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Bill Brydon

Performing (Dis)Ability in the Classroom: Pedagogy and (Con)Tensions - Text and Perform... - 0 views

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    Disability has become a pervasive and contested issue on college campuses, and instructors and students find themselves occupying physical and discursive spaces that hold great pedagogical potential. This essay pursues such a consideration. It examines one physically disabled student's staged performances of a personal narrative, her ethnography of a university's disabled student services office, an in-depth interview with the student, and the author's family experiences with disability to illustrate the ways a performative pedagogy offers insight into (dis)ability in the classroom. The analysis illuminates the classroom as a site for identity negotiation, performance as a tool to deconstruct and reconstruct notions of ability, and family relationships as an integral part of a critical communication pedagogy
Bill Brydon

Critical thinking in a second language - HERDSA - 0 views

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    Critical thinking (CT) skills are generally considered to be vital to success at university, but Asian students are sometimes perceived as lacking these skills. This research explores the effect that thinking in a second language has on CT performance. To assess this, two groups of students were tested on a split-test version of the Watson Glaser Critical Thinking Appraisal ® Short Form A in both English and Chinese, one group taking the English half of the test first and the second group taking the Chinese half first. Three participants were also interviewed about the test-taking experience. The findings indicate CT performance is more difficult in an L2: participants who took the English test first performed significantly better when they took the Chinese test second, the group who took the Chinese test first performed significantly better than the group who took the English test first and interviewees reported experiencing the English test as more difficult.
Bill Brydon

Missing Bodies: Troubling the Colonial Landscape of American Academia - Text and Perfor... - 0 views

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    Subjugated bodies continue to be missing from classrooms, faculty meetings, and educational structures everywhere. Where are the excluded bodies? Where is the untheorized visceral experience of everyday discrimination? Possibilities of inclusiveness must be viscerally felt, not simply disembodiedly spoken. Merely claiming to be a progressive teacher-writer isn't enough to achieve a decolonizing praxis. This claim needs to come from an embodied performance in the classroom, a place where teachers and students alike can perform the scars of oppression on their bodies. Teacher and student bodies, in-between the colonial and postcolonial experience, can then become more present in teaching and praxis.
Bill Brydon

Designing digital knowledge management tools with Aboriginal Australians - Digital Crea... - 0 views

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    The paper describes an approach to digital design grounded in processes of Indigenous collective memory making. We claim the research should be understood as performative knowledge making, and accounting it should also be performative. Accordingly we pres
Bill Brydon

Rethinking Critical Pedagogy: Implications on Silence and Silent Bodies - Text and Perf... - 0 views

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    Many critical pedagogy scholars claim that agency and dialogue in the classroom can only be achieved through students' engagement in verbal deliberation to "voice" against oppressive actions. As current discourses in the critical pedagogy literature tend to consider silence as a negative attribute in the classroom, I argue that they privilege a western construct and a very particular way of being and thinking. By using performative pedagogy as a theoretical framework, it is imperative to discuss the macro and micro implications of how discourses in the critical pedagogy literature affect how we understand silence theoretically and pedagogically.
Bill Brydon

You Had Me at Foucault: Living Pedagogically in the Digital Age - Text and Performance ... - 0 views

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    This essay examines the role of technology and social media in the performance of decentered heteronormative bodily and pedagogical power. Today's teaching spaces occupy traditional, physical outlets but also imaginary, online gathering places such as blogs, Twitter, and Facebook that have become extensions of our pedagogical bodies. I argue that feminism and queer theory-united by Foucault's upheaval of norms-provide critical sites to engage this discussion. Where feminism has become accessible inside and outside the classroom, resistance to queer theory persists. I share some of my own experiences with bodily ambiguity via teaching and living with social media that I hope can bridge the accessibility gap to move toward an emancipatory theory of pedagogical bodies in the digital age.
Bill Brydon

Towards a Babel ontology - 0 views

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    "This article presents a few issues in the making of our film A Long History of Madness that pertain to the 'Babylonic'. Spoken in 12 languages, ranging across six centuries, and shot in five countries, the film possesses an inherent Babylonism. It makes a case for a multilingual mode of communicating. Yet, beyond the obvious need for verbal communication, for which subtitles are necessary but insufficient, the film presents other reasons for extending the concept of translation. The knot of potential confusion and the need for 'translation' are the ontological uncertainties surrounding 'madness' itself. The key questions are: are people mad? Do they perform madness, or do others perceive them as mad because they are too dissimilar from them to be accepted as 'normal'? This fundamental uncertainty affects all forms of alterity. Translation becomes, then, a tool to negotiate alterity under the terms of the acceptance of this ontological uncertainty."
Bill Brydon

