the following. Should dialogic pedagogy teach values? Should it avoid teaching values? Is there some kind of a third approach? The participants of the Facebook discussions were focusing on teaching values in dialogic pedagogy and not about teaching aboutvalues. On the one hand, it seems to be impossible to a...

  6. Freire's Liberatory Learning: A New Pedagogy Reflecting Traditional Beliefs.

    Science.gov (United States)

    Best, Linda

    A discussion of Paulo Freire's contemporary pedagogy looks at the philosophy underlying the approach in the context of traditional educational philosophy. Freire's pedagogy of the oppressed, Liberatory Learning, which was originally developed as a reponse to illiteracy among Brazilian peasants, also holds significance for other culture and…

  7. Beginning to Think Critically about Culturally Responsive Pedagogy in Practice: An Elementary Education Book Study in Student Teaching

    Science.gov (United States)

    Eick, Charles J.; McCormick, Theresa M.

    2010-01-01

    In this study student teachers in an elementary education program took part in a book study, "From Rage to Hope", on culturally responsive teaching. Interns critically reflected on their practice and began making changes based on practical strategies from the book. Four themes of learning and change emerged in intern written reflections: Project…

  8. Canons in Harmony, or Canons in Conflict: A Cultural Perspective on the Curriculum and Pedagogy of Jazz Improvization

    Science.gov (United States)

    Prouty, Kenneth E.

    2004-01-01

    This essay examines how jazz educators construct methods for teaching the art of improvisation in institutionalized jazz studies programs. Unlike previous studies of the processes and philosophies of jazz instruction, I examine such processes from a cultural standpoint, to identify why certain methods might be favored over others. Specifically,…

  9. Encountering Challenges in Teacher Education: Developing Culturally Pluralist Pedagogy When Teaching Dance from Contextual Perspectives in New Zealand

    Science.gov (United States)

    Ashley, Linda

    2014-01-01

    In 2000, teaching about culturally diverse dances from contextual perspectives became an expectation for New Zealand schools with the inaugural The Arts in the New Zealand Curriculum. Responding to the new curriculum the author, as dance lecturer for K-12 generalist teachers attending a seven day in-service dance and drama education course, faced…

  10. Mapping graphic design practice & pedagogy

    OpenAIRE

    Corazzo, James; Raven, Darren

    2016-01-01

    Workshop Description Mapping graphic design pedagogy will explore the complex, expanding and fragmenting fields of graphic design through the process of visual mapping. This experimental, collaborative workshop will enable participants to conceive and develop useful frameworks for navigating the expanding arena of graphic design that has grown from its roots in professional practice and now come to include areas of ethical, political, socio-economic, cultural and critical design. For a...

  11. How relevant are Hofstede's dimensions for inter-cultural studies? A ...

    African Journals Online (AJOL)

    Stenden Hotel Management School, Stenden University of Applied Sciences, ... Hofstede tried to solve the “Western bias” in his original VSM ... is examined as a main effect (Type I studies) at the individual .... cultural dimensions in order to test their hypothesis that an ..... Consumer behavior and culture: Consequences.

  12. Hip-Hop(e): The Cultural Practice and Critical Pedagogy of International Hip-Hop. Adolescent Cultures, School, and Society. Volume 56

    Science.gov (United States)

    Porfilio, Brad J., Ed.; Viola, Michael J., Ed.

    2012-01-01

    Illuminating hip-hop as an important cultural practice and a global social movement, this collaborative project highlights the emancipatory messages and cultural work generated by the organic intellectuals of global hip-hop. Contributors describe the social realities--globalization, migration, poverty, criminalization, and racism--youth are…

  13. A Cross-Cultural Collaboration: Using Visual Culture for the Creation of a Socially Relevant Mural in Mexico

    Science.gov (United States)

    Hubbard, Kathy

    2010-01-01

    In this article, the author describes how high school and university students in Georgia and members of a small weaving pueblo in Oaxaca, Mexico, collaborated in designing and creating a mural in the central market ("mercado") of the pueblo. A number of lessons emerged from this multi-cultural collaboration. First they learned that using images…

  14. A Cross-Cultural Collaboration: Using Visual Culture for the Creation of a Socially Relevant Mural in Mexico

    Science.gov (United States)

    Hubbard, Kathy

    2010-01-01

    In this article, the author describes how high school and university students in Georgia and members of a small weaving pueblo in Oaxaca, Mexico, collaborated in designing and creating a mural in the central market ("mercado") of the pueblo. A number of lessons emerged from this multi-cultural collaboration. First they learned that using…

  15. African American History and Culture: A Grassroots Interpretation of Culturally-Relevant Teaching for Academic Achievement and College Access

    Science.gov (United States)

    Cross, Beverly E.

    2008-01-01

    The Achievement, Confidence and Excellence (ACE) Academy in Memphis is a partnership involving the University of Memphis, its Benjamin Hooks Institute for Social Change, and three area school districts. ACE operates as a Saturday Institute, serving three hundred seventh to twelfth grade African American students. Grounded in culturally relevant…

  16. A Cross-Cultural Collaboration: Using Visual Culture for the Creation of a Socially Relevant Mural in Mexico

    Science.gov (United States)

    Hubbard, Kathy

    2010-01-01

    In this article, the author describes how high school and university students in Georgia and members of a small weaving pueblo in Oaxaca, Mexico, collaborated in designing and creating a mural in the central market ("mercado") of the pueblo. A number of lessons emerged from this multi-cultural collaboration. First they learned that using…

  17. How relevant are Hofstede's dimensions for inter-cultural studies? A ...

    African Journals Online (AJOL)

    Geert Hofstede is one of the leading academics on culture. (Søndergaard, 1994 .... Venezuela, Mexico, and Chile, and their results yielded useful findings of some ..... some mistakes were made during this process, which could influence the ...

  18. Relevance of workplace social mixing during influenza pandemics: an experimental modelling study of workplace cultures.

    Science.gov (United States)

    Timpka, T; Eriksson, H; Holm, E; Strömgren, M; Ekberg, J; Spreco, A; Dahlström, Ö

    2016-07-01

    Workplaces are one of the most important regular meeting places in society. The aim of this study was to use simulation experiments to examine the impact of different workplace cultures on influenza dissemination during pandemics. The impact is investigated by experiments with defined social-mixing patterns at workplaces using semi-virtual models based on authentic sociodemographic and geographical data from a North European community (population 136 000). A simulated pandemic outbreak was found to affect 33% of the total population in the community with the reference academic-creative workplace culture; virus transmission at the workplace accounted for 10·6% of the cases. A model with a prevailing industrial-administrative workplace culture generated 11% lower incidence than the reference model, while the model with a self-employed workplace culture (also corresponding to a hypothetical scenario with all workplaces closed) produced 20% fewer cases. The model representing an academic-creative workplace culture with restricted workplace interaction generated 12% lower cumulative incidence compared to the reference model. The results display important theoretical associations between workplace social-mixing cultures and community-level incidence rates during influenza pandemics. Social interaction patterns at workplaces should be taken into consideration when analysing virus transmission patterns during influenza pandemics.

  19. The relevance of cultural activities in ethnic identity among California Native American youth.

    Science.gov (United States)

    Schweigman, Kurt; Soto, Claradina; Wright, Serena; Unger, Jennifer

    2011-01-01

    This study analyzed data from a large statewide sample of Native American adolescents throughout California to determine whether participation in cultural practices was associated with stronger ethnic identity. The Multigroup Ethnic Identity Measure (MEIM) scale was used to measure the ethnic identity of 945 Native American adolescents (416 male, 529 female) aged 13 - 19 across California. Respondents who participated in cultural activities including pow-wows, sweat lodge, drum group and roundhouse dance reported significantly higher Native American ethnic identity than their counterparts who did not take part in cultural activities. The association between cultural activities and ethnic identity was only significant among urban youth and not among reservation youth. Higher grades in school were associated with ethnic identity among females but not among males. Findings from this study show a strong association between cultural activities and traditional practices with tribal enculturation among Native American youth in California. Cultural-based practices to enhance Native identity could be useful to improve mental and behavioral health among Native American youth.

  20. Vignette methodology and culture-relevance: lessons learned through a project on successful aging with Iranian immigrants to Sweden.

    Science.gov (United States)

    Torres, Sandra

    2009-03-01

    It is a well-known fact that cultural values play an important role in the construction of aging and old-age related understandings. This is why ethnogerontologists have tried to expand the gerontological imagination by arguing that research needs to become more culturally-relevant. Tapping into the values that people uphold and the understandings of aging that are shaped by them is a challenging endeavor. This is especially the case if one does not share the cultural background of the people whose values one is studying. The same holds true when one wants to shed light on understandings that mainstream social gerontology regards as deviations from the norm. It is after all relatively easy to "impose the Western template" under such circumstances. Vignette methodology has been found to be particularly useful when studying value-laden understandings. This is why it is an appropriate method to consider when designing research that aims to avoid the imposition of the Western template. This article focuses on the pros and cons of this methodology while discussing some of the lessons learned from a project that explored how the construct of successful aging is understood by a group of Iranian immigrants to Sweden. It will be argued that vignettes are particularly useful when trying to shed culturally-relevant light on aging and old age-related understandings.

  1. A Bridge between Two Cultures: Uncovering the Chemistry Concepts Relevant to the Nursing Clinical Practice

    Science.gov (United States)

    Brown, Corina E.; Henry, Melissa L. M.; Barbera, Jack; Hyslop, Richard M.

    2012-01-01

    This study focused on the undergraduate course that covers basic topics in general, organic, and biological (GOB) chemistry at a mid-sized state university in the western United States. The central objective of the research was to identify the main topics of GOB chemistry relevant to the clinical practice of nursing. The collection of data was…

  2. Teaching History to Adolescents: A Quest for Relevance. Adolescent Cultures, School, and Society. Volume 52

    Science.gov (United States)

    Beineke, John A.

    2011-01-01

    "Teaching History to Adolescents: A Quest for Relevance" is an exploration of research, ideas, trends, and practices for educators who teach American history to adolescents from the middle grades through high school. Higher education faculty in history and professional education will also find the book germane to their work. Topics within the…

  3. Relevance of Piagetian cross-cultural psychology to the humanities and social sciences.

    Science.gov (United States)

    Oesterdiekhoff, Georg W

    2013-01-01

    Jean Piaget held views according to which there are parallels between ontogeny and the historical development of culture, sciences, and reason. His books are full of remarks and considerations about these parallels, with reference to many logical, physical, social, and moral phenomena.This article explains that Piagetian cross-cultural psychology has delivered the decisive data needed to extend the research interests of Piaget. These data provide a basis for reconstructing not only the history of sciences but also the history of religion, politics, morals, culture, philosophy, and social change and the emergence of industrial society. Thus, it is possible to develop Piagetian theory as a historical anthropology in order to provide a basis for the humanities and social sciences.

  4. Designing a patient care model with relevance to the cultural setting.

    Science.gov (United States)

    Robertson-Malt, Suzi; Herrin-Griffith, Donna M; Davies, Joanne

    2010-06-01

    Healthcare leaders are challenged to develop new approaches to care that better serve populations and use valuable resources in more effective and efficient ways. The authors discuss a model of care under development at Sidra Medical and Research Center, Qatar, with emphasis on how to translate the best available evidence in a way that is applicable and meaningful for the cultural setting. Strategies that nurse leaders can call upon to engage their team members' cultural intelligence during the planning and design of new processes of care are also discussed.

  5. Constructing Cultural Relevance in Science: A Case Study of Two Elementary Teachers

    Science.gov (United States)

    Patchen, Terri; Cox-Petersen, Anne

    2008-01-01

    Classrooms across the United States increasingly find White teachers paired with ethnic minority students, but few of these teachers are prepared for the disparities such cultural integration presents. This is particularly true vis-a-vis science education. While classrooms have diversified, science instruction has not necessarily followed suit.…

  6. A Journey with a Refugee Family: Raising Culturally Relevant Teaching Awareness

    Science.gov (United States)

    Berumen, Freyca Calderon; Silva, Cecilia

    2014-01-01

    In a context that is increasingly becoming more diverse, we consider it essential to promote activities to develop linguistic and cultural awareness among preservice teachers. This chapter is based on the narratives of college students who when enrolled in an English as a Second Language class participated in a project where they accompanied newly…

  7. Cognitive Contours: Recent Work on Cross-Cultural Psychology and Its Relevance for Education

    Science.gov (United States)

    Davies, W. Martin

    2007-01-01

    This paper outlines new work in cross-cultural psychology largely drawn from Nisbett, Choi, and Smith ("Cognition," 65, 15-32, 1997); Nisbett, Peng, Choi, & Norenzayan, "Psychological Review," 108(2), 291-310, 2001; Nisbett, "The Geography of Thought: How Asians and Westerners Think Differently...and Why." New…

  8. Motivating Young Native American Students to Pursue STEM Learning through a Culturally Relevant Science Program

    Science.gov (United States)

    Stevens, Sally; Andrade, Rosi; Page, Melissa

    2016-01-01

    Data indicate that females and ethnic/race minority groups are underrepresented in the science and engineering workforce calling for innovative strategies to engage and retain them in science education and careers. This study reports on the development, delivery, and outcomes of a culturally driven science, technology, engineering, mathematics…

  9. The CPAI-2 As a Culturally Relevant Personality Measure in Differentiating among Academic Major Groups

    Science.gov (United States)

    Ng, Alexander; Fan, Weiqiao; Cheung, Fanny M.; Leong, Frederick T. L.; Cheung, Shu Fai

    2012-01-01

    We examined whether the Cross-Cultural (Chinese) Personality Assessment Inventory-2 (CPAI-2), developed by the combined emic-etic approach, could provide useful information for us to understand the relations between personality and the key academic major groups in the Chinese context. Participants in this study included 989 university students…

  10. Acetic acid bacteria in traditional balsamic vinegar: phenotypic traits relevant for starter cultures selection.

    Science.gov (United States)

    Gullo, Maria; Giudici, Paolo

    2008-06-30

    This review focuses on acetic acid bacteria in traditional balsamic vinegar process. Although several studies are available on acetic acid bacteria ecology, metabolism and nutritional requirements, their activity as well as their technological traits in homemade vinegars as traditional balsamic vinegar is not well known. The basic technology to oxidise cooked grape must to produce traditional balsamic vinegar is performed by the so called "seed-vinegar" that is a microbiologically undefined starter culture obtained from spontaneous acetification of previous raw material. Selected starter cultures are the main technological improvement in order to innovate traditional balsamic vinegar production but until now they are rarely applied. To develop acetic acid bacteria starter cultures, selection criteria have to take in account composition of raw material, acetic acid bacteria metabolic activities, applied technology and desired characteristics of the final product. For traditional balsamic vinegar, significative phenotypical traits of acetic acid bacteria have been highlighted. Basic traits are: ethanol preferred and efficient oxidation, fast rate of acetic acid production, tolerance to high concentration of acetic acid, no overoxidation and low pH resistance. Specific traits are tolerance to high sugar concentration and to a wide temperature range. Gluconacetobacter europaeus and Acetobacter malorum strains can be evaluated to develop selected starter cultures since they show one or more suitable characters.

  11. Are cultural dimensions relevant for explaining cross-national differences in antibiotic use in Europe?

    Directory of Open Access Journals (Sweden)

    Kelen Greta

    2008-06-01

    Full Text Available Abstract Background Antibiotics are widely-used medicines for which a more prudent use has been advocated to minimize development of resistance. There are considerable cross-national differences that can only partially be explained by epidemiological difference and variations in health care structure. The aim of this study was to explore whether cross-national differences in use of antibiotics (prescribed and non-prescribed are associated with differences between national cultures as described in Hofstede's model of cultural dimensions (Power Distance, Individualism, Masculinity, Uncertainty Avoidance and Long-Term Orientation. Methods Country-level data of prescribed antibiotic use and self-medication with antibiotics were correlated to country-specific scores of cultural dimensions obtained from Hofstede. Data on use of antibiotics were provided by three European studies, based on different methods and/or countries: Self-medication with Antibiotics and Resistance in Europe (SAR, based on a survey in 2003 on reported use of antibiotics in 19 countries, the European Surveillance on Antimicrobial Consumption, based on distribution and reimbursement of antibiotics in ambulatory care (1997–2002, and the 2002 interview-based Eurobarometer study, asking whether respondents had taken antibiotics in the previous 12 months. These studies provided data on antibiotics use for 27 European countries in total, for which scores of cultural dimensions were also available. The SAR-study differentiated between prescribed antibiotics and self-medication with antibiotics. Results Significant positive correlations were found for Power Distance Index with use of prescribed antibiotics in the three studies (rho between 0.59 and 0.62 and with self-medication (rho = 0.54 in the SAR study. Positive significant correlations were found for the Uncertainty Avoidance Index with the use of antibiotics as reported in two studies (rho between 0.57 and 0.59; for the SAR study

  12. The relevance of cultural factors in predicting condom-use intentions among immigrants from the Netherlands Antilles.

    Science.gov (United States)

    Kocken, Pl; van Dorst, Ag; Schaalma, H

    2006-04-01

    A study into the relevance of cultural factors in predicting condom-use intentions among Antillean migrants in the Netherlands is described in this article. The association between the intention to use condoms with a new sexual partner and a perceived taboo on discussing sex, beliefs about sex education and machismo beliefs on gender and power relationships is addressed. The study was conducted among 346 Dutch Antilleans from a random sample of an Antillean population aged 15-50 years. The response rate was 37.8%. The results showed that condom-use intentions were primarily determined by perceived subjective norms, the perceived taboo on discussing sex, machismo attitudes, gender, age and educational background. Moreover, the respondent's opinion regarding machismo was an effect modificator for the association between condom-use intentions and subjective social norm. It is concluded that, in predicting condom-use intentions, factors specific to the culture of a population contribute significantly to the determinants drawn from the general social-cognition models. It is recommended that future research should use measurement instruments that are adapted to culture-specific beliefs, and should explore the influence of cultural factors on actual condom use. Moreover, interventions promoting condom use among migrant populations should target the cultural correlates of condom use.

  13. Widening our understanding of creative pedagogy

    DEFF Research Database (Denmark)

    Glaveanu, Vlad Petre; Sierra, Zayda; Tanggaard, Lene

    2015-01-01

    The present article offers a reflection on creativity and creative pedagogy emerging out of an ongoing dialogue between three authors placed in two very different sociocultural contexts – Denmark and Colombia. Despite obvious geographical, economic, and cultural differences, similar concerns...... animate our practice when it comes to the question of creativity and creative pedagogy. The article opens with a brief presentation of the two cultural settings considered here and, based on it, continues with a discussion of paradigmatic foundations of creativity within education in general and within...... school in particular. These reflections inform our approach to creative pedagogy and suggest a reformulation of this concept in the light of sociocultural and decolonial theoretical perspectives. In the end, we question today's global ethos in formal educational environments of striving towards...

  14. Exploring the relevance of autonomy and relatedness for mental health in healthy and depressed women from two different cultures: when does culture matter?

    Science.gov (United States)

    Balkir, Nazli; Arens, Elisabeth A; Barnow, Sven

    2013-08-01

    It is well known that the absence of both autonomy and social support (relatedness) are two important etiologic pathways to major depressive disorder (MDD). However, cross-cultural researchers state that the implications of autonomy and relatedness for mental health vary across cultures. To test these assumptions, the current study investigated the relevance of autonomy and relatedness for mental health in healthy and depressed women from two different cultures (Germans and Turkish immigrants in Germany). One hundred and eight (108) women were evaluated for their levels of autonomy/relatedness satisfaction, for overall psychopathological complaints including depression, for affectivity and for perceived loneliness through self-report measures. Among healthy groups, relatedness satisfaction predicted better mental health in Turkish women, whereas in German women, autonomy satisfaction was the better mental health predictor. Within depressed groups however, cultural differences in mental health outcomes regarding autonomy were no longer evident. Autonomy was associated with higher levels of mental health in Turkish as well as in German patients. Our findings indicate that the relationship between autonomy and mental health is culture-specific in healthy women, but disappears in depressed women. These findings are discussed with consideration of clinical implications and an outlook regarding further research.

  15. Resisting the Discourse on Resistance: Theorizing Experiences from an Action Research Project on Feminist Pedagogy in Different Learning Cultures in Sweden

    Science.gov (United States)

    Bondestam, Fredrik

    2011-01-01

    Feminist pedagogy implies performing some kind of feminist teaching practices, while at the same time contesting the very possibility of performing such practices. One needs to start out from the assumption that only what cannot be foreseen will enable one not just to overcome resistance to feminist knowledge and teaching but also to make such…

  16. Lack of clinical relevance in routine final subcultures of radiometrically negative BACTEC blood culture vials

    Energy Technology Data Exchange (ETDEWEB)

    Plorde, J.J.; Carlson, L.G.; Dau, M.E.

    1982-11-01

    During a 38-month period, 10,106 blood specimens were received in the laboratory for culture. These were inoculated into 26,424 vials and processed using the BACTEC radiometric detection system. Of these vials, 1,914 were eventually found to be microbiologically positive. Isolates from 836 vials were judged to be contaminants. In the remaining 1,078 vials, growth was first detected visually or radiometrically in 1,062 and by final subculture in 16. Growth from these sixteen bottles represented 12 clinically significant bacteremic episodes in as many patients. In nine of these episodes, other culture vials from the same patient were positive radiometrically. Therefore, 358 of 361 (99.2%) bacteremic episodes were detected without the benefit of routine final subcultures. The three patients whose bacteremia was missed were diagnosed clinically and placed on appropriate therapy prior to the detection of the bacteremias by final subculture.

  17. Cutting the gordian knot-development and biological relevance of hepatitis C virus cell culture systems

    DEFF Research Database (Denmark)

    Gottwein, Judith Margarete; Bukh, Jens

    2008-01-01

    described. Research on the viral life cycle, efficient therapeutics, and a vaccine has been hampered by the absence of suitable cell culture systems. The first system permitting studies of the full viral life cycle was intrahepatic transfection of RNA transcripts of HCV consensus complementary DNA (c...... studies of the function of viral proteins, their interaction with each other and host proteins, new antivirals, and neutralizing antibodies in the context of the full viral life cycle. However, several challenges remain, including development of cell culture systems for all major HCV genotypes...... isolate JFH1, which for unknown reasons showed an exceptional replication capability and resulted in formation of infectious viral particles in the human hepatoma cell line Huh7, led in 2005 to the development of the first full viral life cycle in vitro systems. JFH1-based systems now enable in vitro...

  18. The Relevance of Cultural and Media Studies to Theatre and Television in Bali

    OpenAIRE

    Mark Hobart

    2015-01-01

    AbstractA critical approach to Balinese society presents a starkly different picturefrom the representations that Balinese usually tell themselves, whichare largely myths to disguise a painful reality. Bali no longer belongsto Balinese but to international capital, a process of alienation by whichBalinese energetically commoditize their culture while claiming theopposite. Even the frames of reference for discussing what is happeningare inadequate because they predate the rise of contemporary ...

  19. Is friendship relevant to doctoral pedagogy?

    DEFF Research Database (Denmark)

    Bengtsen, Søren Smedegaard

    2016-01-01

    Today, increased attention is given to how activities and events happening outside the institutional context shape the learning processes of doctoral students. Extra-curricular activities are acknowledged to play a central role in learning outcomes, the quality of the research undertaken, and com......Today, increased attention is given to how activities and events happening outside the institutional context shape the learning processes of doctoral students. Extra-curricular activities are acknowledged to play a central role in learning outcomes, the quality of the research undertaken......, and completion of the doctoral programme. But how do doctoral supervisors understand such extra-curricular elements of the doctoral programme, and do they understand it as the supervisor’s responsibility to relate educationally and pedagogically to such elements? This paper presents the findings from...... a qualitative interview study conducted at the University of Oxford, UK, designed to shed light on how doctoral supervisors understand and reflect on their educational and pedagogical responsibility to the general life-worlds of their students. Based on the findings, this paper discusses the potential of...

  20. Developing a Pedagogy of Critical Hope

    Science.gov (United States)

    Canaan, Joyce

    2005-01-01

    This article explores how far it is possible to develop a pedagogy of critical hope in the current neo-liberal, marketized climate of higher education. It first considers relevant insights from the works of Gramsci, Freire and the literature on academic literacies and then shows how I have begun to apply these insights through teaching social…

  1. Teaching for excellence: honors pedagogies revealed

    NARCIS (Netherlands)

    Wolfensberger, M.V.C.

    2012-01-01

    What are characteristics of honors pedagogies in higher education? What are the teaching strategies that are particularly relevant and successful for academically gifted and motivated students? In spite of the substantial body of literature about the practice of honors education, very little systema

  2. Teaching for excellence: honors pedagogies revealed

    NARCIS (Netherlands)

    Wolfensberger, M.V.C.

    2012-01-01

    What are characteristics of honors pedagogies in higher education? What are the teaching strategies that are particularly relevant and successful for academically gifted and motivated students? In spite of the substantial body of literature about the practice of honors education, very little

  3. Social Pedagogy in Denmark

    OpenAIRE

    2015-01-01

    The paper introduces an overview of the state of art of social pedagogy in Denmark. In the first section, it deals with the importation from Germany of the concept, the process of reception (e.g. translation and transfer) and the original Danish amendments to the original concept. Despite these amendments, social pedagogy was and still remains a practice, thereby appealing to practitioners. Section two of the paper points out how social pedagogy is under-theorized and emphasizes the lack of t...

  4. Keeping the intracellular vitamin C at a physiologically relevant level in endothelial cell culture

    DEFF Research Database (Denmark)

    Frikke-Schmidt, Henriette Rønne; Lykkesfeldt, Jens

    2010-01-01

    It is generally accepted that the addition of vitamin C to cell culture medium improves cell growth. However, once added, the vitamin C concentration declines rapidly. This situation differs from the in vivo environment where the endothelium is constantly supplied with ascorbate from the blood....... With a focus on intracellular vitamin C, we simulated constant supply of ascorbate by the hourly addition of freshly prepared medium containing 75 lM ascorbate and subsequently compared it with more practical regimens using combinations of ascorbate and 2-phosphoascorbate. We found that a single supplement...

  5. Quantitative assessment of organizational culture within hospitals and its relevance to infection prevention and control strategies.

    Science.gov (United States)

    Borg, M A; Waisfisz, B; Frank, U

    2015-05-01

    It has been suggested that organizational culture (OC) is an important driver of infection prevention and control (IPC) behaviour among healthcare workers. This study examined OC in seven European hospitals using a validated assessment tool based on Hofstede's model, and identified significant variations in OC scores. Hospitals with low prevalence of meticillin-resistant Staphylococcus aureus (MRSA) exhibited high scores for change facilitation and change readiness, whereas hospitals with high prevalence of MRSA exhibited low scores for these determinants. It is possible to use tools, available outside health care, to study OC within hospitals and gain better insight into IPC behaviour change strategies.

  6. Macromolecular crowding meets oxygen tension in human mesenchymal stem cell culture - A step closer to physiologically relevant in vitro organogenesis

    Science.gov (United States)

    Cigognini, Daniela; Gaspar, Diana; Kumar, Pramod; Satyam, Abhigyan; Alagesan, Senthilkumar; Sanz-Nogués, Clara; Griffin, Matthew; O’Brien, Timothy; Pandit, Abhay; Zeugolis, Dimitrios I.

