WorldWideScience

Sample records for sociolinguistically responsive pedagogy

  1. Towards a Sociolinguistically Responsive Pedagogy: Teaching Second-Person Address Forms in French

    Science.gov (United States)

    van Compernolle, Remi A.

    2010-01-01

    This article presents a sociolinguistically responsive model of pedagogy situated within existing sociocultural and communicative approaches to language learning and teaching. The specific focus of the discussion is on the French pronouns of address, "tu" and "vous". The article reviews previous research on second-person address in educational and…

  2. 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…

  3. 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…

  4. Sociolinguistics for Educational Research.

    Science.gov (United States)

    Florio-Ruane, Susan

    1987-01-01

    Article provides a brief overview of sociolinguistics for educational researchers, describes the relevance of sociolinguistics for understanding classroom discourse, and suggests ways to measure the adequacy of sociolinguistic studies. (RB)

  5. 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…

  6. Echolalic responses by a child with autism to four experimental conditions of sociolinguistic input.

    Science.gov (United States)

    Violette, J; Swisher, L

    1992-02-01

    Studies of the immediate verbal imitations (IVIs) of subjects with echolalia report that features of linguistic or social input alone affect the number of IVIs elicited. This experimental study of a child with echolalia and autism controlled each of these variables while introducing a systematic change in the other. The subject produced more (p less than .05) IVIs in response to unknown lexical words presented with a high degree of directiveness (Condition D) than in response to three other conditions of stimulus presentation (e.g., unknown lexical words, minimally directive style.) Thus, an interaction between the effects of linguistic and social input was demonstrated. IVIs were produced across all conditions, primarily during first presentations of lexical stimuli. Only the IVIs elicited by first presentations of the lexical stimuli during Condition D differed significantly (p less than .05) from the number of IVIs elicited by first presentations of lexical stimuli in other conditions. These findings viewed together suggest that the occurrence of IVIs was related, at least for this child, to an uncertain or informative event and that this response was significantly greater when the lexical stimuli were unknown and presented in a highly directive style.

  7. The Complex Reasons for Missing Spirituality. A Response to "Democratic Foundations for Spiritually Responsive Pedagogy"

    Science.gov (United States)

    de Souza, Marian

    2017-01-01

    This article is written in response to Lingley's (2016) concept of spiritually responsive pedagogy. To begin with, the word "spiritual", when applied to education, still attracts varied responses. Therefore, I have begun by examining contemporary understandings of spirituality as reflected in current research and literature, which…

  8. Ethic's pedagogy: from responsibility to alterity

    Directory of Open Access Journals (Sweden)

    Eduardo S. Vila Merino

    2004-11-01

    Full Text Available Ethics, since the so-called 'linguistic turn' and the rise of the notion of discursive formations, has tended to combine the teleological and the deontological. That means that, if ethics is to be useful in understanding relationships and other social issues, or in building the common good, it ought to take a procedural position. We believe that the teaching of ethics should be based on the notions of responsibility and alterity. These two concepts are helpful in promoting mutual understanding and other-directedness.

  9. 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…

  10. "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…

  11. 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…

  12. Folklore and Sociolinguistics

    Directory of Open Access Journals (Sweden)

    John Holmes McDowell

    2018-01-01

    Full Text Available Folklore and sociolinguistics exist in a symbiotic relationship; more than that, at points—in the ethnography of communication and in ethnopoetics, for example—they overlap and become indistinguishable. As part of a reaction to the formal rigor and social detachment of Chomsky’s theoretical linguistics, sociolinguistics emerges in the mid-twentieth century to assess the role of language in social life. Folklorists join the cause and bring to it a commitment to in-depth ethnography and a longstanding engagement with artistic communication. In this essay, I trace key phases in the development of this interdisciplinary movement, revolutionary in its reorientation of language study to the messy but fascinating realm of speech usage. I offer the concept of performative efficacy, the notion that expressive culture performances have the capacity to shape attitude and action and thereby transform perceived realities, as a means of capturing the continuing promise of a sociolinguistically informed folkloristics.

  13. Research Methods in Sociolinguistics

    Science.gov (United States)

    Hernández-Campoy, Juan Manuel

    2014-01-01

    The development of Sociolinguistics has been qualitatively and quantitatively outstanding within Linguistic Science since its beginning in the 1950s, with a steady growth in both theoretical and methodological developments as well as in its interdisciplinary directions within the spectrum of language and society. Field methods in sociolinguistic…

  14. Sociolinguistic Approaches to SLA.

    Science.gov (United States)

    Young, Richard

    1999-01-01

    Discusses two complementary traditions in the study of communication and social context and shows how one researcher's theory of context influences the methodologies he or she adopts. Reviews substantive findings of sociolinguistic researchers in four main areas of second-language acquisition and use: interlanguage variation, cross-cultural…

  15. 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…

  16. Training sociolinguistic awareness in school pedagogy

    DEFF Research Database (Denmark)

    Fabricius, Anne

    2011-01-01

    Book review of "Affirming Students' Rights to Their Own Language: Bridging Language Policies and Pedagogical Practices,” by Jerrie Cobb Scott, Dolores Y. Straker and Laurie Katz. 2009. Routledge. pp 418. ISBN: 978-0-8058-6349-9.......Book review of "Affirming Students' Rights to Their Own Language: Bridging Language Policies and Pedagogical Practices,” by Jerrie Cobb Scott, Dolores Y. Straker and Laurie Katz. 2009. Routledge. pp 418. ISBN: 978-0-8058-6349-9....

  17. Sociolinguistics and the Counselling Process

    Science.gov (United States)

    Conville, Richard L.; Ivey, Allen E.

    1975-01-01

    Sociolinguistics is the study of language as part of culture and society. Counselling, basically a linguistic-communicative process, has too often failed to consider systematic knowledge from related fields. This article discusses basic concepts of sociolinguistics and considers their relation to the counselling process. (Author)

  18. The Origins of Soviet Sociolinguistics.

    Science.gov (United States)

    Brandist, Craig

    2003-01-01

    Discusses the origins of Soviet sociolinguistics and suggests that the historical significance of the reception and reinterpretation of these ideas is considerable, leading to a reconsideration of the origins of sociolinguistics and the relationship between Marxism and the language sciences in the early years of the Soviet Union. (Author/VWL)

  19. Sociolinguistic variables and cognition.

    Science.gov (United States)

    Thomas, Erik R

    2011-11-01

    Sociolinguistics has examined mental organization of language only sporadically. Meanwhile, areas of linguistics that deal with cognitive organization seldom delve deeply into language variation. Variation is essential for understanding how language is structured cognitively, however. Three kinds of evidence are discussed to illustrate this point. First, style shifting demonstrates that language users develop detailed associations of when to produce specific linguistic forms, depending on the pragmatic context. Second, variation in fine-grained phonetic cues shows that cognitive organization applies to linguistic forms not otherwise known to be under speakers' control. Finally, experiments on dialect comprehension and identification demonstrate that listeners have detailed cognitive associations of language variants with groups of people, whether or not they can produce the same variants themselves. A model is presented for how sociolinguistic knowledge can be viewed in relation to other parts of language with regard to cognitive and neural representations. WIREs Cogni Sci 2011 2 701-716 DOI: 10.1002/wcs.152 For further resources related to this article, please visit the WIREs website. Copyright © 2011 John Wiley & Sons, Ltd.

  20. 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…

  1. Is a clinical sociolinguistics possible?

    Science.gov (United States)

    Ball, M J

    1992-01-01

    This paper considers the idea of developing a clinical sociolinguistics. Various areas of the field are examined, and the importance of the 'core' area of the correlation of non-linguistic variables with linguistic variables stressed. Issues concerning language and class, region, sex, age and context of utterance are investigated, together with the implications for clinical linguistics. Finally, the difficulty of integrating such issues into clinical assessment is explored, and a tentative step forward suggested along the lines of a 'clinical sociolinguistic checklist'.

  2. Critically Enlightened Romantic Values and English Pedagogy: A Response to Peter Medway

    Science.gov (United States)

    Stevens, David

    2011-01-01

    In this response to Peter Medway's paper, "English and Enlightenment' (Changing English 17:1, 2010), I take issue with little of what he so lucidly writes, except his implicit and occasionally explicit denunciation of Romanticism as the proper basis of English pedagogy. I am concerned in this paper to emphasise the positive aspects of…

  3. 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…

  4. 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.…

  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. An Informally Annotated Bibliography of Sociolinguistics.

    Science.gov (United States)

    Tannen, Deborah

    This annotated bibliography of sociolinguistics is divided into the following sections: speech events, ethnography of speaking and anthropological approaches to analysis of conversation; discourse analysis (including analysis of conversation and narrative), ethnomethodology and nonverbal communication; sociolinguistics; pragmatics (including…

  7. Sociolinguistic Bases of Gender Aspect

    Directory of Open Access Journals (Sweden)

    Tatyana Poddubskaya

    2013-08-01

    Full Text Available The sociolinguistics studies a wide complex of the problems connected with the social nature of language and its functions in society. Social roles of the man and the woman are dictated by existing sociocultural norms, representations about "typically man's" and "typically female" are relative. The article deals with gender stereotypes and their representation in German literature.

  8. Introduction : language acquisition and sociolinguistic variation

    OpenAIRE

    Chevrot, Jean-Pierre; Foulkes, Paul

    2013-01-01

    International audience; The special issue appears in a new scientific landscape of innovative attempts to link sociolinguistics and cognitive psycholinguistics. Studies on acquisition of variation have been conducted since the late 1960s, but the changing scientific landscape gives them a new impetus. On the one hand, our work draws on and contributes to sociolinguistics. As a result, it focuses on the acquisition of sociolinguistic patterns conceived of as properties shared by communities of...

  9. 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…

  10. 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

  11. Simulated consultations: a sociolinguistic perspective.

    Science.gov (United States)

    Atkins, Sarah; Roberts, Celia; Hawthorne, Kamila; Greenhalgh, Trisha

    2016-01-15

    Assessment of consulting skills using simulated patients is widespread in medical education. Most research into such assessment is sited in a statistical paradigm that focuses on psychometric properties or replicability of such tests. Equally important, but less researched, is the question of how far consultations with simulated patients reflect real clinical encounters--for which sociolinguistics, defined as the study of language in its socio-cultural context, provides a helpful analytic lens. In this debate article, we draw on a detailed empirical study of assessed role-plays, involving sociolinguistic analysis of talk in OSCE interactions. We consider critically the evidence for the simulated consultation (a) as a proxy for the real; (b) as performance; (c) as a context for assessing talk; and (d) as potentially disadvantaging candidates trained overseas. Talk is always a performance in context, especially in professional situations (such as the consultation) and institutional ones (the assessment of professional skills and competence). Candidates who can handle the social and linguistic complexities of the artificial context of assessed role-plays score highly--yet what is being assessed is not real professional communication, but the ability to voice a credible appearance of such communication. Fidelity may not be the primary objective of simulation for medical training, where it enables the practising of skills. However the linguistic problems and differences that arise from interacting in artificial settings are of considerable importance in assessment, where we must be sure that the exam construct adequately embodies the skills expected for real-life practice. The reproducibility of assessed simulations should not be confused with their validity. Sociolinguistic analysis of simulations in various professional contexts has identified evidence for the gap between real interactions and assessed role-plays. The contextual conditions of the simulated

  12. The ‘vivid sociolinguistic profiling’ of Received Pronunciation

    DEFF Research Database (Denmark)

    Fabricius, Anne

    2006-01-01

    The present paper contributes to an ongoing debate on the sociolinguistic situation of modern Received Pronunciation (hereafter RP) , the social elite accent of England (Milroy 2001; Mugglestone 2003). It reports on an attitudinal study which elicited openended as well as scaled responses...... to samples of RP and nonRP spontaneous dialectindiscourse. This research agenda is a natural extension of studies of synchronic variation and generational change in RP (see e.g. Fabricius 2000, 2002a, 2002b)....

  13. Responsive Pedagogy

    Science.gov (United States)

    Macfarlane, Angus; Jansen, Greg; Daley, Jan; Thorsborne, Margaret; Berryman, Mere; Matla, Richard; Macfarlane, Sonja; Glynn, Ted; Cavanagh, Tom; Margrain, Valerie; Dharan, Vijaya

    2011-01-01

    Teachers are looking for new ways to respond to challenging behaviour. The premise of the book is that teachers can make a difference and that schools and early childhood education settings can be places where behaviour is addressed with courage and conviction. Both the education sector and wider society are increasingly exploring culturally…

  14. Cultivating a "Jian Zi": Exploring an Art Teacher's Responsive Pedagogy for the Development of Art Talent in Taiwan

    Science.gov (United States)

    Chen, Wei-Ren

    2017-01-01

    This qualitative case study explored the operational curricula of an art teacher's responsive pedagogy that focused on the differentiation aspects for artistically talented students in an elementary school in Taiwan. Findings indicate that cultivating a "Jian Zi" is the heart of the value system embedded in the art teacher's responsive…

  15. 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.

  16. Sociolinguistic Minorities, Research, and Social Relationships

    Science.gov (United States)

    Garner, Mark; Raschka, Christine; Sercombe, Peter

    2006-01-01

    This paper suggests elements of an agenda for future sociolinguistics among minority groups, by seeing it as a mutual relationship that involves benefits to researcher and researched. We focus on two aspects of the relationship. One is the political, economic and social benefits that can accrue to a minority group as a result of the research.…

  17. Developing Sociolinguistic Competence through Intercultural Online Exchange

    Science.gov (United States)

    Ritchie, Mathy

    2011-01-01

    The main goal of this study was to investigate whether computer-mediated communication (CMC) intercultural exchange offers the conditions necessary for the development of the sociolinguistic competence of second language learners. Non-native speakers (NNS) of French in British Columbia interacted through CMC with native speakers (NS) of French in…

  18. Sociolinguistic Variation in Loanword Pronunciation in Czech

    Czech Academy of Sciences Publication Activity Database

    Havlík, Martin; Wilson, J.

    2017-01-01

    Roč. 95, č. 2 (2017), s. 181-220 ISSN 00376795 R&D Projects: GA ČR(CZ) GA13-00372S Institutional support: RVO:68378092 Keywords : pronunciation * loanwords * sociolinguistics Subject RIV: AI - Linguistics OBOR OECD: Linguistics

  19. Political Discourse and Its Sociolinguistic Variables

    Science.gov (United States)

    Reyes-Rodriguez, Antonio

    2008-01-01

    Linguistically, political discourses have generally been discussed within qualitative approaches (e.g., Blackledge, 2005; Chilton, 2004; Chomsky, 2004; van Dijk, 2005; Wodak, 2002). This paper presents tools to design a quantitative research relating political speech with sociolinguistic variables. Notions such as Accommodation Theory (Giles &…

  20. Development of a Responsive Literacy Pedagogy Incorporating Technology for the Indigenous Learners in Malaysia

    Science.gov (United States)

    Thanabalan, T. Vanitha; Siraj, Saedah; Alias, Norlidah

    2014-01-01

    The aim of this study is to develop a literacy pedagogy to facilitate literacy learning among the Indigenous community in Malaysia. The Developmental Research Approach method was used and thus various groups of people participated in the study. They included subject matter experts, English language teachers from schools with indigenous students,…

  1. Living Jazz, Learning Jazz: Thoughts on a Responsive Pedagogy of Early Childhood Music

    Science.gov (United States)

    Custodero, Lori A.

    2008-01-01

    In this article, jazz music is used as a lens through which early childhood music pedagogy is viewed, specifically thinking about swing and improvisation--the listening and responding to what is heard and seen, and the openness to possibility. These two concepts are defined by prominent jazz musicians and are traced in the child development…

  2. Response to Special Issue of "Action, Criticism and Theory for Music Education" Concerning "Music, Informal Learning and the School: A New Classroom Pedagogy"

    Science.gov (United States)

    Green, Lucy

    2009-01-01

    This article presents the author's response to the six authors in the special issue of "Action, Criticism and Theory for Music Education" concerning her book "Music, Informal Learning and the School: A New Classroom Pedagogy." In this response, the author focuses on some general observations that came to mind whilst reading the…

  3. Sociolinguistics and Language Learning in a Study Abroad Context

    OpenAIRE

    Regan, Vera

    1998-01-01

    This article will focus on the acquisition of sociolinguistic competence by second language learners during a period of study abroad. Various aspects of sociolinguistic competence will be discussed and some of the principal factors which affect it will be described. Factors which affect sociolinguistic competence emerging from research in the area of study abroad include some which are central to the acquisition of second languages in general: context of acquisition, level o...

  4. 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.

  5. A comparative analysis of the sociolinguistic profiles of English in ...

    African Journals Online (AJOL)

    Abstract. This paper compares the historical and sociolinguistic contexts of English in Kenya and Uganda addressing several questions such as: What are the similarities and differences in the sociolinguistic profiles of English in these two East African countries? How do the roles English plays in Kenya compare to its roles ...

  6. Sociolinguistic Competence and Malaysian Students' English Language Proficiency

    Science.gov (United States)

    Muniandy, Mohan K.; Nair, Gopala Krishnan Sekharan; Shanmugam, Shashi Kumar Krishnan; Ahmad, Irma; Noor, Norashikin Binte Mohamed

    2010-01-01

    This paper aims to highlight the importance of teaching sociolinguistic competence to ESL learners in Malaysian schools. Sociolinguistic competence is the knowledge of socio cultural rules of language and of discourse. This type of competence requires an understanding of the socio context in which language is used. It is proposed that carefully…

  7. Assessing the Sociolinguistic Vitality of Istanbulite Romeyka: An Attitudinal Study

    Science.gov (United States)

    Schreiber, Laurentia; Sitaridou, Ioanna

    2018-01-01

    We assess the sociolinguistic vitality of Romeyka, the only Asia Minor Greek variety, which, albeit endangered, is still spoken in the Black Sea region, Turkey (historically known as Pontus), by means of nine extralinguistic (i.e. sociological) and sociolinguistic factors, specially tailored for the situation of Romeyka. Our current vitality…

  8. Perspectives on Linguistic Documentation from Sociolinguistic Research on Dialects

    Science.gov (United States)

    Tagliamonte, Sali A.

    2017-01-01

    The goal of the paper is to demonstrate how sociolinguistic research can be applied to endangered language documentation field linguistics. It first provides an overview of the techniques and practices of sociolinguistic fieldwork and the ensuring corpus compilation methods. The discussion is framed with examples from research projects focused on…

  9. A Sociolinguistic Profile of the Peruvian Deaf Community

    Science.gov (United States)

    Parks, Elizabeth; Parks, Jason

    2010-01-01

    A sociolinguistic survey of the sign language used by the deaf communities of Peru was conducted in November and December of 2007. For eight weeks, our survey team visited six deaf communities in the cities of Lima, Arequipa, Cusco, Trujillo, Chiclayo, and Iquitos. Using sociolinguistic questionnaires and recorded text testing (RTT) tools, we…

  10. Symbolic Form in the Pedagogical Implications of Sociolinguistics

    Science.gov (United States)

    Tolic, Mirela

    2011-01-01

    The author with the help of analysis of symbolic forms and sociolinguistics explains the transformation of "homo communicans in conscious homo symbolicum." He points out the importance of etymological analysis Cassierer's philosophy of symbolic forms and its effects in the modern understanding of sociolinguistics. It is necessary their…

  11. Qualitative and quantitative research in Sociolinguistics: methodological dadaism?

    Directory of Open Access Journals (Sweden)

    Caroline Rodrigues Cardoso

    2013-07-01

    Full Text Available The confluence between quantitative and qualitative research in Sociolinguistics is a methodological Dadaism? The issue here is not epistemology, because I assume that the Sociolinguistics studies the language linked to social. I want to demonstrate that the methodological approach depends on the research question, ie, the subject about which a thesis is developed.

  12. The Ritual "Play of the Congos" of North-Central Panama: Its Sociolinguistic Implications. Sociolinguistic Working Paper Number 85.

    Science.gov (United States)

    Joly, Luz Graciela

    An excerpt from the "Play of the Congos," given in Congo, Spanish, and English, exemplifies the sociolinguistic features of the combined play and ritual language used by the Afro-Hispanic population in the Caribbean region of the Costa Abajo in north-central Panama. The sociolinguistic norms are an important part of the "regulation…

  13. SOCIOLINGUISTICS AND TEXTBOOK: AN EXPLORATORY ANALYSIS

    Directory of Open Access Journals (Sweden)

    Abdelhak RAZKY

    2015-06-01

    Full Text Available This study aims to examine the treatment of linguistic variation in Brazilian Portuguese textbooks for High School and prompts a debate about concepts like right and wrong, language variation, language change and language prejudice. In this sense, it considers whether the textbook discusses the linguistic variation, understanding it as a result of a variety of sociocultural factors of a linguistic community. Our corpus consists of a collection of Portuguese Language for High School, prepared by Carlos Alberto Faraco, approved by the National Textbook Program (PNLD 2015. The research is part of the dialogue between Sociolinguistics and mother tongue teaching, more specifically, in theoretical and methodological studies of Bortoni-Ricardo (2004, Faraco (2004, Alkmim (2005, Labov (2008, among others, in addition to the National Curriculum Parameters of High School Portuguese Language – PCN (BRASIL, 2000. The methodology is based on descriptive, bibliographical and documentary research and a qualitative approach. The results show, that the current development, in that collection highlights a concern to incorporate linguistic studies in the heterogeneity and linguistic diversity from sociolinguistic perspective.

  14. Everyday Preschool Interpersonal Speech Usage: Methodological, Developmental, and Sociolinguistic Studies

    Science.gov (United States)

    Schachter, Frances Fuchs; And Others

    1974-01-01

    Reports on a study designed to provide data on developmental and sociolinguistic patterns of interpersonal speech usage from ages 2 to 5 years which may have important implications for poverty school programs. (Author/CS)

  15. 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...

  16. Physician-patient communication about overactive bladder: Results of an observational sociolinguistic study.

    Directory of Open Access Journals (Sweden)

    Steven R Hahn

    Full Text Available Overactive bladder (OAB and urinary incontinence are common problems that have significant impact on quality of life (QOL. Less than half of sufferers seek help from their physicians; many who do are dissatisfied with treatment and their physicians' understanding of their problems. Little is known about the sociolinguistic characteristics of physician-patient communication about OAB in community practice.An IRB-approved observational sociolinguistic study of dialogues between patients with OAB and treating physicians was conducted. Study design included semi-structured post-visit interviews, post-visit questionnaires, and follow-up phone calls. Conversations were analyzed using techniques from interactional sociolinguistics.Communication was physician- rather than patient-centered. Physicians spoke the majority of words and 83% of questions were closed-ended. The impact of OAB on QOL and concerns about and adherence to treatment were infrequently addressed by physicians, who were poorly aligned with patients in their understanding. These topics were addressed more frequently when open-ended questions successfully eliciting elaborated responses were used in ask-tell-ask or ask-tell sequences.Clinical dialogue around OAB is physician-centered; topics critical to managing OAB are infrequently and inadequately addressed. The use of patient-centered communication is correlated with more discussion of critical topics, and thus, more effective management of OAB.

