WorldWideScience

Sample records for culturally relevant pedagogy

  1. Supporting pre-service science teachers in developing culturally relevant pedagogy

    Science.gov (United States)

    Krajeski, Stephen

    This study employed a case study methodology to investigate a near-authentic intervention program designed to support the development of culturally relevant pedagogy and its impact on pre-service science teachers' notions of culturally relevant pedagogy. The unit of analysis for this study was the discourse of pre-service science teachers enrolled in a second semester science methods course, which was the site of the intervention program. Data for this study was collected from videos of classroom observations, audio recordings of personal interviews, and artifacts created by the pre-service science teachers during the class. To determine how effective science teacher certification programs are at supporting the development of culturally relevant pedagogy without an immersion aspect, two research questions were investigated: 1) How do pre-service science teachers view and design pedagogy while participating in an intervention designed to support the development of culturally relevant pedagogy? 2) How do pre-service science teachers view the importance of culturally relevant pedagogy for supporting student learning? How do their practices in the field change these initial views?

  2. Examining Hip-Hop as Culturally Relevant Pedagogy

    Science.gov (United States)

    Kim, Jung; Pulido, Isaura

    2015-01-01

    Culturally relevant pedagogy is a framework that conceptualizes the process of student learning as contingent upon educators' deep understanding of students' cultural backgrounds to co-construct knowledge and develop academic skills. Concurrently, there are a growing number of studies that explore hip-hop as a culturally relevant curriculum for…

  3. Searching for Mirrors: Preservice Teachers' Journey toward More Culturally Relevant Pedagogy

    Science.gov (United States)

    Christ, Tanya; Sharma, Sue Ann

    2018-01-01

    Culturally relevant text selection and pedagogy support students' motivation, engagement, literacy outcomes, and positive identity formation. Nevertheless, there is limited research on teacher preparation that fosters these outcomes. We explore 17 preservice teachers' challenges and successes with culturally relevant text selection and pedagogy…

  4. Teaching for Change: New Teachers' Experiences with and Visions for Culturally Relevant Pedagogy

    Science.gov (United States)

    Borrero, Noah; Ziauddin, Asra; Ahn, Alexandra

    2018-01-01

    This paper presents the voices of thirteen pre- and in-service teachers to showcase their perspectives of culturally relevant pedagogy as a teaching framework. Positionality, critical consciousness, and cultural assets are used as foundations to explore social justice pedagogy. These new teachers discuss the challenges they face in making the…

  5. Lift Every Voice and Sing: Constructing Community through Culturally Relevant Pedagogy in the University of Illinois Black Chorus

    Science.gov (United States)

    Chadwick, Sheelagh

    2011-01-01

    For Gloria Ladson-Billings, culturally relevant pedagogy is characterized by three criteria: academic success, cultural competence and critical consciousness. Those engaged in culturally relevant pedagogy are connected by how they see themselves as teachers and how they see their students, how they view knowledge and how they structure social…

  6. 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…

  7. 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…

  8. 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…

  9. They Have "Verve": Preservice Teachers' Perceptions about Culturally Relevant/Responsive Pedagogy

    Science.gov (United States)

    Nash, Kindel

    2018-01-01

    Based on concerns about the permanence of racism in our society and its impact on opportunities for children's equitable education, this empirical study used narrative inquiry to explore four preservice teachers' developing dispositions as they studied and implemented culturally relevant/responsive pedagogy (CR/RP) in an early literacy education…

  10. 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.

  11. A Study of Novice Science Teachers' Conceptualizations of Culturally Relevant Pedagogy

    Science.gov (United States)

    Redman, Elizabeth Horst

    This qualitative study examined new science teachers' conceptualization of culturally relevant pedagogy (CRP). The study followed six novice science teachers from their preservice teaching placements into their first jobs as instructors of record, observing in their classrooms and interviewing them about their use of CRP. The study sought to understand (1) how the participating teachers conceptualize CRP in science, and (2) what challenges the teachers faced in trying to implement CRP. Findings suggest that the teachers conceptualized CRP in ways that were consistent with Enyedy, Danish and Fields' (2011) interpretations of relevance: relevance of authentic purpose, relevance of content and/or context, and relevance of practices. The teachers, however, translated those interpretations of relevance into their conceptualizations and classroom practice in a variety of ways. While they encountered difficulties in conceptualizing and practicing CRP, they also made productive moves in their practice and evidenced positive elements in their conceptualizations of CRP. In order to address the challenges these teachers faced in implementing CRP, I suggest an approach to teacher preparation in CRP that builds upon the understandings and productive moves the teachers evidenced in this study.

  12. 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.

  13. 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…

  14. Understanding Culture: A Literature Review Comparing Three Cultural Pedagogies

    OpenAIRE

    Tabitha Kidwell

    2017-01-01

    Culture is an integral part of language study, but the field has yet to put forward a coherent theoretical argument for how culture can or should be incorporated in language education.  In an effort to remedy this situation, this paper reviews literature on the teaching of culture, drawing on Larzén’s (2005) identification of three pedagogies used to teach about culture within the language classroom:  through a pedagogy of information, a pedagogy of preparation, and a pedagogy of encounter.  ...

  15. 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.

  16. 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. © The Author(s) 2016.

  17. 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.

  18. Process-Oriented Guided Inquiry Learning (POGIL) as a Culturally Relevant Pedagogy (CRP) in Qatar: a Perspective from Grade 10 Chemistry Classes

    Science.gov (United States)

    Treagust, David F.; Qureshi, Sheila S.; Vishnumolakala, Venkat Rao; Ojeil, Joseph; Mocerino, Mauro; Southam, Daniel C.

    2018-04-01

    Educational reforms in Qatar have seen the implementation of inquiry-based learning and other student-centred pedagogies. However, there have been few efforts to investigate how these adopted western pedagogies are aligned with the high context culture of Qatar. The study presented in this article highlights the implementation of a student-centred intervention called Process-Oriented Guided Inquiry Learning (POGIL) in selected independent Arabic government schools in Qatar. The study followed a theoretical framework composed of culturally relevant pedagogical practice and social constructivism in teaching and learning. A mixed method research design involving experimental and comparison groups was utilised. Carefully structured learning materials when implemented systematically in a POGIL intervention helped Grade 10 science students improve their perceptions of chemistry learning measured from pre- and post-tests as measured by the What Is Happening In this Class (WIHIC) questionnaire and school-administered achievement test. The study further provided school-based mentoring and professional development opportunities for teachers in the region. Significantly, POGIL was found to be adaptable in the Arabic context.

  19. Culture, Pedagogy and Equity in a Meritocratic Education System: Teachers' Work and the Politics of Culture in Singapore

    Science.gov (United States)

    Lim, Leonel; Tan, Michael

    2018-01-01

    Drawing upon insights gained from the extant work on culture and pedagogy, this paper explores the ways in which, in an ostensibly meritocratic education system, ideas about students' cultural backgrounds and its relevance for teaching are interpreted, negotiated, and ultimately drawn upon to engage students in the low-progress academic tracks.…

  20. Exploring Culturally Sustaining Writing Pedagogy in Urban Classrooms

    Science.gov (United States)

    Woodard, Rebecca; Vaughan, Andrea; Machado, Emily

    2017-01-01

    We examine how culturally sustaining pedagogy that fosters linguistic and cultural pluralism might be taken up in writing instruction. Using data collected through semistructured interviews with nine urban elementary and middle school writing teachers, we document teachers' conceptualizations and enactments of culturally sustaining writing…

  1. Culturally Responsive Pedagogy for Teachers of Color

    Science.gov (United States)

    Gist, Conra D.

    2017-01-01

    This study utilizes the conceptual framework of culturally responsive pedagogy and theoretical suppositions about the culturally responsive teacher educator to examine the learning experiences of teacher candidates of color. Findings from the case study of a teacher educator's and teacher candidates' of color teaching and learning experiences in a…

  2. 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.

    2017-01-01

    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…

  3. Cultural pedagogy, gender, and sexuality

    Directory of Open Access Journals (Sweden)

    Ruth Sabat

    2001-01-01

    Full Text Available Advertising is one of the artifacts that are part of a set of cultural instances and, as such, it works as a mechanism of representation and operates as a mechanism for the constitution of identities. More than seducing consumers or inducing them to obtain a given product, advertising conveys a kind of cultural pedagogy and curriculum. These, among other things, produce values and knowledge, regulate behaviors and ways of being, reproduce identities and representations, constitute certain power relations and teach ways of being either a woman or a man, forms of either femininity or masculinity.

  4. Examining Perceptions of Culturally Responsive Pedagogy in Teacher Preparation and Teacher Leadership Candidates

    Science.gov (United States)

    Samuels, Amy J.; Samuels, Gregory L.; Cook, Tammy M.

    2017-01-01

    The study examined a multi-tiered approach for facilitating learning and examining perceptions about culturally responsive pedagogy in teacher preparation and teacher leadership programs. The study aligned with a learning unit we designed to (1) increase understanding of culturally responsive pedagogy and (2) investigate perceptions of cultural…

  5. "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…

  6. The Dispositions for Culturally Responsive Pedagogy Scale

    Science.gov (United States)

    Whitaker, Manya C.; Valtierra, Kristina Marie

    2018-01-01

    Purpose: The purpose of this study is to develop and validate the dispositions for culturally responsive pedagogy scale (DCRPS). Design/methodology/approach: Scale development consisted of a six-step process including item development, expert review, exploratory factor analysis, factor interpretation, confirmatory factor analysis and convergent…

  7. 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…

  8. Cultural considerations when designing entrepreneurial pedagogies

    DEFF Research Database (Denmark)

    Alexander, Ian Keith; Hjortsø, Carsten Nico Portefée

    2013-01-01

    principles (teacher dominance/control and reflective learning styles) are at odds with the learner-centred and participative methodologies used in entrepreneurship teaching. Furthermore, cultural variables such as individualism-collectivism, uncertainty avoidance and power distance played a role in a role......We assume that cultural variables influence the effectiveness of entrepreneurship pedagogy and as such there is need for cultural sensitivity in the design and implementation of entrepreneurship teaching progammes. With this in mind, we set out to examine whether the approaches and methods used...... teach entrepreneurship are culturally-based. We systematically searched the extant literature for evidence to verify our assumption. The search was conducted in two phases. In phase one we searched 79 articles to identify the major approaches and methods used in entrepreneurship. Experiential, learner...

  9. Pop Culture Pedagogy and the End(s) of School.

    Science.gov (United States)

    Mahiri, Jabari

    2001-01-01

    Questions whether traditional schooling will survive electronically mediated changes. Notes that "pop culture pedagogy" uses many modes of transmission that are capable of presenting a variety of textual forms, and that popular music offers provocative texts. Samples issues surrounding pop culture and nonschool literacy that are central to the…

  10. 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

  11. The Relationship between Teachers' Views about Cultural Values and Critical Pedagogy

    Science.gov (United States)

    Yilmaz, Kursad; Altinkurt, Yahya; Ozciftci, Elif

    2016-01-01

    Problem Statement: Known as basic elements directing individuals' lives, cultural values are hidden cultural elements that influence all evaluations and perceptions. Values, in that sense, are elements individuals are aware of and provide the answer to the "what should I do?" feeling (Schein, 1992). Critical pedagogy is a project based…

  12. Pedagogy as influencing nursing students' essentialized understanding of culture.

    Science.gov (United States)

    Gregory, David; Harrowing, Jean; Lee, Bonnie; Doolittle, Lisa; O'Sullivan, Patrick S

    2010-01-01

    In this qualitative study, we explored how students understood "culture." Participants defined culture and wrote narratives regarding specific cultural encounters. The sample comprised both nursing (n=14) and non-nursing (n=8) students to allow for comparison groups. Content analysis of the narratives revealed two broad paradigms of cultural understanding: essentialist and constructivist. Essentialist narratives comprised four themes: determinism (culture defied individual resistance); relativism (the possibility of making value judgments disappeared); Othering (culture was equated to exotica, and emphasized difference); and, reductionism (personhood was eclipsed by culture). In contrast, the constructivist narratives were characterized by influence (non-determinism), dynamism (culture was dynamic and evolutionary); and, relationship-building. The unintended negative consequences of essentialist notions of culture were revealed in the nursing students' narratives. Pedagogy is implicated in nursing students' essentialized understanding of culture.

  13. Complicating Culturally Relevant Pedagogy: Unpacking West African Immigrants' Cultural Identities

    Science.gov (United States)

    Allen, Keisha McIntosh; Jackson, Iesha; Knight, Michelle G.

    2012-01-01

    This study presents findings from a case study of 18 second- and 1.5-generation West African immigrants. We draw upon notions of elusive culture and indigenous knowledges to highlight participants' complex cultural identities and respond to anti-immigration discourses through positioning West African immigrant students as assets in American…

  14. 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…

  15. Culturally Responsive Pedagogies in the Classroom: Indigenous Student Experiences across the Curriculum

    Science.gov (United States)

    Savage, Catherine; Hindle, Rawiri; Meyer, Luanna H.; Hynds, Anne; Penetito, Wally; Sleeter, Christine E.

    2011-01-01

    There is agreement that teaching practices should be responsive to the cultural identities of their students, but less clarity regarding both the specifics of culturally responsive pedagogies and effective strategies for implementing them in classrooms across the curriculum. A mixed-methods research approach evaluated the impact of teacher…

  16. 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…

  17. 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…

  18. Encouraging Family Involvement through Culturally Relevant Pedagogy

    Science.gov (United States)

    Goodman, Kela; Hooks, Laura

    2016-01-01

    The purpose of this article is to describe one teacher education program's experience using an integrated approach to provide preservice teachers with both knowledge of and experience with diverse cultures. Included are three important components within this program that strive to assist preservice teachers as they develop an understanding of…

  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. "Human Potential" and Progressive Pedagogy: A Long Cultural History of the Ambiguity of "Race" and "Intelligence"

    Science.gov (United States)

    Oland, 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…

  1. A phenomenological case study concerning science teacher educators' beliefs and teaching practices about culturally relevant pedagogy and preparing K-12 science teachers to engage African American students in K-12 science

    Science.gov (United States)

    Underwood, Janice Bell

    Due to the rising diversity in today's schools, science teacher educators (STEs) suggest that K-12 teachers must be uniquely prepared to engage these students in science classrooms. Yet, in light of the increasing white-black science achievement gap, it is unclear how STEs prepare preservice teachers to engage diverse students, and African Americans in particular. Therefore, the purpose of this study was to find out how STEs prepare preservice teachers to engage African American students in K-12 science. Thus, using the culturally relevant pedagogy (CRP) framework, this phenomenological case study explored beliefs about culturally relevant science teaching and the influence of reported beliefs and experiences related to race on STEs' teaching practices. In the first phase, STE's in a mid-Atlantic state were invited to participate in an electronic survey. In the second phase, four participants, who were identified as exemplars, were selected from the survey to participate in three semi-structured interviews. The data revealed that STEs were more familiar with culturally responsive pedagogy (CResP) in the context of their post-secondary classrooms as opposed to CRP. Further, most of the participants in part one and two described modeling conventional ways they prepare their preservice teachers to engage K-12 students, who represent all types of diversity, without singling out any specific race. Lastly, many of the STEs' in this study reported formative experiences related to race and beliefs in various manifestations of racism have impacted their teaching beliefs and practices. The findings of this study suggest STEs do not have a genuine understanding of the differences between CRP and CResP and by in large embrace CResP principles. Secondly, in regards to preparing preservice teachers to engage African American students in science, the participants in this study seemed to articulate the need for ideological change, but were unable to demonstrate pedagogical changes

  2. Re-mastering the Master's Tools: Recognizing and affirming the life experiences and cultural practices of urban youth in critical computational literacy through a video game project

    OpenAIRE

    Lee, Clifford

    2012-01-01

    This study examines how a video game project that focuses on students' lived experiences and cultural practices teach critical literacies and computational thinking. Specifically, this research looked at how the pedagogy, processes, and student products demonstrated culturally relevant pedagogy practices, critical literacy, and computational thinking. This design-based research study utilizes critical literacy, sociocultural learning theory, and culturally relevant pedagogy in the framing, st...

  3. Implementation of Mobile Pedagogy During Continuous Education of Physical Culture Teachers

    Directory of Open Access Journals (Sweden)

    Roman S.

    2018-03-01

    Full Text Available Introduction: one of the urgent problems in the field of continuous training of future teachers of physical culture is the training of students using mobile devices and innovative educational Internet technologies. The scientific literature has thoroughly studied the introduction of mobile technologies in the professional training of teachers, but the development of foundations for the formation of physical competence based on innovative approaches, such as mobile training, has not been implemented to date. Hence, the necessity of setting the research goal that is to create a methodological model for the continuing education of teachers of physical culture on the basis of the ideas of mobile pedagogy in the cluster “college - university” and the use of experimental methods to substantiate the effectiveness of its implementation in the professional training of students. Materials and Methods: to create a model of continuous education, including the integration of various clusters, components and innovative technologies, the systemic approach is applied to the study with the additional use of competency, activity, qualification, personality-orientedness, culturological and innovation-technological approaches. Systematisation, comparison, comparison and generalisation are used in modeling the continuous education of teachers of physical culture. Results: in the process of research, the integrating resources and the scientific and educational potential of secondary and higher education were revealed. These recourses allowed the systematisation and modeling of the process of continuing education of teachers of physical culture based on the ideas of mobile pedagogy in the cluster “college - university”. At the experimental stage of the study, the effectiveness of the implementation of mobile pedagogy is proved and the author’s approach to the training of future teachers of physical culture is methodologically grounded. Discussion and

  4. 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.

  5. Autobiographies in Preservice Teacher Education: A Snapshot Tool for Building a Culturally Responsive Pedagogy

    Science.gov (United States)

    Gunn, AnnMarie Alberton; Bennett, Susan V.; Evans, Linda Shuford; Peterson, Barbara J.; Welsh, James L.

    2013-01-01

    Many scholars have made the call for teacher educators to provide experiences that can lead preservice teachers to embrace a culturally responsive pedagogy. We investigated the use of brief autobiographies during an internship as a tool (a) for preservice teachers to examine their multidimensional culture; and (b) for teacher educators to assess…

  6. 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…

  7. 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,…

  8. 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

  9. 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.

  10. Culturally Relevant Cyberbullying Prevention

    OpenAIRE

    Phillips, Gregory John

    2017-01-01

    In this action research study, I, along with a student intervention committee of 14 members, developed a cyberbullying intervention for a large urban high school on the west coast. This high school contained a predominantly African American student population. I aimed to discover culturally relevant cyberbullying prevention strategies for African American students. The intervention committee selected video safety messages featuring African American actors as the most culturally relevant cyber...

  11. Natural pedagogy as evolutionary adaptation

    Science.gov (United States)

    Csibra, Gergely; Gergely, György

    2011-01-01

    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. PMID:21357237

  12. Revisiting the Tenets of Critical Pedagogy in Postmethod Pedagogy to Highlight the Concept of Intellectualism

    Directory of Open Access Journals (Sweden)

    Siavash Zokaeieh

    2018-05-01

    Full Text Available Postmethod pedagogy and critical pedagogy have influential roles in education and language teaching. A number of practitioners may claim to instruct based on the tenets of postmethod pedagogy, however, they may not be entirely aware of the oppositional intention and dynamicity of this model. This article aims at revisiting the tenets and constructing elements of critical pedagogy and Freire’s point of view vis-a-vis postmethod pedagogy and Kumaravadivelu’s developed model to enlighten the open-mindedness and dynamic perceptions of these interwoven approaches. Furthermore, some criticisms towards critical pedagogy and postmethod pedagogy are brought into consideration for better understanding of the relevance and the weaknesses. It is hoped that by bringing these two notions, teachers especially those who wish to use postmethod pedagogy in their setting become more aware of the intellectual priorities of critical pedagogy and postmethod pedagogy such as moving from banking model of education, absence of bias and deviation from predetermined and fixed frameworks in the classrooms.

  13. The Border Pedagogy Revisited

    Science.gov (United States)

    Kazanjian, Christopher John

    2011-01-01

    Border pedagogy is a multicultural educational approach utilized in multicultural settings to help students understand their histories and experiences and how it affects their identities and cultures. The approach seeks to produce intellectuals that transcend physical and metaphysical boundaries. The goal of border pedagogy is to remove cultural…

  14. A tough-love pedagogy in rehabilitation: integration of rehabilitation ideology with local cultures.

    Science.gov (United States)

    Chang, Ling-Hui; Wang, Jye

    2009-09-01

    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. They participated in in-depth interviews and participant observation. A tough-love pedagogy emerged as a unique therapeutic relationship in the unit. Patients were asked to interpret the stress with therapy as an inevitable, beneficial experience toward recovery. A prevalent supposition that equated poor physical performance with weak morale legitimized the approach. Cultural metaphors used to describe and define rehabilitation transformed the stress that patients experienced with strenuous exercises into a beneficial substance that aids recovery. The transformation of the therapeutic relationship into a pedagogical one helped connect rehabilitation to shared educational experiences. In the unit, the complicit practice of therapists, caregivers, and patients established and perpetuated the practice of a tough-love pedagogy. The congruence between this tough-love approach and traditional Chinese pedagogical principles made the approach legitimate and desired.

  15. "Crack in the Pavement": Pedagogy as Political and Moral Practice for Educating Culturally Competent Professionals

    Science.gov (United States)

    McLaughlin, Juliana

    2013-01-01

    This paper explores the reception of Indigenous perspectives and knowledges in university curricula and educators' social responsibility to demonstrate cultural competency through their teaching and learning practices. Drawing on tenets of critical race theory, Indigenous standpoint theory and critical pedagogies, this paper argues that the…

  16. 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…

  17. 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…

  18. Pedagogia cultural, gênero e sexualidade Cultural pedagogy, gender, and sexuality

    Directory of Open Access Journals (Sweden)

    RUTH SABAT

    2001-01-01

    Full Text Available A publicidade é um dos artefatos que estão inseridos em um conjunto de instâncias culturais e como tal funciona como mecanismo de representação, ao mesmo tempo em que opera como constituidora de identidades. Muito mais do que seduzir o/a consumidor/a ou induzi-lo/a a obter determinado produto, a publicidade comporta um tipo de pedagogia e de currículo culturais. Estes, entre outras coisas, produzem valores e saberes; regulam condutas e modos de ser; re-produzem identidades e representações; constituem certas relações de poder e ensinam modos de ser mulher e de ser homem, formas de feminilidade e de masculinidade.Advertising is one of the artifacts that are part of a set of cultural instances and, as such, it works as a mechanism of representation and operates as a mechanism for the constitution of identities. More than seducing consumers or inducing them to obtain a given product, advertising conveys a kind of cultural pedagogy and curriculum. These, among other things, produce values and knowledge, regulate behaviors and ways of being, re-produce identities and representations, constitute certain power relations and teach ways of being either a woman or a man, forms of either femininity or masculinity.

  19. What Is Diversity Pedagogy?

    Science.gov (United States)

    Sheets, Rosa Hernandez

    2009-01-01

    Diversity Pedagogy Theory (DPT) is a set of principles that point out the natural and inseparable connection between culture and cognition. In other words, to be effective as a teacher, he/she must understand and acknowledge the critical role culture plays in the teaching-learning process. DPT maintains that culturally inclusive teachers (a)…

  20. 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…

  1. 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.

  2. Are the concepts of andragogy and pedagogy relevant to veterinary undergraduate teaching?

    Science.gov (United States)

    Parkinson, Tim J; St George, Alison M

    2003-01-01

    Knowles and colleagues have described teaching methods as being either teacher centered, with dependent learning (pedagogy), or learner centered, with independent learning underpinned by the learners' experience and intrinsic motivation (andragogy). This paper argues that both models can be recognized within veterinary undergraduate programs. Veterinary students enter the program with a high level of intrinsic motivation and are prepared to invest considerably in comprehending the material that is presented to them. While this should result in learners whose behavior fits the assumptions underlying andragogy, information overload, poor communication of the relevance of material, teaching by transmission, and examination by memorization often confine learning to the dependent learning characteristic of pedagogical approaches. Students' experience and practical ability should develop as they progress through the program. Drawing upon experience provides opportunities for both fleshing out and putting in context the declarative knowledge from the didactic components of the curriculum. Where this is achieved (either in the clinical or preclinical curriculum), students' motivation and interest is stimulated, resulting in andragogical responses of enhanced motivation and engagement with the subject. Pedagogy and andragogy can, however, be complementary, rather than antithetical. Students enter a new subject with minimal experience and little knowledge about it, so a pedagogical methodology may be the most efficient way of initiating understanding. However, as understanding develops, an andragogical method becomes more appropriate, progressively developing students' independence of learning. The cycle may repeat itself during the program, with the balance changing along with changes in knowledge, goals, experience, and context.

  3. 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…

  4. Design/build: A Relevant Pedagogy for Architecture Education

    Directory of Open Access Journals (Sweden)

    Olivier Chamel

    2016-12-01

    This paper will present a series of recent furniture design/build exercises where students designed and furniture and small building prototypes with limited reliance on drawings. We will discuss how subjects such as structures, material sourcing and construction detailing can be transposed from various courses and applied to design/build projects. We believe that a pedagogy based on physical experimentations could infuse energy throughout curricula no matter the course subject.

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

    Directory of Open Access Journals (Sweden)

    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

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

    OpenAIRE

    Abdul Hameed Panhwar; Sanaullah Ansari; Komal Ansari

    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 literature on the socio-cultural theory suggests that the theory has potential for forming new context-oriented language teaching-learning pedagogies which c...

  7. 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.

  8. Presenting "recious Knowledge": Using Film to Model Culturally Sustaining Pedagogy and Youth Civic Activism for Social Studies Teachers

    Science.gov (United States)

    Parkhouse, Hillary

    2015-01-01

    In this article, I examine the potential for developing preservice social studies teachers' understanding of transformational resistance, Latin@ civil rights movements, and culturally sustaining pedagogy through a project using the film Precious Knowledge. This documentary depicts high school students in a Mexican American Studies (MAS) program…

  9. The linguistic roots of Natural Pedagogy

    Directory of Open Access Journals (Sweden)

    Otávio eMattos

    2015-09-01

    Full Text Available 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 & Gergely, 2011, 2009, 2006. 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 3rd , 2nd and 1st 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 & Gergely, 2006. This hypothesis is further testable through predictions it makes on the different linguistic profiles of toddlers with developmental

  10. 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

  11. Dealing with multiliteracies in literacy pedagogy I

    DEFF Research Database (Denmark)

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

    2010-01-01

    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......Dealing with multiliteracies in literacy pedagogy I. Focus on multilingualism Line Møller Daugaard, Winnie Østergaard & Helle Pia Laursen This paper is the first of two interconnected papers dealing with multiliteracies in literacy pedagogy Ten years ago the Multiliteracies Project (Cope...... & Kalantzis, 2000) reflected on the changing semiotic landscape of literacy teaching and learning and asked the question how these changes could be taken into account in designing literacy pedagogies. The notion of Multiliteracies combined a focus on the multiplicity of representational modes (multimodal...

  12. 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.

  13. Maps of intersections in visual education: artistic event as pedagogy

    Directory of Open Access Journals (Sweden)

    Belidson Dias

    2013-12-01

    Full Text Available This article explores the artistic event as pedagogical in Visual Education. It lies in the encounter between the Pictorial Turn in education and the pedagogical turn in art. Drawing from Cultural Pedagogy it seeks to cover how and under what conditions an event can be both an educational and artistic event at the same and how are instituted the spaces that promote educational events as aesthetic experiences. In this article it was pointed out conceptual and methodological bases for distinguishing the space of intersection between art and Visual Education and its political and cultural implications: Participant Art, Cultural Pedagogy and their relationships among politics and aesthetics. In this sense it analyzes the crossings of frontiers both in art and education and creates possibilities for an understanding of pedagogy of dissent.

  14. On negotiating White science: a call for cultural relevance and critical reflexivity

    Science.gov (United States)

    Bettez, Silvia Cristina; Aguilar-Valdez, Jean Rockford; Carlone, Heidi B.; Cooper, Jewell E.

    2011-12-01

    This article is a response to Randy Yerrick and Joseph Johnson's article "Negotiating White Science in Rural Black America: A Case for Navigating the Landscape of Teacher Knowledge Domains". They write about research conducted by Yerrick in which videos of his teaching practice as a White educator in a predominately Black rural classroom were examined. Their analysis is framed through Shulman's (1986) work on "domains of teacher knowledge" and Ladson-Billings' (1999) critical race theory (CRT). Although we appreciate a framework that attends to issues of power, such as CRT, we see a heavier emphasis on Shulman's work in their analysis. We argue that a culturally relevant pedagogy (CRP) framework has the potential to provide a more nuanced analysis of what occurred in Yerrick's classroom from a critical lens. Thus we examine Yerrick and Johnson's work through the five main CRP components (as defined by Brown-Jeffy and Cooper 2011) and ultimately argue that science educators who want to promote equity in their classrooms should engage in continuous critical reflexivity, aid students in claiming voice, and encourage students to become not only producers of scientific knowledge but also users and critics of such knowledge.

  15. 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.

  16. Music Cultural Pedagogy in the "Network Society"

    Science.gov (United States)

    Sakai, Winfried

    2014-01-01

    The present contribution to theory construction in music educational research focuses on the contemporary requirements for general music education. One starting point are the normative claims of a democratic liberal education as to find in the field of critical pedagogy and the sociology of education. Another point of departure is provided by…

  17. 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…

  18. Pedagogy (s

    Directory of Open Access Journals (Sweden)

    Carla Wainsztok

    2016-07-01

    Full Text Available Pedagogy in singular and with capital letters is the name of a knowledge that invisibiliza the other. Are there pedagogies without territories? Are there pedagogies without adjectives? What is hidden in a singular and capitalized Pedagogy? Latin American pedagogies do not deny the knowledge of other territories, other continents or other times. Latin American pedagogies wish to contribute to the debate, to the pedagogical argumentation from the South.

