Group items tagged

This article examines a teacher educator's implementation of a pedagogy of multiliteracies in an adolescent literacy course. The purpose was to foster pre-service teachers' knowledge and dispositions to enact multiliteracies pedagogy. This article synthesizes the theories of multiliteracies pedagogy and Third Space to explore the opportunities and challenges presented by key learning experiences for pre-service teachers' development of knowledge about and dispositions towards multiliteracies pedagogy. This article argues that emphasizing the Situated Practice and Critical Framing components of multiliteracies pedagogy can promote pre-service teachers' productive negotiations of the conflicts they experience in developing dispositions towards multiliteracies pedagogy.

"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."

Using autobiographical incidents, the author argues that to reform our pedagogy we need to change our professional lives, abandoning our habits of solitary research for more direct and communal action. We must go beyond our disciplinary fields and enlist

In our current moment there is a resurgence of interest in pedagogy as an object of research and policy. In this context the Redesigning Pedagogies in the North (RPiN) project sought to improve educational outcomes for students from low-socioeconomic stat

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

"Intergroup dialogue is designed to foster commitment to action. This article analyzes papers written by students in 52 intergroup dialogue courses (N = 739) to test a theoretical model of how intergroup dialogue is expected to encourage frequency of acting to educate others and to collaborate with others. The theoretical model posits that dialogue pedagogy fosters distinctive communication processes, which influence psychological processes that, in turn, relate to action (Nagda, 2006 21. Nagda , B. A. 2006 . Breaking barriers, crossing boundaries, building bridges: Communication processes in intergroup dialogues . Journal of Social Issues , 62 : 553 - 576 . [CrossRef] , [Web of Science ®] View all references ; Sorensen, Nagda, Gurin, & Maxwell, 2009 31. Sorensen , N. , Nagda , B. A. , Gurin , P. and Maxwell , K. 2009 . Taking a "hands on" approach to diversity in higher education: A critical-dialogic model for effective intergroup interaction . Analyses of Social Issues and Public Policy , 9 ( 1 ) : 3 - 35 . [CrossRef] View all references ). Statistical analyses of the number of references to each of these concepts that were coded in the students' papers provide substantial support for the model. Dialogue pedagogy, communication processes, and psychological processes all influenced how much students wrote about action, and the influence of these concepts conforms to the theoretical model. Results also show that educating others was written about more by students in race/ethnicity dialogues than in gender dialogues, at least partially because students in race/ethnicity dialogues also wrote more about the communication processes and psychological processes that specifically related to educating others."

Understanding state-citizen relations involves a multitude of spaces and actors, formal and informal political practices and the intricacies of subjectivity and citizen-formation. One emerging tactic by which both 'state' agencies and other non-state actors manage, administer, discipline, shape, care for and enable liberal citizens is that of governing through pedagogy. Schools, universities, the voluntary sector, civil society organisations, churches, commercial education and training providers, the media, government departments and state agencies offer fruitful empirical spaces through which the pedagogies of governing are worked and reworked. This special issue therefore brings together researchers from education, human geography, sociology, social policy and political theory in order to consider the idea of the 'pedagogical state' as a means of understanding the pedagogic strategies employed to govern citizens, both within and outside the formal education sphere.

Understanding state-citizen relations involves a multitude of spaces and actors, formal and informal political practices and the intricacies of subjectivity and citizen-formation. One emerging tactic by which both 'state' agencies and other non-state actors manage, administer, discipline, shape, care for and enable liberal citizens is that of governing through pedagogy. Schools, universities, the voluntary sector, civil society organisations, churches, commercial education and training providers, the media, government departments and state agencies offer fruitful empirical spaces through which the pedagogies of governing are worked and reworked. This special issue therefore brings together researchers from education, human geography, sociology, social policy and political theory in order to consider the idea of the 'pedagogical state' as a means of understanding the pedagogic strategies employed to govern citizens, both within and outside the formal education sphere.

