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Pedagogy and the Shaping of Consciousness: Linguistic and Social Processes
by Frances ChristieBasil Bernstein began to develop his theory of social structure and power relations during the 1950s and 1960s. Early in the 1960s he met M. A. K. Halliday and Ruqaiya Hasan, who were developing the first formulations of what would become known as systemic functional (SF) linguistic theory. A far-reaching dialogue began. Bernstein recognized the significant role that language plays in the construction of social experience and social inequality. Halliday and Hasan were actively seeking a theory of language that would explain the nature of the social. In different ways, they acknowledged the powerful role of language in the social construction of experience. Their resulting enquiries brought both theories and scholars into dialogue. Contributors to this volume (including Hasan and Bernstein) continue this dialogue in a range of papers that draw on both SF linguistic theory (with special reference to genre) and Bernstein's sociological theory, particularly with reference to his later work on pedagogic device and pedagogic discourse. Several authors describe the influence of these theories on classroom practice, including English and mathematics, and literacy teaching in indigenous schools.Pedagogy and the Shaping of Consciousness is an important contribution to the explication of the two theories, the dialogue which they continue to provoke, and their contribution to the provision of more equal access to education.
Pedagogy and the University: Critical Theory and Practice
by Monica McLeanThe question of what form of pedagogy should be used at university is a complex and important one. So too is the question of how the contemporary university should develop. In this book Monica McLean advances fresh and lucid arguments concerning both. Drawing on the theories of Jurgen Habermas, she demonstrates how these two apparently disparate questions are in fact closely linked. In the process McLean provides unique insights into the relationship between macro- and micro- issues in higher education.
Pedagogy at the End of the World: Weird Pedagogies for Unthought Educational Futures (Palgrave Studies in Educational Futures)
by jessie l. beierThis book interrogates the ways in which “end of the world” thinking has come to define and delimit pedagogical approaches in Anthropocene times. Chapters unfold through a series of speculative studies of educational futurity—sustainable futures, energy futures, working futures—each of which is positioned as an experimental site for probing the limits of pedagogical unthinkability so as to speculate, through concept creation, on unthought educational trajectories. Specifically, the book is oriented towards the creation of pedagogical concepts that work to problematize and resituate questions of educational futurity in relation to the planetary realities raised by today’s pressing extinction events. It is from this experimentation that a weird pedagogy emerges, that is, an experimental pedagogical anti-model, a speculative program for the unprogrammable that seeks to counter-actualize potentials of and for unthinking pedagogy at the (so-called) end of the world.
Pedagogy, Didactics and Educational Technologies: Research Experiences and Outcomes in Enhanced Learning and Teaching at Cadi Ayyad University (Lecture Notes in Educational Technology)
by Khalid Berrada Daniel BurgosThis book presents an overview on ten years of rich experience and innovative development of scientific research around pedagogy, didactics and educative technologies at Cadi Ayyad University. From active learning in traditional teaching to technology enhanced learning, many efforts have been done so far by both researchers and PhD students making from Science Education an essential pillar that should bring innovative solutions and improve quality in teaching and learning in classes. 13 different topics have been selected and converted to chapters summarizing a decennia of active and open research works at the university. The selected chapters are a compilation of initiatives of research that Cadi Ayyad University team’s are developing and experimenting among students. This compilation is unique in the field and country, so that it provides a innovative view on how some key topics are addressed in Higher Education.
Pedagogy, Education, and Praxis in Critical Times
by Kathleen Mahon Christine Edwards-Groves Susanne Francisco Mervi Kaukko Stephen Kemmis Kirsten PetrieThis book critically explores urgent questions that researchers, educators, and policy makers need to consider and address in order to better our understanding and capacity to transform education. Focusing on areas that underpin the empirical, theoretical, and strategic research of the Pedagogy, Education and Praxis (PEP) International Research Network, it discusses the following topics: the nature of educational praxis; research approaches that facilitate praxis and praxis development; changing cultural, social, political and material conditions affecting the educational practices of teachers; and how good professional practice in teaching, leading, and professional learning are understood and experienced. Presenting findings emerging from the Pedagogy, Education and Praxis research, the book raises new questions and offers new ways of thinking about the identified issues and themes in light of current educational concerns and the prevalence of neoliberal conditions being experienced in educational settings around the globe. It provides supporting evidence and illustrative examples to help readers understand important concepts, situations, and concerns, and brings together intellectual and cultural-historical traditions that, when considered in relation to each other, open up critical opportunities and ideas orienting readers towards future educational transformation.