  19. "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......: the emergence of ‘intelligence’ and life as a biological phenomenon from the 1920s is illustrated; the emergence of ‘Black culture’, ‘Negros’ and ‘races’ from the 1930s is depicted, and the emergence of ‘national cultures’ from the 1940s – enhanced by UNESCO after World War II – is demonstrated. Although race...

  20. Education in a culture of violence: a critical pedagogy of place in wartime

    Science.gov (United States)

    Greenwood, David A.

    2010-06-01

    What is the role of education in wartime? To what extent should environmental and science educators directly address violent conflict and a culture of prolonged war? This article gestures with empathy toward all educators who are working in wartime. It posits that a critical pedagogy of place provides a theoretical framework that contextualizes all environmental work and all education in the context of cultural politics. I argue that a fundamental component of a critical, place-based inquiry must be acknowledging the contested history of colonization with respect to land (environment) and homeland (culture). I cannot think of a place on the planet where this history is as complex and contested than it is in Israel and Palestine. However, colonization and its legacy is a shared reality around the world, and acknowledging the context of colonization should not be limited to inquiry in places where the bombs are still smoldering and where the rubble has yet to be cleared. Acknowledging colonization may be especially appropriate in the US, where the historical record of militarized colonization remains hidden behind the myths of global "progress" for the world's remaining "superpower."

  1. 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…

  2. 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

  3. 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

  4. 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 anim...

  5. Towards a Research Pedagogy: An Invitation (Spanish)

    OpenAIRE

    J. Fernando Galindo

    2005-01-01

    Based on the case of a higher education institution in Bolivia with programs in the social sciences and the humanities, this essay describes features of a culture of knowledge and information consumption and how this practice obstructs the establishment of a culture of knowledge production. Ideas for ways to overcome this knowledge-consuming culture and to imagine a knowledge-production culture through research pedagogy methods are suggested. This exploration stems from the experience of a so...

  6. 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.

  7. 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.

  8. 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…

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

    DEFF Research Database (Denmark)

    Bengtsen, Søren Smedegaard

    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...... the personal (private) and professional sides of the supervisor-student relationship. This group of supervisors find an emotional bond between supervisors and students to be potentially dangerous and threatening the sober and Socratic academic relation in the supervision process. The second category contains...... of trust and honesty in the supervision process, which hightens the quality of the research and the probability for timely completion. The variety of supervisor perspectives show that even within a small sample of a relatively homogenous educational context the pedagogical implications for the research...

  10. Globalization and the cultural impact on distance education.

    Science.gov (United States)

    McPhee, W; Nøhr, C

    2000-09-01

    With the delivery of distance (or flexible) learning in today's society, the changing roles of both the teacher and the learner need to be seriously considered. This is particularly relevant with the use of new technologies to deliver courses in locations with entirely different cultural and academic traditions. International education of this kind currently faces difficulties in facilitating cross-cultural learning. While problems of limited communications technologies, lack of teacher training, inadequate competence of university administration and general cultural differences may be known, global changes call for the development of new pedagogies with new communication technologies in ways, which are sensitive to issues of cultural diversity.

  11. Critical Pedagogy and APA: A Resonant (and Timely) Interdisciplinary Blend.

    Science.gov (United States)

    Connolly, Maureen; Harvey, William J

    2018-04-12

    Critical pedagogy owes much of its emergence, development, and ongoing relevance to the work of Paulo Freire whose legacy remains relevant for a next generation of scholars who seek to explore issues of inclusion, oppression, social justice, and authentic expression. An interdisciplinary dialogue between critical pedagogy and adapted physical activity is timely, appropriate, and should focus on complex profiles of neurodiversity, mental illness, and mental health, with emphasis on pedagogic practices of practitioners in service delivery and teacher educators who prepare them for professional practice. A case-based scenario approach is used to present practitioner and teacher educator practices. Concrete examples are provided for analyzing and understanding deeper issues and challenges related to neurodiversity in a variety of embodied dimensions in educational and activity contexts. We work with Szostak's approach to interdisciplinary research and model an analysis strategy that integrates and applies the methodological features of interdisciplinarity, adapted physical activity, and critical pedagogy.

  12. Cultural relevance of a fruit and vegetable food frequency questionnaire.

    Science.gov (United States)

    Paisley, Judy; Greenberg, Marlene; Haines, Jess

    2005-01-01

    Canada's multicultural population poses challenges for culturally competent nutrition research and practice. In this qualitative study, the cultural relevance of a widely used semi-quantitative fruit and vegetable food frequency questionnaire (FFQ) was examined among convenience samples of adults from Toronto's Cantonese-, Mandarin-, Portuguese-, and Vietnamese-speaking communities. Eighty-nine participants were recruited through community-based organizations, programs, and advertisements to participate in semi-structured interviews moderated in their native language. Data from the interviews were translated into English and transcribed for analysis using the constant comparative approach. Four main themes emerged from the analysis: the cultural relevance of the foods listed on the FFQ, words with multiple meanings, the need for culturally appropriate portion-size prompts, and the telephone survey as a Western concept. This research highlights the importance of investing resources to develop culturally relevant dietary assessment tools that ensure dietary assessment accuracy and, more important, reduce ethnocentric biases in food and nutrition research and practice. The transferability of findings must be established through further research.

  13. Going Places: Praxis and Pedagogy in Australian Cultural Studies

    Directory of Open Access Journals (Sweden)

    Rebecca Rey

    2011-09-01

    Full Text Available This article considers the pedagogical value of praxis in maintaining the relevance of cultural studies in the Australian academic environment. Following its highly politicised beginnings at the Birmingham Centre for Contemporary Cultural Studies, we consider whether traditional classroom practices are commensurate with the contemporary expectations of students and staff. As a working model of the current Australian university climate, we consider the discipline group of English and Cultural Studies (ECS at the University of Western Australia. After evaluating data gathered from interviews and surveys across the undergraduate, postgraduate and staff population, we suggest potential pedagogical innovations to be implemented in cultural studies at UWA, as a case study within Australia. Our findings show that students are calling for practical activities that would benefit their studies as a complement to theory in the classroom. As a result, we argue that praxis is not only important, but vital, in the teaching of cultural studies as an enabling activity that encourages the use of new teaching methods.

  14. 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…

  15. Bewildering Pedagogy

    Science.gov (United States)

    Letiche, Hugo

    2017-01-01

    In this article, the author offer a response to Nathan Snaza's (2013a, 2013b, 2014a; Sonu & Snaza, 2015) "bewildering" pedagogy as developed in the "Journal of Curriculum and Pedagogy". Pedagogy is about the role of being-with in human development; it does not primarily answer to cognitive or competency development or…

  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. Teacher Educators as Cultural Workers: Problematizing Teacher Education Pedagogies

    Science.gov (United States)

    de los Ríos, Cati; Souto-Manning, Mariana

    2015-01-01

    From a Latina/o Critical Race Theory perspective, in this article we engage in a process of testimonio co-creation to trace Freire's notion of critical pedagogy in our lives as former schoolteachers and current teacher educators. Through the critical analysis of our lived experiences, we unveil the powerful affordances we have gained by employing…

  18. 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…

  19. Engaging colleagues in active learning pedagogies through mentoring and co-design

    Science.gov (United States)

    Adams, Rhys; Lenton, Kevin

    2017-08-01

    When implemented correctly, active learning pedagogies increase student engagement with discipline content. In addition, there is accumulating evidence that they also positively impact the learning of this content. This is particularly relevant for teaching science disciplines because many students perceive science as being difficult to fully understand. However, an ongoing problem is that instructors have difficulty implementing active learning pedagogies effectively and therefore see no benefit to it. Without persistence or guidance, instructors can become discouraged and return to a more traditional style of teaching. We report on how the Faculty of Science at Vanier College is getting more instructors to engage in active learning pedagogies through mentoring and activity co-design.

  20. Immanent Shakespearing: Politics, Performance, Pedagogy

    OpenAIRE

    Barnes, Todd Landon

    2010-01-01

    Unlike much of the secondary literature on Shakespeare, "Immanent Shakespeares: Politics, Performance, and Pedagogy" labors less to determine what Shakespearean texts might mean than to explore the cultural work these texts do while working in conjunction with contemporary institutions of learning and technologies of performance. Shakespeare studies too often takes the determination (or destabilization) of meaning as its telos, even when it's largely informed by performance criticism. This pr...

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

    CERN Document Server

    Menard-Warwick, Assist Prof Julia

    2013-01-01

    This book brings the voices of teachers into the 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.

  2. 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. Copyright © 2011 Elsevier Ltd. All rights reserved.

  3. 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.

  4. 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.

  5. Laws and regularities of vocational pedagogy | Ronzhina | Journal ...

    African Journals Online (AJOL)

    The issue under study is relevant, since a modern pedagogical science needs to establish a dialectical relationship between the theory and practice of vocational education, because research in this area as well as in vocational pedagogy has lagged behind the implemented practical transformations and reforms in recent ...

  6. 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…

  7. The Social Perspective and Pedagogy in Technical Communication.

    Science.gov (United States)

    Thralls, Charlotte; Blyler, Nancy Roundy

    1993-01-01

    Notes that as teachers integrate social theory into the technical communication classroom, they interpret the connection between writing and culture in different ways. Describes four social pedagogies of writing--the social constructionist, the ideologic, the social cognitive, and the paralogic hermeneutic--distinguishing them by their pedagogic…

  8. 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. 

  9. 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…

  10. Nonlinear Pedagogy and Its Role in Encouraging Twenty-First Century Competencies through Physical Education: A Singapore Experience

    Science.gov (United States)

    Lee, Miriam Chang Yi; Chow, Jia Yi; Button, Chris; Tan, Clara Wee Keat

    2017-01-01

    Nonlinear Pedagogy is an exploratory approach to teaching and learning Physical Education that can be potentially effective to help children acquire relevant twenty-first century competencies. Underpinned by Ecological Dynamics, the focus of Nonlinear Pedagogy is on the learner and includes the provision of less prescriptive instructions and…

  11. 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.

  12. 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.

  13. 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.

  14. Embodiments of Public Pedagogy: The Art of Soulful Resistance

    Science.gov (United States)

    Darder, Antonia

    2011-01-01

    This article provides a space to explore, through artistic representations and the words of artists themselves, the manner in which politically engaged artists use their visual art, poetry, music, dance, and theatre performances as an effective tool for public pedagogy. In turn, these artists provide those who enter into their cultural production…

  15. 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…

  16. 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.…

  17. University Pedagogy: A New Culture Is Emerging in Greek Higher Education

    Science.gov (United States)

    Kedraka, Katerina; Rotidi, Georgia

    2017-01-01

    The aim of this paper is to highlight University Pedagogy as a field that focuses on academics' teaching role in Greek higher education. EU has recognized the need of improvement of the teaching skills of academics and urges the member states to recognize them as an important element of their professional profile. Only recently academics in Greece…

  18. The Impact of Teacher Professional Development to Reposition Pedagogy for Indigenous Students in Mainstream Schools

    Science.gov (United States)

    Hynds, Anne S.; Hindle, Rawiri; Savage, Catherine; Meyer, Luanna H.; Penetito, Wally; Sleeter, Christine

    2016-01-01

    There is a dearth of empirical evidence that examines the impact of teacher professional development for culturally responsive pedagogies, particularly on Indigenous student achievement and teacher practices. Te Kotahitanga was a large-scale professional development initiative for culturally responsive practices for secondary teachers in New…

  19. 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.

  20. Toward a Video Pedagogy: A Teaching Typology with Learning Goals

    Science.gov (United States)

    Andrist, Lester; Chepp, Valerie; Dean, Paul; Miller, Michael V.

    2014-01-01

    Given the massive volume of course-relevant videos now available on the Internet, this article outlines a pedagogy to facilitate the instructional employment of such materials. First, we describe special features of streaming media that have enabled their use in the classroom. Next, we introduce a typology comprised of six categories (conjuncture,…

  1. Critique and Process: Signature Pedagogies in the Graphic Design Classroom

    Science.gov (United States)

    Motley, Phillip

    2017-01-01

    Like many disciplines in design and the visual fine arts, critique is a signature pedagogy in the graphic design classroom. It serves as both a formative and summative assessment while also giving students the opportunity to practice the habits of graphic design. Critiques help students become keen observers of relevant disciplinary criteria;…

  2. Culturally Responsive Leadership for Community Empowerment

    Science.gov (United States)

    Johnson, Lauri

    2014-01-01

    Culturally responsive leadership, derived from the concept of culturally responsive pedagogy, incorporates those leadership philosophies, practices, and policies that create inclusive schooling environments for students and families from ethnically and culturally diverse backgrounds. In this essay I extend the tenets of culturally responsive…

  3. Shifting the Culture of Higher Education: Influences on Students, Teachers, and Pedagogy

    Science.gov (United States)

    Fiore, Lisa; Rosenquest, Barbara

    2010-01-01

    This article identifies a critical tension within the traditional higher education setting--specifically teacher education classrooms. Using the metaphor of a journey, the authors describe pedagogy and practice using inspirations from the Reggio Emilia approach to early childhood education. Participation in a monthly inquiry group is the catalyst…

  4. True to the Language Game: African American Discourse, Cultural Politics, and Pedagogy

    Science.gov (United States)

    Gilyard, Keith

    2011-01-01

    In "True to the Language Game", Keith Gilyard, one of the major African American figures to emerge in language and cultural studies, makes his most seminal work available in one volume. This collection of new and previously published essays contains Gilyard's most relevant scholarly contributions to deliberations about linguistic diversity,…

  5. 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…

  6. 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. © 2013.

  7. "No Excuses" in New Orleans: The Silent Passivity of Neoliberal Schooling

    Science.gov (United States)

    Sondel, Beth

    2016-01-01

    Drawing on ethnographic data, this article critically analyzes pedagogy in "no excuses" charter schools in New Orleans. Employing Ladson-Billings's framework for culturally relevant pedagogy, the author describes the level of academic rigor, cultural competence, and critical consciousness development across classrooms. This study…

  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. A Framework for Culturally Relevant Online Learning: Lessons from Alaska's Tribal Health Workers.

    Science.gov (United States)

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

    2018-03-22

    Culturally relevant health promotion is an opportunity to reduce health inequities in diseases with modifiable risks, such as cancer. Alaska Native people bear a disproportionate cancer burden, and Alaska's rural tribal health workers consequently requested cancer education accessible online. In response, the Alaska Native Tribal Health Consortium cancer education team sought to create a framework for culturally relevant online learning to inform the creation of distance-delivered cancer education. Guided by the principles of community-based participatory action research and grounded in empowerment theory, the project team conducted a focus group with 10 Alaska Native education experts, 12 culturally diverse key informant interviews, a key stakeholder survey of 62 Alaska Native tribal health workers and their instructors/supervisors, and a literature review on distance-delivered education with Alaska Native or American Indian people. Qualitative findings were analyzed in Atlas.ti, with common themes presented in this article as a framework for culturally relevant online education. This proposed framework includes four principles: collaborative development, interactive content delivery, contextualizing learning, and creating connection. As an Alaskan tribal health worker shared "we're all in this together. All about conversations, relationships. Always learn from you/with you, together what we know and understand from the center of our experience, our ways of knowing, being, caring." The proposed framework has been applied to support cancer education and promote cancer control with Alaska Native people and has motivated health behavior change to reduce cancer risk. This framework may be adaptable to other populations to guide effective and culturally relevant online interventions.

  10. Feminist pedagogy: a framework for nursing education?

    Science.gov (United States)

    Hezekiah, J

    1993-02-01

    This article describes the feminist pedagogical strategies used in a nursing course in the post-RN Bachelor of Science in Nursing (BScN) program, Aga Khan University, Karachi, Pakistan. A variety of concepts that have direct relevance for nurses were discussed within small groups. These settings provided the venue for an examination of the issues that nurses, as primarily female, face in a patriarchal Muslim society and an androcentric health care system. Emphasis is on the process used in terms of feminist pedagogical practices and its relationship to feminist theory and critical pedagogy. The five process goals suggested by Schniedewind (1983) formed the basis for an exploration of this relationship through an analysis of the content and practices used in the course. It is demonstrated that the teaching practices advocated by feminist pedagogy hold much promise for nursing education to empower nurses and to make an impact on the health care system.

  11. 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.

  12. Anti-racist pedagogy: challenges faced by faculty of color in predominantly white schools of nursing.

    Science.gov (United States)

    Hassouneh, Dena

    2006-07-01

    Despite the significant effects of systems of oppression on health, nursing education tends not to include anti-racist pedagogy in its curricula, preferring instead to focus more narrowly on culture. This narrow focus allows nurses to depoliticize discussions of race and other social differences, largely ignoring the influence that systems of oppression, imperialism, and historical trauma have had on health in marginalized populations. In contrast, anti-racist pedagogy educates students in ways that make racialized power relations explicit, deconstruct the social construction of race, and analyze interlocking systems of oppression that serve to marginalize and exclude some groups while privileging others. This article describes anti-racist pedagogy from the perspective of a faculty member of color, drawing on personal experience and a review of the anti-racist pedagogical literature. Specifically, this article highlights some of the personal and professional challenges faced by faculty of color when engaged in anti-racist pedagogy in predominantly white schools of nursing.

  13. A Vietnamese man with selective mutism: the relevance of multiple interacting 'cultures' in clinical psychiatry.

    Science.gov (United States)

    Hollifield, Michael; Geppert, Cynthia; Johnson, Yuam; Fryer, Carol

    2003-09-01

    Multiple cultural variables have effects on the psychobiology and behavioral manifestations of illness, as do patient and physician perceptions of illness. The interaction among these variables is at the heart of clinical psychiatry. This case of a Vietnamese man with selective mutism underscores the relevance of the 'cultures' of medicine, psychiatry, and war and trauma on the manifestations of illness and illness perceptions by patient and physician. The discussion focuses on how these cultures interact and play a crucial role in formulating diagnosis and treatment planning. Suggestions are given for shifts in medical education that will encourage relevant cultural paradigms to make their way into educational and clinical systems, which in turn should improve cultural competence in clinical psychiatry.

  14. 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…

  15. 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…

  16. Improving the Science and Mathematic Achievement of Mexican American Students Through Culturally Relevant Science. ERIC Digest.

    Science.gov (United States)

    Marinez, Diana I.; Ortiz de Montellano, Bernardo R.

    There are many ways in which science can be made culturally relevant: archeoastronomy, mathematics, geology, ethnobotany, chemistry, and art can all be taught from a perspective celebrating the accomplishments of Mexican American and American Indian science and encouraging exploration. A culturally relevant curriculum provides teachers with…

  17. Mathematics, commonness and integral pedagogy: offering trends from a humanist integral optics

    Directory of Open Access Journals (Sweden)

    Milagros Elena Rodríguez

    2010-10-01

    Full Text Available In the educative institutions, numerous difficulties still are being perceived to teach Mathematics as it is circumscribed in a traditional pedagogy, th educative, cultural and social context is still being planned in an hegemonic way. Using a hermeneutical methodology in this qualitative research, offerer tendencies are given on the triad: Mathematics-daily life experiences-integral pedagogy, to provide a swerve to the teaching of science and to present it with an improved, active and liberating pedagogy; tending to change the perspective of the teaching of science. Among such tendencies we can find: the contribution to educate a honorable, supportive and humanist individual; the preparation on the intellectual, moral and spiritual levels; and authentic education, taking into account the scholar’s potentialities and an individual educated on mind, body and heart. To do so, the teacher must be skilled on history, philosophy, psychology, sociology, semiotics among other categories; and they must be ethical, critics on their own praxis, opened to the changes and innovations individuals.

  18. Learning with Sound Recordings: A History of Suzuki's Mediated Pedagogy

    Science.gov (United States)

    Thibeault, Matthew D.

    2018-01-01

    This article presents a history of mediated pedagogy in the Suzuki Method, the first widespread approach to learning an instrument in which sound recordings were central. Media are conceptualized as socially constituted: philosophical ideas, pedagogic practices, and cultural values that together form a contingent and changing technological…

  19. Cross-Cultural Studies of Personality Traits and their Relevance to Psychiatry

    Science.gov (United States)

    Terracciano, Antonio; McCrae, Robert R.

    2009-01-01

    Aims This article provides a brief review of recent cross-cultural research on personality traits at both individual and culture levels, highlighting the relevance of recent findings for psychiatry. Method In most cultures around the world, personality traits can be clearly summarized by the five broad dimensions of the Five-Factor Model (FFM), which makes it feasible to compare cultures on personality and psychopathology. Results Maturational patterns and sex differences in personality traits generally show cultural invariance, which generates the hypothesis that age of onset, clinical evolution, and sex differences in the prevalence of psychiatric disorders might follow similar universal patterns. The average personality profiles from 51 cultures show meaningful geographical distributions and associations with culture-level variables, but are clearly unrelated to national character stereotypes. Conclusions Aggregate personality scores can potentially be related to epidemiological data on psychiatric disorders, and dimensional personality models have implications for psychiatric diagnosis and treatment around the world. PMID:17128620

  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. 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…

  2. 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.

  3. Video pedagogy

    OpenAIRE

    Länsitie, Janne; Stevenson, Blair; Männistö, Riku; Karjalainen, Tommi; Karjalainen, Asko

    2016-01-01

    The short film is an introduction to the concept of video pedagogy. The five categories of video pedagogy further elaborate how videos can be used as a part of instruction and learning process. Most pedagogical videos represent more than one category. A video itself doesn’t necessarily define the category – the ways in which the video is used as a part of pedagogical script are more defining factors. What five categories did you find? Did you agree with the categories, or are more...

  4. Integrating critical pedagogy, feminist pedagogy, and standpoint theory;connecting classroom learning with democratic citizenship

    OpenAIRE

    Ganote, Cynthia

    2012-01-01

    In this paper, I argue that processes stemming from feminist pedagogy and feminist standpoint theory can be used to enact two central goals of critical pedagogy in the classroom, those of creating a co-intentional educational space and of pursuing conscientização. Further, this integration of critical and feminist pedagogies and standpoint theory allows educators to model multicultural democracy and hone the tools of democratic citizenry with students in an emergent process that connects poli...

  5. 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…

  6. Transposing reform pedagogy into new contexts: complex instruction in remote Australia

    Science.gov (United States)

    Sullivan, Peter; Jorgensen, Robyn; Boaler, Jo; Lerman, Steve

    2013-03-01

    This article draws on the outcomes of a 4-year project where complex instruction was used as the basis for a reform in mathematics teaching in remote Aboriginal communities in Australia. The article describes the overall project in terms of the goals and aspirations for learning mathematics among remote Indigenous Australians. Knowing that the approach had been successful in a diverse setting in California, the project team sought to implement and evaluate the possibilities of such reform in a context in which the need for a culturally responsive pedagogy was critical. Elements of complex instruction offered considerable possibilities in aligning with the cultures of the remote communities, but with recognition of the possibility that some elements may not be workable in these contexts. Complex instruction also valued deep knowledge of mathematics rather than a tokenistic, impoverished mathematics. The strategies within complex instruction allowed for mathematical and cultural scaffolding to promote deep learning in mathematics. Such an approach was in line with current reforms in Indigenous education in Australia where there are high expectations of learners in order to break away from the deficit thinking that has permeated much education in remote Australia. The overall intent is to demonstrate what pedagogies are possible within the constraints of the remote context.

  7. Glimmers for Cultural Relevance: The Pedagogical Knowledge of an Indigenous Cabécar Teacher

    Directory of Open Access Journals (Sweden)

    Marielos Vargas Morales

    2017-07-01

    Full Text Available Indigenous education is becoming a priority to be dealt with in Higher Education. Therefore, efforts are oriented towards newly nourishing inclusive proposals for education; for them to take cultural diversity on and generate quality learning processes while also promoting the vindication of the right towards a culturally-relevant education for indigenous populations. Hence, the article sets forth an analysis of the pedagogical practice by an indigenous cabécar teacher, which unveils elements and cultural aspects that constitute valuable input to be considered in teacher education proposals. This research took place in the educative community of Sharabata, which is part of the High Chirripó Cábecar Indigenous Territory, which in turn is located in the province of Cartago in the Central American country of Costa Rica. The current research was conducted as a case study. Obtained results now create curricular content that responds to socio-cultural, linguistic and natural needs and characteristics of the cabécar culture. The present research recovers oral communication and the value of words, of learning by imitation, cosmovision as cultural heritage and the importance of recognizing mother languages in originary populations. It is forewarned that, though handled under the discourse of cultural displacement, practical and ritualistic practices still persist, all of which must be acknowledged and valued in school by young people in order for culture as ancestral heritage to be prolonged. It is given the mentioned situations where education must be made present; as a fight towards respect, inclusion and the strengthening of originary cultures. In that sense and in order to achieve cultural relevance, the process of the construction of knowledge with children must be inserted in its historical, social and cultural context, for which knowledge, experience and the practice of cabécar cosmovision is transcendental. As part of cultural relevance

  8. Vocal pedagogy and contemporary commercial music : reflections on higher education non-classical vocal pedagogy in the United States and Finland

    OpenAIRE

    Keskinen, Anu Katri

    2013-01-01

    This study is focused on the discipline of higher education contemporary commercial music (CCM) vocal pedagogy through the experiences of two vocal pedagogy teachers, the other in the USA and the other in Finland. The aim of this study has been to find out how the discipline presently looks from a vocal pedagogy teacher's viewpoint, what has the process of building higher education CCM vocal pedagogy courses been like, and where is the field headed. The discussion on CCM pedagogy, also kn...

  9. 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.

  10. Connecting to Communities: Powerful Pedagogies for Leading for Social Change.

    Science.gov (United States)

    Wagner, Wendy; Mathison, Patricia

    2015-01-01

    This chapter explores the use of powerful pedagogies such as service-learning, cultural immersion, and community-based research to enhance leadership development. Four key principles are presented that describe how leadership educators can facilitate community-based learning in a way that creates an optimal learning environment for students, while also engaging ethically with individuals and organizations in the community. © 2015 Wiley Periodicals, Inc., A Wiley Company.

  11. 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…

  12. Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice

    Science.gov (United States)

    Lewthwaite, Sarah; Nind, Melanie

    2016-01-01

    Capacity building in social science research methods is positioned by research councils as crucial to global competitiveness. The pedagogies involved, however, remain under-researched and the pedagogical culture under-developed. This paper builds upon recent thematic reviews of the literature to report new research that shifts the focus from…

  13. 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…

  14. Critical Pedagogy and Faith

    Science.gov (United States)

    Neumann, Jacob W.

    2011-01-01

    Critical pedagogy has often been linked in the literature to faith traditions such as liberation theology, usually with the intent of improving or redirecting it. While recognizing and drawing from those previous linkages, Jacob Neumann goes further in this essay and develops the thesis that critical pedagogy can not just benefit from a connection…

  15. Using narrative pedagogy: learning and practising interpretive thinking.

    Science.gov (United States)

    Ironside, Pamela M

    2006-08-01

    This paper reports a hermeneutic study undertaken to explicate students' experiences in educational courses in which teachers enact Narrative Pedagogy. International interest in developing and implementing discipline-specific pedagogies is becoming commonplace as teachers respond to the challenges of preparing students for contemporary practice. Lifeworld Pedagogy, developed in Scandinavia, and Narrative Pedagogy, developed in the United States of America, Canada and New Zealand, are two approaches developed from nursing research for nursing education that provide teachers with research-based alternatives to conventional pedagogy. Further research is needed, however, that addresses how new pedagogies are experienced in schools of nursing. Teachers and students from 22 schools of nursing in the United States of America were interviewed over a 4-year period between 2002 and 2005. Using interpretive phenomenology as the philosophical background and Heideggerian hermeneutics as the method, accounts from 52 participants were analysed by a research team. The theme Learning and Practising Interpretive Thinking reveals how reform is occurring in schools of nursing that use Narrative Pedagogy. It documents how Narrative Pedagogy helps students challenge their assumptions and think through and interpret situations they encounter from multiple perspectives. Findings suggest that by focusing teachers' and students' attention on thinking and interpreting as communal experiences, interpretive pedagogies such as Narrative Pedagogy engage teachers and students in pooling their wisdom, challenging their preconceptions, envisioning new possibilities for providing care and engaging with others to ensure patient-centred care and safety. By documenting students' experiences in courses in which Narrative Pedagogy is used, this study provides teachers with research-based evidence to guide their pedagogical decisions. It extends international efforts to develop discipline

  16. Dancing with structure: research in Ecological Pedagogy

    NARCIS (Netherlands)

    dr René Butter

    2011-01-01

    Ecological Pedagogy is the “Pedagogy of the whole”. It assumes a continuous interaction between the individual and his or her environment (e.g. Bronfenbrenner (1977)). Traditionally, Pedagogy has been aimed at separate aspects, such as the school, the family, the neighbourhood or government

  17. Teaching Popular Culture through Gender Studies: Feminist Pedagogy in a Postfeminist and Neoliberal Academy?

    Science.gov (United States)

    Weber, Brenda R.

