Transformative Translanguaging Espacios

2021 ◽  
Keyword(s):  
Teaching And Learning ◽  
White Supremacy ◽  
Knowledge Systems ◽  
Bilingual Students ◽  
Transformative Power ◽  
Educational Spaces ◽  
Linguistic Practices

This book shows the transformative power of placing translanguaging at the center of teaching and learning. It shows how the centering of racialized Latinx bilingual students, including their knowledge systems and cultural and linguistic practices, transforms the monolingual-white supremacy ideology of many educational spaces.

Sometimes Leaving Means Staying: Race and White Teachers’ Emotional Investments

2019 ◽  
Vol 121 (13) ◽  
pp. 1-22
Author(s):  
Zeus Leonardo ◽  
Blanca Gamez-Djokic
Keyword(s):  
Teaching And Learning ◽  
White Women ◽  
The United States ◽  
Race And Gender ◽  
Modern Education ◽  
Critical Knowledge ◽  
Educational Spaces ◽  
Critical Understanding ◽  
And Gender ◽  
The Relationship

Emotional praxis is not a phrase usually associated with teaching and teacher education. Yet when race enters educational spaces, emotions frequently run high. In particular, Whites are often ill-equipped to handle emotions about race, either becoming debilitated by them or consistently evading them. Without critically understanding the relationship between race and emotions—or, simply, racialized emotions—teachers are unprepared to teach one of the most important topics in modern education. This chapter addresses this gap in education and teacher training by surveying the philosophical, sociological, and burgeoning literature on emotion in education to arrive at critical knowledge about the function and constitutive role it plays in discourses on race. Specifically, the argument delves into white racial emotions in light of the known fact that most teachers in the United States are White women. This means that our critical understanding of emotion during the teaching and learning interaction entails appreciation of both its racialized and gendered dimensions, and attention to both race and gender becomes part of emotional praxis. Finally, the essay ends with a proposal for an intersubjective race theory of emotion in education.

scholarly journals White Fears of Dispossession: Dreyer's English, The Elements of Style, and the Racial Mapping of English Discourse

2019 ◽  
Vol 115 ◽  
pp. 21-26
Author(s):  
Laura Lisabeth
Keyword(s):  
English Language ◽  
White Supremacy ◽  
Historical Context ◽  
Language Usage ◽  
Structural Racism ◽  
Reconstruction Era ◽  
Educational Spaces ◽  
History Of ◽  
Elements Of Style ◽  
The Cost

Dreyer's English, by Benjamin Dreyer, the Senior Copy Editor for Random House, and Strunk and White's The Elements of Style are two extraordinarily popular and commercially successful guides to English language usage that belong to a genre best described as discursive maps for language as racialized, classed and gendered territory. This review traces the history of these books to the nineteenth century "conversation handbooks" and etiquette guides that became popular in a time of shifting class boundaries Precise prescriptives for behavior and for polite conversation helped the aspirational middle-class groom themselves for genteel company. Many of these guides were published during the Reconstruction Era, and were filled with dispositions toward correct language that communicate a kind of outrage from fear of social, cultural and economic dispossession, a telltale mark of White Supremacy. These dispositions still exist in the rhetoric of both Dreyer and E.B. White and are carried through the structural racism of standardized English into educational spaces. Discourses of meritocracy are found in both the classroom and the global neoliberal workplace where "English has been turned into a product (in all senses of the word)..."Though the promotion of English is presented as a way of expanding one’s multilingual resources, it reduces one’s repertoire, as it is often learned/taught at the cost of local languages” (Canagarajah 13). As Canagarajah sees "multilingual communities [finding] spaces for voice, renegotiation, and resistance” (Translingual Practices 56), so can we make students aware of the gatekeeping and power of English by sharing its historical context.  

scholarly journals In Conversation with Fikile Nxumalo: Refiguring Onto-Epistemic Attunements for Im/possible Science Pedagogies

2021 ◽  
pp. 321-330
Author(s):  
Fikile Nxumalo ◽  
Maria F. G. Wallace
Keyword(s):  
Early Childhood ◽  
Science Education ◽  
Early Childhood Education ◽  
White Supremacy ◽  
Settler Colonialism ◽  
Black Feminist ◽  
Childhood Education ◽  
Indigenous Knowledges ◽  
Educational Spaces

AbstractThis chapter elucidates critical concepts of place in relation to Black-feminist and more-than-human geographies in the context of early childhood education. This conversation helps get at pressing political contexts for science education that are often excluded in white educational spaces. Our conversation with Dr. Nxumalo offers practical starting points for researchers interested in playing with the messy intersections of materiality, settler-colonialism, white supremacy, Indigenous knowledges, and more-than-human kin.

scholarly journals Educational spaces and environments: in times of Covid-19 pandemic