Pedagogy, Empathy and Praxis: Using Theatrical Traditions to Teach
by Alison Grove O'GradyThis book examines the concept of empathy as an essential aspect of the teacher training curriculum, and asks how it can be taught. While there has been a steady flow of teacher education reform books in recent years, there are comparatively few that have considered change from understandings and advances developed in human rights-based practices and theatrical traditions. The author presents unique and compelling approaches to teacher training and learning, developed in conjunction with experts in theatrical and educational fields and combining both research and praxis. This pioneering book will appeal to students and scholars of education and empathy, as well as those interested in incorporating empathy into their teaching practice.
Pedagogy for Creative Problem Solving
by Peter MerrotsyThis book provides students and practising teachers with a solid, research-based framework for understanding creative problem solving and its related pedagogy. Practical and accessible, it equips readers with the knowledge and skills to approach their own solutions to the creative problem of teaching for creative problem solving. First providing a firm grounding in the history of problem solving, the nature of a problem, and the history of creativity and its conceptualisation, the book then critically examines current educational practices, such as creativity and problem solving models and common classroom teaching strategies. This is followed by a detailed analysis of key pedagogical ideas important for creative problem solving: creativity and cognition, creative problem solving environments, and self regulated learning. Finally, the ideas debated and developed are drawn together to form a solid foundation for teaching for creative problem solving, and presented in a model called Middle C. Middle C is an evidence-based model of pedagogy for creative problem solving. It comprises 14 elements, each of which is necessary for quality teaching that will provide students with the knowledge, skills, structures and support to express their creative potential. As well as emphasis on the importance of self regulated learning, a new interpretation of Pólya's heuristic is presented.
Pedagogy for Creative Problem Solving
by Peter MerrotsyThis book provides students and practising teachers with a solid, research-based framework for understanding creative problem solving and its related pedagogy. Practical and accessible, it equips readers with the knowledge and skills to approach their own solutions to the creative problem of teaching for creative problem solving. First providing a firm grounding in the history of problem solving, the nature of a problem, and the history of creativity and its conceptualisation, the book then critically examines current educational practices, such as creativity and problem solving models and common classroom teaching strategies. This is followed by a detailed analysis of key pedagogical ideas important for creative problem solving: creativity and cognition, creative problem solving environments, and self regulated learning. Finally, the ideas debated and developed are drawn together to form a solid foundation for teaching for creative problem solving, and presented in a model called Middle C. Middle C is an evidence-based model of pedagogy for creative problem solving. It comprises 14 elements, each of which is necessary for quality teaching that will provide students with the knowledge, skills, structures and support to express their creative potential. As well as emphasis on the importance of self regulated learning, a new interpretation of Pólya's heuristic is presented.
A Pedagogy for Liberation: Dialogues on Transforming Education
by Ira Shor Paulo FreireThis book takes the form of an extended dialogue between the noted Brazilian pedagogue Paulo Freire and American educationalist Ira Shor. In a clearly co-ordinated way they explore the relevance and application of Freire's radical educational ideas in the context of the educational systems of advanced industrial societies.
Pedagogy for Technology Education in Secondary Schools: Research Informed Perspectives for Classroom Teachers (Contemporary Issues in Technology Education)
by David Barlex P. John WilliamsThis book explores pedagogy appropriate for the secondary school technology education classroom. It covers the dimensions of pedagogy for technology with scholarly research, including information strongly related to practice. The book discusses the nature of technology courses in secondary schools across various jurisdictions and considers how they might be viewed with regard to different epistemological frameworks. The writing is informed by, but not limited to, research and strongly related to practice with acknowledged experts in the field of technology education contributing chapters supported by evidence from technology education research or other fields. The authors speculate on pedagogical possibilities in their areas of expertise in order to consider pedagogical possibilities and develop a view of where pedagogy for technology education should move and how teachers might respond in the way they develop their practice.