    2010-01-01

    The ways in which both postfeminism and neoliberalism contest the legitimacy of traditional feminist dogma, which is to say second-wave principles and practices, becomes particularly acute in the classroom. Feminist pedagogies have largely been predicated on two socio-political givens that postfeminist and neoliberal logics disallow: (1) that…

  18. Conceptual physics differences by pedagogy and gender: Questioning the deficit model

    Science.gov (United States)

    Majors, Twanelle Deann Walker

    The differences in physics performance between males and females have been studied extensively (Blue & Heller, 2003; Coletta, 2015; Madsen, McKagan, & Sayre 2013; McCullough, 2002, 2004, 2011; Pollock, Finkelstein, & Kost, 2007; Zohar & Sela, 2003). The purpose of this study was to look at the ways teaching methods and assessment choices have fabricated a gender gap. Deficit ways of thinking have further marginalized women by renegotiating prior acts of power that initiated and perpetuated marginalization. Outside of the deficit model, the blame for the underperformance of females has been attributed to discourses of power as well as less-than-critical ways of evaluating learning and schooling. Students in introductory algebra-based physics courses from 2008-2014 at Tennessee Technological University were self-enrolled in PHYS2010 sections that were taught using either a traditional or constructivist, interactive-engagement Learner-centered Environment for Algebra-based Physics (LEAP) pedagogy. Propensity scoring on all feasible and relevant independent variables was used to adjust for the probability of students choosing either LEAP or traditional sections. The Force Concept Inventory (FCI) and Gender Force Concept Inventory (GFCI) were used as the measures to gauge students' performance on physics concepts. The results showed that there were no differences in the FCI or GFCI performance of males and females. Results also showed that when accounting for pretest performance and the likelihood of choosing a LEAP section, LEAP pedagogy accounted for roughly 30% of performance differences. Not only was this true on the average, it was true for both genders. This meant that the main effect of LEAP pedagogy was even stronger and more generalizable. Gender did not moderate pedagogy, indicating that a pedagogy gap focus was more appropriate for evaluating physics learners.

  19. "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…

  20. Culturally Relevant Literature: What Matters Most to Primary-Age Urban Learners

    Science.gov (United States)

    Cartledge, Gwendolyn; Keesey, Susan; Bennett, Jessica G.; Ramnath, Rajiv; Council, Morris R., III.

    2016-01-01

    The ratings and rationales primary-age urban learners gave culturally relevant reading passages was the focus of this descriptive study. First- and second-grade students each read 30 researcher-developed passages reflecting the students' immediate and historical backgrounds. The students rated the passages and gave a reason for their ratings. A…

  1. Cultural Factors relevant to Korean Americans in Health Research: A Systematic Review.

    Science.gov (United States)

    Shin, Cha-Nam; Keller, Colleen; Sim, Jeongha

    2018-04-01

    To eliminate health disparities in the United States, identifying cultural contexts salient to the target populations in an intervention study is critical; however, little research has been conducted on the identification of cultural contexts among Korean Americans who have significant risk factors for chronic diseases. This systematic review identifies critical cultural contexts central to the literature discussed in health research on Korean Americans. We examined 14 research reports of 801 potentially eligible articles published between 2000 and 2016 and analyzed their contribution to cultural contexts among Korean Americans based on the PEN-3 model. This review highlights how cultural contexts impact health and health behaviors of Korean Americans, and may contribute to health disparities in the United States. The key cultural contexts highlighted in this review include social support/social network, family, gender role expectations, and a holistic view of health and illness. These cultural contexts should be incorporated in designing culturally relevant, effective, and sustainable health interventions for Korean Americans, which will contribute to eliminating health disparities for this ethnic group who experience great obstacles to healthcare access and healthy behaviors.

  2. 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.

  3. The Pedagogy of Happiness and Death: From the Perspectives of Buddhism and Christianity

    Science.gov (United States)

    Lee, Jeong-Kyu

    2017-01-01

    The purpose of this paper is to review the pedagogy of happiness and death from the perspectives of Buddhism and Christianity. To discuss this study logically, three research questions are addressed. First, what are the concepts of happiness and death? Second, what is the relevance between happiness and death? Last, what are the meanings of…

  4. 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.

  5. 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

  6. The Limits of Pedagogy: "Diaculturalist Pedagogy" as Paradigm Shift in the Education of Adult Immigrants

    Science.gov (United States)

    Entigar, Katherine E.

    2017-01-01

    Pedagogy develops through the interventions of scholars who believe injustice should not be normalised. Such interventions nonetheless subsume monoculturalist assumptions constructed within the US social and academic narrative. The top-down paradigm of "designing pedagogy" is inappropriate for educating adult immigrants, whose…

  7. 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.

  8. Development of social pedagogy in Slovenia

    OpenAIRE

    Peteršič, Katja

    2012-01-01

    This diploma thesis wants to point out the situation of social pedagogy in Slovenia. Furthermore, the theoretical part is more concerned with the definition of social pedagogy. Within this part, I try to illustrate the development of social pedagogy and to introduce the conceptual foundation of socio-pedagogical work. Moreover, the section characterizes the fields of activity of social pedagogues and the expected know-how of a social pedagogue. The empirical part reproduces the results of a q...

  9. Enabling narrative pedagogy: inviting, waiting, and letting be.

    Science.gov (United States)

    Ironside, Pamela M

    2014-01-01

    This article describes how teachers enable Narrative Pedagogy in their courses by explicating the Concernful Practice Inviting: Waiting and Letting Be. Narrative Pedagogy, a research-based, phenomenological approach to teaching and learning, extends conventional pedagogies and offers nursing faculty an alternative way of transforming their schools and courses. Using hermeneutic phenomenology, interview data collected over a 10-year period were analyzed by coding practical examples of teachers' efforts to enact Narrative Pedagogy. When Narrative Pedagogy is enacted, teachers and students focus on thinking and learning together about nursing phenomena and seek new understandings about how they may provide care in the myriad situations they encounter. Although the Concernful Practices co-occur, explicating inviting experiences can assist new teachers, and those seeking to extend their pedagogical literacy, by providing new understandings of how Narrative Pedagogy can be enacted.

  10. Teachers, Arts Practice and Pedagogy

    Science.gov (United States)

    Franks, Anton; Thomson, Pat; Hall, Chris; Jones, Ken

    2014-01-01

    What are possible overlaps between arts practice and school pedagogy? How is teacher subjectivity and pedagogy affected when teachers engage with arts practice, in particular, theatre practices? We draw on research conducted into the Learning Performance Network (LPN), a project that involved school teachers working with the Royal Shakespeare…

  11. Is the Appropriateness of Emotions Culture-Dependent? The Relevance of Social Meaning

    Directory of Open Access Journals (Sweden)

    Welpinghus Anna

    2018-02-01

    Full Text Available This paper contributes to the question to what extent the socio-cultural context is relevant for the appropriateness of emotions, while appropriateness of an emotion means that the emotion entails a correct, or adequate, evaluation of its object. In a first step, two adequacy conditions for theories of emotions are developed: the first condition ensures that the socio-cultural context is not neglected: theories must allow for the fact that appropriateness often depends on the social meaning of the emotion’s particular object. The second condition rules out implausible forms of cultural determinism. In a second step, an account that meets both conditions is presented: the Acceptance within Social Context account.

  12. 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

  13. 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…

  14. Who Does Critical Pedagogy Think You Are? Investigating How Teachers Are Produced in Critical Pedagogy Scholarship to Inform Teacher Education

    Science.gov (United States)

    Pittard, Elizabeth

    2015-01-01

    In this post-structural feminist analysis, I review recent literature focusing on critical pedagogy to analyse the ways teachers are discursively produced within the sampled literature to ask: who does critical pedagogy think you are? Additionally, I extend earlier post-structural feminist critiques of critical pedagogy and underlying assumptions…

  15. Gifted-Child Pedagogy: Meaningful Chimera?

    Science.gov (United States)

    Coleman, Laurence J.

    2003-01-01

    This article explores the concept of gifted-child pedagogy (GCP) and consequences of adopting a GCP model. It argues that use of the term GCP can create a faux reality that GCP exists and that teachers who do not have this particular pedagogy cannot help gifted children. (Contains 7 references.) (CR)

  16. 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…

  17. Culture-Based Arts Education That Teaches against the Grain: A Model for Place-Specific Material Culture Studies

    Science.gov (United States)

    Bequette, James W.

    2014-01-01

    When 50 Midwest teachers in two public schools and one Reservation school worked in respectful, knowledgeable, and power-sharing ways with local Indigenous elders, artists, and academics, the outcome was often culture-based arts education that teaches against the grain. This collaboration and the culturally responsive pedagogy it inspired led to…

  18. 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. Copyright © 2011. Published by Elsevier Inc.

  19. Understanding Organizational Culture and Communication through a Gyroscope Metaphor

    Science.gov (United States)

    Bisel, Ryan S.; Messersmith, Amber S.; Keyton, Joann

    2010-01-01

    To fill a critical void in organizational culture pedagogy, the authors present an instructional system that employs the metaphor of a gyroscope to help students understand implicit assumptions in culture research. Working from Martin's nexus approach to organizational culture and Fairhurst and Putnam's tripartite theory of organizational…

  20. Teaching Reading and Writing in Local Language Using the Child-Centred Pedagogy in Uganda

    Science.gov (United States)

    Akello, Dora Lucy; Timmerman, Greetje; Namusisi, Speranza

    2016-01-01

    Uganda introduced the use of mother tongue as medium of instruction in primary schools in 2007. This was meant to promote interaction and participation in the learning process and improve children's proficiency in reading and writing. Drawing elements of interaction and participation from the socio-cultural theory, the child-centred pedagogy was…

  1. 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…

  2. 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…

  3. Pedagogy in the Era of the Post-Non-Classical Science

    Directory of Open Access Journals (Sweden)

    V. L. Benin

    2015-02-01

    Full Text Available The paper considers over again the problem of the low quality of the scientific pedagogic research of the recent time. The author analyses numerous publications concerning the above problem and presents his opinion on the actual reasons for stagnation in the modern national pedagogy. Its crisis is primarily caused by ignoring the complications of the world perception, changing world outlook, as well as by long ago developed but rejected necessity for devising new methodological principles and value- and objective-oriented educational attitudes. The exact forms and methods of professional activity of pedagogic process participants are derived from the definite historically developed complex lying in their foundation. The educational system structure depends on the logic of cultural structure of the related era both from the methodological and organizational viewpoint. However, our pedagogy retains the position of the New Time classical methodology not complying with the non-classical paradigm, all the more so with the post-non-classical science. The demonstrative appeal to synergetics – the attempt of pedagogy to position itself in terms of post-non-classical science – still remains doubtful.Not persisting on the absolute correctness of his position, the author invites teaches and specialists from educational sphere to the scientific discussion to facilitate, even partially, the existing problem solving. 

  4. 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…

  5. 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.…

  6. Developing Cultural Competence: Student and Alumni Perspectives

    Science.gov (United States)

    Petrovich, Anne; Lowe, Mitzi

    2005-01-01

    One of the areas of increased importance to social work pedagogy is the development of culturally competent practice skills. In focus groups, first and second year students, and recent alumni reflected on their growing awareness and competence concerning cultural diversity. Meaningful patterns emerged emphasizing the importance of psychologically…

  7. 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.…

  8. Mental health and therapeutic education: «orthophrenic pedagogy» in Spain during the first third of the XXth century

    Directory of Open Access Journals (Sweden)

    Mercedes DEL CURA

    2013-11-01

    Full Text Available The development of the so-called «feeble-minded childhood» was one of the immediate consequences of obligatory education. The fact that some child had difficulties in accepting educational rules or getting adapted to them lead to their medicalization and to set off an assistive technology that, under different titles like medico-pedagogy, therapeutic education, orthophrenic pedagogy, delineated a field of action shared by physicians and pedagogues. The paper will analyze the importance and success of this orthophrenic pedagogy within the framework of the Spanish science, society and culture during the first decades of the XXth century. Authors will draw special attention not only to discourses held by experts in order to justify their intervention but also to professional interests and scientific practices carried out by them.

  9. 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…

  10. 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…

  11. 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…

  12. New pedagogies for teaching thinking: the lived experiences of students and teachers enacting narrative pedagogy.

    Science.gov (United States)

    Ironside, Pamela M

    2003-11-01

    The need to prepare students for a rapidly changing health care system sustains teachers' interest in developing students' thinking abilities at all levels of nursing education. Although significant effort has been directed toward developing efficient and effective strategies to teach thinking, this study explores the underlying assumptions embedded in any approach to teaching and learning and how these assumptions influence students' thinking. This study, using Heideggerian hermeneutics, explored how teachers and students experience enacting a new pedagogy, Narrative Pedagogy, and this article explains how enacting this pedagogy offers new possibilities for teaching and learning thinking. Two themes emerged from this analysis and are discussed: Thinking as Questioning: Preserving Perspectival Openness and Practicing Thinking: Preserving Fallibility and Uncertainty.

  13. Creating Inclusive Knowledges: Exploring the Transformative Potential of Arts and Cultural Practice

    Science.gov (United States)

    Sonn, Christopher; Baker, Alison

    2016-01-01

    Arts and cultural practice are gaining attention in numerous disciplines and sectors as a vehicle for community building, and to promote wellbeing and social change. In this article we overview the links between community and liberation psychologies, community arts, and public pedagogy. We put forward the notion of community pedagogies to capture…

  14. Critical Pedagogy Principles in Teaching EFL Reading

    Directory of Open Access Journals (Sweden)

    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. Pedagogy of Peace and Philosophy of War: the Search for Truth

    Directory of Open Access Journals (Sweden)

    Serhiy Klepko

    2017-07-01

    Full Text Available Peace pedagogy (German: Friedenspedagogik and the Peace education are identified as relevant educational paradigm and set of educational projects aimed at solving problems of teaching non-violence and the capacity for peace in the context of the democratic movement for peace. There is a set of reasons to state that the education system of the world depends not only on technological trends and mastering the sum of strategies of war and peace but, first of all, on what extends the whole education is true for its subjects and able to provide research on the ultimate question of social and personal life, including eternal mankind’s dream for peace. This paper describes methodological role for pedagogy of peace of geophilosophy as a concept to solve socio-economic conflicts in the dimensions of truth and earthly life in which modern geophilosophical research carried out to find a man’s place in the world and territory for him

  16. Telling Active Learning Pedagogies Apart: from theory to practice

    Directory of Open Access Journals (Sweden)

    Kelsey Hood Cattaneo

    2017-07-01

    Full Text Available Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based, through theoretical and practical lenses, could function as a useful tool for researchers and practitioners in comparing pedagogies. This article classified five active learning pedagogies based on six constructivist elements. The comparison was completed through a comparative analysis and a content analysis informed by a systematic literature review. The findings were that learner-centeredness is a primary goal of all pedagogies; however, there is a strong dissonance between each pedagogy’s theoretical underpinnings and implementation realities. This dissonance complicates differentiating active learning pedagogies and classification as a comparative tool has proved to have limited usefulness.

  17. "I Spoke It When I Was a Kid": Practicing Critical Bicultural Pedagogy in a Fourth-Grade Classroom

    Science.gov (United States)

    Casesa, Rhianna

    2013-01-01

    By examining the potential of purposefully implemented critical bicultural pedagogy (CBP) for student empowerment, this article responds to "Culture and Power in the Classroom: Educational Foundations for the Schooling of Bicultural Students" by Antonia Darder (Boulder, CO: Paradigm, 2012). Using a theoretical framework based upon…

  18. 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…

  19. Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

    Science.gov (United States)

    Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Zeynep Muğaloğlu, Ebru; Bentz, Amy; Sparks, Kelly

    2014-09-01

    A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose.

  20. THE CULTURAL RELEVANCE OF INDONESIAN PHRASEOLOGICAL UNITS AS CONTRASTED WITH POLISH

    Directory of Open Access Journals (Sweden)

    Przemysław Wiatrowski

    2015-06-01

    Full Text Available This article discusses Indonesian set phrases, a research area not previously investigated by Polish scholars. The aim is to analyze expressions which reveal the cultural specificity of the Indonesian speech community. Specifically, the author is concerned with two categories of multiword expressions. One of them is lexical combinations which preserve observations characteristic of the Indonesian speech community. These are reflected in a system of lexical connotations drawn upon in the process of semantic motivation of idioms. The other is expressions made up of units which are specific to Indonesian culture. The cultural relevance of Indonesian multi-word combinations is examined against the background of the Polish language. By examining research material derived from dictionaries of phrases and collocations and general dictionaries of the Indonesian language, the author provides insights into the way of thinking and responding to reality which is embedded in the language and in the collective experience of members of the Indonesian community.

  1. 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,…

  2. Learning Things: Material Culture in Art Education

    Science.gov (United States)

    Blandy, Doug; Bolin, Paul E.

    2018-01-01

    This is the first comprehensive book to connect art education to material culture--an evolving pedagogy about the meaning of "things" in the lives of children, youth, and adults. Written by luminaries in the field, this resource explores a range of objects exemplifying material culture, defined as "the human-formed objects, spaces,…

  3. Presenting Cultural Artifacts in the Art Museum: A University-Museum Collaboration

    Science.gov (United States)

    Chung, Sheng Kuan

    2009-01-01

    With increasing emphasis on multicultural art education and integrative pedagogy, educators have incorporated community resources, such as cultural artifacts exhibited in art museums, to enrich their programs. Cultural artifacts are human-made objects which generally reveal historic information about cultural values, beliefs, and traditions.…

  4. Problematizing Social Justice in Health Pedagogy and Youth Sport: Intersectionality of Race, Ethnicity, and Class.

    Science.gov (United States)

    Dagkas, Symeon

    2016-09-01

    Social justice education recognizes the discrepancies in opportunities among disadvantaged groups in society. The purpose of the articles in this special topic on social justice is to (a) provide a critical reflection on issues of social justice within health pedagogy and youth sport of Black and ethnic-minority (BME) young people; (b) provide a framework for the importance of intersectionality research (mainly the intersection of social class, race, and ethnicity) in youth sport and health pedagogy for social justice; and (c) contextualize the complex intersection and interplay of social issues (i.e., race, ethnicity, social classes) and their influence in shaping physical culture among young people with a BME background. The article argues that there are several social identities in any given pedagogical terrain that need to be heard and legitimized to avoid neglect and "othering." This article suggests that a resurgence of interest in theoretical frameworks such as intersectionality can provide an effective platform to legitimize "non-normative bodies" (diverse bodies) in health pedagogy and physical education and sport by voicing positionalities on agency and practice.

  5. Public Relations Education: Where is Pedagogy?

    Science.gov (United States)

    Coombs, W. Timothy; Rybacki, Karyn

    1999-01-01

    Uses data from a national survey and from the 1998 National Communication Association Summer Conference, both described elsewhere in this issue, to examine the strengths and weaknesses of public-relations pedagogy; to compare educator and practitioner perceptions of pedagogy; and to offer a set of concerns and recommendations. (SR)

  6. 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…

  7. Recognizing the "Social" in Literacy as a Social Practice: Building on the Resources of Nonmainstream Students

    Science.gov (United States)

    Kelly, Courtney R.

    2012-01-01

    This article describes an after-school program in which immigrant and urban low-income middle school students collaborated to create social maps of their school and to produce a multilingual video against gossip. These literacy-based projects combined critical pedagogy and culturally relevant pedagogy to promote meaningful interactions between…

  8. Comparing pedagogy in mathematics in Denmark and England

    DEFF Research Database (Denmark)

    Dorf, Hans; Kelly, Peter; Hohmann, Ulrike

    2013-01-01

    This paper reports the findings of a comparative study of pedagogy in lower-secondary school mathematics in Denmark and England. Lesson observations and interviews identified the range of goals towards which teachers in each country worked and the actions these prompted. These were clustered using...... the lens of Bernstein’s pedagogic discourse (1990; 1996) to construct mathematics teacher roles which provided a view of pedagogy. Comparison allowed variations in pedagogy across the two countries to be identified and implications drawn. Of particular interest were the differences in experience of lower...... attaining pupils, and some of the advantages and disadvantages of mathematics pedagogy in each country for this group are indicated....

  9. Problematizing Public Engagement within Public Pedagogy Research and Practice

    Science.gov (United States)

    Sandlin, Jennifer A.; Burdick, Jake; Rich, Emma

    2017-01-01

    In this article, we explore issues related to how scholars attempt to "enact public pedagogy" (i.e. doing "public engagement" work) and how they "research public pedagogy" (i.e. framing and researching artistic and activist "public engagement" as public pedagogy). We focus specifically on three interrelated…

  10. Recognition-Based Pedagogy: Teacher Candidates' Experience of Deficit

    Science.gov (United States)

    Parkison, Paul T.; DaoJensen, Thuy

    2014-01-01

    This study seeks to introduce what we call "recognition-based pedagogy" as a conceptual frame through which teachers and instructors can collaboratively develop educative experiences with students. Recognition-based pedagogy connects the theories of critical pedagogy, identity politics, and the politics of recognition with the educative…

  11. [Intensity of depression in pedagogy students].

    Science.gov (United States)

    Pietras, Tadeusz; Witusik, Andrzej; Panek, Michał; Zielińska-Wyderkiewicz, Ewa; Kuna, Piotr; Górski, Paweł

    2012-03-01

    The teacher's profession is regarded to be susceptible to professional burnout. Its early markers include high neuroticism and tendency to depressive reactions. The aim of the study was to assess the depression intensity and the occurrence of mood disorders in the population of full-time and extramural course students of pedagogy aged 19-30, as well as the difference in intensity of the measured constructs between men and women. The study was carried out on the group of 223 women and 162 men aged 19-30 studying pedagogy at Piotrków Trybunalski Division of Jan Kochanowski Memorial University in Kielce in the years 2008-2011. The control group consisted of 76 women and 88 men studying economics. Students of full-time and extramural courses were included. All the participants were assessed with Beck Depression Inventory. Depression as a syndrome was diagnosed if the score of 10 of more was obtained. Among female students of pedagogy, 21 out of 223 obtained Beck Depression Inventory scores equal to, or above 10; whereas among female students of economics 1 out of 76 obtained such a result. The relative risk of developing depression (understood as Beck Depression Inventory result of 10 or more) was found to be significantly higher among female pedagogues (OR 7.797; CI 1.0306 to 58.9856) than among female economists. Among male pedagogy students, 2 out of 162 obtained 10 points, or more. It means that the risk of depression in female pedagogues was as much as over eight-fold higher than in male pedagogues (OR 8.3168; CI 1.9215 - 35.9979). The risk of depression in men studying pedagogy was not higher than in men studying economics, who obtained the Beck Depression Inventory scores of 10 or more in 1 case out of 88 (OR 1.1; CI 0.0983 to 12.3032). Considering all pedagogues irrespectively of gender versus all economists, the risk of depression in the group of pedagogues is over five-fold higher than among economists (OR 5.1464; CI 1.1991 to 22.0885). In the whole group of

  12. 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...

  13. 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…

  14. 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…

  15. The perspectives and experiences of African American students in an informal science program

    Science.gov (United States)

    Bulls, Domonique L.

    Science, technology, engineering, and mathematics (STEM) fields are the fastest growing sectors of the economy, nationally and globally. In order for the United States (U.S.) to maintain its competitiveness, it is important to address STEM experiences at the precollege level. In early years, science education serves as a foundation and pipeline for students to pursue STEM in college and beyond. Alternative approaches to instruction in formal classrooms have been introduced to engage more students in science. One alternative is informal science education. Informal science education is an avenue used to promote science education literacy. Because it is less regulated than science teaching in formal classroom settings, it allows for the incorporation of culture into science instruction. Culturally relevant science teaching is one way to relate science to African American students, a population that continually underperforms in K-12 science education. This study explores the science perspectives and experiences of African American middle school students participating in an informal science program. The research is framed by the tenets of culturally relevant pedagogy and shaped by the following questions: (1) What specific aspects of the Carver Program make it unique to African American students? (2) How is culturally relevant pedagogy incorporated into the informal science program? (3) How does the incorporation of culturally relevant pedagogy into the informal science program influence African American students' perceptions about science? The findings to the previously stated questions add to the limited research on African American students in informal science learning environments and contribute to the growing research on culturally relevant science. This study is unique in that it explores the cultural components of an informal science program.

  16. Problemas da educação: o caso da psicopedagogia Problems in education: the case of psycho-pedagogy

    Directory of Open Access Journals (Sweden)

    Odair Sass

    2003-12-01

    Full Text Available Neste artigo é discutida a relevância dos problemas psicopedagógicos recorrentes das determinações internas e externas à educação escolar, a par do equívoco da pretensão de regulamentar a psicopedagogia como mais uma profissão da esfera educacional. Destaca a questão da regulamentação das profissões de nível superior no Brasil e as raízes variadas da psicopedagogia desde o período imediato após a Segunda Guerra Mundial.Discussed in this article is the relevance of recurring psycho-pedagogical problems originated inside and outside formal education, as well as the dubious intention to regularize psycho-pedagogy as yet another profession within the educational sphere. Emphasized here is the question of regularizing the university professions in Brazil and the varied roots of psycho-pedagogy from the period immediately following the Second World War onward.

  17. 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…

  18. Designing Contributing Student Pedagogies to Promote Students' Intrinsic Motivation to Learn

    Science.gov (United States)

    Herman, Geoffrey L.

    2012-01-01

    In order to maximize the effectiveness of our pedagogies, we must understand how our pedagogies align with prevailing theories of cognition and motivation and design our pedagogies according to this understanding. When implementing Contributing Student Pedagogies (CSPs), students are expected to make meaningful contributions to the learning of…

  19. 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…

  20. 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…

  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. 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...

  3. "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 economically…

  4. Social pedagogy: an approach without fixed recipes

    DEFF Research Database (Denmark)

    Rothuizen, Jan Jakob Egbert; Harbo, Lotte Junker

    2017-01-01

    A historical and theoretical reconstruction of the specificity and peculiarity of the discipline of social pedagogy, as it has developed in Denmark. Social pedagogy takes its departure from the idea that the individual person and the community are complementary but at the same time opposed to each...

  5. 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…

  6. Discussing empirical research on the language and culture relationship to inform English as an additional/foreign language pedagogy and teacher education

    Directory of Open Access Journals (Sweden)

    Gloria Gil

    2016-07-01

    Full Text Available Abstract In spite of the existence of a substantial body of theoretical literature that deals with the intersection of language and culture in the field of English as a foreign/additional (EA/FL language teaching and learning, there are very few empirical studies that investigate this issue with real teachers and learners. Therefore, the objective of this paper is to review some of those empirical studies with a view to informing additional/foreign language pedagogy and teacher education.  For that, the paper, first, summarizes some of the main theoretical issues by discussing the different ways in which the relationship of language and culture has been subjacent to EA/FL pedagogies. Then, the paper shows that there are three different types of language-and-culture-related empirical studies: on coursebooks, on teacher cognition, and on classroom interaction and teacher cognition. A review of these types of studies is made by discussing their main findings. Finally, the paper brings about some implications for the field from the findings of the empirical studies and proposes some topics for further research. Key-words: Culture and language relation. English as an additional/foreign language. Empirical studies.   Resumo Apesar da existência de uma vasta literatura teórica que lida com a interseção entre língua e cultura na área de ensino e aprendizagem do inglês como língua adicional/estrangeira (LA/E, existem poucos estudos empíricos que investigam essa questão com professores e alunos reais. Portanto, o objetivo deste trabalho é revisar alguns desses estudos empíricos com o intuito de contribuir com a pedagogia e a formação de professores de inglês como LA/E. Para isso este trabalho, em primeiro lugar, resume algumas das principais questões teóricas, discutindo as diferentes maneiras em que a relação entre língua e cultura tem subjazido às pedagogias do Inglês como LA/E.  Em seguida, o trabalho mostra que há três tipos

  7. Cultural Learning Redux.

    Science.gov (United States)

    Tomasello, Michael

    2016-05-01

    M. Tomasello, A. Kruger, and H. Ratner (1993) proposed a theory of cultural learning comprising imitative learning, instructed learning, and collaborative learning. Empirical and theoretical advances in the past 20 years suggest modifications to the theory; for example, children do not just imitate but overimitate in order to identify and affiliate with others in their cultural group, children learn from pedagogy not just episodic facts but the generic structure of their cultural worlds, and children collaboratively co-construct with those in their culture normative rules for doing things. In all, human children do not just culturally learn useful instrumental activities and information, they conform to the normative expectations of the cultural group and even contribute themselves to the creation of such normative expectations. © 2016 The Author. Child Development © 2016 Society for Research in Child Development, Inc.

  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. Positioning Pedagogy--A Matter of Children's Rights

    Science.gov (United States)

    Devine, Dympna; McGillicuddy, Deirdre

    2016-01-01

    This paper foregrounds pedagogy in the realisation of children's rights to non-discrimination and serving their best interests, as articulated in the UNCRC. Drawing on a mixed methodological study of teachers in 12 schools it does so through exploring teacher pedagogies in terms of how they "think", "do" and "talk"…

  10. 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…

  11. 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. © 2016 Society for Public Health Education.