    2016-01-01

    Modular tissue engineering is based on the cells’ innate ability to create bottom-up supramolecular assemblies with efficiency and efficacy still unmatched by man-made devices. Although the regenerative potential of such tissue substitutes has been documented in preclinical and clinical setting, the prolonged culture time required to develop an implantable device is associated with phenotypic drift and/or cell senescence. Herein, we demonstrate that macromolecular crowding significantly enhances extracellular matrix deposition in human bone marrow mesenchymal stem cell culture at both 20% and 2% oxygen tension. Although hypoxia inducible factor - 1α was activated at 2% oxygen tension, increased extracellular matrix synthesis was not observed. The expression of surface markers and transcription factors was not affected as a function of oxygen tension and macromolecular crowding. The multilineage potential was also maintained, albeit adipogenic differentiation was significantly reduced in low oxygen tension cultures, chondrogenic differentiation was significantly increased in macromolecularly crowded cultures and osteogenic differentiation was not affected as a function of oxygen tension and macromolecular crowding. Collectively, these data pave the way for the development of bottom-up tissue equivalents based on physiologically relevant developmental processes. PMID:27478033

  7. Macromolecular crowding meets oxygen tension in human mesenchymal stem cell culture - A step closer to physiologically relevant in vitro organogenesis

    Science.gov (United States)

    Cigognini, Daniela; Gaspar, Diana; Kumar, Pramod; Satyam, Abhigyan; Alagesan, Senthilkumar; Sanz-Nogués, Clara; Griffin, Matthew; O'Brien, Timothy; Pandit, Abhay; Zeugolis, Dimitrios I.

    2016-08-01

    Modular tissue engineering is based on the cells’ innate ability to create bottom-up supramolecular assemblies with efficiency and efficacy still unmatched by man-made devices. Although the regenerative potential of such tissue substitutes has been documented in preclinical and clinical setting, the prolonged culture time required to develop an implantable device is associated with phenotypic drift and/or cell senescence. Herein, we demonstrate that macromolecular crowding significantly enhances extracellular matrix deposition in human bone marrow mesenchymal stem cell culture at both 20% and 2% oxygen tension. Although hypoxia inducible factor - 1α was activated at 2% oxygen tension, increased extracellular matrix synthesis was not observed. The expression of surface markers and transcription factors was not affected as a function of oxygen tension and macromolecular crowding. The multilineage potential was also maintained, albeit adipogenic differentiation was significantly reduced in low oxygen tension cultures, chondrogenic differentiation was significantly increased in macromolecularly crowded cultures and osteogenic differentiation was not affected as a function of oxygen tension and macromolecular crowding. Collectively, these data pave the way for the development of bottom-up tissue equivalents based on physiologically relevant developmental processes.

  8. Uncovering study abroad: foreignness and its relevance to nurse education and cultural competence.

    Science.gov (United States)

    Greatrex-White, Sheila

    2008-07-01

    This paper reports some of the findings from a hermeneutic phenomenological research project designed to uncover the nature of the phenomenon 'study abroad' in the context of Nursing Higher Education in the United Kingdom. The research question asked was 'How is study abroad manifest in the experience of nursing students?' Informed by the philosophy of Martin Heidegger, the analysis of 26 study abroad students' diary accounts uncovered six general structures, or ways for study abroad to be, namely; leaving behind, escape, foreigner, self-discovery, learning and risk. The focus here is on the general structure 'foreigner' and the far-reaching implications this can have in terms of understanding how study abroad comes to be. The relationship between study abroad, positive disturbance and the development of students who are able to recognise diversity across different cultures is discussed. It is suggested that if one of the major aims of nurse higher education is the development of culturally competent practitioners, study abroad is deserving of far greater attention than is currently the case.

  9. A Longitudinal Study of Implementing Reality Pedagogy in an Urban Science Classroom: Effects, Challenges, and Recommendations for Science Teaching and Learning

    Science.gov (United States)

    Borges, Sheila Ivelisse

    Statistics indicate that students who reside in forgotten places do not engage in science-related careers. This is problematic because we are not tapping into diverse talent that could very well make scientific strides and because there is a moral obligation for equity as discussed in Science for all (AAAS, 1989). Research suggests that one of the reasons for this disparity is that students feel alienated from science early on in their K--12 education due to their inability to connect culturally with their teachers (Tobin, 2001). Urban students share an urban culture, a way of knowing and being that is separate from that of the majority of the teacher workforce whom have not experienced the nuances of urban culture. These teachers have challenges when teaching in urban classrooms and have a myriad of difficulties such as classroom management, limited access to experienced science colleagues and limited resources to teach effectively. This leads them to leaving the teaching profession affecting already high teacher attrition rates in urban areas (Ingersol, 2001). In order to address these issues a culturally relevant pedagogy, called reality pedagogy (Emdin, 2011), was implemented in an urban science classroom using a bricolage (Denzin & Lincoln, 2005) of different theories such as social capital (Bourdieu, 1986) and critical race theory (Ladson-Billings & Tate, 1995), along with reality pedagogy to construct a qualitative sociocultural lens. Reality pedagogy has five tools, which are cogenerative dialogues, coteaching, cosmopolitanism, context, and content. In this longitudinal critical ethnography a science teacher in an alternative teaching certification program was supported for two years as she implemented the tools of reality pedagogy with her urban students. Findings revealed that the science teacher enacted four racial microaggressions against her students, which negatively affected the teacher-student relationship and science teaching and learning. As the

  10. Hopes for Confucian Pedagogy in China?

    Science.gov (United States)

    Hayhoe, Ruth

    2014-01-01

    This commentary on Wu Zongjie's article "Interpretation, autonomy and transformation: Chinese pedagogic discourse in a cross-cultural perspective" begins by suggesting the usefulness of Wu's polar opposite depiction of Confucian and modern pedagogy as ideal types for comparative exploration. It goes on to suggest that the term…

  11. Academetron, Automaton, Phantom: Uncanny Digital Pedagogies

    Science.gov (United States)

    Bayne, Sian

    2010-01-01

    This paper explores the possibility of an uncanny digital pedagogy. Drawing on theories of the uncanny from psychoanalysis, cultural studies and educational philosophy, it considers how being online defamiliarises teaching, asking us to question and consider anew established academic practices and conventions. It touches on recent thinking on…

  12. Comparing the accuracy of different smell identification tests in Parkinson's disease: relevance of cultural aspects.

    Science.gov (United States)

    Rodríguez-Violante, Mayela; Gonzalez-Latapi, Paulina; Camacho-Ordoñez, Azyadeh; Martínez-Ramírez, Daniel; Morales-Briceño, Hugo; Cervantes-Arriaga, Amin

    2014-08-01

    The aim of this study is to determine the usefulness of the University of Pennsylvania smell identification test (UPSIT), sniffin sticks (SS-16) and brief smell identification test (B-SIT) to assess smell identification in the Mexican population and its accuracy in discriminating subjects with Parkinson's disease (PD). We included 199 nondemented PD subjects and 199 control subjects matched by gender. Smell identification was tested using the UPSIT and SS-16. Our group obtained B-SIT data from a previous report. The mean number of UPSIT items correctly identified by controls was 27.3±6; the PD group had a mean score of 19.4±6. UPSIT had a sensitivity of 82% with a specificity of 66% for a cut-off score of ≤25 for detection of PD. The mean number of SS-16 items correctly identified by controls was 10.3±2.2, while the PD group had 7.4±2.8 correct answers. For SS-16, sensitivity was 77.8% and specificity of 71.2% when using a cut-off value of ≤9. Lemon, turpentine and rose had an identification rate below the 25th percentile for all three tests. Odors with an identification rate above the 75th percentile include banana for all three tests, and gasoline, onion and chocolate for UPSIT and B-SIT. The sensitivity and specificity of the smell tests that were evaluated were lower in comparison to other published reports. Cultural biases and smell familiarity may influence the test results. The development of a true cross-culturally adapted smell identification test is warranted may improve test accuracy. Copyright © 2014. Published by Elsevier B.V.

  13. Estimating alcohol content of traditional brew in Western Kenya using culturally relevant methods: the case for cost over volume.

    Science.gov (United States)

    Papas, Rebecca K; Sidle, John E; Wamalwa, Emmanuel S; Okumu, Thomas O; Bryant, Kendall L; Goulet, Joseph L; Maisto, Stephen A; Braithwaite, R Scott; Justice, Amy C

    2010-08-01

    Traditional homemade brew is believed to represent the highest proportion of alcohol use in sub-Saharan Africa. In Eldoret, Kenya, two types of brew are common: chang'aa, spirits, and busaa, maize beer. Local residents refer to the amount of brew consumed by the amount of money spent, suggesting a culturally relevant estimation method. The purposes of this study were to analyze ethanol content of chang'aa and busaa; and to compare two methods of alcohol estimation: use by cost, and use by volume, the latter the current international standard. Laboratory results showed mean ethanol content was 34% (SD = 14%) for chang'aa and 4% (SD = 1%) for busaa. Standard drink unit equivalents for chang'aa and busaa, respectively, were 2 and 1.3 (US) and 3.5 and 2.3 (Great Britain). Using a computational approach, both methods demonstrated comparable results. We conclude that cost estimation of alcohol content is more culturally relevant and does not differ in accuracy from the international standard.

  14. Designing pedagogy incorporating executive function.

    Science.gov (United States)

    Wasserman, Theodore

    2013-01-01

    The National Academy of Neuropsychology defines clinical neuropsychology as "a sub-field of psychology concerned with the applied science of brain-behavior relationships. Clinical neuropsychologists use this knowledge in the assessment, diagnosis, treatment, and/or rehabilitation of patients across the lifespan with neurological, medical, neurodevelopmental and psychiatric conditions, as well as other cognitive and learning disorders" (National Academy of Neuropsychology, 2011 ). Pediatric neuropsychologists have long been concerned about another area of functionality, making their recommendations educationally relevant. This article describes accommodated metacognitive instruction, a pedagogy based on cognitive neuropsychological principles of learning and used to instruct college faculty on a methodology for teaching in all-inclusive environments.

  15. Exploring the parent agency through a culturally relevant and inclusive science program

    Science.gov (United States)

    Hagiwara, Sumi

    2002-01-01

    Science education reform calls for the inclusivity of all learners, the same should also apply to immigrant Latino/a parents. The Literacy in Food and the Environment (LIFE) program, a two-year inner-city middle-school science curriculum designed to teach science, nutrition and the environment through investigations of food is analyzed based on quantitative and qualitative data gathered during 1999--2001. A sample of 19 immigrant Latino/a parents participated in 12 workshops and collaborated with teachers in the classroom to implement the curriculum. A quantitative analysis of year one using a pre/post test design measured the impact of the program on the parents' science knowledge, attitude and beliefs about science and participating in their child's science education, and food choices and behavior. Four mothers continued with the program in year two. Qualitative data was gathered to create descriptive case studies. From the data I developed an interpretive discussion based on cross case analysis using a grounded theory method, When compared to a comparison group (n = 13), quantitative results showed significantly higher outcomes for science knowledge on the topics of energy flow (65% intervention vs, 37% control, p culture and language in positioning self in science and in school, (3) the mothers' experience as socially transformative. By engaging parents inside the classroom with science taught through food, parents' knowledge, attitudes and beliefs around science improved, as they developed a sense of agency transforming their role from parent to educator.

  16. The Pedagogy of Paul

    Science.gov (United States)

    Judd, Frank F., Jr.; Hilton, John

    2014-01-01

    In addition to being a remarkable theologian, there can be no doubt that Paul was a skilled teacher. In this article we highlight connections between Paul's pedagogy and educational principles that are currently propounded. Religious educators today can follow Paul's pedagogy as they teach by example, know their audiences, redirect…

  17. Pedagogies of the Walking Dead

    Directory of Open Access Journals (Sweden)

    Michael A. Peters

    2016-04-01

    Full Text Available This paper investigates the trope of the zombie and the recent upsurge in popular culture surrounding the figure of the zombie described as the “walking dead”. We investigate this trope and figure as a means of analyzing the “pedagogy of the walking dead” with particular attention to the crisis of education in the era of neoliberal capitalism. In particular we examine the professionalization and responsibilization of teachers in the new regulative environment and ask whether there is any room left for the project of critical education.

  18. Commonly prescribed β-lactam antibiotics induce C. trachomatis persistence/stress in culture at physiologically relevant concentrations.

    Directory of Open Access Journals (Sweden)

    Jennifer eKintner

    2014-04-01

    Full Text Available Chlamydia trachomatis, the most common bacterial sexually transmitted disease agent worldwide, enters a viable, non-dividing and non-infectious state (historically termed persistence and more recently referred to as the chlamydial stress response when exposed to penicillin G in culture. Notably, penicillin G-exposed chlamydiae can reenter the normal developmental cycle upon drug removal and are resistant to azithromycin-mediated killing. Because penicillin G is less frequently prescribed than other β-lactams, the clinical relevance of penicillin G-induced chlamydial persistence/stress has been questioned. The goal of this study was to determine whether more commonly used penicillins also induce C. trachomatis serovar E persistence/stress. All penicillins tested, as well as clavulanic acid, induced formation of aberrant, enlarged reticulate bodies (called aberrant bodies or AB characteristic of persistent/stressed chlamydiae. Exposure to the penicillins and clavulanic acid also reduced chlamydial infectivity by >95%. None of the drugs tested significantly reduced chlamydial unprocessed 16S rRNA or genomic DNA accumulation, indicating that the organisms were viable, though non-infectious. Finally, recovery assays demonstrated that chlamydiae rendered essentially non-infectious by exposure to ampicillin, amoxicillin, carbenicillin, piperacillin, penicillin V and clavulanic acid recovered infectivity after antibiotic removal. These data definitively demonstrate that several commonly used penicillins induce C. trachomatis persistence/stress at clinically relevant concentrations.

  19. Integration of Geomatics Techniques for Digitizing Highly Relevant Geological and Cultural Heritage Sites: the Case of San Leo (italy)

    Science.gov (United States)

    Girelli, V. A.; Borgatti, L.; Dellapasqua, M.; Mandanici, E.; Spreafico, M. C.; Tini, M. A.; Bitelli, G.

    2017-08-01

    The research activities described in this contribution were carried out at San Leo (Italy). The town is located on the top of a quadrangular rock slab affected by a complex system of fractures and has a wealth of cultural heritage, as evidenced by the UNESCO's nomination. The management of this fragile set requires a comprehensive system of geometrical information to analyse and preserve all the geological and cultural features. In this perspective, the latest Geomatics techniques were used to perform some detailed surveys and to manage the great amount of acquired geometrical knowledge of both natural (the cliff) and historical heritage. All the data were also georeferenced in a unique reference system. In particular, high accurate terrestrial laser scanner surveys were performed for the whole cliff, in order to obtain a dense point cloud useful for a large number of geological studies, among others the analyses of the last rockslide by comparing pre- and post-event data. Moreover, the geometrical representation of the historical centre was performed using different approaches, in order to generate an accurate DTM and DSM of the site. For these purposes, a large scale numerical map was used, integrating the data with GNSS and laser surveys of the area. Finally, many surveys were performed with different approaches on some of the most relevant monuments of the town. In fact, these surveys were performed by terrestrial laser scanner, light structured scanner and photogrammetry, the last mainly applied with the Structure from Motion approach.

  20. INTEGRATION OF GEOMATICS TECHNIQUES FOR DIGITIZING HIGHLY RELEVANT GEOLOGICAL AND CULTURAL HERITAGE SITES: THE CASE OF SAN LEO (ITALY

    Directory of Open Access Journals (Sweden)

    V. A. Girelli

    2017-08-01

    Full Text Available The research activities described in this contribution were carried out at San Leo (Italy. The town is located on the top of a quadrangular rock slab affected by a complex system of fractures and has a wealth of cultural heritage, as evidenced by the UNESCO’s nomination. The management of this fragile set requires a comprehensive system of geometrical information to analyse and preserve all the geological and cultural features. In this perspective, the latest Geomatics techniques were used to perform some detailed surveys and to manage the great amount of acquired geometrical knowledge of both natural (the cliff and historical heritage. All the data were also georeferenced in a unique reference system. In particular, high accurate terrestrial laser scanner surveys were performed for the whole cliff, in order to obtain a dense point cloud useful for a large number of geological studies, among others the analyses of the last rockslide by comparing pre- and post-event data. Moreover, the geometrical representation of the historical centre was performed using different approaches, in order to generate an accurate DTM and DSM of the site. For these purposes, a large scale numerical map was used, integrating the data with GNSS and laser surveys of the area. Finally, many surveys were performed with different approaches on some of the most relevant monuments of the town. In fact, these surveys were performed by terrestrial laser scanner, light structured scanner and photogrammetry, the last mainly applied with the Structure from Motion approach.

  1. Gorgeous Pedagogy

    Directory of Open Access Journals (Sweden)

    Debra Castillo

    1996-01-01

    Full Text Available Elena Poniatowska's recent Luz y luna, Ias lunitas immediately impresses the reader with its beauty; it is akin to a "coffee table book" in its sheer gorgeousness. I intend to explore the question of how to read the gorgeous object within the context of Poniatowska's oeuvre and within the frame of a pedagogical endeavor. Poniatowska, of course, represents the epitome of the elite but socially conscious Latin American author. As in certain of her other works (but perhaps more obviously here, because of the very nature of this book, the mix of elitism and social consciousness undergoes a multiple displacement. Like her other works, Luz y Iuna constitutes a palimpsest of discourses, seems to partake more of the modern semi-autobiographical gender essay than of the traditional (male essay, and explicitly addresses the challenge of feminism in a Latin American setting. Nevertheless, this social consciousness enters into an implicit conflict with two of the book's other fundamental qualities: its polished and lyrical approach to the people and landscape of Mexico, and its utopian nostalgia, especially with respect to Mexico's indigenous cultures. In essence, then, this paper will explore how—more clearly than in her less overtly polished works—the problem of a pedagogical model drawn from Poniatowska is highlighted in this text.

  2. A Historical Analysis of Desegregation and Racism in a Racially Polarized Region: Implications for the Historical Construct, a Diversity Problem, and Transforming Teacher Education toward Culturally Relevant Pedagogy

    Science.gov (United States)

    Hill, K. Dara

    2009-01-01

    This study chronicles the historical divisions of race and class between Detroit and its suburban neighbor as an explanation for current tensions in the communities and schools. This analysis poses implications for educational apartheid and stark disparities between urban and suburban boundaries and consequent discomfort among practitioners when…

  3. A Brief Analysis of Feminist Pedagogy and its Development in China and America

    Institute of Scientific and Technical Information of China (English)

    冯婕

    2013-01-01

      Taking China and the United States as examples to analyze feminist pedagogy and its development, special attention will be paid to its actual significance in tow different cultures. Feminist pedagogy has been used in America for many years;while in China, it is a relatively new teaching method introduced in the 1980s. Despite its fast development, there are still some problems to be solved as to the construction of local feminist pedagogy in China.

  4. Toward a Postmethod Pedagogy.

    Science.gov (United States)

    Kumaravadivelu, B.

    2001-01-01

    Conceptualizes the parameters of a postmethod pedagogy in second language teacher education, offers suggestions for implementing it, and raises questions and concerns that might come up in implementing it. (Author/VWL)

  5. Pedagogy and "Romantic" Love

    Science.gov (United States)

    Halpin, David

    2009-01-01

    This paper, which is significantly inspired by and based upon aspects of the writings of particular British nineteenth-century Romantic poets, outlines a positive, necessary even, role for friendship, love and passion in pedagogy.

  6. Cross-Age Reading Buddies and Cultural-Sensitive Literature: Student-Centered English Language Instruction in an Ethiopian Budget School

    Science.gov (United States)

    Cianca, Sherri

    2012-01-01

    The Ethiopian government has called for educational improvement, emphasizing the employment of active, student-centered pedagogy. One way of maximizing an interactive learning approach involves blending a cross-age reading buddies program with high-quality, culturally relevant children's literature. Employing descriptive, mixed-method research,…

  7. Cross-Age Reading Buddies and Cultural-Sensitive Literature: Student-Centered English Language Instruction in an Ethiopian Budget School

    Science.gov (United States)

    Cianca, Sherri

    2012-01-01

    The Ethiopian government has called for educational improvement, emphasizing the employment of active, student-centered pedagogy. One way of maximizing an interactive learning approach involves blending a cross-age reading buddies program with high-quality, culturally relevant children's literature. Employing descriptive, mixed-method research,…

  8. Values in dialogic pedagogy

    Directory of Open Access Journals (Sweden)

    Eugene Matusov

    2015-02-01

    Full Text Available In November 2014 on the Dialogic Pedagogy Journal Facebook page, there was an interesting discussion of the issue of values in dialogic pedagogy[1]. The main issue can be characterized as the following. Should dialogic pedagogy teach values? Should it avoid teaching values? Is there some kind of a third approach? The participants of the Facebook discussions were focusing on teaching values in dialogic pedagogy and not about teaching aboutvalues. On the one hand, it seems to be impossible to avoid teaching values. However, on the other hand, shaping students in some preset molding is apparently non-dialogic and uncritical (Matusov, 2009. In the former case, successful teaching is defined by how well and deeply the students accept and commit to the taught values. In the latter case, successful dialogic teaching may be defined by students’ critical examination of their own values against alternative values in a critical dialogue. Below, Eugene Matusov and Jay Lemke, active participants of this Facebook dialogue, provide their reflection on this important issue and encourage readers to join their reflective dialogue.[1] See in a public Facebook domain: https://www.facebook.com/DialogicPedagogyJournal/posts/894734337204533, https://www.facebook.com/DialogicPedagogyJournal/posts/896916850319615

  9. Pedagogy in Practice: School Pedagogy from Students' Perspectives

    Science.gov (United States)

    Hadar, Linor Lea; Hotam, Yotam

    2012-01-01

    This paper introduces the concept of "pedagogy in practice" (PiP), referring to the immediate interaction between students' learning experiences and school's pedagogy and distinct from the pedagogy advocated "from above" by the school. We bring the concept of PiP into focus by analysing students' open-ended discourse about…

  10. Culturally relevant inquiry-based laboratory module implementations in upper-division genetics and cell biology teaching laboratories.

    Science.gov (United States)

    Siritunga, Dimuth; Montero-Rojas, María; Carrero, Katherine; Toro, Gladys; Vélez, Ana; Carrero-Martínez, Franklin A

    2011-01-01

    Today, more minority students are entering undergraduate programs than ever before, but they earn only 6% of all science or engineering PhDs awarded in the United States. Many studies suggest that hands-on research activities enhance students' interest in pursuing a research career. In this paper, we present a model for the implementation of laboratory research in the undergraduate teaching laboratory using a culturally relevant approach to engage students. Laboratory modules were implemented in upper-division genetics and cell biology courses using cassava as the central theme. Students were asked to bring cassava samples from their respective towns, which allowed them to compare their field-collected samples against known lineages from agricultural stations at the end of the implementation. Assessment of content and learning perceptions revealed that our novel approach allowed students to learn while engaged in characterizing Puerto Rican cassava. In two semesters, based on the percentage of students who answered correctly in the premodule assessment for content knowledge, there was an overall improvement of 66% and 55% at the end in the genetics course and 24% and 15% in the cell biology course. Our proposed pedagogical model enhances students' professional competitiveness by providing students with valuable research skills as they work on a problem to which they can relate.

  11. Popular Media, Critical Pedagogy, and Inner City Youth

    Science.gov (United States)

    Leard, Diane Wishart; Lashua, Brett

    2006-01-01

    In this article, we explored ways youth, traditionally silenced, engaged with popular culture to voice experiences and challenge dominant narratives of public schools and daily lives. We also considered how educators use popular culture as critical pedagogy with inner city youth. Through ethnographic bricolage and case study methods, and drawing…

  12. Adapting Western Pedagogies for Chinese Literacy Instruction: Case Studies of Hong Kong, Shenzhen, and Singapore Preschools

    Science.gov (United States)

    Li, Hui; Rao, Nirmala; Tse, Shek Kam

    2012-01-01

    Research Findings: Western ideas and progressive pedagogies have been introduced to China (including Shenzhen), Hong Kong, and Singapore to replace traditional Chinese pedagogy. But these imported ideas are not congruent with traditional Chinese culture and thus have encountered resistance from Chinese teachers. The present study observed and…

  13. Nepantlera Pedagogy: An Axiological Posture for Preparing Critically Conscious Teachers in the Borderlands

    Science.gov (United States)

    Reza-López, Elva; Huerta Charles, Luis; Reyes, Loui V.

    2014-01-01

    Latinos in U.S.-Mexican borderlands encounter language barriers and clashing cultures. If this decade is to become one of transformation, it must grapple with the "uncomfortable" realities of Latino students and other minorities of color. This article delineates the theoretical perspectives of the Nepantlera pedagogy, a pedagogy with an…

  14. Where Do You Stand To Get a Good View of Pedagogy?

    Science.gov (United States)

    Loveless, Avril M.

    2000-01-01

    Explains the development of a research perspective in pedagogy and information and communication technologies (ICT) in the context of visual education and the digital arts. Highlights include the Brighton Media Arts Project; media arts and ICT literacy; influences of culture, subject knowledge, and pedagogy; and teachers' perspectives and…

  15. Adapting Western Pedagogies for Chinese Literacy Instruction: Case Studies of Hong Kong, Shenzhen, and Singapore Preschools

    Science.gov (United States)

    Li, Hui; Rao, Nirmala; Tse, Shek Kam

    2012-01-01

    Research Findings: Western ideas and progressive pedagogies have been introduced to China (including Shenzhen), Hong Kong, and Singapore to replace traditional Chinese pedagogy. But these imported ideas are not congruent with traditional Chinese culture and thus have encountered resistance from Chinese teachers. The present study observed and…

  16. Making Art Pedagogy in the System of Education in the Republic of Kazakhstan

    Science.gov (United States)

    Almukhambetov, Berikzhan A.; Nebessayeva, Zhanar O.; Smanova, Akmaral S.; Kakimova, Laura S.; Musakulov, Kusan T.; Sydykova, Roza S.

    2016-01-01

    The article reveals the importance of art pedagogy, art pedagogy through understanding the history of Kazakh art. The paper provides definitions of potential art of Kazakhstan and its role in the educational system of the university. It describes the main purpose of art teaching through the formation of ethnic and cultural identity of the student…

  17. A Técnica Esportiva como Construção Cultural: implicações para a pedagogia do esporte Sport Technique as a Cultural Construction: Implications to Sport Pedagogy La técnica deportiva como construcción cultural: implicaciones hacia la pedagogía del deporte

    Directory of Open Access Journals (Sweden)

    2008-03-01

    Full Text Available

    O texto discute a técnica esportiva a partir de alguns referenciais das ciências sociais e humanas, fazendo um contraponto ao conceito tradicional de técnica utilizado pela área de Educação Física e Esporte, cuja base teórica é composta primordialmente por contribuições das ciências da natureza. Considerando a técnica como o conjunto de modos de fazer e a tática como as razões do fazer, o texto trata das implicações para a pedagogia do esporte, propondo o ensino da cultura esportiva de forma mais democrática, singular e autoral, respeitando as especificidades culturais e as constantes ressignificações do esporte.

