scholarly journals You're Skating on Native Land: Queering and Decolonizing Skate Pedagogy

2021 ◽  
Vol 12 (1) ◽  
pp. 230-243
Author(s):  
Noah Romero
Keyword(s):  
Critical Pedagogy ◽  
Public Life ◽  
Ways Of Knowing ◽  
Learning Goals ◽  
Native Land ◽  
Materialist Interpretation

This paper draws from a new materialist interpretation of Maya Angelou’s Caged Bird to analyze how Queer and Indigenous skateboarders develop critical and community-responsive ways of knowing and being. This analysis is contrasted with the implications of skateboarding’s Olympic debut to theorize how non-dominant groups build self-supporting enclaves in spite of concerted efforts to regulate and exclude them from public life. Skateboarding is herein conceptualized as a critical pedagogy which enables participants to reclaim space, achieve self-defined learning goals, and challenge the authority of oppressive institutions built upon what Angelou calls “the grave of dreams.”

scholarly journals Critically Analyzing the Online Classroom: Blackboard, Moodle, Canvas, and the Pedagogy They Produce

2021 ◽  
Vol 4 ◽  
pp. 51-69
Author(s):  
J. D. Swerzenski
Keyword(s):  
Critical Pedagogy ◽  
Student Teacher ◽  
Banking System ◽  
Learning Management Systems ◽  
Problem Posing ◽  
Learning Goals ◽  
Transmission Model ◽  
Management Systems ◽  
Online Classroom ◽  
Software Studies

Working from the crossroads of critical pedagogy and software studies, this study analyzes the means by which teaching technologies—in particular the popular learning management systems (LMS) Blackboard, Moodle, and Canvas—support a transmission model of education at the expense of critical learning goals. I assess the effect of LMSs on critical aims via four key critical pedagogy concepts: the banking system, student/teacher contradiction, dialogue, and problem-posing. From software studies, I employ the notion of affordances—what program functions are and are not made available to users—to observe how LMSs naturalize the transmission model. Rather than present a deterministic look at teaching technology, this study calls for closer examination of these tools in order to rework teaching technologies toward critical ends.

scholarly journals Generative listening: Using arts-based inquiry to investigate young children’s perspectives of inclusion, exclusion and disability

2018 ◽  
Vol 17 (1) ◽  
pp. 54-69 ◽  
Author(s):  
Kathy Cologon ◽  
Timothy Cologon ◽  
Zinnia Mevawalla ◽  
Amanda Niland
Keyword(s):  
Young Children ◽  
Critical Pedagogy ◽  
Inclusive Education ◽  
Meaning Making ◽  
Ways Of Knowing ◽  
Theoretical Framework ◽  
Research Project ◽  
Arts Based Research ◽  
Children’S Perspectives ◽  
Critical Approaches

While the importance of inclusive approaches to research has been identified, much childhood research is still done ‘to’ not ‘with’ young children, with research focusing on the experiences of children who experience disability commonly involving data from parents/families/practitioners, rather than from children themselves. In this article, we explore the development of an arts-based research project involving young children who experience disability as active participants in an exploration of their perspectives on inclusive education. Accordingly, we ruminate on questions about how we can genuinely ‘listen’ to children who experience disability in an aesthetic and ethical manner, and how we can use artistic ways of knowing to engage in meaning-making with children. Using arts-based research as an aesthetic framework alongside insights from critical pedagogy as a theoretical framework, we explore ‘aesthetic’ approaches to being, teaching, researching and knowing. As a team of researchers who do and do not experience disability, we share reflections on arts-based methodologies informed by critical approaches to conceptualising disability and research. As artistic modes of expression are central to young children’s everyday lives and play and can create enjoyable and safe communicative spaces, we share dialogues, artwork and methodological reflections on opportunities for children to choose ways of interacting and communicating, allowing possibilities for agency, expression and creativity. Specifically, we conceptualise and concentrate on possibilities for using arts to foster ‘listening’, meaning-making and generative or transformative praxis, in order to explore how arts-based research can be a powerful, authentic, ethical and meaningful provocateur for listening ‘generatively’ to young children who experience disability in research.

scholarly journals Hopeful Provocations for a Dialogue with Critical Pedagogy

2021 ◽  
Vol 24 ◽  
pp. 124-129
Author(s):  
R. Steinberg Shirley
Keyword(s):  
Critical Pedagogy ◽  
Ways Of Knowing ◽  
Point Of View ◽  
Student Centered ◽  
The World