Pedagogy in: Rethinking Spaces and Relations (Explorations of Educational Purpose #16)
by Nellie J. Zambrana-OrtizThis personal, creative, critical work from a leading scholar of psychology is rooted in three novel concepts and aims to share critical pedagogy in the spirit of nascent potential found in the context of a colonial Puerto Rico. First comes the idea of ‘pedagogy in (e)motion’, or the emotional matrix of the teaching and learning process. Secondly, the author explores the notion of ‘street pedagogy’ as a genuine and powerful professional tool. And thirdly, the book underscores what Zambrana-Ortiz calls ‘the interconnection of the artscience within the political and biographical act of teaching’.The purpose is to inform education teaching practice with the radical framework that, like the neurosciences, believes emotions to be a vital precursor to the planning of action, the process of decision-making and the broadening of our cognitive parameters. The chapters focus on different and yet complementary dimensions of a college teaching initiative boasting a unique interplay between a transgressive narrative, reinvented methodology and authentic samples of students’ contributions to the project. Traditionally, emotional and visceral experiences have been downplayed and rejected as fundamental components of knowledge. This book makes the case for their reinstatement, and proposes that the pleasure and commitment of teaching itself can be seen as resistance given the challenging social and political context, the bureaucracy of the Puerto Rican higher education system, and the cynicism of the self-confessed cognoscenti who think that little political progress can come from within the university system. Such resistance has proved for the author a source of inspiration and has contributed to her creation and reconceptualization of approaches to critical and useful pedagogy.D edicationTo my students who inspire many stories and provoke many emotions and challenge my capacities…To Aura, Ignacio and Jaime for their unconditional love and their everyday lessons… A cknowledgmentsMany friends, mentors and colleages from the University of Puerto Rico and United States were very important pieces to my creative work. Thanks to Donaldo Macedo who encouraged the initial proposal and to Joe Kincheloe for accepting it and bringing guidance in the right moment. Colleages like Roamé Torres and Angeles Molina, from their directive positions, were extremely supportive while Sandra Macksoud, José Solís, Pedro Subirats, and Ada Prabhavat gave me guidance and constant insights in editing and translation, as well as crucial material for my narrative. Juan Vadi enhanced my graphic elements with his talent; while college mentors, current colleages, teachers, and former graduate and undergraduate students allowed me to write their stories and reflections binging fresh accents and life to the book. Thanks for ever!
Pedagogy in a New Tonality: Teacher Inquiries On Creative Tactics, Strategies, Graphics Organizers, And Visual Journals In The K-12 Classroom
by Peter GouzouasisThis is a book for teachers, by teachers, from elementary school to university level classrooms. It is about the use of creative instructional strategies in K-12 classroom settings, and the transformations the teachers made in their journeys from being traditional practitioners to “becoming pedagogical” in their approaches to teaching and learning across the curriculum. Over twenty teachers conducted research in their classrooms on the implementation of creative strategies, tactics, graphics organizers, and visual journals in teaching and learning. They have written their inquiries in a narrative style, informed by various forms of arts based educational research. Their research is approachable and usable by other teachers who are interested in becoming reflective-reflexive practitioners. Many of the strategies, tactics, and graphics organizers are described by Barrie Bennett in his widely used textbook, Beyond Monet: The Artful Science of Instructional Intelligence. However, through their journeys of becoming teacher-learner-researchers, many discovered numerous, creative variations of Bennett’s work as it was implemented in their classrooms. While there are many professional books that provide ideas on collaborative learning and creative teaching approaches, there is very little published research on the efficacy of these concepts in the K-12 classroom. These inquiries provide practical insights into how inspired teachers can conduct research on improving their own practice as well as on greatly improving their students’ learning. Thus, this book has widespread interest for teachers and administrators who seek to implement systemic changes in the ways that teachers teach, and children learn, in the 21st century.