  12. 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…

  13. Developmental Psychopathology in a Racial/Ethnic Minority Group: Are Cultural Risks Relevant?

    Science.gov (United States)

    Wei, Chiaying; Eisenberg, Ruth E; Ramos-Olazagasti, María A; Wall, Melanie; Chen, Chen; Bird, Héctor R; Canino, Glorisa; Duarte, Cristiane S

    2017-12-01

    The current study examined (a) the mediating role of parenting behaviors in the relationship between parental risks and youth antisocial behaviors (YASB), and (b) the role of youth cultural stress in a racial/ethnic minority group (i.e., Puerto Rican [PR] youth). This longitudinal study consisted of 3 annual interviews of PR youth (N = 1,150; aged 10-14 years at wave 1) and their caretakers from the South Bronx (SB) in New York City and from San Juan, Puerto Rico. Parents reported on parental risks, parenting behaviors, and YASB. Youth also self-reported on YASB and youth cultural stress. A lagged structural equation model examined the relationship between these variables across 3 yearly waves, with youth cultural stress as a moderator of the association between effective parenting behaviors and YASB. Findings supported the positive influence of effective parenting on YASB, independently of past parental risks and past YASB: higher effective parenting significantly predicted lower YASB at the following wave. Parenting also accounted for (mediated) the association between the composite of parental risks and YASB. Youth cultural stress at wave 1 was cross-sectionally associated with higher YASB and moderated the prospective associations between effective parenting and YASB, such that for youth who perceived higher cultural stress, the positive effect of effective parenting on YASB was weakened compared to those with lower/average cultural stress. Among PR families, both parental and cultural risk factors influence YASB. Such findings should be considered when treating racial/ethnic minority youth for whom cultural factors may be a relevant influence on determining behaviors. Copyright © 2017 American Academy of Child and Adolescent Psychiatry. Published by Elsevier Inc. All rights reserved.

  14. Culturally relevant model program to prevent and reduce agricultural injuries.

    Science.gov (United States)

    Helitzer, D L; Hathorn, G; Benally, J; Ortega, C

    2014-07-01

    Limited research has explored pesticide injury prevention among American Indian farmers. In a five-year agricultural intervention, a university-community partnership, including the University of New Mexico School of Medicine, New Mexico State University, Shiprock Area Cooperative Extension Service, and Navajo Nation communities, used a culturally relevant model to introduce and maintain safe use of integrated pest management techniques. We applied the Diffusion of Innovations theory and community-based approaches to tailor health promotion strategies for our intervention. In a longitudinal study with repeated measures, we trained six "model farmers" to be crop management experts in pesticide safety, application, and control. Subsequently, these model farmers worked with 120 farm families randomized into two groups: intervention (Group 1) and delayed intervention (Group 2). Measurements included a walk-through analysis, test of knowledge and attitudes, and yield analysis. Both groups demonstrated improvements in pesticide storage behaviors after training. Test scores regarding safety practices improved significantly: from 57.3 to 72.4 for Group 1 and from 52.6 to 76.3 for Group 2. Group 1 maintained their knowledge and safety practices after the intervention. Attitudes about pesticides and communication of viewpoints changed across the study years. With pesticides and fertilizer, the number of corn ears increased by 56.3% and yield (kg m(-2)) of alfalfa increased by 41.2%. The study combined traditional farming practices with culturally relevant approaches and behavior change theory to affect knowledge, safety practices, attitudes, communication channels, and crop yield. Storage behaviors, use of pesticides and safety and application equipment, and safety practice knowledge changed significantly, as did attitudes about social networking, social support, and the compatibility and relative advantage of pesticides for farms.

  15. 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…

  16. 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...

  17. Signature Pedagogies for E-Learning in Higher Education and Beyond

    Science.gov (United States)

    Eaton, Sarah Elaine; Brown, Barbara; Schroeder, Meadow; Lock, Jennifer; Jacobsen, Michele

    2017-01-01

    Purpose: This report explores the notion of signature pedagogies within the field of e-learning for higher education. Methodology: We build on previous work that examined signature pedagogies in education, linking the concepts of signature pedagogies, the profession of education and e-learning as a means to help educators develop their practice…

  18. Teaching Public Health Through a Pedagogy of Collegiality

    Science.gov (United States)

    Chávez, Vivian; Turalba, Ruby-Asuncion N.; Malik, Savita

    2006-01-01

    Curriculum development in masters of public health programs that effectively meets the complex challenges of the 21st century is an important part of public health education and requires purposeful thinking. Current approaches to training the public health work-force do not adequately prepare professionals to be culturally competent in addressing health disparities. Principles of community-based participatory research highlight the importance of building relationships of mutual accountability and emphasize collegial teaching. We present background and theoretical foundations for a pedagogy of collegiality and describe specific teaching methods, classroom activities, and key assignments organized around 4 essential features: principles of community organizing, building community and valuing diversity, engaging the senses, and writing across the curriculum. PMID:16735640

  19. Empowerment Pedagogy

    Science.gov (United States)

    Loizou, Eleni; Charalambous, Nasia

    2017-01-01

    This study aims to unfold the framework of empowerment pedagogy by describing an approach of listening to the children, supporting their rights, and enhancing participation through the lens of a learning community. The authors draw from the literature that acknowledges children as active agents and supports them in participating in their daily…

  20. In Support of Failure

    Science.gov (United States)

    Carr, Allison

    2013-01-01

    In this essay, I propose a concerted effort to begin devising a theory and pedagogy of failure. I review the discourse of failure in Western culture as well as in composition pedagogy, ultimately suggesting that failure is not simply a judgement or indication of rank but is a relational, affect-bearing concept with tremendous relevance to…

  1. 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.

  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. Sight-Singing Pedagogy: A Content Analysis of Choral Methods Textbooks

    Science.gov (United States)

    Floyd, Eva G.; Haning, Marshall A.

    2015-01-01

    The purpose of this study was to examine the sight-singing pedagogy content of choral methods textbooks, with the intent of determining what elements of sight-singing pedagogy are most commonly included in these resources. A content analysis was conducted to analyze information related to sight-singing pedagogy in 10 textbooks that are commonly…

  4. Negotiating Languages and Cultures: Enacting Translingualism through a Translation Assignment

    Science.gov (United States)

    Kiernan, Julia; Meier, Joyce; Wang, Xiqiao

    2016-01-01

    This collaborative project explores the affordances of a translation assignment in the context of a learner-centered pedagogy that places composition students' movement among languages and cultures as both a site for inquiry and subject of analysis. The translation assignment asks students to translate scholarly articles or culture stories from…

  5. Social Pedagogy in Finland and Sweden: a comparative analysis

    Directory of Open Access Journals (Sweden)

    Juha Hämäläinen

    2015-12-01

    Full Text Available Discussing how the concept of social pedagogy has been used in Finland and Sweden, this paper provides a historical and systemic comparison of policies and practices of social pedagogy in these two countries. The main aim is to identify and explain the main similarities and differences between the Finnish and Swedish national trajectories of social pedagogical thinking and action. In the first phase of the analysis, country-specific features of social pedagogy were described paying attention to historical and structural aspects. In the second phase, these descriptions were compared in a dialogue between the au- thors, one from Finland and the other from Sweden. The dialogue-based comparison was targeted to ex- plain the identified similar and different features of social pedagogical policies and practices. The explanation was based on historical and systemic considerations, especially those of historical development, research activities, theory buildings, methodologies and techniques, professionalization and the practice fields, and the future prospects of social pedagogy.The analysis showed that the historical roots and theoretical foundations of social pedagogical think- ing and action are very similar in Finland and Sweden but the position of social pedagogy  as an academic discipline  as well as a field of practice is partly different. Since social pedagogy has not been acknowl- edged as an academic discipline in Sweden, its outlook as a field of practice is on shaky ground, while in Finland the future of social pedagogy as an academic discipline  is uncertain because the social-peda- gogical know-how based on academic education is not well known and has not found general acceptance in the field’s practice.The analysis showed that the historical roots and theoretical foundations of social pedagogical thinking and action are very similar in Finland and Sweden but the position of social pedagogy as an academic discipline as well as a

  6. Understanding the earth systems of Malawi: Ecological sustainability, culture, and place-based education

    Science.gov (United States)

    Glasson, George E.; Frykholm, Jeffrey A.; Mhango, Ndalapa A.; Phiri, Absalom D.

    2006-07-01

    The purpose of this 2-year study was to investigate Malawian teacher educators' perspectives and dispositions toward teaching about ecological sustainability issues in Malawi, a developing country in sub-Sahara Africa. This study was embedded in a larger theoretical framework of investigating earth systems science through the understanding of nature-knowledge-culture systems from local, place-based perspectives. Specifically, we were interested in learning more about eco-justice issues that are related to environmental degradation in Malawi and the potential role of inquiry-oriented pedagogies in addressing these issues. In a science methods course, the African educators' views on deforestation and teaching about ecological sustainability were explored within the context of the local environment and culture. Teachers participated in inquiry pedagogies designed to promote the sharing of perspectives related to the connections between culture and ecological degradation. Strategies encouraging dialogue and reflection included role-playing, class discussions, curriculum development activities, teaching experiences with children, and field trips to a nature preserve. Data were analyzed from postcolonial and critical pedagogy of place theoretical perspectives to better understand the hybridization of viewpoints influenced by both Western and indigenous science and the political hegemonies that impact sustainable living in Malawi. Findings suggested that the colonial legacy of Malawi continues to impact the ecological sustainability issue of deforestation. Inquiry-oriented pedagogies and connections to indigenous science were embraced by the Malawian educators as a means to involve children in investigation, decision making, and ownership of critical environmental issues.

  7. Response to Marie Paz Morales' ``Influence of culture and language sensitive physics on science attitude achievement''

    Science.gov (United States)

    Cole, Mikel Walker

    2015-12-01

    This response to Marie Paz Morales' "Influence of culture and language sensitive physics on science attitude achievement" explores the ideas of culturally responsive pedagogy and critical literacy to examine some implications for culturally responsive science instruction implicit in the original manuscript.

  8. 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…

  9. Stirring up Engineers’ Systems Intelligence: A Case Study of Life-Philosophical Pedagogy

    Directory of Open Access Journals (Sweden)

    Pia Helena Lappalainen

    2017-09-01

    Full Text Available In their role as problem solvers, engineers are expected to take responsibility for the grand societal challenges that require technical expertise and innovation. This urges them to broaden their horizon from the traditional, deeply technological world view to one that examines the surrounding globe with empathy and social responsibility. Such a call for systems intelligence necessitates a novel approach to engineering education to allow students to practice systemic capabilities. As methodology, life-philosophical pedagogy was experimented with in an English language course that was integrated with the Philosophy and Systems Thinking lecture series. Such pedagogy deviates from conventional methodology in that instead of focusing on correcting deficiencies and filling competence gaps, it takes a midwife approach and recognizes the potential in individuals and delivers the abundance in them. The principles of positive psychology and frameworks of socio-emotive intelligence guide the reflective workout in the course, catalyzing, stimulating and rooting new thinking. Ultimately the course promotes self-growth, intentional change and overall life management, while allowing students to rehearse various interpersonal skills relevant for industrial tasks.

  10. The hypothesis of postmodern pedagogy. Education, truth and relativism

    Directory of Open Access Journals (Sweden)

    Xavier LAUDO CASTILLO

    2012-02-01

    Full Text Available This article proposes to recover the debate on the postmodern pedagogy with a double aim. On the one hand, contribute to clarify and make more coherent the conceptual order on pedagogy in relation to Postmodernism. On the other, clearing the way for the real possibilities of what might be or are being, educational theories and practices constitutive of a postmodern pedagogy. The research was conducted through the hermeneutic of philosophical and pedagogical texts. First, the postmodern is presented in the epistemological level and clarifying his relation to different types of relativism. Second, we discuss and defend the possibility and the existence of a postmodern pedagogy taking into a special account the question of the normativity. Thirdly, we develop the arguments that, from a hermeneutic and pragmatist view, relativism offered as educational trend. In this part we offer an integration of postfoundationalism and other postmodern principles in educational thinking and suggests some lines to develop in the future. Finally, we conclude with a synthesis of the outcomes and their implications for pedagogy and educational theory.

  11. TilE PARADOX OF PEDAGOGY TRANSPOSITION: Learning From ...

    African Journals Online (AJOL)

    A belief that a pedagogy developed and proven in one context may generalize or exist comfortably in other ... the new context. Further, paradox can be observed in the facilitation process ... the use of theory and pedagogy that have ... perspectives of educational change. While ..... communication and education systems -.

  12. 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…

  13. The Relationship of Social Pedagogy and Social Work

    Directory of Open Access Journals (Sweden)

    Blahoslav Kraus

    2016-04-01

    Full Text Available The article analyses the development of the relationship between social work and social pedagogy at the end of the 20th century in the Czech Republic and compares this relationship to the one in neighbouring countries (Germany, England, France, Switzerland, Denmark, Sweden, Finland, Poland, Slovakia, Russia, Lithuania. The article further deals with various concepts of this relationship (including identification, differentiation, and convergent principle. It also compares the paradigms of social pedagogy and social work (autonomy, similarities and differences mainly in epistemological terms. Series of paradigms appear in both social work and social pedagogy during their development. A prevailing tendency towards the multi-paradigmatism can be seen. Furthermore, the article discusses the differences in professional aspirations within both fields and the number of job opportunities for the fields graduates. A conclusion of the article is dedicated to the professional career within social pedagogy and social work regarding the real life situation in both fields.

  14. Freinet Pedagogy: Enduring Impact Over an Individual Career

    Directory of Open Access Journals (Sweden)

    John Sivell

    2017-04-01

    Full Text Available This article presents an individual perspective on the impact of Freinet Pedagogy across the career of one English language teacher and teacher educator. With special attention to language instruction, I will highlight a number perennially important Freinet dimensions that gradually came to my attention over the years. My admiration for Freinet Pedagogy first arose in relation to two very hands-on techniques: free writing and classroom printing. Later, my interest took a more theoretical turn, through recognition of illuminating consistencies between Freinet Pedagogy and two other more recent developments: broadly, van Lier’s (2004 influential ecological perspective on language learning may be taken as a backdrop against which to highlight the coherence of Freinet Pedagogy both with the flexibly system-based style of planning now advocated by such authorities as Reason (2008, and with the present-day connectionist psychological approach to opportunities for language teaching and learning that has been metaphorically represented in back-to-the-well terms (Sivell & Sivell, 2012.

  15. 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…

  16. 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…

  17. A Study of Language Learning Strategy Use in the Context of EFL Curriculum and Pedagogy Reform in China

    Science.gov (United States)

    Yu, Yuanfang; Wang, Bing

    2009-01-01

    Language learning strategy (LLS) use is not only an individual attribute of language users, but also a group behaviour reflecting the learning culture and language pedagogy in a particular social context. This article reports a study on the LLS use of Chinese secondary school students of English as a foreign language (EFL) in Northeast China from…

  18. High-Performance Sport, Learning and Culture: New Horizons for Sport Pedagogues?

    Science.gov (United States)

    Penney, Dawn; McMahon, Jenny

    2016-01-01

    Background: Research in sport coaching and sport pedagogy including studies published in this special issue bring to the fore the relationship between learning and culture in contexts of high-performance sport. This paper acknowledged that how learning, culture and their relationship are conceptualised is a crucial issue for researchers and…

  19. Making diabetes self-management education culturally relevant for Filipino Americans in Hawaii.

    Science.gov (United States)

    Finucane, Melissa L; McMullen, Carmit K

    2008-01-01

    The purpose of this study was to identify the cultural values, traditions, and perceptions of diabetes risk and self-care among Filipino Americans in Hawaii with type 2 diabetes that facilitate or impede engagement in diabetes self-management behaviors and education classes. This qualitative study used 2 rounds of semistructured focus groups and interviews. Participants included 15 patients with type 2 diabetes recruited from a large health-maintenance organization in Hawaii and 7 health care and cultural experts recruited from the community. The taped and transcribed focus groups and interviews were coded thematically. Participants evaluated example materials for diabetes self-management education (DSME) with Filipino Americans. Several aspects of Filipino American culture were identified as central to understanding the challenges of engaging in self-management behaviors and DSME: (1) undertaking self-management while prioritizing the family and maintaining social relationships, (2) modifying diet while upholding valued symbolic and social meanings of food, (3) participating in storytelling in the face of stigma associated with diabetes, and (4) reconciling spiritual and biomedical interpretations of disease causality and its management. Respondents also emphasized the role of several qualitative aspects of perceived risk (eg, dread, control) in moderating their behaviors. Participants suggested ways to make DSME culturally relevant. Awareness of cultural values and qualitative aspects of perceived risk that influence Filipino Americans' engagement in diabetes self-care behaviors and classes may help to improve teaching methods, materials, and recruitment strategies.

  20. 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.

  1. 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.

  2. Queer Pedagogy and the Limits of Thought: Teaching Sexualities at University

    Science.gov (United States)

    Allen, Louisa

    2015-01-01

    What are the limits of queer pedagogy's thought [Britzman, D. (1995). Is there a queer pedagogy or stop reading straight. "Educational Theory," 45(2), 151-165]? This question is considered in relation to how queer pedagogy unfolds in a first-year university course entitled "Learning Sexualities." Examples of how queer pedagogy…

  3. Thomas Gordon's Communicative Pedagogy in Modern Educational Realities

    Science.gov (United States)

    Leshchenko, Maria; Isaieva, Svitlana

    2014-01-01

    In the article the principles, strategies, methods, techniques of communicative pedagogy of American scientist Thomas Gordon and system components of effective communication training for parents, teachers and administrators are enlightened. It has been determined that the main principle of Thomas Gordon's pedagogy is an interactive way of knowing…

  4. Second-Grade Urban Learners: Preliminary Findings for a Computer-Assisted, Culturally Relevant, Repeated Reading Intervention

    Science.gov (United States)

    Bennett, Jessica G.; Gardner, Ralph, III; Cartledge, Gwendolyn; Ramnath, Rajiv; Council, Morris R., III

    2017-01-01

    This study investigated the effects of a multicomponent, supplemental intervention on the reading fluency of second-grade African-American urban students who showed reading and special education risk. The packaged intervention combined repeated readings and culturally relevant stories, delivered through a novel computer software program to enhance…

  5. International Journal of Pedagogy, Policy and ICT in Education ...

    African Journals Online (AJOL)

    International Journal of Pedagogy, Policy and ICT in Education: Contact. Journal Home > About the Journal > International Journal of Pedagogy, Policy and ICT in Education: Contact. Log in or Register to get access to full text downloads.

  6. Response to Marie Paz Morales' "Influence of Culture and Language Sensitive Physics on Science Attitude Achievement"

    Science.gov (United States)

    Cole, Mikel Walker

    2015-01-01

    This response to Marie Paz Morales' "Influence of culture and language sensitive physics on science attitude achievement" explores the ideas of culturally responsive pedagogy and critical literacy to examine some implications for culturally responsive science instruction implicit in the original manuscript. [For "Influence of…

  7. The shanai, the pseudosphere and other imaginings: envisioning culturally contextualised mathematics education

    Science.gov (United States)

    Luitel, Bal Chandra; Taylor, Peter Charles

    2007-07-01

    Adopting a self-conscious form of co-generative writing and employing a bricolage of visual images and literary genres we draw on a recent critical auto/ethnographic inquiry to engage our readers in pedagogical thoughtfulness about the problem of culturally decontextualised mathematics education in Nepal, a country rich in cultural and linguistic diversity. Combining transformative, critical mathematics and ethnomathematical perspectives we develop a critical cultural perspective on the need for a culturally contextualized mathematics education that enables Nepalese students to develop (rather than abandon) their cultural capital. We illustrate this perspective by means of an ethnodrama which portrays a pre-service teacher's point of view of the universalist pedagogy of Dr. Euclid, a semi-fictive professor of undergraduate mathematics. We deconstruct the naivety of this conventional Western mathematics pedagogy arguing that it fails to incorporate salient aspects of Nepali culture. Subsequently we employ metaphorical imagining to envision a culturally inclusive mathematics education for enabling Nepalese teachers to (i) excavate multiple mathematical knowledge systems embedded in the daily practices of rural and remote villages across the country, and (ii) develop contextualized pedagogical perspectives to serve the diverse interests and aspirations of Nepali school children.

  8. Professional preparation of students of social pedagogy in the Czech Republic

    Directory of Open Access Journals (Sweden)

    Jana Martincová

    2017-05-01

    Full Text Available This paper addresses the professional preparation of future teachers of social pedagogy (social educators in the context of current tasks which the social pedagogy in the Czech Republic still has. Based on the results of the research which aims to present the professional characteristics of students of social pedagogy, we propose an innovation of the current curricula in social pedagogy study program and thus strengthen the independence of the profession which has undergone a specific development in our country. BIP questionnaire was used to obtain data. The main aim of the research was to analyze the professional orientation of social pedagogy students with the use of the standardized BIP questionnaire. The research has involved 154 social pedagogy students in a chosen Faculty of Humanities in the Czech Republic. Besides the research of the students´ professional characteristics, an analysis of the study program Social Pedagogy has been done in order to create a constructive proposal of innovation of the study program subjects. So the authors call the attention to the fact that the study program must necessarily not only respond to the present demands of the tertiary sector (services marketing but also be adapted to the professional identity of future social pedagogues and the development of students´competences.

  9. The Liberal Virus in Critical Pedagogy: Beyond "Anti-This-and-That" Postmodernism and Three Problems in the Idea of Communism

    Science.gov (United States)

    Kachur, Jerrold L.

    2012-01-01

    In the shadow of triumphalist and hubristic capitalism, many adherents to critical pedagogy promote "democracy" as a kind of anti-capitalist challenge to inequality, oppression and exploitation. However, American culture has gone global, immersing the world in the received wisdom of a variety of liberalisms or in the reaction formations of…

  10. Shades of Freire: Exorcising the Spectre Haunting Pedagogy

    Science.gov (United States)

    Wilkins, Andrew

    2013-01-01

    In the second part of this special issue on neoliberalism, pedagogy and curriculum, I explore the contributions of each author to confronting neo-liberal reforms of education, notably the spectre of neo-liberalism haunting aspects of pedagogy, teaching and curriculum. Exemplary of the scholarly work produced by many critical educators, the…

  11. Nanoparticle dispersion in environmentally relevant culture media: a TiO2 case study and considerations for a general approach

    International Nuclear Information System (INIS)

    Horst, Allison M.; Ji, Zhaoxia; Holden, Patricia A.

    2012-01-01

    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 2 nanoparticles (Aeroxide® TiO 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.

  12. Educação e desafios da multiculturalização: uma pedagogia da sociedade civil Education and the challenges of multi-culturalization: pedagogy of civil society

    Directory of Open Access Journals (Sweden)

    Manuel Barbosa

    2010-12-01

    responses. However, they are not sufficient to induce social esteem by cultural strangers, especially the newcomers to economically more stable and advanced countries. The esteem for culturally different persons is essentially dependent on a change of attitudes and behavior and these can only evolve into more friendly forms of cultural differences with the contribution of civil society through pedagogy of example focused in new values, new attitudes, new visions and new behaviors. The purpose of this text, analyzing and reflecting on this issue, argues in favor of the educational role of civil society in the organization of life in common between cultural strangers and it proposes, with some detail, the broad lines of pedagogy that redefines the educational agenda of civil society in multicultural contexts.

  13. Public Pedagogy and Representations of Higher Education in Popular Film: New Ground for the Scholarship of Teaching and Learning

    Science.gov (United States)

    Johnstone, Katelyn; Marquis, Elizabeth; Puri, Varun

    2018-01-01

    Constructions of teaching, learning, and the university within popular culture can exert an important influence on public understandings of higher education, including those held by faculty and students. As such, they constitute a rich site of inquiry for the scholarship of teaching and learning. Drawing on the notion of film as 'public pedagogy,'…

  14. Teaching Culture as a Relational Process through a Multiliteracies-Based Global Simulation

    Science.gov (United States)

    Michelson, Kristen

    2018-01-01

    Recent scholarship in second and foreign language (FL) pedagogy has advocated for approaches to teaching culture that move beyond static notions of culture-as-fact, construed in terms of national traditions, towards relational approaches that foster strategies for interaction within discourse communities, where members embody and express a range…

  15. CULTURE CROSSING IN THE SCHOOL

    Directory of Open Access Journals (Sweden)

    María Padrós

    2009-11-01

    Full Text Available The educational centres are a multicultural reality that comprises the coexistenceof different cultural minorities, languages, religions, lifestyles and social codes.The critical pedagogy presents ways of living and learning in this culture crossing overcomingboth the ethnocentric model of racism (assimilation to the culture understood as“superior” as well as the relativist model (with emphasis on the difference and denyingequality, aiming for the idea of equality of differences. In the article are presented waysof crossing cultures and historical backgrounds from a critical, supportive and transformationalapproach among languages, religions and believes. It is stated that the consensusis possible in the framework of the plurality of identities and cultural patterns, andthat egalitarian dialog between cultures in the school promotes not only individualtransformations but also changes in the social relationships.

  16. Using Interconnected Texts to Highlight Culture in the Foreign Language Classroom

    Science.gov (United States)

    Smith, Maya

    2013-01-01

    SLA research on foreign language pedagogy has long demonstrated that culture is essential to language learning. However, presenting culture in the language classroom poses certain problems. For learners, there is a tendency to stereotype others and to rely excessively on the teacher. For teachers, there is a tendency to transmit isolated facts…

  17. Images in Children's Education: An approach from the Visual Culture

    Directory of Open Access Journals (Sweden)

    Susana Rangel Vieira da Cunha

    2009-07-01

    Full Text Available In this article I understand how it is and establishing the context of early childhood education the idea that the images take on teaching roles. Examine how is constructed in broader contexts, the design of a visual education and how this concept is being renewed in the specific context of teaching young children. I assume that the pedagogy of the visual - the ways in which children and adults build their processes to see the world - are made in various ways and in different instances. So there are no boundaries so marked between the ways that schools and cultural pedagogies deal with the universe imagery, while acknowledging that the school universe has its specific ways of dealing with the various forms and cultural traditions of the images.

  18. International Journal of Pedagogy, Policy and ICT in Education ...

    African Journals Online (AJOL)

    International Journal of Pedagogy, Policy and ICT in Education: Journal Sponsorship. Journal Home > About the Journal > International Journal of Pedagogy, Policy and ICT in Education: Journal Sponsorship. Log in or Register to get access to full text downloads.

  19. Using Appreciative Pedagogy to Teach Literature to ESL Students

    Directory of Open Access Journals (Sweden)

    Hung-Chang Liao

    2011-12-01

    Full Text Available This study explores how college literature instructors can use appreciative pedagogy in teaching students of English as a Second Language (ESL how to appreciate works of literature. The study of literature can be used as a channel for college students to access a wealth of human experience and to develop their sensitivity, empathy, and compassion toward other human beings. However, most ESL students in Taiwan are used to following their teachers’ interpretations and lack the confidence or experience to use their hearts to appreciate literature works. Appreciative pedagogy can be used in teaching literature. Through using the steps of the Discovery-DreamDesign-Delivery cycle designed by Cooperrider and Whitney (1999 in the practice of appreciative pedagogy, students can form a positive attitude towards their characteristics, values, and past experiences, thereby developing their self-confidence and competencies in studying literature. The quantitative instruments used were an English reading proficiency test and a student satisfaction survey. A fourteen-week experiment was conducted to evaluate the effectiveness of using appreciative pedagogy with ESL students studying literature. The research results revealed that students instructed with appreciative pedagogy had improved English reading proficiency and greater satisfaction with their class.

  20. A Modest Critical Pedagogy for English as a Foreign Language Education

    Science.gov (United States)

    Kim, Mi Kyong; Pollard, Vikki Ann

    2017-01-01

    This paper uses the introduction of critical pedagogy to an English as a Foreign Language class in the Republic of Korea as a case study for a "modest critical pedagogy" (Tinning 2002). Focusing on the stress and resistances experienced during the introduction, we suggest a modest critical pedagogy that 1) makes the paradigm itself an…

  1. Professional Preparation of Students of Social Pedagogy in the Czech Republic

    Science.gov (United States)

    Martincová, Jana; Andrysová, Pavla

    2017-01-01

    This paper addresses the professional preparation of future teachers of social pedagogy (social educators) in the context of current tasks which the social pedagogy in the Czech Republic still has. Based on the results of the research which aims to present the professional characteristics of students of social pedagogy, we propose an innovation of…

  2. A Connective Pedagogy.

    Science.gov (United States)

    Goral, Mary

    2000-01-01

    Our increasingly hurried lifestyle, changes in family structure, and intense economic pressures place stress on children and families. Waldorf education provides an educational environment that alleviates this stress through a connective pedagogy that encompasses continuity of people, curriculum, and instruction; a reverence and respect for the…

  3. A Modest Critical Pedagogy for English as a Foreign Language Education

    Directory of Open Access Journals (Sweden)

    Mi Kyong Kim

    2017-07-01

    Full Text Available This paper uses the introduction of critical pedagogy to an English as a Foreign Language class in the Republic of Korea as a case study for a “modest critical pedagogy” (Tinning 2002. Focusing on the stress and resistances experienced during the introduction, we suggest a modest critical pedagogy that 1 makes the paradigm itself an explicit part of the curriculum, 2 redefines the emancipatory aspect of critical pedagogy to focus on “what we expect students to do and what we as educators do” (Gore 1993, 154 and, 3 re-examines the facilitator role of teachers. We use the work of Michel Foucault (1983 to suggest a critical pedagogy that asks students and educators to examine previous experiences of education and the effects of these experiences upon a sense of self, that explores the limits of critical pedagogy in terms of a sense of self and that experiments with the possibility of going beyond these limits to develop a different sense of self. This shift to an examination of the effects of critical pedagogy re-defines its emancipatory potential.