In respect for the tentative ways of knowing critical pedagogy, I choose not to define the notion, but rather discuss it from my point of view. It is easier to begin by discussion on what critical pedagogy is not: Critical pedagogy is not prescriptive way of teaching. It is not teacher-proof because it invites teachers to make their own decisions. It is expected to be student-centered but does not prioritize that the student has more to say than the teacher. It is respectful of different traditions, different ways of seeing the world. I would say that critical pedagogy is couched in literacies and, in a non-academic sense, it is couched in the notion of Paulo Freire’s notion of reading the world… the word becomes less important than the world, once one understands the world, cultures, societies, people actually do read the word better. For the purpose of this essay, I embed quotes from Freire’s work to include his voice within the text.

scholarly journals Konstruksi Pembelajaran Sejarah Islam Berbasis Teks Kajen dan Serat Cebolek dengan Pendekatan Ways of Knowing

2018 ◽  
Vol 2 (2) ◽  
pp. 29
Author(s):  
Manggara Bagus Satriya Wijaya ◽  
Hermanu Joebagio ◽  
Sariyatun Sariyatun
Keyword(s):  
Critical Pedagogy ◽  
Juergen Habermas ◽  
Qualitative Method ◽  
Ways Of Knowing ◽  
Critical Reasoning ◽  
Learning History ◽  
Teaching History ◽  
Alternative Approach ◽  
History Of ◽  
Material History

<p align="center"><em>Learning History in the Curriculum as a whole emphasizes the importance of collective memory so that inhibits the growth of critical reasoning in the Student.</em> <em>This review covers an alternative approach in teaching history subjects applied in senior high school. The use of the concept of critical questions and emancipatory models of "ways of knowing" by Juergen Habermas is a strategy taken by teachers in teaching history lessons that can arouse the critical awareness of student. In-depth research is done by qualitative method to know the activity of teachers and learners thoroughly at the time of learning about the history of Shaykh Ahmad Mutamakkin and the settlement of his case stipulated in the Kajen manuscript and Cebolek manuscript as enrichment of the material history Mataram Islamic Kingdom.</em> <em>The results showed that during the learning prose took place the teacher has succeeded in creating the creation of the process of emancipation in the students themselves.</em> <em>Such emancipation enables an increase in the interest of learners to create their own knowledge on the material discussed in a historical perspective</em></p><p>Kata kunci: <em>local wisdom in history, critical pedagogy in teaching history, </em><em>emancpatory reserach</em></p>

Critical Pedagogy in Community Practice

2021 ◽  
Author(s):  
Laurie A. Walker
Keyword(s):  
Social Work ◽  
Critical Pedagogy ◽  
Community Engagement ◽  
Knowledge Production ◽  
Ways Of Knowing ◽  
Community Practice ◽  
Underrepresented Groups ◽  
Social Work Values ◽  
The World ◽  
Diverse Groups

Contemporary community engagement pedagogies require critical frameworks that facilitate diverse groups working collaboratively toward socially just outcomes. Critical frameworks acknowledge different ways of knowing and experiencing the world, as well as many means to achieve the desired outcomes. Indigenous values focused on relationship, respect, reciprocity, responsiveness, relevance, and responsibility inform key community engagement principles that are often applicable across many groups. Instructors who center Indigenous and other perspectives of groups that experience marginalization and oppression in social work curriculum are able to create community-engaged and socially just outcomes via institutional change and knowledge production efforts. Contemporary community engagement work embedded in social work values requires frameworks that are strengths based, center historically underrepresented groups working toward social justice on their own terms, and include an analysis of power, positionality, systemic causes of disparities, needed institutional changes, and critiques inclusion assumptions.

scholarly journals Reaching into the basket of doom: Learning outcomes, discourse and information literacy

2022 ◽  
pp. 096100062110672
Author(s):  
Alison Hicks ◽  
Annemaree Lloyd
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Information Literacy ◽  
English Language ◽  
Ways Of Knowing ◽  
Research Programme ◽  
Language Models ◽  
Learning Goals ◽  
Theory Of Practice ◽  
Practice Architectures