    PALAVRAS-CHAVE: esporte - cultura esportiva - pedagogia do esporte - técnica esportiva

    This text discusses technique in sport based on references from the social and human sciences and it questions the traditional concept of technique used in the field of physical education and sports, which is taken primarily from contributions of the natural sciences. By considering technique as a set of procedures to do something, and tactics as the reasons for doing something, the text discusses its possible implications for sport pedagogy and argues for a teaching of sport culture that is more democratic, singular, and authoral, with a respect for cultural specificities and for the constant resignifications of sports.


    Keywords: sport – sport culture – sport pedagogy – sport technique.

    El texto discute la técnica deportiva partiendo de algunos referenciales de las ciencias sociales y humanas, y hace un contrapunto al concepto tradicional de técnica utilizado por el área de Educación Física y Deporte, cuya base teórica se compone primordialmente por contribuciones de las ciencias naturales. Considerando la técnica como el conjunto de maneras de hacer, y la táctica como las razones de hacer, el texto trata de las implicaciones para la pedagogía deportiva, y propone la ense

  18. The positive mental health instrument: development and validation of a culturally relevant scale in a multi-ethnic asian population

    Directory of Open Access Journals (Sweden)

    Vaingankar Janhavi

    2011-10-01

    Full Text Available Abstract Background Instruments to measure mental health and well-being are largely developed and often used within Western populations and this compromises their validity in other cultures. A previous qualitative study in Singapore demonstrated the relevance of spiritual and religious practices to mental health, a dimension currently not included in exiting multi-dimensional measures. The objective of this study was to develop a self-administered measure that covers all key and culturally appropriate domains of mental health, which can be applied to compare levels of mental health across different age, gender and ethnic groups. We present the item reduction and validation of the Positive Mental Health (PMH instrument in a community-based adult sample in Singapore. Methods Surveys were conducted among adult (21-65 years residents belonging to Chinese, Malay and Indian ethnicities. Exploratory and confirmatory factor analysis (EFA, CFA were conducted and items were reduced using item response theory tests (IRT. The final version of the PMH instrument was tested for internal consistency and criterion validity. Items were tested for differential item functioning (DIF to check if items functioned in the same way across all subgroups. Results: EFA and CFA identified six first-order factor structure (General coping, Personal growth and autonomy, Spirituality, Interpersonal skills, Emotional support, and Global affect under one higher-order dimension of Positive Mental Health (RMSEA = 0.05, CFI = 0.96, TLI = 0.96. A 47-item self-administered multi-dimensional instrument with a six-point Likert response scale was constructed. The slope estimates and strength of the relation to the theta for all items in each six PMH subscales were high (range:1.39 to 5.69, suggesting good discrimination properties. The threshold estimates for the instrument ranged from -3.45 to 1.61 indicating that the instrument covers entire spectrums for the six dimensions. The

  19. Cultural Distance:How is it defined, how is it measured, and what is its relevance to international marketers?

    Institute of Scientific and Technical Information of China (English)

    杨柳

    2015-01-01

    This essay analyses the meaning of culture and in particular aims at reviewing different tools to measure differences be⁃tween cultures—the so-called cultural distance. Two major tools are considered in detail:Hall’s High Vs Low context culture (1977) and Hofstede’s Five Cultural Dimensions (1991). The conclusion of this essay draws on the weaknesses of existing systems and suggests the introduction of a‘cultural distance segmentation’that would change global companies’tendency of uniformity in their messages to a more adaptive message amongst different cultures.

  20. "The Cow Loves To Learn": The Hao-Xue-Xin Learning Model as a Reflection of the Cultural Relevance of "Zhima Jie," China's "Sesame Street."

    Science.gov (United States)

    Li, Jin; Li, Jimei

    2002-01-01

    Examined the cultural basis and relevance of "Zhima Jie," a Chinese adaptation of "Sesame Street." Found that most of 3- to 6-year-olds in the sample desired books and learning materials, with disadvantaged children more likely than more advantaged children to desire books and learning materials. Older children showed a greater…

  1. Creating a Model of Acceptance: Preservice Teachers Interact with Non-English-Speaking Latino Parents Using Culturally Relevant Mathematics and Science Activities at Family Learning Events

    Science.gov (United States)

    Ramirez, Olga; McCollough, Cherie A.; Diaz, Zulmaris

    2016-01-01

    The following describes a culturally relevant mathematics and science content program implemented by preservice teachers (PSTs) at Family Math/Science Learning Events (FM/SLEs) conducted through two different university programs in south Texas. These experiences are required course activities designed to inform PSTs of the importance of…

  2. Piaget, Pedagogy, and Evolutionary Psychology

    Directory of Open Access Journals (Sweden)

    Jeremy E. C. Genovese

    2003-01-01

    Full Text Available Constructivist pedagogy draws on Piaget's developmental theory. Because Piaget depicted the emergence of formal reasoning skills in adolescence as part of the normal developmental pattern, many constructivists have assumed that intrinsic motivation is possible for all academic tasks. This paper argues that Piaget's concept of a formal operational stage has not been empirically verified and that the cognitive skills associated with that stage are in fact “biologically secondary abilities” (Geary and Bjorklund, 2000 culturally determined abilities that are difficult to acquire. Thus, it is unreasonable to expect that intrinsic motivation will suffice for most students for most higher level academic tasks. In addition, a case is made that educational psychology must incorporate the insights of evolutionary psychology.

  3. Feminist music therapy pedagogy

    DEFF Research Database (Denmark)

    Hahna, Nicole; Swantes, Melody

    2011-01-01

    This study surveyed 188 music therapy educators regarding their views and use of feminist pedagogy and feminist music therapy. The purpose of this study was two-fold: (a) to determine how many music therapy educators used feminist pedagogy and (b) to determine if there was a relationship between......) participatory learning, (b) validation of personal experience/development of confidence, (c) political/social activism, and (d) critical thinking/ open-mindedness. The results revealed that 46% (n = 32) of participants identified as feminist music therapists and 67% (n = 46) of participants identified as using...

  4. Pedagogy, history and otherness

    Directory of Open Access Journals (Sweden)

    Marcos SANTOS GÓMEZ

    2011-09-01

    Full Text Available The aim of this paper is, first of all, pick up some useful philosophical perspectives for pedagogy and theory of education. we study, specifically, Socrates, Ellacuría, Benjamin, and Lévinas, whose philosophies we connect. Also, we draw valid conclusions from them to deal with the theory in education. we present, thus, a critical, dialogical and emancipatory pedagogy. Secondly, we show that Paulo Freire represent this point of view. This is a theoretical and thoughtful synthesis study, which includes an extensive review of the literature on this, and has the last intention of guiding and assisting in educational practice.

  5. Feminist music therapy pedagogy

    DEFF Research Database (Denmark)

    Hahna, Nicole; Swantes, Melody

    2011-01-01

    This study surveyed 188 music therapy educators regarding their views and use of feminist pedagogy and feminist music therapy. The purpose of this study was two-fold: (a) to determine how many music therapy educators used feminist pedagogy and (b) to determine if there was a relationship between......) participatory learning, (b) validation of personal experience/development of confidence, (c) political/social activism, and (d) critical thinking/ open-mindedness. The results revealed that 46% (n = 32) of participants identified as feminist music therapists and 67% (n = 46) of participants identified as using...

  6. Preparing Science Teachers for Culturally Diverse Students: Developing Cultural Literacy Through Cultural Immersion, Cultural Translators and Communities of Practice

    Science.gov (United States)

    Chinn, Pauline W. U.

    2006-09-01

    This three year study of P-12 professional development is grounded in sociocultural theories that hold that building knowledge and relationships among individuals from different cultural backgrounds entails joint activity toward common goals and cultural dialogues mediated by cultural translators. Sixty P-12 pre and in-service teachers in a year long interdisciplinary science curriculum course shared the goal of developing culturally relevant, standards-based science curricula for Native Hawai'ian students. Teachers and Native Hawai'ian instructors lived and worked together during a five day culture-science immersion in rural school and community sites and met several times at school, university, and community sites to build knowledge and share programs. Teachers were deeply moved by immersion experiences, learned to connect cultural understandings, e.g., a Hawai'ian sense of place and curriculum development, and highly valued collaborating with peers on curriculum development and implementation. The study finds that long term professional development providing situated learning through cultural immersion, cultural translators, and interdisciplinary instruction supports the establishment of communities of practice in which participants develop the cross-cultural knowledge and literacy needed for the development of locally relevant, place and standards-based curricula and pedagogy.

  7. Staying Relevant in the Google Age: Implementing Vertical Search at the University of Manchester — a Technological and Cultural perspective

    Directory of Open Access Journals (Sweden)

    Lorraine Beard

    2012-01-01

    Full Text Available John Rylands University Library at the University of Manchester makes a clear commitment to improving resource discovery in its New Directions strategy. In addition an external review of the Library’s systems portfolio identified a clear need to improve the user experience in finding and accessing information. There are also drivers to ensure better utilisation of the Library’s investment in e-resources, as well as the need for the Library to respond to the question of how libraries continue to stay relevant in the Google age. Taking all these factors into account the Library took a strategic decision in 2010 to implement a vertical search solution and it established a formal project to do so in Summer 2010. The project has involved working in close partnership with a number of key stakeholders from the Library, IT Services, multiple vendors and the academic community and is a good example of the changing way in which libraries need to plan and manage their projects in order to improve and deliver services which address the needs of their users. Effective governance, communication, change and project management have been key to the success of this project and highlights the growing importance of these skills in libraries today. The paper will consider the complex technological issues around integrating data from different sources and using different metadata standards. The project has involved vendors working co-operatively together to enable data to move between systems and different metadata formats, which also presents challenges. The cultural issues involved in implementing vertical search will also be discussed, including a shift in the Library’s internal philosophy towards search, the possible impact on the traditional Library catalogue and associated workflows and the changing user perception of the Library in response to vertical search. The project is an excellent case study in new ways of working for libraries, tackling complex

  8. Detergent resistant membrane-associated IDE in brain tissue and cultured cells: Relevance to Aβ and insulin degradation

    Directory of Open Access Journals (Sweden)

    Castaño Eduardo M

    2008-12-01

    Full Text Available Abstract Background Insulin degrading enzyme (IDE is implicated in the regulation of amyloid β (Aβ steady-state levels in the brain, and its deficient expression and/or activity may be a risk factor in sporadic Alzheimer's disease (AD. Although IDE sub-cellular localization has been well studied, the compartments relevant to Aβ degradation remain to be determined. Results Our results of live immunofluorescence, immuno gold electron-microscopy and gradient fractionation concurred to the demonstration that endogenous IDE from brain tissues and cell cultures is, in addition to its other localizations, a detergent-resistant membrane (DRM-associated metallopeptidase. Our pulse chase experiments were in accordance with the existence of two pools of IDE: the cytosolic one with a longer half-life and the membrane-IDE with a faster turn-over. DRMs-associated IDE co-localized with Aβ and its distribution (DRMs vs. non-DRMs and activity was sensitive to manipulation of lipid composition in vitro and in vivo. When IDE was mis-located from DRMs by treating cells with methyl-β-cyclodextrin (MβCD, endogenous Aβ accumulated in the extracellular space and exogenous Aβ proteolysis was impaired. We detected a reduced amount of IDE in DRMs of membranes isolated from mice brain with endogenous reduced levels of cholesterol (Chol due to targeted deletion of one seladin-1 allele. We confirmed that a moderate shift of IDE from DRMs induced a substantial decrement on IDE-mediated insulin and Aβ degradation in vitro. Conclusion Our results support the notion that optimal substrate degradation by IDE may require its association with organized-DRMs. Alternatively, DRMs but not other plasma membrane regions, may act as platforms where Aβ accumulates, due to its hydrophobic properties, reaching local concentration close to its Km for IDE facilitating its clearance. Structural integrity of DRMs may also be required to tightly retain insulin receptor and IDE for

  9. Detergent resistant membrane-associated IDE in brain tissue and cultured cells: Relevance to Aβ and insulin degradation

    Science.gov (United States)

    Bulloj, Ayelén; Leal, María C; Surace, Ezequiel I; Zhang, Xue; Xu, Huaxi; Ledesma, Maria D; Castaño, Eduardo M; Morelli, Laura

    2008-01-01

    Background Insulin degrading enzyme (IDE) is implicated in the regulation of amyloid β (Aβ) steady-state levels in the brain, and its deficient expression and/or activity may be a risk factor in sporadic Alzheimer's disease (AD). Although IDE sub-cellular localization has been well studied, the compartments relevant to Aβ degradation remain to be determined. Results Our results of live immunofluorescence, immuno gold electron-microscopy and gradient fractionation concurred to the demonstration that endogenous IDE from brain tissues and cell cultures is, in addition to its other localizations, a detergent-resistant membrane (DRM)-associated metallopeptidase. Our pulse chase experiments were in accordance with the existence of two pools of IDE: the cytosolic one with a longer half-life and the membrane-IDE with a faster turn-over. DRMs-associated IDE co-localized with Aβ and its distribution (DRMs vs. non-DRMs) and activity was sensitive to manipulation of lipid composition in vitro and in vivo. When IDE was mis-located from DRMs by treating cells with methyl-β-cyclodextrin (MβCD), endogenous Aβ accumulated in the extracellular space and exogenous Aβ proteolysis was impaired. We detected a reduced amount of IDE in DRMs of membranes isolated from mice brain with endogenous reduced levels of cholesterol (Chol) due to targeted deletion of one seladin-1 allele. We confirmed that a moderate shift of IDE from DRMs induced a substantial decrement on IDE-mediated insulin and Aβ degradation in vitro. Conclusion Our results support the notion that optimal substrate degradation by IDE may require its association with organized-DRMs. Alternatively, DRMs but not other plasma membrane regions, may act as platforms where Aβ accumulates, due to its hydrophobic properties, reaching local concentration close to its Km for IDE facilitating its clearance. Structural integrity of DRMs may also be required to tightly retain insulin receptor and IDE for insulin proteolysis. The

  10. Nanoparticle dispersion in environmentally relevant culture media: a TiO{sub 2} case study and considerations for a general approach

    Energy Technology Data Exchange (ETDEWEB)

    Horst, Allison M., E-mail: ahorst@umail.ucsb.edu [University of California at Santa Barbara, Bren School of Environmental Science and Management (United States); Ji, Zhaoxia [UC Center for the Environmental Implications of Nanotechnology (UC CEIN) (United States); Holden, Patricia A. [University of California at Santa Barbara, Bren School of Environmental Science and Management (United States)

    2012-08-15

    Nanoparticle exposure in toxicity studies requires that nanoparticles are bioavailable by remaining highly dispersed in culture media. However, reported dispersion approaches are variable, mostly study-specific, and not transferable owing to their empirical basis. Furthermore, many published approaches employ proteinaceous dispersants in rich laboratory media, both of which represent end members in environmental scenarios. Here, a systematic approach was developed to disperse initially agglomerated TiO{sub 2} nanoparticles (Aeroxide Registered-Sign TiO{sub 2} P25, Evonik, NJ; primary particle size range 6.4-73.8 nm) in oligotrophic culture medium for environmentally relevant bacterial toxicity studies. Based on understanding particle-particle interactions in aqueous media and maintaining environmental relevance, the approach involves (1) quantifying the relationship between pH and zeta potential to determine the point of zero charge of select nanoparticles in water; (2) nominating, then testing and selecting, environmentally relevant stabilizing agents; and (3) dispersing via 'condition and capture' whereby stock dry powder nanoparticles are sonicated in pre-conditioned (with base, or acid, plus stabilizing agent) water, then diluted into culture media. The 'condition and capture' principle is transferable to other nanoparticle and media chemistries: simultaneously, mechanically and electrostatically, nanoparticles can be dispersed with surrounding stabilizers that coat and sterically hinder reagglomeration in the culture medium.

  11. An Exploration of Differences in Cultural Values in Teacher Education Pedagogy: Chinese English Language Teacher Trainees' Perceptions of Effective Teaching Practice Review

    Science.gov (United States)

    Skinner, Barbara; Abbott, Lesley

    2013-01-01

    This study reports the impact of different cultural values on the teacher education of Chinese teacher trainees. By examining their perceptions of the effectiveness of teaching practice feedback, the study uses Hofstede's dimension of "individualism" (IDV) to explore the "culture bumps" which may occur between teacher educators…

  12. Emergence of Disability Pedagogy

    Science.gov (United States)

    Nocella, Anthony J., II

    2008-01-01

    It is without a doubt that education is liberation and when individuals are marginalized, segregated, and have no access to education, there exists, as Paulo Freire the founder of critical pedagogy would note, oppression (1997). People are of course oppressed for a diversity of reasons--race, class, gender, age, nationality, ethnicity, religion,…

  13. Views on Critical Pedagogy

    Institute of Scientific and Technical Information of China (English)

    李怡静

    2015-01-01

    Instead of being a theory Critical Pedagogy is a way of teaching. It tries to establish a bridge between the classroom and the wider social context, and mainly deals with power, such as social justice and social change through education. Based on the idea that education should be equal to everyone, CP never stops exploring the right way of realizing education equality.

  14. Against Critical Thinking Pedagogy

    Science.gov (United States)

    Hayes, David

    2015-01-01

    Critical thinking pedagogy is misguided. Ostensibly a cure for narrowness of thought, by using the emotions appropriate to conflict, it names only one mode of relation to material among many others. Ostensibly a cure for fallacies, critical thinking tends to dishonesty in practice because it habitually leaps to premature ideas of what the object…

  15. Pedagogy of Hate

    Science.gov (United States)

    Neary, Mike

    2017-01-01

    This paper is a critical engagement with Peter McLaren's book "Pedagogy of Insurrection: From Resurrection to Revolution". The paper focusses on a number of key themes in the book: the historical Jesus; the dialectic of love and hate; cognition and consciousness; and the relationship between capitalist abstraction and revolutionary…

  16. Analyzing Peace Pedagogies

    Science.gov (United States)

    Haavelsrud, Magnus; Stenberg, Oddbjorn

    2012-01-01

    Eleven articles on peace education published in the first volume of the Journal of Peace Education are analyzed. This selection comprises peace education programs that have been planned or carried out in different contexts. In analyzing peace pedagogies as proposed in the 11 contributions, we have chosen network analysis as our method--enabling…

  17. Place and Pedagogy

    Science.gov (United States)

    Orr, David

    2013-01-01

    David Orr's classic article links education to living in the outdoors and studying all disciplines through the unifying lens of place. Pedagogy of place counters abstraction, it is the natural world embodying principles of learning that involve direct observation, investigation, experimentation, and manual skills. Place is the laboratory providing…

  18. Pedagogy Corner: Spirolaterals

    Science.gov (United States)

    Lovitt, Charles

    2017-01-01

    Having a nice mathematical task is one challenge for a teacher--another is making it come alive for students in the classroom. The pathway to the latter is pedagogy--the range of teaching strategies possessed and activated by the teacher. This article presents a delightful mathematical activity known as Spirolaterals, a geometrical figure formed…

  19. Colonial and Communist Pedagogy

    Science.gov (United States)

    Leslie, Esther

    2016-01-01

    Walter Benjamin wrote about pedagogy from the start of his writing life to its close. He was also an activist in the youth movement in Germany. This essay explores the importance of childhood, play, toys and education to his wider body of work--including his interests in photography, literary form, language acquisition and use, modern art. The…

  20. Colonial and Communist Pedagogy

    Science.gov (United States)

    Leslie, Esther

    2016-01-01

    Walter Benjamin wrote about pedagogy from the start of his writing life to its close. He was also an activist in the youth movement in Germany. This essay explores the importance of childhood, play, toys and education to his wider body of work--including his interests in photography, literary form, language acquisition and use, modern art. The…

  1. Enterprise Education as Pedagogy

    Science.gov (United States)

    Jones, Brian; Iredale, Norma

    2010-01-01

    Purpose: This paper seeks to suggest that the most appropriate way to construe the concept of enterprise education is from a pedagogical viewpoint. Enterprise education as pedagogy is argued to be the most appropriate way to think about the concept and serves to demarcate it from entrepreneurship education, which is very much about business…

  2. Guidelines for Teaching Cross-Cultural Clinical Ethics: Critiquing Ideology and Confronting Power in the Service of a Principles-Based Pedagogy.

    Science.gov (United States)

    Brunger, Fern

    2016-03-01

    This paper presents a pedagogical framework for teaching cross-cultural clinical ethics. The approach, offered at the intersection of anthropology and bioethics, is innovative in that it takes on the "social sciences versus bioethics" debate that has been ongoing in North America for three decades. The argument is made that this debate is flawed on both sides and, moreover, that the application of cross-cultural thinking to clinical ethics requires using the tools of the social sciences (such as the critique of the universality of the Euro-American construct of "autonomy") within (rather than in opposition to) a principles-based framework for clinical ethics. This paper introduces the curriculum and provides guidelines for how to teach cross-cultural clinical ethics. The learning points that are introduced emphasize culture in its relation to power and underscore the importance of viewing both biomedicine and bioethics as culturally constructed.

  3. How relevant are house dust mite-fungal interactions in laboratory culture to the natural dust system?

    Science.gov (United States)

    Hay, D B; Hart, B J; Pearce, R B; Kozakiewicz, Z; Douglas, A E

    1992-11-01

    Both house dust and house dust mites Dermatophagoides pteronyssinus contained a wider range of fungi than laboratory mite cultures. In total, nine species of fungi were isolated from D. pteronyssinus in house dust, and these included three xerophilic species (Eurotium amstelodami, Aspergillus penicillioides and Wallemia sebi) commonly found in laboratory cultures of D. pteronyssinus. It is concluded that mites do interact with a similar range of fungi in natural dust and in laboratory culture, but that the diversity of fungal species in the laboratory is reduced and the density of individual fungal species in culture exceeds that of house dust. In a second experiment, dust samples were incubated at room temperature with 75% relative humidity. The diversity of fungi invariably declined from up to 13 genera to the few species recorded in laboratory culture. This suggests that the dominance of xerophilic fungi in laboratory mite rearings is mediated primarily by low relative humidity, and the exclusion of air-borne spores.

  4. Perceptions of the Host Country's Food Culture among Female Immigrants from Africa and Asia: Aspects Relevant for Cultural Sensitivity in Nutrition Communication

    Science.gov (United States)

    Garnweidner, Lisa Maria; Terragni, Laura; Pettersen, Kjell Sverre; Mosdol, Annhild

    2012-01-01

    Objective: To explore how female immigrants from Africa and Asia perceive the host country's food culture, to identify aspects of their original food culture they considered important to preserve, and to describe how they go about preserving them. Design: Qualitative in-depth interviews. Setting: Oslo, Norway. Participants: Twenty one female…

  5. Perceptions of the Host Country's Food Culture among Female Immigrants from Africa and Asia: Aspects Relevant for Cultural Sensitivity in Nutrition Communication

    Science.gov (United States)

    Garnweidner, Lisa Maria; Terragni, Laura; Pettersen, Kjell Sverre; Mosdol, Annhild

    2012-01-01

    Objective: To explore how female immigrants from Africa and Asia perceive the host country's food culture, to identify aspects of their original food culture they considered important to preserve, and to describe how they go about preserving them. Design: Qualitative in-depth interviews. Setting: Oslo, Norway. Participants: Twenty one female…

  6. Pedagogy of the Poor: Building the Movement to End Poverty

    Science.gov (United States)

    Baptist, Willie; Rehmann, Jan

    2011-01-01

    In this book, the authors present a new kind of interdisciplinary pedagogy that brings together antipoverty grassroots activism and relevant social theories about poverty. Closely linked to the Poverty Initiative at Union Theological Seminary, this unique book combines the oral history of a renowned antipoverty organizer with accessible…

  7. Roots and Rhizomes--Some Reflections on Contemporary Pedagogy

    Science.gov (United States)

    Munday, Ian

    2012-01-01

    During this article, I look at three images of thought which feature in Deleuze and Guattari's "A Thousand Plateaus" and consider their relevance to contemporary pedagogy. Deleuze and Guattari begin by discussing tree-like thought, which involves an insular depiction of the world. I suggest that the performative apparatus, which structures…

  8. Place-Based Care Ethics: A Field Philosophy Pedagogy

    Science.gov (United States)

    Goralnik, Lissy; Dobson, Tracy; Nelson, Michael Paul

    2014-01-01

    In this paper we argue for the need for a thoughtful and intentional pedagogy in experiential environmental learning that educates for empathetic relationships with humans, nonhuman others, and natural systems, or field philosophy. After discussing the tensions in various ecofeminist perspectives, we highlight relevant ecofeminist ideas and thread…

  9. Development of a theory-based (PEN-3 and Health Belief Model), culturally relevant intervention on cervical cancer prevention among Latina immigrants using intervention mapping.

    Science.gov (United States)

    Scarinci, Isabel C; Bandura, Lisa; Hidalgo, Bertha; Cherrington, Andrea

    2012-01-01

    The development of efficacious theory-based, culturally relevant interventions to promote cervical cancer prevention among underserved populations is crucial to the elimination of cancer disparities. The purpose of this article is to describe the development of a theory-based, culturally relevant intervention focusing on primary (sexual risk reduction) and secondary (Pap smear) prevention of cervical cancer among Latina immigrants using intervention mapping (IM). The PEN-3 and Health Belief Model provided theoretical guidance for the intervention development and implementation. IM provides a logical five-step framework in intervention development: delineating proximal program objectives, selecting theory-based intervention methods and strategies, developing a program plan, planning for adoption in implementation, and creating evaluation plans and instruments. We first conducted an extensive literature review and qualitatively examined the sociocultural factors associated with primary and secondary prevention of cervical cancer. We then proceeded to quantitatively validate the qualitative findings, which led to development matrices linking the theoretical constructs with intervention objectives and strategies as well as evaluation. IM was a helpful tool in the development of a theory-based, culturally relevant intervention addressing primary and secondary prevention among Latina immigrants.

  10. Recommendations for a Culturally Relevant Internet-Based Tool to Promote Physical Activity Among Overweight Young African American Women, Alabama, 2010–2011

    Science.gov (United States)

    Joseph, Rodney P.; Cherrington, Andrea; Cuffee, Yendelela; Knight, BernNadette; Lewis, Dwight; Allison, Jeroan J.

    2014-01-01

    Introduction Innovative approaches are needed to promote physical activity among young adult overweight and obese African American women. We sought to describe key elements that African American women desire in a culturally relevant Internet-based tool to promote physical activity among overweight and obese young adult African American women. Methods A mixed-method approach combining nominal group technique and traditional focus groups was used to elicit recommendations for the development of an Internet-based physical activity promotion tool. Participants, ages 19 to 30 years, were enrolled in a major university. Nominal group technique sessions were conducted to identify themes viewed as key features for inclusion in a culturally relevant Internet-based tool. Confirmatory focus groups were conducted to verify and elicit more in-depth information on the themes. Results Twenty-nine women participated in nominal group (n = 13) and traditional focus group sessions (n = 16). Features that emerged to be included in a culturally relevant Internet-based physical activity promotion tool were personalized website pages, diverse body images on websites and in videos, motivational stories about physical activity and women similar to themselves in size and body shape, tips on hair care maintenance during physical activity, and online social support through social media (eg, Facebook, Twitter). Conclusion Incorporating existing social media tools and motivational stories from young adult African American women in Internet-based tools may increase the feasibility, acceptability, and success of Internet-based physical activity programs in this high-risk, understudied population. PMID:24433625

  11. Recommendations for a culturally relevant Internet-based tool to promote physical activity among overweight young African American women, Alabama, 2010-2011.