  4. Challenges in Translation: Lessons from Using Business Pedagogy to Teach Leadership in Undergraduate Medicine.

    Science.gov (United States)

    Cadieux, Dani C; Lingard, Lorelei; Kwiatkowski, Daniela; Van Deven, Teresa; Bryant, Murray; Tithecott, Gary

    2017-01-01

    Leadership is increasingly recognized as a core physician competency required for quality patient care, continual system improvement, and optimal healthcare team performance. Consequently, integration of leadership into medical school curriculum is becoming a priority. This raises the question of the appropriate context, timing, and pedagogy for conveying this competency to medical students. Our program introduced a 1-week leadership course grounded in business pedagogy to Year 1 medical students. The curriculum centred on four themes: (a) Understanding Change, (b) Effective Teamwork, (c) Leading in Patient Safety, and (d) Leadership in Action. Post-curriculum qualitative student feedback was analyzed for insight into student satisfaction and attitude towards the leadership course content. The Undergraduate Medical Education program of the Schulich School of Medicine & Dentistry, Western University, is delivered over 4 years across 2 campuses in London and Windsor, Ontario, Canada. Course structure moved from traditional passive lectures to established business pedagogy, which involves active engagement in modules, case-based discussions, insights from guest speakers, and personal reflection. A student-led survey evaluated student opinion regarding the leadership course content. Students valued career development reading materials and insights from guest speakers working in healthcare teams. Students did not relate to messages from speakers in senior healthcare leadership positions. Course scheduling late in the second semester was viewed negatively. Overall student opinion suggested that the 1-week course was suboptimal for establishing leadership principles and translated business pedagogy was ineffective in this context. Leadership curriculum in Undergraduate Medical Education should be grounded in a healthcare context relevant to the student's stage of training. Student engagement may be better supported if leadership is framed as a competency throughout their

  5. Social Pedagogy for the Entire Lifespan

    DEFF Research Database (Denmark)

    The book proposes chapters on work with adults and older people, written by authors based in Belgium, Denmark, Norway, Poland, Spain, Sweden and Switzerland. The global dimension is covered by a chapter on the relationship between Latin American and European social pedagogy.......The book proposes chapters on work with adults and older people, written by authors based in Belgium, Denmark, Norway, Poland, Spain, Sweden and Switzerland. The global dimension is covered by a chapter on the relationship between Latin American and European social pedagogy....

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

    OpenAIRE

    Tadej Vidmar

    2016-01-01

    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 i...

  7. Informal Learning and Meta-Pedagogy in Initial Teacher Education in England

    Science.gov (United States)

    Finney, John; Philpott, Chris

    2010-01-01

    How do student teachers learn to use informal learning and pedagogy in their teaching? Through focusing on Initial Teacher Education (ITE) in England, this paper will explore the possibility of developing a meta-pedagogy which embraces informal learning and pedagogy in music. The paper is in two parts, the first of which examines the background to…

  8. 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....

  9. Why relevance theory is relevant for lexicography

    DEFF Research Database (Denmark)

    Bothma, Theo; Tarp, Sven

    2014-01-01

    This article starts by providing a brief summary of relevance theory in information science in relation to the function theory of lexicography, explaining the different types of relevance, viz. objective system relevance and the subjective types of relevance, i.e. topical, cognitive, situational...... 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...

  10. Pedagogy of Financial Education among College Students

    Directory of Open Access Journals (Sweden)

    Jacob Michael Ben

    2016-12-01

    Full Text Available The level of economic thinking and financial culture of population should be considered one of the most important components of society’s economic life quality. Here, a key factor is economic and financial socialization of an individual, which can be achieved mainly by modelling appropriate training process technology to promote and ensure financial awareness at the early stages of training in high school and later on in colleges and universities. This paper focuses on one of the options of a unique subject matter (course in Financial Education, for which testing started in 2008 and is successfully continuing in the Department of Business Management of Neri Bloomfield School of Design and Education (Haifa, Israel against the backdrop of a multicultural environment. The study shows the dynamics of the formation of the main teaching methods of the new course. In parallel, we analysed the results of the final examinations of students to further adjust the content and pedagogy of the educational process. The results once again confirmed the urgent need to improve the financial literacy of students in accordance with the challenges of economics and culture in the twenty-first century.

  11. Liberation Theology and Liberatory Pedagogies: Renewing the Dialogue

    Science.gov (United States)

    Stenberg, Shari J.

    2006-01-01

    In this essay, the author argues that the potential for achieving the goals of critical pedagogy would be enriched if teachers had a fuller understanding of the ties between critical pedagogy and Christian liberation theology. While many are familiar with Paulo Freire's roots in Marxism, the fact that his vision of praxis and conscientization…

  12. Pedagogy with Information and Communications Technologies in Transition

    Science.gov (United States)

    Webb, Mary

    2014-01-01

    This paper presents an analysis of ways in which pedagogy with information and communications technologies (ICTs) may need to adapt to accommodate to a major shift in our conceptions of knowledge and learning. A holistic approach to this analysis based on Checkland's "systems thinking" suggested changes in pedagogy needed for 21st…

  13. PEDAGOGY AND CYBERNETICS.

    Science.gov (United States)

    STOIAN, STANCIU

    CYBERNETICS, OR "THE ART OF ENSURING THE EFFICIENCY OF ACTIONS," MUST BE A TOOL SUPPORTING PEDAGOGY, THE EDUCATIONAL PHENOMENON, THAT IS DETERMINED BY COMMUNIST PARTY POLICY. ALTHOUGH ANALOGIES BETWEEN MEN AND MACHINES DERIVE FROM THE CONCEPTS OF A SYSTEM (A CONFIGURATION OF STABLE ELEMENTS), INFORMATION (A PROBABILITY SCIENCE),…

  14. Rereading Comprehension Pedagogies: Toward a Dialogic Teaching Ethic That Honors Student Sensemaking

    Science.gov (United States)

    Aukerman, Maren

    2013-01-01

    This conceptual essay critiques reading comprehension pedagogies that are part of the current educational landscape. I argue that comprehension pedagogy generally reflects one of three differing orientations, each with its own assumptions about what comprehension is: comprehension-as-outcome pedagogies, which emphasize getting textual meaning…

  15. Cross-cultural relevance of the Interpersonal Theory of suicide across Korean and U.S. undergraduate students.

    Science.gov (United States)

    Suh, Sooyeon; Ebesutani, Chad K; Hagan, Christopher R; Rogers, Megan L; Hom, Melanie A; Ringer, Fallon B; Bernert, Rebecca A; Kim, Soohyun; Joiner, Thomas E

    2017-05-01

    This study investigated the cross-cultural relevance and validity of the Interpersonal Theory of Suicide (ITS) utilizing young adult samples from South Korea (n =554) and the United States (U.S.; n =390). To examine the ITS, all participants completed self-report questionnaires measuring Thwarted Belongingness, Perceived Burdensomeness, and Capability for Suicide. We examined whether each construct significantly predicted the severity of suicidal risk in both samples. We also determined whether the strength of the effects of Thwarted Belongingness and Perceived Burdensomeness on suicidal ideation differed between the two samples due to the greater degree of importance placed on interpersonal relationships in collectivistic cultures such as South Korea. Structural equation modeling was used to examine these hypotheses. Thwarted Belongingness, Perceived Burdensomeness, and Capability for Suicide significantly predicted elevated suicidal risk. However, there were no significant differences in the paths from Thwarted Belongingness or Perceived Burdensomeness to suicide risk between the South Korean and U.S. These findings support the cross-cultural relevance and applicability of the ITS, whereby Thwarted Belongingness and Perceived Burdensomeness serve as indicators of suicide risk in both Western (U.S.) and East Asian (Korean) samples. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.

  16. Pedagogy in Operations Research: Where has the discipline been ...

    African Journals Online (AJOL)

    ... recognized inception during World War II. Recent and current trends are examined and ongoing activities and initiatives in operations research pedagogy are discussed. Finally, implications for the future of operations research are considered. Key words: Education, pedagogy, operations research, management science, ...

  17. EMPOWERING NON-NATIVE ENGLISH SPEAKING TEACHERS THROUGH CRITICAL PEDAGOGY

    Directory of Open Access Journals (Sweden)

    Nur Hayati

    2010-02-01

    Full Text Available Critical pedagogy is a teaching approach that aims to develop students’ critical thinking, political and social awareness, and self esteem through dialogue learning and reflection. Related to the teaching of EFL, this pedagogy holds the potential to empower non native English speaking teachers (NNESTs when incorporated into English teacher education programs. It can help aspiring NNESTs to grow awareness of the political and sociocultural implications of EFL teaching, to foster their critical thinking on any concepts or ideas regarding their profession, and more importantly, to recognize their strengths as NNESTs. Despite the potential, the role of critical pedagogy in improving EFL teacher education program in Indonesia has not been sufficiently discussed. This article attempts to contribute to the discussion by looking at a number of ways critical pedagogy can be incorporated in the programs, the rationale for doing so, and the challenges that might come on the way.

  18. Dialogic & Critical Pedagogies: An Interview with Ira Shor

    Science.gov (United States)

    Shor, Ira; Matusov, Eugene; Marjanovic-Shane, Ana; Cresswel, lJames

    2017-01-01

    In 2016, the Main Editors of "Dialogic Pedagogy Journal" issued a call for papers and contributions to a wide range of dialogic pedagogy scholars and practitioners. One of the scholars who responded to our call is famous American educator Ira Shor, a professor at the College of Staten Island, City University of New York. Shor has been…

  19. A humanising pedagogy: Getting beneath the rhetoric | Zinn ...

    African Journals Online (AJOL)

    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 ...

  20. Studying the "I" in Our Teaching and Learning: Influences of Identity on Pedagogy for Faculty of Color at a Rural University

    Science.gov (United States)

    Conrad, Dennis; Conrad, Deborah; Misra, Anjali; Pinard, Michele; Youngblood, John

    2010-01-01

    We report how the cultural identities of three Black professors influence their pedagogy at a rural, predominantly white, university in the USA. Two critical friends seek clarification prior to the analysis, critique the primary researchers' narratives, and add their voices to the discourse. The primary participants' narratives reveal how values…

  1. 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…

  2. Culturally Relevant Human Subjects Protection Training: A Case Study in Community-Engaged Research in the United States.

    Science.gov (United States)

    Kue, Jennifer; Szalacha, Laura A; Happ, Mary Beth; Crisp, Abigail L; Menon, Usha

    2018-02-01

    Non-academic members of research teams, such as community members, can perceive traditional human subjects protection training as lacking in cultural relevance. We present a case exemplar of the development of a human subjects protection training for research staff with limited English proficiency and/or no or limited research experience. Seven modules were adapted for language, cultural examples, etc., from the standard Collaborative Institutional Training Initiative (CITI) human subjects protection training. Non-academic research staff completed a day-long training in human subjects protection (six modules) and our research protocol (one module). We assessed comprehension of content with PowerPoint slides and module quizzes. All participants successfully passed each module quiz with ≥ 80% correct. Questions answered incorrectly were discussed before proceeding to the next module. To meet the increasing demand for collaborative community-engaged research with underserved minority populations, human subjects protection training protocols can be adapted successfully to reflect real-world situations and provide culturally relevant materials to help non-academic research staff better understand the importance and necessity of research ethics.

  3. Telling Active Learning Pedagogies Apart: From Theory to Practice

    Science.gov (United States)

    Cattaneo, Kelsey Hood

    2017-01-01

    Designing learning environments to incorporate active learning pedagogies is difficult as definitions are often contested and intertwined. This article seeks to determine whether classification of active learning pedagogies (i.e., project-based, problem-based, inquiry-based, case-based, and discovery-based), through theoretical and practical…

  4. 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…

  5. The approach of Hospital Pedagogy in the Venezuelan context

    Directory of Open Access Journals (Sweden)

    Marian SERRADAS FONSECA

    2018-01-01

    Full Text Available This document is intended to represent the reality of Hospital Pedagogy in Venezuela. Its purpose is to provide a historical view first, of the most significant events that allowed the emergence, development and consolidation of Hospital Pedagogy in Venezuela, as well as the implementation and commissioning of the first hospital wards. Then, addressing teacher training in Hospital Pedagogy, he continues to research in the advancement of this type of education in our context, as well as the description of programs and projects conducted in the country for the benefit of the hospitalized population and the presentation of some final considerations.

  6. Feminist music therapy pedagogy: a survey of music therapy educators.

    Science.gov (United States)

    Hahna, Nicole D; Schwantes, 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 the use of feminist pedagogy and academic rank of the participants. Seventy-two participants responded to this study, with 69 participants included for data analysis. Stake and Hoffman's (2000) feminist pedagogy survey was adapted for this study, examining four subscales of feminist pedagogy: (a) 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 feminist pedagogy. Results of a mixed analysis of variance revealed a statistically significant difference within the four survey subscales (p<.0001), no significant difference (p=.32) for academic rank, and no significant interaction (p=.08) of academic rank and the four survey subscales. Tukey's post hoc analysis of the data indicated that the survey subscale measuring political activism (p<.0001) was significantly lower than the other three survey subscales. In addition, a qualitative analysis on open-ended responses is also included. Discussion of the results, limitations, and areas for future research are addressed.

  7. Culturally Responsive Contexts: Establishing Relationships for Inclusion

    Science.gov (United States)

    Berryman, Mere; Ford, Therese; Nevin, Ann; SooHoo, Suzanne

    2015-01-01

    As our education systems become more culturally, ethnically and linguistically diverse, rather than benefiting and learning from each other, we still expect all students to be represented within the same curriculum, pedagogy and testing regimen or we form separate enclaves resulting in marginalizaton. When diverse students have physical and/or…

  8. 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.

  9. Inclusive pedagogy

    DEFF Research Database (Denmark)

    Korsgaard, Morten Timmermann; Mortensen, Stig Skov

    of education. The article explores the relationship between Continental and Anglo-American educational theory, and why they seem to have developed in such distinct directions. Beginning with the Anglo-American perspective it is outlined how pedagogy and the so called educational interest became replaced...... and the politicisation of inclusive education, and a positive aim in the form of an argument for a move towards constructing a pedagogical ideal of inclusion....

  10. Rural. The Other Neglected "R": Making Space for Place in School Libraries

    Science.gov (United States)

    Azano, Amy Price

    2014-01-01

    Rurality is rarely considered or oftentimes completely neglected in conversations about culturally relevant pedagogy. Yet, without a relevant curriculum, students both in and out of rural communities are left with dominant and deficiently positioned narratives about rural people. School librarians must provide counter and critical narratives for…

  11. Hispanic Culture and Relational Cultural Theory

    Science.gov (United States)

    Ruiz, Elizabeth

    2005-01-01

    Traditional personality theories do not consider the impact of culture on personality development. Yet, to provide culturally relevant services to the increasing Hispanic population in the U.S., more culturally relevant theories must be identified. This paper presents Relational Cultural Theory (RCT) as an alternative model to understanding…

  12. 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…

  13. What Is Feminist Pedagogy? Useful Ideas for Teaching Chemistry

    Science.gov (United States)

    Hurt Middlecamp, Catherine; Subramaniam, Banu

    1999-04-01

    In our experience, scientists are likely to be newcomers to the scholarship that has arisen from the field of women's studies. This paper will examine one such area of scholarship, feminist pedagogy, and relate it to the teaching and learning of chemistry. More correctly, one should refer to feminist pedagogies, as this scholarship is evolving and is a topic for continual debate. Generally speaking, feminist pedagogies share a number of themes: a focus on women/gender, authority, position, empowerment, voice, and non-neutrality. Each of these themes is described and then applied to the chemistry classroom. Examples include using technology to give students a voice, using same-sex groupings, instituting a class board of directors, examining textbook questions, and asking new or different questions as you teach. Although feminist pedagogy aims to make science classrooms and laboratories more hospitable to women, it can inform our teaching practices and benefit all our students.

  14. Troubling an embodied pedagogy in science education

    DEFF Research Database (Denmark)

    Otrel-Cass, Kathrin; Kristensen, Liv Kondrup

    2017-01-01

    This chapter explores the idea of using an embodied pedagogy for science teaching following the mandated introduction of physical activity across all subjects in Danish primary schools. While there is research available that explores the different ways of utilizing movement in school, very little...... for the intertwined relationship between the body and mind. Based on observations that were conducted in science lessons at a Danish primary school, and from talking with the students, we examine how an embodied pedagogy in science was implemented. We explore a specific instance where a group of 14-16 year old...... of that which is available applies to science education. The argument is made that an embodied pedagogy recognises and validates the centrality of the body in learning, but it is about more than making students move. Utilising such an approach requires one to recognise that embodiment shapes interactions...

  15. Flexible Pedagogies: New Pedagogical Ideas. Flexible Pedagogies: Preparing for the Future Series

    Science.gov (United States)

    Ryan, Alex; Tilbury, Daniella

    2014-01-01

    This publication is part of our five-strand research project "Flexible Pedagogies: preparing for the future". It identifies six "new pedagogical ideas" offering new pathways for learning. These include: (1) actively involving students in learning development and processes of "co-creation" thereby challenging existing…

  16. Giving a Virtual Voice to the Silent Language of Culture: The "Cultura" Project.

    Science.gov (United States)

    Furstenberg, Gilberte; Levet, Sabine; English, Kathryn; Maillet, Katherine

    2001-01-01

    Presents a Web-based, cross-cultural, curricular initiative entitled, "Cultura," designed to develop foreign language students' understanding of foreign cultural attitudes, concepts, beliefs, and ways of interacting and looking at the world. Focuses on the pedagogy of electronic media, with particular emphasis on the ways the Web can be used to…

  17. Postmethod Pedagogy and Its Influence on EFL Teaching Strategies

    Science.gov (United States)

    Chen, Mingyao

    2014-01-01

    Postmethod pedagogy is first put forward by Kumaravadivelu in 1994. It emerged to respond the demand for a most optimal way of teaching English free from the method-based restrictions. Kumaravadivelu views postmethod pedagogy as a three dimensional system with three pedagogic parameters: particularity, practicality, and possibility; and he…

  18. 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

  19. New masculinities and pedagogy of freedom

    Directory of Open Access Journals (Sweden)

    Oriol Rios

    2015-09-01

    Full Text Available Purpose: The research on masculinity in education has mainly been focused on analyze the organization of schools and the attention given to the students. This analysis has confirmed the existence of gender inequalities in schools, within them gender violence. This article will start from this background but has as objective to provide new knowledge about the pedagogy of freedom in the promotion of new alternative masculinities. Design/methodology: From a communicative-oriented qualitative methodology the voices of young boys and adult men that have been involved in educational actions, based on a pedagogy of freedom which have contributed to foster new alternative masculinities, have been collected. Findings: The results explain why the pedagogy of freedom can contribute to foster new alternative masculinities. Special attention is paid in the evolution of oppressed traditional masculinities (OTM to new alternative masculinities (NAM. In this regard, it is highlighted how OTM, that not contributes to gender violence but overcome neither, are walking to become NAM thanks to the organizational approach of the pedagogy of freedom. Practical implications: To provide scientific knowledge which could be used as a basis of the educational practices addressed to prevent gender violence. Social implications: The social impact refers to the effect of scientific knowledge in the educational quality and in the socialization of alternative masculinities which overcome harassment and gender violence. Originality/value: The article provides of new knowledge on the coeducational field which allows overcoming the double standards and the attraction against the violence reproduced in the traditional masculinity models.

  20. Cinema as Cultural Pedagogy: Meanings by Elderly Women

    Directory of Open Access Journals (Sweden)

    Wânia Ribeiro Fernandes

    2010-01-01

    Full Text Available Using the theoretical reference of the cultural studies- mainly some foucauldian and feminist studies notions- this paper focuses upon the influence of films on the construction of gender identities. After a brief discussion on aspects of culture, power and identities formation, the meanings established by a group of elderly women on films they have attended during their youth are analyzed. We bring into evidence the effects that thediscourses present in that media had upon those women’s identitary construction and production.

  1. “It is the Law”: the 9-year Primary School from the perspective of Pedagogy professionals/students

    Directory of Open Access Journals (Sweden)

    Maria Silvia P. de M. L. da Rocha

    2012-09-01

    Full Text Available This article is the result of a qualitative research with the general objective of identifying the opinions of Pedagogy professionals and students with regards to the new 9-year Primary School (EF – Ensino Fundamental. The methodological procedures applied were the production of a text about the EF and semi-structured interviews. In this article, the focus is on the results obtained from the text production. The research was based on 33 Pedagogy students from a private university in the countryside of São Paulo, who were to graduate in 2010. The empirical material has been analyzed based on categories defined a posteriori, after intensive reading of the material, searching for thematic cores recurrent in the productions, interpreted through the historical-cultural theory. From the results, it is possible to highlight essentially positive opinions about the new EF, comments on the importance of the teachers and schools preparation, and the incipient approach of recreational activities (with a predominantly generic treatment to them These results allow us to (i locate the important points to be approached on the initial and continuous formation of the teachers who work and will work on building the new EF, and (ii problematize the way the Pedagogy professional/ student interprets the regulations in the Education area.

  2. First Year Distance Transition Pedagogy: Synchronous online classrooms

    Directory of Open Access Journals (Sweden)

    Wendy Fasso

    2013-04-01

    Full Text Available The design and facilitation of distance online courses for first year students must consider both first year, and distance pedagogy. One technology with the promise to meet the needs of first year distance students is the synchronous online classroom. Teacher practice as they transition from face to face to distance environments is influenced by their private theories about technology and pedagogy. Any limitations posed by these private theories may limit in turn the technological, pedagogical and content knowledge of the teachers – TPACK. This paper reports on the case of a regional university as it transitions to online, distance learning in the first year context, with a particular focus on pedagogy in the online classroom. It contributes to the first year pedagogy literature by considering the influences of existing practice of university teachers in the transition to distance learning with a particular focus on synchronous web-based tutorials. It provides recommendations to other institutions in terms of transition strategies, the pedagogical and learning benefits that are enabled and professional development needs of teachers. Normal 0 false false false EN-AU ZH-CN X-NONE

  3. 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

  4. Reflective Pedagogy: Making Meaning in Experiential Based Online Courses

    Directory of Open Access Journals (Sweden)

    Kathy L. Guthrie

    2010-07-01

    Full Text Available The use of reflective pedagogies has long been considered critical to facilitating meaningful learning through experientially based curricula; however, the use of such methods has not been extensively explored as implemented in virtual environments. The study reviewed utilizes a combination of survey research and individual interviews to examine student perceptions of the meaningful learning which occurred as a result of their participation in two Web-based courses that utilized reflective pedagogies. One course focuses on topics related to service-learning and the second on placement-based internships. Both were instructed using online coursework based in reflective pedagogies to compliment on-site placements within local communities.

  5. Narrative Pedagogy: Transforming Nursing Education Through 15 Years of Research in Nursing Education.

    Science.gov (United States)

    Ironside, Pamela M

    This article provides a review of current disciplinary understanding of Narrative Pedagogy and describes the implications for ongoing transformation in nursing education. Narrative Pedagogy has been enacted and investigated by teachers around the world for more than 15 years. Few nursing educational innovations or pedagogies in nursing have been adopted in such an array of settings/levels. A review of the nursing literature was conducted to locate reports of research on and teaching innovations derived from Narrative Pedagogy. Narrative Pedagogy has an extensive and longitudinal body of research describing how the approach contributes to the educational transformation the discipline seeks. Narrative Pedagogy and the growing literature describing how it is enacted provides a way for teachers and students to persist in questioning their current understanding of nursing, the ways they think about the situations they encounter, and how their practice can best be learned.

  6. "Inside-out Pedagogy": Theorising Pedagogical Transformation through Teaching Philosophy

    Science.gov (United States)

    Scholl, Rosie

    2014-01-01

    This retrospective interview study focused on the impact that training and implementation of Philosophy, in Lipman's tradition of Philosophy for Children, had on the pedagogy of 14 primary teachers at one school. Semi-structured interviews were conducted to document the impact of teaching Philosophy on pedagogy, the resources required to…

  7. International Journal of Pedagogy, Policy and ICT in Education: Site ...

    African Journals Online (AJOL)

    International Journal of Pedagogy, Policy and ICT in Education: Site Map. Journal Home > About the Journal > International Journal of Pedagogy, Policy and ICT in Education: Site Map. Log in or Register to get access to full text downloads.

  8. 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......-cultural perspective that looks at interactions among individuals; the creation and recreation of the self and others; and the study of collaboration, change processes and aesthetic and creative learning. This anthology offers original empirical documentation and theoretical reflections on how pedagogical...

  9. Spatial turn and animation practices inspired by cultural anthropology

    Directory of Open Access Journals (Sweden)

    Agnieszka Wieszaczewska

    2016-09-01

    Full Text Available Spatial turn is one of the cultural turns, which have recently occurred in the humanities. It stresses the importance of issues such as space and place and can be successfully used as a theoretical perspective gaining use in thought over issues such as globalisation, transnationality, mapping but also education. In the discourses of pedagogical science space and place are considered through their multidimensional impact on education and learning. As significant concepts rooting pedagogy or pedagogy of borderland. The pedagogical reflection on space could be also used in the field of animation practices, especially in activities, which are related to place somehow colonised.

  10. Flexible Pedagogies: Technology-Enhanced Learning. Flexible Pedagogies: Preparing for the Future Series

    Science.gov (United States)

    Gordon, Neil

    2014-01-01

    This publication is part of our five-strand research project "Flexible Pedagogies: preparing for the future". It focuses on a better understanding of technology-enhanced learning (TEL) and: (1) identifies key international drivers in the move towards technology-enhanced learning; (2) highlights some of the challenges and opportunities…

  11. Practicing Culturally Responsive Pedagogy in Physical Education

    Science.gov (United States)

    Young, Shawna; Sternod, Brandon M.

    2011-01-01

    As a result of continuous global immigration to the United States, several microcultures coexist within the country. Today's classroom should provide an interface where individuals from different cultural backgrounds have the potential for sharing a rich place of learning--a place where the teacher embraces and celebrates individual differences,…

  12. Olympism, physical education and culturally responsive pedagogies ...

    African Journals Online (AJOL)

    The ubiquitous forces of the globalisation of sport and other social constructs, such as economic and political, create cultural necessities for physical education (PE) to connect and celebrate diversity, yet at the same time, commit to contextualised educative and social purposes. The commitment is the need for an inclusive ...

  13. Doing Better: Illuminating a Framework of Equitable Science Pedagogy through a Cross- Case Analysis of Urban High School Science Teachers

    Science.gov (United States)

    Sheth, Manali J.

    Students of color are routinely asked to participate in science education that is less intellectually rich and self-affirming. Additionally, teachers have trouble embarking on professional growth related to issues of equity and diversity in science. The purpose of this dissertation research is to develop a multi-dimensional framework for equitable science pedagogy (ESP) through analyzing the efforts and struggles of high school science teachers. This study is grounded in a conceptual framework derived from scholarship in science education, multicultural education, critical science studies, and teacher learning. The following questions guide this research: 1) What visions and enactments emerge in teachers' practices towards equitable science pedagogy? 2) How are teachers' practice decisions towards ESP influenced by their personal theories of race/culture, science, and learning and sociocultural contexts? 3) Why are there consistencies and variances across teachers' practices? This study employs a qualitative multiple case study design with ethnographic data collection to explore the practices of three urban high school science teachers who were identified as being committed to nurturing the science learning of students of color. Data include over 120 hours of classroom observation, 60 hours of teacher interviews, and 500 teacher- and student-generated artifacts. Data analysis included coding teachers' practices using theory- and participant generated codes, construction of themes based on emergent patterns, and cross-case analysis. The affordances and limitations of the participants' pedagogical approaches inform the following framework for equitable science pedagogy: 1) Seeing race and culture and sharing responsibility for learning form foundational dimensions. Practices from the other three dimensions--- nurturing students' identities, re-centering students' epistemologies, and critiquing structural inequities---emerge from the foundation. As emergent practices

  14. Sensory Pedagogy: Understanding and Encountering Children through the Senses

    Science.gov (United States)

    Johansson, Eva; Løkken, Gunvor

    2014-01-01

    In the present article we aim to explore the link between Merleau-Pontyan phenomenology and what we call sensory pedagogy. The latter connects to recent sensory ethnography as presented by S. Pink ("Sensory ethnography." London: Sage; 2009). We discuss how these thoughts can be put to work in toddler pedagogy. This kind of sensory…

  15. Developing a Pedagogy of "Making" through Collaborative Self-Study

    Science.gov (United States)

    Bullock, Shawn M.; Sator, Andrea

    2018-01-01

    We believe that the ideas associated with the Maker Movement have profound implications for teacher education. We have isolated the pedagogical principles of hack, adapt, design, and create as central to exploring how they work with teacher candidate participants in a maker pedagogy lab. We frame these ideas as Maker Pedagogy, which is the…

  16. Dilthey: The hermeneutics of life and the universal aspirations of pedagogy

    OpenAIRE

    de Camargo Pacheco Amaral, Maria Nazare

    2012-01-01

    Dilthey claimed that first psychology and then hermeneutics played the foundational role for his philosophy of life, whose main practical goal is to develop a pedagogy or theory of education. Pedagogy needs help from h ethics to establish its ends, and from psychology to indicate it means. This paper intends to show the relationship between Dilthey's hermeneutics of life and his pedagogy. Dilthey's philosophy of life, in so far it adopts the hermeneutical procedure, engages in the understandi...

  17. Critical Perspectives on Cultural Diversity in Early Childhood: Building an Inclusive Curriculum and Provision

    Science.gov (United States)

    Ang, Lynn

    2010-01-01

    This paper presents a discussion of the complexities that arise from addressing issues of cultural diversity in the early years context. It explores the challenges of developing an effective early years provision and pedagogy that values cultural difference within the framework of a mandated curriculum, "The Early Years Foundation Stage…

  18. Mutual Vulnerability: A Key Principle in a Humanising Pedagogy in Post-Conflict Societies

    Science.gov (United States)

    Zinn, Denise; Proteus, Kimberley; Keet, Andre

    2009-01-01

    In this article we argue that education in post-conflict and traumatised societies should be partly underpinned by the principle of "mutual vulnerability" as central to a humanising pedagogy. We explain the conceptual links between "reconciliation pedagogies", "mutual vulnerability" and "humanising pedagogies" and associate them with the broader…

  19. Culturally Responsive Education in Music Education: A Literature Review

    Science.gov (United States)

    Bond, Vanessa L.

