Axel's Classroom

2019 ◽  
Vol 14 (3) ◽  
pp. 316-336
Author(s):  
Laura Heffernan
Keyword(s):  
Critical Pedagogy ◽  
Social Engagement ◽  
Teaching Practice ◽  
Cultural Criticism ◽  
Modern Literature ◽  
Modernist Literature ◽  
Material World ◽  
Literature Classrooms

Edmund Wilson's Axel's Castle (1931) has been much blamed for characterising modernist literature by an aesthetic refusal to engage with society, and for encouraging the narrow formalism of New Critical pedagogy. The recovery of Wilson's own distinctive teaching practice, however, shows that he used the book to teach modernism's development out of coterie symbolism towards social engagement and cultural criticism. Modern literature classrooms like Wilson's functioned not to define literature's purity, but to explore the connections between then-contemporary modernism and all kinds of writing that describes, references, and names the material world in which it was created.

Expanding Language and Cultural Competence in Advanced Heritage- and Foreign-Language Learners through Community Engagement and Work with the Arts

2013 ◽  
Vol 10 (2) ◽  
pp. 253-280
Author(s):  
Maria Luisa Parra
Keyword(s):  
Critical Pedagogy ◽  
Foreign Language ◽  
Language Learners ◽  
Social Engagement ◽  
Heritage Language ◽  
The United States ◽  
Pedagogical Practices ◽  
Personal Story ◽  
Foreign Language Learners ◽  
Latino Community

The purpose of this article is to describe the methodology and pedagogical practices of an advanced language course, Spanish and the Community,that addresses the strengths and needs of both Spanish heritage language learners and foreign language learners in classrooms that contain both populations, i.e., in mixed classrooms. Focused on the Latino experience in the United States, the course’s main goals are to advance translingual competence, transcultural critical thinking, and social consciousness in both groups of students. Three effective and interrelated pedagogical approaches are proposed: (a) community service as a vehicle for social engagement with the Latino community; (b) the multiliteracies approach (New London Group,1996), with emphasis on work with art; and (c) border and critical pedagogy drawn from several authors in the heritage language field (Aparicio, 1997; Correa, 2011; Ducar, 2008; Irwin, 1996; Leeman, 2005; Leeman &Rabin, 2001; Martínez &Schwartz, 2012) and from Henry Giroux and Paulo Freire’s work. The effectiveness of this combined approach is demonstrated in students’ final art projects, in which they: (a) critically reflect on key issues related to the Latino community; (b) integrate knowledge about the Latino experience with their own personal story; (c) become aware of their relationship to the Latino community; and (d) express their ideas about their creative artifact in elaborated written texts in Spanish (the project’s written component).

scholarly journals Teachers’ Attitudes towards Critical Pedagogy and its Practice in ELT Classrooms

2015 ◽  
Vol 19 (1-2) ◽  
pp. 132-146
Author(s):  
Jagqadish Paudel
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Teaching Practice ◽  
Language Teachers ◽  
Survey Questionnaire ◽  
Qualitative And Quantitative ◽  
English Language Teachers ◽  
Teachers Attitudes ◽  
Observation Results

Critical Pedagogy (CP), a mode of pedagogy, aims to empower learners and provide justice by offering preferential options and deconstructing authoritative and logo centric tendency in education. The current study, by using a mixed methodological design (qualitative and quantitative), illustrates a group of Nepali English language teachers’ attitudes regarding CP in ELT, focusing on how they employ CP in their classrooms. For this research, a sample of 10 teachers was purposively selected from Baitadi and Dadeldhura districts. Five teachers’ classes were observed. Analyzing the data collected through a survey questionnaire, it was found that all the teachers are in favour of CP in most cases in ELT. Even if all the teachers were notionally appeared in favor of practicing CP in most of the aspects that were asked to them, quite contrary to it, observation results of the teachers’ classes revealed that they did not, in any real sense, embrace CP in their teaching practice. Hence, this study invoked the ELT teachers to embrace CP practically in the classrooms. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12086 Journal of NELTA, Vol 19 No. 1-2, December 2014: 132-146

scholarly journals Building Bridges Across Diversity

2019 ◽  
Vol 4 (1) ◽  
pp. 66-81 ◽  
Author(s):  
Hannah King ◽  
Fiona Measham ◽  
Kate O'Brien
Keyword(s):  
Critical Pedagogy ◽  
Transformative Learning ◽  
Teaching Practice ◽  
Education Programme ◽  
Widening Participation ◽  
Correctional Institution ◽  
Social Barriers ◽  
Women's Prison ◽  
The Uk ◽  
Inside Out