    Science.gov (United States)

    Durant, Nefertiti H; Joseph, Rodney P; Cherrington, Andrea; Cuffee, Yendelela; Knight, BernNadette; Lewis, Dwight; Allison, Jeroan J

    2014-01-16

    Innovative approaches are needed to promote physical activity among young adult overweight and obese African American women. We sought to describe key elements that African American women desire in a culturally relevant Internet-based tool to promote physical activity among overweight and obese young adult African American women. A mixed-method approach combining nominal group technique and traditional focus groups was used to elicit recommendations for the development of an Internet-based physical activity promotion tool. Participants, ages 19 to 30 years, were enrolled in a major university. Nominal group technique sessions were conducted to identify themes viewed as key features for inclusion in a culturally relevant Internet-based tool. Confirmatory focus groups were conducted to verify and elicit more in-depth information on the themes. Twenty-nine women participated in nominal group (n = 13) and traditional focus group sessions (n = 16). Features that emerged to be included in a culturally relevant Internet-based physical activity promotion tool were personalized website pages, diverse body images on websites and in videos, motivational stories about physical activity and women similar to themselves in size and body shape, tips on hair care maintenance during physical activity, and online social support through social media (eg, Facebook, Twitter). Incorporating existing social media tools and motivational stories from young adult African American women in Internet-based tools may increase the feasibility, acceptability, and success of Internet-based physical activity programs in this high-risk, understudied population.

  12. Adaptation of a culturally relevant nutrition and physical activity program for low-income, Mexican-origin parents with young children.

    Science.gov (United States)

    Kaiser, Lucia; Martinez, Judith; Horowitz, Marcel; Lamp, Catherine; Johns, Margaret; Espinoza, Dorina; Byrnes, Michele; Gomez, Mayra Muñoz; Aguilera, Alberto; de la Torre, Adela

    2015-05-14

    Latino children experience higher rates of obesity than do non-Latino white children. Family-centered nutrition interventions can slow the rate of weight gain in this population. Niños Sanos, Familia Sana (Healthy Children, Healthy Family) is a 5-year, community-based, participatory research study that targets rural Mexican-origin farmworker families with children aged 2 to 8 years in California's Central Valley. Adaptation of a culturally relevant obesity prevention program involved qualitative research to tailor key obesity prevention messages, pilot testing and implementation of key messages and activities at family nights, and continual modification to incorporate culturally innovative elements. Of the 238 families enrolled, 53% (125) attended the recommended minimum of 5 (of 10 possible) classes during the first year. A university and community partnership can guide development of a culturally tailored obesity prevention program that is suitable for reaching a high-risk Mexican-origin audience through cooperative extension and other public health programs.

  13. West meets East: on the necessity of local pedagogies

    NARCIS (Netherlands)

    A. Bannink

    2010-01-01

    There is growing awareness that Western educational practices and language pedagogies cannot simply be exported to other parts of the world. The ethnocentricity of many teacher education projects that aim at introducing CLT to Asian societies have caused cultural conflicts and have led to the call f

  14. Curriculum Guide Based on Pedagogy of Place Principles.

    Science.gov (United States)

    Tello, Angelica, Ed.; Guajardo, Juan, Ed.; Guajardo, Francisco, Ed.; Saldivar, Jose, Ed.

    The Llano Grande Research Project in south Texas directs research methods and special projects classes that assist students in developing effective academic, research, and social skills. Students in these classes pursue a curriculum based on pedagogy of place principles and gain an understanding of their community's environment and culture. This…

  15. YouTube, Critical Pedagogy, and Media Activism

    Science.gov (United States)

    Kellner, Douglas; Kim, Gooyong

    2010-01-01

    Critical pedagogy believes education to be a form of cultural politics that is fundamental to social transformation aiming to cultivate human agency and transformative activity. The explosion of information and communication technologies (ICTs) has provided ordinary people with unprecedented opportunities to take on the ruling educational power…

  16. The Future of the Image in Critical Pedagogy

    Science.gov (United States)

    Lewis, Tyson E.

    2011-01-01

    Although there is ample interrogation of advertising/commercial/media culture in critical pedagogy, there is little attention paid to the fine arts and to aesthetic experience. This lacuna is all the more perplexing given Paulo Freire's use of artist Francisco Brenand's illustrations ("Education for Critical Consciousness." Continuum, New York,…

  17. Creative Disruptions in the Subway of Critical Environmental Pedagogy

    Science.gov (United States)

    Leduc, Timothy B.; Warkentin, Traci

    2006-01-01

    This paper reflects on the process of developing a pedagogy that uses experiential learning and disruption in environmental education practice to challenge students to develop critical thought. We examine our practice with university students in an "Environment and Culture" course, and focus on the processes that can transform disruption…

  18. West meets East: on the necessity of local pedagogies

    NARCIS (Netherlands)

    Bannink, A.

    2010-01-01

    There is growing awareness that Western educational practices and language pedagogies cannot simply be exported to other parts of the world. The ethnocentricity of many teacher education projects that aim at introducing CLT to Asian societies have caused cultural conflicts and have led to the call

  19. Digital Storytelling as a Signature Pedagogy for the New Humanities

    Science.gov (United States)

    Benmayor, Rina

    2008-01-01

    This essay argues that digital storytelling is a hybrid, multimedia narrative form that enables critical and creative theorizing. As an assets-based social pedagogy, digital storytelling constructs a safe and empowering space for cross-cultural collaboration and learning. As illustration, the essay analyzes in detail one student story, using as…

  20. YouTube, Critical Pedagogy, and Media Activism

    Science.gov (United States)

    Kellner, Douglas; Kim, Gooyong

    2010-01-01

    Critical pedagogy believes education to be a form of cultural politics that is fundamental to social transformation aiming to cultivate human agency and transformative activity. The explosion of information and communication technologies (ICTs) has provided ordinary people with unprecedented opportunities to take on the ruling educational power…

  1. Nomadic Epistemologies and Performative Pedagogies in Online Education.

    Science.gov (United States)

    Voithofer, Rick

    2002-01-01

    Explores culturally responsive epistemologies and pedagogies in online education that integrate differences (e.g., race, gender, ethnicity, sexuality, and physical ability); open-endedness; and conductive reasoning through practices of collage, appropriation, and fragmentation, proposing online education practices that possess greater sensitivity…

  2. Christian Hip Hop as Pedagogy: A South African Case Study

    Science.gov (United States)

    Abraham, Ibrahim

    2015-01-01

    Drawing on interviews with creators of Christian hip hop music in South Africa, this article demonstrates that this genre of popular music and youth culture is utilised as a form of pedagogy to transmit religious beliefs and values to contemporary youth. The pedagogical aspects of hip hop have been recognised in research on the topic, but the…

  3. On psychoanalytic supervision as signature pedagogy.

    Science.gov (United States)

    Watkins, C Edward

    2014-04-01

    What is signature pedagogy in psychoanalytic education? This paper examines that question, considering why psychoanalytic supervision best deserves that designation. In focusing on supervision as signature pedagogy, I accentuate its role in building psychoanalytic habits of mind, habits of hand, and habits of heart, and transforming theory and self-knowledge into practical product. Other facets of supervision as signature pedagogy addressed in this paper include its features of engagement, uncertainty, formation, and pervasiveness, as well as levels of surface, deep, and implicit structure. Epistemological, ontological, and axiological in nature, psychoanalytic supervision engages trainees in learning to do, think, and value what psychoanalytic practitioners in the field do, think, and value: It is, most fundamentally, professional preparation for competent, "good work." In this paper, effort is made to shine a light on and celebrate the pivotal role of supervision in "making" or developing budding psychoanalysts and psychoanalytic psychotherapists. Now over a century old, psychoanalytic supervision remains unparalleled in (1) connecting and integrating conceptualization and practice, (2) transforming psychoanalytic theory and self-knowledge into an informed analyzing instrument, and (3) teaching, transmitting, and perpetuating the traditions, practice, and culture of psychoanalytic treatment.

  4. EFL Teachers’ Beliefs and Pedagogy in the EAP-oriented Reform

    Directory of Open Access Journals (Sweden)

    Hanhua Yu

    2015-06-01

    Full Text Available This research reports a two-year EAP-oriented teaching reform at Shanghai Dianji University by analyzing the pedagogy of three English teachers. The study examines what happens to the three teachers’ pedagogy when the Shanghai Municipal Educational Commission promotes new methodologies, that is, task-based learning and content-based instruction which seem to be in conflict with their traditional pedagogy. This research adopted quantitative methods (questionnaire combined with qualitative methods (interviews and classroom observation and demonstrated how they reconcile their pedagogy with the promoted methodology in a situated context constrained by college culture, college authorities’ expectation, students’ expectations and the availability of resources. The study reveals the dynamic nature of pedagogy under the effect of teachers’ beliefs as well as the interplay of teachers’ beliefs and classroom practice, which is in contrast with the image of teachers of English as pure disseminators of grammatical knowledge, bounded by textbooks.

  5. A Pedagogy of Inquiry

    Directory of Open Access Journals (Sweden)

    Nicole Pagowsky

    2015-12-01

    Full Text Available Library instruction continues to evolve. Regardless of the myriad and conflicting opinions academic librarians have about the ACRL Framework for Information Literacy, the debates and the document itself have engendered greater discourse surrounding how and why librarians teach. The Framework provides an additional push toward designing instruction with big ideas rather than a skills-based curriculum. However, we still must contend with constraints imposed upon us by higher education taking on business models and enforcing a skills agenda. To enact the pedagogy of the Framework in contrast to changes in higher education presents a challenge. We should consider ways in which the Framework can help us push back against these neoliberal agendas in our pedagogy and reinvent our roles as librarian educators.

  6. The pedagogy of peace in the context of critical pedagogies

    Directory of Open Access Journals (Sweden)

    Diego Alejandro Muñoz Gaviria

    2016-01-01

    Full Text Available To think today a pedagogy that asks for peace seems to be a matter of conjuncture, a stomach response to current issues, but it would be pertinent to recognize that this theme was already part of the “utopian anticipations” of the classics of pedagogy; Comenius, Rousseau, Kant, Pestalozzi, Herbart, Freire, among others.

  7. Shaping Youth Discourse about Technology: Technological Colonization, Manifest Destiny, and the Frontier Myth in Facebook's Public Pedagogy

    Science.gov (United States)

    Freishtat, Richard L.; Sandlin, Jennifer A.

    2010-01-01

    As youths spend more time engaged in social media and informal learning experiences online, they interact with the public pedagogy of technological spaces. The public pedagogy of technological spaces, specifically Facebook, functions to create a "habitus" for the way youths act and respond in digital discourses and digital culture. This article…

  8. Giving Space to Pedagogy

    Directory of Open Access Journals (Sweden)

    Franco Frabboni

    2006-01-01

    Full Text Available Pedagogy has always been the oldest and most knotted branch of the evergreen tree of educational science. The other historic branches are psychology, sociology, anthropology and didactics. Training is a resource not to be squandered ( an idea held dear by John Dewey and Maria Montessori especially as those subject to training risk taking second place to a standardised production-line humanity, devoid of intellectual, affective and emotional freedom.

  9. Philosophy as Pedagogy

    OpenAIRE

    Moran, Armelle

    2004-01-01

    "Philosophy as pedagogy" is a distinct approach to teaching and learning that is based on the original meaning of philosophy as a thoughtful life practice. In this thesis, I argue that limiting philosophy to an intellectual activity is a sophistic legacy, which has permeated all levels of education. I then discuss the need to practice philosophy as a means to deliberatively think and act. I subsequently present motherhood as an example of a philosophical practice based on dialogic relationshi...

  10. Using Mixed Methods Research to Examine the Benefits of Culturally Relevant Instruction on Latino Students' Writing Skills

    Science.gov (United States)

    Murphy, Joel P.; Murphy, Shirley A.

    2016-01-01

    A convergent mixed methods research design addressed the extent of benefit obtained from reading culturally inclusive prompts (i.e., four brief essays written by Latino authors) to improve essay writing in a developmental (pre-college) English course. Participants were 45 Latino students who provided quantitative data. Chi square analysis showed…

  11. The Relevance of Accent in L2 Pronunciation Instruction: A Matter of Teaching Cultures or Language Ideologies?

    Science.gov (United States)

    Falkert, Anika

    2016-01-01

    The aim of this paper is to offer a critical discussion of the role of native and foreign accents in L2 pronunciation teaching. Several studies concluded that classroom practices of grammar instruction are strongly influenced by teaching cultures. We will examine whether this is also the case for pronunciation teaching. While the CEFR…

  12. Culturally Relevant Education and Skill-Based Education for Sustainability: Moving towards an Integrated Theoretical and Methodological Framework

    Science.gov (United States)

    Echeverria, Elizabeth

    2012-01-01

    This study considers how educators can cultivate the skills that prepare students from all cultural backgrounds for an active role in creating a sustainable global future. These skills include systems thinking skills, collaborative skills, creative and critical thinking skills, self-directed inquiry skills, and skills for active citizenship.…

  13. Inhibitory effect of chromogenic culture media on the growth of Rhodotorula: relevance to the diagnosis of Rhodotorula spp. infections.

    Science.gov (United States)

    Bellanger, Anne-Pauline; Grenouillet, Frédéric; François, Nadine; Skana, Florence; Millon, Laurence

    2013-11-01

    With the increasing incidence and diverse etiologies of fungal infections, chromogenic yeast culture media are increasingly used for routine diagnosis. Rhodotorula species, which are characterized by the production of carotenoid pigments, are considered as emerging opportunistic pathogens. We recently diagnosed two fungemia due to Rhodotorula spp. and noticed that in both cases, the yeast failed to grow in subculture on the chromogenic yeast culture medium. This study was thus undertaken to investigate more thoroughly the ability (or inability) of Rhodotorula species to grow on different commercially available chromogenic media for yeast. Eighteen Rhodotorula spp. were checked for their ability to grow on four chromogenic yeast culture media: CHROMagar Candida (BD), Candi 4 Select (Biorad), Brilliance Candida (Oxoid), and Candida ID 2 (BioMerieux). All the Rhodotorula spp. strains grew on Brilliance and Candida ID 2, while only six isolates grew on Candi 4, and seven on CHROMagar. Two chromogenic yeast culture media showed a significant inhibitory effect on the growth of Rhodotorula species. As all Rhodotorula species are resistant to echinocandins and fluconazole, it is essential to isolate and identify these yeast quickly to initiate appropriate amphotericin B antifungal treatment as early as possible. The choice of media for routine use should take into account the ability of different media to allow all emerging fungal pathogens to grow. © 2013 APMIS. Published by John Wiley & Sons Ltd.

  14. Exploring outcomes and evaluation in narrative pedagogy: An integrative review.

    Science.gov (United States)

    Brady, Destiny R; Asselin, Marilyn E

    2016-10-01

    To identify narrative pedagogy learning outcomes and evaluation methods used for pre-licensure nursing students. Recommend areas for expanding narrative pedagogy research. An integrative review using a modified version of Cooper's 1998 framework, as described by Whittemore and Knafl (2005). A computer-assisted search of the literature from 1995 to 2015 was performed using the search terms narrative pedagogy and nursing. Databases included the Cumulative Index to Nursing and Allied Health Literature, Academic Search Premier, Educational Resources Information Center, Educational Research Complete, Medline, PsychArticles, PsychINFO, and the Teacher Reference Center. Ancestry searches led to the inclusion of additional articles. Twenty-six texts met the criteria for full review and were evaluated for methodological rigor and relevance to the review aims. Nine articles achieved an acceptable quality score and were used for thematic analysis. Learning outcomes associated with narrative pedagogy were grouped into five themes: thinking, empowerment, interconnectedness, learning as a process of making meaning, and ethical/moral judgment. Multiple methods of evaluation are necessary to evaluate these learning outcomes. Narrative pedagogy may be a beneficial philosophical approach to teaching. However, at this time, there is insufficient evidence to recommend its universal adoption. It is too broad in its approach to reliably measure its effectiveness. Future research should examine the effectiveness of specific teaching strategies to promote desired learning outcomes. Copyright © 2016 Elsevier Ltd. All rights reserved.

  15. Does Social Work Have a Signature Pedagogy?

    Science.gov (United States)

    Earls Larrison, Tara; Korr, Wynne S.

    2013-01-01

    This article contributes to discourse on signature pedagogy by reconceptualizing how our pedagogies are understood and defined for social work education. We critique the view that field education is social work's signature pedagogy and consider what pedagogies are distinct about the teaching and learning of social work. Using Shulman's…

  16. Critical Pedagogy in Health Education

    Science.gov (United States)

    Matthews, Catherine

    2014-01-01

    Objective: This review investigated how the three-phase model of critical pedagogy, based on the writings of Paulo Freire, can be put into practice in health education. Design: The study considers literature related to the fields of health education, health promotion and critical pedagogy. Setting: The study is a scholarly review completed as part…

  17. Social Pedagogy in Modern Times

    Science.gov (United States)

    Rosendal Jensen, Niels

    2013-01-01

    The article identifies several key concepts used to describe and categorize social pedagogy. The first section of the paper establishes a framework for considering the diversity that characterizes the field, including reflection on social pedagogy's theoretical, political and social dimensions. This is followed by a discussion based on a…

  18. A long-term three dimensional liver co-culture system for improved prediction of clinically relevant drug-induced hepatotoxicity

    Energy Technology Data Exchange (ETDEWEB)

    Kostadinova, Radina; Boess, Franziska [Non-Clinical Safety, Hoffmann-La Roche Ltd, Grenzacherstrasse 124, Building 73 / Room 117b, 4070 Basel (Switzerland); Applegate, Dawn [RegeneMed, 9855 Towne Centre Drive Suite 200, San Diego, CA 92121 (United States); Suter, Laura; Weiser, Thomas; Singer, Thomas [Non-Clinical Safety, Hoffmann-La Roche Ltd, Grenzacherstrasse 124, Building 73 / Room 117b, 4070 Basel (Switzerland); Naughton, Brian [RegeneMed, 9855 Towne Centre Drive Suite 200, San Diego, CA 92121 (United States); Roth, Adrian, E-mail: adrian_b.roth@roche.com [Non-Clinical Safety, Hoffmann-La Roche Ltd, Grenzacherstrasse 124, Building 73 / Room 117b, 4070 Basel (Switzerland)

    2013-04-01

    Drug-induced liver injury (DILI) is the major cause for liver failure and post-marketing drug withdrawals. Due to species-specific differences in hepatocellular function, animal experiments to assess potential liabilities of drug candidates can predict hepatotoxicity in humans only to a certain extent. In addition to animal experimentation, primary hepatocytes from rat or human are widely used for pre-clinical safety assessment. However, as many toxic responses in vivo are mediated by a complex interplay among different cell types and often require chronic drug exposures, the predictive performance of hepatocytes is very limited. Here, we established and characterized human and rat in vitro three-dimensional (3D) liver co-culture systems containing primary parenchymal and non-parenchymal hepatic cells. Our data demonstrate that cells cultured on a 3D scaffold have a preserved composition of hepatocytes, stellate, Kupffer and endothelial cells and maintain liver function for up to 3 months, as measured by the production of albumin, fibrinogen, transferrin and urea. Additionally, 3D liver co-cultures maintain cytochrome P450 inducibility, form bile canaliculi-like structures and respond to inflammatory stimuli. Upon incubation with selected hepatotoxicants including drugs which have been shown to induce idiosyncratic toxicity, we demonstrated that this model better detected in vivo drug-induced toxicity, including species-specific drug effects, when compared to monolayer hepatocyte cultures. In conclusion, our results underline the importance of more complex and long lasting in vitro cell culture models that contain all liver cell types and allow repeated drug-treatments for detection of in vivo-relevant adverse drug effects. - Highlights: ► 3D liver co-cultures maintain liver specific functions for up to three months. ► Activities of Cytochrome P450s remain drug- inducible accross three months. ► 3D liver co-cultures recapitulate drug-induced liver toxicity

  19. Culturally-Relevant Online Cancer Education Modules Empower Alaska's Community Health Aides/Practitioners to Disseminate Cancer Information and Reduce Cancer Risk.

    Science.gov (United States)

    Cueva, Katie; Revels, Laura; Cueva, Melany; Lanier, Anne P; Dignan, Mark; Viswanath, K; Fung, Teresa T; Geller, Alan C

    2017-04-12

    To address a desire for timely, medically accurate cancer education in rural Alaska, ten culturally relevant online learning modules were developed with, and for, Alaska's Community Health Aides/Practitioners (CHA/Ps). The project was guided by the framework of Community-Based Participatory Action Research, honored Indigenous Ways of Knowing, and was informed by Empowerment Theory. A total of 428 end-of-module evaluation surveys were completed by 89 unique Alaska CHA/Ps between January and December 2016. CHA/Ps shared that as a result of completing the modules, they were empowered to share cancer information with their patients, families, friends, and communities, as well as engage in cancer risk reduction behaviors such as eating healthier, getting cancer screenings, exercising more, and quitting tobacco. CHA/Ps also reported the modules were informative and respectful of their diverse cultures. These results from end-of-module evaluation surveys suggest that the collaboratively developed, culturally relevant, online cancer education modules have empowered CHA/Ps to reduce cancer risk and disseminate cancer information. "brought me to tears couple of times, and I think it will help in destroying the silence that surrounds cancer".

  20. The Cultural Relevance of Mindfulness Meditation as a Health Intervention for African Americans: Implications for Reducing Stress-Related Health Disparities.

    Science.gov (United States)

    Woods-Giscombé, Cheryl L; Gaylord, Susan A

    2014-09-01

    African Americans experience a disproportionate rate of stress-related health conditions compared to European Americans. Mindfulness meditation has been shown to be effective for managing stress and various stress-related health conditions. This study explored the cultural relevance of mindfulness meditation training for African Americans adults. Fifteen African American adults with past or current experience with mindfulness meditation training were interviewed. Participants felt that mindfulness meditation helped them with enhanced stress management, direct health improvement, and enhanced self-awareness and purposefulness. They felt that they would recommend it and that other African Americans would be open to the practice but suggested that its presentation may need to be adapted. They suggested emphasizing the health benefits, connecting it to familiar spiritual ideology and cultural practices, supplementing the reading material with African American writers, increasing communication (education, instructor availability, "buddy system," etc.), and including African Americans as instructors and participants. By implementing minor adaptations that enhance cultural relevance, mindfulness meditation can be a beneficial therapeutic intervention for this population.

  1. The contexts of penitentiary pedagogy

    Directory of Open Access Journals (Sweden)

    Paweł Szczepaniak

    2011-12-01

    Full Text Available This article contains a sketch of the interpretation of penitentiary pedagogy. There arediscussed, among others, etymology and the definition of penitentiary pedagogy, its subject- matter, goals, axiological, teleological, theoretical and methodological foundations and its place and role among other scientific disciplines. Along with the development of multiple methodological options and changes in social life, the reflection concerning the identity and place of penitentiary pedagogy demands a new articulation. The author submits and gives grounds for a proposition for the penitentiary pedagogy to reap gain in a wider scope from the achievements of social pedagogy, which in the context of citizens’ life deals with designing, carrying out and evaluating educational efforts and the regulation of social relations in the context of social policy, according to an open citizen society (inclusive idea.

  2. Biological Effects of Clinically Relevant CoCr Nanoparticles in the Dura Mater: An Organ Culture Study

    Directory of Open Access Journals (Sweden)

    Iraklis Papageorgiou

    2014-06-01

    Full Text Available Medical interventions for the treatment of spinal disc degeneration include total disc replacement and fusion devices. There are, however, concerns regarding the generation of wear particles by these devices, the majority of which are in the nanometre sized range with the potential to cause adverse biological effects in the surrounding tissues. The aims of this study were to develop an organ culture model of the porcine dura mater and to investigate the biological effects of CoCr nanoparticles in this model. A range of histological techniques were used to analyse the structure of the tissue in the organ culture. The biological effects of the CoCr wear particles and the subsequent structural changes were assessed using tissue viability assays, cytokine assays, histology, immunohistochemistry, and TEM imaging. The physiological structure of the dura mater remained unchanged during the seven days of in vitro culture. There was no significant loss of cell viability. After exposure of the organ culture to CoCr nanoparticles, there was significant loosening of the epithelial layer, as well as the underlying collagen matrix. TEM imaging confirmed these structural alterations. These structural alterations were attributed to the production of MMP-1, -3, -9, -13, and TIMP-1. ELISA analysis revealed that there was significant release of cytokines including IL-8, IL-6, TNF-α, ECP and also the matrix protein, tenascin-C. This study suggested that CoCr nanoparticles did not cause cytotoxicity in the dura mater but they caused significant alterations to its structural integrity that could lead to significant secondary effects due to nanoparticle penetration, such as inflammation to the local neural tissue.

  3. Place-based Pedagogy and Culturally Responsive Assessment in Hawai`i: Transforming Curriculum Development and Assessment by Intersecting Hawaiian and Western STEM

    Science.gov (United States)

    Chinn, P. W. U.

    2016-12-01

    Context/Purpose: The Hawaiian Islands span 1500 miles. Age, size, altitude and isolation produced diverse topographies, weather patterns, and unique ecosystems. Around 500 C.E. Polynesians arrived and developed sustainable social ecosystems, ahupua`a, extending from mountain-top to reef. Place-based ecological knowledge was key to personal identity and resource management that sustained 700,000 people at western contact. But Native Hawaiian students are persistently underrepresented in science. This two-year mixed methods study asks if professional development (PD) can transform teaching in ways that support K12 Native Hawaiian students' engagement and learning in STEM. Methods: Place-based PD informed by theories of structure and agency (Sewell, 1992) and cultural funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992) explicitly intersected Hawaiian and western STEM knowledge and practices. NGSS and Nā Hopena A`o, general learner outcomes that reflect Hawaiian culture and values provided teachers with new schemas for designing curriculum and assessment through the lens of culture and place. Data sources include surveys, teacher and student documents, photographs. Results: Teachers' lessons on invasive species, water, soils, Hawaiian STEM, and sustainability and student work showed they learned key Hawaiian terms, understood the impact of invasive species on native plants and animals, felt stronger senses of responsibility, belonging, and place, and preferred outdoor learning. Survey results of 21 4th graders showed Native Hawaiian students (n=6) were more interested in taking STEM and Hawaiian culture/language courses, more concerned about invasive species and culturally important plant and animals, but less able to connect school and family activities than non-Hawaiian peers (n=15). Teacher agency is seen in their interest in collaborating across schools to develop ahupua`a based K12 STEM curricula. Interpretation and Conclusion: Findings suggest PD

  4. Main Features of a 3d GIS for a Monumental Complex with AN Historical-Cultural Relevance

    Science.gov (United States)

    Scianna, A.; La Guardia, M.