Learning outcomes form a type of arrangement that holds the practice of information literacy within higher education in place. This paper employs the theory of practice architectures and a discourse analytical approach to examine the learning goals of five recent English-language models of information literacy. Analysis suggests that the practice of information literacy within higher education is composed of 12 common dimensions, which can be grouped into two categories, Mapping and Applying. The Mapping category encompasses learning outcomes that introduce the learner to accepted ways of knowing or what is valued by and how things work within higher education. The Applying category encompasses learning outcomes that encourage the learner to implement or integrate ideas into their own practice, including to their own questions, to themselves or to their experience. Revealing what is prioritised as well as what is less valued within the field at the present time, these findings also raise questions about supposed epistemological differences between models, the influence of research, and the language employed within these documents. This paper represents the third and final piece of work in a research programme that is interrogating the epistemological premises and discourses of information literacy within higher education.

Indigenous Methods and Pedagogy: Revisiting Ethics in Community Service-Learning

2018 ◽  
Vol 4 (1) ◽  
pp. 143-160
Author(s):  
Swapna Padmanabha
Keyword(s):  
Service Learning ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Community Service ◽  
Ways Of Knowing ◽  
Relationship Building ◽  
Learning Goals ◽  
Community Service Learning ◽  
Teaching Module ◽  
Indigenous Methods

This paper looks at the development of a teaching module intended to enhance students’ understanding of ethics in a community service-learning (CSL) class. This module, created to meet academic (western) learning outcomes for CSL, is based upon Indigenous pedagogy and methods, and offers a non-western framing of specific community service goals, particularly reciprocity and transformative dissonance. The paper proposes that moving toward Indigenous or other ways of knowing offers students and instructors an entry point into decolonizing practices and into alternate ways of experiencing service, transformative learning, and power dynamics. The paper also includes a discussion of the theory behind the teaching module and focuses on the intertwining of ethical research protocols (from Tri-Council policy, OCAP® principles, and elsewhere), service-learning goals, and Indigenous methods within the context of settler colonial practices and policies. Alongside other traditional service-learning outcomes, the primary goal of the module is to encourage students to become critical thinkers reflecting on the mechanics of power and social inequity as they experience social justice founded upon the ideals of relationship building.

scholarly journals Radical Scaffolding Against Critique Fatigue

2019 ◽  
Vol 115 ◽  
pp. 27-32
Author(s):  
Eva Boodman
Keyword(s):  
College Students ◽  
Critical Pedagogy ◽  
White Supremacy ◽  
Learning Goals ◽  
College Classrooms ◽  
Classroom Activities ◽  
Course Material ◽  
Radical Form

When using critical pedagogy in college classrooms, college students can sometimes experience critique fatigue -- a despondency that results from a saturation of analysis about experiences of oppression that they experience directly. This is especially the case when there is no creative outlet for political, emotional, or practical response to the critical course material built into the classroom activities. In this essay, I exlpore the idea of using scaffolding, a pedagogical technique where students help one another perform the tasks of the course "authonomously", as a way to mitigate critique fatigue. To get around the ableism and white supremacy of its more traditional iteration, though, I propose a "radical" form of scaffolding that supports students in setting and reaching their own learning goals through creative projects that engage topics most relevant to them.

Intercultural Teaching Competence in the Disciplines

2016 ◽  
pp. 89-118 ◽  
Author(s):  
Nanda Dimitrov ◽  
Aisha Haque
Keyword(s):  
Intercultural Competence ◽  
Research University ◽  
Ways Of Knowing ◽  
Culturally Relevant Teaching ◽  
Learning Goals ◽  
Global Learning ◽  
Academic Field ◽  
Diverse Classrooms ◽  
Teaching Competence ◽  
Group Interviews

As universities continue to internationalize their curricula and recruit a growing number of international students, instructors facilitate learning in increasingly diverse classrooms. This chapter explores the application of Intercultural Teaching Competence (ITC) by faculty members across the disciplines at a large Canadian research university. Based on focus group interviews with instructors in eighteen disciplines, it provides varied and concrete examples of how instructors mobilize intercultural teaching competence to navigate diverse classrooms, promote perspective-taking and global learning goals among students, practice culturally relevant teaching, and validate different ways of knowing and communicating among students through assessment practices. Placing disciplines at the centre of the discussion in this way elucidates the extent to which ITC may be adapted to fit the contours of the academic field and allows readers to explore best practices for facilitating the development of intercultural competence among students in their disciplines. Finally, the implications of disciplinary differences in ITC are discussed for faculty development and curriculum support.

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