Pedagogy in Islamic Education: The Madrasah Context
by Glenn Hardaker Aishah Ahmad SabkiIn Islamic education, the development of teaching and learning for the physical and spiritual training of humanity places equal importance on revealed and acquired knowledge. This book provides a greater understanding of Islamic pedagogy from a spiritual perspective, which requires empathy with the Islamic premise of the inseparable nature of knowledge and the sacred. The book is intended to provide a particular insight into the relationship between Islamic pedagogy and embodied learning and associated common features that are seen in Madrasahs, and related educational institutions. The first part of the book traces key moments in madrasah history and their formation; diversity of Islamic institutions, and the notion of the scholastic community. It identifies the rise of the Islamic education institutions and the diversity within their formation. Despite the partial disappearance of the spiritual in many Islamic education institutions, the authors argue that the spiritual construct is still deeply implicated in the reification of Islamic pedagogy and in the process of embodiment. The second part of the book draws on unravelling knowledge and the sacred that considers the philosophy of Islam and knowledge, spiritual understanding of Islamic education, and knowledge and the sacred as an educational compass. Finally, the book explores the implications of Islamic pedagogy and embodied learning, the universal nature of Islamic pedagogy, and reflections for the future. By bringing to bear a variety of Islamic and educational studies research, relative to Islamic pedagogy, this book opens up new avenues for research into Islamic education. The book will be of particular interest to scholars investigating Islamic education, Islamic pedagogy, and embodied learning.
Pedagogy in Islamic Education: The Madrasah Context
by Glenn Hardaker Aishah Ahmad SabkiIn Islamic education, the development of teaching and learning for the physical and spiritual training of humanity places equal importance on revealed and acquired knowledge. This book provides a greater understanding of Islamic pedagogy from a spiritual perspective, which requires empathy with the Islamic premise of the inseparable nature of knowledge and the sacred. The book is intended to provide a particular insight into the relationship between Islamic pedagogy and embodied learning and associated common features that are seen in Madrasahs, and related educational institutions. The first part of the book traces key moments in madrasah history and their formation; diversity of Islamic institutions, and the notion of the scholastic community. It identifies the rise of the Islamic education institutions and the diversity within their formation. Despite the partial disappearance of the spiritual in many Islamic education institutions, the authors argue that the spiritual construct is still deeply implicated in the reification of Islamic pedagogy and in the process of embodiment. The second part of the book draws on unravelling knowledge and the sacred that considers the philosophy of Islam and knowledge, spiritual understanding of Islamic education, and knowledge and the sacred as an educational compass. Finally, the book explores the implications of Islamic pedagogy and embodied learning, the universal nature of Islamic pedagogy, and reflections for the future. By bringing to bear a variety of Islamic and educational studies research, relative to Islamic pedagogy, this book opens up new avenues for research into Islamic education. The book will be of particular interest to scholars investigating Islamic education, Islamic pedagogy, and embodied learning.
Pedagogy in Poverty: Lessons from Twenty Years of Curriculum Reform in South Africa (Routledge Research in Education Policy and Politics)
by Ursula HoadleyAs South Africa transitioned from apartheid to democracy, changes in the political landscape, as well as educational agendas and discourse on both a national and international level, shaped successive waves of curriculum reform over a relatively short period of time. Using South Africa as a germane example of how curriculum and pedagogy can interact and affect educational outcomes, Pedagogy in Poverty explores the potential of curricula to improve education in developing and emerging economies worldwide, and, ultimately, to reduce inequality. Incorporating detailed, empirical accounts of life inside South African classrooms, this book is a much-needed contribution to international debate surrounding optimal curriculum and pedagogic forms for children in poor schools. Classroom-level responses to curriculum policy reforms reveal some implications of the shifts between a radical, progressive approach and traditional curriculum forms. Hoadley focuses on the crucial role of teachers as mediators between curriculum and pedagogy, and explores key issues related to teacher knowledge by examining the teaching of reading and numeracy at the foundational levels of schooling. Offering a data-rich historical sociology of curriculum and pedagogic change, this book will appeal to academics, researchers and postgraduate students in the fields of education, sociology of education, curriculum studies, educational equality and school reform, and the policy and politics of education.