Negotiating the Multi in Multilingualism and Multiliteracies - 0 views

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    "This article poses the following research question How do multilingual students in higher education negotiate the multi in their multilingualism and multiliteracies? The article presents data from a qualitative study conducted with eight multilingual undergraduate university students in which the participants describe their complex multilingualism and literacy practices in interviews and provide samples of their formal and less formal literacies for analysis. Findings show that participants creatively use their multilingual and multiliterate competencies in safe informal contexts, but in high-stakes academic contexts they relegate these competencies to conform to institutional expectations of standard academic writing in English. Analysis involves an interweaving of several theoretical perspectives: multilingualism as something combined and hybrid rather than discrete languages, multiliteracies, academic literacies, and identity formation as performed and negotiated in relation to powerful social and institutional discourses. The authors find the participants of the present study to be highly reflexive, knowledgeable, and skilled transnational learners, a finding that challenges pervasive discourses around multilingual learners that focus on deficit and remediation."
Bill Brydon

Teaching Global and Social Justice as Transgressive Spaces of Possibility - Motta - 201... - 0 views

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    "In this article I reflect on introducing critical pedagogy into social justice teaching in an elite UK university as part of the Nottingham Critical Pedagogy Project. I de-essentialise Freire's conceptualisation of the human subject and her desire for transcendence with the introduction of Deleuze and Guattari's politics of desire. This enables an adaption of critical pedagogy from its original context of popular politics to the individualised elite setting of our project. Our pedagogical objectives become the opening of spaces of possibility which decentre the dominant regime of truth of the neoliberal university and enable imagining and becoming "other". This involves disrupting normal patterns of classroom performativity in terms of student as consumer and lecturer as producer of commodities, transgressing dualisms between mind/body, intellectual/emotional and teacher/student. Our pedagogical praxis is therefore inherently political as by radically disturbing commodified subjectivities we foster processes that lead to unanticipated, maybe even unspeakable, transgressions."
Bill Brydon

Foretaste of the new journalism, by Marie Bénilde LMD September 2008 - 0 views

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    Traditional media are shedding staff and those that remain, or are recruited, are expected to be multimedia performers, online 24/7 to titillate and amuse websurfers. What happened to journalism?
Bill Brydon

School, uni must be closer on English | The Australian - 0 views

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    The author of the curriculum paper, literacy professor Peter Freebody, agreed the use of critical literacy in school English classes had gone too far in students asked to perform nonsensical exercises of conducting Marxist, feminist and racist readings of
Bill Brydon

On the Impossibility of (Some) Critical Pedagogies: Critical Positionalities within a B... - 0 views

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    In teaching, our teacherly bodies are always available for the interpretation and evaluation of others. Indeed, it was a first lesson for many: entering the classroom the first time and feeling those eyes reading your performance of self, deciding what ki
Bill Brydon

Critical Pedagogy and Democratic Life or a Radical Democratic Pedagogy Cultural Studies... - 0 views

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    My argument unfolds thusly. I begin with a brief discussion of indigenous theatre and the performance turn in the human disciplines and include a genealogy. I next discuss pedagogies of hope, the critical imagination, and the contours of a critical perfor
Bill Brydon

Doing business: knowledges in the internationalised business lecture - Higher Education... - 0 views

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    This paper investigates the oracy (listening/speaking) genres enacted in an undergraduate entry point unit in the internationalised university and the kind of knowledges these genres elicit and perform. Focusing on a series of lectures in a business studi
Bill Brydon

Project MUSE - Pedagogy - Performing Discussion: The Dream of a Common Language in the ... - 0 views

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    This article argues that students still must be encouraged to participate in active, interpretive communities that build viable textual meanings in literature classes (and elsewhere). It questions how instructors in student-centered classrooms negotiate t
Bill Brydon

Multicultural organizations: Common language and group cohesiveness - International Jou... - 0 views