  17. Physician-patient communication about overactive bladder: Results of an observational sociolinguistic study.

    Science.gov (United States)

    Hahn, Steven R; Bradt, Pamela; Hewett, Kathleen A; Ng, Daniel B

    2017-01-01

    Overactive bladder (OAB) and urinary incontinence are common problems that have significant impact on quality of life (QOL). Less than half of sufferers seek help from their physicians; many who do are dissatisfied with treatment and their physicians' understanding of their problems. Little is known about the sociolinguistic characteristics of physician-patient communication about OAB in community practice. An IRB-approved observational sociolinguistic study of dialogues between patients with OAB and treating physicians was conducted. Study design included semi-structured post-visit interviews, post-visit questionnaires, and follow-up phone calls. Conversations were analyzed using techniques from interactional sociolinguistics. Communication was physician- rather than patient-centered. Physicians spoke the majority of words and 83% of questions were closed-ended. The impact of OAB on QOL and concerns about and adherence to treatment were infrequently addressed by physicians, who were poorly aligned with patients in their understanding. These topics were addressed more frequently when open-ended questions successfully eliciting elaborated responses were used in ask-tell-ask or ask-tell sequences. Clinical dialogue around OAB is physician-centered; topics critical to managing OAB are infrequently and inadequately addressed. The use of patient-centered communication is correlated with more discussion of critical topics, and thus, more effective management of OAB.

  18. Physician-patient communication about overactive bladder: Results of an observational sociolinguistic study

    Science.gov (United States)

    Hahn, Steven R.; Bradt, Pamela; Hewett, Kathleen A.; Ng, Daniel B.

    2017-01-01

    Introduction Overactive bladder (OAB) and urinary incontinence are common problems that have significant impact on quality of life (QOL). Less than half of sufferers seek help from their physicians; many who do are dissatisfied with treatment and their physicians’ understanding of their problems. Little is known about the sociolinguistic characteristics of physician-patient communication about OAB in community practice. Methods An IRB-approved observational sociolinguistic study of dialogues between patients with OAB and treating physicians was conducted. Study design included semi-structured post-visit interviews, post-visit questionnaires, and follow-up phone calls. Conversations were analyzed using techniques from interactional sociolinguistics. Results Communication was physician- rather than patient-centered. Physicians spoke the majority of words and 83% of questions were closed-ended. The impact of OAB on QOL and concerns about and adherence to treatment were infrequently addressed by physicians, who were poorly aligned with patients in their understanding. These topics were addressed more frequently when open-ended questions successfully eliciting elaborated responses were used in ask-tell-ask or ask-tell sequences. Discussion Clinical dialogue around OAB is physician-centered; topics critical to managing OAB are infrequently and inadequately addressed. The use of patient-centered communication is correlated with more discussion of critical topics, and thus, more effective management of OAB. PMID:29140974

  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. 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...

  1. Eugenics, sexual pedagogy and social change: constructing the responsible subject of governmentality in the Spanish Second Republic.

    Science.gov (United States)

    Jiménez-Alonso, Belén

    2008-06-01

    This study focuses on eugenics in Spain, and more specifically on the 'official' eugenics whose platform was the Primeras Jornadas Eugénicas Españolas (First Spanish Eugenic Days, FSED). The aim of this paper is to relate eugenics to 'governmentality' rather than to State politics alone and to 'Latin eugenics' rather than to 'mainline eugenics'. On the one hand, the FSED were largely centred on the development of a new sexual code which would set Catholic sexual morality aside. For this reason, sexual pedagogy was one of the most relevant topics during the FSED, personal responsibility becoming the first step to social change. The concern about making people play an active role in their own self-regulation is typical of governmentality. The latter refers to societies where power is decentered and where the objective is to structure the field of action of others (the conduct of conduct). On the other hand, the FSED emphasised preventive eugenics such as welfare programmes and health campaigns rather than negative eugenics such as the sterilisation of the unfit. The situation in Spain was mirrored in countries such as Brazil, Argentina and Mexico, which allows us to think about them in terms of 'Latin eugenics' rather than 'mainline eugenics' from countries such as Great Britain, Germany and the USA.

  2. Cognitive Advantages of Bilingual Children in Different Sociolinguistic Contexts

    Science.gov (United States)

    Blom, Elma; Boerma, Tessel; Bosma, Evelyn; Cornips, Leonie; Everaert, Emma

    2017-01-01

    Many studies have shown that bilingual children outperform monolinguals on tasks testing executive functioning, but other studies have not revealed any effect of bilingualism. In this study we compared three groups of bilingual children in the Netherlands, aged 6–7 years, with a monolingual control group. We were specifically interested in testing whether the bilingual cognitive advantage is modulated by the sociolinguistic context of language use. All three bilingual groups were exposed to a minority language besides the nation’s dominant language (Dutch). Two bilingual groups were exposed to a regional language (Frisian, Limburgish), and a third bilingual group was exposed to a migrant language (Polish). All children participated in two working memory tasks (verbal, visuospatial) and two attention tasks (selective attention, interference suppression). Bilingual children outperformed monolinguals on selective attention. The cognitive effect of bilingualism was most clearly present in the Frisian-Dutch group and in a subgroup of migrant children who were relatively proficient in Polish. The effect was less robust in the Limburgish-Dutch sample. Investigation of the response patterns of the flanker test, testing interference suppression, suggested that bilingual children more often show an effect of response competition than the monolingual children, demonstrating that bilingual children attend to different aspects of the task than monolingual children. No bilingualism effects emerged for verbal and visuospatial working memory. PMID:28484403

  3. Cognitive Advantages of Bilingual Children in Different Sociolinguistic Contexts.

    Science.gov (United States)

    Blom, Elma; Boerma, Tessel; Bosma, Evelyn; Cornips, Leonie; Everaert, Emma

    2017-01-01

    Many studies have shown that bilingual children outperform monolinguals on tasks testing executive functioning, but other studies have not revealed any effect of bilingualism. In this study we compared three groups of bilingual children in the Netherlands, aged 6-7 years, with a monolingual control group. We were specifically interested in testing whether the bilingual cognitive advantage is modulated by the sociolinguistic context of language use. All three bilingual groups were exposed to a minority language besides the nation's dominant language (Dutch). Two bilingual groups were exposed to a regional language (Frisian, Limburgish), and a third bilingual group was exposed to a migrant language (Polish). All children participated in two working memory tasks (verbal, visuospatial) and two attention tasks (selective attention, interference suppression). Bilingual children outperformed monolinguals on selective attention. The cognitive effect of bilingualism was most clearly present in the Frisian-Dutch group and in a subgroup of migrant children who were relatively proficient in Polish. The effect was less robust in the Limburgish-Dutch sample. Investigation of the response patterns of the flanker test, testing interference suppression, suggested that bilingual children more often show an effect of response competition than the monolingual children, demonstrating that bilingual children attend to different aspects of the task than monolingual children. No bilingualism effects emerged for verbal and visuospatial working memory.

  4. 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....

  5. Repertoires, Characters and Scenes: Sociolinguistic Difference in Turkish-German Comedy

    Science.gov (United States)

    Androutsopoulos, Jannis

    2012-01-01

    This paper examines representations of sociolinguistic difference in a German "ethnic comedy" as a means to contribute to a framework for the sociolinguistic study of film. Three levels of analysis of sociolinguistic difference in film are distinguished: repertoire analysis reconstructs the entirety of codes used in a film and their…

  6. 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…

  7. A Sociolinguistic Analysis of Metathesis in Azeri Language

    Directory of Open Access Journals (Sweden)

    Biook Behnam

    2012-07-01

    Full Text Available This study tries to investigate the correlation between sociolinguistic parameters such as sex, age, and social class and the use of metathesis in Azeri. There have been few studies from a sociolinguistic perspective on the use of metathesis. Through studying the stigmatized forms of speech in Azeri, the present study indicates that a significant relationship exists between extralinguistic variables and metathesis as a phonological process. The subjects of the study were Azeri speakers living in different districts of Tabriz categorized by three socioeconomically different groups. The statistical analyses of data indicate that there is an intimate and reciprocal relationship between linguistic behavior and social structure.

  8. Useful Pedagogies or Financial Hardships? Interactive Response Technology (Clickers) in the Large College Classroom

    Science.gov (United States)

    Boatright-Horowitz, Su L.

    2009-01-01

    Interactive response systems "clickers" can provide multiple benefits to the students and faculty who use them, including immediate performance feedback and greater student engagement in learning. My own exploration of this technology has yielded five pedagogically different types of polling questions, specifically measurement of student…

  9. Service Learning as a Response to Community/School Engagement: Towards a Pedagogy of Engagement

    Science.gov (United States)

    Alexander, Gregg; Khabanyane, Mokhethi

    2013-01-01

    The promulgation of the White Paper on Higher Education (1997) necessitated Higher Education Institutions (HEis) in South Africa to avail their expertise in their human resources and physical infrastructure for service learning and community engagement initiatives, in the interest of demonstrating social responsibility, collaborative partnerships…

  10. Responses of Study Abroad Students in Australia to Experience-Based Pedagogy in Sport Studies

    Science.gov (United States)

    Light, Richard; Georgakis, Steve

    2008-01-01

    This paper contributes to research on the scholarship of teaching in the physical education/sport studies fields by examining the responses of study abroad students from overseas studying in Australia to a unit of study in sport studies that placed the interpretation of experience as the centre of the learning process. It draws on research…

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

    Science.gov (United States)

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

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

  12. Teaching for Social Justice, Social Responsibility and Social Inclusion: A Respectful Pedagogy for Twenty-First Century Early Childhood Education

    Science.gov (United States)

    Hawkins, Karen

    2014-01-01

    Drawing on a Participatory Action Research (PAR) study that was undertaken in two Australian preschool settings this article examines strategies that support the pedagogy of teaching for social justice and outlines how these strategies raised critical consciousness of both preschoolers (aged three to five years) and early childhood educators to…

  13. The Sociolinguistic Model in Speech and Language Pathology.

    Science.gov (United States)

    Wolfram, Walt

    A discussion of the role of sociolinguistics in the treatment of communication disorders focuses on issues related to dialect and language variation. It begins with an examination of linguistic diversity and dynamic description of language, reporting on a study of speech and language pathologists' judgments of sentences in African American…

  14. Toward a Dialogue between the Sociolinguistic Sciences and Esperanto Culture.

    Science.gov (United States)

    Dasgupta, Probal

    1987-01-01

    Presents current concerns in the field of critical sociolinguistics in such a way that sociologists and linguists otherwise uninterested in Esperanto will see some arguments for approaching Esperanto culture as a source of new insight into fundamental aspects of society and language. (DJD)

  15. Negation in Near-Native French: Variation and Sociolinguistic Competence

    Science.gov (United States)

    Donaldson, Bryan

    2017-01-01

    This study investigated how adult second language (L2) speakers of French with near-native proficiency realize verbal negation, a well-known sociolinguistic variable in contemporary spoken French. Data included 10 spontaneous informal conversations between near-native speakers of French and native speakers (NSs) closely acquainted with them.…

  16. A Sociolinguistic Approach to Teaching Spanish Grammatical Structures

    Science.gov (United States)

    Shin, Naomi L.; Hudgens Henderson, Mary

    2017-01-01

    Advanced grammar courses often present standardized grammar rules to students without considering sociolinguistic variation. As a result, many native/heritage students feel that they speak "incorrectly," and many second language learners do not get an accurate picture of the target language's real-world grammar. This article describes…

  17. The Sociolinguistics of Place and Belonging : Perspectives from the Margins

    NARCIS (Netherlands)

    Cornips, L.; de Rooij, V.

    2018-01-01

    This volume shows the relevance of the concepts of ‘place’ and ‘belonging’ for understanding the dynamics of identification through language. It also opens up a new terrain for sociolinguistic and linguistic anthropological study, namely the margins. Rural, as well as urbanized areas that are seen

  18. Sociolinguistic Bibliography of European Countries for 2008: CZ

    Czech Academy of Sciences Publication Activity Database

    Kaderka, Petr

    2010-01-01

    Roč. 24, č. 1 (2010), s. 267-272 ISSN 0933-1883 R&D Projects: GA ČR GA405/09/2028 Institutional research plan: CEZ:AV0Z90610518 Keywords : sociolinguistics * bibliography * Czech Republic Subject RIV: AI - Linguistics

  19. Sociolinguistic bibliography of European Countries for 2005: CZ

    Czech Academy of Sciences Publication Activity Database

    Kaderka, Petr

    2007-01-01

    Roč. 21, - (2007), s. 206-212 ISSN 0933-1883 R&D Projects: GA ČR GA405/06/1468 Institutional research plan: CEZ:AV0Z90610518 Keywords : sociolinguistics * bibliography * Czech Republic Subject RIV: AI - Linguistics

  20. Sociolinguistic Bibliography of European Countries for 2007: CZ

    Czech Academy of Sciences Publication Activity Database

    Kaderka, Petr

    2009-01-01

    Roč. 23, - (2009), s. 196-204 ISSN 0933-1883 R&D Projects: GA ČR GA405/09/2028 Institutional research plan: CEZ:AV0Z90610518 Keywords : sociolinguistics * bibliography * Czech Republic Subject RIV: AI - Linguistics

  1. Sociolinguistic Bibliography of European Countries for 2006: CZ

    Czech Academy of Sciences Publication Activity Database

    Kaderka, Petr

    2008-01-01

    Roč. 22, - (2008), s. 220-229 ISSN 0933-1883 R&D Projects: GA ČR GA405/06/1468 Institutional research plan: CEZ:AV0Z90610518 Keywords : sociolinguistics * bibliography * Czech Republic Subject RIV: AI - Linguistics

  2. Sociolinguistic Bibliography of European Countries for 2009: CZ

    Czech Academy of Sciences Publication Activity Database

    Kaderka, Petr

    2011-01-01

    Roč. 25, - (2011), s. 190-197 ISSN 0933-1883 R&D Projects: GA ČR GA405/09/2028 Institutional research plan: CEZ:AV0Z90610518 Keywords : sociolinguistics * bibliography * Czech Republic Subject RIV: AI - Linguistics

  3. Bilingual child acquisition through the lens of sociolinguistic approaches

    NARCIS (Netherlands)

    Cornips, L.; Miller, David; Bayram, Fatih; Rothman, Jason; Serratrice, Ludovica

    2018-01-01

    This paper entails a perspective on bilingual child acquisition through the lens of sociolinguistic approaches. A discussion of the concepts of monolingual language ideology and power dynamics is undertaken in order to reveal their important consequences on studying bilingual child acquisition, in

  4. Early and contemporary Nahuatl texts in sociolinguistic perspective

    NARCIS (Netherlands)

    Flores Farfán, J.A.

    2007-01-01

    This paper will present a series of illustrations at different levels of sociolinguistic analysis, including phono-morphological as well as semantic materials stemming from work in progress on the investigation of Nahuatl linguistic ideologies in historical as well as in a contemporary perspective.

  5. Language, Culture and Identity: A Sociolinguistic Study of Bilingual ...

    African Journals Online (AJOL)

    This paper explores the dynamics of bilingual speech in the Lagos Island speech community in Central Lagos. Against the background of the unique social motivations for bilingual behaviour in this cosmopolitan community, this study explores the various sociolinguistic acts utilized by the Yoruba-English bilinguals in the ...

  6. 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…

  7. The Advanced Learner's Sociolinguistic Profile: On Issues of Individual Differences, Second Language Exposure Conditions, and Type of Sociolinguistic Variable

    Science.gov (United States)

    Howard, Martin

    2012-01-01

    Situated within the recent new wave of second language acquisition studies investigating the acquisition of sociolinguistic variation, this article draws on a longitudinal database of advanced French interlanguage to explore a number of issues that have not yet been extensively investigated. They concern the issue of individual variation in the…

  8. Erotic pedagogies.

    Science.gov (United States)

    Carrillo Rowe, Aimee

    2012-01-01

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

  9. The role and responsibility of teachers and students in university studies: A comparative analysis of the views expressed by pedagogy students

    Directory of Open Access Journals (Sweden)

    Šteh Barbara

    2014-01-01

    Full Text Available This paper presents and analyses the results of the empirical research basically intended to determine how students understand the main role of teachers and their own role and to find out what they consider as their significant learning experience during the studies. We were interested in whether their conceptions of teachers’ and students’ roles had changed during the studies and whether they had approached modern scientific concepts on active and constructive learning. The research was carried out during the winter semester of the 2012/13 academic year on the sample of first- and third-year students, enrolled at the first level of the pedagogy study programme at the Faculty of Philosophy in Belgrade and pedagogy and andragogy at the Faculty of Arts in Ljubljana. The results from comparing the first and the third year have shown that third-year students demonstrate a shift to higher conceptions of students’ and teachers’ roles, which is more likely to lead to a deeper approach to learning. Modifications towards higher conceptions of students’ and teachers’ roles can thus indicate the quality of studies, since they clearly demonstrate that students are prepared to adopt a more responsible and autonomous role in their studies. In the efforts to achieve the high quality of university studies, the above-mentioned perspectives serve as pieces of information important for the reform of study programmes and introduction of changes in the study process.

  10. Towards a Response-able Pedagogy across Higher Education Institutions in Post-Apartheid South Africa: An Ethico-Political Analysis

    Science.gov (United States)

    Bozalek, Vivienne; Zembylas, Michalinos

    2017-01-01

    Internationally there has been some interest in how critical pedagogies might be enabled in higher education to support transformative social agendas. Few writers, however, have theorised the ethico-political aspects of this effort from a feminist new materialist perspective. By focusing on the analysis of an inter-institutional collaborative…

  11. Social Change, Linguistic Change and Sociolinguistic Change in Received Pronunciation

    DEFF Research Database (Denmark)

    Fabricius, Anne H.

    2018-01-01

    This chapter summarises recent quantitative research on phonetic variation and change in Received Pronunciation (RP) as an elite sociolect, the vernacular of a multiplex socio-economically privileged group in the UK. The ‘elite sociolect’ is distinct from the ‘standard variety’, a term which should...... be reserved to refer to a socially generated mental ‘construct’, a set of expressed and tacit norms for ‘status-bearing’ language practice learned through the educational system and evident in the public domain. The chapter discusses variationist findings on word-final /t/, prevocalic /r/ and a range of vowel...... qualities. It also addresses evidence of sociolinguistic change, in the form of ongoing de-standardisation processes in the speech community of England, as well as the changing language-ideological and language-attitudinal place of RP in the sociolinguistic landscape....

  12. A blended learning approach to teaching sociolinguistic research methods

    Directory of Open Access Journals (Sweden)

    Olivier, Jako

    2014-12-01

    Full Text Available This article reports on the use of Wiktionary, an open source online dictionary, as well as generic wiki pages within a university’s e-learning environment as teaching and learning resources in an Afrikaans sociolinguistics module. In a communal constructivist manner students learnt, but also constructed learning content. From the qualitative research conducted with students it is clear that wikis provide for effective facilitation of a blended learning approach to sociolinguistic research. The use of this medium was positively received, however, some students did prefer handing in assignments in hard copy. The issues of computer literacy and access to the internet were also raised by the respondents. The use of wikis and Wiktionary prompted useful unplanned discussions around reliability and quality of public wikis. The use of a public wiki such as Wiktionary served as encouragement for students as they were able to contribute to the promotion of Afrikaans in this way.

  13. Maintaining students’ Speaking Fluency through Exhibition Examination in Sociolinguistic Studies

    Directory of Open Access Journals (Sweden)

    Khusnul Qhotimah Yuliatuty

    2013-07-01

    Full Text Available Using exhibition for the final project in Sociolinguistic study is really interesting for Universitas Siswa Bangsa Internasional students, especially for 2011 English Department students. Exhibition becomes interesting because this is the new thing to conduct the final project for English Department students’ cohort 2011 at Universitas Siswa Bangsa Internasional. The lecturer divides the students into pairs and each pairs should master one content or topic in Sociolinguistic study.  The students will do the exhibition about the topic that they get in a pairs. The lecturer also gives the students rubric sheet to fill by the visitors. The exhibition will make the students prepare themselves well because they will face many questions about the content which will be delivered by them. Beside, this exhibition also maintains students’ fluency in speaking English because they will explain and answer the questions from visitors with English. This paper tries to focus on how exhibition examination can maintain students’ fluency in speaking English.

  14. Discourse analysis in general practice: a sociolinguistic approach.

    Science.gov (United States)

    Nessa, J; Malterud, K

    1990-06-01

    It is a simple but important fact that as general practitioners we talk to our patients. The quality of the conversation is of vital importance for the outcome of the consultation. The purpose of this article is to discuss a methodological tool borrowed from sociolinguistics--discourse analysis. To assess the suitability of this method for analysis of general practice consultations, the authors have performed a discourse analysis of one single consultation. Our experiences are presented here.

  15. Review of Pütz et al., eds: Cognitive Sociolinguistics: Social and Cultural Variation in Cognition and Language Use

    DEFF Research Database (Denmark)

    Jensen, Kim Ebensgaard

    2015-01-01

    Positive review of Cognitive Sociolinguistics: Social and Cultural Variation in Cognition and Language Use (2014)......Positive review of Cognitive Sociolinguistics: Social and Cultural Variation in Cognition and Language Use (2014)...

  16. Review of Pütz et al., eds: Cognitive Sociolinguistics: Social and Cultural Variation in Cognition and Language Use (2014)

    DEFF Research Database (Denmark)

    Jensen, Kim Ebensgaard

    2015-01-01

    Positive review of 'Cognitive Sociolinguistics: Social and Cultural Variation in Cognition and Language Use'.......Positive review of 'Cognitive Sociolinguistics: Social and Cultural Variation in Cognition and Language Use'....