Pedagogy in Poverty: Lessons from Twenty Years of Curriculum Reform in South Africa (Routledge Research in Education Policy and Politics)
by Ursula HoadleyAs South Africa transitioned from apartheid to democracy, changes in the political landscape, as well as educational agendas and discourse on both a national and international level, shaped successive waves of curriculum reform over a relatively short period of time. Using South Africa as a germane example of how curriculum and pedagogy can interact and affect educational outcomes, Pedagogy in Poverty explores the potential of curricula to improve education in developing and emerging economies worldwide, and, ultimately, to reduce inequality. Incorporating detailed, empirical accounts of life inside South African classrooms, this book is a much-needed contribution to international debate surrounding optimal curriculum and pedagogic forms for children in poor schools. Classroom-level responses to curriculum policy reforms reveal some implications of the shifts between a radical, progressive approach and traditional curriculum forms. Hoadley focuses on the crucial role of teachers as mediators between curriculum and pedagogy, and explores key issues related to teacher knowledge by examining the teaching of reading and numeracy at the foundational levels of schooling. Offering a data-rich historical sociology of curriculum and pedagogic change, this book will appeal to academics, researchers and postgraduate students in the fields of education, sociology of education, curriculum studies, educational equality and school reform, and the policy and politics of education.
Pedagogy in Process: The Letters to Guinea-Bissau
by Paulo FreirePedagogy in Process presents a first-hand account of the most comprehensive attempt yet to put into practice Paulo Freire's theory of education within a real societal setting. When Guinea Bissau on the West African coast declared independence in 1973 the rate of illiteracy in its adult population was ninety percent. The new government faced the enormous task of educating its citizens. With Freire as collaborator and advisor the government launched a huge grass-roots literacy campaign and this book is Freire's memoir of that campaign. Those familiar with Freire's work will identify his ongoing insistence on the unity between theory and practice, mental and manual work, and past and present experience. This is essential reading for anyone interested Freire's revolutionary ideas on education and the transformative power they hold when applied to society and the classroom. This edition includes a substantive introduction by Michael Apple who is Professor Emeritus of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin–Madison, USA.
Pedagogy in Process: The Letters to Guinea-Bissau (Bloomsbury Revelations Ser.)
by Paulo FreirePedagogy in Process presents a first-hand account of the most comprehensive attempt yet to put into practice Paulo Freire's theory of education within a real societal setting. When Guinea Bissau on the West African coast declared independence in 1973 the rate of illiteracy in its adult population was ninety percent. The new government faced the enormous task of educating its citizens. With Freire as collaborator and advisor the government launched a huge grass-roots literacy campaign and this book is Freire's memoir of that campaign. Those familiar with Freire's work will identify his ongoing insistence on the unity between theory and practice, mental and manual work, and past and present experience. This is essential reading for anyone interested Freire's revolutionary ideas on education and the transformative power they hold when applied to society and the classroom. This edition includes a substantive introduction by Michael Apple who is Professor Emeritus of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin–Madison, USA.
Pedagogy in the Anthropocene: Re-Wilding Education for a New Earth (Palgrave Studies in Educational Futures)
by Jan Jagodzinski Michael Paulsen Shé M. HawkeThis book explores new pedagogical challenges and potentials of the Anthropocene era. The authors argue that this new epoch, with an unstable climate, new kinds of globally spreading viruses, and new knowledges, calls for a new way of educating and an alertness to new philosophies of education and pedagogical imaginations, thoughts, and practices. Addressing the linkages between the Anthropocene and Pedagogy across a broad pedagogical spectrum that is both formal and informal, the editors and their contributors emphasize a re-imagining of education that serves to deepen our understanding of the capacities and values of life.
Pedagogy Left in Peace: Cultivating Free Spaces in Teaching and Learning
by David W. JardineThe idea of fragmentation has transformed the living, convivial pursuit of knowledge into something akin to an industrial assembly line. Schooling in North America is inherently based on this idea, working against the spirit of pedagogy and the very nature of knowledge itself. Fragmentation has lead to practices that are easily recognizable in schools such as surveillance, colonization, leveling, standardization, normalization and even oppression: the logic of fragmentation has lead to the breaking apart of the living disciplines of knowledge entrusted to teachers and students in the classroom. In this profound and challenging book, David Jardine explores some of the historical and philosophical ancestries of the logic of fragmentation and then lays out how the logic of fragmentation is being interrupted by progressive contemporary thinking about the nature of knowledge and its pursuit. Jardine uses real classroom examples to show how inspiring teachers and students have stepped out from the normal rigidity of the school system to pursue a pedagogy left in peace.