    2017-05-01

    The last achievements of technologies in geomatics especially in survey and restitution of 3D models (UAV/drones and laser scanner technologies) generated new procedures and higher standards of quality in representation of archaeological sites. Together with Geomatics, the recent development of Information and Communication Technologies (ICT) strongly contribute to document and the Cultural Heritage (CH). The representation and documentation of CH using these new technologies has became necessary in order to satisfy different needs: - for restorers in order to acquire a deep knowledge of the cultural good and to define possible strategies of restoration; - for the conservation of information, allowing to preserve the 3D geometry of the monumental complex with the integration of descriptions about architectural elements; - for touristic aims, giving the opportunity of sharing CH information on web, allowing users to visit and explore, in a virtual way, monumental complexes, acquiring information details about architectural elements or the history of monumental complex. Looking through these new scenarios, the development of a 3D Geographic Information System (GIS) applied to a cultural good could be, today, an added value of fundamental importance for full description and data management of monumental complexes. In this work, the main features necessary for the correct construction of a 3D GIS of a monumental complex will be analyzed, with a particular focus on the possibilities for creating a standardized procedure to follow.

  5. MAIN FEATURES OF A 3D GIS FOR A MONUMENTAL COMPLEX WITH AN HISTORICAL-CULTURAL RELEVANCE

    Directory of Open Access Journals (Sweden)

    A. Scianna

    2017-05-01

    Full Text Available The last achievements of technologies in geomatics especially in survey and restitution of 3D models (UAV/drones and laser scanner technologies generated new procedures and higher standards of quality in representation of archaeological sites. Together with Geomatics, the recent development of Information and Communication Technologies (ICT strongly contribute to document and the Cultural Heritage (CH. The representation and documentation of CH using these new technologies has became necessary in order to satisfy different needs: – for restorers in order to acquire a deep knowledge of the cultural good and to define possible strategies of restoration; – for the conservation of information, allowing to preserve the 3D geometry of the monumental complex with the integration of descriptions about architectural elements; – for touristic aims, giving the opportunity of sharing CH information on web, allowing users to visit and explore, in a virtual way, monumental complexes, acquiring information details about architectural elements or the history of monumental complex. Looking through these new scenarios, the development of a 3D Geographic Information System (GIS applied to a cultural good could be, today, an added value of fundamental importance for full description and data management of monumental complexes. In this work, the main features necessary for the correct construction of a 3D GIS of a monumental complex will be analyzed, with a particular focus on the possibilities for creating a standardized procedure to follow.

  6. Pedagogy in Slovenia at the Beginning of the 20th Century

    Directory of Open Access Journals (Sweden)

    Tadej Vidmar

    2016-05-01

    Full Text Available Pedagogy in Slovenia gradually won its recognition as an academic science, and therefore obtained improved possibilities for its conceptualization, when the university in Ljubljana was established in 1919. The time between the two world wars was marked with three principal pedagogical concepts: Herbartianism, geisteswissenschaftliche pedagogy, and reform pedagogy. The first of these to be theoretically conceptualized in Slovenia was the geisteswissenschaftliche, or cultural pedagogy. Ideas of reform pedagogy, especially its social-critical movement, interpreted, represented, and defended primarily left-oriented pedagogues and teachers, who were convinced that actual school reform would be possible only after (revolutionary changes of social conditions. In the first decades of the 20th century, numerous conflicts and disagreements occurred in the process of establishing individual pedagogical currents and orientations in Slovenia. The strongest and most productive polemics were held between geisteswissenschaftliche, or cultural pedagogy, and some currents, or just individual representatives, of reform pedagogy (e.g., theory vs. praxis, old vs. new school. Unfortunately, the postwar Marxist pedagogical concept was highly unfavorable to the prewar orientations and prevented their further development.

  7. Sociocultural Theory and Its Role in the Development of Language Pedagogy

    Science.gov (United States)

    Panhwar, Abdul Hameed; Ansari, Sanaullah; Ansari, Komal

    2016-01-01

    This paper reviews the literature on Vygotskian theory of Socio-cultural learning and constructivist approach to teaching and learning and attempts to relate the socio-cultural theory to constructivism. The purpose of the paper is to investigate the ways socio-cultural theory helps to develop language pedagogies. Critical analysis of the…

  8. Culturally responsive instruction for english language learners with learning disabilities.

    Science.gov (United States)

    Orosco, Michael John; O'Connor, Rollanda

    2014-01-01

    This case study describes the culturally responsive instruction of one special education teacher with Latino English language learners (ELLs) with learning disabilities in an urban elementary school setting. This study was situated in a social constructivist research based framework. In investigating this instruction with ELLs, this study focused on how one teacher's knowledge of culturally responsive pedagogy affected her special education instruction. Findings resulted in three major themes that were aligned with the current literature in this area: Cultural Aspects of Teaching Reading, Culturally Relevant Skills-Based Instruction, and Collaborative Agency Time. The results indicated that the success of special education with ELLs at the elementary education level might be dependent on how well the special education teacher integrates culturally responsive instruction with ELLs' cultural and linguistic needs. © Hammill Institute on Disabilities 2013.

  9. Green Chemistry Pedagogy

    Science.gov (United States)

    Kolopajlo, Larry

    2017-02-01

    This chapter attempts to show how the practice of chemistry teaching and learning is enriched by the incorporation of green chemistry (GC) into lectures and labs. To support this viewpoint, evidence from a wide range of published papers serve as a cogent argument that GC attracts and engages both science and nonscience students, enhances chemistry content knowledge, and improves the image of the field, while preparing the world for a sustainable future. Published pedagogy associated with green and sustainable chemistry is critically reviewed and discussed.

  10. Adapting western pedagogies for Chinese literacy instruction: case studies of Hong Kong, Shenzhen, and Singapore preschools

    OpenAIRE

    Rao, N.; Li, H.; Tse, SK

    2012-01-01

    Research Findings: Western ideas and progressive pedagogies have been introduced to China (including Shenzhen), Hong Kong, and Singapore to replace traditional Chinese pedagogy. But these imported ideas are not congruent with traditional Chinese culture and thus have encountered resistance from Chinese teachers. The present study observed and analyzed 18 early childhood classrooms in the 3 localities and questioned the class teachers about their respective teaching practices to see how those ...

  11. Psychometric properties of WHOQOL-BREF in clinical and health Greek populations: incorporating new culture-relevant items.

    Science.gov (United States)

    Ginieri-Coccossis, M; Triantafillou, E; Tomaras, V; Soldatos, C; Mavreas, V; Christodoulou, G

    2012-01-01

    -BREF Greek version was found to perform well with sick and healthy participants, demonstrating satisfactory psychometric properties. Use of the instrument may be recommended for clinical and general populations, for service or intervention evaluation, as well as for cross-cultural clinical trials.

  12. Why relevance theory is relevant for lexicography

    DEFF Research Database (Denmark)

    Bothma, Theo; Tarp, Sven

    2014-01-01

    , socio-cognitive and affective relevance. It then shows, at the hand of examples, why relevance is important from a user perspective in the extra-lexicographical pre- and post-consultation phases and in the intra-lexicographical consultation phase. It defines an additional type of subjective relevance...... that is very important for lexicography as well as for information science, viz. functional relevance. Since all lexicographic work is ultimately aimed at satisfying users’ information needs, the article then discusses why the lexicographer should take note of all these types of relevance when planning a new...... dictionary project, identifying new tasks and responsibilities of the modern lexicographer. The article furthermore discusses how relevance theory impacts on teaching dictionary culture and reference skills. By integrating insights from lexicography and information science, the article contributes to new...

  13. English language teachers on the discursive faultlines identities, ideologies and pedagogies

    CERN Document Server

    Menard-Warwick, Julia

    2013-01-01

    This book brings the voices of teachers into the fierce debates about language ideologies and cultural pedagogies in English language teaching. Through interviews and classroom observations in Chile and California, this study compares the controversies around English as a global language with the similar cultural tensions in programs for immigrants. The author explores the development of teacher identity in these two very different contexts, and through the narratives of both experienced and novice teachers demonstrates how teacher identity affects the cultural pedagogies enacted in their clas

  14. Critical Pedagogy Principles in Teaching EFL Reading

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    Slamet Wahyudi Yulianto

    2015-12-01

    Full Text Available This study attempts to reveal how the use of critical pedagogy principles in teaching English as a Foreign Language (EFL reading facilitates students to think critically. Additionally, it investigates and elaborates the benefits and challenges of using critical pedagogy principles in teaching EFL reading. The three critical pedagogy principles used in this study were dialogic education, democratic classroom, and reading the world and the word. Critical thinking skills and dispositions expected to be performed by the participants were analysis and evaluation skills, open-mindedness, and making reasoned decision. This is a case study design which was conducted in the form of teaching program. The teaching program which consisted of eight meetings was given to 59 EFL sophomores in the Reading in Professional Context class at a private teacher education in Bandung. Data in the form of classroom talks and activities and students‟ responses as well as their critical thinking skills self-assessment were collected by using video recordings, observation notes, interview guideline, students‟ learning journals, and questionnaires. It is revealed that the teaching program has facilitated students to think critically by providing four categories of activity. They are (1 offering problematic topics and reading materials that are linked to the students‟ lives, (2 encouraging students to read between the lines, (3 distributing classroom power, and (4 creating space for students‟ voices to be heard. Meanwhile, there are two benefits of the teaching program, namely (1 language development and (2 new knowledge as well as experience acquisition. However, there are three major challenges in conducting the teaching program that are (1 the lack of classroom-friendly authentic controversial reading materials, (2 the passive culture, and (3 the unpredictable classroom.

  15. The HeLa Documentary Film: An Engaging Writing and Culturally Relevant Assignment on Cell Division and Ethics for Nonscience Majors

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    Diann Jordan

    2015-02-01

    Full Text Available Historically black institutions play a pivotal role in educating the next generation of scientists and engineers as well as promoting scientific literacy among all of its students. Students would like to have more culturally relevant assignments that reflect their life experiences as it relates to course content.  We used the HeLa documentary film, "The Way of All Flesh Film," as an effective teaching tool in the first survey course of general biology to supplement our discussion on the cell cycle and ethics in scientific studies.  Over 90% of our students preferred this additional teaching method compared to a traditional lecture only.  Furthermore, the exercise enhanced the students' writing, research, and critical thinking skills through the ethical implications of the film.

  16. Learning Pedagogy in Physics

    Science.gov (United States)

    Harlow, Danielle B.; Swanson, Lauren H.; Dwyer, Hilary A.; Bianchini, Julie A.

    2010-10-01

    We report on an adapted version of the Physics and Everyday Thinking (PET) curriculum. A unique aspect of PET is its inclusion of special activities that focus on Learning about Learning (LAL) in which undergraduates analyze videos of children talking about science and explicitly consider the nature of science. To create a course that intentionally linked science content, children's ideas, and strategies for science instruction, we augmented the existing LAL activities with discussions about teaching, and added activities focused on LAL from companion curricula such as Physical Science and Everyday Thinking (PSET) and Learning Physical Science (LEPS). To compensate for the additional time on LAL, we reduced the content activities to only those that directly supported LAL activities. We found that students made significant gains on the CLASS and expressed beliefs about teaching consistent with the PET pedagogy.

  17. Design Thinking in Pedagogy

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    Ineta Luka

    2014-12-01

    Full Text Available The twenty-first century has brought lots of challenges for people in all spheres, including education. In the new context, traditional approaches often seem ineffective and therefore new tools and methods have to be applied. An alternative approach that might be useful in the given context is design thinking – the approach that originated in architecture, design and art, and nowadays is applied in many fields. It is a human-centered problem-solving approach that may be used in the teaching/learning process to develop twenty-first century skills and enhance creativity and innovation. This paper introduces readers to the origin of design thinking, its attributes and processes as well as its application in pedagogy.

  18. Impact of TiO₂ and ZnO nanoparticles at predicted environmentally relevant concentrations on ammonia-oxidizing bacteria cultures under ammonia oxidation.

    Science.gov (United States)

    Luo, Zhuanxi; Qiu, Zhaozheng; Chen, Zheng; Du Laing, Gijs; Liu, Aifen; Yan, Changzhou

    2015-02-01

    Increased application of titanium dioxide and zinc oxide nanoparticles (nano-TiO2 and nano-ZnO) raises concerns related to their environmental impacts. The effects that such nanoparticles have on environmental processes and the bacteria that carry them out are largely unknown. In this study, ammonia-oxidizing bacteria (AOB) enrichment cultures, grown from surface sediments taken from an estuary wetland in Fujian Province, China, were spiked with nano-TiO2 and nano-ZnO (with an average size of 32 and 43 nm, respectively) at predicted environmentally relevant concentrations (≤2 mg L(-1)) to determine their impacts on ammonia oxidation and the mechanisms involved. Results showed that higher nano-TiO2 concentrations significantly inhibited ammonia oxidation in enrichment cultures. It is noteworthy that the average ammonia oxidation rate was significantly correlated to the Shannon index, the Simpson's index, and AOB abundance. This suggested that ammonia oxidation inhibition primarily resulted from a reduction of AOB biodiversity and abundance. However, AOB biodiversity and abundance as well as the average ammonia oxidation rate were not inhibited by nano-ZnO at predicted environmentally relevant concentrations. Accordingly, an insignificant correlation was established between biodiversity and abundance of the AOB amoA gene and the average ammonia oxidation rate under nano-ZnO treatments. AOB present in samples belonged to the β-Proteobacteria class with an affinity close to Nitrosospira and Nitrosomonas genera. This suggested that identified impacts of nano-TiO2 and nano-ZnO on ammonia oxidation processes can be extrapolated to some extent to natural aquatic environments. Complex impacts on AOB may result from different nanomaterials present in aquatic environments at various ambient conditions. Further investigation on how and to what extent different nanomaterials influence AOB diversity and abundance and their subsequent ammonia oxidation processes is therefore

  19. Experiencias interculturales y la pedagogia de la anglofonia en la ensenanza de ingles como lengua extranjera (EILE) desde una perspectiva deweyana. Working Paper (A Deweyan Perspective on Cross-Cultural Experiences and Anglophone Pedagogy in the Teaching of English as a Foreign Language. Working Paper).

    Science.gov (United States)

    Zoreda, Margaret Lee

    This paper discusses a framework for teaching English as a foreign language that incorporates significant cultural content and fosters critical encounters with Anglophone culture. It reviews relevant contemporary perspectives for understanding cross-cultural processes within the foreign language teaching environment with emphasis on the issue of…

  20. Makiguchian pedagogy in the middle school science classroom

    Science.gov (United States)

    Pagan, Iris Teresa

    In an atmosphere of multi-culturism and the increasing need for innovative methods for science teaching, investigating educators from different parts of the world is well regarded. Tsunesaburo Makiguchi (1871--1944) was a prescient thinker who foreshadowed many of the modern social constructivist ideals of teaching before they became formalized in Western thought. He believed in the harmonious balance between an individual and society as the only viable goal of education. With this in mind, he introduced the concepts of "evaluation," "cognition" and "value creation" that embody this balance. "Cognition" is associated with "truth" and "evaluation" is involved with the subject-object relationship. Moreover, Makiguchian pedagogy's concept of "value creation" offers a sociological and philosophical basis for "classroom inclusion." Additionally, Makiguchian pedagogy is compared to John Dewey's philosophy as well as the educational philosophy expressed in The National Science Standards. In this teacher participant study, classroom observational data showed that several dimensions of Makiguchian pedagogical practice occurred conjointly with relatively high frequencies. These included frequent occurrences of interactional conversation between students and teacher merged within a context of expressions of personal and collective values, social contextual references, valuing and personal evaluative statements, and episodic information that the students contributed from personal experiences relevant to the science topics. Additionally, Likert-type questionnaire data collected from the students who experienced the Makiguchian lessons, and observational data from professional colleagues who viewed video taped records of the lessons, provided additional corroborative evidence supporting the researcher's findings. A content analysis of lesson plans containing Makiguchian principles of teaching and learning in relation to the ensuing classroom performance of the teacher showed a

  1. Paulo Freire's contributions to critical pedagogy

    OpenAIRE

    Gadotti, Moacir

    2011-01-01

    Los contributions of Paulo Freire pedagogy críticaPaulo a la Freire disliked label pedagogies, but since introducedthe thesis that there is an education aspractice of domestication and educationthe practice of freedom, we can saythat there is a dogmatic teaching, forTherefore, domesticating and dialectical pedagogy, critical questioning. PaulFreire was a critic of the education of theirtime. His "pedagogy of the oppressed" is part of the great movement of "pedagogycritical ", also called" rad...

  2. Fuzziness and Relevance Theory

    Institute of Scientific and Technical Information of China (English)

    Grace Qiao Zhang

    2005-01-01

    This paper investigates how the phenomenon of fuzzy language, such as `many' in `Mary has many friends', can be explained by Relevance Theory. It is concluded that fuzzy language use conforms with optimal relevance in that it can achieve the greatest positive effect with the least processing effort. It is the communicators themselves who decide whether or not optimal relevance is achieved, rather than the language form (fuzzy or non-fuzzy) used. People can skillfully adjust the deployment of different language forms or choose appropriate interpretations to suit different situations and communication needs. However, there are two challenges to RT: a. to extend its theory from individual relevance to group relevance; b. to embrace cultural considerations (because when relevance principles and cultural protocols are in conflict, the latter tends to prevail).

  3. We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers' Inquiry-Based and Culturally-Relevant Science Teaching Practices

    Science.gov (United States)

    Roehrig, Gillian H.; Dubosarsky, Mia; Mason, Annie; Carlson, Stephan; Murphy, Barbara

    2011-10-01

    Despite many scholars' recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the `culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers' classroom practices, surveys and interviews, we explore changes in teachers' attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers' attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores.

  4. Maritime and Underwater Cultural Heritage in South Africa: The Development of Relevant Management Strategies in the Historical Maritime Context of the Southern Tip of Africa

    Science.gov (United States)

    Sharfman, Jonathan; Boshoff, Jaco; Parthesius, Robert

    2012-10-01

    South Africans have a long association with water. It has provided a source of food, a medium for trade and a catalyst for migration and development. The country's geographical position as a crossroads of maritime trade between Europe and the East means that its history is inextricably linked to the history of the rest of the world. The result is a multi-faceted representation of sites, objects and mythologies related to water and maritime heritage that reflect not only local historical and social development, but global cultural change as well. Given the importance of South Africa's underwater cultural heritage (UCH), managers have grappled with management principles, ethics and theoretical models in an effort to produce and enforce heritage legislation that is relevant and effective. This paper outlines South Africa's maritime context from 1.5 million years ago until the present, summarises legislative and mitigation developments over the past half century and provides details of current trends in maritime archaeology and UCH management at the southern tip of Africa. Training programmes and public awareness are keys to this strategy to bring UCH and maritime archaeology into the mainstream and counter treasure hunting and looting of this rich, friable resource.

  5. Lingua-Pedagogy as the Interdisciplinary Research Problem

    Directory of Open Access Journals (Sweden)

    A. N. Yakovleva

    2012-01-01

    Full Text Available  The paper is devoted to lingua-pedagogy – one of the modern branches of pedagogy dealing with personal socialization in the process of foreign language learning. This interdisciplinary field of knowledge is related to linguistics, pedagogic psychology, development psychology and acmeology. Lingua-pedagogy undergoes the formation process; therefore, there still are a number of open questions concerning its place among the other sciences, and the final definitions of the main concepts and terms. The author recommends the systematic approach to developing the theoretical foundation of lingua- pedagogy. The paper outlines the subject and aims of the lingua-pedagogic research, its content and affecting means. The system in question is poly- functional, its main functions being the integral pedagogic effect in foreign language teaching, stimulating self-dependent learning, and arranging the in- tercultural integration. The linguistic faculties at universities can be taken as the key elements of the lingua-pedagogic system – the development centers, nurturing the value-oriented respectful attitude to the native and foreign cul- ture, providing intercultural competence acquisition, and training pedagogic staff capable of fulfilling the poly-cultural development tasks. Identification of the conformities of intercultural socialization makes it possible to organize the system of pedagogic facilitation for students learning foreign languages; and develop the perspective methods and technologies of language competence acquisition and consolidation. 

  6. Emancipatory Education without Enlightenment? Thais, Americans, and the "Pedagogy of the Oppressed."

    Science.gov (United States)

    Matzen, Richard N., Jr.

    If the educational methods of Paulo Freire are imposed on Thais and other Asians, the outcome may not be the reinforcing of, but instead the losing of, their cultural identities. Freire reveals what are vital cultural assumptions for his pedagogy when defining "freedom, silence, confrontation, communication, and self" in "Pedagogy…

  7. Providing a Bridge to Intercultural Pedagogy for Native Speaker Teachers of Chinese in Australia

    Science.gov (United States)

    Moloney, Robyn Anne

    2013-01-01

    Language pedagogy in Australia, North America and Europe has been influenced in the past 20 years by a sociocultural understanding of language and culture, which has asked teachers to adopt an intercultural approach, integrating critical cultural reflection within language learning. Due to the diversity of backgrounds, however, different groups of…

  8. Public Pedagogy from the Learner's Perspective: Women Reading Self-Help Relationship Books

    Science.gov (United States)

    Kapell, Brandi M.; McLean, Scott

    2014-01-01

    In recent years, the concept of public pedagogy has increasingly influenced the study of continuing education, drawing attention to ways in which adults access resources from popular culture and learn without the involvement of educational institutions. Reading relationship self-help books has become a prominent component of popular culture. There…

  9. Public Pedagogy from the Learner's Perspective: Women Reading Self-Help Relationship Books

    Science.gov (United States)

    Kapell, Brandi M.; McLean, Scott

    2014-01-01

    In recent years, the concept of public pedagogy has increasingly influenced the study of continuing education, drawing attention to ways in which adults access resources from popular culture and learn without the involvement of educational institutions. Reading relationship self-help books has become a prominent component of popular culture. There…

  10. Outflanking Oppression: African American Contributions to Critical Pedagogy as Developed in the Scholarship of W. E. B. DuBois and Carter G. Woodson.

    Science.gov (United States)

    Graves, Karen L.

    The educational philosophies of W. E. B. DuBois and Carter G. Woodson position them as important figures in the development of critical pedagogy. At its core, critical pedagogy is a hegemonic theory that focuses on the manifestation of power in society, with particular attention to how certain cultural groups learn to accept, engage in, or resist…

  11. Toward a Pedagogy Grounded in Christian Spirituality

    Science.gov (United States)

    Shimabukuro, Gini

    2008-01-01

    Church documents, theology, leadership theory, and sociology come together in this article to present a pedagogy for Catholic schools that is deeply rooted in a personal faith and a contemporary understanding of the person. In order to construct a conceptual model of a pedagogy grounded in Christian spirituality, the meaning of the term "pedagogy"…

  12. A Humanising Pedagogy: Getting Beneath the Rhetoric

    Science.gov (United States)

    Zinn, Denise; Rodgers, Carol

    2012-01-01

    In this article, the authors situate and make an argument for a humanising pedagogy in response to the legacy of a dehumanising past in South Africa. They describe the inquiry into a humanising pedagogy by means of mining stories of living and learning in South Africa. The authors explain how the meanings and praxis of a humanising pedagogy unfold…

  13. Effective Teaching Pedagogies for Undergraduate Computer Science

    Science.gov (United States)

    Ali, Sanwar

    2005-01-01

    Teaching is a scholarly activity and a life-long learning process with no single method or pedagogy that is always most effective. Applications of teaching pedagogies properly vary from content-based to discipline-based areas. In this paper, various teaching pedagogies, including scaffolding, concept mapping, constructivism, and learning…

  14. Curriculum and Pedagogy in School Education

    Institute of Scientific and Technical Information of China (English)

    FAN Wei

    2015-01-01

    Both curriculum and pedagogy play a significant role for the success of school education, curriculum and pedagogy are indicate respectively the teaching content and teaching methods implemented by teachers.In this paper, the relationship between curriculum and pedagogy will be studied in detail.

  15. Theoretical Sources and Bases of Pedagogy of Collective Creative Education

    Directory of Open Access Journals (Sweden)

    Kaplunovich I. Ya.

    2014-01-01

    Full Text Available Known pedagogical concept of I. P. Ivanov considered and analyzed from the perspective of two sciences: psychology and cybernetics. It is shown that the basic principles of pedagogy common concern based implicitly and may be explained in particular on the fundamental positions of the two classical disciplines (Ashby laws, the second principle, the initial threshold of complexity, etc. in cybernetics and cultural-historical and activity approach in psychology.

  16. Teaching Languages, Teaching Cultures.

    Science.gov (United States)

    Liddicoat, Anthony J., Ed.; Crozet, Chantal, Ed.

    This collection of papers examines what it means to teach culture as an integrated part of language from both the language learner's and the language teacher's perspectives. The 11 papers include the following: "Teaching Cultures as an Integrated Part of Language: Implications for the Aims, Approaches and Pedagogies of Language Teaching"…

  17. Pedagogia como transferência cultural no espaço franco-suíço: mediadores e reinterpretações de conhecimento (1850-1900 - Pedagogy as cultural transfer: brokers and reinterpretations of knowledge between switzerland and france (1850-1900

    Directory of Open Access Journals (Sweden)

    Alexandre Fontaine, Suisse

    2014-01-01

    Full Text Available Neste artigo pretende-se reavaliar a circulação dos conhecimentos pedagógicos no espaço franco-suíço. Metodologicamente propomos dar ênfase nas modalidades de passagem desses conhecimentos de um contexto cultural a outro, estudando os atores, os intermediários, bem como as inevitáveis transformações semânticas que, necessariamente, acompanham estes intercâmbios transnacionais. Neste artigo salienta-se como os conhecimentos pedagógicos europeus, elaborados de maneira coletiva, são declinados diversamente segundo as especificidades locais. Neste sentido, trata-se de demonstrar que, ao se concretizarem as identidades, as especificidades nacionais são cada vez mais exaltadas por ocasião de exposições universais e os exotismos logo desvalorizados, até mesmo dissimulados em proveito de certo talento nacional. Neste texto procura-se contextualizar esta aparência enganosa de Sonderfälle, para pôr em evidência, de maneira vantajosa, a construção coletiva de uma pedagogia europeia mesclada. Palavras-chave: transferências culturais, transformação semântica, circulação dos conhecimentos, história da pedagogia europeia, Ferdinand Buisson, Terceira República. PEDAGOGY AS CULTURAL TRANSFER: BROKERS AND REINTERPRETATIONS OF KNOWLEDGE BETWEEN SWITZERLAND AND FRANCE (1850-1900AbstractThis paper seeks to reassess the way in which pedagogical knowledge circulated between Franceand Switzerland. In terms of method, we have chosen to focus on the way in which this knowledge passed from one cultural context to another by studying the related actors and vectors, as well as the inevitable semantic transformations which, of necessity, accompany transnational exchanges of this nature. The paper also highlights the way in which European pedagogical knowledge, developed collectively, was applied in a variety of ways depending on local particularities. The issue here is to show the way in which, as identities became more firmly established

  18. Cultural considerations when designing entrepreneurial pedagogies

    DEFF Research Database (Denmark)

    Alexander, Ian Keith; Hjortsø, Carsten Nico Portefée

    2013-01-01

    -centred and problem-based approaches were commonly mentioned. The more common teaching methods were business plans, guest entrepreneurs/experts, cases, projects and lectures. Discussions/debates, simulations, internships and coaching were also frequently mentioned. In phase two we identified articles (23...