    2017-01-01

    Demographic shifts in public school enrollment within the United States necessitate preparing preservice teachers to teach students with backgrounds that differ from their own ethnically, linguistically, racially, and economically. Culturally responsive education (CRE) is a pedagogy used to validate students' varied experiences, and to teach to…

  20. Research Method and Phenomenological Pedagogy. Reflections from Piero Bertolini

    Directory of Open Access Journals (Sweden)

    Luca Ghirotto

    2016-10-01

    Full Text Available Inspired by Husserlian phenomenology, Piero Bertolini defined the phenomenological pedagogy and education as a scientific discipline (Bertolini, 2005. This project remains an undetermined one as there is still room for defining its research methods. This article intends to propose a contribution to the discussion of research methodology, in line with the assumptions of Piero Bertolini (1988 phenomenological pedagogy. In particular, starting from the definition of phenomenological pedagogy and education, it aims to answer the question: what are the research strategies through which to build a viable and rigorous educational knowledge, able to grasp the personal transformation and development in a context of inter-subjectivity? Accordingly, I shall discuss data collection and analysis strategies.

  1. Genomic instability of osteosarcoma cell lines in culture: impact on the prediction of metastasis relevant genes.

    Directory of Open Access Journals (Sweden)

    Roman Muff

    Full Text Available Osteosarcoma is a rare but highly malignant cancer of the bone. As a consequence, the number of established cell lines used for experimental in vitro and in vivo osteosarcoma research is limited and the value of these cell lines relies on their stability during culture. Here we investigated the stability in gene expression by microarray analysis and array genomic hybridization of three low metastatic cell lines and derivatives thereof with increased metastatic potential using cells of different passages.The osteosarcoma cell lines showed altered gene expression during in vitro culture, and it was more pronounced in two metastatic cell lines compared to the respective parental cells. Chromosomal instability contributed in part to the altered gene expression in SAOS and LM5 cells with low and high metastatic potential. To identify metastasis-relevant genes in a background of passage-dependent altered gene expression, genes involved in "Pathways in cancer" that were consistently regulated under all passage comparisons were evaluated. Genes belonging to "Hedgehog signaling pathway" and "Wnt signaling pathway" were significantly up-regulated, and IHH, WNT10B and TCF7 were found up-regulated in all three metastatic compared to the parental cell lines.Considerable instability during culture in terms of gene expression and chromosomal aberrations was observed in osteosarcoma cell lines. The use of cells from different passages and a search for genes consistently regulated in early and late passages allows the analysis of metastasis-relevant genes despite the observed instability in gene expression in osteosarcoma cell lines during culture.

  2. Genomic instability of osteosarcoma cell lines in culture: impact on the prediction of metastasis relevant genes.

    Science.gov (United States)

    Muff, Roman; Rath, Prisni; Ram Kumar, Ram Mohan; Husmann, Knut; Born, Walter; Baudis, Michael; Fuchs, Bruno

    2015-01-01

    Osteosarcoma is a rare but highly malignant cancer of the bone. As a consequence, the number of established cell lines used for experimental in vitro and in vivo osteosarcoma research is limited and the value of these cell lines relies on their stability during culture. Here we investigated the stability in gene expression by microarray analysis and array genomic hybridization of three low metastatic cell lines and derivatives thereof with increased metastatic potential using cells of different passages. The osteosarcoma cell lines showed altered gene expression during in vitro culture, and it was more pronounced in two metastatic cell lines compared to the respective parental cells. Chromosomal instability contributed in part to the altered gene expression in SAOS and LM5 cells with low and high metastatic potential. To identify metastasis-relevant genes in a background of passage-dependent altered gene expression, genes involved in "Pathways in cancer" that were consistently regulated under all passage comparisons were evaluated. Genes belonging to "Hedgehog signaling pathway" and "Wnt signaling pathway" were significantly up-regulated, and IHH, WNT10B and TCF7 were found up-regulated in all three metastatic compared to the parental cell lines. Considerable instability during culture in terms of gene expression and chromosomal aberrations was observed in osteosarcoma cell lines. The use of cells from different passages and a search for genes consistently regulated in early and late passages allows the analysis of metastasis-relevant genes despite the observed instability in gene expression in osteosarcoma cell lines during culture.

  3. Culturally Responsive Pedagogy: Reflections on Mentoring by Educational Leadership Candidates

    Science.gov (United States)

    Genao, Soribel

    2016-01-01

    Authentic field experience is an important component in educational leadership programs. This article revisits the literature examining the cultural gap that exists in public education, while taking a closer look at what it means to be a culturally responsive leader and teacher. The need to integrate culturally responsive practices to connect and…

  4. Dark pedagogy – Speculative Realism and Environmental and sustainability education

    DEFF Research Database (Denmark)

    Lysgaard, Jonas Andreasen; Bengtssen, Stefan; Laugesen, Martin

    2018-01-01

    such as correlationism, hyperobjects, object oriented ontology, undermining, overmining and duomining in order to develop a dark pedagogy that could draw on insights from speculative realism and develop the key concepts and discussions within ESE. Based on inspiration from speculative realism a dark pedagogy could...

  5. Crossing the Atlantic: Integrating Cross-Cultural Experiences into Undergraduate Business Courses Using Virtual Communities Technology

    Science.gov (United States)

    Luethge, Denise J.; Raska, David; Greer, Bertie M.; O'Connor, Christina

    2016-01-01

    Today's business school academics are tasked with pedagogy that offers students an understanding of the globalization of markets and the cross-cultural communication skills needed in today's business environment. The authors describe how a virtual cross-cultural experience was integrated into an undergraduate business course and used as an…

  6. Variation and Mathematics Pedagogy

    Science.gov (United States)

    Leung, Allen

    2012-01-01

    This discussion paper put forwards variation as a theme to structure mathematical experience and mathematics pedagogy. Patterns of variation from Marton's Theory of Variation are understood and developed as types of variation interaction that enhance mathematical understanding. An idea of a discernment unit comprising mutually supporting variation…

  7. "With Grace under Pressure": How Critique as Signature Pedagogy Fosters Effective Music Performance

    Science.gov (United States)

    Hastings, David M.

    2017-01-01

    Inspired by seminal writings on Critique as Signature Pedagogy in the Arts and performance as Signature Pedagogy in Music, this article unifies these two concepts into a study of how critique as signature pedagogy in music-performance promotes student learning. This essay seeks to first define the notion of different mindsets as musicians perform…

  8. 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…

  9. Cognitive Psychology and College-Level Pedagogy: Two Siblings that Rarely Communicate.

    Science.gov (United States)

    Matlin, Margaret W.

    2002-01-01

    Following an introduction on the literature on cognitive psychology and pedagogy, provides an annotated bibliography listing several dozen resources that have explored how principles of cognitive psychology can be used to enhance college-level pedagogy. (EV)

  10. Hybrid High-Impact Pedagogies: Integrating Service-Learning with Three Other High-Impact Pedagogies

    Science.gov (United States)

    Bringle, Robert G.

    2017-01-01

    This article proposes enhancing student learning through civic engagement by considering the advantages of integrating service-learning with study away, research, and internships and pre-professional courses into first-order, second-order, and third-order hybrid high-impact pedagogies. Service-learning contributes numerous attributes to the other…

  11. Field Education as the Signature Pedagogy of Social Work Education

    Science.gov (United States)

    Wayne, Julianne; Bogo, Marion; Raskin, Miriam

    2010-01-01

    In its EPAS, CSWE (2008) identifies field education as the signature pedagogy (Shulman, 2005b) of social work education. This article analyzes the field education-signature pedagogy fit. It finds congruence in selected organizational arrangements that are pervasive and routine, and disparities with respect to expectations about public student…

  12. Critical Education, Critical Pedagogies, Marxist Education in the United States

    Science.gov (United States)

    Foley, Jean Ann; Morris, Doug; Gounari, Panayota; Agostinone-Wilson, Faith

    2015-01-01

    As critical pedagogy becomes more mainstream on the educational landscape in the United States, it is important to revisit the original tenets of critical pedagogy and explore their current manifestations. Since the beginning of "criticalism" from the theoretical/foundational work of the Frankfurt School of Critical Social Theory,…

  13. A manifesto for critical narrative research and pedagogy for/with young children: Teacher and child as critical annalist

    Directory of Open Access Journals (Sweden)

    O’Loughlin Michael

    2016-06-01

    Full Text Available In this essay I pose the question of whether it might be possible to articulate a collaborative, critical narrative mode of research in which teachers and students come together using a critical and analytic epistemology to engage in adventurous pedagogy. This approach has echoes of Freire’s “teachers-as-students and students- -as-teachers,” but elaborates the Freirean metaphor to include conceptions of emotion, creativity, and incorporation of the latent historical subjectivities of teachers and students in the process. Contrary to the deadening, circumscribed epistemology of putatively “evidence-based” pedagogies, in which teachers and children are expected to check their cultural meaning-making capacities and their emotional investments at the door, this is a plea for a regenerative, engaged, local curriculum making process. As I note in the essay, “This is a strategy that cannot work in the service of utilitarian modes of education that are focused only on value (cf. Appiah, 2015. It can only work for forms of schooling that seek to foster values of receptivity, cultural respect, open-mindedness, and critical imaginaries. In these coldly utilitarian times we need to provide leadership to progressively minded teachers to allow them to develop, document, and disseminate such practices.”

  14. Health behavior change models and their socio-cultural relevance for breast cancer screening in African American women.

    Science.gov (United States)

    Ashing-Giwa, K

    1999-01-01

    Models of health behavior provide the conceptual bases for most of the breast cancer screening intervention studies. These models were not designed for and have not been adequately tested with African American women. The models discussed in this paper are: The Health Belief Model, the Theory of Reasoned Action/Theory of Planned Behavior, and the Transtheoretical Model. This paper will examine the socio-cultural relevance of these health behavior models, and discuss specific socio-cultural dimensions that are not accounted for by these paradigms. It is critical that researchers include socio-cultural dimensions, such as interconnectedness, health socialization, ecological factors and health care system factors into their intervention models with African American women. Comprehensive and socio-culturally based investigations are necessary to guide the scientific and policy challenge for reducing breast cancer mortality in African American women.

  15. Beyond Words: Comics in the Social Work Classroom

    Science.gov (United States)

    Akesson, Bree; Oba, Olufunke

    2017-01-01

    Equipping future social workers to interrogate social justice, human rights, and cultural issues requires a revision of social work education. Culturally relevant teaching is increasingly important in today's globalized world. In this article, we explore the role of comics as a form of social work pedagogy to tackle complex social issues. The…

  16. Reforms in pedagogy and the Confucian tradition: looking below the surface

    Science.gov (United States)

    Ho, Felix M.

    2018-03-01

    This Forum article addresses some of the issues raised in the article by Ying-Syuan Huang and Anila Asghar's paper entitled: Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan. An attempt is made to highlight the need for a more nuanced approach in considering the Confucian education tradition and its compatibility with education reforms. In particular, the article discusses issues concerning the historical development of the Confucian education tradition, challenges in reform implementation that are in reality tradition-independent, as well as opportunities and points of convergence that the Confucian education tradition presents that can in fact be favorable to implementation of reform-based pedagogies.

  17. A Case Study of Culturally Relevant School-Based Programming for First Nations Youth: Improved Relationships, Confidence and Leadership, and School Success

    Science.gov (United States)

    Crooks, Claire V.; Burleigh, Dawn; Snowshoe, Angela; Lapp, Andrea; Hughes, Ray; Sisco, Ashley

    2015-01-01

    Schools are expected to promote social and emotional learning skills among youth; however, there is a lack of culturally-relevant programming available. The Fourth R: Uniting Our Nations programs for Aboriginal youth include strengths-based programs designed to promote healthy relationships and cultural connectedness, and improve school success…

  18. 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.

  19. Undergraduate Student Perceptions of the Pedagogy Used in a Leadership Course: A Qualitative Examination

    Science.gov (United States)

    Odom, Summer F.

    2015-01-01

    This exploratory, qualitative, descriptive study examined undergraduate student perspectives of pedagogy used in an undergraduate leadership elective course to describe how students view the effectiveness and impact of pedagogies used in the course. Undergraduate students (n = 28) reflected on the effectiveness of the pedagogies and the learning…

  20. Culturally appropiate pedagogy: the case of group learning in a Confucian Heritage Culture context

    NARCIS (Netherlands)

    Phuong Nguyen, M.; Terlouw, C.; Pilot, Albert

    2006-01-01

    Cultural heritage preservation has become a much‐debated topic in recent decades. This paper contributes to the call for educational approaches that take a society's cultural diversity into account. It also attempts to draw attention to non‐Western societies, where educational theories and practices

  1. Toward a Filipino/a Critical (FilCrit) Pedagogy: A Study of United States Educational Exposure Programs to the Philippines

    OpenAIRE

    Viola, Michael Joseph

    2012-01-01

    Through a qualitative study fusing participatory action methods with a focus group, testimonio, individual interviews, and cultural analysis, this project examines U.S. educational exposure programs to the Philippines. Organized and united by a social movement that traverses a Philippine diaspora, exposure programs enable participants to visit the Philippines for a short-term immersion where they are hosted by sectors of interest. This study explores the pedagogy that exposure programs enab...

  2. 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…

  3. Tensions and dilemmas in body-pedagogy in kindergarten

    DEFF Research Database (Denmark)

    Herskind, Mia

    2010-01-01

      This paper concerns a research-based evaluation of Danish kindergarten employees and their experiences of an educational project ‘Moving Children' and the learning processes that followed in kindergarten in which they aimed to develop a body-pedagogy in order to increase the physical activity i...... on a phenomenological frame of reference (Merleau-Ponty 1964; Zahavi, 2003; van Manen, 1998; Moustakas, 1994; Spinelli, 2005) the study underlines the significance of bringing in the bodily narratives in investigations of body-pedagogy....

  4. Considering a pedagogy of adress through the time image: a philosophical, curational and pedagogic project centered on artium’s collection

    Directory of Open Access Journals (Sweden)

    Laura Trafí-Prats

    2013-06-01

    Full Text Available The article analyzes the foundations and research process of a curatorial-pedagogic project centered on reactivating ARTIUM’s Collection (Vitoria, Spain. In this process art and pedagogy are seen as scenes of address, or spaces of production of difference between the positions that the cultural, museum, curricular text offers, and the responses given by its interpreters, students, viewers. Different moments of this research process are discussed, including: 1 The reactivation of the expressive languages of ARTIUMartworks through a Deleuzian image theory and a pedagogy of address, 2 the production of a dilemmatic museum space centered on producing knowledge from visitors’ memories, experiences and subjectivities, 3 the activation of this space through a Laboratory of Logics of Vision, 4 the production of visual narratives experimenting with the concept of image-time by the participants in such Laboratory.

  5. Understanding Digital Health as Public Pedagogy: A Critical Framework

    Directory of Open Access Journals (Sweden)

    Emma Rich

    2014-06-01

    Full Text Available This paper argues on behalf of a public pedagogy approach to developing a critical understanding of digital health technologies. It begins by appraising the hitherto polarised articulations of digital innovation as either techno-utopian or techno-dystopian, examining these expectations of technology and considering the tensions between them. It subsequently outlines how a public pedagogy approach can help mediate between these views, offering a more contextualised, socio-political perspective of mHealth. This approach teases out the nuances of digital health by engaging with the complexities of embodied learning. Furthermore, it urges caution against viewing these pedagogical forces as one of transference, or simple governance. To this end, we therefore contextualise our critique of digital health, within an attempt to reconstitute an understanding of public pedagogies of technology.

  6. Questioning power structures and competitiveness in pedagogy insights from North American Indian and Philippine pedagogies

    Science.gov (United States)

    Bramwell, Roberta; Foreman, Kathleen

    1993-11-01

    This paper begins with case studies of innovative approaches to the education of Aboriginal Canadian Peoples and Philippine Aboriginal Peoples. These illustrate that, in such situations, where more traditional approaches have little success, the power to design, implement and evaluate educational programs can beneficially be shared between teacher and learner. Learners co-operate with each other in deciding what they need to learn. They examine their own needs and issues and assess their learning in terms of their cultural, economic and community value systems. Leadership is shared with the teacher/facilitators and word, image, number, gesture and sound are all employed to acquire knowledge and to demonstrate what that knowledge means to the group. In this particular enterprise, popular theatre has a major role to play in democratizing the provision of education and in encouraging educational development in circumstances where other approaches have been ineffectual. In the latter part of the paper, a model of education implied by the case studies is constructed and examined to provide alternatives to the traditional views of epistemology, of ethics and of pedagogy based on a notion of democracy as a daily struggle.

  7. Pedagogy against the State: The Ban on Ethnic Studies in Arizona

    Science.gov (United States)

    Wanberg, Kyle

    2013-01-01

    Drawing on the traditions of critical pedagogy from Paulo Freire and Henry Giroux to recent critical research developed in the "Journal of Pedagogy," this study explores how a particular case of curriculum reform in the US is entangled with racial neoliberalism and paranoia.

  8. Buddhist Pedagogy in Teacher Education: Cultivating Wisdom by Skillful Means

    Science.gov (United States)

    Ma Rhea, Zane

    2018-01-01

    This paper draws on research I have conducted about the cultivation of wisdom in Thailand and Australia. I examine the ancient pedagogy of pavi?aupaya skillful means investigating how this pedagogy can inform contemporary development of teacher educators and teachers. I examine the Panjaawi´tee Wisdom Method that has its foundations in the…

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

    International Nuclear Information System (INIS)

    Kostadinova, Radina; Boess, Franziska; Applegate, Dawn; Suter, Laura; Weiser, Thomas; Singer, Thomas; Naughton, Brian; Roth, Adrian

    2013-01-01

    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

  10. 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

  11. 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.

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

    Directory of Open Access Journals (Sweden)

    Mark Hobart

    2011-11-01

    Full Text Available Abstract A 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.

  13. Video Pedagogy as Political Activity.

    Science.gov (United States)

    Higgins, John W.

    1991-01-01

    Asserts that the education of students in the technology of video and audio production is a political act. Discusses the structure and style of production, and the ideologies and values contained therein. Offers alternative approaches to critical video pedagogy. (PRA)

  14. "Truth," Interrupted: Leveraging Digital Media for Culturally Sustaining Education

    Science.gov (United States)

    Buckley-Marudas, Mary Frances

    2017-01-01

    This inquiry into the digital discussion forums tied to two English classes in an urban public high school examines the potential of new media to honor the multicultural composition of classrooms and support teachers to design culturally sustaining pedagogies. Given the increasing significance of digital media as well as the growing diversity of…

  15. The Role of Comparative Pedagogy in the Training of Pedagogues in Serbia and Slovenia

    Science.gov (United States)

    Spasenovic, Vera; Vujisic Zivkovic, Natasa; Ermenc, Klara Skubic

    2012-01-01

    This paper considers three issues arising from the study of the development and the current state of Comparative Pedagogy in Serbia and Slovenia. First, the development of Comparative Pedagogy as a distinctive discipline in Serbia and Slovenia is discussed. Second, the role and the content of Comparative Pedagogy courses in university programmes…

  16. Digital Ecologies of Youth Mental Health: Apps, Therapeutic Publics and Pedagogy as Affective Arrangements

    Directory of Open Access Journals (Sweden)

    Simone Fullagar

    2017-11-01

    Full Text Available In this paper, we offer a new conceptual approach to analyzing the interrelations between formal and informal pedagogical sites for learning about youth mental (ill health with a specific focus on digital health technologies. Our approach builds on an understanding of public pedagogy to examine the pedagogical modes of address (Ellsworth 1997 that are (i produced through ‘expert’ discourses of mental health literacy for young people; and (ii include digital practices created by young people as they seek to publicly address mental ill health through social media platforms. We trace the pedagogic modes of address that are evident in examples of digital mental health practices and the creation of what we call therapeutic publics. Through an analysis of mental health apps, we examine how these modes of address are implicated in the affective process of learning about mental (ill health, and the affective arrangements through which embodied distress is rendered culturally intelligible. In doing so, we situate the use of individual mental health apps within a broader digital ecology that is mediated by therapeutic expertise and offer original contributions to the theorization of public pedagogy.

  17. 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.

  18. Second order pedagogy as an example of second order cybernetics

    Directory of Open Access Journals (Sweden)

    Anne B. Reinertsen

    2012-07-01

    Full Text Available This article is about seeing/creating/trying out an idea of pedagogy and pedagogical/ educational research in/as/with self-reflexive, circular and diffractive perspectives and about using second order cybernetics as thinking tool. It is a move away from traditional hypothesis driven activities and a move towards data driven pedagogies and research: Teachers, teacher researchers and researchers simultaneously producing and theorizing our practices and ourselves. Deleuzian becomings- eventually becomings with data - theory - theodata is pivotal. It is a move towards a Derridean bricolage. A different science of pedagogy operating as a circular science of self-reflexivity and diffraction in search of quality again and again and again: Theopractical becomings and inspiractionresearch.

  19. Culturally Responsive Peace Education: A Case Study at One Urban Latino K-8 Catholic School

    Science.gov (United States)

    Buck, Brandon

    2016-01-01

    This paper presents a case study of a yearlong research-based peace education program at one urban K-8 private Catholic school situated in a community plagued by structural violence in an enclave of a large Midwestern city. To frame the analysis, the author employs concepts central to culturally responsive pedagogy (including cultural competence,…

  20. Exercise Science Principles and the Vocal Warm-up: Implications for Singing Voice Pedagogy.

    Science.gov (United States)

    Hoch, Matthew; Sandage, Mary J

    2018-01-01

    Principles from exercise science literature were applied to singing warm-up pedagogy as a method for examining parallels between athletic and voice training. Analysis of the use of exercise principles in vocal warm-up should illuminate aspects of voice training that may be further developed in the future. A selected canon of standard voice pedagogy texts and well-regarded warm-up methods were evaluated for use of exercise science principles for skill acquisition and fatigue resistance. Exercises were then categorized according to whether they were used for the purpose of skill acquisition (specificity), training up to tasks (overload), or detraining (reversibility). A preliminary review of well-established voice pedagogy programs reveals a strong bias toward the skill acquisition aspects of vocal warm-up, with little commentary on the fatigue management aspects. Further, the small number of vocalises examined that are not skill-acquisition oriented fall into a third "habilitative" category that likewise does not relate to overload but may play a role in offsetting reversibility. Although a systematic pedagogy for skill acquisition has emerged in the literature and practice of voice pedagogy, a parallel pedagogy for fatigue management has yet to be established. Identification of a systematic pedagogy for training up to specific singing genres and development of a singing maintenance program to avoid detraining may help the singer avoid injury. Copyright © 2018 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  1. Learning Technology through Three Generations of Technology Enhanced Distance Education Pedagogy

    Science.gov (United States)

    Anderson, Terry; Dron, Jon

    2012-01-01

    This paper updates earlier work in which we defined three generations of distance education pedagogy. We then describe emerging technologies that are most conducive to instructional designs that evolve with each generation. Finally we discuss matching the pedagogies with learning outcomes. (Contains 3 figures.)

  2. 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…

  3. American Handbooks of Music History: Breadth, Depth, and the Critique of Pedagogy

    Directory of Open Access Journals (Sweden)

    C. Matthew Balensuela

    2015-12-01

    Full Text Available American music history textbooks have traditionally covered the entire history of Western music in a single volume. This approach reflects the now dominant teaching methodology at American universities of a multiple-semester survey that covers the breadth of music history from Ancient Greece to modern times. An obvious problem with a broad survey is the lack of depth on issues relevant to current musicological scholarship such as music in society, feminism, archival research, or patronage. As new approaches to teaching music history become more popular in US colleges, in part due to the “pedagogy movement” in American musicology, the canonical status of single-volume history of music is under increased scrutiny and review.

  4. Education in Parana in the teachers’ formation process in republican Brazil: the contribution of the compendium of pedagogy by Dario Vellozo - doi: 10.4025/actascieduc.v34i2.18295

    Directory of Open Access Journals (Sweden)

    Marlete dos Anjos Silva Schaffrath

    2012-11-01

    Full Text Available The work has a result the study on the Compendium of Pedagogy (1907 by Dario Vellozo (1869-1937, teacher of Ginasio Paranaense and Escola Normal de Curitiba. The Compendium of Pedagogy by Vellozo was published in 1907 and republished in 1975. It was organized in three parts, one for every year of Teachers’ School. The article refers to the first book of the collection. In the first part of that book, there are ten lessons which covers the Pedagogy subject and their methods, organization of school and definitions of educations, as well as several lessons about Ancient, Medieval and Modern History and the prevailing educational thought in each one of them. The book for the second year, which was also organized in ten lesson, emphasizes the teaching methods, didactics, and physical education (health, moral, intellectual aspects. For the third year of course, Vellozo writes lessons about science, geography, history, drawing, music and a special lesson about kindergartens. The Compendium follows the scientific logics that should guide the school practices in that historical period, but also reflects the current culture in Teachers’ School, as well as  it shows the social-economic, political and cultural influences in Brazil and in Parana.  

  5. Survey of outcomes in a faculty development program on simulation pedagogy.

    Science.gov (United States)

    Roh, Young Sook; Kim, Mi Kang; Tangkawanich, Thitiarpha

    2016-06-01

    Although many nursing programs use simulation as a teaching-learning modality, there are few systematic approaches to help nursing educators learn this pedagogy. This study evaluates the effects of a simulation pedagogy nursing faculty development program on participants' learning perceptions using a retrospective pre-course and post-course design. Sixteen Thai participants completed a two-day nursing faculty development program on simulation pedagogy. Thirteen questionnaires were used in the final analysis. The participants' self-perceived learning about simulation teaching showed significant post-course improvement. On a five-point Likert scale, the composite mean attitude, subjective norm, and perceived behavioral control scores, as well as intention to use a simulator, showed a significant post-course increase. A faculty development program on simulation pedagogy induced favorable learning and attitudes. Further studies must test how faculty performance affects the cognitive, emotional, and social dimensions of learning in a simulation-based learning domain. © 2015 Wiley Publishing Asia Pty Ltd.

  6. Food Pedagogy, Food Symposium - What is food about? A new approach for promoting changes in food related behaviour

    OpenAIRE

    Thuv, Sølvi

    2009-01-01

    PURPOSE Guidelines suggest food related competency as a measure to develop better and more sustainable eating habits. Norwegian schools have got a new subject, Food and Health. Our purpose is to exemplify coherence in our teaching program and introduce the concept of Food Pedagogy. METHODS Literature research was used to discuss concepts of nutrition, food and "food culture". We arranged a pilot study and wrote a final teaching program for study Food and Health (60ECTS). We are work...

  7. 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…

  8. Technology-Enhanced Formative Assessment: A Research-Based Pedagogy for Teaching Science with Classroom Response Technology

    Science.gov (United States)

    Beatty, Ian D.; Gerace, William J.

    2009-01-01

    "Classroom response systems" (CRSs) are a promising instructional technology, but most literature on CRS use fails to distinguish between technology and pedagogy, to define and justify a pedagogical perspective, or to discriminate between pedagogies. "Technology-enhanced formative assessment" (TEFA) is our pedagogy for CRS-based science…

  9. Critiquing Un/Critical Pedagogies to Move toward a Pedagogy of Responsibility in Teacher Education

    Science.gov (United States)

    Berchini, Christina N.

    2017-01-01

    Transformative work with teacher candidates relies on a critique of the tenets of Critical Pedagogy and subsequent Critical Whiteness Studies (CWS). I employ analyses of extant scholarship to argue that these specific domains, as popularly framed, might be responsible for uncritical examinations of the White teacher education students who…

  10. Cooperative learning that features a culturally appropriate pedagogy

    NARCIS (Netherlands)

    Phuong-Mai, Nguyen; Terlouw, C.; Pilot, Albert; Elliott, Julian

    2009-01-01

    Many recent intercultural studies have shown that people cooperate with each other differently across cultures. We argue that cooperative learning (CL), an educational method originating in the USA and with fundamental psychological assumptions based on Western values, should be adjusted to be

  11. Signature Pedagogy: A Literature Review of Social Studies and Technology Research

    Science.gov (United States)

    Beck, Dennis; Eno, Jenni

    2012-01-01

    A literature review of 121 peer-reviewed articles, books, and conference proceedings was conducted to determine the signature pedagogies of social studies education and technology integration. The authors found that the signature social studies pedagogy is based on two primary instructional models: direct-instruction and inquiry-based,…

  12. On Whether to Convert from a Rhetorical to a Psychoanalytic Pedagogy

    Science.gov (United States)

    Kraemer, Don J.

    2010-01-01

    Like psychoanalysis, psychoanalytic pedagogy is a particular way of paying attention, a way of paying attention that deflects attention away from other pedagogies' means and goals. Looking for what psychoanalysis deems the "root cause" of writing problems--intrapsychic conflict--foregrounds that kind of conflict, relegating to the background other…

  13. Critical Aesthetic Pedagogy: Toward a Theory of Self and Social Empowerment

    Science.gov (United States)

    Medina, Yolanda

    2012-01-01

    This book introduces a progressive type of education called Critical Aesthetic Pedagogy. This pedagogy utilizes the arts to promote critical learning, and incorporates particular types of aesthetic experiences into pedagogical practices to increase students' social empowerment and commitment to social justice. The first coherent body of work that…

  14. Language Practitioners' Reflections on Method-Based and Post-Method Pedagogies

    Science.gov (United States)

    Soomro, Abdul Fattah; Almalki, Mansoor S.