The Inside-Out Prison Exchange Programme is a unique prison education programme that brings together ‘Inside' (prison) students and ‘Outside' (university) students to learn collaboratively through dialogue and community-building exercises within the prison walls. Challenging prejudices and breaking down social barriers, the programme provides students from diverse backgrounds with a transformative learning opportunity. Drawing on the critical pedagogy of Paolo Freire and the teaching practice of bell hooks, Inside-Out instructors engage in ‘teaching to transgress,' enabling students to understand experientially the ways in which every day and commonplace environments are shaped by privilege and inequalities. The programme was founded 20 years ago by Temple University criminologist Lori Pompa in collaboration with incarcerated men at Graterford State Correctional Institution in response to the racial injustice and mass incarceration that characterized the US criminal justice system. Durham University criminologists introduced Inside-Out to the UK in 2014, at three very different prisons: a men's category A (high security) prison, a men's category B (medium security) prison and a women's prison. A decade on the government's introduction of the Widening Participation agenda in higher education (HE), with levels of inequality in and access to HE, particularly within Russell Group Universities, is persistently high, Inside-Out challenges this lack of diversity in HE head on. This article explores how the Inside-Out ethos and pedagogy are powerful means through which inequalities rooted in gender, ethnicity and privilege can be exposed and challenged within the unique prism of the prison setting. Quantitative and qualitative data from three years of programme delivery across the three prisons will be drawn upon. The article will argue that the Inside-Out model can overcome social barriers and prejudices to embrace and celebrate diversity; support students to critically explore their own beliefs and identities; and go on to utilise this educational experience to foster social change on both sides of the prison walls.

Teaching and Practice: Composing Texts, Composing Lives

1994 ◽  
Vol 64 (4) ◽  
pp. 427-450 ◽  
Author(s):  
Sondra Perl
Keyword(s):  
Adult Learners ◽  
Critical Pedagogy ◽  
Adult Students ◽  
Teaching Practice ◽  
Composition Studies ◽  
Literary Texts ◽  
Feminist Studies ◽  
Learning And Development ◽  
Reader Response Theory ◽  
A Site

In this article, Sondra Perl draws on the work of theorists in composition studies, reader response theory, critical pedagogy, and feminist studies to explicate a pedagogy that incorporates her own learning and development with that of her adult students. She emphasizes not only the importance of her students' responding critically to various literary texts, but also the importance of teachers' critically analyzing the texts of their teaching practice. Perl asserts that a classroom of adult learners has the potential to be a supportive milieu in which both students and teachers use writing as a way of brining their own experience to their interpretation of texts. In this way, Perl believes, students and teachers alike author their coming together, and the classroom becomes a site in which they compose not only texts, but also themselves.

scholarly journals Active Teaching-Learning Strategies for Family Medicine Preceptors in the EURACT

2020 ◽  
Vol 44 (3) ◽  
Author(s):  
Bárbara Cristina Barreiros ◽  
Margarita Silva Diercks ◽  
Maríndia Biffi ◽  
Ananyr Porto Fajardo
Keyword(s):  
Family Medicine ◽  
Critical Pedagogy ◽  
Learning Strategies ◽  
Teaching Practice ◽  
Family Doctor ◽  
Structured Interview ◽  
Learning Dynamics ◽  
Active Teaching ◽  
Level 1 ◽  
Teaching Learning