2021 ◽  
Vol 5 (6) ◽  
pp. 193-196
Author(s):  
Jailma Cruz da Silva ◽  
Orliel dos Santos de Jesus
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Educational Programs ◽  
Infected People ◽  
Knowing That ◽  
Practical Education ◽  
Educational Spaces ◽  
The World ◽  
The Impact ◽  
Different Levels

The appearance of COVID-19 brought to Brazil, and to the world, innumerable methods to contain the increase of infected people. These methods are necessary to avoid the spread of the virus and include social distancing and quarantine of the population. Knowing that these methods have a big impact on the educational system. This study has as its objective to verify the process of teaching and learning, in educational spaces and environments, in times of a pandemic. In order to look for a pattern in established actions in educational programs to incorporate in large scale the tools of educational technology at a distance (distance learning), for example platforms and virtual teaching environments designed to guarantee the pedagogical processes of learning and ameliorate the impact of absence from the classroom during the pandemic, and its post-pandemic consequences. We emphasize the importance of the teacher as mediator, understanding that this professional should respect the different levels of learning of the students and try to carry out activities that help with the improvement of practical education for the appropriate environment and spaces of interaction.

scholarly journals Dialogic Learning, Interactive Teaching and Cognitive Mobilizing Patterns

2020 ◽  
Vol 10 (3) ◽  
pp. 271
Author(s):  
Antonio Aguilera-Jiménez ◽  
María Mar Prados Gallardo
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Interaction Style ◽  
Interactive Teaching ◽  
Dialogic Learning ◽  
Conceptions Of Teaching ◽  
Educational Spaces ◽  
Dialogic Interaction

The current conceptions of teaching and learning and the educational actions based thereon place the key to learning in the interactions that take place in educational spaces, highlighting the need to increase the quantity, diversity, and quality of these interactions as a condition to improve learning. With this purpose, this paper proposes a series of criteria that optimizes the quality of the interactions and characterizes the dialogical interaction style of the teaching staff. These are Cognitive Mobilizing Patterns (CMP), which constitute a systematic set of guidelines for dialogic interaction that may be used for both the analysis of interactions and for teacher training in the criteria that define interactive and dialogical teaching.

scholarly journals Academic Effects of the Use of Flipped Learning in Physical Education

2019 ◽  
Vol 17 (1) ◽  
pp. 276 ◽  
Author(s):  
Francisco Javier Hinojo Lucena ◽  
Jesús López Belmonte ◽  
Arturo Fuentes Cabrera ◽  
Juan Manuel Trujillo Torres ◽  
Santiago Pozo Sánchez
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Teaching And Learning ◽  
Study Groups ◽  
Flipped Learning ◽  
Primary And Secondary Education ◽  
Educational Spaces ◽  
Information And Communication ◽  
Training Methodologies ◽  
Experimental Group

The technological characteristics of today’s society have favored the inclusion of information and communication technology (ICT) and the emergence of new training methodologies in educational spaces. This study addresses flipped learning as an innovative approach in the teaching and learning processes of physical education at two educational stages, primary and secondary education. The objective of this study is to analyze the effectiveness of flipped learning with respect to traditional methodology. A descriptive and correlational experimental research design was used through a quantitative perspective. Two study groups were established, one control (traditional methodology) and one experimental (flipped learning) in each educational stage. A total of 119 students from an educational center in Ceuta (Spain) participated. These participants were chosen intentionally. The data were collected through a questionnaire. The results show that the experimental group obtained better evaluations in the academic indicators, highlighting the motivation, autonomy, and interactions between the different agents. Regarding the effectiveness of flipped learning according to the educational stage, its potential was demonstrated in both stages, highlighting a significant improvement in autonomy in secondary education.

Intrinsic and Extrinsic Motivation within the Context of Modern Education

2016 ◽  
pp. 292-308 ◽  
Author(s):  
Martin Timothy Hall ◽  
Jason E Marshall
Keyword(s):  
Teaching And Learning ◽  
Extrinsic Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Modern Education ◽  
Intrinsic And Extrinsic Motivation ◽  
Inclusive Settings ◽  
Educational Spaces ◽  
Contemporary Education ◽  
Historical Antecedents

This chapter examines the implications of intrinsic and extrinsic motivation for modern education. The historical antecedents of these two distinct motivational sources will be highlighted and their implications discussed within the framework of contemporary education. More specifically, the focus of this chapter is on the importance of fostering motivation among students in modern educational spaces such as: gifted classrooms, inclusive settings, and technology assisted teaching spaces. Deci and Ryan's (2000) Self Determination Theory provides the theoretical lens through which this discussion is framed. Three basic psychological needs have been highlighted and explicated. These psychological needs - competence, autonomy, and relatedness are examined as catalysts that can be used to promote and maintain motivation in modern teaching and learning spaces. Recommendations are advanced on instructional practices that educators can use to create classroom environments that facilitate motivation.

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