  17. Meta-Meaning in Context: The Military Application of Sociolinguistic Anthropology to Operations in the Arabic Speaking World

    Science.gov (United States)

    2007-05-01

    STUDIES MONOGRAPH APPROVAL Major David S. Abrahams Title of Monograph: Meta-meaning in Context: The Military Application of Sociolinguistic ... sociolinguistic research, specifically contextualization clues and codeswitching. Arabic is a particularly rich case study , because codeswitching occurs... study , an interdisciplinary approach that borrows heavily from theories of linguistic anthropology and sociolinguistics , leads us to a theory 6This

  18. Teaching, Learning, and Developing L2 French Sociolinguistic Competence: A Sociocultural Perspective

    Science.gov (United States)

    van Compernolle, Remi A.; Williams, Lawrence

    2012-01-01

    The study reported in this article investigates the development of sociolinguistic competence among second-year (US university-level) L2 learners of French who were given systematic instruction on sociolinguistic variation as part of their normal coursework. We focus on the variable use of the negative morpheme "ne" in verbal negation. Drawing…

  19. Learner Beliefs about Sociolinguistic Competence: A Qualitative Case Study of Four University Second Language Learners

    Science.gov (United States)

    Yang, Jinsuk; Rehner, Katherine

    2015-01-01

    This article explores the beliefs about second language (L2) sociolinguistic competence of four university-level advanced L2 learners. It places particular emphasis on 1) how these university learners conceptualized L2 sociolinguistic competence; 2) how they thought about two different language learning contexts (viz., the L2 classroom versus…

  20. Sociolinguistic Awareness and False Belief in Young Cantonese Learners of English

    Science.gov (United States)

    Cheung, Him; Mak, Wing Yan; Luo, Xueying; Xiao, Wen

    2010-01-01

    In this study, we examined whether sociolinguistic awareness and false belief were uniquely related in 3- and 4-year-old Cantonese-speaking children learning English as a second language. The English-use background of these children varied so that they possessed sociolinguistic awareness to different degrees. Results indicated that sociolinguistic…

  1. Heroes or Zeros? Portuguese-Canadian Youth and the Cost of Mobilising Different Sociolinguistic Resources

    Science.gov (United States)

    da Silva, Emanuel

    2012-01-01

    This critical sociolinguistic paper adopts a materialist view of how multiple languages and identities are negotiated in an effort to re-examine multilingualism and why people invest in certain sociolinguistic practices. The focus is on the social and linguistic resources and performances of Portuguese-Canadian youth in student cultural…

  2. Kuwaitis' Attitudes towards Vehicles' Stickers in Kuwait: A Sociolinguistic Investigation

    Science.gov (United States)

    Dashti, Abdulmohsen A.

    2017-01-01

    Language attitudes cover a wide variety of emphases, and the reasons for studying language attitudes attract sociolinguists. Language attitudes may well tackle issues extend to all sociolinguistic and social psychological phenomena, such as how we locate ourselves socially and how we relate to other individuals and groups. They may also shape our…

  3. Forms of Address in Post-Revolutionary Iranian Persian: A Sociolinguistic Analysis.

    Science.gov (United States)

    Keshavarz, Mohammad Hossein

    1988-01-01

    Provides a sociolinguistic account of the forms of address used in present-day Iranian Persian. The shift from power to solidarity as a result of the Islamic Revolution has resulted in a sociolinguistic simplification of address forms. (Author/CB)

  4. A Sociolinguistic Assessment of the Darwazi Speech Variety in Afghanistan

    Directory of Open Access Journals (Sweden)

    Simone Beck

    2013-01-01

    Full Text Available This paper presents a sociolinguistic assessment of the Darwāzi speech varieties (including Tangshewi based on data collected during a survey conducted between August 31st and September 19th 2008 in the Darwāz area. The research was carried out under the auspices of the International Assistance Mission, a Non-Governmental Organization working in Afghanistan. The goal was to determine whether Dari, one of the two national languages, is adequate to be used in literature and primary school education, or whether the Darwāzi people would benefit from language development, including literature development and primary school education in the vernacular.

  5. 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 ...

  6. 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…

  7. 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…

  8. Social class, social capital, social practice and language in British sociolinguistics

    DEFF Research Database (Denmark)

    Fabricius, Anne H.

    2017-01-01

    Social class has recently re-emerged strongly within academic sociology in the UK, and I argue in this paper that sociolinguists benefit from an awareness of these currents in our work with speakers and communities in the UK setting. The discussion will elaborate on the approaches to social class...... ideological construct within British society all have ramifications for the resonance of social class in sociolinguistics and real-time corpus work. I will look at several research traditions of social class analysis and examine their potential contributions to sociolinguistic research. The importance of fine...

  9. A BRIEF SOCIO-LINGUISTIC SURVEY OF ZHOUQU TIBETAN

    Directory of Open Access Journals (Sweden)

    Abe Powell

    2018-05-01

    Full Text Available This paper presents a brief sketch of the socio-linguistic situation of Zhouqu Tibetan, a unique Tibetic variety spoken in Gansu Province, China. The authors used participatory methods to investigate questions of language vitality, domains of language use, language attitudes, and dialectal variation. The results show that: (1 Zhouqu Tibetan is used in all language domains; (2 locals see their language as an integral part of their identity even though they acknowledge that Chinese language proficiency is necessary for employment, education, and healthcare; and (3 locals perceive little in the way of dialectal variation in Zhouqu Tibetan, with only Boyu Village's speech variety being divergent to the point that it impacts intelligibility.

  10. Urban dynamics An impression of Surabaya's sociolinguistic setting

    Directory of Open Access Journals (Sweden)

    Tom Gunnar Hoogervorst

    2009-04-01

    Full Text Available This paper examines the sociolinguistic situation in the city of Surabaya, bypresenting an impression of various phenomena unique to Indonesia’s secondlargest city. A surprisingly little amount of linguistic research has heretofore beencarried out on this subject, whereas it transpires from this study that enoughintriguing and unique things can be found in this Southeast Asian metropolis,both among its Javanese majority as well as its Madurese and Chinese inhabitants.Due to the lack of earlier relevant publications, this research is largely based onthe results of several fieldwork trips, which included the pleasant activities ofwatching television, interviewing people and making excursions in and aroundSurabaya to experience how languages are used in daily life. Additionally,concepts such as “language mixing”, “slang” and “attitudes towards language”are involved and considered very significant in disentangling the role andfunction of language in an urban setting.

  11. The impact of globalization on the socio-linguistic landscape of Nigeria

    African Journals Online (AJOL)

    The impact of globalization on the socio-linguistic landscape of Nigeria. ... that the survival of Nigeria's cultural values (including language) is largely based on ... withstand the risks and challenges (such as the dying of minority languages) and ...

  12. The Literature Review on the Bilingualism in China from a Sociolinguistic View

    Institute of Scientific and Technical Information of China (English)

    康硕

    2015-01-01

    Against the background of globalization,sociolinguists have long been dediated in the study of bilingualism.The Chinese-English bilingualism is demonstrated through a literature review,and analyzed from a sociolinguistic view in this paper.It explores an umber of published articles,analyzes the bilingual education abd the phenomenon of Chinese-English bilingualism in China on the basis of literature review.

  13. The Literature Review on the Bilingualism in China from a Sociolinguistic View

    Institute of Scientific and Technical Information of China (English)

    康硕

    2015-01-01

    Against the background of globalization, sociolinguists have long been dedicated in the study of bilingualism.The Chinese-English bilingualism is demonstrated through a literature review,and analyzed from a sociolinguistic view in this paper.It explores a number of published articles,analyzes the bilingual education abd the phenomenon of Chinese-English bilingualism in China on the basis of literature review.

  14. Incorporating translation into sociolinguistic research: translation policy in an international non-governmental organisation

    OpenAIRE

    Tesseur, Wine

    2017-01-01

    This article explores aspects of translation, multilingualism and language policy in the field of transnational civil society. By focusing on translation policies at Amnesty International, an international non-governmental organisation that performs a key role in global governance, this article seeks to contribute to a globalisation-sensitive sociolinguistics. It argues that combining a sociolinguistic approach, more precisely linguistic ethnography, with translation studies leads to an incre...

  15. Coming Home to Place: Aboriginal Lore and Place-Responsive Pedagogy for Transformative Learning in Australian Outdoor Education

    Science.gov (United States)

    Spillman, David

    2017-01-01

    In a significant way, the growing body of place-responsive research and practice within outdoor education in Australia can be perceived as an eco-inspired response to both the devastating impact of colonization on our ecological communities and the concomitant sense of "placelessness" or lack of a sense of belonging and purpose…

  16. Developing Responsible Leadership through a "Pedagogy of Challenge": An Investigation into the Impact of Leadership Education on Teenagers

    Science.gov (United States)

    Higham, Rupert; Freathy, Rob; Wegerif, Rupert

    2010-01-01

    This paper proposes a new model for understanding education through "responsible leadership"--a term which draws on the models of distributed and authentic leadership and on a dialogic understanding of responsible action. It defines "dispositions for learning" as different forms of the single quality of "openness to…

  17. 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

  18. Viewpoint Working with Environmental Education Pedagogies in ...

    African Journals Online (AJOL)

    The aim of this viewpoint paper is to generate interest in working with environmental education pedagogies in order to enhance the quality imperative of social and environmental responsibility for South African learners through the fundamental subject, Life Orientation. Drawing on our own experiences as Life Orientation ...

  19. 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)

  20. Born Pupils? Natural Pedagogy and Cultural Pedagogy.

    Science.gov (United States)

    Heyes, Cecilia

    2016-03-01

    The theory of natural pedagogy is an important focus of research on the evolution and development of cultural learning. It proposes that we are born pupils; that human children genetically inherit a package of psychological adaptations that make them receptive to teaching. In this article, I first examine the components of the package-eye contact, contingencies, infant-directed speech, gaze cuing, and rational imitation-asking in each case whether current evidence indicates that the component is a reliable feature of infant behavior and a genetic adaptation for teaching. I then discuss three fundamental insights embodied in the theory: Imitation is not enough for cumulative cultural inheritance, the extra comes from blind trust, and tweaking is a powerful source of cognitive change. Combining the results of the empirical review with these insights, I argue that human receptivity to teaching is founded on nonspecific genetic adaptations for social bonding and social learning and acquires its species- and functionally specific features through the operation of domain-general processes of learning in sociocultural contexts. We engage, not in natural pedagogy, but in cultural pedagogy. © The Author(s) 2016.

  1. Teachers' Perceptions of Culturally Responsive Pedagogy and the Impact on Leadership Preparation: Lessons for Future Reform Efforts

    Science.gov (United States)

    Mette, Ian M.; Nieuwenhuizen, Lisa; Hvidston, David J.

    2016-01-01

    The purpose of this study was to investigate the impact of one school's teacher-driven professional development effort to address culturally responsive teaching practices in a large district in a Midwestern state. During the 2011-2012 school year, a team of teachers and principals began a three-year long effort to provide job-embedded professional…

  2. Creating Spaces for Urban Youth: The Emergence of Culturally Responsive (Hip-Hop) School Leadership and Pedagogy

    Science.gov (United States)

    Khalifa, Muhammad

    2013-01-01

    Ladson-Billings, Gay and among others have demonstrated the strong need for educational curriculum and practice to respond to the specific academic, cultural, and social needs of culturally unique, minoritized students. This article focuses on culturally responsive leadership practices for students with Hip-Hop identity performatives. This…

  3. Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls' Participation in Computing

    Science.gov (United States)

    Ashcraft, Catherine; Eger, Elizabeth K.; Scott, Kimberly A.

    2017-01-01

    Drawing from our two-year ethnography, we juxtapose the experiences of two cohorts in one culturally responsive computing program, examining how the program fostered girls' emerging identities as technosocial change agents. In presenting this in-depth and up-close exploration, we simultaneously identify conditions that both facilitated and limited…

  4. High school students presenting science: An interactional sociolinguistic analysis

    Science.gov (United States)

    Bleicher, Robert

    Presenting science is an authentic activity of practicing scientists. Thus, effective communication of science is an important skill to nurture in high school students who are learning science. This study examines strategies employed by high school students as they make science presentations; it assesses students' conceptual understandings of particular science topics through their presentations and investigates gender differences. Data are derived from science presentation given by eight high school students, three females and five males who attended a summer science program. Data sources included videotaped presentations, ethnographic fieldnotes, interviews with presenters and members of the audience, and presenter notes and overheads. Presentations were transcribed and submitted to discourse analysis from an interactional sociolinguistic perspective. This article focuses on the methodology employed and how it helps inform the above research questions. The author argues that use of this methodology leads to findings that inform important social-communicative issues in the learning of science. Practical advice for teaching students to present science, implications for use of presentations to assess conceptual learning, and indications of some possible gender differences are discussed.Received: 14 April 1993; Revised: 15 February 1994;

  5. Sociolinguistic Variation in the Nativisation of BSL Fingerspelling

    Directory of Open Access Journals (Sweden)

    Brown Matt

    2017-01-01

    Full Text Available British Sign Language (BSL is a visual-gestural language distinct from spoken languages used in the United Kingdom but in contact with them. One product of this contact is the use of fingerspelling to represent English words via their orthography. Fingerspelled loans can become “nativised”, adapting manual production to conform more closely to the native lexicon’s inventory of phonemic constraints. Much of the previous literature on fingerspelling has focused on one-handed systems but, unlike the majority of sign languages, BSL uses a two-handed manual alphabet. What is the nature of nativisation in BSL, and does it exhibit sociolinguistic variation? We apply a cross-linguistic model of nativisation to BSL Corpus conversation and narrative data (http://bslcorpusproject.org obtained from 150 signers in 6 UK regions. Mixed effects modelling is employed to determine the influence of social factors. Results show that the participants’ home region is the most significant factor, with London and Birmingham signers significantly favouring use of fully nativised fingerspelled forms. Non-nativised sequences are significantly favoured in signers of increasing age in Glasgow and Belfast. Gender and parental language background are not found to be significant factors in nativisation. The findings also suggest a form of reduction specific to London and Birmingham.

  6. 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...

  7. Review of Janet Holmes and Maria Stubbe: Power and Politeness in the Workplace: A Sociolinguistic Analysis of Talk at Work

    DEFF Research Database (Denmark)

    Lønsmann, Dorte

    2015-01-01

    Review of: Janet Holmes and Maria Stubbe: Power and Politeness in the Workplace. A Sociolinguistic Analysis of Talk at Work. Second edition. London: Routledge, 2015, xv + 200 pp.......Review of: Janet Holmes and Maria Stubbe: Power and Politeness in the Workplace. A Sociolinguistic Analysis of Talk at Work. Second edition. London: Routledge, 2015, xv + 200 pp....

  8. A Study of Korean EFL Learners' Apology Speech Acts: Strategy and Pragmatic Transfer Influenced by Sociolinguistic Variations.

    Science.gov (United States)

    Yang, Tae-Kyoung

    2002-01-01

    Examines how apology speech act strategies frequently used in daily life are transferred in the framework of interlanguage pragmatics and sociolinguistics and how they are influenced by sociolinguistic variations such as social status, social distance, severity of offense, and formal or private relationships. (Author/VWL)

  9. Engagement Portraits and (Socio)linguistic Performance: A Transversal and Longitudinal Study of Advanced L2 Learners

    Science.gov (United States)

    Mougeon, Françoise; Rehner, Katherine

    2015-01-01

    This study considers, both transversally and longitudinally, advanced second language (L2) learners' profile portraits, how these correlate with their sociolinguistic and linguistic performance, and how changes in these portraits over time connect to changes in sociolinguistic performance. The results show a strong correlation between high degrees…

  10. 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…

  11. 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…

  12. 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…

  13. 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)…

  14. 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…

  15. 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…

  16. 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),…

  17. 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…

  18. Patterns of Communication through Interpreters: A Detailed Sociolinguistic Analysis

    Science.gov (United States)

    Aranguri, Cesar; Davidson, Brad; Ramirez, Robert

    2006-01-01

    BACKGROUND Numerous articles have detailed how the presence of an interpreter leads to less satisfactory communication with physicians; few have studied how actual communication takes place through an interpreter in a clinical setting. OBJECTIVE Record and analyze physician-interpreter-patient interactions. DESIGN Primary care physicians with high-volume Hispanic practices were recruited for a communication study. Dyslipidemic Hispanic patients, either monolingual Spanish or bilingual Spanish-English, were recruited on the day of a normally scheduled appointment and, once consented, recorded without a researcher present in the room. Separate postvisit interviews were conducted with the patient and the physician. All interactions were fully transcribed and analyzed. PARTICIPANTS Sixteen patients were recorded interacting with 9 physicians. Thirteen patients used an interpreter with 8 physicians, and 3 patients spoke Spanish with the 1 bilingual physician. APPROACH Transcript analysis based on sociolinguistic and discourse analytic techniques, including but not limited to time speaking, analysis of questions asked and answered, and the loss of semantic information. RESULTS Speech was significantly reduced and revised by the interpreter, resulting in an alteration of linguistic features such as content, meaning, reinforcement/validation, repetition, and affect. In addition, visits that included an interpreter had virtually no rapport-building “small talk,” which typically enables the physician to gain comprehensive patient history, learn clinically relevant information, and increase emotional engagement in treatment. CONCLUSIONS The presence of an interpreter increases the difficulty of achieving good physician-patient communication. Physicians and interpreters should be trained in the process of communication and interpretation, to minimize conversational loss and maximize the information and relational exchange with interpreted patients. PMID:16808747

  19. Critical Pedagogy and Participatory Democracy: Creating Classroom Contexts That Challenge "Common Sense." A Response to "The Political Nuances of Narratives and an Urban Educator's Response"

    Science.gov (United States)

    Monzó, Lilia; Morales, P. Zitlali

    2016-01-01

    In this response to "The Political Nuances of Narratives and an Urban Educator's Response," the authors applaud Pearman's critical approach to deconstructing and challenging narratives of heroic figures who single-handedly change the world and agree with him that these narratives restrict the sense of agency that may propel citizens to…

  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. 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.

  2. 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.

  3. 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.

  4. The Role of Learner Subjectivity in Second Language Sociolinguistic Competency: Western Women Learning Japanese.

    Science.gov (United States)

    Siegal, Meryl

    1996-01-01

    Examines the intersection of learner identity, social position, and second-language acquisition. The article, which focuses on a case study of a white woman learning Japanese in Japan, presents a conversation between the learner and her professor to show the dynamic coconstruction of identity and sociolinguistic proficiency within conversational…

  5. Scalar politics, language ideologies, and the sociolinguistics of globalization among transnational Korean professionals in Hong Kong

    NARCIS (Netherlands)

    Bailey, A.J.; Canagarajah, S.; Lan, S.; Powers, D.G.

    This paper argues that the sociolinguistics of globalization is accompanied by a constitutive scalar politics. Based on ten interviews with Korean professionals in Hong Kong, we report that Korean migrants’ use and experience of English is characterized by competing language ideologies we identify

  6. The Sociolinguistic Realignment in the Chinese Community in Kuala Lumpur: Past, Present and Future

    Science.gov (United States)

    Wang, Xiaomei

    2010-01-01

    The language situation in the Malaysian Chinese community has undergone great changes in the past century. This paper aims to account for such changes in the framework of sociolinguistic realignment, which is both descriptive and predictive. The triglossic situation in the colonial period (1859-1957) is described; with the support of a language…

  7. The Internationalisation of Higher Education in Two Different Contexts: Catalan and Estonian Sociolinguistic Perspectives

    Science.gov (United States)

    Soler-Carbonell, Josep; Gallego-Balsà, Lídia

    2016-01-01

    The topic of the internationalisation of academia has recently attracted attention from sociolinguists and language-policy scholars. In this paper, we compare two different universities from two contrasting contexts in Europe in order to find out more about their projected stance [Jaffe, A. (2009). Stance in a Corsican School: Institutional and…

  8. Sociolinguistic Variation and Acquisition in Two-Way Language Immersion: Negotiating the Standard

    Science.gov (United States)

    Starr, Rebecca Lurie

    2016-01-01

    This book investigates the acquisition of sociolinguistic knowledge in the early elementary school years of a Mandarin-English two-way immersion program in the United States. Using ethnographic observation and quantitative analysis of data, the author explores how input from teachers and classmates shapes students' language acquisition. The book…

  9. Documenting Sociolinguistic Variation in Lesser-Studied Indigenous Communities: Challenges and Practical Solutions

    Science.gov (United States)

    Mansfield, John; Stanford, James

    2017-01-01

    Documenting sociolinguistic variation in lesser-studied languages presents methodological challenges, but also offers important research opportunities. In this paper we examine three key methodological challenges commonly faced by researchers who are outsiders to the community. We then present practical solutions for successful variationist…

  10. Away with Linguists! Normativity, Inequality and Metascientific Reflexivity in Sociolinguistic Fieldwork

    Science.gov (United States)

    Jaspers, Jürgen; Meeuwis, Michael

    2013-01-01

    This paper addresses the fact that in spite of the descriptive and well-intentioned ambitions of much sociolinguistic-ethnographic research, members of studied groups often continue to interpret such research as a largely vertically organized socio-political activity that communicates a prescriptive social and linguistic normativity the researcher…

  11. Beyond the Ancestral Code: Towards a Model for Sociolinguistic Language Documentation

    Science.gov (United States)

    Childs, Tucker; Good, Jeff; Mitchell, Alice

    2014-01-01

    Most language documentation efforts focus on capturing lexico-grammatical information on individual languages. Comparatively little effort has been devoted to considering a language's sociolinguistic contexts. In parts of the world characterized by high degrees of multilingualism, questions surrounding the factors involved in language choice and…

  12. Negotiating Power Relations and Ethnicity in a Sociolinguistic Ethnography in Madrid

    Science.gov (United States)

    Santos, Adriana Patino

    2011-01-01

    One of the major dilemmas when practising critical sociolinguistic ethnography within the field of education is the ethnographer's degree of implication within the studied site (Goldstein, 2003; Martin Rojo, 2003; Unamuno, 2004). How far should the researcher intervene within the daily practices he/she is observing? This exercise of methodological…

  13. Register and Forms of Address in Costa Rica: Sociolinguistic Realities and Pedagogical Implications

    Science.gov (United States)

    Schmidt-Rinehart, Barbara C.; LeLoup, Jean W.

    2017-01-01

    This article reports the findings of sociolinguistic research investigating the use of second-person singular pronouns in Costa Rica. The study was carried out onsite and involved 132 interviewees from all seven provinces of the country. These subjects reacted to scenarios in which they had to choose their preferred pronoun of use…

  14. An Evaluation of Primary English Textbooks in Vietnam: A Sociolinguistic Perspective

    Science.gov (United States)

    Dang, Tu Cam Thi; Seals, Corinne

    2018-01-01

    This article delves into the issue of incorporating sociolinguistic aspects of language and culture into the current primary English textbooks in Vietnam. The authors first provide an overview of primary English teaching in the Vietnamese setting and then evaluate the current primary English textbooks in relation to the objectives of foreign…

  15. Maintaining Students' Speaking Fluency through Exhibition Examination in Sociolinguistic Studies

    Science.gov (United States)

    Yuliatuty, Khusnul Qhotimah

    2013-01-01

    Using exhibition for the final project in Sociolinguistic study is really interesting for Universitas Siswa Bangsa Internasional students, especially for 2011 English Department students. Exhibition becomes interesting because this is the new thing to conduct the final project for English Department students' cohort 2011 at Universitas Siswa…

  16. Shaping Tourist LL: Language Display and the Sociolinguistic Background of an International Multilingual Readership

    Science.gov (United States)

    Bruyèl-Olmedo, Antonio; Juan-Garau, Maria

    2015-01-01

    Linguistic landscape studies increasingly focus on the variables that intertwine to generate the meaning of texts on display. International tourist resorts, largely multilingual, reveal how languages in signage combine and respond to the sociolinguistic profile of their readership. However, these settings have received scant attention in the…

  17. Functions of Arabic-English Code-Switching: Sociolinguistic Insights from a Study Abroad Program

    Science.gov (United States)

    Al Masaeed, Khaled

    2013-01-01

    This sociolinguistic study examines the functions and motivations of code-switching, which is used here to mean the use of more than one language in the same conversation. The conversations studied here take place in a very particular context: one-on-one speaking sessions in a study abroad program in Morocco where English is the L1 and Arabic the…

  18. Teaching Sociolinguistic Variation in the Intermediate Language Classroom: "Voseo" in Latin America

    Science.gov (United States)

    Shenk, Elaine M.