    2017-01-01

    Method-based pedagogies are commonly applied in teaching English as a foreign language all over the world. However, in the last quarter of the 20th century, the concept of such pedagogies based on the application of a single best method in EFL started to be viewed with concerns by some scholars. In response to the growing concern against the…

  15. Genre-based Pedagogy: A case of an Iranian ESP Business Management course

    Directory of Open Access Journals (Sweden)

    Hadis Toufani Asl

    2015-11-01

    Full Text Available Genre-based instruction has been latterly a very common method used in language courses. In spite of the various research conducted on academic genres, there are still very few studies which examine the learners’ perceptions of genre-based pedagogy, particularly in courses like English for Specific Purposes (ESP. Therefore, the present study aimed at considering the Sophomore Business Management learners’ perspective on genre instruction in their ESP course, at the University of Tehran. The focuses of the present study were the focal genres of textbook and teaching method in terms of the content feature. The data was collected by means of both quantitative and qualitative instruments which were subject to both statistical analysis and constant comparative method of qualitative analysis. Results of the study revealed that the practice of genres were relevant to some of the learners’ subsequent academic and non-academic performance. Furthermore, the results regarding the questionnaire section indicated that a number of learners could apply the genre features and they were conscious of them. By and large, it was concluded that the explicit instruction together with the provision of more English-mediated content courses, for practices outside of the classroom, can have a higher impact on ESP programs. Keywords: ESP, genre-based pedagogy, content, textbook, teaching method, activities, learners’ perception

  16. Applying Culturally Responsive Pedagogy to the Vocational Training of Immigrants

    Science.gov (United States)

    Wu, Ya-Ling

    2016-01-01

    Training and learning are the personal process in which individuals interact with social and cultural contexts. Immigrant trainees bring their early educational and life experiences into training classrooms, and their learning is strongly affected by their prior socialization and socio-cultural experiences. Therefore, it is necessary to provide…

  17. Learner Agency and Social Justice: What Can Creative Pedagogy Contribute to Socially Just Pedagogies?

    Science.gov (United States)

    Hempel-Jorgensen, Amelia

    2015-01-01

    This article extends the ongoing debate about socially just pedagogy by arguing that disadvantaged learners' capacity to exercise learner agency, which is essential for learning but has been shown to be unequally constrained, can be more effectively enabled. This is accomplished by critically discussing the possibilities and limits of a selection…

  18. Fusion Teaching: Utilizing Course Management Technology to Deliver an Effective Multimodal Pedagogy

    Science.gov (United States)

    Childs, Bradley D.; Cochran, Howard H.; Velikova, Marieta

    2013-01-01

    Fusion teaching merges several pedagogies into a coherent whole. Course management technology allows for the digitization and delivery of pedagogies in an effective and exciting manner. Online course management options more easily enable outcome assessment and monitoring for continuous improvement.

  19. 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…

  20. Educaţia muzicală ca element definitoriu al formării spiritual-artistice în pedagogia Waldorf / Musical education as a defining element of artistic spiritual education in Waldorf's pedagogy

    OpenAIRE

    Surdu, Violeta; Gagim, Ion

    2017-01-01

    Abstract: Musical education consists a defining element of artistic spiritual education in Waldorf’s pedagogy. There is a spiritual sciece about the man in the centre of education’s process througn muzic that was founded by Rudolf Steiner. The process of the facilitations are centred according the necessity as a result of forming the musical culture of the pupils as a component part to their spiritual culture.

  1. How to offer culturally relevant type 2 diabetes screening: lessons learned from the South asian diabetes prevention program.

    Science.gov (United States)

    van Draanen, Jenna; Shafique, Ammara; Farissi, Aziz; Wickramanayake, Dilani; Kuttaiya, Sheela; Oza, Shobha; Stephens, Neil

    2014-10-01

    The literature on diabetes mellitus in the South Asian population clearly states the high-risk status of this group, yet there is a lack of effective models of culturally relevant, community-based screening and education programs for such a group. The South Asian Diabetes Prevention Program (SADPP) was developed to enhance equitable access to diabetes prevention resources for the South Asian communities in Toronto by offering language-specific and culturally relevant services. The SADPP model works through 3 participant education sessions plus an additional attachment and enrolment component. The screening tool that SADPP uses to provide participants with their individual risk score at the first education session is derived from the multiculturally validated Canadian Diabetes Risk Assessment Questionnaire (CANRISK), which has been modified to reflect the distinctive characteristics of the South Asian population. After analyzing the risk scores, 32% of participants were at increased risk, 40% were at high risk, 21% were at very high risk and only 7% were found to be at low risk of diabetes development. Evaluations of the program conducted in 2010 and 2013 revealed that the program is achieving its objectives and that participants increase their knowledge and self-efficacy related to diabetes prevention after program participation. Participants reported that the presentation from the nurse and dietitian, the question-and-answer time, the healthy eating demonstration, the multiple languages of delivery and the convenient location were especially beneficial. Those working in the field are encouraged to adapt this model and to contribute to the development of culturally relevant, community-driven diabetes prevention programs. Copyright © 2014 Canadian Diabetes Association. Published by Elsevier Inc. All rights reserved.

  2. Christian Caritas in Christian Pedagogy

    Directory of Open Access Journals (Sweden)

    Leszek Aftyka

    2018-04-01

    Full Text Available The article highlights the leading ideas of Christian pedagogy, which are the upbringing of children and youth of spiritual and moral values. The author stresses that Christian pedagogy serves the effective tool for the formation of the spirituality of the younger generation, the formation of philosophical representations and beliefs, etiquette, spiritual traditions and values of people in the universally accepted commandments of God. Considerable attention is paid to the formation of high morality of the younger generation, etiquette, love of people, religiousness, etc. In the Christian religion the highest value compared to all other virtues is „love”. The Christian love is rooted primarily in the commandment of love for God and man, that is why genuine charity comes from the heart full of love. This article presents the teaching of Christ for mercy to others and its practical application in the first Christian Communities. The author described the economic organization and charitable initiatives in the communities of early Christians.

  3. Multiple case study in seven European countries regarding culture-sensitive classroom quality assessment

    NARCIS (Netherlands)

    Slot, P.L.|info:eu-repo/dai/nl/328192694; Cadima, Joana; Salminen, Jenni; Pastori, Giulia; Lerkkanen, Marja-Kristiina

    This report presents the findings of a multiple case study, conducted in seven European countries to examine common and culturally differing aspects of curriculum, pedagogy, and quality of Early Childhood Education and Care (ECEC) provisions in Europe. This multiple case study involved intensive

  4. Signature Pedagogies and Legal Education in Universities: Epistemological and Pedagogical Concerns with Langdellian Case Method

    Science.gov (United States)

    Hyland, Aine; Kilcommins, Shane

    2009-01-01

    This paper offers an analysis of Lee S. Shulman's concept of "signature pedagogies" as it relates to legal education. In law, the signature pedagogy identified by Shulman is the Langdellian case method. Though the concept of signature pedagogies provides an excellent infrastructure for the exchange of teaching ideas, Shulman has a tendency to…

  5. A pilot project to design culturally-relevant curriculum for Movima indigenous students in the Bolivian Amazon

    OpenAIRE

    Lai, Cristina Afán

    2010-01-01

    The legacy of a colonialist, assimilationist educational system in countries such as Bolivia is the under-representation of the indigenous in the large sphere encompassed by the schools - knowledge, teachers, and modes of instruction. Many indigenous students feel alienated from schooling and experience limited academic success. The calculated intervention of transforming traditional knowledge into culturally-relevant curriculum material has been suggested as a way to fortify their identities...

  6. Cross-Cultural Service Learning with Native Americans: Pedagogy for Building Cultural Competence

    Science.gov (United States)

    Bolea, Patricia S.

    2012-01-01

    This paper articulates a curricular approach that centers on a Native American service learning course. Social work students engaged in cross-cultural immersion on a reservation in the United States. By examination of historical United States policy impacting Indian tribes and contemporary experiences that challenge basic instruction in public…

  7. An Observation Tool for Comprehensive Pedagogy in Content and Language Integrated Learning (CLIL: Examples from Primary Education

    Directory of Open Access Journals (Sweden)

    Taina M Wewer

    2017-08-01

    Full Text Available This article on principles and practices in Content and Language Integrated Learning (CLIL is also applicable for general foreign and second language instruction. Since there is no ‘one size fits all’ CLIL pedagogy, the origin of the article lies in the need of educators to obtain and exchange ideas of and tools for actual classroom practices (Pérez Cañado, 2017, and ensure that all key features of CLIL are present in instruction. Although there are a few handbooks available for launching CLIL and adopting CLIL pedagogy (e.g., Coyle, Hood, & Marsh, 2010; Mehisto, Marsh, & Frigols, 2008, these provide principles and general examples of content-based instruction at higher levels of education rather than more detailed advice on how to operate in the beginning phases with young language learners, hence the focus on primary education. The Observation Tool for Effective CLIL Teaching created by de Graaff, Koopman, Anikina, and Gerrit (2007 was chosen as the starting point and was complemented with three additional fields that were not markedly included in the original model: cultural aspects, affects, and assessment.

  8. 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…

  9. State-dependent cognition and its relevance to cultural evolution.

    Science.gov (United States)

    Nettle, Daniel

    2018-02-05

    Individuals cope with their worlds by using information. In humans in particular, an important potential source of information is cultural tradition. Evolutionary models have examined when it is advantageous to use cultural information, and psychological studies have examined the cognitive biases and priorities that may transform cultural traditions over time. However, these studies have not generally incorporated the idea that individuals vary in state. I argue that variation in state is likely to influence the relative payoffs of using cultural information versus gathering personal information; and also that people in different states will have different cognitive biases and priorities, leading them to transform cultural information in different ways. I explore hunger as one example of state variable likely to have consequences for cultural evolution. Variation in state has the potential to explain why cultural traditions and dynamics are so variable between individuals and populations. It offers evolutionarily-grounded links between the ecology in which individuals live, individual-level cognitive processes, and patterns of culture. However, incorporating heterogeneity of state also makes the modelling of cultural evolution more complex, particularly if the distribution of states is itself influenced by the distribution of cultural beliefs and practices. Copyright © 2018 Elsevier B.V. All rights reserved.

  10. Exploring the Potential and Complexity of a Critical Pedagogy of Place in Urban Science Education

    Science.gov (United States)

    Schindel Dimick, Alexandra

    2016-01-01

    What does it mean to engage in critical pedagogy of place in formal science education? Although Gruenewald's (2003a) theoretical construct of a critical pedagogy of place has been heavily cited, there is nonetheless a lack of empirical research on critical pedagogy of place, particularly within formal science education. This paper provides a case…

  11. Pedagogy Corner: The Year Puzzle

    Science.gov (United States)

    Lovitt, Charles

    2017-01-01

    As a self described lesson collector, author Charles Lovett enjoys gathering "interesting" lessons and teasing them apart to find out what makes them "tick", particularly the pedagogy. He often wonders what decisions the teacher made that generated such an interesting and successful learning environment. Here he describes a…

  12. Islamic Pedagogy and Embodiment: An Anthropological Study of a British Madrasah

    Science.gov (United States)

    Hardaker, Glenn; Sabki, Aishah Ahmad

    2015-01-01

    This anthropological study of a higher education British Madrasah was undertaken to increase our awareness of the spectrum of sensory experiences that shape Islamic pedagogy. We started our anthropological study from an Islamic premise of the inseparable nature of knowledge and the sacred. Pedagogy is defined as not a matter of simple methods and…

  13. From Designing to Organizing New Social Futures: Multiliteracies Pedagogies for Today

    Science.gov (United States)

    Penuel, William R.; O'Connor, Kevin

    2018-01-01

    More than 20 years ago, literacy pedagogies informed by the emerging networked world defined by local diversity and global connectedness, new digital media and fast capitalism. Modern people now fully inhabit the world they described, but the contours of that world's racial dynamics and growing inequality call for a refinement of pedagogies that…

  14. Hard to Teach: Inclusive Pedagogy in Social Science Research Methods Education

    Science.gov (United States)

    Nind, Melanie; Lewthwaite, Sarah

    2018-01-01

    Amidst major new initiatives in research that are beginning to address the pedagogic dimension of building capacity in social science research methods, this paper makes the first move to apply the lens of inclusive pedagogy to research methods pedagogy. The paper explores the ways in which learning social science research methods is hard and may…

  15. 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.

  16. 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.

  17. CONTRIBUTIONS OF HISTORICAL CRITICAL PEDAGOGY TO GEOGRAPHY TEACHING

    Directory of Open Access Journals (Sweden)

    Lucas André Teixeira

    2015-06-01

    Full Text Available This paper aims to show some contributions of historical critical pedagogy to Geography teaching. Such thoughts aim to discuss how this teaching enters school education in the context of neoliberalism. Assuming that the emptiness in Geography teaching in school education is a result of Brazilian educational policies in neoliberalism, we intend to characterize the impairment of the critical perspective on this area of knowledge and present some contributions of historical critical pedagogy to face and overcome the current order. Besides, we seek to highlight the required knowledge to achieve an education that contributes to build a different society.

  18. Flexible Pedagogies: Employer Engagement and Work-Based Learning. Flexible Pedagogies: Preparing for the Future Series

    Science.gov (United States)

    Kettle, Jane

    2013-01-01

    This publication focuses on national and international policy initiatives to develop a better understanding of work-based learners and the types of flexibility that may well enhance their study especially pedagogically. As part of our five-strand research project "Flexible Pedagogies: preparing for the future" it: (1) highlights the…

  19. A Signature Pedagogy for Leadership Education: Preparing Principals through Participatory Action Research

    Science.gov (United States)

    Sappington, Neil; Baker, Paul J.; Gardner, Dianne; Pacha, Joe

    2010-01-01

    This study proposes participatory action research as a signature pedagogy for principal preparation programs. Signature pedagogies bring professional knowledge and core values together in distinctive teaching and learning arrangements. A rationale and learning results are presented that describe key components of action research intended to help…

  20. Problematising Problematisation: Insights from Critical Pedagogy in a Writing Lesson in Bangladesh

    Science.gov (United States)

    Talukder, Ali Azgor; Samuel, Moses

    2018-01-01

    Problematisation is the means by which critical pedagogy attempts to destabilise power relations related to gender, race, class, identity etc. Studies in critical pedagogy in language teaching explore different ways of problematisation treating problematisation as classroom practice. However, they do not specifically address the teacher's struggle…

  1. Innovation pedagogy in the MARIHE program : A case study on faculty perceptions

    NARCIS (Netherlands)

    Godonoga, Ana; Güney, Isil; Kopelyan, Sofya; Yasmin, Nowreen; Holz, Oliver; Aleksandrovich, Maria; Zoglowek, Herbert

    2016-01-01

    The paper promotes awareness of innovation pedagogy in European higher education by presenting the results of a mixed methods exploratory case study on faculty perceptions of innovation pedagogy standards in a Joint Master Degree program in Research and Innovation in Higher Education (MaRIHE) and on

  2. Your Place or Mine? Reading Art, Place and Culture

    DEFF Research Database (Denmark)

    Brander, Birgitte Gade; Reisberg, Mira; Greenwood, David

    2006-01-01

    and force colleges of education into the position of creating programs that demonstrate compliance with governing codes. Educational practices are usually developed and become entrenched without a clear articulation of the theories on which they are founded. Critical pedagogy is committed to the exploration...... and development of a culture of schooling that supports the nature of self-conscious critique. Like critical pedagogues, place-based educators are centrally concerned with cultural context of teaching and learning and the role of schooling in shaping and reconstructing society. In drawing on the local environment...

  3. Teaching about Refugees: Developing Culturally Responsive Educators in Contexts of Politicised Transnationalism

    Science.gov (United States)

    Gagné, Antoinette; Schmidt, Clea; Markus, Paula

    2017-01-01

    This article addresses issues of teaching about refugees in initial teacher education and professional development for practicing teachers. We respond to the who, what, where, when, why and how of teaching about refugees and developing culturally responsive pedagogy in contexts of politicised transnationalism, where the wider politics around…

  4. Transforming pathophysiology instruction through narrative pedagogy and Socratic questioning.

    Science.gov (United States)

    Rogge, M M

    2001-01-01

    Pathophysiology, heavily content driven, has typically been taught through the use of traditional behavioral pedagogy and a reliance on the formal lecture. The author describes the limitations of this approach to teaching pathophysiology and describes the use of narrative pedagogy and Socratic questioning as alternative methods of instruction to augment lecture methods. Specific strategies for transforming traditional classroom teaching by using Socratic questions in a pathophysiology course for nurse practitioners are described. Student and faculty reactions to the initial efforts to transform pathophysiology instruction are also described.

  5. Pedagogy of the Anxious: Rethinking Critical Pedagogy in the Context of Neoliberal Autonomy and Responsibilization

    Science.gov (United States)

    De Lissovoy, Noah

    2018-01-01

    Critical pedagogy, and the work of Paulo Freire in particular, understands the struggle for emancipation as involving the emergence, as historical subjects, of those who have been marginalized. In this regard, this tradition could be said to foreground a "politics of the subject" as central to its philosophy. However, scholars of…

  6. Forum: Communication Activism Pedagogy. Look to Our Campuses for Focus and Inspiration

    Science.gov (United States)

    McConnell, Kathleen F.

    2017-01-01

    Lawrence R. Frey and David L. Palmer describe communication activism pedagogy (CAP) as "putting meat on critical pedagogy's theoretical bones" and applying theory to real-life activist movements (Frey & Palmer 2014). Their hope is to inspire students "beyond matriculation to develop their roles as activists," and Frey and…

  7. 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…

  8. Slice cultures of the imprinting-relevant forebrain area MNH of the domestic chick: quantitative characterization of neuronal morphology.

    Science.gov (United States)

    Hofmann, H; Braun, K

    1995-05-26

    The persistence of morphological features of neurons in slice cultures of the imprinting-relevant forebrain area MNH (mediorostral neostriatum and hyperstriatum ventrale) of the domestic chick was analysed at 7, 14, 21 and 28 days in vitro. After having been explanted and kept in culture the neurons in vitro have larger soma areas, longer and more extensively branched dendritic trees and lower spine frequencies compared to the neurons in vivo. During the analyzed culturing period, the parameters soma area, total and mean dendritic length, number of dendrites, number of dendritic nodes per dendrite and per neuron as well as the spine densities in different dendritic segments showed no significant differences between early and late periods. Highly correlated in every age group were the total dendritic length and the number of dendritic nodes per neuron, indicating regular ramification during dendritic growth. Since these morphological parameters remain stable during the first 4 weeks in vitro, this culture system may provide a suitable model to investigate experimentally induced morphological changes.

  9. 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.

  10. Social Justice and Spirituality: Educating for a Complicated Workplace

    Science.gov (United States)

    English, Leona M.; Cameron, Paula

    2016-01-01

    This chapter proposes a spiritually relevant and social justice pedagogy that assists learners in making the transition to the workplace. Key elements of this spirituality include religion, cultural diversity, identity, health, and social class. Pedagogical strategies for infusing this spirituality in the curriculum are given.

  11. Queer(y)ing Culture through Professional Learning Communities: A Reimagining of Culturally Relevant and Responsive Pedagogy

    Science.gov (United States)

    Guerrero, Cristina; Shahnazarian, Armen; Brown, Michelle F.

    2017-01-01

    In this article we document our experiences as facilitators for the "Engaging All Students" professional learning community (PLC), which was implemented to help Toronto public school teachers re-engage underachieving students. These students, who are known as "marker students," are members of the school system's most…

  12. 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.

  13. A Spectrum Pedagogy for Christian Ethics: Respecting Difference without Resorting to Relativism

    Science.gov (United States)

    Heim, Joel J.; Scovill, Nelia Beth

    2010-01-01

    This paper presents an overview of a newly developed spectrum pedagogy of Christian ethics that emerged from the authors' experience of teaching a contemporary Christian ethics course for seven years. A spectrum pedagogy is a comprehensive approach to teaching Christian ethics that combines the modeling of key dispositions using specific tools…

  14. The Intersectionality of Border Pedagogy and Latino/a Youth: Enacting Border Pedagogy in Multiple Spaces

    Science.gov (United States)

    Ramirez, Pablo C.; Ross, Lydia; Jimenez-Silva, Margarita

    2016-01-01

    In this one-year qualitative study, the authors examined how border pedagogy is enacted by two Latino/a high school teachers in a border community in Southern California. Through classroom observations, the authors documented powerful student discussions that named complex borders (Giroux, 1992) that existed in their daily lives. We drew from…

  15. A portal of educational resources: providing evidence for matching pedagogy with technology

    Directory of Open Access Journals (Sweden)

    Nicoletta Blas

    2014-05-01

    Full Text Available The TPACK (Technology, Pedagogy and Content Knowledge model presents the three types of knowledge that are necessary to implement a successful technology-based educational activity. It highlights how the intersections between TPK (Technological Pedagogical Knowledge, PCK (Pedagogical Content Knowledge and TCK (Technological Content Knowledge are not a sheer sum up of their components but new types of knowledge. This paper focuses on TPK, the intersection between technology knowledge and pedagogy knowledge – a crucial field of investigation. Actually, technology in education is not just an add-on but is literally reshaping teaching/learning paradigms. Technology modifies pedagogy and pedagogy dictates requirements to technology. In order to pursue this research, an empirical approach was taken, building a repository (back-end and a portal (front-end of about 300 real-life educational experiences run at school. Educational portals are not new, but they generally emphasise content. Instead, in our portal, technology and pedagogy take centre stage. Experiences are classified according to more than 30 categories (‘facets’ and more than 200 facet values, all revolving around the pedagogical implementation and the technology used. The portal (an innovative piece of technology supports sophisticated ‘exploratory’ sessions of use, targeted at researchers (investigating the TPK intersection, teachers (looking for inspiration in their daily jobs and decision makers (making decisions about the introduction of technology into schools.

  16. School Meaning Systems: The Symbiotic Nature of Culture and "Language-In-Use"

    Science.gov (United States)

    Abawi, Lindy

    2013-01-01

    Recent research has produced evidence to suggest a strong reciprocal link between school context-specific language constructions that reflect a school's vision and schoolwide pedagogy, and the way that meaning making occurs, and a school's culture is characterized. This research was conducted within three diverse settings: one school in the Sydney…

  17. 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.

  18. 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…

  19. Pedagogy of Absence, Conflict, and Emergence

    DEFF Research Database (Denmark)

    Tom, Miye Nadya; Suárez-Krabbe, Julia; Caballero Castro, Trinidad

    2017-01-01

    This article employs the pedagogy of absence, conflict, and emergence (PACE), as an analytical approach to study concrete contributions to the decolonization of education. PACE seeks to transcend Eurocentric knowledge construction, and hence one of its fundamental efforts is to think from...

  20. Peacebuilding Dialogue Pedagogies in Canadian Classrooms

    Science.gov (United States)

    Bickmore, Kathy

    2014-01-01

    Constructively critical and inclusive dialogue about conflictual issues is one necessary ingredient of both democratic citizenship and peacebuilding learning. However, in North American classrooms populated by heterogeneous and non-affluent students, pedagogies involving discussion of conflicts are rarely fully implemented, sustained, or inclusive…

  1. 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".

  2. Global Perspectives: Making the Shift from Multiculturalism to Culturally Responsive Teaching

    Science.gov (United States)

    Walter, Jennifer S.

    2018-01-01

    In the early part of the 1970s, multicultural music education began in earnest and was focused primarily on the curriculum used for music: textbooks, method books, and repertoire. At the turn of the 21th century, however, culturally responsive teaching emerged as the predominant pedagogy for relating to students. It was considered a…

  3. The ICT-Integrated Pedagogy in the Colleges of Royal University of Bhutan

    DEFF Research Database (Denmark)

    Choeda, Par-Ola Zander; Penjor, Tandin; Dukpa, Dorji

    2014-01-01

    This paper reports a research study on the integration of ICT and pedagogy in the colleges of the Royal University of Bhutan. It investigates whether ICT is integrated into the pedagogy, and if so, in what way. The samples (Faculty members) of the study were picked up randomly from ten colleges u...

  4. VR Biology, an interdisciplinary and international student project towards an inquiry-based pedagogy

    NARCIS (Netherlands)

    Gomes, Teresa Dias Pedro; Goei, Sui Lin; Van Joolingen, Wouter; Cai, Yiyu

    2016-01-01

    Education in Science, Technology, Engineering, and Mathematics (STEM) is moving towards a more inquiry-based, and creativity stimulating pedagogy. Part of a curriculum based on such pedagogies should be challenging learning activities that engage students in investigation. At the same time, it is

  5. Signature Pedagogy in Theatre Arts

    Science.gov (United States)

    Kornetsky, Lisa

    2017-01-01

    Critique in undergraduate theatre programs is at the heart of training actors at all levels. It is accepted as the signature pedagogy and is practiced in multiple ways. This essay defines critique and presents the case for why it is used as the single most important way that performers come to understand the language, values, and discourse of the…

  6. Evaluating service user pedagogy in UK higher education: Validating the Huddersfield Service User Pedagogy Scale.

    Science.gov (United States)

    Tobbell, Jane; Boduszek, Daniel; Kola-Palmer, Susanna; Vaughan, Joanne; Hargreaves, Janet

    2018-04-01

    There is global recognition that the inclusion of service users in the education of health and social care students in higher education can lead to more compassionate professional identities which will enable better decision making. However, to date there is no systematic tool to explore learning and service user involvement in the curriculum. To generate and validate a psychometric instrument which will allow educators to evaluate service user pedagogy. Construction and validation of a new scale. 365 undergraduate students from health and social care departments in two universities. A two correlated factor scale. Factor 1 - perceived presence of service users in the taught curriculum and factor 2 - professionals and service users working together (correlation between factor 1 and factor 2 - r = 0.32). The Huddersfield Service User Pedagogy Scale provides a valid instrument for educators to evaluate student learning. In addition, the tool can contribute to student reflections on their shifting professional identities as they progress through their studies. Copyright © 2018 Elsevier Ltd. All rights reserved.

  7. Situating Preparedness Education within Public Pedagogy

    Science.gov (United States)

    Kitagawa, Kaori

    2017-01-01

    Both "disaster preparedness" and "public pedagogy" have been broadly defined and diversely utilised. Preparedness has been dealt with in disciplines such as civil engineering, the sociology of disasters, public health and psychology, rather than education. Recently, inquiries into the learning and teaching of preparedness have…

  8. Hatching Plans: Pedagogy and Discourse within an El Sistema-Inspired Music Program

    Science.gov (United States)

    Dobson, Nicolas

    2016-01-01

    In this article, I draw on my experience as an instrumental tutor with a music program inspired by and explicitly linked to El Sistema, to explore new perspectives on Sistema-based pedagogy and management. Detailed ethnographic description of an orchestral session provides a first-hand account of the program's pedagogy, which I then contextualize…

  9. Mutual Relevance of Mainstream and Cross-Cultural Psychology.

    Science.gov (United States)

    Clark, Lee Anna

    1987-01-01

    Asserts that mainstream and cross-cultural psychology address many of the same basic issues and that cross-cultural studies may be a direct and logical extension of the search for causes of variation in human psychology and psychopathology. Discusses differences in theoretical orientation and methodological approach and barriers to communication…

  10. Color Blindness and Basket Making Are Not the Answers: Confronting the Dilemmas of Race, Culture, and Language Diversity in Teacher Education.

    Science.gov (United States)

    Cochran-Smith, Marilyn

    1995-01-01

    Better strategies for teaching multicultural education and lessons about non-Anglo cultures are not what is needed in teacher education. Instead, generative ways are needed for teachers to explore their own assumptions and to construct pedagogy that takes into account the values and practices of cultures different from their own. (SLD)

  11. Cultural diversity teaching and issues of uncertainty: the findings of a qualitative study.

    Science.gov (United States)

    Dogra, Nisha; Giordano, James; France, Nicholas

    2007-04-26

    There is considerable ambiguity in the subjective dimensions that comprise much of the relational dynamic of the clinical encounter. Comfort with this ambiguity, and recognition of the potential uncertainty of particular domains of medicine (e.g.--cultural factors of illness expression, value bias in diagnoses, etc) is an important facet of medical education. This paper begins by defining ambiguity and uncertainty as relevant to clinical practice. Studies have shown differing patterns of students' tolerance for ambiguity and uncertainty that appear to reflect extant attitudinal predispositions toward technology, objectivity, culture, value- and theory-ladeness, and the need for self-examination. This paper reports on those findings specifically related to the theme of uncertainty as relevant to teaching about cultural diversity. Its focus is to identify how and where the theme of certainty arose in the teaching and learning of cultural diversity, what were the attitudes toward this theme and topic, and how these attitudes and responses reflect and inform this area of medical pedagogy. A semi-structured interview was undertaken with 61 stakeholders (including policymakers, diversity teachers, students and users). The data were analysed and themes identified. There were diverse views about what the term cultural diversity means and what should constitute the cultural diversity curriculum. There was a need to provide certainty in teaching cultural diversity with diversity teachers feeling under considerable pressure to provide information. Students discomfort with uncertainty was felt to drive cultural diversity teaching towards factual emphasis rather than reflection or taking a patient centred approach. Students and faculty may feel that cultural diversity teaching is more about how to avoid professional, medico-legal pitfalls, rather than improving the patient experience or the patient-physician relationship. There may be pressure to imbue cultural diversity issues

  12. Developing a Material-Dialogic Approach to Pedagogy to Guide Science Teacher Education

    Science.gov (United States)

    Hetherington, Lindsay; Wegerif, Rupert

    2018-01-01

    Dialogic pedagogy is being promoted in science teacher education but the literature on dialogic pedagogy tends to focus on explicit voices, and so runs the risk of overlooking the important role that material objects often play in science education. In this paper we use the findings of a teacher survey and classroom case study to argue that there…

  13. Pedagogies of Doing Good: Problematisations, Authorities, Technologies and Teleologies in Food Activism

    Science.gov (United States)

    Flowers, Rick; Swan, Elaine

    2012-01-01

    In this paper, we apply a framework from Nikolas Rose to analyse the politics of "doing good" in food activist education, what we call food pedagogies. We argue that a detailed exploration of food pedagogies has been neglected in adult education and in the growing field of food studies, in spite of the rapidly proliferating forms and…

  14. Dis/Integrating the Gay/Queer Binary: "Reconstructed Identity Politics" for a Performative Pedagogy.

    Science.gov (United States)

    Kopelson, Karen

    2002-01-01

    Explores some queer and performative objections, challenges, and counterproposals to the identity-based pedagogies still dominating composition studies and closely related fields, bringing to the foreground pedagogies that take the instability of identity as a starting point and move toward even greater deconstruction. Proposes a tentative…

  15. Andragogy And Pedagogy Theories Of Learning In Joint Professional Military Education

    Science.gov (United States)

    2015-09-27

    needs of joint military leaders. This research examines each theory and its fundamental design in an attempt to determine if pedagogy alone can meet... Abraham H. Maslow , known largely for his studies in motivation and personality, saw the goal of learning to be self-actualization, or a person’s...AU/ACSC/MCMAHON, S/AY16 AIR COMMAND AND STAFF COLLEGE AIR UNIVERSITY ANDRAGOGY AND PEDAGOGY THEORIES OF LEARNING IN JOINT PROFESSIONAL

  16. THE APPLICATION OF CYBERNETICS IN PEDAGOGY.

    Science.gov (United States)

    ATUTOV, P.R.