  19. Dealing with multiliteracies in literacy pedagogy I

    DEFF Research Database (Denmark)

    Laursen, Helle; Daugaard, Line Møller; Østergaard, Winnie

    2010-01-01

    to literacy teaching in multilingual classrooms. It applies a social semiotic approach to literacy learning and teaching in multimodal and multilingual contexts (Kenner et al 2004, Hodge & Kress 1988, Kress 2001). This approach focuses on the acquisition of sign systems as a process, whereby children make...... meaning from the information available to them in their social environment. In this paper, we discuss the relevance of a multiliteracies approach to literacy pedagogy and present some preliminary observations and considerations from our research study with special attention to the challenge...... literacies) and on the increasing linguistic diversity (multilingual literacies) in the communicational environment. The plural form of the term literacies highlighted the hybridity of literacy practices in different sites. This paper and a following paper address the challenge of dealing with the two ‘multi...

  20. Rendering Information Literacy Relevant: A Case-Based Pedagogy

    Science.gov (United States)

    Spackman, Andy; Camacho, Leticia

    2009-01-01

    The authors describe the use of case studies in a program of extracurricular library instruction and explain the benefits of case teaching in developing information literacy. The paper presents details of example cases and analyzes surveys to evaluate the impact of case teaching on student satisfaction. (Contains 3 tables.)

  1. Is ‘friendship’ educationally relevant in doctoral pedagogy?

    DEFF Research Database (Denmark)

    Bengtsen, Søren Smedegaard

    The research into the so-called extra-curricular and non-formal dimensions of the PhD is growing rapidly. These dimensions include the learning and coping strategies in the PhD, which take place outside the formal, institutionalised curriculum and disciplinary environments on campus. Studies show......). Here the doctoral students risk becoming homeless and ‘orphans’ (Wisker & Robinson, 2012) in a system that cannot contain them as the complex individuals they are. Other studies show that what goes on in the so-called ‘hidden lives’ (Hopwood et al, 2011) of the doctoral students to a large extent...... influences and affects the momentum and quality of the research undertaken by doctoral students. Jazvac-Martek et al (2011) have revealed the vast amount of extra-curricular activities that are part of a regular work week for the doctoral students, but which never find way into the institutionally...

  2. Narrative pedagogy in midwifery education.

    Science.gov (United States)

    Gilkison, Andrea

    2013-09-01

    Narrative pedagogy is an approach to midwifery education which can promote strategies for teaching and learning which effectively prepare graduates for the complex nature of midwifery practice. Knowledge and skills are fundamental to midwifery practice, but knowing about how to use them is the art of practice. Teaching and learning midwifery skills and competencies is straight forward in comparison to teaching and learning about the art of midwifery, yet both are essential for safe practice. Narrative pedagogy may be one way that enhances undergraduate midwifery students' learning about the art of practice.

  3. The pedagogy of memorial sites

    Directory of Open Access Journals (Sweden)

    Luiza Kończyk

    2012-06-01

    Full Text Available Memorial site pedagogy is a term describing the practice and theory of historico-political education in museums in former nazi concentration camps. It combines gaining and deepening historical knowledge on the topic of World War II with self-development and shaping socially desirable attitudes, through usage of non-formal educational methods. Pedagogy of memorial sites aims at, among other things, learning tolerance and respect for diversity and shaping reflective and active members of society. It offers an answer to the needs of contemporary European societies in the area of strengthening democratic attitudes.

  4. PEDAGOGY OF DIFFERENCES AND EQUITY...FROM AND TO AN INCLUSIVE EDUCACION-CULTURA OF POSITIVE AND COMPREHENSIVE PEACE

    Directory of Open Access Journals (Sweden)

    Anaida Pascual-Morán

    2014-01-01

    Full Text Available A pedagogy of differences and justness is proposed, in order to eradicate inequality, discrimination, and injustice. It is contextualized from a scaffold of positive and integral peace education-culture of inclusive nature, towards which it is also heading. To think about and practice this pedagogy entails seeing justness and inclusion as leading threads and driving force to be forged, together and inseparably, across culture and education. It is envisioned as a personalized and differentiated pedagogy, centered on human dignity, human rights and the richness of the different and the diverse. Like-minded paradigms and approaches are shared stemming from differentiated ducation, active nonviolence and conflict transcendence. Emphasis is placed on liberating education and projects of possibility as a normative-formative framework to differentiate and democratize education. This pedagogy is grounded on seven premises and the principles, values and practices derived from them.

  5. Forum: Communication Activism Pedagogy. Four Typologies of Communication Activism Pedagogy

    Science.gov (United States)

    Hartnett, Stephen J.

    2017-01-01

    This concluding response to the articles in this forum maps out the main arguments in the responses to the stimulus essay, "Communication Activism Pedagogy and Research: Communication Education Scholarship to Promote Social Justice," which fall into four broad categories: (1) post-Marxist imaginings of social change; (2) existentialist…

  6. Enterprise Pedagogy in Music: An Exploration of Multiple Pedagogies

    Science.gov (United States)

    Garnett, James

    2013-01-01

    This article investigates the nature of enterprise pedagogy in music. It presents the results of a research project that applied the practices of enterprise learning developed in the post-compulsory music curriculum in England to the teaching of the National Curriculum for music for 11-14 year olds. In doing so, the article explores the nature of…

  7. The Sinicization of pedagogy for one century%教育学中国化百年反思

    Institute of Scientific and Technical Information of China (English)

    张忠华

    2007-01-01

    Pedagogy was initially imported into China, known as "a discipline imported from abroad". The introduction of Pedagogy and its Sinicization almost went hand in hand. The Sinicization has gone through six stages, which showed that more attention should be paid to Chinese educational reality, scientific research methods and the relationship between academic research and ideology. What is more, original research should be advocated and the relationship between national cultural and educational heritage and foreign educational theory should also be handled well.

  8. Pedagogy to andragogy

    Directory of Open Access Journals (Sweden)

    *

    2014-03-01

    Full Text Available I would like to congratulate Muneshwar JN, Mirza Shiraz Baig, Zingade US, Khan ST for highlighting a very important issue regarding the teaching methods for health care professionals. Study has proved the Chinese proverb: “If I hear, I forget; if I see, I remember; if I do, I know”. Along with this I want to focus little on “podcast” as new teaching method. At present, education trend have changed from pedagogy to andragogy i.e. from a teacher-centered learning to a student-centered learning. These methods of education trends have identified many different learning styles as well. So, now it has become necessary for educators to train themselves to upcoming teaching methods. Many new teaching methods are evolving in the current electronic world. In which Podcasts as a supplement to live lectures is one of the teaching method, which have been adopted by many universities. Podcasting is user friendly, where information is recorded, then uploaded to a website or published through programs like iTunes and made accessible to students. The file can then be played on a computer or digital player. Recently many studies have been conducted using podcast as a new aid and its effectiveness. Studies have shown that audio podcasts as an effective aid for review before exams, enhancing student performance; acceptability and perceived utility of podcasts was good among students. Introduction of podcasts in the beginning will offer the students a lot of flexibility in learning, with regard to place and time. Podcasts as a supplement to live lectures as teaching method has open up for future research to assess their utility on a long-term basis so as to pave the way for introducing podcasts as one of the teaching method.

  9. Behaviorism, Constructivism, and Socratic Pedagogy

    Science.gov (United States)

    Boghossian, Peter

    2006-01-01

    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…

  10. Behaviorism, Constructivism, and Socratic Pedagogy

    Science.gov (United States)

    Boghossian, Peter

    2006-01-01

    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…

  11. Christian pedagogy, education and teaching

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    J. H. van Wyk

    1976-03-01

    Full Text Available The question which confronts one at the outset is: What is the nature and content of that Christian pedagogy, education, teaching and type of school for which Calvinists in South Africa have struggled in the past, and in fact are still struggling for, even today?

  12. Open Education and Critical Pedagogy

    Science.gov (United States)

    Farrow, Robert

    2017-01-01

    This paper argues for a revaluation of the potential of open education to support more critical forms of pedagogy. Section 1 examines contemporary discourses around open education, offering a commentary on the perception of openness as both a disruptive force in education, and a potential solution to contemporary challenges. Section 2 examines the…

  13. Signature Pedagogies in Outdoor Education

    Science.gov (United States)

    Thomas, Glyn

    2015-01-01

    The new National health and physical education curriculum in Australia includes outdoor education activities as a viable way to achieve intended learning outcomes. However, most health and physical education teacher education courses do not provide a strong focus on the theories, skills and pedagogies that are unique to the effective use of…

  14. Sociocultural Theory and its Role in the Development of Language Pedagogy

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    Abdul Hameed Panhwar

    2016-12-01

    Full Text Available This paper reviews the literature on Vygotskian theory of Socio-cultural learning and constructivist approach to teaching and learning and attempts to relate the socio-cultural theory to constructivism. The purpose of the paper is to investigate the ways socio-cultural theory helps to develop language pedagogies. Critical analysis of the literature on the socio-cultural theory suggests that the theory has potential for forming new context-oriented language teaching-learning pedagogies which can help teachers in maximising the effectiveness of their teaching and their student’s learning. The review further suggests that the language pedagogies and activities developed from the sociocultural theory of Vygotsky may not only improve students’ language skills, but it also has potential to develop students’ cognition. Since theory promotes more and more communication of students with each other through scaffolding, that is, the Zone of Proximal development (ZPD in Vygotsky’s language. Thus, the theory directly points towards the promotion of student-centred learning by establishing learner autonomy. Keywords: socio-cultural theory, language, constructivism, pedagogies, students

  15. Characterization of cellular uptake and toxicity of aminosilane-coated iron oxide nanoparticles with different charges in central nervous system-relevant cell culture models

    Directory of Open Access Journals (Sweden)

    Sun Z

    2013-03-01

    Full Text Available Zhizhi Sun,1 Vinith Yathindranath,2 Matthew Worden,3 James A Thliveris,4 Stephanie Chu,1 Fiona E Parkinson,1 Torsten Hegmann,1–3 Donald W Miller1 1Department of Pharmacology and Therapeutics, 2Department of Chemistry, University of Manitoba, Winnipeg, Manitoba, Canada; 3Chemical Physics Interdisciplinary Program, Liquid Crystal Institute, Kent State University, Kent, OH, USA; 4Department of Human Anatomy and Cell Science, University of Manitoba, Winnipeg, Manitoba, Canada  Background: Aminosilane-coated iron oxide nanoparticles (AmS-IONPs have been widely used in constructing complex and multifunctional drug delivery systems. However, the biocompatibility and uptake characteristics of AmS-IONPs in central nervous system (CNS-relevant cells are unknown. The purpose of this study was to determine the effect of surface charge and magnetic field on toxicity and uptake of AmS-IONPs in CNS-relevant cell types. Methods: The toxicity and uptake profile of positively charged AmS-IONPs and negatively charged COOH-AmS-IONPs of similar size were examined using a mouse brain microvessel endothelial cell line (bEnd.3 and primary cultured mouse astrocytes and neurons. Cell accumulation of IONPs was examined using the ferrozine assay, and cytotoxicity was assessed by the 3-(4,5-dimethylthiazol-2-yl-2,5-diphenyltetrazolium bromide (MTT assay. Results: No toxicity was observed in bEnd.3 cells at concentrations up to 200 µg/mL for either AmS-IONPs or COOH-AmS-IONPs. AmS-IONPs at concentrations above 200 µg/mL reduced neuron viability by 50% in the presence or absence of a magnetic field, while only 20% reductions in viability were observed with COOH-AmS-IONPs. Similar concentrations of AmS-IONPs in astrocyte cultures reduced viability to 75% but only in the presence of a magnetic field, while exposure to COOH-AmS-IONPs reduced viability to 65% and 35% in the absence and presence of a magnetic field, respectively. Cellular accumulation of AmS-IONPs was greater

  16. Forging a Link between Research and Pedagogy: A Holistic Framework for Evaluating Business English Materials

    Science.gov (United States)

    Chan, Clarice S. C.

    2009-01-01

    In the last two decades, a great deal of applied linguistics research has been conducted in different areas of business English. However, despite many highly relevant research findings, the interface between research and pedagogy remains weak. One reason behind this lack of interface is that research findings from different studies are rarely…

  17. Forging a Link between Research and Pedagogy: A Holistic Framework for Evaluating Business English Materials

    Science.gov (United States)

    Chan, Clarice S. C.

    2009-01-01

    In the last two decades, a great deal of applied linguistics research has been conducted in different areas of business English. However, despite many highly relevant research findings, the interface between research and pedagogy remains weak. One reason behind this lack of interface is that research findings from different studies are rarely…

  18. Science Pedagogy as a Category of Historical Analysis: Past, Present, and Future

    Science.gov (United States)

    Olesko, Kathryn M.

    2006-11-01

    Historical studies of science pedagogy have flourished in recent years. This essay offers an assessment of the literature on science pedagogy from the 1930s to the present. It argues that rather than focusing on the work of Thomas Kuhn and Michel Foucault, historians of science pedagogy could with profit turn to the work of Ludwik Fleck. Fleck offers three categories of historical analysis - experience, sensation, and cognition - that are embedded in science pedagogy. He furthermore argues unequivocally for the central importance of considering the cultural context of science pedagogy. Fleck’s interpretation of the role of publishing in science is used in the final section of this essay to assess scientific publishing and textbook culture, topics that are the principal concern of the articles in this volume. Among the novelties of the articles in this volume on textbooks are (1) the connections they draw between textbooks and social structure; (2) the relationships they suggest between textbooks and the public sphere; and (3) their identification of the eighteenth century as the crucial transformative century in textbook production.

  19. On the Translation of Cultural-loaded Words in the Analects from the Perspective of Relevance Theory%关联理论视角下《论语》中文化负载词的翻译研究

    Institute of Scientific and Technical Information of China (English)

    邢颖慧

    2016-01-01

    Relevance theory has a strong explanatory power in the classics translation. It is a big challenge for transla-tors since the translation of cultural-loaded expressions in classics is of vital importance for the cultural transmission and communication between China and western countries. By using the optimal relevance principle of relevance the-ory, the translator can better explain and restore the historical cultural information and customs. This paper explores the positive effects of relevance theory in the English translation of the cultural-loaded words by using different ver-sions of the Analects as examples.%关联理论对典籍翻译有着很强的解释力。典籍翻译中,文化负载词的翻译对中西文化的传递以及交流有着至关重要的作用,是对译者的极大挑战。以《论语》为例,运用关联理论中的最佳关联原则,译者可以更好地解释和还原文化负载词所承载的历史文化信息以及民情风俗。

  20. Phenotypic differentiation between wild and domesticated varieties of Crescentia cujete L. and culturally relevant uses of their fruits as bowls in the Yucatan Peninsula, Mexico.

    Science.gov (United States)

    Aguirre-Dugua, Xitlali; Pérez-Negrón, Edgar; Casas, Alejandro

    2013-11-14

    Selection criteria are important for analyzing domestication of perennial plant species, which experience a selection pressure throughout several human generations. We analyze the preferred morphological characteristics of Crescentia cujete fruits, which are used as bowls by the Maya of Yucatan, according to the uses they are given and the phenotypic consequences of artificial selection between one wild and three domesticated varieties. We performed 40 semi-structured interviews in seven communities. We calculated Sutrop's salience index (S) of five classes of ceremonial and daily life uses, and of each item from the two most salient classes. We sampled 238 bowls at homes of people interviewed and compared their shape, volume and thickness with 139 fruits collected in homegardens and 179 from the wild. Morphology of varieties was assessed in fruit (n = 114 trees) and vegetative characters (n = 136 trees). Differences between varieties were evaluated through linear discriminant analysis (LDA). Use of bowls as containers for the Day of the Dead offerings was the most salient class (S = 0.489) with chocolate as its most salient beverage (S = 0.491), followed by consumption of daily beverages (S = 0.423), especially maize-based pozol (S = 0.412). The sacred saka' and balche' are offered in different sized bowls during agricultural and domestic rituals. Roundness was the most relevant character for these uses, as bowls from households showed a strong selection towards round shapes compared with wild and homegarden fruits. Larger fruits from domesticated varieties were also preferred over small wild fruits, although in the household different sizes of the domesticated varieties are useful. LDA separated wild from domesticated trees (p people model the domestication process of this important tree in their culture.

  1. POSTMODERN EDUCATION: CRITICAL AND BORDER PEDAGOGIES

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    Mustafa Kurt

    2006-12-01

    Full Text Available This article discusses the influence of postmodernism on education and investigates the main effects ofpostmodern philosophy on social sciences. It is clearly stated in the article that the effects of postmodernism cannotonly be limited to art and logically it should have an effect on education as well. This effect, described as thepostmodern educational approach, emphasizes that the rudiments of popular culture should also be incorporated toeducation and therefore to curricula. Postmodern educational approach also accentuates the significance of allowing‘others’ who have never possessed the opportunity to articulate their standpoints and desires to have a say in their owneducation. The concrete reflections of postmodern educational approach can be perceived in Critical and BorderPedagogies theorized by Henry A. Giroux. Critical pedagogy aspires to educate individuals who do not acceptoccurrences as they are and are critical of the knowledge they construct all through their education. Only by this waythese individuals will be able to discover their own voices, improve their civilian consciousness by taking risks, andacquire the ability of staying alive and functioning within social relations, traditions and experiences. Border pedagogyis as well a product of postmodern philosophy. It defends counter-text as opposed to the official ones offered, presentedand imposed to learners. Counter-consciousness represents the critical analysis of how the present reads the past andhow the past informs the present. This practice of course results in the re-evaluation of memories and traditions.Memories are the stories which were forgotten or ignored with the support of preserved traditions. It is thereforeconcluded in the article that postmodern educational approach is the critical examination towards dismissing the mainnarratives and discourses which manipulate and configure the curriculum of schools. It is the struggle exercisedtowards the recognition

  2. Employing Liberative Pedagogies in Engineering Education

    Science.gov (United States)

    Riley, Donna

    Many educators in the humanities and social sciences employ pedagogies of liberation, including feminist and/or critical or radical pedagogies based on the works of bell hooks, Paulo Freire, and others, to engage students in collectively creating democratic classrooms that encourage all voices. This article motivates the use of these pedagogies in engineering education and presents their application in an engineering thermodynamics course. Implementation areas include relating course material to students' experiences, facilitating students' responsibility for learning and authority in the classroom, incorporating ethics and policy issues, and decentering Western civilization. Assessment approaches are discussed, as well as limitations of liberative pedagogies in an engineering context.

  3. Developing a pedagogy for nursing teaching-learning.

    Science.gov (United States)

    Horsfall, Jan; Cleary, Michelle; Hunt, Glenn E

    2012-11-01

    Each nurse educator's pedagogy underpins their understanding of and approach to teaching and learning, regardless of whether this has been reflected upon or articulated. In this paper, we overview factors and issues that should be considered when developing a teaching philosophy of nursing education and set out broad differences between traditional and contemporary pedagogic models and various ways of knowing. As values underpin any teaching framework these are considered in relation to pedagogies, epistemologies and their relevance to nursing practice. Key teacher roles and strategies that are congruent with a contemporary pedagogy for teaching nursing in the classroom or the clinical setting are also outlined. A premise for writing this paper was that clarifying one's own understandings of education and knowledge and the implicit values held within those terms and processes will contribute to greater self-awareness and more effective teaching of nursing. Education approaches underpinned by a sound teaching philosophy and framework can facilitate an educationally sound and positive experience for learners.

  4. Violating Pedagogy: Literary Theory in the Twenty-First Century College Classroom

    Science.gov (United States)

    Johnson, Heather G. S.

    2015-01-01

    "Violating Pedagogy: Literary Theory in the Twenty-first Century College Classroom" discusses the challenge of teaching literary theory to undergraduate and graduate students in a cultural atmosphere that may at times feel simultaneously anti-intellectual and overpopulated with competing scholarly concerns. Approaching theory as a…

  5. "Have You Seen "Lord of the Rings"?" Power, Pedagogy, and Discourses in a Multiliteracies Classroom

    Science.gov (United States)

    Mills, Kathy A.

    2007-01-01

    Literacy today is characterised by rapidly changing and emergent forms of meaning making in the context of increased cultural and linguistic diversity, giving rise to the multiliteracies pedagogy of the New London Group. This article responds to these imperatives, reporting findings from a critical ethnography investigating the interactions…

  6. A Comparison of Gains in Keypad Response Technology Classroom with Other Pedagogies in Nigeria

    Science.gov (United States)

    Agbatogun, Alaba Olaoluwakotansibe

    2013-01-01

    Drawing from the socio-cultural theory of Vygotsky, this study compared the academic performance gains scores of pupils in a Keypad Response Technology (KRT) class with those in two other pedagogies to determine the learners' language proficiency level in ESL classroom. A sample of 99 Nigerian primary six pupils participated in the study.…

  7. How Professional Writing Pedagogy and University-Workplace Partnerships Can Shape the Mentoring of Workplace Writing

    Science.gov (United States)

    Kohn, Liberty

    2015-01-01

    This article analyzes literature on university-workplace partnerships and professional writing pedagogy to suggest best practices for workplace mentors to mentor new employees and their writing. The article suggests that new employees often experience cultural confusion due to (a) the transfer of education-based writing strategies and (b) the…

  8. Rhizomatic Literacies: Restructuring Pedagogy and Practice within the Freshmen Composition Classroom

    Science.gov (United States)

    Webb, Adam

    2009-01-01

    Current approaches and trends in writing pedagogy within the composition classroom focus on the development of students' identities through personal, cultural, or disciplinary processes. By employing writing assignments and activities that concentrate on developing certain traits or characteristics of students' identities has led to a "crisis"…

  9. Understanding, Experiencing, and Appreciating the Arts: Folk Pedagogy in Two Elementary Schools in Taiwan

    Science.gov (United States)

    Chen, Yu-Ting; Walsh, Daniel J.

    2008-01-01

    Drawing on Bruner's notion of folk pedagogy, this research explores how Chinese aesthetic education is perceived and valued at two elementary schools in Taiwan. Using qualitative methods, the research explores how arts teachers guide children to experience arts through the arts curricula in school and the local culture. The study reveals that the…

  10. Check Your Orientalism at the Door: Edward Said, Sanjay Seth, and the Adequacy of Western Pedagogy

    Science.gov (United States)

    Paschyn, Christina

    2014-01-01

    Western pedagogy and its preconceived notions of the non-Western world can limit scholars from developing accurate understandings of culturally different societies. Western academics teaching at foreign and Western institutions abroad must be mindful of how ingrained and subconscious Orientalist thinking can distort and hinder their interactions…

  11. Counteracting Fabricated Anti-Gay Public Pedagogy in Uganda with Strategic Lifelong Learning as Critical Action

    Science.gov (United States)

    Grace, André P.

    2016-01-01

    Political, cultural and social fallout following the introduction of the anti-homosexuality bill in Uganda in 2009 intensified fabrication of an anti-gay public pedagogy of negation and nemesis that fuelled the passage of the Anti-Homosexuality Act, 2014. The Government of Uganda, conventional Anglicanism and US evangelical Christianity were all…

  12. Case-Based Pedagogy Using Student-Generated Vignettes: A Pre-Service Intercultural Awareness Tool

    Science.gov (United States)

    Cournoyer, Amy

    2010-01-01

    This qualitative study investigated the effectiveness of case-based pedagogy as an instructional tool aimed at increasing cultural awareness and competence in the preparation of 18 pre-service and in-service students enrolled in an Intercultural Education course. Each participant generated a vignette based on an instructional challenge identified…

  13. Doctoral Writing for Publication at a Leading African University: Publication Patterns and Pedagogies

    Science.gov (United States)

    van der Merwe, Mathilde

    2015-01-01

    Writing-for-publication is a practice that doctoral students should acquire for integration into international research culture. Publication rates and forms of pedagogy supporting the development of publication skills for doctoral students, however, remain inadequate worldwide. Limited data of doctoral student publication from African universities…

  14. Reflections of Design-Oriented Pedagogy for Sustainable Learning: An International Perspective

    Science.gov (United States)

    Vartiainen, Henriikka; Enkenberg, Jorma

    2013-01-01

    This paper focuses on the expansion of design-oriented pedagogy that encourages approaching global phenomena such as sustainable development from the perspective of local environments, cultures and associated ways of doing things. It aims to determine how project members and teachers from eight different European countries (n = 221) who had…

  15. Wish to Live: The Hip-Hop Feminism Pedagogy Reader. Educational Psychology. Volume 3

    Science.gov (United States)

    Brown, Ruth Nicole, Ed.; Kwakye, Chamara Jewel, Ed.

    2012-01-01

    "Wish To Live: The Hip-hop Feminism Pedagogy Reader" moves beyond the traditional understanding of the four elements of hip-hop culture--rapping, breakdancing, graffiti art, and deejaying--to articulate how hip-hop feminist scholarship can inform educational practices and spark, transform, encourage, and sustain local and global youth…

  16. The Pedagogy of Riffing: Cultivating Meta-Awareness and Citizenship through Metacommentary

    Science.gov (United States)

    Miller, Daisy S.

    2016-01-01

    This article proposes a "pedagogy of riffing" and examines how satire and some earlier forms of metacommentary can help first-year composition students appreciate the mediated nature of contemporary current-events discourse. Beginning with comic news and working back to those pioneers of cultural riffing, "Mystery Science Theater…

  17. Mediated Language Immersion and Teacher Ideologies: Investigating Trauma Pedagogy within a "Physics in Spanish" Course Activity

    Science.gov (United States)

    Settlage, John; Gort, Mileidis; Ceglie, Robert J.

    2014-01-01

    Trauma pedagogy occupies an intriguing space within the discourse about effective teaching of culturally and linguistically diverse students, particularly in relation to preservice teacher notions of power. One set of messages received by future teachers strongly advocates for asserting authority within the classroom by taking control via strict…

  18. Mediated Language Immersion and Teacher Ideologies: Investigating Trauma Pedagogy within a "Physics in Spanish" Course Activity

    Science.gov (United States)

    Settlage, John; Gort, Mileidis; Ceglie, Robert J.

    2014-01-01

    Trauma pedagogy occupies an intriguing space within the discourse about effective teaching of culturally and linguistically diverse students, particularly in relation to preservice teacher notions of power. One set of messages received by future teachers strongly advocates for asserting authority within the classroom by taking control via strict…

  19. Bringing in a Pedagogy of and for Difference and Diversity in the Speech Communication Classroom.

    Science.gov (United States)

    Kleeman, J. Kole

    The academy is one of the legitimate sites within our culture where values of citizenship and democracy can be encouraged through a critical pedagogy that seeks to transform oppressive social relations that are often naturalized by what Louis Althusser called ideological state apparatuses--the media, family, schools, churches and so on. Several…

  20. Etched Impressions: Student Writing as Engaged Pedagogy in the Graduate Sport Management Classroom

    Science.gov (United States)

    Veri, Maria J.; Barton, Kenny; Burgee, David; Davis, James A., Jr.; Eaton, Pamela; Frazier, Cathy; Gray, Stevie; Halsey, Christine; Thurman, Richard

    2006-01-01

    This article illustrates the pedagogical value of employing student narrative writing assignments in the graduate sport management classroom and advocates for cultural studies and critical pedagogy approaches to teaching sport management. The article considers students' autobiographical narratives within a theoretical framework of cultural…

  1. Including Indigenous Knowledges and Pedagogies in Science-Based Environmental Education Programs

    Science.gov (United States)

    Sutherland, Dawn; Swayze, Natalie

    2012-01-01

    In exploring ways to respectfully include Indigenous Knowledges and pedagogies within environmental education programs, the challenge is to ensure strategies used will meaningfully support learning while reflecting local cultural traditions, languages, beliefs, and perspectives. In this paper, key components for science-based environmental…

  2. Imagining Critical Cosmic Pedagogy nested within Critical Pedagogy

    Directory of Open Access Journals (Sweden)

    Isaacs Tracey I.