    2014-01-01

    The acquisition of sociolinguistic variation by second language learners has gained increased attention. Some research highlights the value of naturalistic exposure through study abroad while other studies point out that classroom input can facilitate the acquisition of particular features of variation. Nevertheless, said attention to the…

  19. A Sociolinguistic Study of Differential Object Marking (DOM) in Two Varieties of Contemporary Spanish

    Science.gov (United States)

    Balasch Rodriguez, Sonia

    2011-01-01

    This sociolinguistic-variationist investigation sheds light on two little-studied issues concerning Spanish DOM, or variable use of a before animate "direct objects" (DOs), in vernacular language: the complex interaction of co-occurring linguistic (type of verb; definiteness, specificity, grammatical number, topicality, type and…

  20. "One for the Road Then?" Communicative and Sociolinguistic Parameters of Social and Problem Drinking.

    Science.gov (United States)

    Giles, Howard; And Others

    1992-01-01

    Provides an initial review of social scientific research on the causes and effects of alcohol use and abuse. A framework is provided for exploring some of fundamental and everyday sociolinguistic and communicative dimensions of drinking, with attention to their implications for drinking and driving practice and anti-drunk-driving campaigns. (118…

  1. 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…

  2. Corpora from a sociolinguistic perspective Corpora sob uma perspectiva sociolinguística

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    Tyler Kendall

    2011-01-01

    Full Text Available In this paper, I consider the use of corpora in sociolinguistic research and, more broadly, the relationships between corpus linguistics and sociolinguistics. I consider the distinction between "conventional" and "unconventional" corpora (Beal et al. 2007a, b and assess why conventional corpora have not had more traction in sociolinguistics. I then discuss the potential utility of corpora for sociolinguistic study in terms of the recent trajectory of sociolinguistic research interests (Eckert under review, acknowledging that, while many sociolinguists are increasingly using more advanced corpus-based techniques, many are, at the same time, moving away from corpus-like studies. I suggest two primary areas where corpus developers, both sociolinguistic and non-, could focus to develop more useful corpora: Corpora containing a wider range of non-standard (spoken varieties and more flexible annotation and treatment of spoken language data.Neste artigo considero o uso de corpora na pesquisa sociolingüística e, de modo mais geral, a relação entre a linguística de corpus e a sociolinguística. Reflito sobre a distinção entre corpora "convencionais" e "não-convencionais" (BEAL ET AL. 2007 a, b e avalio o porquê de corpora convencionais não terem atraído mais atenção no campo da sociolinguística. Na sequência, discuto a utilidade potencial de corpora para os estudos sociolingüísticos em termos da trajetória recente que tem sido adotada pela pesquisa nesta área (ECKHERT, em avaliação, reconhecendo que, se por um lado, muitos sociolinguistas têm ampliado o seu uso de técnicas avançadas da linguística de corpus, por outro, muitos estão, ao mesmo tempo, se afastando de estudos relaciados a corpora. Sugiro duas áreas principais nas quais compiladores de corpora, independentemente de serem sociolingüísticos ou não, poderiam enfocar para desenvolverem corpora mais úteis: corpora contendo uma amplitude maior de variedades (faladas n

  3. Sociolingvistički pristup ideologiji / Sociolinguistic Approaches to the Ideology

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    Dušan Jevtović

    2014-04-01

    Full Text Available In the thesis named "The Savage against Civilization: the Sociolinguistic Analysis of Images of Native Americans in Western" is given a specific approach to research of the ideological and stylistic characteristics of images of the Indians and Indian wars in classical and contemporary Western, as well as their connections with appropriate social conditions. Besides the analysis of the chosen movies, this research required: 1 an insight into a historical causality of given images and into their genealogy; 2 an insight into their function in the context of a popular movie genre; 3 the review of a sociolinguistic theory of Basil Bernstein and of its anthropological application in the work of Mary Douglas; 4 finding a way of using a sociolinguistic theory on the film language. The basic concepts of Bernstein’s theory – studies about the two speech codes (restricted and elaborated, which are conditioned by different social circumstances and are conducive to different ideologies – here are applied on mostly mutually opposing views of Indians-whites conflicts in classical and contemporary Western. As examples for classical Western I used those from John Ford’s movies (Stagecoach, Rio Grande, Fort Apache, She Wore a Yellow Ribbon, The Searchers, Cheyenne Autumn, and for those from contemporary Western, after the precursors from fifties (Broken Arrow, Apache I took revisionist movies from 1970 (Little Big Man, Soldier Blue and post-revisionist Western Dances with Wolves. The thematic and sociolinguistic analysis of images from these movies confirmed a rule which can be also seen in some images from the past centuries: a noble savage and a bad savage persist as opposition to Western civilization throughout different periods of the genre, changing some of their characteristics in accordance with the historical context. Furthermore, the assumption about the crucial importance of the style usage in shaping of different ideological views was confirmed

  4. 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…

  5. 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…

  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. The Family and Bilingual Socialization: A Sociolinguistic Study of a Sample of Chinese Children in the United States

    Science.gov (United States)

    Kuo, Eddie Chen-Yu

    1974-01-01

    The relationship among the family and the bilingual socialization of the child are explored in this sociolinguistic study of a sample of preschool Chinese children. The importance of the family as socializing agent is clarified. (Author/JH)

  8. 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.

  9. THE SOCIAL CONTEXT OF KENTISH RAISING: ISSUES IN OLD ENGLISH SOCIOLINGUISTICS

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    Graeme Trousdale

    2005-06-01

    Full Text Available This article considers issues in Old English sociolinguistics, in relation to specific changes affecting the low front vowels in ninth-century Kentish, as manifest in spelling variation in charters of the time. This change is referred to as Kentish Raising (Hogg 1988. It is suggested that variationist sociolinguistics is not an appropriate framework within which to explain Kentish Raising, since the nature of the data is such that a variationist approach is untenable. A reconstruction of the social, political and cultural situation in ninth-century Kent is provided, which examines Mercian influence in the period, and suggests that a Mercian-driven change from above (Second Fronting cannot be the source of Kentish Raising. Finally, it is proposed that recent work in genetic anthropology, which seeks to discover more about the nature and extent of the continental migrations, may be useful in understanding the social context in which the varieties of Old English existed and developed.

  10. Historical Sociolinguistic Philology – a New Hybrid Discipline, its Interests, and its Scope

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    Soukup Barbara

    2017-12-01

    Full Text Available This contribution presents the basic rationale and principles of a new hybrid discipline of historical sociolinguistic philology, or the sociolinguistically informed study of ancient texts, as showcased in the current special issue. It is shown how an interactional model of communication validates and scaffolds the application of synchronic sociocultural linguistic theory and findings to the analysis of ancient texts in order to achieve a more fully contextualized account and interpretation of their meaning from a perspective contemporary to their origination. In fact, it is argued that any study of ancient texts should take the perspective of its producer(s and addressee(s into consideration, and that written language use cannot be satisfactorily accounted for without reference to the immediate, on-the-ground-level social context and situation within which it arose.

  11. SOCIOLINGUISTIC AND CULTURAL CHARACTERISTICS OF FOREIGN LANGUAGES IN THE MULTINATIONAL STATE

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    Irina Ivanovna Skachkova

    2013-11-01

    Full Text Available In the context of globalization and increasing international cooperation in different spheres of life the issue of national security and economic prosperity of nations is becoming increasingly urgent.Purpose: Consideration of sociolinguistic and cultural characteristics of the functioning of foreign languages in a multinational state, the example of the United States.Methodology: We used general scientific methods: analysis and synthesis, comparison, generalization, systematic approach.Results: It is concluded that foreign languages in a multinational state, such as the U.S., are studied through active actions of government, public and educational institutions, and the main purpose of language learning is to maintain national security and economic competitiveness in the international arena.Practical implications: The results of the work may be used both in linguistic theory, and sociolinguistics.DOI: http://dx.doi.org/10.12731/2218-7405-2013-7-51

  12. Language standardization in sociolinguistics and international business: Theory and practice across the table

    DEFF Research Database (Denmark)

    Linn, Andrew; Sanden, Guro Refsum; Piekkari, Rebecca

    2018-01-01

    Haugen to explain the history of modern Norwegian. The table is then turned and a model from international business by Piekkari, Welch and Welch is used to illuminate recent Norwegian language planning. It is found that the Grundfos case works well with the Haugen model, and the international business......This chapter addresses the issue of language standardization from two perspectives, bringing together a theoretical perspective offered by the discipline of sociolinguistics with a practical example from international business. We introduce the broad concept of standardization and embed the study...... of language standardization in the wider discussion of standards as a means of control across society. We analyze the language policy and practice of the Danish multinational, Grundfos, and use it as a “sociolinguistic laboratory” to “test” the theory of language standardization initially elaborated by Einar...

  13. Retrospectiva sociolingüística: contribuições do PEUL Sociolinguistic overview: PEUL's contribution

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    Maria da Conceição de PAIVA

    1999-01-01

    Full Text Available In this article we focus PEUL's (Programa de Estudos sobre o Uso da Língua contribution to Brazilian Sociolinguistics, and, specifically, to variationist studies. We start by providing an overview of Rio de Janeiro variable phenomena. Then we show the spread of variation domain and emphasize the systematicity and regularity of a linguistic variable - the formal parallelism - on phenomena of language variation and change, and show some patterns of correlation between language and social structure.

  14. 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)

  15. Learning Pedagogy in Physics

    Science.gov (United States)

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

    2010-10-01

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

  16. The Everyday Peace Project: An Innovative Approach to Peace Pedagogy

    Science.gov (United States)

    Dutta, Urmitapa; Andzenge, Andrea Kashimana; Walkling, Kayla

    2016-01-01

    A critical task for peace pedagogy is to challenge views of peace as primarily responses to declared war. Crisis-based politics tend to focus on exceptional situations and fail to capture the entire spectrum of violence. Premised on the idea that peace cannot be understood in isolation of larger structural problems, this paper proposes the concept…

  17. Developing Multilingual Pedagogies and Research through Language Study and Reflection

    Science.gov (United States)

    Catalano, Theresa; Shende, Madhur; Suh, Emily K.

    2018-01-01

    Globalisation and increased transnational migration underscore the need for educational responses to multilingualism and multilingual discourses. One way to heighten awareness of multilingual pedagogies (while simultaneously providing data for multilingual research) is the use of reflective language study and journaling by language…

  18. 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

  19. 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.

  20. Considering the Sociolinguistic Impact of Instability of Educational Philosophy on Reading Achievement of Students Who Are Deaf and Hard of Hearing

    Science.gov (United States)

    Edwards, Sandra G.

    2012-01-01

    The purpose of this study was to consider the sociolinguistic impact of philosophical instability on reading comprehension achievement of students who are deaf and hard of hearing at a state school for the deaf. The research conducted examined the sociolinguistic impact by investigating the following: (1) what non-malleable factors influenced…

  1. How Can Curriculum History Benefit from Sociolinguistics? The Importance of Language Controversy in the Making of Citizens in Nineteenth- and Twentieth-Century Europe

    Science.gov (United States)

    Gardin, Matias; Gritter, Kris

    2016-01-01

    Based on small case-study illustrations from a variety of European countries, this study aims to explore methodological aspects of the study of curriculum history by expanding its traditional research scope. In so doing, it is argued that sociolinguistic issues are essential to this discussion. The main argument is that sociolinguistics and…

  2. Critical Pedagogy Principles in Teaching EFL Reading

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    Slamet Wahyudi Yulianto

    2015-12-01

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

  3. MILROY, Lesley. Observing and Analysing Natural Language: A Critical Account of Sociolinguistic Method. Oxford: Basil Blackwell, 1987. 230pp. MILROY, Lesley. Observing and Analysing Natural Language: A Critical Account of Sociolinguistic Method. Oxford: Basil Blackwell, 1987. 230pp.

    Directory of Open Access Journals (Sweden)

    Iria Werlang Garcia

    2008-04-01

    Full Text Available Lesley Milroy's Observing and Analysing Natural Language is a recent addition to an ever growing number of publications in the field of Sociolinguistics. It carries the weight of one of the experienced authors in the current days in the specified field and should offer basic information to both newcomers and established investigators in natural language. Lesley Milroy's Observing and Analysing Natural Language is a recent addition to an ever growing number of publications in the field of Sociolinguistics. It carries the weight of one of the experienced authors in the current days in the specified field and should offer basic information to both newcomers and established investigators in natural language.

  4. 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.

  5. The pedagogy of memorial sites

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    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.

  6. How Not to Lose Face in International Negotiation – Sociolinguistic and Linguistic Approach

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    Gilbert MAGNUS

    2012-01-01

    Full Text Available The aim of this paper is to present the sociolinguistic and linguistic approaches of theinternational negotiation in its details and of the argumentation in general. Several authors arethus mentioned: in alphabetical order, Jean-Michel Adam, Klaus Brinker, Karl Bühler, OswaldDucrot, Erving Goffman, Roman Jakobson, Catherine Kerbrat-Orecchioni and Eddy Roulet. In allcases of negotiation the question is to “save the face”, a notion taken from E. Goffman, and to keepa trust relationship and insurance with one’s interlocutor.

  7. Sociolinguistic and Contact-induced Variation in Hungarian Language Use in Subcarpathia, Ukraine

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    István Csernicskó

    2012-01-01

    Full Text Available In addition to showing regional and social variation, the language use of the minority Hungarians of Subcarpathia, Ukraine, also presents a reflection of the region’s complex linguistic history and its effects from contact with Russian and Ukrainian. On the basis of quantitative empirical findings, this study shows Subcarpathian Hungarians to be a sociolinguistically stratified group of speakers whose Hungarian language use varies in a systematic manner according to sex, age, level of education, and place of residence. The paper also outlines some of the main differences in the language use of Hungarians in Subcarpathia and Hungary which are manifested in statistically significant ways.

  8. 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…

  9. Pedagogy to andragogy

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    *

    2014-03-01

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

  10. Dynamical Systems Theory: Application to Pedagogy

    Science.gov (United States)

    Abraham, Jane L.

    Theories of learning affect how cognition is viewed, and this subsequently leads to the style of pedagogical practice that is used in education. Traditionally, educators have relied on a variety of theories on which to base pedagogy. Behavioral learning theories influenced the teaching/learning process for over 50 years. In the 1960s, the information processing approach brought the mind back into the learning process. The current emphasis on constructivism integrates the views of Piaget, Vygotsky, and cognitive psychology. Additionally, recent scientific advances have allowed researchers to shift attention to biological processes in cognition. The problem is that these theories do not provide an integrated approach to understanding principles responsible for differences among students in cognitive development and learning ability. Dynamical systems theory offers a unifying theoretical framework to explain the wider context in which learning takes place and the processes involved in individual learning. This paper describes how principles of Dynamic Systems Theory can be applied to cognitive processes of students, the classroom community, motivation to learn, and the teaching/learning dynamic giving educational psychologists a framework for research and pedagogy.

  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. 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…

  13. 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…

  14. 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

  15. 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…

  16. Applying a sociolinguistic model to the analysis of informed consent documents.

    Science.gov (United States)

    Granero-Molina, José; Fernández-Sola, Cayetano; Aguilera-Manrique, Gabriel

    2009-11-01

    Information on the risks and benefits related to surgical procedures is essential for patients in order to obtain their informed consent. Some disciplines, such as sociolinguistics, offer insights that are helpful for patient-professional communication in both written and oral consent. Communication difficulties become more acute when patients make decisions through an informed consent document because they may sign this with a lack of understanding and information, and consequently feel deprived of their freedom to make their choice about different treatments or surgery. This article discusses findings from documentary analysis using the sociolinguistic SPEAKING model, which was applied to the general and specific informed consent documents required for laparoscopic surgery of the bile duct at Torrecárdenas Hospital, Almería, Spain. The objective of this procedure was to identify flaws when information was provided, together with its readability, its voluntary basis, and patients' consent. The results suggest potential linguistic communication difficulties, different languages being used, cultural clashes, asymmetry of communication between professionals and patients, assignment of rights on the part of patients, and overprotection of professionals and institutions.

  17. Binary Opposition Sociolinguistic Picture of the World (on the Material of Modern English Language

    Directory of Open Access Journals (Sweden)

    Natalia B. Boyeva-Omelechko

    2017-03-01

    Full Text Available The article is topical due to the interest of scientists to the problems of interaction of society and language and the role of language in constructing and reconstructing political reality. The authors of the article introduce the notion of the sociolinguistic picture of the world. This picture reflects different aspects of the phenomenon «society» with the help of words which may be called «sociolinguisms». The words in question cover such spheres of society as economical, social, political and spiritual ones. The authors put forward the idea that binary oppositions are typical of the sociolinguistic picture of the world because social phenomena usually contain interdependent and at the same time mutually excluding each other sides which are revealed by the conscience and reflecteded in the language. Unfortunately only some of these oppositions are represented in the dictionaries of synonyms and antonyms. The authors stress that their range is much wider and can be described on the basis of different types of general and explanatory dictionaries with the help of linguistic methods of investigation. Special attention is paid to national peculiarities and axiological properties of antonyms-sociolinguisms.

  18. MID PRETONIC VOWELS IN THE SPEECH OF SOUTHEAST REGION: A GEO-SOCIOLINGUISTIC OVERVIEW

    Directory of Open Access Journals (Sweden)

    Fabiane de Mello Vianna da ROCHA

    2015-06-01

    Full Text Available We aim to trace a geo-sociolinguistic overview of the behavior of pretonic mid vowels in the speech of the Southeast Region, based on variationist sociolinguistic studies carried out in communities of the states of Espírito Santo, Minas Gerais, São Paulo and Rio de Janeiro. We present and discuss the linguistic and extralinguistic factors that affect the processes of raising, maintenance and lowering in each speech community. We demonstrate that, in the speech of the Region, in which the mid-high variants predominate, it is evident the relevance of the nature of the subsequent vowel for the implementation of the vowel harmony process, in the case of raising or lowering. From the diatopic point of view, we observe diverging aspects that demonstrate the increased complexity of Minas Gerais and, probably, of Espírito Santo areas compared to the Rio de Janeiro and São Paulo ones, which presupposes the existence of different linguistic areas, particularly in relation to the first of the mentioned states.

  19. Examining the Sociolinguistic Context in Schools and Neighborhoods of Pre-Adolescent Latino Students: Implications for Ethnic Identity

    Science.gov (United States)

    Feinauer, Erika; Whiting, Erin F.

    2012-01-01

    This study examined the sociolinguistic contexts of neighborhoods and schools in two predominantly Latino communities in the United States. We used census data to assess social and ethnic composition and observational data to compare and contrast environmental print, language use, and availability of community services in Spanish in these schools…

  20. The Sociolinguistic Competence of Former Immersion Students at the Post-Secondary Level: The Case of Lexical Variation

    Science.gov (United States)

    Rehner, Katherine

    2011-01-01

    This paper examines two sociolinguistic lexical variables, "work" and "to dwell," in the spoken French of former immersion students in their first or fourth year at a bilingual university in Ontario, Canada. Their patterns of use are compared to those of non-immersion graduates in the same institution, to Ontario high school…

  1. The Sociolinguistic Status of Islamic English: A Register Approach

    Directory of Open Access Journals (Sweden)

    Zaidan Ali Jassem

    2013-12-01

    Full Text Available This paper investigates the special use of English by Muslim scholars in different fields of en¬quiry, which has been termed Islamic English by some. The data consists of several pieces of evidence from (i different kinds of publications in the UK, KSA, Malaysia, and South Africa, (ii international participant feedback in response to an earlier presentation in a Greek Symposium about the same topic to which this paper is a followup in essence, and (iii participant observations of Muslims' conversations worldwide. The results indicate that Islamic English is not only real as much as Biblical English is, but it is also a continuum with several varieties ranging from the light to the heavy. It has certain universal features, including lexis, grammar, topic, style, audience, codeswitching, and Arabicity, thus, marking it as a register, variety, or dialect of English which expresses their social and cultural identity. In the conclusion, the paper recommends teaching students Islamic English from the perspective of social and cultural identity.

  2. 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...

  3. 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.

  4. "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...

  5. 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...

  6. Language standardization in sociolinguistics and international business: Theory and practice across the table

    DEFF Research Database (Denmark)

    Linn, Andrew; Sanden, Guro Refsum; Piekkari, Rebecca

    2018-01-01

    Haugen to explain the history of modern Norwegian. The table is then turned and a model from international business by Piekkari, Welch and Welch is used to illuminate recent Norwegian language planning. It is found that the Grundfos case works well with the Haugen model, and the international business...... model provides a valuable practical lesson for national language planners, both showing that a “comparative standardology” is a valuable undertaking. More voices “at the table” will allow both theory and practice to be further refined and for the role of standards across society to be better understood.......This chapter addresses the issue of language standardization from two perspectives, bringing together a theoretical perspective offered by the discipline of sociolinguistics with a practical example from international business. We introduce the broad concept of standardization and embed the study...

  7. Physician-patient argumentation and communication, comparing Toulmin's model, pragma-dialectics, and American sociolinguistics.

    Science.gov (United States)

    Rivera, Francisco Javier Uribe; Artmann, Elizabeth

    2015-12-01

    This article discusses the application of theories of argumentation and communication to the field of medicine. Based on a literature review, the authors compare Toulmin's model, pragma-dialectics, and the work of Todd and Fisher, derived from American sociolinguistics. These approaches were selected because they belong to the pragmatic field of language. The main results were: pragma-dialectics characterizes medical reasoning more comprehensively, highlighting specific elements of the three disciplines of argumentation: dialectics, rhetoric, and logic; Toulmin's model helps substantiate the declaration of diagnostic and therapeutic hypotheses, and as part of an interpretive medicine, approximates the pragma-dialectical approach by including dialectical elements in the process of formulating arguments; Fisher and Todd's approach allows characterizing, from a pragmatic analysis of speech acts, the degree of symmetry/asymmetry in the doctor-patient relationship, while arguing the possibility of negotiating treatment alternatives.