Pedagogy Left in Peace: Cultivating Free Spaces in Teaching and Learning
by David W. JardineThe idea of fragmentation has transformed the living, convivial pursuit of knowledge into something akin to an industrial assembly line. Schooling in North America is inherently based on this idea, working against the spirit of pedagogy and the very nature of knowledge itself. Fragmentation has lead to practices that are easily recognizable in schools such as surveillance, colonization, leveling, standardization, normalization and even oppression: the logic of fragmentation has lead to the breaking apart of the living disciplines of knowledge entrusted to teachers and students in the classroom. In this profound and challenging book, David Jardine explores some of the historical and philosophical ancestries of the logic of fragmentation and then lays out how the logic of fragmentation is being interrupted by progressive contemporary thinking about the nature of knowledge and its pursuit. Jardine uses real classroom examples to show how inspiring teachers and students have stepped out from the normal rigidity of the school system to pursue a pedagogy left in peace.
The Pedagogy of Action: Small Axe Fall Big Tree (Neighborhoods, Communities, and Urban Marginality)
by Nesha Z. HaniffThis is the story of teaching consciousness as a requirement for transformations in social justice. In artful narrative, Nesha Haniff traces her own conscientization as a colonized child in Guyana, exploring the cultural and intellectual forces that shape the creation of the Pedagogy of Action. Drawing from Paulo Freire and Ela Bhatt, participants in POA teach an oral HIV education module to marginalized communities in the USA, South Africa and the Caribbean, as the nexus for dismantling traditional pedagogies of race, gender, service and American hegemony. The many challenges of institutional and cultural obstacles, mainly those that excluded poor and black students from overseas travel, required innovation and persistence. The book features essays written by POA students and South African participants reflecting on their own transformations. These essayists are among the hundreds of participants who, over 15 years, in the practice of radical love, grew the Pedagogy of Action.
A Pedagogy of Cinema: A Pedagogy of Cinema
by David R. Cole Joff P.N. BradleyA Pedagogy of Cinema is the first book to apply Deleuze’s concept of cinema to the pedagogic context. Cinema is opened up by this action from the straightforward educative analysis of film, to the systematic unfolding of image. A Pedagogy of Cinema explores what it means to engender cinema-thinking from image. This book does not overlay images from films with an educational approach to them, but looks to the images themselves to produce philosophy. This approach to utilising image in education is wholly new, and has the potential to transform classroom practice with respect to teaching and learning about cinema. The authors have carefully chosen specific examples of images to illustrate such transformational processes, and have fitted them into in depth analysis that is derived from the images. The result is a combination of image and text that advances the field of cinema study for and in education with a philosophical intent.“This outstanding new book asks a vital question for our time. How can we educate effectively in a digitalized, corporatized, Orwellian-surveillance-controlled, globalized world This question is equally a challenge asked of our ability to think outside of the limiting parameters of the control society, and the forces which daily propel us ever-quicker towards worldwide homogenization. With great lucidity, Cole and Bradley offer us profound hope in Gilles Deleuze’s increasingly popular notion of ‘cine-thinking’. They explore and explain the potential that this sophisticated idea holds for learning, in an easy going and accessible way, and with a range of fantastic films: from ‘Suspiria’ and ‘Performance’ through to ‘Under the Skin’ and ‘Snowpiercer’. This extremely engaging and compelling text is likely to enliven scholars and students everywhere.” – David Martin-Jones, Film and Television Studies, University of Glasgow, UK
Pedagogy of Commitment (Series in Critical Narrative)
by Paulo FreireThis first English translation of Pedagogy of Commitment takes readers deep into the acts and meaning of living a life of community and social commitment. Paulo Friere discusses how, for teachers specifically, this commitment is not only to students, to the underprivileged, or to the education of those who speak a different language, but to the transformation of the self to become more deeply responsive to the needs of social transformations. More than any other Freire book, this speaks directly and plainly to the lives of individuals and to teachers. It is an inspiring and passionate call from a global giant of progressive education.
Pedagogy of Commitment (Series in Critical Narrative)
by Paulo FreireThis first English translation of Pedagogy of Commitment takes readers deep into the acts and meaning of living a life of community and social commitment. Paulo Friere discusses how, for teachers specifically, this commitment is not only to students, to the underprivileged, or to the education of those who speak a different language, but to the transformation of the self to become more deeply responsive to the needs of social transformations. More than any other Freire book, this speaks directly and plainly to the lives of individuals and to teachers. It is an inspiring and passionate call from a global giant of progressive education.