    2015-02-01

    Full Text Available The infinite problems attendant with mass public schooling requires evermore resilient and innovative theories to buttress an account of education that is socially defensible. While educational inequality could previously be attributed to developing nations due to their economic underdevelopment, developed nations too, with growing rapidity have to confront their internal burgeoning crises in education. It is against this backdrop that I focus on the possibility of expanding a notion of critical pedagogy by nesting the concept of cosmic pedagogy therein. As such, I draw on the Montessorian theory of cosmic education;Bazalukan theory of the formation of a planetary and cosmic personality; and Freireian critical pedagogy to discover the resonance and disharmony between these conceptual positions. Of the three theoretical frames, each can in their own right be considered a methodological approach to address particular problems in education and society at large. So it is with these theories and methods in mind that I suggest and reflect upon the ways that education might nudge us along in our attempt to be fully human and to occupy the space of intelligent matter in an ever expanding universe.

  3. 實徵研究/Service-learning as Effective Pedagogy for Information Literacy and Technology Competency Instruction in a Cross-Disciplinary, Cross-Cultural Context / Cynthia Hsieh

    Directory of Open Access Journals (Sweden)

    Cynthia Hsieh

    2008-10-01

    Full Text Available This article provides a detailed description of an interdisciplinary project for teaching information literacy and technology competency that overcomes institutional barriers and socioeconomic gaps – two obstacles that often hinder collaboration between higher education institutions and their local communities. Most importantly, it proposes a model of powerful pedagogical partnership between librarians and teaching faculty.The article first describes the background and philosophy of the project and provides a detailed account of the project implementation and pedagogies. A key element of the project design is the service-learning component that provides a “real world” environment to accelerate students’ learning experience. Finally, it offers valuable suggestions to those who wish to collaborate in a similar project.頁次:4-18

  4. Pedagogy of the Oppressed.

    Science.gov (United States)

    Freire, Paulo

    In the course of his work and travels in the Third World and as a result of his studies in the philosophy of education, the author of this book evolved a theory for the education of illiterates, especially adults, based on the conviction that every human being, no matter how "ignorant" or submerged in the "culture of silence," is capable of…

  5. Understanding the art of feminist pedagogy: facilitating interpersonal skills learning for nurses.

    Science.gov (United States)

    Lamont, Emma

    2014-05-01

    The purpose of this study is to explore feminist pedagogy integrated with facilitation skills. A pedagogy project was undertaken with students participating in the BSc (Hons) Nursing programme, whereby a module, "Interpersonal Skills for Nurses" was developed for 72 year 1 students. A feminist pedagogy involves employing the powers of diversity to create an environment where all students' voices are heard. It values the power of sharing to create a community of learners in which teachers and students share their talents, skills and abilities to enhance the learning of all (Chinn, 2001). An end of semester evaluation provided feedback which indicated this was a valuable module to teach year 1 student nurses. It highlighted that student nurses found the topic both interesting and relevant and felt it was taught in a way that promoted their personal development and identity as a nurse.

  6. NATIONAL EXAMINATION IN PERSPECTIVE OF CRITICAL PEDAGOGY

    Directory of Open Access Journals (Sweden)

    Made Kerta Adhi

    2013-02-01

    Full Text Available This study aims at identifying the factors contributing to why the policy on national examination is given priority, how the policy on national examination is presented in the system of educational management, its implication andrepresentation in the system of educational management applied in Senior High School in Tabanan. The critical theories such as the theory of hegemony, the theory of social practice and the theory of management in the perspective of critical pedagogy were eclectically used in the present study. Qualitative method using the approach of cultural studies was employed. The data were collected using participatory observation, in-depth interview and documentation study. The data were validated using triangulation method and descriptive-qualitative technique. The result of the study showed that the factors contributing to why the policy on national examination was given priority were educational politics and state policy, socio-cultural and global influence. The policy on national examination was represented in the school and class management by the agents within and outside school. The implication was that there was such a coalition among the agents that all the students would pass the national examination. The process of how the national examination was undertaken and the result which appeared to be good (all the students passed turned out to be hyperreality. Therefore, it was necessary to reconstruct the national education.

  7. Translation as Adaptation for Language Pedagogy

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    Laviosa Sara

    2014-02-01

    Full Text Available This paper explores, within an ecological perspective on language learning (cf. van Lier 2004, the valuable role that translation as adaptation can play in mediating and making sense of cross-cultural experiences in the multilingual language classroom. The aim is to develop a multilingual pedagogy that includes translation as adaptation as an integral part of the language curriculum in order to foster translingual and transcultural competence, this being the goal of foreign language education in the 21st century (cf. MLA 2007:2. The first part of the paper introduces the theoretical framework that conceptualises translation as being closely related to adaptation. It then analyses salient scenes from Gianni Amelio’s bilingual drama La stella che non c'è/The Missing Star/L'Étoile Imaginaire (2006 filmed in Italy and China and screened in competition as part of the 2006 Venice Film Festival. Moving on from research to pedagogic practice, the final part of the paper outlines a teaching unit that is based on the film and is aimed at undergraduate L1 Chinese learners of Italian and L1 Italian learners of Chinese. The objective of the pedagogic unit is to raise awareness of the transformative power enshrined in linguistic and cultural exchanges mediated by audio-visual translation as an eminent example of adaptation.

  8. Affect Theory as Pedagogy of the ‘Non-’

    Directory of Open Access Journals (Sweden)

    Gregory J Seigworth

    2014-10-01

    Full Text Available What is the relationship of affect to the non- of non-philosophy? And how might asking this question also go some distance toward answering (or raising questions about the continuing relevance of disciplinarity itself? By first taking up minor remarks made by Gilles Deleuze and Felix Guattari in What is Philosophy? – especially around the work of Francois Laurelle – this essay will explore how some of the implications of affect’s relation to the ‘non-‘ intersect with matters of immanence, pedagogy, and, finally, with the resoluteness of disciplinary boundaries.

  9. Critical Pedagogy: EFL Teachers' Views, Experience and Academic Degrees

    Science.gov (United States)

    Mahmoodarabi, Mahsa; Khodabakhsh, Mohammad Reza

    2015-01-01

    Although critical pedagogy has brought about positive changes in the field of education by shifting from traditional pedagogy to emancipatory pedagogy, not much attention has been paid to the factors affecting teachers' beliefs of critical pedagogy and only few studies have been conducted to design reliable and valid instruments to study EFL…

  10. "Passing It On": Beyond Formal or Informal Pedagogies

    Science.gov (United States)

    Cain, Tim

    2013-01-01

    Informal pedagogies are a subject of debate in music education, and there is some evidence of teachers abandoning formal pedagogies in favour of informal ones. This article presents a case of one teacher's formal pedagogy and theorises it by comparing it with a case of informal pedagogy. The comparison reveals affordances of formal pedagogies…

  11. "Passing It On": Beyond Formal or Informal Pedagogies

    Science.gov (United States)

    Cain, Tim

    2013-01-01

    Informal pedagogies are a subject of debate in music education, and there is some evidence of teachers abandoning formal pedagogies in favour of informal ones. This article presents a case of one teacher's formal pedagogy and theorises it by comparing it with a case of informal pedagogy. The comparison reveals affordances of formal pedagogies…

  12. Teaching "Understanding Cultural Differences for Business" in an Internet-Based Economy

    Science.gov (United States)

    Koh, Anthony C.

    2003-01-01

    The purpose of this paper is to offer a successful pedagogy in the teaching of "Understanding Culture Differences for Business" using Internet sources. The use of the pedagogy has helped the author and several faculty (in the author's University located in the U.S.) to popularize the learning of the origins of national culture and how culture…

  13. A Maori Pedagogy: Weaving the Strands Together

    Science.gov (United States)

    Stucki, Paora

    2012-01-01

    Literature on Maori pedagogy up until now has been disparate, some dealing with methodological issues, some with learning theory, some with environment and so forth. This article seeks to build one comprehensive picture of Maori pedagogy by weaving the myriad disparate themes in the literature into one unifying model. It is based on an EdD study…

  14. Three Generations of Distance Education Pedagogy

    Science.gov (United States)

    Anderson, Terry; Dron, Jon

    2011-01-01

    This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications of distance education based on the technology used, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The three generations of cognitive-behaviourist, social constructivist,…

  15. A Critical Look into Critical Pedagogy

    Science.gov (United States)

    Pishghadam, Reza; Meidani, Elham Naji

    2012-01-01

    In line with postmodern philosophy, critical pedagogy has gained considerable importance and has become a valuable educational goal. The purpose of this study is to dig into the effects of critical pedagogy in a modernist educational system. To this aim, 15 Iranian university students were asked to write down their feelings at the end of a course…

  16. Improving Curriculum through Blended Learning Pedagogy

    Science.gov (United States)

    Darojat, Ojat

    2016-01-01

    This paper is a study of blended learning pedagogy in open and distance learning (ODL), involving two universities in Southeast Asia, STOU Thailand and UT Indonesia. The purpose of this study is to understand the issues related to the implementation of blended-learning pedagogy. Qualitative case study was employed to optimize my understanding of…

  17. Critical Revolutionary Pedagogy Spiced by Pedagogical Love

    Science.gov (United States)

    FitzSimmons, Robert; Uusiautti, Satu

    2013-01-01

    The latest incidents demonstrating human beings' inhumanity to their fellow human beings have given impetus to dissect the connection between critical revolutionary pedagogy and the idea of pedagogical love. In this essay we attempt to answer the following questions: How do these two pedagogies complement each other? What can they offer for…

  18. Drama Grammar: Towards a Performative Postmethod Pedagogy

    Science.gov (United States)

    Even, Susanne

    2011-01-01

    This article presents the original concept of drama grammar, the synthesis of grammar instruction and drama pedagogy, which integrates both structural and communicative paradigms through a dialectic combination of acting and linguistic analysis. Based on the principles of drama pedagogy, drama grammar makes use of techniques from the performing…

  19. A Critical Look into Critical Pedagogy

    Science.gov (United States)

    Pishghadam, Reza; Meidani, Elham Naji

    2012-01-01

    In line with postmodern philosophy, critical pedagogy has gained considerable importance and has become a valuable educational goal. The purpose of this study is to dig into the effects of critical pedagogy in a modernist educational system. To this aim, 15 Iranian university students were asked to write down their feelings at the end of a course…

  20. Advancing Biosocial Pedagogy for HIV Education

    Science.gov (United States)

    Davis, Mark David McGregor

    2011-01-01

    This article develops the concept of biosocial pedagogy in HIV education for this era of expanding biomedical forms of HIV control. With reference to critical pedagogy and teaching and learning materials addressing HIV treatment and prevention, I explain how HIV education can problematize its own role in HIV control. I also discuss how educational…

  1. Aligning Pedagogy with Physical Learning Spaces

    Science.gov (United States)

    van Merriënboer, Jeroen J. G.; McKenney, Susan; Cullinan, Dominic; Heuer, Jos

    2017-01-01

    The quality of education suffers when pedagogies are not aligned with physical learning spaces. For example, the architecture of the triple-decker Victorian schools across England fits the information transmission model that was dominant in the industrial age, but makes it more difficult to implement student-centred pedagogies that better fit a…

  2. Pedagogy: East and West, Then and Now

    Science.gov (United States)

    Cheng, Kai-Ming

    2011-01-01

    This is the first of six commentaries discussing Zongjie Wu's essay, "Interpretation, autonomy, and transformation". Wu's analyses of pedagogy have opened a new window for looking at the essence of education. The comparison of Confucius's pedagogy with contemporary teaching in China provides a striking contrast. However, perhaps it is…

  3. Social Pedagogy and Pastoral Care in Schools

    Science.gov (United States)

    Kyriacou, Chris

    2015-01-01

    In the context of this paper, social pedagogy concerns how a person trained in social pedagogy can take up the role of a trusted and caring adult to help, support and empower troubled and vulnerable pupils to meet the demands they face in their lives so that they are better able to lead fulfilling and satisfying lives and can, in their turn,…

  4. Queer and Nondemagogic Pedagogy in the Classroom

    Science.gov (United States)

    Faunce, Robert

    2013-01-01

    In this article, the author presents his considerations and antecedents (theoretical and practical) that lead to the development of a nondemagogic classroom practice. He expounds on the impact of queer theory, queer pedagogy, and nondemagogic pedagogy, and encourages educators to consider best classroom practices using these ideas.

  5. Toward a Race Pedagogy for Black Faculty

    Science.gov (United States)

    Closson, Rosemary B.; Bowman, Lorenzo; Merriweather, Lisa R.

    2014-01-01

    Educators are consciously or unconsciously guided by pedagogy and make critical decisions about praxis--content, strategy, structure--based on their pedagogical beliefs. The intentional use of pedagogy is often advanced as a key to being an effective educator. A wealth of literature is directed toward helping White educators develop a race…

  6. Essentials of Basic Writing Pedagogy for Librarians

    Science.gov (United States)

    King, Reabeka

    2012-01-01

    There is an ongoing paradigm shift in librarianship that prompts the application of pedagogy throughout our professional practice. In light of the special attention to basic writing development in community college curricula, this article provides an overview of basic writing pedagogy. It discusses the overall college-level writing and research…

  7. "Pedagogie" and "Didactique": An Incestuous Relationship.

    Science.gov (United States)

    Bertrand, Yves; Houssaye, Jean

    1999-01-01

    Two major currents of reflection on education exist in the Francophone world. The first, "didactique"--didactics--relates to teacher planning, working chiefly from considerations about the pupil's cognitive characteristics. The second, "pedagogie"--pedagogy--relates to the features of pedagogical reflection-in-action. The distinctions between…

  8. Toward a Race Pedagogy for Black Faculty

    Science.gov (United States)

    Closson, Rosemary B.; Bowman, Lorenzo; Merriweather, Lisa R.

    2014-01-01

    Educators are consciously or unconsciously guided by pedagogy and make critical decisions about praxis--content, strategy, structure--based on their pedagogical beliefs. The intentional use of pedagogy is often advanced as a key to being an effective educator. A wealth of literature is directed toward helping White educators develop a race…

  9. Drama Grammar: Towards a Performative Postmethod Pedagogy

    Science.gov (United States)

    Even, Susanne

    2011-01-01

    This article presents the original concept of drama grammar, the synthesis of grammar instruction and drama pedagogy, which integrates both structural and communicative paradigms through a dialectic combination of acting and linguistic analysis. Based on the principles of drama pedagogy, drama grammar makes use of techniques from the performing…

  10. The development of Social Pedagogy in Russia

    Directory of Open Access Journals (Sweden)

    Tatiana Romm

    2015-12-01

    Full Text Available The way social pedagogy is developing nowadays has been paved by a centuries-old tradition of social and pedagogical work, historical experience of the theoretical research on the prob- lems of interactions between the man and the environment, and experience of successful problem solution of proper socialization in educational organizations at different stages of social pedagogy (pre- soviet, soviet and modern periods. Modern state of social pedagogy is related to the issues of deter- mining the status of social pedagogy, finding the main methodology parameters, as well as the research-specific issues. This paper  also presents the characteristics of the main concepts of social pedagogy in Russia and the peculiarities of professional work done by social pedagogues.

  11. cultural

    Directory of Open Access Journals (Sweden)

    Irene Kreutz

    2006-01-01

    Full Text Available Es un estudio cualitativo que adoptó como referencial teorico-motodológico la antropología y la etnografía. Presenta las experiencias vivenciadas por mujeres de una comunidad en el proceso salud-enfermedad, con el objetivo de comprender los determinantes sócio-culturales e históricos de las prácticas de prevención y tratamiento adoptados por el grupo cultural por medio de la entrevista semi-estructurada. Los temas que emergieron fueron: la relación entre la alimentación y lo proceso salud-enfermedad, las relaciones con el sistema de salud oficial y el proceso salud-enfermedad y lo sobrenatural. Los dados revelaron que los moradores de la comunidad investigada tienen un modo particular de explicar sus procedimientos terapéuticos. Consideramos que es papel de los profesionales de la salud en sus prácticas, la adopción de abordajes o enfoques que consideren al individuo en su dimensión sócio-cultural e histórica, considerando la enorme diversidad cultural en nuestro país.

  12. Teaching science as a cultural way of knowing: merging authentic inquiry, nature of science, and multicultural strategies

    Science.gov (United States)

    Meyer, Xenia; Crawford, Barbara A.

    2011-09-01

    Due to the growing number of students from populations underrepresented in the sciences, there is an intensified need to consider alternatives to traditional science instruction. Inquiry-based instructional approaches provide promise and possibility for engaging underrepresented students in the activities of science. However, inquiry-based instruction without culturally relevant pedagogy and instructional congruency, may not be sufficient to support non-mainstream students in science learning, and may even serve to challenge students' cultural ways of knowing. This conceptual paper suggests that aligning reform efforts in science education to the field of multicultural education would buttress efforts to reach underrepresented student groups in science. This includes providing culturally relevant instruction and instruction toward making the assumptions of science explicit, in particular. To this end, this paper draws from literature in multicultural education to propose that deconstructing science through instruction in NOS may support Latino, African American and English language learning students in science learning.

  13. Optimization of high grade glioma cell culture from surgical specimens for use in clinically relevant animal models and 3D immunochemistry.

    Science.gov (United States)

    Hasselbach, Laura A; Irtenkauf, Susan M; Lemke, Nancy W; Nelson, Kevin K; Berezovsky, Artem D; Carlton, Enoch T; Transou, Andrea D; Mikkelsen, Tom; deCarvalho, Ana C

    2014-01-07

    Glioblastomas, the most common and aggressive form of astrocytoma, are refractory to therapy, and molecularly heterogeneous. The ability to establish cell cultures that preserve the genomic profile of the parental tumors, for use in patient specific in vitro and in vivo models, has the potential to revolutionize the preclinical development of new treatments for glioblastoma tailored to the molecular characteristics of each tumor. Starting with fresh high grade astrocytoma tumors dissociated into single cells, we use the neurosphere assay as an enrichment method for cells presenting cancer stem cell phenotype, including expression of neural stem cell markers, long term self-renewal in vitro, and the ability to form orthotopic xenograft tumors. This method has been previously proposed, and is now in use by several investigators. Based on our experience of dissociating and culturing 125 glioblastoma specimens, we arrived at the detailed protocol we present here, suitable for routine neurosphere culturing of high grade astrocytomas and large scale expansion of tumorigenic cells for preclinical studies. We report on the efficiency of successful long term cultures using this protocol and suggest affordable alternatives for culturing dissociated glioblastoma cells that fail to grow as neurospheres. We also describe in detail a protocol for preserving the neurospheres 3D architecture for immunohistochemistry. Cell cultures enriched in CSCs, capable of generating orthotopic xenograft models that preserve the molecular signatures and heterogeneity of GBMs, are becoming increasingly popular for the study of the biology of GBMs and for the improved design of preclinical testing of potential therapies.

  14. What do you see? A case study of community college science pedagogy

    Science.gov (United States)

    Calhoun, Chantae M.

    Community colleges educate almost half of all American undergraduates. These students include but are not limited to under-prepared high school graduates, and individuals who are working full-time while attending school, as well as students of diverse cultural, socioeconomic, and ethnic backgrounds. With such a diverse student population, science educators may find it difficult to teach science, especially since the language of science is exceptional and contains some inner hierarchy that most other disciplines do not (Osborne, 2002). This qualitative case study examined a community college science faculty member notion's learning to use visual illustrations in science instruction through a collaborative professional development approach. Through this study, insights were gained on how to implement relevant science pedagogy at this community college. Narratives are used to tell the story of a community college science instructor's experience using visual illustrations through science concepts (e.g. cell structure, cellular transport, and metabolism) taught. Narratives reflect the science instructor's story leading to further studies in multiliteracies, professional development, and student perception of visual images in community college setting.

  15. Eating the Asian Other? Pedagogies of Food Multiculturalism in Australia

    Directory of Open Access Journals (Sweden)

    Rick Flowers

    2012-11-01

    Full Text Available Public pedagogies in tourism and education in Australia suggest that food is a medium through which we learn more about each other’s cultures: in other words food is a pedagogy of multiculturalism. Drawing on a white Anglo Australian man’s memories of food in different intercultural encounters, this paper prises open the concept of eating the Other. There has been trenchant critique of food multiculturalism and the consuming cosmopolitan in Australia (Hage 1997; Probyn 2004; Duruz 2010. Thus, several writers critique the prevailing idea that eating ethnic food is a sign of cosmopolitanism, and even anti-racism, in individuals and cities in Australia (Hage 1997; Sheridan 2002; Duruz 2010. Hence, the notion of eating the Other has been taken up to discuss how ethnicity becomes an object of enrichment for white people through the eating of ethnic food in restaurants (Hage 1997 and cooking ethnic food at home (Heldke 2003. In this paper we present an ‘entangled’ story of Frank which includes white expatriate masculinity, multiculturalism with ethnics and what Heldke calls ‘colonial food adventuring’. Drawing on a close reading of Frank’s story, we argue that an evaluation of food multiculturalism needs to historicise, gender and racialise inter-cultural food encounters. Thus, we argue that there are ethnic food socialities other than those of home-building or restaurant multiculturalisms. We suggest that culturalist and political economy pedagogies of food multiculturalism could be augmented by one that attends to the production of whiteness and gender.

  16. Pedagogy with babies: perspectives of eight nursery managers.

    Science.gov (United States)

    Elfer, Peter; Page, Jools

    2015-12-02

    The last 30 years have seen a significant increase in babies attending nursery, with corresponding questions about the aims and organisation of practice. Research broadly agrees on the importance of emotionally consistent, sensitive and responsive interactions between staff and babies. Policy objectives for nursery and expectations of parents and staff give rise to different and sometimes conflicting aims for such interactions; for example attachments to staff, peer interactions or early learning. Research shows marked variations of pedagogy aims and organisation with babies in nurseries in different national and cultural contexts. It also demonstrates variation between nurseries in similar contexts and between staff in their beliefs and values about work with babies. This paper reports on an exploratory study of the beliefs, aspirations and approaches of eight managers concerning pedagogy with babies in two similar English local authorities. These managers spoke of the importance of being responsive to the concerns and priorities of parents, whilst being sensitive to the demands of the work on their staff. The main finding was of the contradictions and confusions managers felt were inherent in the work, arising from both conflicting policy objectives and personal beliefs and aspirations; sometimes their own and sometimes those of individual staff and parents. Urban, Vandenbroeck, Van Laere, Lazzari, and Peeters' [(2012). Towards competent systems in early childhood education and care. Implications for policy and practice. European Journal of Education, 47(4), 508-526.] concept of the 'competent system' is used to recommend a grounded approach to the development of a more culturally, socially and individually responsive pedagogy with babies than appears to exist at present.

  17. Social pedagogy between everyday life and professionalism

    DEFF Research Database (Denmark)

    Rothuizen, Jan Jaap

    2014-01-01

    You have to know a bit of history in order to understand that the term social pedagogy can have different meanings. This article presents social pedagogy first and foremost as an approach that focuses on the other person’s possibilities to decide, to be an actor and to be a participant. When you...... practice a social pedagogical approach, you have to think because you will often find yourself in situations with no fixed recipe for what to do. The social pedagogy occurs in tension fields. Therefore, social pedagogical work is in constant development....

  18. HISTORICAL-CRITICAL PEDAGOGY AND HISTORICAL-CULTURALPSYCHOLOGY: INFERENCES IN TEACHERSTRAININGAND WORK

    Directory of Open Access Journals (Sweden)

    Cristhyane Ramos Haddad

    2013-12-01

    Full Text Available This article presents the historical-critical pedagogy and historical-cultural psychology, also rehearses to make inferences for teacher training in Brazil. Therefore, was sought to theoretical base in authors such as Dermeval Saviani, Newton Duarte, Vygotsky, Leontiev, Ligia Marcia Martins, Marilda Facci, Marta Sforni. The historical-critical pedagogy postulates that the educational actis characterized by intentionality, aiming as objective the appropriation of knowledge systematized by the student. In the same sense, the historical- cultural psychology understands that the learning of knowledge scholarship is critical for the development of higher psychological functions. The good teaching in this perspective is the one that promotes the development of the individual that is always asocial and historical development. These approaches are confronting and overcoming the pedagogies of learning to learn that find their foundation in constructivism and who claim that more important than teaching or learning is to take the student to find ways to learn how to learn. The teacher’s job, according to these pedagogies, is of a learning facilitator, which has led to an undermining of their function and causing serious consequences for the teaching learning process of students in the classroom. Finally, this article points according to the marxist perspective the omnilateral defense of teachers training as an indispensable element for the progress toward the consolidation of a quality public education.

  19. Language pedagogy: foreign language teachers’ professional skills

    OpenAIRE

    Коряковцева, Н.

    2013-01-01

    This article looks into foreign language teacher education in plurilingual and pluricultural context; defines the notion and focuses on the characteristics of skills in language pedagogy as part of foreign language teacher professional competence.

  20. LANGUAGE PEDAGOGY: FOREIGN LANGUAGE TEACHERS’ PROFESSIONAL SKILLS

    OpenAIRE

    Коряковцева, Н.

    2013-01-01

    This article looks into foreign language teacher education in plurilingual and pluricultural context; defines the notion and focuses on the characteristics of skills in language pedagogy as part of foreign language teacher professional competence.

  1. The Activity-Based Approach to Achieving Theoretical and Practical Consensus in Pedagogy of N. F. Talyzina

    Science.gov (United States)

    Chapaev, Nikolay K.; Akimova, Olga B.; Selivanov, Andrey V.; Shaforostova, Tatiana V.

    2016-01-01

    The relevance of the problem under study is based on the necessity to solve the permanent problem of the unity of theory and practice in the content of students' cognitive activity in the modern conditions. The purpose of the article is to analyze and to generalize the main concepts of pedagogy by N.F. Talyzina for implementation of the…

  2. The diversity of social pedagogy in Europe

    DEFF Research Database (Denmark)

    Situated at the intersection between social work and education, social pedagogy is an original and dynamic academic and professional tradition. The aim of the book is to illustrate the great variety between national traditions and understandings. The anthology is structured in three parts: 1. Past...... & present: Countryprotraits - 2. Current Problems: Case studies - 3. Future - social pedagogy as academic discipline. Contributions from UK, Germany, Poland, France, Sweden and Denmark....

  3. Mujer Sana, Familia Fuerte: The Effects of a Culturally-Relevant, Community-Based, Promotores Program to Increase Cervical Cancer Screening among Latinas.