  8. Problem-based Learning (PBL in Sociolinguistics as a Way of Encouraging Active Learning

    Directory of Open Access Journals (Sweden)

    Engku Ibrahim Engku Haliza

    2018-01-01

    Full Text Available The major concern of this paper is to advocate the integration of PBL strategies in classroom instruction as a way of promoting active learning. It is undoubted that the benefits of problem-based learning (PBL are numerous. In the sciences, PBL has been well integrated in the curriculum. This research reports of an experience of integrating problem-based learning in an introductory Sociolinguistics course for 60 undergraduates of a Bachelors of English programme through a semester that ran for 14 weeks. A focused group interview and questionnaire were used to find out the perceptions of the students undergoing the hybrid PBL course. The findings of this study reveal that students generally enjoyed the PBL approach and found that they had little choice but to become active learners. Some challenges faced by the learners were also highlighted. These findings have implications for the integration of PBL in the field of social sciences.

  9. Attitudinal Dispositions of Students toward the English Language: Sociolinguistic and Sociocultural Considerations

    Directory of Open Access Journals (Sweden)

    Ersoy Erdemir

    2013-04-01

    Full Text Available Problem Statement: The status, value, and importance of a language is often measured by the attitudes toward that language. Learning a second or foreign language and attaining proficiency in it is closely related to the attitudes of learners toward the language. A few studies have investigated language attitudes of Turkish students toward the English language in Turkey. However, the same issue has not been explored among Turkish students learning and using the English language in a country where English is spoken as the first language.Purpose: This exploratory study investigated the attitudes of Turkish students toward learning and using English language as they lived and pursued their university degrees in a northeastern city in the United States. The study examined students’ attitudinal dispositions toward English based on sociolinguistic and sociocultural considerations.Methods: The study included 8 student participants (4 male and 4 female who were born in Turkey and spoke Turkish as their native language. They were all enrolled in a state university studying different programs in Engineering Sciences and Social Sciences. Data were collected conducting in-depth interviews with students over a two-month period. Participants were interviewed twice individually, and 16 interviews were conducted in total. Each interview took 50 to 60 minutes and was transcribed by the researcher. Data analysis included (1 intensive (rereadings of interview transcripts and identifying attitudinal themes and patterns in the data through emergent coding; and (2 making qualitative connections among themes and patterns through identifying their consistency by applying axial coding. Coded dataset was then descriptively interpreted in its entirety.Findings: Participants displayed mostly positive dispositions toward learning and using the English language; however, their attitudinal patterns varied with regards to sociolinguistic and sociocultural considerations

  10. A sociolinguistics of the utopian and the use of language in classrooms

    DEFF Research Database (Denmark)

    Hermann, Jesper

    1979-01-01

    The notion of the Utopian use of language in classrooms was developed and applied as a theoretical tool during the empirical study of language in classrooms. It is claimed that a notion like this may turn out to be particularly profitable when the purpose is to interpret and characterize the cont......The notion of the Utopian use of language in classrooms was developed and applied as a theoretical tool during the empirical study of language in classrooms. It is claimed that a notion like this may turn out to be particularly profitable when the purpose is to interpret and characterize......, and the conclusion is ventured that it is necessary to anchor the sociolinguistic descriptions of actual language use in a sociological conception of the relevant social praxis - in our case taken from the sociology of education....

  11. Forum: Communication Activism Pedagogy. Beyond the Charity-Service Paradigm: Building Ethical Platforms for Social Justice Education with Those Most Affected

    Science.gov (United States)

    Badger, L. N.

    2017-01-01

    In this forum response essay, the author proposes that the largest challenge "and" benefit of Communication Activism Pedagogy (CAP) is bound up in a small but significant word in Frey and Palmer's (2014) definition of Communication Activism Pedagogy: "with." Working "with oppressed community members" challenges the…

  12. Occupy: New Pedagogy of Space and Time?

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    Sarah Amsler

    2015-12-01

    Full Text Available This paper forms the first part of a project of inquiry to understand the theoretical and practical potentials of Occupy through the recent wave of occupations that have emerged in response to the politics of austerity and precarity around the world. We do this as educators who are seeking to ‘occupy’ spaces of higher education inside and outside of the institutions in which we work. Occupy points to the centrality of space and time as practical concepts through which it is possible to reconfigure revolutionary activity. By dealing with the concept (Occupy at this fundamental level of space and time through a critical engagement with Henri Lefebvre’s notion of ‘a new pedagogy of space and time’, we hope to open spaces for further revolutionary transformation by extending a critique of the politics of space and time into the institutions and idea of education itself. Lefebvre considers the ‘pedagogy of space and time’ as a basis for a new form of ‘counter-space’. He suggests that ‘deviant or diverted spaces, though initially subordinate, show distinct evidence of a true productive capacity’ (2008: 383, and in doing so reveal the breaking points of everyday life and the ways in which it might be appropriated as exuberant spaces full of enjoyment and hope. In the Production of Space, he identifies the space of leisure as a site within which such a resistance might be contemplated and activated. In our work we replace the principle of leisure with the concept of Occupy. We consider here how attempts to occupy the university curriculum, not as a programme of education but as the production of critical knowledge, may also constitute ‘a new pedagogy of space and time’. We will describe this occupation of higher education with reference to two projects with which we are involved Student as Producer and the Social Science Centre, the former at the University of Lincoln, and the latter across the city of Lincoln.

  13. SOCIOLINGUISTIC FACTORS OF THE WRITTEN SPEECH NORMS APPROXIMATION IN LABOR MIGRANTS’ TEXTS

    Directory of Open Access Journals (Sweden)

    Utesheva Altynay Pazylovna

    2015-06-01

    Full Text Available The article focuses on the features of written Russian speech of labor migrants from different countries considering the norms of written speech. The empirical basis of the research is represented by the handwritten CVs of unemployed migrants from Vietnam and Uzbekistan, that were presented to the departments of the Federal Migration Service of the Russian Federation in the city of Volgograd. Written speech violations are classified according to the age groups which migrants belong to. The following sociolinguistic characteristics of the migrants are also taken into account: nationality, period of school education, higher education, document writing competence. Group 1 combined informants aged from 20 to 30, without higher education, who studied the Russian language at school in the new period of the collapse of the Soviet Union procedures or on their own. It is an educational institution with no experience compiling official documents and communication skills in Russian. Group 2 combined informants aged from 30 to 50, without higher education, who studied Russian at school by Soviet methods with experience of drawing up official documents and possessing basic communication skills to communicate in Russian. Group 3 combined informants aged 50 and older with secondary special education, who studied Russian at school by Soviet methods and actively developed communicative competence at the expense of everyday communication, reading books, listening to the radio and watching programs in Russian, with experience in drafting official documents. The features of migrants' written speech are manifested in specific language and speech mistakes, particularly in graphic, phonetic and genre rules violations. The general patterns of mistakes are registered. The mistakes are caused not only by language transfer and the Russian language competence, but also by sociolinguistic factors. The particular cross-language differences of migrants writing are

  14. 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…

  15. 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…

  16. 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)

  17. Social pedagogy between everyday life and professionalism

    DEFF Research Database (Denmark)

    Rothuizen, Jan Jaap

    2014-01-01

    You have to know a bit of history in order to understand that the term social pedagogy can have different meanings. This article presents social pedagogy first and foremost as an approach that focuses on the other person’s possibilities to decide, to be an actor and to be a participant. When you...

  18. 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)

  19. 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…

  20. 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…

  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. 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…

  3. 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…

  4. 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…

  5. 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...

  6. Essentials of Basic Writing Pedagogy for Librarians

    Science.gov (United States)

    King, Reabeka

    2012-01-01

    There is an ongoing paradigm shift in librarianship that prompts the application of pedagogy throughout our professional practice. In light of the special attention to basic writing development in community college curricula, this article provides an overview of basic writing pedagogy. It discusses the overall college-level writing and research…

  7. "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…

  8. 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…

  9. 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.

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

    Science.gov (United States)

    Chinn, P. W. U.

    2016-12-01

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

  11. 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.

  12. Erotic Pedagogy's Noble Lie.

    Science.gov (United States)

    Goicoechea, David L.

    1991-01-01

    According to author Allan Bloom, problems in today's university stem from lack of belief in the university's vocation. The paper evaluates his Socratic solution which states the country must recover a belief in and response to the university's primary calling (the promotion of discussion and speculation in a Socratic manner). (SM)

  13. 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…

  14. A Sociolinguistic Analysis of "Greeting" and "Introducing": A Preliminary Study of Texts in English Textbooks Used at Junior High School

    Directory of Open Access Journals (Sweden)

    Lies Amin Lestari

    1997-01-01

    Full Text Available Abstract: The introduction of the 1994 Curriculum and its meaningfulness approach (Pendekatan Kebermaknaan encourages textbook writers and publishers to publish textbooks in order to meet the needs of both teachers and students for the learning process. That is why at present textbooks of any subjects, including English, are flooding the market. There are some criteria that need to be considered before choosing a textbook for an English class; among others are the authenticity of the language as it is used by the native speakers and its cultural appropriateness (flicker, 1975. This article attempts to analyze three textbooks which are widely used at junior high schools in Surabaya and its nearby towns from the sociolinguistic point of view. The findings show that there are some words or sentences that are sociolinguistically inappropriate and unacceptable eventhough as a whole the textbooks are good and can be used for teaching.

  15. 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.

  16. 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.

  17. 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.

  18. Key concepts in social pedagogy

    DEFF Research Database (Denmark)

    Harbo, Lotte Junker

    2011-01-01

    and activities around key social pedagogical concepts, such as the Common Third, the 3 P’s, the Zone of Proximal Development and the Learning Zone model. In the article we explore how a joint activity, for example playing soccer, can be seen as a pedagogical activity and with what intentions it is undertaken......“Now I can actually play soccer with the young people without fearing that my colleagues think I am escaping the paper work.” These were the words from a participant in a social pedagogy training course in England a few years ago. This understanding emerged through in-depth discussions...

  19. Echolalic Responses by a Child with Autism to Four Experimental Conditions of Sociolinguistic Input.

    Science.gov (United States)

    Violette, Joseph; Swisher, Linda

    1992-01-01

    The immediate verbal imitations (IVIs) of a boy (age five) with autism and echolalia were studied, with variables of linguistic familiarity and instructor's style of directiveness being manipulated. The occurrence of IVIs was related to uncertain or informative events, and was significantly greater when lexical stimuli were unknown and presented…

  20. 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,…

  1. 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 ...

  2. Emergent pedagogy of sustainability

    DEFF Research Database (Denmark)

    Husted, Mia; Frøkjær, Thorleif

    of societal life. Most often, the experimental activities tends to favor learning about responsible behavior, but the intension was formation of critical curiosity. While the difficulties to find pedagogical forms to present sustainability frustrate the participating pedagogues, the teachers teaching student.......S. Nielsen, N. Sriskandarajah, & E. Gunnarsson (eds) (2016). Commons, Sustainability, Democratization: Action Research and the Basic Renewal of Society. New York. RoutledgeLewin, K. (1948). Resolving Social Conflicts. New York, Harper and RowSachs, W. (1999). Planet dialectics. Explorations in Environment...

  3. 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...

  4. 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.

  5. SEARCH FOR NATIONAL SOCIOLINGUISTIC IDENTITY RECOGNITION: A DISCUSSION ON VARIABLE PHENOMENA OF BRAZILIAN PORTUGUESE

    Directory of Open Access Journals (Sweden)

    Vinícius de Lacerda

    2012-06-01

    Full Text Available Brazilian Portuguese, the national language,spoken and used in Brazil, has its socio-historical originst i ed  to European Por tugue s e .  The   e s tabl i shment  of  astandard norm (grammar took as its basis the manner ofspeaking and writing of the Portuguese. Although thedi f f e r enc e s  be twe en  the   two  language s  ar e   c l ear  andperceived by both peoples, Brazilians still learn, wrongly,rules related to the language spoken in Portugal, leavinga s i d e   f e a t u r e s   a n d  ma r k   t h a t   r e p r e s e n t   t h e   n a t i o n a lsociolinguistic identity. This research investigates andfeatures, considering the attitude of the speakers in front ofthe variable phenomena of the Portuguese language, aspectsof the Brazilian spoken language that points to possibletraces of a Brazilian sociolinguistic identity. The researchwas exploratory and quantitative, with the theoretical andmethodological model of the variationist Sociolinguistics. Linguistic recognition tests were used in order to promotethe evaluation, the recognition and the appreciation oflanguage varieties in Brazil. It was found in this work thatthe selected educated speakers showed an awareness of thee s s e n t i a l   q u e s t i o n   o f   r e c o g n i z i n g   t h i s   B r a z i l i a nsoc iol ingui s t i c   ident i t y,   e valuat ing and  judging  somevariable phenomena of Brazilian Portuguese as their closestlinguistic repertoire in less monitored speech situations.This contributes even more to an actual awareness of theexistence and recognition of a language that might beBrazilian in the future.

  6. 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.

  7. 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...

  8. Sociolinguistic and cultural components in the educative process of immigrant students

    Directory of Open Access Journals (Sweden)

    Elena MARTÍN-PASTOR

    2017-12-01

    Full Text Available In the Spanish educational system, immigrant students are one of the principal groups with high rates of school failure. In this situation we assume that part of the difficulties of these students can be explained by their ignorance of cultural codes and the communication mediators in which the school is organized which can impede their access to the curricula, their communication, their participation and their social and educative inclusion. Our study aims to identify similarities and differences in the understanding of sociolinguistic and sociocultural components among immigrant students whose mother tongue is Spanish compared to their peers of compulsory secondary education. To test this, a sample of 247 students from Salamanca was selected. Of these 141 students were immigrants. The results show that immigrant students who speak Spanish have more difficulties inferring the meaning of the vocabulary and the expressions that appear in their teaching resources. This leads us to think about the educational practices that we are developing in order to respond the needs of those students. 

  9. A Sociolinguistic Study of Deviant Orthographic Representation of Graduating Students' Names in a Nigerian University

    Directory of Open Access Journals (Sweden)

    Oladunjoye J. Faleye

    2012-01-01

    Full Text Available It is habitual for graduating students of the Obafemi Awolowo University, Ile-Ife, Nigeria, to roll out the drums the very day they finish writing their final examination. Characteristic of such a ritualistic exercise, among other things, are the brand names the students coin for themselves from their original names. This study focuses on the creative rewriting of the names on such an occasion and examines the linguistic habits exhibited therein. It analyses the phonological/graphematic features that mark the rewritng of the names and discusses the sociolinguistic implications for the phenomena of social identity construction and language contact situation. Data for the study was sourced mainly through participant-observation technique with a supplemment of an oral interview conducted for some of the subjects between year 2007 and 2009. The data was selected through a purposive random sampling technique which yielded fifty names that were considered representative of the respelling conventions. The paper employs mainly Hempenstall's (2003 Phonological Sensitivity Skills to analyse the linguistic practices in the reconfigured names and then applies Tajfel's and Turner's (1979 Social Identity Theory to explain how it is that people develop a sense of membership and belonging in particular groups. The article reveals that the deviant orthographic conventions are a major fallout of youth culture with great influence from computer-mediated communication. It also shows that their linguistic experimentation foray in the discourse greatly undermines the orthographic system of the indigenous language (Yoruba and the cultural values embedded in the original names.

  10. MEANINGFUL VARIABILITY: A SOCIOLINGUISTICALLY-GROUNDED APPROACH TO VARIATION IN OPTIMALITY THEORY

    Directory of Open Access Journals (Sweden)

    Juan Antonio Cutillas Espinosa

    2004-12-01

    Full Text Available Most approaches to variability in Optimality Theory have attempted to make variation possible within the OT framework, i.e. to reformulate constraints and rankings to accommodate variable and gradient linguistic facts. Sociolinguists have attempted to apply these theoretical advances to the study of language variation, with an emphasis on language-interna1 variables (Auger 2001, Cardoso 2001. Little attention has been paid to the array of externa1 factors that influence the patterning of variation. In this paper, we argue that some variation pattems-specially those that are socially meaningful- are actually the result of a three-grarnmar system. G, is the standard grammar, which has to be available to the speaker to obtain these variation patterns. G; is the vernacular grammar, which the speaker is likely to have acquired in his local community. Finally, G, is an intergrammar, which is used by the speaker as his 'default' constraint set. G is a continuous ranking (Boersma & Hayes 2001 and domination relations are consciously altered by the speakers to shape the appropriate and variable linguistic output. We illustrate this model with analyses of English and Spanish.

  11. The Identity of Patients in 12th Century Medical Text in Persian: a Sociolinguistic Perspective

    Directory of Open Access Journals (Sweden)

    Manizheh Abdollahi

    2013-05-01

    Full Text Available This study investigates linguistic expressions featuring the patient in a medical textbook written in the 12th century in Persian. At this time, medical practice is noticed to be more scientific than those written years before or even many centuries after because, keeping a distance from superstitious views, the practice follows the scientific procedures of the day. The present study adopts a sociolinguistics perspective to examine the social status of the patient in the text. The textbook – “Khofi Alayee” – was chosen to be examined mainly because it was considered as a scientific book written for public  use; also it was published as  a kind of pocket book for people to use while on trip or, more importantly, when the doctors were in emergency situations. This text, like other medical texts, is expected to be written impartially, but this is not usually the case. The result of the study showed that the patient was primarily viewed as an object with no social status considered for revered citizen. On the other hand, in occasions when the patient was treated as a person, he represented a male belonging to the middle or higher classes of the society.

  12. Problems of linguistic discrimination in the communicative space of Tajikistan: legal, sociolinguistic and educational aspects

    Directory of Open Access Journals (Sweden)

    Diloro Iskandarova

    2017-11-01

    Full Text Available Although it is disregarded and banned, a person can be discriminated in the society according to various attributes – due to the person's language, religion, nationality, social background. The problem touches upon not only individuals but minorities as well. Almost all states have one or several groups – minorities – that differ from the main population in ethnic, linguistic or religious lines. Most international treaties on human rights contain anti-discriminatory provisions. In addition to the main rights of the freedom of conscience, thought and associations, the principal legal guarantees for each representative of minorities consist in being treated equally by the law and courts and in equal protection of laws. The paper studies the problems of legal, sociolinguistic and educational basis of linguistic discrimination in the communicative space of Tajikistan. Linguistic discrimination and political correctness are closely connected with the language policy of the state. With exoglossic linguistic situation being characteristic for Tajikistan arises a need to study the questions related to linguistic discrimination. This will allow making certain adjustments to language building and harmonizing the ethnic and interethnic interests on the basis of a balanced and scientifically justified language policy.

  13. The Realization of Address Terms in Modern Persian in Iran: A Sociolinguistic Study

    Directory of Open Access Journals (Sweden)

    Aliakbari, Mohammad

    2008-01-01

    Full Text Available As an important feature of interface between language and society, address terms can provide valuable sociolinguistic information about the interlocutors, their relationship and their circumstances. As a result, in the past few decades address terms in different languages have been studied from different angles and with varying focus. In line with those studies this article focuses on identifying different types of addressing terminology that Persian interlocutors may use in different contexts. Personal names, general and occupation titles, kinship related terms, religious oriented expressions, honorifics, terms of intimacy, personal pronouns, descriptive phrases and employing greetings or attention getters to avoid address terms were found to be the possible categories for Persian addressers choice. The study also reveals that Persian language is rich enough in this respect and that an artful skill is required for Persian speakers to make an accurate and proper use of the vast range of choices for addressing individuals in various contexts. In addition to account for the abandonment of certain socioeconomic-referenced terms, the study also shows a number of culture-specific address terms which may have no equivalent in English.

  14. The Sociolinguistic Situation of the Manila Bay Chabacano-Speaking Communities 

    DEFF Research Database (Denmark)

    Sippola, Eeva; Lesho, Marivic

    2013-01-01

    This study is an assessment of the vitality of the Manila Bay Chabacano varieties spoken in Cavite City and Ternate, Philippines. These Spanish-lexified creoles have often been described as endangered, but until now there has been no systematic description of how stable the varieties are. The eva......This study is an assessment of the vitality of the Manila Bay Chabacano varieties spoken in Cavite City and Ternate, Philippines. These Spanish-lexified creoles have often been described as endangered, but until now there has been no systematic description of how stable the varieties are....... The evaluation of the vitality of Manila Bay Chabacano is made based on participant observation and interviews conducted in both communities over the past nine years, using the UNESCO (2003) framework. Comparison between the two varieties shows that the proportional size of the speech community, degree...... generation, but the community is more organized in its language preservation efforts. This study sheds light on two creole varieties in need of further documentation and sociolinguistic description, as well as the status of minority languages in the Philippines. It also offers a critical assessment...

  15. 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....

  16. 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.

  17. 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…

  18. 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…

  19. "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…

  20. Thinking outside the Blocks: Lego Day in a Pedagogy of Play

    Science.gov (United States)

    Krug, Kate

    2011-01-01

    Engaging students while providing them with the necessary linguistic and critical skills as a foundation for further exploration are the principle challenges for those of us who teach disciplinary introductory courses. My own response to this challenge has been to develop and implement what I refer to as the "pedagogy of play." Informed…

  1. Towards a Pedagogy of Listening: Teaching and Learning from Life Stories of Human Rights Violations

    Science.gov (United States)

    Low, Bronwen E.; Sonntag, Emmanuelle

    2013-01-01

    In response to the task of designing curriculum that helps youth engage thoughtfully with digital stories of human rights violations, the authors articulate the central tenets of a pedagogy of listening that draws upon elements of oral history, concepts of witnessing and testimony, the work on listening of Dewey, Freire and Rinaldi and the…

  2. Rethinking the Relationship between Pedagogy, Technology and Learning in Health and Physical Education

    Science.gov (United States)

    Casey, Ashley; Goodyear, Victoria A.; Armour, Kathleen M.

    2017-01-01

    This paper seeks to address two key questions: (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people's learning and (2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard,…

  3. 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.

  4. 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.

  5. 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.