    THE APPLICATION OF CYBERNETICS TO PEDAGOGY CAN CREATE A PRECISE SCIENCE OF INSTRUCTION AND EDUCATION THROUGH THE TIME-CONSUMING BUT INEVITABLE TRANSITION FROM IDENTIFICATION OF QUALITATIVE RELATIONSHIPS AMONG PEDAGOGICAL OBJECTS TO QUANTITATIVE ANALYSIS OF THESE OBJECTS. THE THEORETICAL UTILITY OF MATHEMATICAL MODELS AND FORMULAE FOR EXPLANATORY…

  17. 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.

  18. Implementing a Mobile Social Media Framework for Designing Creative Pedagogies

    Directory of Open Access Journals (Sweden)

    Thomas Cochrane

    2014-08-01

    Full Text Available The rise of mobile social media provides unique opportunities for new and creative pedagogies. Pedagogical change requires a catalyst, and we argue that mobile social media can be utilized as such a catalyst. However, the mobile learning literature is dominated by case studies that retrofit traditional pedagogical strategies and pre-existing course activities onto mobile devices and social media. From our experiences of designing and implementing a series of mobile social media projects, the authors have developed a mobile social media framework for creative pedagogies. We illustrate the implementation of our mobile social media framework within the development of a new media minor (an elective set of four courses that explicitly integrates the unique technical and pedagogical affordances of mobile social media, with a focus upon student-generated content and student-determined learning (heutagogy. We argue that our mobile social media framework is potentially transferable to a range of educational contexts, providing a simple design framework for new pedagogies.

  19. Unpacking the invisible knapsack: The invention of white privilege pedagogy

    Directory of Open Access Journals (Sweden)

    Leslie Margolin

    2015-12-01

    Full Text Available This article uses Ricoeur’s hermeneutics of suspicion, an interpretive strategy directed to the hidden or repressed meanings behind texts, to examine the origins of white privilege pedagogy, in particular their foundational technique, “unpacking the invisible knapsack.” This article’s chief finding is that this pedagogy, though designed to fight racism, has the unintended effect of supporting white privilege. Teaching whites to “unpack their invisible knapsack” does not make them more willing to take action against racial inequality. On the contrary, it makes them more complacent, more at home in an unjust world, and more comfortable with their whiteness. White privilege pedagogy does this by focusing on personal identity (whites’ personal identity over institutional structures, by paying more attention to whites’ experiences than to blacks’, by falsely claiming that the confession of white privileges leads to social action beneficial to blacks, and by restoring and expanding whites’ sense of moral rightness.

  20. Performative Pedagogy in Teaching Anti-Racism

    Directory of Open Access Journals (Sweden)

    Nena Močnik

    2015-06-01

    Full Text Available The paper deals with the issue of effective anti-racism teaching in everyday contexts, where the traditional forms of racism are replaced by more sophisticated, subtle practices of exlusion, hatred and violence. Historical connotations of terms such as racism, xenophobia, homophobia, etc. specifically characterize certain groups of people and somehow further deepen divisions between the hegemonic majority and the oppressed minority; therefore, several indicators of inefficience in teaching anti-racism have appeared, particularly in applying theories into practices. Teaching anti-racism is presented through new attitudes towards performative pedagogy, for a long time understood in the context of the teacher as the actor who engage his/her students as spectators through variety of acting techniques and performative practies. Along with the theoretical and applied development of the field, more and more the performative pedagogy is recognized as a critical teaching approach, based on artistic expression, improvisation, continuous dialogue, and the body as an ideologically inscribed product.

  1. Is gerontology ready for anti-racist pedagogy? A survey of educators' practices and perspectives.

    Science.gov (United States)

    Karasik, Rona J; Kishimoto, Kyoko

    2018-01-01

    The older population in the United States is becoming more diverse, bringing increasing attention to the ways in which diversity and multiculturalism are addressed in gerontological education. Although diversity and multiculturalism have long been recognized as important components of the aging experience, our approach to understanding their significance and impact continues to grow and change. Anti-racist pedagogy represents one catalyst to stimulate such change. To evaluate the potential for anti-racist pedagogy in gerontology, this study explored gerontological educators' (N = 121) current practices and perspectives regarding the inclusion of diversity content in their courses, as well as the extent to which they are familiar with and/or use anti-racist pedagogy in their classes. The findings suggest that greater attention to issues of race, ethnicity, and multicultural diversity throughout the gerontological curriculum is needed and wanted. Although respondents were generally unfamiliar with the name anti-racist pedagogy, many indicated that their current teaching practices employed select components of it. Overall, the findings point toward the need for continued exploration of how anti-racist pedagogy may be brought into the gerontological classroom, as well as its implications for future research, policy, and practice.

  2. "It's Worth Our Time": A Model of Culturally and Linguistically Supportive Professional Development for K-12 STEM Educators

    Science.gov (United States)

    Hudley, Anne H. Charity; Mallinson, Christine

    2017-01-01

    Professional development on issues of language and culture is often separate from professional development on issues related to STEM education, resulting in linguistic and cultural gaps in K-12 STEM pedagogy and practice. To address this issue, we have designed a model of professional development in which we work with educators to build cultural…

  3. Forum: Communication Activism Pedagogy. Expanding CAP's Interventionist Model and Developing Proper Learning Rubrics

    Science.gov (United States)

    Del Gandio, Jason

    2017-01-01

    For Frey and Palmer (2014), communication activism pedagogy (CAP) "teaches students how to use their communication knowledge and resources (e.g., theories, research methods, pedagogies, and other practices) to work with community members to intervene into and reconstruct unjust discourses in more just ways." The author of this response…

  4. Prospective Teachers' Educational Beliefs and Their Views about the Principles of Critical Pedagogy

    Science.gov (United States)

    Kaya, Çaglar; Kaya, Sinem

    2017-01-01

    The main idea behind this research is to determine prospective teachers' educational beliefs and their views about critical pedagogy. Therefore, the purpose of this research is to analyze the relationship between prospective teachers' educational beliefs and their views about critical pedagogy. In this study, "Educational Beliefs Scale"…

  5. Pedagogy of Attention: Subverting the Strong Language of Intention in Social Justice Education

    Science.gov (United States)

    Desroches, Sarah J.

    2016-01-01

    In this paper, I explore the possibility of social justice education as pedagogy of "attention" rather than simply pedagogy of "intention." Drawing on Gert Biesta's (2010) concept of "strong" education, I begin by explaining how the language of intention in social justice education relies on a discourse in which…

  6. 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

  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. The challenges of cyberfeminist pedagogy : a case study

    Directory of Open Access Journals (Sweden)

    Barbara Biglia

    2012-11-01

    Full Text Available Within the context of debates around gender, feminism and ICTs, much effort has been put on pointing out the need for reducing the digital gap by means of approaching the feminized subjects to ICT. In our approach, effort needs to be put in developing projects to redefine ICTs, in order to match feminized subjects’s (and feminist needs and wishes. To that end, it is crucial to develop a debate and a collective reflection on the subject, and that is the objective of our proposal, particularly, in the pedagogic dynamics of the process. In a first step, we establish a dialog with theorists about the gendering of Virtual Learning Spaces (VLS, and with the proposals of feminist pedagogies, in order to build a cyberfeminist pedagogy. Afterwards, drawing from the experiences carried on the Introductory Course on Feminist Research Methodology (2011 edition, we identify two factors that can either facilitate or obstruct the key elements to building a cyberfeminist pedagogy, equal participation and networking. Our work contributes in building the recognition for the need to investigate virtual learning processes from a feminist perspective, in offering tools for the analysis, in improving an ongoing experience, and finally, in offering some results to reflect upon.

  9. Strengthening the Signature Pedagogy of Social Work: Conceptualizing Field Coordination as a Negotiated Social Work Pedagogy

    Science.gov (United States)

    Asakura, Kenta; Todd, Sarah; Eagle, Brooke; Morris, Brenda

    2018-01-01

    Although field education is considered the signature pedagogy of social work, the work of field coordinators appear to remain peripheral to other aspects of social work education, such as coursework and research. In this article, we suggest that field coordination requires a far more complex set of knowledge and skills than merely matching…

  10. DIALECTIC HISTORICAL MATERIALISM : CONTRIBUTIONS TO THE CULTURALHISTORICAL THEORY AND THE CRITICAL-HISTORICAL PEDAGOGY

    Directory of Open Access Journals (Sweden)

    João Junior Bonfim Joia Pereira

    2011-12-01

    Full Text Available This text presents a study of historical-critical pedagogy and cultural-historical psychology and its goal is to show the theoretical approach that exists between them and their contributions to the school education. This interest appeared as soon as we could see that these two concepts are present in academic publications and productions that discuss school and educational work, however some aspects are still not very clear for the educators who follow this line of thought. So, we organized the text in a way that clarifies that dialectical and historical materialism as a philosophical principle, covers these two theories allowing, in the educational field, they can be adopted as a benchmark for the development of educational work.

  11. Educational "Testimonio": Critical Pedagogy as Mentorship

    Science.gov (United States)

    Burciaga, Rebeca; Cruz Navarro, Natalia

    2015-01-01

    This chapter chronicles the use of educational "testimonio" as one approach to critical pedagogy as mentoring in a college classroom. Written from the perspectives of an instructor and a student, it explores educational "testimonio" as one tool that has implications beyond the classroom, including retention in higher education…

  12. Field Systems Research: Sport Pedagogy Perspectives.

    Science.gov (United States)

    Locke, Lawrence F.; And Others

    1992-01-01

    These articles contain responses from several scholars on the issue of field systems analysis (FSA). The scholars offer critiques from their sport pedagogy perspectives, a reaction relating FSA to personal examinations of teaching expertise, and a discussion of how computer simulation informs the study of expert teachers. (SM)

  13. 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.

  14. "It Makes You Think Anything Is Possible": Representing Diversity in Music Theory Pedagogy

    Science.gov (United States)

    Davidson, Robert; Lupton, Mandy

    2016-01-01

    This paper critiques a traditional approach to music theory pedagogy. It argues that music theory courses should draw on pedagogies that reflect the diversity and pluralism inherent in 21st century music making. It presents the findings of an action research project investigating the experiences of undergraduate students undertaking an innovative…

  15. Pedagogical Approaches to Cooperative Education in South Africa: A Work-Integrated Learning Model for the Public Relations Industry

    Science.gov (United States)

    Rampersad, Renitha

    2010-01-01

    The pedagogy relevant to work-integrated learning (WIL) has formed a significant component of most educational processes and has become a necessity for the public relations industry in South Africa. Properly planned, designed and monitored programmes expose students to professional culture and workplace practice. This paper outlines the pedagogy…

  16. Taking an Active Stance: How Urban Elementary Students Connect Sociocultural Experiences in Learning Science

    Science.gov (United States)

    Upadhyay, Bhaskar; Maruyama, Geoffrey; Albrecht, Nancy

    2017-01-01

    In this interpretive case study, we draw from sociocultural theory of learning and culturally relevant pedagogy to understand how urban students from nondominant groups leverage their sociocultural experiences. These experiences allow them to gain an empowering voice in influencing science content and activities and to work towards…

  17. Monochloramine Cometabolism by Nitrifying Biofilm Relevant ...

    Science.gov (United States)

    Recently, biological monochloramine removal (i.e., cometabolism) by a pure culture ammonia–oxidizing bacteria, Nitrosomonas europaea, and a nitrifying mixed–culture have been shown to increase monochloramine demand. Although important, these previous suspended culture batch kinetic experiments were not representative of drinking water distribution systems where bacteria grow predominantly as biofilm attached to pipe walls or sediments and physiological differences may exist between suspension and biofilm growth. Therefore, the current research was an important next step in extending the previous results to investigate monochloramine cometabolism by biofilm grown in annular reactors under drinking water relevant conditions. Estimated monochloramine cometabolism kinetics were similar to those of ammonia metabolism, and monochloramine cometabolism was a significant loss mechanism (25–40% of the observed monochloramine loss). These results demonstrated that monochloramine cometabolism occurred in drinking water relevant nitrifying biofilm; thus, cometabolism may be a significant contribution to monochloramine loss during nitrification episodes in distribution systems. Investigate whether or not nitrifying biofilm can biologically transform monochloramine under drinking water relevant conditions.

  18. Flexible Pedagogies: Part-Time Learners and Learning in Higher Education. Flexible Pedagogies: Preparing for the Future Series

    Science.gov (United States)

    McLinden, Michael

    2013-01-01

    This publication focuses on national and international policy initiatives to develop a better understanding of part-time learners and the types of flexibility that may enhance their study especially pedagogically. As part of our five-strand research project "Flexible Pedagogies: preparing for the future" it: (1) highlights the challenges…

  19. A Critical Pedagogy of Ineffability: Identity, Education and the Secret Life of Whatever

    Science.gov (United States)

    Ford, Derek R.

    2014-01-01

    In this article I bring Giorgio Agamben's notion of "whatever singularity" into critical pedagogy. I take as my starting point the role of identity within critical pedagogy. I call upon Butler to sketch the debates around the mobilization of identity for political purposes and, conceding the contingent necessity of identity, then suggest…

  20. Enabling Pedagogy and Andragogy for 21st-Century Sign Language Users and Learners

    Science.gov (United States)

    Hermann-Shores, Patricia

    2017-01-01

    Enabling pedagogy and andragogy is discussed as a form of lifelong learning in which learners attain competences and skills as children (pedagogy) and as adults (andragogy) that enable them to engage in independent learning in the 21st century. Throughout the article the author avoids as much as possible the labels "deaf" and…

  1. Critiquing the Critical: The Casualties and Paradoxes of Critical Pedagogy in Music Education

    Science.gov (United States)

    Hess, Juliet

    2017-01-01

    In the twenty-first century, many music education scholars seek to reconceptualize music education toward social justice. Critical pedagogy is at the forefront of this shift. However, as teachers aim toward equity through employing critical pedagogy, some undesired effects of using this teaching approach may arise. In this paper, I consider the…

  2. Critical Pedagogy as Collective Social Expertise in Higher Education

    Directory of Open Access Journals (Sweden)

    Juha Suoranta

    2006-10-01

    Full Text Available In this article, dedicated to the revolutionary educational work of Peter McLaren, we will deal with the question of practical teaching methods in higher education from the point of view of critical pedagogy. We argue that nowadays teaching and learning in educational and social sciences are too often meaningless from the point of view of critical collective learning. Thus the central task in critical pedagogy, and in reform of higher education, is to understand the oppressive aspects of present college life and overall society in order to generate pedagogical, individual and societal transformation while developing pedagogical strategies and study methods that work toward the elimination of various forms of subordination based on class, gender, race and sexual orientation, and strengthen students’ possibilities for genuine collective learning while empowering them to fight against inequalities in the world. Our reflections stem from our academic life and teaching experiences both in Finland and the U.S. We suggest that in order to teach critically, educators need to use more collaborative and collective teaching and learning methods. Thus the idea of collective social expertise becomes a core aim of teaching in the context of critical pedagogy.

  3. THE WALDORF - PEDAGOGY AND CHILDREN WITH SPECIAL NEEDS

    Directory of Open Access Journals (Sweden)

    Lena DAMOVSKA

    2005-06-01

    Full Text Available In the first half of the 20th century, with the opening of the first Waldorf School in 1919, Rudolph Steiner who is the ideological creator of the Waldorf pedagogy presented his own philosophy of education before the scholars. This was done by presenting a complete educational system designed for preschool, elementary school and high school children. To date, this educational model that is thought to be original by many of its characteristics, is successfully established and being practiced in many countries throughout the world. Within the framework of the Waldorf Pedagogy, children with special education needs are given the required attention and particularities that result from the needs of a concrete category of children are being respected.

  4. On Rethinking Our Classrooms: A Critical Pedagogy View

    Directory of Open Access Journals (Sweden)

    Yolanda Samacá Bohórquez

    2012-12-01

    Full Text Available This paper, as its title suggests, introduces some reflections on the importance critical pedagogy as well as awareness-raising practices have in education today, especially in language teacher preparation programs, and how they provide a new opportunity for pre-service teachers to re-think their pedagogical experiences for social transformation. Critical pedagogy (CP as a philosophy of life helps teachers achieve a better understanding of what teaching really entails and raising awareness fosters reflection regarding our practices in educational settings, starting in the language classroom, exploring on the one hand, what pre-service teachers think and perceive about teaching and learning in the context they are involved in, and on the other hand, how those perceptions might influence their educational practices.

  5. Using Iterative Plan-Do-Study-Act Cycles to Improve Teaching Pedagogy.

    Science.gov (United States)

    Murray, Elizabeth J

    2018-01-15

    Most students entering nursing programs today are members of Generation Y or the Millennial generation, and they learn differently than previous generations. Nurse educators must consider implementing innovative teaching strategies that appeal to the newest generation of learners. The Plan-Do-Study-Act cycle is a framework that can be helpful when planning, assessing, and continually improving teaching pedagogy. This article describes the use of iterative Plan-Do-Study-Act cycles to implement a change in teaching pedagogy.

  6. 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.

    2016-01-01

    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…

  7. Don't Forget about the Body: Exploring the Curricular Possibilities of Embodied Pedagogy

    Science.gov (United States)

    Nguyen, David J.; Larson, Jay B.

    2015-01-01

    Traditional pedagogy divides mind and body into a dichotomy that regards the body as little more than a subordinate instrument in service to the mind. Embodied pedagogy joins body and mind in a physical and mental act of knowledge construction. In this article we offer an integration of extant literature analyzing isolated applications of embodied…

  8. Pedagogy of Possibility for EFL Learners: Principles, Application, and Course Development

    Directory of Open Access Journals (Sweden)

    Rahman Sahragard

    2015-08-01

    Full Text Available This study reports on the development of a reading comprehension course based on Critical Pedagogy principles, and the result of its application on EFL learners' reading comprehension competence, their motivation to read English materials, their democratic attitudes towards their English classrooms, and also their attitudes towards the critical course. The present study is, in fact, a step forward to scrutinize the outcomes of the beginning phases of a dissertation which was intended to develop a tentative model of Critical Pedagogy for English language teaching practice in Iran. Sixty one sophomore students (in two groups were the participants of the present study. One group was randomly assigned to the control group (n=31 who received instruction based on the conventional method of teaching reading comprehension practiced in most reading comprehension courses in Iran, while the other one made the experimental group (n=30 who received instruction based on the Critical Pedagogy course. Results of the statistical analyses comparing the participants' performance on pre- and post-tests regarding reading comprehension, a questionnaire on motivation, and a democratic attitude questionnaire which were administered before and after the treatment, besides the qualitative data from a semi-structured interview, suggested that despite some problem issues rising while practicing the principles of Critical Pedagogy, the developed course proved to have a significant positive impact on EFL learners’ reading comprehension ability, developing a positive democratic attitude towards their English classroom and also their motivation towards reading English materials. Students’ attitude towards the critical reading comprehension course was also discussed in terms of four emerging themes driven out of the qualitative data analysis. The most important message, however, may be the applicability of Critical Pedagogy principles in Iran, which had been reported

  9. Tendencias pedagógicas contemporáneas: La pedagogía tradicional y el enfoque histórico-cultural. Análisis comparativo CONTEMPORARY PEDAGOGICAL TRENDS: THE TRADITIONAL PEDAGOGY AND THE HISTORICAL AND CULTURAL APPROACH. A COMPARATIVE ANALYSIS

    Directory of Open Access Journals (Sweden)

    María Elena Acosta Navarro

    2005-04-01

    Full Text Available El presente artículo tiene como objetivo identificar los aspectos conceptuales esenciales de las tendencias y enfoques pedagógicos contemporáneos, centrando el análisis en la pedagogía tradicional, así como en un enfoque histórico-cultural. Se muestra una comparación entre ambas corrientes basada en aspectos fundamentales como son: la relación profesor-alumno, la metodología empleada en enseñanza, la evaluación del aprendizaje y la repercusión social de cada una de estas corrientes. Se efectuó una revisión de la literatura existente en nuestro medio en las últimas décadas, que permitió establecer los aspectos positivos, limitaciones de las tendencias, así como la importancia de profundizar en este interesante tema.The present article is aimed at identifying the essential conceptual aspects of the contemporary pedagogical trends and approaches, focussing the analysis on traditional pedagogy, as well as on a historical and cultural approach. A comparison was made between both currents based on fundamental aspects, such as the professor-student relationship, the methodology used in teaching, the evaluation of learning and the social repercussion of each of these currents.A review of the literature existing in our environment during the last decades was made. It allowed to establish the positive aspects, the limitations to trends, and the importance to go deep into this interesting topic.

  10. Safe Space Oddity: Revisiting Critical Pedagogy

    Science.gov (United States)

    Redmond, Melissa

    2010-01-01

    Inspired by an incident in a social work graduate classroom in which she was a teaching assistant, the author reflects on her commitment to constructivist teaching methods, critical theory, and critical pedagogy. Exploring the educational utility of notions such as public space and safe space, the author employs this personal experience to examine…

  11. Pragmatism, Pedagogy, and Community Service Learning

    Science.gov (United States)

    Yoder, Scot D.

    2016-01-01

    In this paper I explore Goodwin Liu's proposal to ground the pedagogy of service-learning in the epistemology of pragmatism from the perspective of a reflective practitioner. I review Liu's epistemology and his claim that from within it three features common to service-learning--community, diversity, and engagement--become pedagogical virtues. I…

  12. Imagining the Impossible: Revolutionary Critical Pedagogy Against the 21st Century American Imperium

    Directory of Open Access Journals (Sweden)

    Valerie Scatamburlo-D’Annibale

    2006-10-01

    Full Text Available This article examines some of the major Marxist-humanist themes that animate the revolutionary critical pedagogy delineated by Peter McLaren in recent years. Among these themes are radical universalism, an interrogation of the capitalization and commodification of human labor, and the interrelatedness of American imperialism and neoliberal globalized capitalism. It argues that McLaren’s scholarship provides progressive educationalists with an alternative to those “post-alized” and liberal humanist versions of critical pedagogy that have virtually abandoned all forms of class analysis. It contends that revolutionary critical pedagogy offers a much-needed narrative capable of challenging the most recent manifestations of empire, wars of aggression, and exploitative capitalist relations.

  13. 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.

  14. An Examination of the Role of Emotions in Antiracist Pedagogy: Implications, Scholarship, and Practices

    Science.gov (United States)

    Grosland, Tanetha J.

    2013-01-01

    Tanetha Grosland's goal is to inform and extend the current knowledge base concerning the intersection of antiracist pedagogy and emotions, and its implications for reconceptualizing such pedagogy. Therefore, she begins by addressing some fundamental theoretical claims about antiracist education. Then utilizing two sources to contextualize…

  15. Cultural Studies og kritisk diskursanalyse i 8. klasse

    DEFF Research Database (Denmark)

    Svarstad, Lone

    2015-01-01

    The article presents an exploration of a Cultural Studies and Critical Cultural Pedagogy approach to intercultural competence in lower secondary English classes in Denmark. The presentation is based on the second intervention in a participatory action research project in connection with my doctoral...... to be multiplicative and dynamic and power is foregrounded. Critical discourse analysis is used as a tool in class to analyse a dispute on Facebook between Miley Cyrus and Sinead O’Connor. Students work with active construction, making connections, social interaction, reflection, responsibility and they do so...... thesis in the school year 2013-2014.The approach is based on Cultural Studies and knowledge of social categories and representation, and how these can be taught and discussed in class through an intersectional lens. An intersectional lens allows for the conceptualization of categories...

  16. E-Learning Pedagogy in the Primary School Classroom: The McDonaldization of Education

    Science.gov (United States)

    Etherington, Matthew

    2008-01-01

    This paper begins as an initial rejoinder to the ideas expressed by Ross (2000) in The Promise and Perils of E-Learning: A critical look at the new technology. In his article, Ross supports the traditional practices of pedagogy at the primary school level--face-to-face pedagogy--and then critiques what he describes as a "fetishisation"…

  17. Blended learning pedagogy designed for communication module among undergraduate nursing students: A quasi-experimental study.

    Science.gov (United States)

    Shorey, Shefaly; Kowitlawakul, Yanika; Devi, M Kamala; Chen, Hui-Chen; Soong, Swee Kit Alan; Ang, Emily

    2018-02-01

    Effective communication is important for nurse and patient outcomes. Nursing students often feel unprepared to communicate effectively with patients and other healthcare workers within the clinical environment. Blended learning pedagogy-based communication skills training can provide an alternative to traditional methods of teaching to enhance students' satisfaction and self-efficacy levels in communicating with others. To examine the effectiveness of blended learning pedagogy in a redesigned communication module among nursing undergraduates in enhancing their satisfaction levels and attitudes towards learning communication module as well as self-efficacy in communication. A single group pre-test and post-test quasi-experimental design was adopted. Data were collected from August 2016 to November 2016 from 124 nursing undergraduates from a leading nursing school. Blended learning pedagogy was adopted to redesign a communication module that offered a wide array of learning opportunities via face-to-face classroom and online sessions. Validated and reliable instruments were used to measure satisfaction levels with blended learning pedagogy, attitudes towards learning communication, and communication self-efficacy. Descriptive and inferential statistics were used to analyze the data. Participants had enhanced satisfaction levels with blended learning pedagogy, better attitudes in learning communication skills, and improved communication self-efficacies at posttest (week 13 of the semester) when compared with their pre-test scores (week one of the semester). Participants scored higher in the Blended Learning Satisfaction Scale, the Communication Skills Attitude Scale, and the communication skills subscale of the Nursing Students Self-Efficacy Scale. Blended learning pedagogy can be effectively used in facilitating communication modules and enhancing student outcomes among nursing undergraduates. The long-term effectiveness of using blended learning pedagogy in

  18. A Preliminary Study on the Use of Mind Mapping as a Visual-Learning Strategy in General Education Science Classes for Arabic Speakers in the United Arab Emirates

    Science.gov (United States)

    Wilson, Kenesha; Copeland-Solas, Eddia; Guthrie-Dixon, Natalie

    2016-01-01

    Mind mapping was introduced as a culturally relevant pedagogy aimed at enhancing the teaching and learning experience in a general education, Environmental Science class for mostly Emirati English Language Learners (ELL). Anecdotal evidence suggests that the students are very artistic and visual and enjoy group-based activities. It was decided to…

  19. Ḥikmah (wisdom pedagogy and students’ thinking and reasoning abilities

    Directory of Open Access Journals (Sweden)

    Rosnani Hashim

    2014-12-01

    Full Text Available This research drew on the authors’ long experience in the implementation of the “Hikmah Pedagogy” which is based on the Philosophy for Children’s teaching method. Specifically, the study examined the influence of the pedagogy on the participants’ perceptions of and feelings about their thinking and reasoning skills. The sample comprised 188 Malaysian and international students from an international secondary school in Malaysia. This consisted of students in four Grade levels, ranging from Grades 7 to 10. An instrument named “Hikmah Feedback Survey - HFS” was employed for data collection. The findings were supportive of the positive influence of the pedagogy on students’ abilities to think and reason better after experiencing the programme. Furthermore, the participants demonstrated a considerable improvement in their cognitive and social-communicative skills, as evidenced in the scores obtained for the post-programme’s test. This affirms the fact that the ḥikmah pedagogy is highly recommended in Malaysia’s march towards its Vision 2020 developmental goals. Implications of the study were discussed and suggestions were proposed to educators and stakeholders in secondary school education.

  20. Cultural Relativism and the Discourse of Intercultural Communication: Aporias of Praxis in the Intercultural Public Sphere

    Science.gov (United States)

    O'Regan, John P.; MacDonald, Malcolm N.

    2007-01-01

    The premise of much intercultural communication pedagogy and research is to educate people from different cultures towards open and transformative positions of mutual understanding and respect. This discourse in the instance of its articulation realises and sustains Intercultural Communication epistemologically--as an academic field of social…