Abstract: Introduction: The Family Doctor (FD), whose scope of action is Primary Health Care (PHC), is a professional trained to care for people, their families, and communities. The best FD training should be performed through Medical Residency Programs in Family Medicine (MRPFM), an in-service teaching field where a preceptor, also a FD, accompanies the resident. A pedagogically well-trained preceptor can work in the learning process of young doctors, who in turn are able to develop the necessary skills to work as a future FD. Active Learning Methodologies (ALM) are based on critical pedagogy and work with problems for the development of teaching-learning processes. They seek the theory from the practice, thus preparing the students to become aware of their environment and act aiming at its transformation. ALMs are achieved in the pedagogical processes through Active Teaching-Learning Strategies (ATLS), which are effective pedagogical resources used by the preceptors in the residents’ daily training. They can be divided into two groups: Active Teaching-Learning Dynamics and Active Teaching Actions. This article reports on the effects of a training course for Family Medicine preceptors on the use of Active Teaching-Learning Dynamics and Active Teaching Actions. Method: Qualitative comparative case study using sociodemographic survey, individual semi structured interview and field notes. The information was examined under content analysis, having participated ten preceptors from four MRPFM from the state of São Paulo, Brazil (half having attended the Leonardo EURACT level 1 course and half not having done so). Results: Those preceptors who attended the course expressed having more knowledge and use of Active Teaching-Learning Strategies, specifically of Active Teaching-Learning Dynamics and Active Teaching Actions. Conclusions: It was observed that the Leonardo EURACT level 1 teaching technology modifies the teaching practice of those who took the course, as they demonstrate a greater use and domain of its tools in their pedagogical practice. Moreover, the course allows a greater understanding of the presented dynamics and activities, thus promoting the residents’ critical learning and encouraging autonomy.

scholarly journals Pedagogía crítica, la visión para favorecer la autonomía en el alumno

2019 ◽  
pp. 21-28
Author(s):  
María Margarita Chávez-López ◽  
Benigno Magdaleno-Castro
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Critical Pedagogy ◽  
Elementary Students ◽  
Teaching Practice ◽  
School Community ◽  
Research Approach ◽  
The Poor ◽  
Action Research Approach

The multiple difficulties that are experienced within the classroom are a reflection of the reality of students, teachers and the school community. There is much talk about the problems of the students, their behaviors, the poor consolidation of learning, lack of participation, their vulnerability to the context in which they live, however rarely does the teacher assume any of these as their own and seeks to solve them through their practice. The present is the follow-up of a research teacher whose purpose was the transformation of his practice to favor critical thinking in elementary students and teachers in training. For this, the socio-critical paradigm was used under an action research approach, the actions carried out were based on critical pedagogy. It was found that critical pedagogy improves the teaching practice, promoting the transformation of students' reality through the development of critical thinking, favoring autonomy in students.

scholarly journals Making My Time Count: Attempting Global Education as a Substitute Teacher in the K-12 Classroom

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
Jessica Scalzo
Keyword(s):  
Critical Pedagogy ◽  
Effective Teaching ◽  
Global Education ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Substitute Teachers ◽  
Substitute Teacher ◽  
Substitute Teaching ◽  
K 12 ◽  
Effective Teaching And Learning

This paper explores substitute teaching as a potential site for transformational Global Education. I use autoethnography to better understand my experiences as a teacher and learner, how I became a substitute teacher, and my desire to use a critical pedagogy and Global Education framework for my teaching practice in a guest teacher context. Perceptions of substitute teachers, challenges faced by substitute teachers, possible barriers to effective teaching and learning while a temporary presence, as well as various conceptions of Global Education are explored, along with where these two seemingly disparate worlds may intersect. I investigate the limits of current research regarding substitute teachers and make recommendations for embedding Global Education in the substitute teaching practice.

scholarly journals Struggling for Change in Chilean EFL Teacher Education

2011 ◽  
Vol 12 (2) ◽  
pp. 110 ◽  
Author(s):  
Mary Jane Abrahams ◽  
Miguel Farias
Keyword(s):  
Teacher Education ◽  
Critical Pedagogy ◽  
Foreign Language ◽  
Teaching Practice ◽  
Language Education ◽  
Curriculum Innovation ◽  
Traditional Curriculum ◽  
School Communities ◽  
Efl Teacher ◽  
Efl Teacher Education