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    There is growing evidence that the use and management of language have important implications in international organizations. However, still only few empirical studies have been conducted in this theoretical field. Especially there has been a lack of quantitative insights into how language affects group processes and group performance in multicultural organizations. This paper outlines the results from a questionnaire directed electronically towards members of academic multicultural departments in Denmark. Results showed that consistency in English management communication was the dominating factor with strong relationships with all of the three investigated group cohesiveness variables: group involvement, group conflict and group trust.
Bill Brydon

DECODING TELEVISION CENSORSHIP DURING THE LAST BRAZILIAN MILITARY REGIME - Media History - 0 views

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    This essay focuses on television censorship during the last military regime in Brazil (1964-1985) by examining the performance of television censors employed by the Public Entertainment Censor Department (Diviso de Censura e Diverses Pblicas, DCDP). It challenges common perceptions about small-screen censorship during this period, pointing to the need to analyse the boundaries and the spaces of autonomy in each television genre. It focuses on the multiple tensions and struggles between the written procedures and codes, the censors' subjective interpretation of television texts and the negotiation process of the broadcast contents between censors and television producers. The recent opening of the Censor Division Archives (DCDP) and the deluge of biographies, autobiographies and testimonials of key television figures during the authoritarian regime, have opened up new perspectives to examine Brazilian TV history and the place television censors had within it. Annotated and censored scripts of telenovelas and comedy series, correspondence exchanged between the executives of Globo Television Network, the hegemonic TV station in Brazil at the time, and the regime's authorities, printed press reports, as well as audiovisual content that is now available to researchers, constitute some of the sources analysed in this article.
Bill Brydon

The Transnational Governance of Ecuadorian Migration through Co-Development - Maisonave... - 0 views

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    The purpose of this paper is to show the relationship between co-development projects with transnational interests and the governance of migration by the Spanish and Ecuadorian governments. On one hand, the emergence of co-development is linked with the political dimension of migration, and therefore, with the challenges that its management poses for both the sending and receiving states. Simultaneously, the state exists in a context of the reconfiguration of its traditional functions, and above all, the manner in which it goes about performing them. For these reasons, co-development projects form part of state governance strategies, based on a special understanding of the nexus between migration and development in European social space, involving international organizations, state governments, and civil society, linked by migratory flows. This is demonstrated in the case of Ecuador and Spain. Since Spain stimulated co-development, the implementation of projects with Ecuador has been emphasized, due to the dimensions achieved by Ecuadorian migration. Co-development politics and projects are analyzed in this paper as areas of intervention integrated by values, guide lines and cultural understandings about migration, including appropriate forms of control and management.
Bill Brydon

Humanism and autonomy in the neoliberal reform of teacher training - Education, Knowled... - 0 views

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    "This article analyses the discursive unities which make possible the current transformation of teacher training and our understanding of teaching as a profession, while focusing particularly on European educational policy and the situation in Slovakia. Using Foucault's archaeological method, we reconstruct the discursive link points between the circumscribed, and at first glance, different approaches to teacher training, where on the one hand, we have a humanistic and constructivist prism, and on the other, we find the pragmatic, economizing pressure of neoliberal educational policy. Discursive reconstruction, however, shows that these approaches are not contradictory, rather that a humanistic and constructivist discourse, by shaping a specific kind of subjectivity (the teachers), supports the neoliberal reform of teacher training and constitutes the reasoning upon which it is based. The analysis is conducted by drawing together various components: the logic of the higher education reforms, the changes to the epistemological basis of teacher training, the regulation of professional development through professional standards, the psychological content and general permeation of entrepreneurial culture into education right through to the performance culture of the 'portfolios', which are the typical attributes of neoliberal governmentality, and not only in teacher training."
Bill Brydon

Teaching the Net Generation without Leaving the Rest of Us Behind: How Technology in th... - 0 views

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    Today's entering college students have the advantage of a lifetime of computer use. Education scholars and professionals claim that such exposure makes these students the most prepared ever to enter college. It cannot be argued that the advent of the Web, and Web 2.0 has placed at students' fingertips great works of literature, art, and science. It also cannot be argued that despite all this opportunity, students enter college writing with less precision than at any time in the last century. The two facts are reconcilable because (1) students map the world of technology differently than we do; and (2) they live in a digital culture different from our own. Until we understand that our perception of computers and technology is vastly different from our students, we cannot understand why they do what they do, and they will never understand what we want of them. This article argues that unless we change our pedagogy of technology, students and faculty will continue to be frustrated at poor performance, plagiarism, and misunderstandings about what each expects of the other.
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