"Brazilian education activist Paulo Freire ( 1970 12. Freire , P. 1970 . Pedagogy of the oppressed , New York , NY : Continuum . View all references ) argues that to create social change, oppressed people must have critical consciousness about their conditions, and that this consciousness is developed through dialogue. He theorizes that dialogue allows for reflection and unity building, tools needed to transform society. When considering racial oppression in K-12 schools, racial minority teachers have an often-untapped insight and power to transform classrooms and schools (Kohli, 2009 21. Kohli , R. 2009 . Critical race reflections: Valuing the experiences of teachers of color in teacher education . Race, Ethnicity and Education , 12 ( 2 ) : 235 - 251 . [Taylor & Francis Online] , [Web of Science ®] View all references ). Connected through a commonality of racial oppression, it is important for teachers of color to engage in cross-racial dialogues about manifestations of racial injustice in K-12 schools and to develop strategies for change. Utilizing Freire's conceptual lens and a critical race theory (CRT) framework, this article highlights critical race dialogue about the educational experiences and observations of 12 black, Latina, and Asian American women enrolled in a teacher education program. Through cross-racial discussions, the women were able to broaden their multicultural understanding of racial oppression as well as strategize solidarity building among diverse students in urban classrooms. This study demonstrates knowledge and insights of teachers of color and highlights the importance of interracial dialogue in school contexts."

"Based on almost 50 years of combined experience as prison activists and prison teachers, the authors offer three case studies of prison activism and pedagogy in action. The first case study, by Hartnett, details the "artistry of agency" as enacted in poetry workshops in prison and in public poetry events, thus illustrating artistic communication. The second, by Wood, examines how friendship becomes political in the epistolary communication between free and imprisoned correspondents, thus addressing interpersonal communication. The third, by McCann, addresses web-based communication as a tool for advocacy for condemned prisoner/activists on Texas's death row, and hence political communication. Taken as a whole, the three case studies celebrate different communication strategies as avenues of enlightenment and empowerment while offering powerful arguments for abolishing the prison-industrial complex."

"This essay argues for an interdisciplinary, team-taught approach to the Introduction to Graduate Studies course in which faculty from literary and rhetoric/ writing studies model the intersections of both fields through course texts, assignments, and theoretical frameworks. The authors also discuss the role of terminal master's programs in English and the need for graduate writing instruction."

This essay situates Fredric Jameson's theory of pedagogy within his larger project of the aesthetics of cognitive mapping in order to demonstrate the importance of teaching and learning for defining Marxist theory and practice. The article excavates James

This article contains our reflections on the experience of using a triple capacity building (TCB) model to train students in community development work in rural China. The TCB approach subscribes to critical pedagogy, which calls for a reinvention of the

Although studies on writing pedagogy and academic literacies have examined changing genres in tertiary education, there has not necessarily been an emphasis on how a range of modes and media have influenced texts in various disciplines. This paper explore

As a generic and diversified pedagogy, cooperative learning (CL) reaches out to the field of intercultural education with an offer to establish a reciprocal relationship. After a short description of the diversity of CL and a brief exploration of the infl

A central tenet of feminist pedagogies is to engage students in dialogue, rather than a teacher-centered lecturing method that is commonly used in college classrooms (Chow et al. 2003, Friere 1970, hooks 1994). This possibility is complicated by faculty's

This article addresses two key challenges that globalization poses to literacy research: the need for new models of literacy and literacy education, and the stakes of adopting multiliteracies pedagogies in different contexts - that is, the tensions betwee

In recent decades there have been various calls for a pedagogical revolution in universities to address a new technology-savvy generation of students. These developments have been met with concern about the postmodern relativizing of educational achievement and accusations of the 'dumbing down' of course content. Moving beyond such culture war divisions between orthodox and progressive worldviews, this article outlines how reference to popular culture and utilization of its styles can result in student re-engagement with traditional learning materials and formats. Drawing on focus group interviews with students from an introductory sociology class that incorporated a specifically designed DVD, we outline the individual and societal benefits of a de-differentiated pedagogy that combines traditional rationalist education with more playful forms of learning that directly link with students' life-worlds.

"In universities, the need for education associated with sustainability is widely accepted and it is increasingly being introduced. However, the associated concepts and terms are contested-education for sustainable development and education for sustainability represent increasing levels of change required in curricula, while achieving sustainable education will require even greater change. A transformative pedagogy underlies and contributes to the extent of the change, as more argue for a range of analytical and context-related skills to be developed in students."

The purpose of this article is to examine the authors' experiences while trying to enter and engage local communities in bottom-up literacies through participatory action research (PAR) toward the community's own collective self-development. In trying to enter five different communities, I have found several challenges and roadblocks such as mistrust of 'university people': legacy of the conventional outside-in and top-down research procedures for working in communities; power struggles with community 'gatekeepers', including 'building keepers'; and bureaucratized project-driven community work. I consider that under the current neoliberal educational policies that are plaguing the world, for example, No Child Left Behind in the USA, self-development projects promoted through PAR can be viable ways to defy these policies and their fatalist thinking. School children's parents and their communities are nowadays in a better position than teachers to fight for reclaiming local control of curriculum, pedagogy and assessment.