We here report on the processes of designing and trying to implement curriculum innovations in English as a foreign language (EFL) teacher education in Chile. This curriculum innovation project involved academics from six universities where problems such as a divorce between training in English linguistics and education, lack of language achievement standards and students’ low scores in international exams were found to be common to all six EFL teacher education programs. All of this amidst a general opinion (shared by parents, teachers, politicians, etc.) that Chile is immersed in an educational crisis without any easy solution. In this context an urgent need arises for an innovative and very creative design to change the curricula at universities so that the country can raise the quality in foreign language education. The aim is for language education to have a real impact in the school communities. Having Critical Pedagogy as one of the main supporting models, this design we report on is based on the idea that the traditional curriculum is a pedagogy that transmits inflexible social truths; consequently, this proposal incorporates participatory and reflective instructional activities, such as situated and transformed practice and critical framing. This innovative curriculum also includes on-going education, inviting classroom teachers to be part of Methodology classes, Reflection Workshops, early Teaching Practice, and Mentoring as a key practice in creating and consolidating communities of interest in language education.

Higher Education and student engagement: implications for a new economic era

2014 ◽  
Vol 56 (7) ◽  
pp. 635-649 ◽  
Author(s):  
Juliet Millican
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Social Engagement ◽  
Social Life ◽  
Teaching And Learning ◽  
Research Approach ◽  
Content Type ◽  
The Us ◽  
The Uk ◽  
The Impact

Purpose – The purpose of this paper is to examine the impact of rising fees and the increasing privatisation of higher education on the expectations of its students. It compares experiences in Canada, Australia and the US with conversations carried out in a UK university in 2012 (after the UK fee rise). Design/methodology/approach – The research was informed by Burns Systemic Action research (2007), following emerging lines of enquiry and responding to resonance in these. It brings together conversations held with new undergraduates, second and third year students and staff tasked with introducing engagement into the curriculum. Findings – Findings indicate that student expectations are heavily influenced by secondary schooling and a target-driven consumer culture but that change has been gradual over a number of years. Alongside wanting “value for money” and “a good social life and a good degree” students are heavily motivated by experience and keen to be challenged. Research limitations/implications – Because of the research approach, the research results may lack generalisability. Practical implications – By comparing banking or transactional approaches to teaching and learning with critical pedagogy this paper hopes to highlight the importance of opening up rather than closing down opportunities for social engagement and experiential learning. Social implications – This paper makes a plea for social engagement that properly responds to the needs of communities resisting market-driven forces that treat students as consumers and expecting more rather than less from them in return. Originality/value – Lecturers are encouraged to rethink the pressures placed upon them by the current economic era and the tensions between competing agendas of employability and engagement.

scholarly journals Organizational skills development: the context of information technologies

2018 ◽  
Vol 15 (1) ◽  
pp. 143-150
Author(s):  
Carlos Alexandre Pereira de Moraes ◽  
Leonardo Bezerra Pimentel ◽  
Iasmim Esteves Lattanzi
Keyword(s):  
Social Engagement ◽  
Teaching Practices ◽  
Information Technologies ◽  
Formal Education ◽  
Teaching Practice ◽  
The Political ◽  
Organizational Skills ◽  
Economic Context ◽  
Learning Practices ◽  
Teaching Learning

The objective is to discuss the notions of Cyberculture in institutional teaching-learning practices articulated to other important contemporary concepts, coming from the great area of sociology, with a view to positioning the guiding questions of social engagement in teaching-learning practices. In this way, it aims to support in this approach the pertinent perspective of social engagement associated with the plurality of the different socioeconomic contexts in which formal education is carried out. In this sense, the political and economic context that constitutes the teaching practice in the undergraduate courses of the Brazilian universities and their unfolding in the teaching practices is emphasized. In this sense, the political and economic contexts that constitute the teaching practice in the undergraduate courses of the Brazilian universities and their unfolding in the teaching practices is emphasized.

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