  6. Sociolinguistic Aspects of the First Translations of the Bible into the Russian Language

    Directory of Open Access Journals (Sweden)

    Alexander G. Kravetsky

    2015-08-01

    Full Text Available The first translations of the New Testament into the Russian language, which were carried out at the beginning of the 19th century, are usually regarded as a missionary project. But the language of these translations may prove that they were addressed to a rather narrow audience. As is known, the Russian Bible Society established in 1812 began its activities not with translations into Russian but with the mass edition of the Church Slavonic text of the Bible. In other words, it was the Church Slavonic Bible that was initially taken as the “Russian” Bible. Such a perception correlated with the sociolinguistic situation of that period, when, among the literate country and town dwellers, people learned grammar according to practices dating back to Medieval Rus’, which meant learning by heart the Church Slavonic alphabet, the Book of Hours, and the Book of Psalms; these readers were in the majority, and they could understand the Church Slavonic Bible much better than they could a Russian-language version. That is why the main audience for the “Russian” Bible was the educated classes who read the Bible in European languages, not in Russian. The numbers of targeted readers for the Russian-language translation of the Bible were significantly lower than those for the Church Slavonic version. The ideas of the “language innovators” (who favored using Russian as a basis for a new national language thus appeared to be closer to the approach taken by the Bible translators than the ideas of “the upholders of the archaic tradition” (who favored using the vocabulary and forms of Church Slavonic as their basis. The language into which the New Testament was translated moved ahead of the literary standard of that period, and that was one of the reasons why the work on the translation of the Bible into the Russian language was halted.

  7. Skewed Sociolinguistic Awareness of a Native Non-standard Dialect: Evidence from the Cypriot Greek Writing of Greek Cypriot Students

    Directory of Open Access Journals (Sweden)

    Ioli Ayiomamitou

    2017-11-01

    Full Text Available Over the last 50 years, sociolinguistic research in settings in which a regional, social, or ethnic non-standard linguistic variety is used alongside the standard variety of the same language has steadily increased. The educational implications of the concomitant use of such varieties have also received a great deal of research attention. This study deals with regional linguistic variation and its implications for education by focusing on the Greek Cypriot educational context. This context is ideal for investigating the linguistic profiles of speakers of proximal varieties as the majority of Greek Cypriots are primarily educated in just one of their varieties: the standard educational variety. The aim of our study was to understand Greek Cypriot primary school pupils’ sociolinguistic awareness via examination of their written production in their home variety [Cypriot Greek (CG dialect]. Our assumption was that, because written production is less spontaneous than speech, it better reflects pupils’ conscious awareness. Pupils were advised to produce texts that reflected their everyday language with family and friends (beyond school boundaries. As expected, students’ texts included an abundance of mesolectal features and the following were the ten most frequent: (1 palato-alveolar consonants, (2 future particle [ená] and conditional [ítan na] + subjunctive, (3 consonant devoicing, (4 CG-specific verb stems, (5 final [n] retention, (6 [én/ éni] instead of [íne], (7 CG-specific verb endings, (8 [én/é] instead of [ðen], (9 elision of intervocalic fricative [ɣ], and (10 CG-specific adverbs. Importantly, in addition to the expected mesolectal features that reflect contemporary CG, students included a significant and unexpected number of basilectal features and instances of hyperdialectism (that are not representative of today’s linguistic reality which rendered their texts register-inappropriate. This led us to conclude that Greek

  8. 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.…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. Redistribution, Recognition and Representation: Working against Pedagogies of Indifference

    Science.gov (United States)

    Lingard, Bob; Keddie, Amanda

    2013-01-01

    This paper reports on an Australian government-commissioned research study that documented classroom pedagogies in 24 Queensland schools. The research created the model of "productive pedagogies", which conjoined what Nancy Fraser calls a politics of redistribution, recognition and representation. In this model pedagogies are…

  14. 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. Emergence: Complexity Pedagogy in Action

    Science.gov (United States)

    Jonas-Simpson, Christine

    2015-01-01

    Many educators are looking for new ways to engage students and each other in order to enrich curriculum and the teaching-learning process. We describe an example of how we enacted teaching-learning approaches through the insights of complexity thinking, an approach that supports the emergence of new possibilities for teaching-learning in the classroom and online. Our story begins with an occasion to meet with 10 nursing colleagues in a three-hour workshop using four activities that engaged learning about complexity thinking and pedagogy. Guiding concepts for the collaborative workshop were nonlinearity, distributed decision-making, divergent thinking, self-organization, emergence, and creative exploration. The workshop approach considered critical questions to spark our collective inquiry. We asked, “What is emergent learning?” and “How do we, as educators and learners, engage a community so that new learning surfaces?” We integrated the arts, creative play, and perturbations within a complexity approach. PMID:25838945

  16. 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...

  17. 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....

  18. Ideology, Gender Roles, and Pronominal Choice: A Sociolinguistic Analysis of the Use of English Third Person Generic Pronouns by Native Speakers of Arabic

    Science.gov (United States)

    Abudalbuh, Mujdey

    2012-01-01

    This study is a sociolinguistic investigation of the use of four English generic pronouns ("he," "she," "he or she," singular "they") by Arabic-speaking second language learners of English. This study takes a different approach to the investigation of second language (L2) acquisition and use by examining the…

  19. Current Sociopolitical, Sociocultural, and Sociolinguistic Issues of Latino Immigrants in Julia Álvarez's Novel "How the García Girls Lost Their Accents"

    Science.gov (United States)

    Molina-Naar, José

    2016-01-01

    The sociopolitical, sociocultural, and sociolinguistic issues many Latino immigrants face as they embark on the process of adjusting to American society have been depicted by many Hispanic American writers in the United States. Julia Álvarez's "How the García Girls Lost Their Accents" attempts to raise awareness of these issues through…

  20. Mapa Sociolinguistico. Analisis demolinguistico de la Comunidad Autonoma Vasca derivado del padron de 1986 (Sociolinguistic Map. Demolinguistic analysis of the Autonomous Basque Community derived from the 1986 Census).

    Science.gov (United States)

    Basque Autonomous Community, Vitoria (Spain). General Secretariat of Linguistic Policy.

    Sociolinguistic data are presented in the form of sophisticated maps and tables in this pioneering study on the status of the Basque language. Based on information collected from the 1986 census, the major demographic characteristics of Basque are examined in order to ascertain the factors and processes that have contributed to its current status.…

  1. A phenomenological study of millennial students and traditional pedagogies.

    Science.gov (United States)

    Toothaker, Rebecca; Taliaferro, Donna

    The Millennial generation comprises the majority of learners in the traditional university setting. Nurse educators identify problems developing teaching strategies in education that undergraduate Millennial nursing students find engaging and meaningful. The purpose of this study was to identify the perception of Millennial students participating in traditional pedagogies and its significant implications for nursing education. This interpretive phenomenological study recorded the lived experiences of Millennial nursing students' experiences in traditional classrooms. One on one interviews with 13 Millennial students were conducted. Data collection and analysis aligned with van Manen's method. There are five themes that emerged from the data: physically present, mentally dislocated; unspoken peer pressure; wanting more from the professors; surface learning; and lack of trust. The essence focuses around the central theme of belonging, while students identified the most significant challenge in a classroom was disengaging professors. Recommendations for faculty to engage nursing students through a method of shared responsibility of educational approach are given. Blended teaching pedagogies that offer traditional and active methods are recommended. Published by Elsevier Inc.

  2. Social pedagogy in children´s everyday life

    DEFF Research Database (Denmark)

    Schwartz, Ida

    A large part of most children’s childhood is about taking part in educational and leisure time activities together with other children across various contexts of childhood. However, children who are in out-of-home care do not always have easy access to these resources. Theoretically the paper dra...... concludes that for children in out-of-home care their possibilities of learning how to conduct their everyday lives are closely related to the ways professionals cooperate across contexts and that puts inter-professional cooperation at the core of social pedagogy....... on a German version of Critical Psychology and discusses how to understand social pedagogy in relation to the support of children’s conduct of everyday life. In general parents coordinate their children´s everyday lives, but for the case of children in out-of-home care, the responsibility of care...... is distributed between several professionals and institutions. The paper builds on two research projects that followed children in out-of-home care in their everyday lives, exploring how professionals work together in order to support children´s agency in communities of children in residential home, school...

  3. 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…

  4. 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…

  5. 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…

  6. Reconceptualising Higher Education Pedagogy in Online Learning

    Science.gov (United States)

    Green, Nicole C.; Edwards, Helen; Wolodko, Brenda; Stewart, Cherry; Brooks, Margaret; Littledyke, Ros

    2010-01-01

    The purpose of this collaborative inquiry project was to examine teacher education practices in two early childhood degree programmes in a school of education at a regional university in Australia. All students are enrolled in these online courses as distance learners. The reconceptualised online pedagogy immersed students, peers and their…

  7. 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...

  8. 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…

  9. Blended learning pedagogy: the time is now!

    Science.gov (United States)

    Pizzi, Michael A

    2014-07-01

    Pedagogy is rapidly changing. To develop best practice in academia, it is important that we change with the changing needs of students. This article suggests that blended learning is one of the most important pedagogical formats that can enhance student learning, optimize the use of active learning strategies, and potentially improve student learning outcomes.

  10. Reforming Teacher Education for Online Pedagogy Development

    Science.gov (United States)

    Scheg, Abigail G.

    2014-01-01

    Online education is a long-term goal at most higher-education institutions in the United States, but very few faculty members have sufficient training or knowledge of online pedagogy. As a result, students are not receiving the highest quality education, and institutions are struggling with student retention and the improvement of their distance…

  11. Critical Capability Pedagogies and University Education

    Science.gov (United States)

    Walker, Melanie

    2010-01-01

    The article argues for an alliance of the capability approach developed by Amartya Sen with ideas from critical pedagogy for undergraduate university education which develops student agency and well being on the one hand, and social change towards greater justice on the other. The purposes of a university education in this article are taken to…

  12. Following Watery Relations in Early Childhood Pedagogies

    Science.gov (United States)

    Pacini-Ketchabaw, Veronica; Clark, Vanessa

    2016-01-01

    Working methodologically and theoretically with the hydro-logics of bodies of water, this article addresses the limitations of humanistic perspectives on water play in early childhood classrooms, and proposes pedagogies of watery relations. The article traces the fluid, murky, surging, creative, unpredictable specificities of bodies of water that…

  13. Exploring Signature Pedagogies in Undergraduate Leadership Education

    Science.gov (United States)

    Jenkins, Daniel M.

    2012-01-01

    This research explores the instructional strategies most frequently used by leadership educators who teach academic credit-bearing undergraduate leadership studies courses through a national survey and identifies signature pedagogies within the leadership discipline. Findings from this study suggest that class discussion--whether in the form of…

  14. Towards a Pedagogy of Grammar Instruction

    Science.gov (United States)

    Richards, Jack C.; Reppen, Randi

    2014-01-01

    Grammar can be viewed both as knowledge and as ability. When viewed as knowledge, the focus is on rules for sentence formation. When viewed as ability, the focus is on how grammar is used as a resource in the creation of spoken and written texts. Twelve principles are proposed as the basis for a pedagogy that focusses on acquiring learning to use…

  15. Pedagogy for Economic Competitiveness and Sustainable Development

    Science.gov (United States)

    Sahlberg, Pasi; Oldroyd, David

    2010-01-01

    Accelerating threats to a sustainable relationship between economic growth and the capacity of the global social-ecological system to support it require that the implications of competitiveness be reassessed. Today, the capacities that underlie economic competitiveness must also be brought to bear on policy and pedagogy to prepare the coming…

  16. Studios Abroad: A Challenge in Innovative Pedagogy

    Science.gov (United States)

    Macedo, Joseli

    2017-01-01

    Study abroad programs offer a unique opportunity to evaluate pedagogic models. The role of studios in design and planning pedagogy has been examined. However, how the general framework of a studio supports other pedagogic models has not been widely discussed. This article assesses a series of urban planning and design studios conducted abroad to…

  17. Embracing Tensions in Feminist Organizational Communication Pedagogies

    Science.gov (United States)

    Linabary, Jasmine R.; Long, Ziyu; Mouton, Ashton; Rao, Ranjani L.; Buzzanell, Patrice M.

    2017-01-01

    Feminist pedagogies hold potential to create more inclusive and transformative classrooms. Adopting a tension-centered approach, we draw on our individual and collective reflections on the design and instruction of a multi-section undergraduate organizational communication course to build an autoethnographic account of the tensions associated with…

  18. 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...

  19. Unscripting Curriculum: Toward a Critical Trans Pedagogy

    Science.gov (United States)

    Keenan, Harper Benjamin

    2017-01-01

    In this essay, Harper B. Keenan draws on his own experience as a white queer and trans educator to consider the meaning of a critical trans pedagogy. Amid dissonant narratives of equal rights and subjection, he explores how his classroom teaching is shaped by his own experience of gender conditioning as well as by the contemporary political…

  20. 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…

  1. 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…

  2. Feminist Pedagogy in Early Childhood Teachers' Education

    Science.gov (United States)

    Ziv, Haggith Gor

    2015-01-01

    This article discusses the theory and practice of applying critical feminist pedagogy in a teacher's training college. It is based on an analysis of the education of students in an early childhood teaching program (BEd) that seeks to promote social justice through education. This article discusses the areas of the student's education that…

  3. 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…

  4. 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

  5. The Personalistic Pedagogy of Giorgio Agamben

    Science.gov (United States)

    Peterson, Thomas Erling

    2014-01-01

    Agamben's philosophy of education can be arrived at by focusing on the nexus of philology, philosophy and poetry that is prominent in his work. By exploring the functional and semantic reciprocity between these fields, one can identify diverse pedagogies: of language and the poetic voice, of infancy and history, of history redeemed (in the…

  6. Linguistics, pedagogy and teaching of the language

    Directory of Open Access Journals (Sweden)

    Álvaro William Santiago Galvis

    2005-02-01

    Full Text Available This article tackles the relationship that exists between linguistics and pedagogy with regards to pedagocical language practices. From this relationship, the approach that has been given to practical native language teaching can be determined as well as characterized. Finally, the paper provides reasons for the communicational approach to teaching spanish.   

  7. Physics Instruction Utilizing Culture-Based Pedagogy

    Directory of Open Access Journals (Sweden)

    Nerrie E. Malaluan

    2015-11-01

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

  8. 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.

  9. 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.

  10. 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.

  11. 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

  12. 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...

  13. 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.  ...

  14. 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....

  15. Acceptability of the Conceptions of Higher Education Quality to First Year Students of the Study Field of Pedagogy

    Science.gov (United States)

    Žibeniene, Gintaute; Savickiene, Izabela

    2014-01-01

    The article presents which conceptions of higher education quality are most acceptable to first-year students of the study field of pedagogy. It is significant to analyse students' opinions as more than 10 years ago the EU member states agreed that higher education institutions bear responsibility for the quality of higher education. Being members…

  16. In Search of Signature Pedagogy for PDS Teacher Education: A Review of Articles Published in "School-University Partnerships"

    Science.gov (United States)

    Yendol-Hoppey, Diane; Franco, Yvonne

    2014-01-01

    ''In Search of Signature Pedagogy for PDS Teacher Education'' is a review of articles published in "School-University Partnerships" which emerged in response to Shulman's critique that we do not possess powerful, consistent models of practice that we can define and have deeply studied. To these ends, we searched for Signature Pedagogy…

  17. 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.

  18. 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.

  19. 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.

  20. 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

  1. Lessons from abroad : whatever happened to pedagogy?

    OpenAIRE

    Elliott, J.G.

    2014-01-01

    This paper considers attempts to import pedagogic practices from other educational systems. In so doing, it focuses upon policymakers’ attempts to: (a) import interactive whole class teaching approaches to the UK (and, to a lesser extent, the US); and (b) export learner-centred pedagogies, largely derived from Anglo-American theorising and practice, to industrialised and developing countries that often vary greatly in educational performance. The paper explains why such initiatives have large...

  2. 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

  3. Advancing teacher knowledge of effective argumentation pedagogy

    OpenAIRE

    Simon,Shirley; Davies,Paul; Trevethan,Jillian

    2012-01-01

    This paper provides a discussion of the methodological approach to a research project that builds on previous studies of effective argumentation pedagogy undertaken by one of the authors. In this study, teachers from six schools in a city location are taking part in a one-year project to use new web-based professional development materials to advance their practice in using group discussion and argumentation in science. The teachers attend workshops on planning and organising effective group-...

  4. Difficult relationships: critical pedagogies and curriculum

    OpenAIRE

    María Verónica Di Caudo Villoslada

    2013-01-01

    This paper reviews the proposals of the ‘critical pedagogies’ and presents some difficulties in the realization of their principles in the context of current public policies in Latin America. Distances between discourses and practices, absence of radically democratic educational policies, lack of awareness of critical pedagogies by teachers, lack of contextual production and indiscriminate use of the word critical—that ends up opposing everything that is considered as traditional pedagogy—mak...

  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. Academic Management of the Pedagogy of Love

    Directory of Open Access Journals (Sweden)

    Mariela Eduvigis Jiménez Campos

    2016-08-01

    Full Text Available This essay aims to reflect the academic management of pedagogy of love from a review of the theoretical aspects according to Perez Esclarín’s statements (2014 among others, which reveal that love is the essential education principle. So, any method, technique or curriculum will not replace the positive education relationships based in love, since they can promote the educational practice in the classroom building trust and confidence in all students.

  7. 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.

  8. Hidden histories: challenges for pedagogy and participation

    OpenAIRE

    Morrice, Linda

    2013-01-01

    Higher Education has become and an increasingly diverse and globalised system in which the binaries between ‘traditional’ and ‘non-traditional’ students, exclusion and inclusion have less resonance and analytical purchase. Drawing on research with refugees Linda will suggest that higher education can be marked simultaneously by belonging and recognition, deficit and exclusion. Complex differences and inequalities remain hidden and unspoken, raising new questions and challenges for pedagogy an...

  9. [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

  10. 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.

  11. Translator's faithfulness in the 21st century: a sociolinguistic view. Tulkotâja lojalitâte 21. gadsimtâ: sociolingvistiks skatîjums

    Directory of Open Access Journals (Sweden)

    Janis Silis

    2007-01-01

    Full Text Available In this article the author’s intention is to touch upon only some of the aspects characterizing translation as a sociolinguistic phenomenon relevant to translator’s faithfulness. Reduction of thescope of analysis is due to the fact that the problem of relations between translatology and sociolinguistics is considerably more extensive and therefore requires more detailed research producing a quantitatively much bulkier text. An attempt will be made to provide a rather impressionistic contrastive analysis of translation problems appearing in certain pairs of sociolinguistic correlations, such as source/target language and social group, source/target languageand age group, as well as source/target language and gender. In the last two correlation pairs (and episodically elsewhere translator as a representative of a definite age-bound or gender-bound social group will also be viewed. This method of analysis has successfully been used by the author in his previous publications on the subject (Sîlis, 1999 and 2006, as well as repeatedly applied by the authoritative sociolinguist Peter Trudgill (2001.The illustrative material used in the article comes from author’s own observations of problemsolving cases in translation and interpreting practice cases where Latvian is either the source or the target language, and similar instances analysed in research publications of other Latvian translation theorists.In the end of the discussion part the problem of culture-specific discrepancies of the SL and TL nations, reflected also in the difference of the respective culture of verbal expression, will also be tackled.

  12. Re-inhabiting place in contemporary rural communities: Moving toward a critical pedagogy of place

    Science.gov (United States)

    Huffling, Lacey D.; Carlone, Heidi B.; Benavides, Aerin

    2017-03-01

    Heather Zimmerman and Jennifer Weible's (Cult Stud Sci Educ, 2016) use of place-based pedagogy in high school science education honors their participants' lived experiences and the rural communities from which they come. They raise an unresolved tension in their findings: Why did the youth in their study, who clearly learned a lot about the local watershed, not feel empowered or knowledgeable enough to propose collective, action-oriented strategies to address the poor quality of the water? We use this tension as a focus point of our response, drawing on one author's (Huffling's) biography and David Gruenewald's (Educ Res 32:3-12, 2003. doi: 10.3102/0013189X032004003) critical pedagogy of place to re-imagine the curriculum that Zimmerman and Weible describe. We provide strategies that align with Gruenewald's (2003) constructs of decolonization and reinhabitation that could promote youths' collective empowerment.

  13. 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…

  14. "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…

  15. 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 -.

  16. 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…

  17. 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, ...

  18. 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…

  19. 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…

  20. 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"…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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...

  7. 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,…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. Difficult relationships: critical pedagogies and curriculum

    Directory of Open Access Journals (Sweden)

    María Verónica Di Caudo Villoslada

    2013-07-01

    Full Text Available This paper reviews the proposals of the ‘critical pedagogies’ and presents some difficulties in the realization of their principles in the context of current public policies in Latin America. Distances between discourses and practices, absence of radically democratic educational policies, lack of awareness of critical pedagogies by teachers, lack of contextual production and indiscriminate use of the word critical—that ends up opposing everything that is considered as traditional pedagogy—makes us wonder about the real possibility of transformation in order to fight against the dominant power relationships through counter-hegemonic and destabilizing practices in education.

  1. Predictors of English Health Literacy among U.S. Hispanic Immigrants: The importance of language, bilingualism and sociolinguistic environment

    Science.gov (United States)

    Hund, Lauren; Soto Mas, Francisco

    2016-01-01

    In the United States, data confirm that Spanish-speaking immigrants are particularly affected by the negative health outcomes associated with low health literacy. Although the literature points to variables such as age, educational background and language, only a few studies have investigated the factors that may influence health literacy in this group. Similarly, the role that bilingualism and/or multilingualism play in health literacy assessment continues to be an issue in need of further research. The purpose of this study was to examine the predictors of English health literacy among adult Hispanic immigrants whose self-reported primary language is Spanish, but who live and function in a bilingual community. It also explored issues related to the language of the instrument. An analysis of data collected through a randomized controlled study was conducted. Results identified English proficiency as the strongest predictor of health literacy (p sociolinguistic environment affect health literacy in language minority adults; proposes language approaches that may be more appropriate for measuring health literacy in these populations; and recommends further place-based research to determine whether the connection between language proficiency and health is generalizable to border communities. PMID:27127416

  2. SOCIOLINGUISTIC AND GEOLINGUISTIC APPROACHES TO THE HISTORICAL DIFFUSION OF LINGUISTIC INNOVATIONS: INCIPIENT STANDARDISATION IN LATE MIDDLE ENGLISH

    Directory of Open Access Journals (Sweden)

    Juan Manuel Hernández Campoy

    2005-06-01

    Full Text Available The diffusion of linguistic innovations and changes has become a common object of sociolinguistic and geolinguistic research. As such, the process has been studied from four complementary perspectives: (a the communicative or interpersonal, (b the time dimension, © the social perspective and (d the geographical or spatial. Despite the successful application of these methodologies to tracing the diffusion of innovations in progress and recently attested changes, attention is hardly ever given to reconstructing these four dimensions in connection with the diffusion of changes in the past. In this paper we consider the possibility of applying these methods and findings to the different faeets of the diffusion of a weIl attested change in the history of English: the spread of incipient standard spellings from London in the late Middle English period. Particular attention is given to the unfolding of this process in the course of time, its diffusion across social ranks and networks, as well as to its possible geographical circulation.