    Science.gov (United States)

    McDonough, A Manuela; Vargas, Marcela; Nguyen-Rodriguez, Selena; Garcia, Melawhy; Galvez, Gino; Rios-Ellis, Britt

    2016-01-01

    Although cervical cancer can be prevented through screening and follow-up, Latinas' rate of Pap tests remains low due to knowledge gaps and cultural and attitudinal factors. This study used a single-group pre-/post-test design to evaluate the effectiveness of Mujer Sana, Familia Fuerte (Healthy Woman, Strong Family), an intervention intended to improve Latinas' cervical cancer prevention knowledge, attitudes, self-efficacy to obtain a Pap test, and intention to get tested. The intervention is delivered through a single session by promotores de salud, who use a culturally competent, linguistically appropriate toolkit. A total of 5,211 Latinas participated in the study. The evaluation indicated that participants had increases in knowledge, positive attitudes, self-efficacy, and intention to test. Latinas have a low rate of cervical cancer screening but a high rate of cervical cancer, and Mujer Sana, Familia Fuerte shows promise as a public health practice for use with this population.

  4. Development of a Rapid Reverse Blot Hybridization Assay for Detection of Clinically Relevant Antibiotic Resistance Genes in Blood Cultures Testing Positive for Gram-Negative Bacteria.

    Science.gov (United States)

    Wang, Hye-Young; Yoo, Gilsung; Kim, Juwon; Uh, Young; Song, Wonkeun; Kim, Jong Bae; Lee, Hyeyoung

    2017-01-01

    Rapid and accurate identification of the causative pathogens of bloodstream infections is crucial for the prompt initiation of appropriate antimicrobial therapy to decrease the related morbidity and mortality rates. The aim of this study was to evaluate the performance of a newly developed PCR-reverse blot hybridization assay (REBA) for the rapid detection of Gram-negative bacteria (GNB) and their extended-spectrum β-lactamase (ESBL), AmpC β-lactamase, and carbapenemase resistance genes directly from the blood culture bottles. The REBA-EAC (ESBL, AmpC β-lactamase, carbapenemase) assay was performed on 327 isolates that were confirmed to have an ESBL producer phenotype, 200 positive blood culture (PBCs) specimens, and 200 negative blood culture specimens. The concordance rate between the results of REBA-EAC assay and ESBL phenotypic test was 94.2%. The sensitivity, specificity, positive predictive value, and negative predictive value of the REBA-EAC assay for GNB identification in blood culture specimens were 100% (95% CI 0.938-1.000, P < 0.001), 100% (95% CI 0.986-1.000, P < 0.001), 100% (95% CI 0.938-1.000, P < 0.001), and 100% (95% CI 0.986-1.000, P < 0.001), respectively. All 17 EAC-producing GNB isolates from the 73 PBCs were detected by the REBA-EAC assay. The REBA-EAC assay allowed easy differentiation between EAC and non-EAC genes in all isolates. Moreover, the REBA-EAC assay was a rapid and reliable method for identifying GNB and their β-lactamase resistance genes in PBCs. Thus, this assay may provide essential information for accelerating therapeutic decisions to achieve earlier appropriate antibiotic treatment during the acute phase of bloodstream infection.

  5. Development of a Rapid Reverse Blot Hybridization Assay for Detection of Clinically Relevant Antibiotic Resistance Genes in Blood Cultures Testing Positive for Gram-Negative Bacteria

    Science.gov (United States)

    Wang, Hye-young; Yoo, Gilsung; Kim, Juwon; Uh, Young; Song, Wonkeun; Kim, Jong Bae; Lee, Hyeyoung

    2017-01-01

    Rapid and accurate identification of the causative pathogens of bloodstream infections is crucial for the prompt initiation of appropriate antimicrobial therapy to decrease the related morbidity and mortality rates. The aim of this study was to evaluate the performance of a newly developed PCR-reverse blot hybridization assay (REBA) for the rapid detection of Gram-negative bacteria (GNB) and their extended-spectrum β-lactamase (ESBL), AmpC β-lactamase, and carbapenemase resistance genes directly from the blood culture bottles. The REBA-EAC (ESBL, AmpC β-lactamase, carbapenemase) assay was performed on 327 isolates that were confirmed to have an ESBL producer phenotype, 200 positive blood culture (PBCs) specimens, and 200 negative blood culture specimens. The concordance rate between the results of REBA-EAC assay and ESBL phenotypic test was 94.2%. The sensitivity, specificity, positive predictive value, and negative predictive value of the REBA-EAC assay for GNB identification in blood culture specimens were 100% (95% CI 0.938–1.000, P < 0.001), 100% (95% CI 0.986–1.000, P < 0.001), 100% (95% CI 0.938–1.000, P < 0.001), and 100% (95% CI 0.986–1.000, P < 0.001), respectively. All 17 EAC-producing GNB isolates from the 73 PBCs were detected by the REBA-EAC assay. The REBA-EAC assay allowed easy differentiation between EAC and non-EAC genes in all isolates. Moreover, the REBA-EAC assay was a rapid and reliable method for identifying GNB and their β-lactamase resistance genes in PBCs. Thus, this assay may provide essential information for accelerating therapeutic decisions to achieve earlier appropriate antibiotic treatment during the acute phase of bloodstream infection. PMID:28232823

  6. Acculturative Dissonance and Risks for Proactive and Reactive Aggression Among Latino/a Adolescents: Implications for Culturally Relevant Prevention and Interventions.

    Science.gov (United States)

    Williford, Anne; Fite, Paula J; Johnson-Motoyama, Michelle; Frazer, Andrew L

    2015-12-01

    There is a dearth of studies concerning the functions of aggression among Latino/a youth despite the fact they are one of the fastest growing youth populations in the United States. We examined individual, peer, cultural, and community level indicators of reactive and proactive aggression and determined whether these relationships were moderated by acculturative dissonance (e.g., culturally specific family conflicts arising from the acculturation process) among a sample of Latino/a adolescents who were predominantly of Mexican heritage. Consistent with prior evidence, results revealed that peer delinquency was uniquely associated with proactive aggression, whereas impulsivity was uniquely associated with reactive aggression. Further, acculturative dissonance was uniquely associated with proactive but not reactive aggression. No moderating effects for acculturative dissonance were found, indicating that the significant risk factors in our study were associated with proactive and reactive aggression regardless of the level of acculturative dissonance experienced. Notably, acculturative dissonance was a unique risk factor for proactive aggression and thus may be an important target for prevention and interventions among Latino/a youth. Consequently, interventions designed to prevent culturally specific family conflicts and promote family functioning may be particularly useful in mitigating the risk of aggression intended to achieve social and material awards among in this population.

  7. Learning to Teach Elementary Science Through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts

    Science.gov (United States)

    Bottoms, SueAnn I.; Ciechanowski, Kathryn M.; Hartman, Brian

    2015-12-01

    Iterative cycles of enactment embedded in culturally and linguistically diverse contexts provide rich opportunities for preservice teachers (PSTs) to enact core practices of science. This study is situated in the larger Families Involved in Sociocultural Teaching and Science, Technology, Engineering and Mathematics (FIESTAS) project, which weaves together cycles of enactment, core practices in science education and culturally relevant pedagogies. The theoretical foundation draws upon situated learning theory and communities of practice. Using video analysis by PSTs and course artifacts, the authors studied how the iterative process of these cycles guided PSTs development as teachers of elementary science. Findings demonstrate how PSTs were drawing on resources to inform practice, purposefully noticing their practice, renegotiating their roles in teaching, and reconsidering "professional blindness" through cultural practice.

  8. Liquid pedagogy: Pedagogical imaginary or Educational Theory?

    Directory of Open Access Journals (Sweden)

    Xavier LAUDO CASTILLO

    2015-01-01

    Full Text Available This paper introduces a specific problem within the broader research on liquid pedagogy. The article displays the meaning of the liquid metaphor applied to pedagogy and two possible uses of the signifier «liquid pedagogy»: a as a pedagogical imaginary, and b as a theory of education. I discuss the liquid pedagogy as a theory that can be useful for articulating the idea of what education is and what should be. Two possible variants of the liquid pedagogy are described: a with solid methods to convey tradition b with liquid methods to yield new possibilities. Taking into account that the pedagogical imaginary is the general framework of any theory of education –liquid or solid–, I claim, on the one hand, the use of the term «postmodern pedagogical imaginary». On the other hand, I propose the use of the term «liquid pedagogy» as a theory of education in which the key element is the unexpected character of the educational results.

  9. Toward a "Modest Pedagogy": Reflections on the Problematics of Critical Pedagogy.

    Science.gov (United States)

    Tinning, Richard

    2002-01-01

    Discusses difficulties in "doing" critical pedagogy with postmodern students, considering the advantages of working toward a "modest pedagogy" (modeled after Law's modest sociology), which takes seriously the problematic issue of knowledge and schooling, yet avoids some of the pitfalls of Enlightenment thinking and the neglect…

  10. Surveying Borders, Boundaries, and Contested Spaces in Curriculum and Pedagogy. Curriculum and Pedagogy Series

    Science.gov (United States)

    Reilly, Cole, Ed.; Russell, Victoria, Ed.; Chehayl, Laurel K., Ed.; McDermott, Morna M., Ed.

    2011-01-01

    The Curriculum and Pedagogy book series is an enactment of the mission and values espoused by the Curriculum and Pedagogy Group, an international educational organization serving those who share a common faith in democracy and a commitment to public moral leadership in schools and society. Accordingly, the mission of this series is to advance…

  11. From Policy to Pedagogy: The Implications of Sustainability Policy for Sustainability Pedagogy in Higher Education

    Science.gov (United States)

    Timmerman, Nora; Metcalfe, Amy Scott

    2009-01-01

    In response to the growing number of sustainability policies being enacted at higher education institutions, this article examines the relationship between policy and pedagogy, asking how policy texts can both enable and impede the implementation of sustainability pedagogy in higher education. To explore this question, we have undertaken a case…

  12. Signature Pedagogy/Powerful Pedagogy: The Oxford Tutorial System in the Humanities

    Science.gov (United States)

    Horn, Julia

    2013-01-01

    Lee Shulman's concept of signature pedagogies in the professions has captured the imagination of many researchers and educators. In higher education, the concept has been extended to teaching in particular disciplines, and it is here argued that the concept of signature pedagogy can be usefully extended to an influential teaching system in the…

  13. ALTERNATION PEDAGOGY AND SOCIAL REPRESENTATIONS OF THE ENVIRONMENT ON TEACHERS AND STUDENTS OF RURAL FAMILY HOUSES

    OpenAIRE

    Edival Sebastião Teixeira; Ederson Henrique de Souza Machado; Fernanda Luiza Algeri; Raffael Cantú

    2013-01-01

    This article is one of the results of a wider research with aimed understanding the relationship between the field education, from the perspective of the alternation pedagogy and sustainable development of family farming. Given the relevance of environmental issues in agriculture, one of the research focus was the investigation of the environment social representations of the teachers and students of rural family houses in the Southwest region of Paraná. The data were collected through the us...

  14. Three-dimensional epithelial and mesenchymal cell co-cultures form early tooth epithelium invagination-like structures: expression patterns of relevant molecules.

    Science.gov (United States)

    Xiao, Li; Tsutsui, Takeki

    2012-06-01

    Epithelium invagination is the key feature of early tooth development. In this study, we built a three-dimensional (3D) model to represent epithelium invagination-like structure by tissue engineering. Human normal oral epithelial cells (OECs) and dental pulp stem cells (DPSCs) were co-cultivated for 2-7 weeks on matrigel or collagen gel to form epithelial and mesenchymal tissues. The histological change and gene expression were analyzed by HE staining, immunostaining, and quantitative real-time RT-PCR (qRT-PCR). After 4 weeks of cultivation, OECs-formed epithelium invaginated into DPSCs-derived mesenchyme on both matrigel and collagen gel. OEC-DPSC co-cultures on matrigel showed typical invagination of epithelial cells and condensation of the underlying mesenchymal cells. Epithelial invagination-related molecules, CD44 and E-cadherin, and mesenchymal condensation involved molecules, N-cadherin and Msx1 expressed at a high level in the tissue model, suggesting the epithelial invagination is functional. However, when OECs and DPSCs were co-cultivated on collagen gel; the invaginated epithelium was transformed to several epithelial colonies inside the mesenchyme after long culture period. When DPSCs were co-cultivated with immortalized human OECs NDUSD-1, all of the above-mentioned features were not presented. Immunohistological staining and qRT-PCR analysis showed that p75, BMP2, Shh, Wnt10b, E-cadherin, N-cadherin, Msx1, and Pax9 are involved in initiating epithelium invagination and epithelial-mesenchymal interaction in the 3D OEC-DPSC co-cultures. Our results suggest that co-cultivated OECs and DPSCs on matrigel under certain conditions can build an epithelium invagination-like model. This model might be explored as a potential research tool for epithelial-mesenchymal interaction and tooth regeneration.

  15. Microbiological diagnosis of vertebral osteomyelitis: relevance of second percutaneous biopsy following initial negative biopsy and limited yield of post-biopsy blood cultures.

    Science.gov (United States)

    Gras, G; Buzele, R; Parienti, J J; Debiais, F; Dinh, A; Dupon, M; Roblot, F; Mulleman, D; Marcelli, C; Michon, J; Bernard, L

    2014-03-01

    The purpose of this investigation was to evaluate the microbiological diagnosis yield of post-biopsy blood cultures (PBBCs) and second percutaneous needle biopsy (PNB) following an initial negative biopsy in vertebral osteomyelitis (VO) without bacteremia. A retrospective multicenter study was performed. Patients with VO, pre-biopsy negative blood culture(s), ≥1 PNB, and ≥1 PBBC (0-4 h) were included. One hundred and sixty-nine PNBs (136 first and 33 following initial negative biopsy) were performed for 136 patients (median age = 58 years, sex ratio M/F = 1.9). First and second PNBs had a similar yield: 43.4 % (59/136) versus 39.4 % (13/33), respectively. Only two PBBCs (1.1 %) led to a microbiological diagnosis. The strategy with positive first PNB and second PNB following an initial negative result led to microbiological diagnosis in 79.6 % (74/93) of cases versus 44.1 % (60/136) for the strategy with only one biopsy. In the multivariate analysis, young age (odds ratio, OR [95 % confidence interval (CI)] = 0.98 [0.97; 0.99] per 1 year increase, p = 0.02) and >1 sample (OR = 2.4 ([1.3; 4.4], p = 0.007)) were independently associated with positive PNB. To optimize microbiological diagnosis in vertebral osteomyelitis, performing a second PNB (after an initial negative biopsy) could lead to a microbiological diagnosis in nearly 80 % of patients. PBBC appears to be limited in microbiological diagnosis.

  16. Emergence: complexity pedagogy in action.

    Science.gov (United States)

    Jonas-Simpson, Christine; Mitchell, Gail; Cross, Nadine

    2015-01-01

    Many educators are looking for new ways to engage students and each other in order to enrich curriculum and the teaching-learning process. We describe an example of how we enacted teaching-learning approaches through the insights of complexity thinking, an approach that supports the emergence of new possibilities for teaching-learning in the classroom and online. Our story begins with an occasion to meet with 10 nursing colleagues in a three-hour workshop using four activities that engaged learning about complexity thinking and pedagogy. Guiding concepts for the collaborative workshop were nonlinearity, distributed decision-making, divergent thinking, self-organization, emergence, and creative exploration. The workshop approach considered critical questions to spark our collective inquiry. We asked, "What is emergent learning?" and "How do we, as educators and learners, engage a community so that new learning surfaces?" We integrated the arts, creative play, and perturbations within a complexity approach.

  17. Narrative pedagogy and art interpretation.

    Science.gov (United States)

    Ewing, Bonnie; Hayden-Miles, Marie

    2011-04-01

    Contemporary practices in nursing education call for changes that will assist students in understanding a complex, rapidly changing world. Narrative pedagogy is an approach that offers teachers a way to actively engage students in the process of teaching and learning. The narrative approach provides ways to think critically, make connections, and ask questions to gain understanding through dialogue. The hermeneutic circle of understanding offers a way to interpret stories and discover meaning. Narratives exist in art forms that can be interpreted to evoke discussions and thinking that relate to nursing practice. Art interpretation is a way to gain access to others and acquire a deeper appreciation for multiple perspectives in the teaching-learning process.

  18. Bakhtinian pedagogy is needed in our postmodern world

    OpenAIRE

    Mikhail Gradovski

    2013-01-01

    Book review for Dialogic Pedagogy Journal:  E. Jayne White & Michael A. Peters (Eds) (2011) Bakhtinian Pedagogy: Opportunities and Challenges for Research, Policy and Practice in Education across the Globe

  19. Bakhtinian pedagogy is needed in our postmodern world

    Directory of Open Access Journals (Sweden)

    Mikhail Gradovski

    2013-01-01

    Full Text Available Book review for Dialogic Pedagogy Journal:  E. Jayne White & Michael A. Peters (Eds (2011 Bakhtinian Pedagogy: Opportunities and Challenges for Research, Policy and Practice in Education across the Globe

  20. Reconstruction of Cultural Images in Advertisement Translation from the Perspective of the Relevance Theory%从关联理论翻译观看广告翻译中文化意象的重构

    Institute of Scientific and Technical Information of China (English)

    陈蕾; 朱小美

    2012-01-01

    Cultural images are usually employed in the composition of advertisements to enhance their artistry and appeal. But put into foreign markets, advertisements with cultural images will probably fail to take effect because of cultural differences. Therefore, when translating such advertisements, translators should reconstruct those cultural images so as to achieve the same effect as the original. From the perspective of Relevance Theory, translators should make the version optimally relevant to the cognitive context of the target readers so that they can obtain the same contextual effect with the least effort.%为了增强艺术性和感染力,广告语言常常会融入特定的文化意象。该类广告一般在本国市场能够达到很好的宣传效果,但在产品的跨国销售时,往往会遭遇“文化门槛”。由于文化存在地域和民族的差异,这些原本十分成功的广告在异国的销售市场上可能达不到原本的效果,这就要求在广告翻译时对其中的文化意象进行重构。广告翻译中文化意象的重构应该遵循最佳关联原则,让目的读者能用最少的努力达到与原语读者相类似的心理效果,获得广告翻译最佳的语境效果,从而实现产品销售的最终目的。

  1. RUSSIAN EMIGRATION OF «THE FIRST WAVE»: SOCIAL AND CULTURAL, PEDAGOGICAL AND SOCIAL-PSYCHOLOGICAL FACTORS OF CHILDREN AND ADOLESCENTS NATIONAL UPBRINGING Российская эмиграция «первой волны»: социокультурные, педагогические и социально-психологические факторы национального воспитания детей и подростков

    Directory of Open Access Journals (Sweden)

    Kudryashova S. K.

    2012-10-01

    Full Text Available The article considers the problem of Russian children national upbringing under the conditions of emigration. Theoretically relevant from the point of view of the modern social pedagogy is to analyze the factors of socialization of the younger generation in a foreign cultural, foreign language environment, giving the example of the Russian emigration understanding of positive and negative mechanisms of person’s socialization

  2. Atuarfitsialak: Greenland's Cultural Compatible Reform

    Science.gov (United States)

    Wyatt, Tasha R.

    2012-01-01

    In 2002, Greenlandic reform leaders launched a comprehensive, nation-wide reform to create culturally compatible education. Greenland's reform work spans the entire educational system and includes preschool through higher education. To assist their efforts, reform leaders adopted the Standards for Effective Pedagogy developed at the Center for…

  3. Study of social pedagogy in the Czech Republic

    OpenAIRE

    2013-01-01

    This work will focus on issues of social pedagogy tradition, captures the contemporary discussion of the concept of social pedagogy as a scientific discipline and will characterize social pedagogy as a field of bachelor's and master's in higher education. The aim of the work will in theory to define the basic concepts, map the development of social education at home and abroad, and to describe the present status of social pedagogy. The aim of the practical part will be the comparison subjects...

  4. Pedagogy and Practice for Online English Language Teacher Education

    Science.gov (United States)

    Pawan, Faridah; Wiechart, Kelly A.; Warren, Amber N.; Park, Jaehan

    2016-01-01

    Pedagogy--not technology--drives effective online instruction. The authors of "Pedagogy and Practice for Online English Language Teacher Education" discuss foundational theories of pedagogy and link those theories with their own practices in online courses for language teacher education and language teaching. This book discusses and…

  5. Educational Change: A Case for a "Pedagogy of Compassion"

    Science.gov (United States)

    Vandeyar, Saloshna; Swart, Ronel

    2016-01-01

    This paper sets out to advance the concept of an "epistemology of compassion" first proposed by Vandeyar (2013; 2016). Utilising a single embedded case study and the theoretical mooring of post-conflict pedagogy this paper attempts to find links between Jansen's perceptions of a post-conflict pedagogy and Freirean pedagogy and to argue a…

  6. Signature Pedagogies in Support of Teachers' Professional Learning

    Science.gov (United States)

    Parker, Melissa; Patton, Kevin; O'Sullivan, Mary

    2016-01-01

    Signature pedagogies [Shulman, L. 2005. "Signature pedagogies in the professions." "Daedalus" 134 (3): 52--59.] are a focus of teacher educators seeking to improve teaching and teacher education. The purpose of this paper is to present a preliminary common language of signature pedagogies for teacher professional development…

  7. Genre-based pedagogy in TEM-4 reading class

    Institute of Scientific and Technical Information of China (English)

    张微

    2014-01-01

    This thesis aims to elaborate genre-based pedago-gy in reading class of TEM-4 (Test for English Major Band 4). It systematically explains the theories of genre-based pedagogy. Moreover, it shows how genre-based pedagogy can be applied to TEM-4 reading class with a specific teaching plan.

  8. Critical Pedagogy(ies) for ELT in Indonesia

    Science.gov (United States)

    Larson, Kasey R.

    2014-01-01

    This paper will explore the theoretical underpinnings that present a rationale for the use of critical pedagogy as an English Language Teaching (ELT) approach in Indonesia. A brief description of critical pedagogy is given, followed by a detailed rationale for its use including an overview of critical pedagogy studies done in Asia, an exploration…

  9. Difficulties and Outlets: On Paradigm of China's Pedagogy

    Science.gov (United States)

    Liu, Haimin; Lin, Dan

    2008-01-01

    In this paper, the paradigm of China's pedagogy means a way of thinking followed and adhered to by Chinese educationists from the establishment of New China till now when they consider, study and conceive problems of pedagogy. This way of thinking guides educationists to have particular study directions, unique modes of pedagogy establishment and…

  10. Inclusive Pedagogy and Knowledge in Special Education: Addressing the Tension

    Science.gov (United States)

    Mintz, Joseph; Wyse, Dominic

    2015-01-01

    There has been an increasing focus in policy and practice on adopting inclusive pedagogy as a way of reconceptualising how schools work with children with special educational needs (SEN). The paper considers the split between knowledge and pedagogy inherent in some dominant strains of "inclusive pedagogy". Drawing on the "knowledge…

  11. Towards a Pedagogy of Land: The Urban Context

    Science.gov (United States)

    Styres, Sandra; Haig-Brown, Celia; Blimkie, Melissa

    2013-01-01

    This article examines the possibilities when shifting what we have come to call a pedagogy of Land from rural to urban contexts. The authors explore some persisting questions around what it means to bring a pedagogy of Land into classrooms and communities in urban settings. The authors consider the ways a pedagogy of Land might translate from…

  12. Politics of Critical Pedagogy and New Social Movements

    Science.gov (United States)

    Cho, Seehwa

    2010-01-01

    The proponents of critical pedagogy criticize the earlier Neo-Marxist theories of education, arguing that they provide only a "language of critique". By introducing the possibility of human agency and resistance, critical pedagogists attempt to develop not only a pedagogy of critique, but also to build a pedagogy of hope. Fundamentally, the aim of…

  13. Redistribution, Recognition and Representation: Working against Pedagogies of Indifference

    Science.gov (United States)

    Lingard, Bob; Keddie, Amanda

    2013-01-01

    This paper reports on an Australian government-commissioned research study that documented classroom pedagogies in 24 Queensland schools. The research created the model of "productive pedagogies", which conjoined what Nancy Fraser calls a politics of redistribution, recognition and representation. In this model pedagogies are…

  14. Towards a Pedagogy of Land: The Urban Context

    Science.gov (United States)

    Styres, Sandra; Haig-Brown, Celia; Blimkie, Melissa

    2013-01-01

    This article examines the possibilities when shifting what we have come to call a pedagogy of Land from rural to urban contexts. The authors explore some persisting questions around what it means to bring a pedagogy of Land into classrooms and communities in urban settings. The authors consider the ways a pedagogy of Land might translate from…

  15. A Pedagogy of Emotion in Teaching about Social Movement Learning

    Science.gov (United States)

    Walker, Judith; Palacios, Carolina

    2016-01-01

    This article explores the role of emotion in teaching about social issues in higher education. We draw and expand upon Boler's notion of a "Pedagogy of Discomfort," Goodman's and Curry-Steven's concept of a "Pedagogy for the Privileged," and on Freire's idea of a "Pedagogy of Hope," in reflecting on our own…

  16. Inclusive Pedagogy and Knowledge in Special Education: Addressing the Tension

    Science.gov (United States)

    Mintz, Joseph; Wyse, Dominic

    2015-01-01

    There has been an increasing focus in policy and practice on adopting inclusive pedagogy as a way of reconceptualising how schools work with children with special educational needs (SEN). The paper considers the split between knowledge and pedagogy inherent in some dominant strains of "inclusive pedagogy". Drawing on the "knowledge…

  17. A Pedagogy of Emotion in Teaching about Social Movement Learning

    Science.gov (United States)

    Walker, Judith; Palacios, Carolina

    2016-01-01

    This article explores the role of emotion in teaching about social issues in higher education. We draw and expand upon Boler's notion of a "Pedagogy of Discomfort," Goodman's and Curry-Steven's concept of a "Pedagogy for the Privileged," and on Freire's idea of a "Pedagogy of Hope," in reflecting on our own…

  18. Core Pedagogy: Individual Uncertainty, Shared Practice, Formative Ethos

    Science.gov (United States)

    Dotger, Benjamin H.

    2015-01-01

    Attention to the core practices of teaching necessitates core pedagogies in teacher preparation. This article outlines the diffusion of one such pedagogy from medical to teacher education. The concept of clinical simulations is outlined through the lens of "signature pedagogies" and their uncertain, engaging, formative qualities.…

  19. Core Pedagogy: Individual Uncertainty, Shared Practice, Formative Ethos

    Science.gov (United States)

    Dotger, Benjamin H.

    2015-01-01

    Attention to the core practices of teaching necessitates core pedagogies in teacher preparation. This article outlines the diffusion of one such pedagogy from medical to teacher education. The concept of clinical simulations is outlined through the lens of "signature pedagogies" and their uncertain, engaging, formative qualities.…

  20. Critical Pedagogy(ies) for ELT in Indonesia

    Science.gov (United States)

    Larson, Kasey R.

    2014-01-01

    This paper will explore the theoretical underpinnings that present a rationale for the use of critical pedagogy as an English Language Teaching (ELT) approach in Indonesia. A brief description of critical pedagogy is given, followed by a detailed rationale for its use including an overview of critical pedagogy studies done in Asia, an exploration…