  3. Predictors of English Health Literacy among U.S. Hispanic Immigrants: The importance of language, bilingualism and sociolinguistic environment

    Directory of Open Access Journals (Sweden)

    Holly E. Jacobson

    2016-03-01

    Full Text Available In the United States, data confirm that Spanish-speaking immigrants are particularly affected by the negative health outcomes associated with low health literacy. Although the literature points to variables such as age, educational background and language, only a few studies have investigated the factors that may influence health literacy in this group. Similarly, the role that bilingualism and/or multilingualism play in health literacy assessment continues to be an issue in need of further research. The purpose of this study was to examine the predictors of English health literacy among adult Hispanic immigrants whose self-reported primary language is Spanish, but who live and function in a bilingual community. It also explored issues related to the language of the instrument. An analysis of data collected through a randomized controlled study was conducted. Results identified English proficiency as the strongest predictor of health literacy (p < 0.001. The results further point to the importance of primary and secondary language in the assessment of heath literacy level. This study raises many questions in need of further investigation to clarify how language proficiency and sociolinguistic environment affect health literacy in language minority adults; proposes language approaches that may be more appropriate for measuring health literacy in these populations; and recommends further place-based research to determine whether the connection between language proficiency and health is generalizable to border communities.

  4. Predictors of English Health Literacy among U.S. Hispanic Immigrants: The importance of language, bilingualism and sociolinguistic environment.

    Science.gov (United States)

    Jacobson, Holly E; Hund, Lauren; Soto Mas, Francisco

    In the United States, data confirm that Spanish-speaking immigrants are particularly affected by the negative health outcomes associated with low health literacy. Although the literature points to variables such as age, educational background and language, only a few studies have investigated the factors that may influence health literacy in this group. Similarly, the role that bilingualism and/or multilingualism play in health literacy assessment continues to be an issue in need of further research. The purpose of this study was to examine the predictors of English health literacy among adult Hispanic immigrants whose self-reported primary language is Spanish, but who live and function in a bilingual community. It also explored issues related to the language of the instrument. An analysis of data collected through a randomized controlled study was conducted. Results identified English proficiency as the strongest predictor of health literacy (p sociolinguistic environment affect health literacy in language minority adults; proposes language approaches that may be more appropriate for measuring health literacy in these populations; and recommends further place-based research to determine whether the connection between language proficiency and health is generalizable to border communities.

  5. Effective pedagogies for teaching math to nursing students: a literature review.

    Science.gov (United States)

    Hunter Revell, Susan M; McCurry, Mary K

    2013-11-01

    Improving mathematical competency and problem-solving skills in undergraduate nursing students has been an enduring challenge for nurse educators. A number of teaching strategies have been used to address this problem with varying degrees of success. This paper discusses a literature review which examined undergraduate nursing student challenges to learning math, methods used to teach math and problem-solving skills, and the use of innovative pedagogies for teaching. The literature was searched using the Cumulative Index of Nursing and Allied Health Literature and Education Resource Information Center databases. Key search terms included: math*, nurs*, nursing student, calculation, technology, medication administration, challenges, problem-solving, personal response system, clickers, computer and multi-media. Studies included in the review were published in English from 1990 to 2011. Results support four major themes which include: student challenges to learning, traditional pedagogies, curriculum strategies, and technology and integrative methods as pedagogy. The review concludes that there is a need for more innovative pedagogical strategies for teaching math to student nurses. Nurse educators in particular play a central role in helping students learn the conceptual basis, as well as practical hands-on methods, to problem solving and math competency. It is recommended that an integrated approach inclusive of technology will benefit students through better performance, increased understanding, and improved student satisfaction. Copyright © 2012 Elsevier Ltd. All rights reserved.

  6. Riding the wave of BYOD: developing a framework for creative pedagogies

    Directory of Open Access Journals (Sweden)

    Thomas Cochrane

    2014-08-01

    Full Text Available Moving innovation in teaching and learning beyond isolated short-term projects is one of the holy grails of educational technology research, which is littered with the debris of a constant stream of comparative studies demonstrating no significant difference between innovative technologies and traditional pedagogical approaches. Meanwhile, the approaching giant wave of the bring your own device (BYOD movement threatens to overwhelm education practitioners and researchers preoccupied with replicating current practice on mobile devices. A review of the literature indicates that there are yet few well-developed theoretical frameworks for supporting creative pedagogies via BYOD. In this paper, we overview the development of a framework for creative pedagogies that harness the unique affordances of BYOD. This framework has been used across multiple educational contexts and scale from short workshops through to full courses and international collaborative projects. Our key design principles for supporting creative pedagogies via BYOD include modelling collaborative practice via establishing teacher communities of practice to learn about the affordances of mobile devices in relation to new modes of student learning, collaborative curriculum redesign in response to shifts in conceptions of teaching and learning, and collaborating with ICT Services for infrastructure development across the campus.

  7. 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.

  8. 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.

  9. In Defense of Critical Democratic Pedagogy

    Directory of Open Access Journals (Sweden)

    Tracey Isaacs

    2018-04-01

    Full Text Available A powerful positivist and neoliberal ideology in education masquerades more or less unharmed as the meritocratic myth promised under the cloak of democracy. Yet some students and teachers are beginning to interrogate the success-only orientations of neoliberalism in the face of crumbling school systems where many students fail. These students and teachers are not oblivious to the stark realities that characterize their daily existence, as they live under a dark cloud of mass unemployment and inequality where many struggle to “succeed”. Additionally, trained consciousness reveals the pockmarked version of democracy that admits only a few and is attendant with an authoritarian, disciplinary practice that breeds resistance towards education rather than the envisioned freedom it is purported to usher in. These inconsistent positions as an experience of education, by especially marginal students, is intensifying within a neoliberal discourse and invites the intense consideration of the place of critical democratic pedagogy as a more appropriate approach toward democratic teaching and learning practices. Within this context, I explore the theoretical and practical dimensions of critical pedagogy to provide an expanded view of teaching and learning in post-democratic South African education.

  10. 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.

  11. Educators' motivation on integration of ICTs into pedagogy: case of ...

    African Journals Online (AJOL)

    Educators' motivation on integration of ICTs into pedagogy: case of disadvantaged areas .... disciplines such as Information Sciences, Business and. Engineering, it has been noted ..... by a particular textbook. One has .... the ETHICS method.

  12. 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.

  13. Case studies as pedagogy for reading development within a ...

    African Journals Online (AJOL)

    ... as pedagogy for reading development within a vocational education context. ... This article focuses on the case study as a reading strategy to draw on world of ... in a Marketing diploma achieved the desired objective of introducing students ...

  14. 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.

  15. Testing a pedagogy for promoting historical contextualization in classrooms

    NARCIS (Netherlands)

    Huijgen, Tim; Holthuis, Paul; van Boxtel, Carla; van de Grift, Wim

    2016-01-01

    This study describes the development and testing of a pedagogy aimed at promoting students’ ability to perform historical contextualization. Promoting historical contextualization was conceptualized as three different pedagogical principles: 1) the awareness of the consequences of a present-oriented

  16. The embodied performance pedagogy of Jacques Lecoq

    Science.gov (United States)

    Kemp, Rick

    2017-01-01

    This article proposes that acting is a valuable area of research for the fields of Artificial Intelligence and Simulated Behaviour. This suggestion is supported through applying theories and findings from the field of embodied cognition to the performance pedagogy of French acting teacher Jacques Lecoq (1921-1999). Embodied cognition proposes that thinking and behaviour are properties of the whole human organism, not the brain alone, and that body, brain and cognition are "situated" - engaged with the surrounding environment. This thesis arises from findings that show that sensorial and motor experiences form the neural foundations for mental concepts and that sensorimotor neural networks are partially re-activated by mental and linguistic activity, leading to the concept of "embodied simulation". I give examples of the ways in which Lecoq's conceptualisation of acting technique is implicitly congruent with the principles of embodied cognition, and often explicitly anticipates its precepts.

  17. 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...

  18. Voice pedagogy-what do we need?

    Science.gov (United States)

    Gill, Brian P; Herbst, Christian T

    2016-12-01

    The final keynote panel of the 10th Pan-European Voice Conference (PEVOC) was concerned with the topic 'Voice pedagogy-what do we need?' In this communication the panel discussion is summarized, and the authors provide a deepening discussion on one of the key questions, addressing the roles and tasks of people working with voice students. In particular, a distinction is made between (1) voice building (derived from the German term 'Stimmbildung'), primarily comprising the functional and physiological aspects of singing; (2) coaching, mostly concerned with performance skills; and (3) singing voice rehabilitation. Both public and private educators are encouraged to apply this distinction to their curricula, in order to arrive at more efficient singing teaching and to reduce the risk of vocal injury to the singers concerned.

  19. Music Pedagogy in the 21st Century

    Directory of Open Access Journals (Sweden)

    Thüring Bräm

    2012-11-01

    Full Text Available The article begins with considering what are the qualities you need in education to lead you to success? One important factor for moving from failure to success is (as also pointed out by a recent New York Time article on educational programs in general is the factor of 'grit’. The question of 'What is teaching about?’ is explored on the basis of three case histories: that of a middle aged music teacher, of a young performing pianist and of a cello master student. Finally, a brief historical overview of the last 50 years looks at the larger changes which have taken place in the teaching of young instrumental students. It discusses methods being used ranging from training virtuoso skills (Czerny/Cramer to applying insights about the cognitive development (Piaget and neuroscience to the increasingly wide range of research topics on music pedagogy today.

  20. 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

  1. 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.

  2. 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)

  3. 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...

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. "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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 線上文化回應教學成效探究:大專家教與原住民高中生之合作學習 Effects of Online Culturally Responsive Pedagogy: Collaborative Learning Between College Tutors and Indigenous High School Students

    Directory of Open Access Journals (Sweden)

    林文川 Wen-Chuan Lin

    2015-12-01

    Full Text Available 本文主旨在於探究英語學習歷程中,融入原住民文化資源的創新線上教學成效。根據Vygotsky 的學習理論,這項一年期的研究整合了線上學習與文化回應教學策略,以期激發原住民學生的英語學習動機。26 位來自臺灣南部的高中原住民學生與六位來自臺灣南部的大專英文系線上家教同時受邀參與研究。在兩個學期中,以每週1 小時,總計36小時的線上家教課程進行互動。第一學期焦點在於探究非同步互動概況;第二學期則聚焦於同步家教互動歷程以期回應原住民學生口語表徵的學習風格。本研究以質性研究方法為主,包含教室觀察、文件分析、反思筆記、田野筆記以及訪談。研究發現有兩方面;首先,能回應原住民學生學 習風格的線上同步文化回應家教,的確能激勵學生的英文學習。其次,大專家教學生認為線上英語教學的實踐以及與不同年齡學生之間,意義化的社會互動能增進他們個人的英語與跨文化溝通能力。本研究結果,有助於在結合線上學習與文化回應教學方面,理論與實務面向的應用;同時也能提供教育學者和政策制定者在思考如何提升原住民在校學習動機的具體參考。 This paper highlights the effects of implementing an innovative online pedagogy that accounts for indigenous students’ cultural resources on the English-learning process. Based on Vygotsky’s learning theories, this 1-year study combined online learning and culturally responsive teaching strategies in an attempt to motivate indigenous English language students. The study participants were 26 students from a class in an indigenous senior high school in Taiwan and 6 e-tutors who were English majors from a technological university in Southern Taiwan. A 1-hour online tutorial was conducted weekly for a total of 36 hours over two semesters. In the first

  20. Estimating the Relative Sociolinguistic Salience of Segmental Variables in a Dialect Boundary Zone

    Science.gov (United States)

    Llamas, Carmen; Watt, Dominic; MacFarlane, Andrew E.

    2016-01-01

    One way of evaluating the salience of a linguistic feature is by assessing the extent to which listeners associate the feature with a social category such as a particular socioeconomic class, gender, or nationality. Such ‘top–down’ associations will inevitably differ somewhat from listener to listener, as a linguistic feature – the pronunciation of a vowel or consonant, for instance – can evoke multiple social category associations, depending upon the dialect in which the feature is embedded and the context in which it is heard. In a given speech community it is reasonable to expect, as a consequence of the salience of the linguistic form in question, a certain level of intersubjective agreement on social category associations. Two metrics we can use to quantify the salience of a linguistic feature are (a) the speed with which the association is made, and (b) the degree to which members of a speech community appear to share the association. Through the use of a new technique, designed as an adaptation of the Implicit Association Test, this paper examines levels of agreement among 40 informants from the Scottish/English border region with respect to the associations they make between four key phonetic variables and the social categories of ‘Scotland’ and ‘England.’ Our findings reveal that the participants exhibit differential agreement patterns across the set of phonetic variables, and that listeners’ responses vary in line with whether participants are members of the Scottish or the English listener groups. These results demonstrate the importance of community-level agreement with respect to the associations that listeners make between social categories and linguistic forms, and as a means of ranking the forms’ relative salience. PMID:27574511

  1. Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology

    Science.gov (United States)

    Connell, Georgianne L.; Donovan, Deborah A.; Chambers, Timothy G.

    2016-01-01

    Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section. PMID:26865643

  2. 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.

  3. 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.

  4. 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.

  5. 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…

  6. Exploring Responses to Xenophobia: Using Workshopping as Critical Pedagogy

    Science.gov (United States)

    Singh, L.; Francis, D.

    2010-01-01

    Our article arises out of our involvement in an undergraduate module (Drama Education 310) at UKZN Faculty of Education, where we used workshop theatre to explore how students construct knowledge and develop socio-cultural understandings of critical events in society such as Xenophobia. The project reflects how young black students constitute…

  7. Theology and Pedagogy: A Response to Sean Whittle

    Science.gov (United States)

    Cooling, Trevor; Smith, David I.

    2014-01-01

    In this rebuttal to Sean Whittle), Cooling and Smith opine that: 1) Whittle's key concern is with discerning the appropriate relationship between theology and education in the context of a Christian school, 2) Whittle's criticism of our work, is that it fails to achieve a proper relationship between theology and education, and 3) Whittle…

  8. 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.

  9. 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.

  10. Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

    Directory of Open Access Journals (Sweden)

    Jonathan J. Wisco

    2015-01-01

    Full Text Available A series of three annual surveys of David Geffen School of Medicine (DGSOM at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1 the basis for medical understanding, (2 part of the overall medical school experience, (3 a bridge to understanding pathology and physiology, and (4 the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

  11. Provider-patient in-office discussions of response to hepatitis C antiviral therapy and impact on patient comprehension.

    Science.gov (United States)

    Hamilton, Heidi E; Nelson, Meaghan; Martin, Paul; Cotler, Scott J

    2006-04-01

    Providers need to communicate projected response rates effectively to enable patients with hepatitis C virus to make informed decisions about therapy. This study used interactional sociolinguistics (1) to evaluate how gastroenterologists and allied health professionals communicate information regarding response rates to antiviral therapy, (2) to determine how these discussions relate to where the patient is in the continuum of evaluation and treatment, (3) to assess whether patients were aligned with providers in their perceptions of response rates after office visits, and (4) to identify factors that improve provider-patient alignment. Gastroenterologists, allied health professionals, and patients with hepatitis C virus were videotaped and audiotaped during regularly scheduled visits. Postvisit interviews were conducted separately with patients and providers. Visits and postvisits were transcribed and analyzed using validated sociolinguistic techniques. The phase of hepatitis C virus treatment shaped the benchmarks of response talk, although across the treatment continuum providers overwhelmingly made strategic use of positive statistics, providing motivation. In postvisit interviews, 55% of providers and patients were aligned on response rates. Patients with a favorable outcome and patients who asked response-related questions in the visit were more likely to be aligned with providers. Areas identified for improvement included the tendency to discuss response rates before an individualized assessment could be made, balancing motivation and accuracy, and assessing the patient's perspective before delivering any bad news, if necessary. Sociolinguistic analysis provides a powerful tool to evaluate provider-patient interactions and to identify ways to improve in-office communication regarding antiviral therapy.

  12. Fostering improved anatomy and physiology instructor pedagogy.

    Science.gov (United States)

    Mattheis, Allison; Jensen, Murray

    2014-12-01

    Despite widespread calls for reform in undergraduate science, technology, engineering, and mathematics education, effecting lasting change in instructor practice is challenging to achieve. This article describes the results of a 2-yr research study that involved efforts to develop the pedagogical expertise of a group of anatomy and physiology instructors at the college level. Data were collected through a series of individual interviews that included the use of the Teacher Beliefs Inventory questionnaire (23) along with observations onsite in participants' college classrooms and at process-oriented guided inquiry learning (POGIL) curriculum writing workshops. Findings indicated attitudinal shifts on the part of participants from teacher-centered to more student-centered pedagogy and supported the benefits of long-term professional development for instructors. Here, we documented the successful progress of these professors as they participated in a curriculum development process that emphasized student-centered teaching with the goal of promoting broader change efforts in introductory anatomy and physiology. Copyright © 2014 The American Physiological Society.

  13. A Flipped Pedagogy for Expert Problem Solving

    Science.gov (United States)

    Pritchard, David

    The internet provides free learning opportunities for declarative (Wikipedia, YouTube) and procedural (Kahn Academy, MOOCs) knowledge, challenging colleges to provide learning at a higher cognitive level. Our ``Modeling Applied to Problem Solving'' pedagogy for Newtonian Mechanics imparts strategic knowledge - how to systematically determine which concepts to apply and why. Declarative and procedural knowledge is learned online before class via an e-text, checkpoint questions, and homework on edX.org (see http://relate.mit.edu/physicscourse); it is organized into five Core Models. Instructors then coach students on simple ``touchstone problems'', novel exercises, and multi-concept problems - meanwhile exercising three of the four C's: communication, collaboration, critical thinking and problem solving. Students showed 1.2 standard deviations improvement on the MIT final exam after three weeks instruction, a significant positive shift in 7 of the 9 categories in the CLASS, and their grades improved by 0.5 standard deviation in their following physics course (Electricity and Magnetism).

  14. 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.

  15. 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.

  16. 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.

  17. 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.

  18. 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.

  19. 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.

  20. 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.

  1. 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....

  2. 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.

  3. 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.

  4. Pedagogy Rules: Open Mindset in Adopting Fit-for-Purpose Educational Tools in Teaching Dispersed Medical Students

    Directory of Open Access Journals (Sweden)

    Moira A.L. Maley

    2015-01-01

    Full Text Available Students in the Rural Clinical School of Western Australia (RCSWA spend one year of clinical study learning in small groups while embedded in rural or remote communities. This aims to increase the locally trained rural medical workforce. Their learning environment, the clinical context of their learning, and their rural doctor-teachers all contrast with the more traditional learning setting in city hospitals. The RCSWA has succeeded in its outcomes for students and in rural medical workforce impact; it has grown from 4 pilot sites to 14 in 12 years. This reflective piece assimilates observations of the formation of the RCSWA pedagogy and of the strategic alignment of education technologies with learning environment and pedagogy over a seven-year period. Internal and external influences, driving change in the RCSWA, were considered from three observer perspectives in a naturalistic setting. Flexibility in both education technologies and organizational governance enabled education management to actively follow pedagogy. Peter Senge's learning organization (LO theory was overlaid on the strategies for change response in the RCSWA; these aligned with those of known LOs as well with LO disciplines and the archetypal systems thinking. We contend that the successful RCSWA paradigm is that of an LO.

  5. Computational Sociolinguistics: A Survey

    NARCIS (Netherlands)

    Nguyen, Dong-Phuong; Doğruöz, A. Seza; Rosé, Carolyn P.; de Jong, Franciska M.G.

    Language is a social phenomenon and variation is inherent to its social nature. Recently, there has been a surge of interest within the computational linguistics (CL) community in the social dimension of language. In this article we present a survey of the emerging field of “computational

  6. Computational Sociolinguistics: A Survey.

    NARCIS (Netherlands)

    de Jong, F.M.G.; Nguyen, Dong

    2016-01-01

    Language is a social phenomenon and variation is inherent to its social nature. Recently, there has been a surge of interest within the computational linguistics (CL) community in the social dimension of language. In this article we present a survey of the emerging field of “computational

  7. 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.

  8. Use of Team-Based Learning Pedagogy for Internal Medicine Ambulatory Resident Teaching.

    Science.gov (United States)

    Balwan, Sandy; Fornari, Alice; DiMarzio, Paola; Verbsky, Jennifer; Pekmezaris, Renee; Stein, Joanna; Chaudhry, Saima

    2015-12-01

    Team-based learning (TBL) is used in undergraduate medical education to facilitate higher-order content learning, promote learner engagement and collaboration, and foster positive learner attitudes. There is a paucity of data on the use of TBL in graduate medical education. Our aim was to assess resident engagement, learning, and faculty/resident satisfaction with TBL in internal medicine residency ambulatory education. Survey and nominal group technique methodologies were used to assess learner engagement and faculty/resident satisfaction. We assessed medical learning using individual (IRAT) and group (GRAT) readiness assurance tests. Residents (N = 111) involved in TBL sessions reported contributing to group discussions and actively discussing the subject material with other residents. Faculty echoed similar responses, and residents and faculty reported a preference for future teaching sessions to be offered using the TBL pedagogy. The average GRAT score was significantly higher than the average IRAT score by 22%. Feedback from our nominal group technique rank ordered the following TBL strengths by both residents and faculty: (1) interactive format, (2) content of sessions, and (3) competitive nature of sessions. We successfully implemented TBL pedagogy in the internal medicine ambulatory residency curriculum, with learning focused on the care of patients in the ambulatory setting. TBL resulted in active resident engagement, facilitated group learning, and increased satisfaction by residents and faculty. To our knowledge this is the first study that implemented a TBL program in an internal medicine residency curriculum.

  9. 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.

  10. Joe L. Kincheloe: Genies and wishes: a review of Key Works in Critical Pedagogy

    Science.gov (United States)

    Ali-Khan, Carolyne; Siry, Christina

    2012-06-01

    We review Key Works in Critical Pedagogy: Joe L. Kincheloe edited by kecia hayes, Shirley R. Steinberg and Kenneth Tobin, which gathers the seminal works of Joe. L. Kincheloe and pairs them with contemporary scholars who respond to and push forward Kincheloe's work. The chapters of Key Works in Critical Pedagogy are arranged to begin with Kincheloe's earlier works, going back to 1991, and progress through to the last works he published before his death in 2008. Through this format, readers are able to see the evolution of Kincheloe's scholarship. In addition to this, a few key authors provide a behind the scenes look at the man who wrote the texts. As Kincheloe's ideas and the ideas of the scholars that he drew from are presented, applied, reworked and reconfigured, they shift and transform. The response chapters work to (in effect) show us the notes in the margins of scholars who have been influenced by Kincheloe's ideas. Using the metaphors of lamps and wish-granting genies, we argue that this book is an important tool in illuminating the way forward for social justice work, published in an historical moment that requires precisely this.

  11. Provocative Pedagogies in e-Learning: Making the Invisible Visible

    Science.gov (United States)

    Sinclair, Anne

    2009-01-01

    The purpose of this case study was to explore the experiences of participants (practicing teachers) involved in an online course entitled: "Reflective Practice for Teachers." Using a provocative pedagogy in the course, the teachers were challenged to confront beliefs and assumptions about teaching and learning and become active participants in the…

  12. 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…

  13. Sport and Exercise Pedagogy and Questions about Learning

    Science.gov (United States)

    Quennerstedt, Mikael; Öhman, Marie; Armour, Kathleen

    2014-01-01

    One important challenge ahead for sport and exercise pedagogy (SEP) researchers is to consider afresh questions about learning. Learning in the fields of sport, physical activity and physical education (PE) is a particularly complex business. Most existing theories of learning are defined cognitively, yet learning in sport and physical activity…

  14. 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 ...

  15. A Place for Digital Storytelling in Teacher Pedagogy

    Science.gov (United States)

    Clarke, Anne-Marie

    2017-01-01

    Traditional school subjects are challenged by the acceleration of access to knowledge in the new age of media available to both teachers and students. Teachers who are socialized into existing traditional practices are now encouraged to introduce technology into their pedagogy. This Paper explores a particular way in which teachers can creatively…

  16. 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…

  17. Exploring Human Kindness through the Pedagogy of Aikido.

    Science.gov (United States)

    Brawdy, Paul

    This paper considers the origins of kindness in relation to the martial art known as Aikido. It also attempts to discover the underlying constitutional elements of Aikido's pedagogy of self learning, learning about others, and instructional practices that promote interpersonal relatedness. A teacher and four students of the Aikido Dojo were…

  18. "Building Dancing": Dance within the Context of Architectural Design Pedagogy

    Science.gov (United States)

    Ersoy, Zehra

    2011-01-01

    Recent theoretical and technological developments redefine the discipline of architecture substantially. Current day approaches in design pedagogy focus on personal and bodily experiences of the "subject" and the need for investigating new ways and methods to enhance awareness of spatial experiences is inevitable. In order to establish a heuristic…

  19. Using Critical Communication Pedagogy to Teach Public Speaking

    Science.gov (United States)

    De La Mare, Danielle M.

    2014-01-01

    Using Critical Communication Pedagogy, this semester-long service-learning approach to public speaking requires students to apply public speaking concepts to a speech they develop and deliver to a specific community audience, to examine their own biases, and to explore and evaluate various strategies for adapting to their audience.

  20. 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…

  1. Focus on Australian English: A Critical Learning Portfolio Pedagogy

    Science.gov (United States)

    Yang, James H.

    2016-01-01

    Drawing on critical pedagogy, this study challenges the hegemony of Standard English (SE) to promote inclusive approaches which recognise and tolerate the variation of World Englishes to prepare students for intercultural encounters with interlocutors speaking different varieties of English. To enhance students' ethno-sensitivity and receptive…

  2. Teaching social justice using a pedagogy of engagement.

    Science.gov (United States)

    Belknap, Ruth Ann

    2008-01-01

    Teaching an undergraduate level diversity course with a health focus requires specific teaching methods. A pedagogy of engagement provides an effective strategy for exploring issues of race, class, gender, and structural inequalities that underlie health disparities. Engagement learning enhances understanding of theories of oppression and liberation presented in the course and highlights social justice issues.

  3. 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,…

  4. Project-Based Pedagogy for the Facilitation of Webpage Design

    Science.gov (United States)

    Jakovljevic, Maria; Ankiewicz, Piet

    2016-01-01

    Real issues of web design and development include many problem-solving tasks. There are, however, some inadequacies associated with the implementation of appropriate pedagogy for organised and structured instruction that supports the rational problem-solving paradigm. The purpose of this article is to report on a study for the design and…

  5. 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…

  6. Public Anthropology as Public Pedagogy: An Autobiographical Account

    Science.gov (United States)

    Beck, Sam

    2011-01-01

    This autobiographical account provides a historical map of landmarks in the author's personal and professional life that led him to his present understanding of public anthropology as public pedagogy and vice versa. He indicates that his experiences led him to study sociocultural anthropology to investigate learning from experience, a foundational…

  7. Redesigning Pedagogy for Boys and Dance in Physical Education

    Science.gov (United States)

    Garrett, Robyne; Wrench, Alison

    2018-01-01

    Pedagogical practices in schooling bear a potential to impact on student success, achievement and engagement with schooling. This is especially the case for students from disadvantaged backgrounds, who are deeply dependent on schooling for their educational resources. Central to this paper are pedagogies for social justice and improved engagement…

  8. Creativity, Group Pedagogy and Social Action: A Departure from Gough

    Science.gov (United States)

    Evans, James; Cook, Ian; Griffiths, Helen

    2008-01-01

    The following paper continues discussions within this journal about how the work of Delueze and Guattari can inform radical pedagogy. Building primarily on Noel Gough's 2004 paper, we take up the challenge to move towards a more creative form of "becoming cyborg" in our teaching. In contrast to work that has focused on Deleuzian theories of the…

  9. Constructivist Pedagogy and Symbolism: Vico, Cassirer, Piaget, Bateson

    Science.gov (United States)

    Peterson, Thomas Erling

    2012-01-01

    Constructivism is at the heart of a pedagogical philosophy going back to Vico, whose view of the interrelationship of the arts and sciences sought to reconstitute the classical "paideia". The Vichian idea that human beings can only know the truth of what they themselves have made has theoretical and practical consequences for Vico's pedagogy and…

  10. Steps toward Gaining Knowledge of World Music Pedagogy

    Science.gov (United States)

    Carlisle, Katie

    2013-01-01

    This article presents steps toward gaining knowledge of world music pedagogy for K-12 general music educators. The majority of the article details steps that invite engagement within everyday contexts with accessible resources within local and online communities. The steps demonstrate ways general music teachers can diversify and self-direct their…

  11. University Pedagogy for Assistant Professors at Aalborg University (Part 2)

    DEFF Research Database (Denmark)

    Kolmos, Anette; Krogh, Lone

    2003-01-01

    In issue 1-2003, Anette Kolmos and Lone Krogh reported on the two-semester study course " University Pedagogy for Assistant Professors at Aalborg University (DK)". Now, in part 2, they are adressing guidelines for supervison and advising of assistant professors in the university teacher education...

  12. Multiculturalism and the Liberal Arts College: Faculty Perceptions of Pedagogy.

    Science.gov (United States)

    Aleman, Ana M. Martinez; Salkever, Katya

    This is a qualitative study of faculty perceptions of the relationship between pedagogy, liberal education, and multiculturalism. The incompatibility of liberal education and multiculturalism ground this study along with the assertion that teaching and learning are central to the liberal education mission. Nineteen faculty members participated in…

  13. Deconstructive Pedagogy and Ideological Demystification in Post-Colonial Pakistan

    Science.gov (United States)

    Mansoor, Asma; Malik, Samina

    2016-01-01

    With post-colonial Pakistan inheriting the British colonial ideological and governmental apparatus, the English literature curriculum implemented at the university level in Pakistan carried the interpellatory baggage of its colonial past. Our interdisciplinary exploration focuses on using deconstructive pedagogy to demystify and subvert the…

  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. 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…

  16. Physical Education Pedagogy Faculty Perceptions of Journal Quality

    Science.gov (United States)

    Silverman, Stephen; Kulinna, Pamela Hodges; Phillips, Sharon R.

    2013-01-01

    This study examined perceived journal quality by physical education pedagogy faculty members. Participants (N = 273) were identified in three ways and recruited through e-mail. Based on research in other fields investigating journal quality and on publication patterns in physical education, a web-based survey was used to examine (a) whether…

  17. Cultivating Discontinuity: Pentecostal Pedagogies of Yielding and Control

    Science.gov (United States)

    Brahinsky, Josh

    2013-01-01

    Exploring missionary study at an Assemblies of God Bible college through ethnography and training manuals demonstrates systematic pedagogies that cultivate sensory capabilities encouraging yielding, opening to rupture, and constraint. Ritual theory and the Anthropology of Christianity shift analytic scales to include "cultivation," a…

  18. Improving the Pedagogy of Capital Structure Theory: An Excel Application

    Science.gov (United States)

    Baltazar, Ramon; Maybee, Bryan; Santos, Michael R.

    2012-01-01

    This paper uses Excel to enhance the pedagogy of capital structure theory for corporate finance instructors and students. We provide a lesson plan that utilizes Excel spreadsheets and graphs to develop understanding of the theory. The theory is introduced in three scenarios that utilize Modigliani & Miller's Propositions and…

  19. Proliferating Textual Possibilities: Toward Pedagogies of Critical-Creative Tinkering

    Science.gov (United States)

    Koupf, Danielle

    2017-01-01

    Tinkering is a longstanding material practice that has gained popularity in recent years as a learning strategy at numerous schools, camps, and makerspaces. This article seeks to establish in composition pedagogy tinkering's playful, exploratory ethos by introducing a practice called "critical-creative tinkering." In critical-creative…

  20. Dramaturgical and Music-Theoretical Approaches to Improvisation Pedagogy

    Science.gov (United States)

    Huovinen, Erkki; Tenkanen, Atte; Kuusinen, Vesa-Pekka

    2011-01-01

    The aim of this article is to assess the relative merits of two approaches to teaching musical improvisation: a music-theoretical approach, focusing on chords and scales, and a "dramaturgical" one, emphasizing questions of balance, variation and tension. Adult students of music pedagogy, with limited previous experience in improvisation,…

  1. An introduction to Management of Technology pedagogy (andragogy)

    NARCIS (Netherlands)

    Berg, Dan; Mani, H.S.; Marinakis, Yorgos; Tierney, Robert; Tierney, Robert; Walsh, Steven Thomas

    2015-01-01

    In this introduction we leverage efforts of three professionals involved in the practice and use of MoT education. These professionals each discuss MoT from different perspectives. One is primarily interested in MoT pedagogy from a practitioner point of view. Another is a progenitor of the field.

  2. Developing a Mobile Social Media Framework for Creative Pedagogies

    Science.gov (United States)

    Cochrane, Thomas; Antonczak, Laurent; Guinibert, Matthew; Mulrennan, Danni

    2014-01-01

    This paper explores an overview of an evolving framework to enable creative pedagogies as applied to three different higher education contexts. Based upon our experiences, we propose a critical framework for supporting and implementing mobile social media for pedagogical change within higher education. Our framework maps the SAMR educational…

  3. 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;…

  4. Critical Pedagogy and Empowering in Teacher Education in Venezuela.

    Science.gov (United States)

    Chacon, Carmen T.; Alvarez, Luisa Cristina

    This paper addresses the issue of the relationship between critical pedagogy and English as a foreign language (EFL) in Venezuela. Teacher-researchers have come to see the issues confronting nonnative educators in ELT as a more important issue than in previous years. They are particularly concerned about the current situation in Venezuela,…

  5. Lingua-Pedagogy as the Interdisciplinary Research Problem

    Directory of Open Access Journals (Sweden)

    A. N. Yakovleva

    2012-01-01

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

  6. Embers of Hope: In Search of a Meaningful Critical Pedagogy

    Science.gov (United States)

    Ayers, William; Michie, Gregory; Rome, Amy

    2004-01-01

    Critical pedagogy. Whatever insurgent energy once pulsed through those words--giving them life and investing them with power and possibility--has been largely lost, their meaning sapped away with overuse and misuse, reduction and dogmatic application. Yesterday's iconoclasts are often today's icons, and every revolution, large or small, finds a…

  7. Engaging Public Space: Art Education Pedagogies for Social Justice

    Science.gov (United States)

    Duncum, Paul

    2011-01-01

    Considering social justice to be founded on human rights, which, in turn, are grounded in freedom of thought, expression, and assembly, this essay reviews efforts by art educators to engage with public space as a form of social justice pedagogy. Public space, whether actual or virtual, is understood to be inherently devoted to contestation in the…

  8. Signature Pedagogy in California State University Educational Doctorates

    Science.gov (United States)

    Slater, Charles; Brown-Welty, Sharon; Cohn, Kathleen; Rodriguez, Jesus

    2009-01-01

    The purpose of this paper is to examine signature pedagogies for the education doctorate. Three California State University campuses that have started new Ed.D. programs examine practices that distinguish the education doctoral experience from other professions. Embedded field work, the professional seminar, and the research and writing support…

  9. Digital "Testimonio" as a Signature Pedagogy for Latin@ Studies

    Science.gov (United States)

    Benmayor, Rina

    2012-01-01

    This article proposes the curricular integration of digital "testimonio" as a "signature" pedagogy in Latin@ Studies. The "testimonio" tradition of urgent narratives and the creative multimedia languages of digital storytelling--text, voice, image, and sound--invite historically marginalized subjects, especially younger generations, to author and…

  10. Signature Pedagogies for Educators Using Films: An Example from Singapore

    Science.gov (United States)

    Tan, Charlene; Koh, Kim

    2018-01-01

    This article discusses the application of Shulman's "signature pedagogies" through the utilization of films for preservice teachers and school leaders in Singapore. Using the films "Dead Poets Society" and "Ahead of the Class," this article explains how these films facilitated the participants' engagement with the…

  11. Towards a Pedagogy for Clinical Education: Beyond Individual Learning Differences

    Science.gov (United States)

    Kinchin, Ian M.; Baysan, Aylin; Cabot, Lyndon Bruce

    2008-01-01

    The development of teaching in higher education towards a more learner-orientated model has been supported by the literature on individual learning differences and on learning styles in particular. This has contributed to the evolution of university pedagogy away from a medieval transmission model than runs counter to contemporary understanding of…

  12. Changing Models for Researching Pedagogy with Information and Communications Technologies

    Science.gov (United States)

    Webb, M.

    2013-01-01

    This paper examines changing models of pedagogy by drawing on recent research with teachers and their students as well as theoretical developments. In relation to a participatory view of learning, the paper reviews existing pedagogical models that take little account of the use of information and communications technologies as well as those that…

  13. A Pedagogy of Sight: Microscopic Vision in Robert Hooke's "Micrographia"

    Science.gov (United States)

    Jack, Jordynn

    2009-01-01

    Robert Hooke's "Micrographia" (1665) holds an important place in the history of scientific visual rhetoric. Hooke's accomplishment lies not only in a stunning array of engravings, but also in a "pedagogy of sight"--a rhetorical framework that instructs readers how to view images in accordance with an ideological or epistemic program. Hooke not…

  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. Teach Them How: An Autoethnographic Narrative Documenting Critical Pedagogy Implementation

    Science.gov (United States)

    Rozich, Elizabeth S.

    2016-01-01

    This autoethnographic narrative explores the challenges and successes of employing critical pedagogy in an eighth-grade history classroom. Using the threads of teacher, scholar, and individual, the author shares the intellectual and emotional progression through hope, frustration, humility, and growth that this endeavor demanded. Further, this…

  16. Entrepreneurship Education Pedagogy: Teacher-Student-Centred Paradox

    Science.gov (United States)

    Ismail, Annafatmawaty B. T.; Sawang, Sukanlaya; Zolin, Roxanne

    2018-01-01

    Purpose: The purpose of this paper is to answer the research question: "Do different pedagogies used in teaching entrepreneurship education influence individual skill development, which then in turn translates into a likelihood of entrepreneurial implementation intention?" Design/methodology/approach: The number of total participants for…

  17. Interrupting Everyday Life: Public Interventionist Art as Critical Public Pedagogy

    Science.gov (United States)

    Desai, Dipti; Darts, David

    2016-01-01

    In this article we explore two urban interventions art projects in the public sphere designed by our Masters' students at New York University as they set the stage for a discussion on how urban art interventions can function as a form of critical public pedagogy. We argue that these kinds of public art projects provided a space for dialogue with…

  18. Insubordinate Spaces for Intemperate Times: Countering the Pedagogies of Neoliberalism

    Science.gov (United States)

    Tomlinson, Barbara; Lipsitz, George

    2013-01-01

    Henry A. Giroux argues that countering the disasters of neoliberalism requires facing "the challenge of developing a politics and pedagogy that can serve and actualize a democratic notion of the social" (2011). The authors suggest that Immanuel Wallerstein's notion of "middle-run" temporality (2008) and Stuart Hall's discussion of "middle-level"…

  19. 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…

  20. Feminist Pedagogy, Body Image, and the Dance Technique Class

    Science.gov (United States)

    Barr, Sherrie; Oliver, Wendy

    2016-01-01

    This paper investigates the evolution of feminist consciousness in dance technique class as related to body image, the myth of the perfect body, and the development of feminist pedagogy. Western concert dance forms have often been taught in a manner where imitating the teacher is primary in the learning process. In this traditional scenario,…

  1. Re/imagining Higher Education Pedagogies: Gender, Emotion and Difference

    Science.gov (United States)

    Burke, Penny Jane

    2015-01-01

    This article explores work published in "Teaching in Higher Education" that critically engages complex questions of difference and emotion in higher education pedagogies. It considers the ways that difference is connected to gender and misrecognition, and is experienced at the level of emotion, often through symbolic forms of violence…

  2. Reflections on Freirean Pedagogy in a Jazz Combo Lab

    Science.gov (United States)

    Shevock, Daniel J.

    2015-01-01

    Paulo Freire was an important figure in adult education whose pedagogy has been used in music education. In this act of praxis (reflection and action upon the world in order to transform it), I share an autoethnography of my teaching of a university-level small ensemble jazz class. The purpose of this autoethnography was to examine my teaching…

  3. Motivation as an Elixir to Participatory Pedagogy for Academic ...

    African Journals Online (AJOL)

    Motivation is a significant tool in educational systems all over the globe. The success or failure of pedagogy may be adduced to teachers and the way they motivate their students to learn. A student may know what and how to study, and may realise that studying is important, yet she may not study because he lacks the ...

  4. Microlearning as Innovative Pedagogy for Mobile Learning in MOOCs

    Science.gov (United States)

    Kamilali, Despina; Sofianopoulou, Chryssa

    2015-01-01

    MOOCs are open online courses offered by major universities, free to everyone, anywhere in the world. Hundreds or tens of thousands of learners enrollee in MOOCs but completion rate is extremely low, sometimes less than 10%. There is a need to explore new and more engaging forms of pedagogy to improve retention. Focusing on this need, this paper,…

  5. 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.

  6. Education for Peace and a Pedagogy of Hope

    Science.gov (United States)

    Carl, A. E.

    2011-01-01

    There are many approaches and arguments on how hope could be given to children in a society characterised by violence and conflict, hope that may contribute towards optimising their potential. This article focuses on the notion and meaning of Peace Education, what the possible link between Peace Education and a Pedagogy of Hope might be and…

  7. "Pedagogies of Resistance" and Critical Peace Education Praxis

    Science.gov (United States)

    Bajaj, Monisha

    2015-01-01

    This paper explores "pedagogies of resistance"--or critical and democratic educational models utilized by social movements--and how global examples of engaged educational praxis may inform peace education. The central inquiry of this article is "How can educational projects that resist larger social, political and economic…

  8. 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…

  9. Bridging Borders: Toward a Pedagogy of Preparedness for Visiting Faculty

    Science.gov (United States)

    Mizzi, Robert C.

    2017-01-01

    This analytical article largely draws on the experiences of visiting faculty teaching at post-secondary institutions overseas. What is largely understood in the literature is that visiting faculty need to navigate the sociocultural, professional, and contextual differences that shape the work context. Drawing on the theory of border pedagogy, this…

  10. Visual Communication Design as a Form of Public Pedagogy

    Science.gov (United States)

    Kelly, Meghan

    2015-01-01

    This paper identifies visual communication design as a form of public pedagogy. Communication design practices aim to achieve the successful transmission of a message to a recipient in a visual mode. Understanding the theories and practices of visual communication design can assist in enhancing the reception of the communication, as these…

  11. 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

  12. The pedagogy of hope at IMSTUS: Interpretation and manifestation ...

    African Journals Online (AJOL)

    The purpose of this chapter is to discuss how the idea of a Pedagogy of Hope is perceived, interpreted and realised at the Institute for Mathematics and Science Teaching of the University of Stellenbosch (IMSTUS). First some background information is given about the impact of the programmes which, it is argued, cannot be ...

  13. Torey Hayden's Teacher Lore: A Pedagogy of Caring

    Science.gov (United States)

    Marlowe, Mike

    2006-01-01

    This article describes the teacher lore of Torey Hayden, its emphasis on a pedagogy of caring, and its use in preservice teacher education to address affective outcomes. Eight concepts that make up caring relationships and are reflected in Hayden's wisdom of practice are discussed. Four separate studies are then described examining the outcomes of…

  14. Explorations into Pedagogy within Mathematics Classrooms: Insights from Contemporary Inquiries

    Science.gov (United States)

    Walshaw, Margaret

    2013-01-01

    Pedagogy within mathematics classrooms is of keen interest in any educational discussion. On a wider scale, pedagogical practice that produces desirable outcomes is considered a major instrument for achieving national objectives. Circumstance and setting may vary, but the question relating to how mathematics teachers construct their practice is as…

  15. "Let's Do This!": Black Women Teachers' Politics and Pedagogy.

    Science.gov (United States)

    Dixson, Adrienne D.

    2003-01-01

    Examined how contemporary African American women teachers continued the tradition of political involvement, noting the extent to which issues of race, class, and gender identity informed their pedagogy and situating their activities in a black feminist activist tradition. Interviews with two elementary teachers indicated that while they did not…

  16. Place of a Realistic Teacher Education Pedagogy in an ICT ...

    African Journals Online (AJOL)

    This article is based on a study undertaken to examine the impact of introducing a realistic teacher education pedagogy (RTEP) oriented learning environment supported by ICT on distance teacher education in Uganda. It gives an overview of the quality, quantity and training of teachers in primary and secondary schools

  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. 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…

  19. Engaged Pedagogy in the Feminist Classroom and Yoga Studio

    Science.gov (United States)

    Musial, Jennifer

    2011-01-01

    This essay ruminates on the connective tissue between teaching undergraduates and teaching yogis/yoginis. In this essay, the author employs bell hooks's work, particularly her work on love, compassion, and "engaged pedagogy" from "Teaching to Transgress: Education as the Practice of Freedom" and "Teaching Critical…

  20. Occupational Socialization of Sport Pedagogy Faculty: Two German Case Studies

    Science.gov (United States)

    Merrem, Anne M.; Curtner-Smith, Matthew D.

    2018-01-01

    Purpose: The purpose of this study was to describe the influence of occupational socialization on the perspectives and practices of two female German sport pedagogy faculty members, Heidi and Lisa, regarding physical education (PE) and PE teacher education (PETE). Method: The main data sources were six formal interviews. Supplementary data were…