scholarly journals Teaching for Critical Consciousness During the Student Debt Crisis

2020 ◽  
Vol 118 ◽  
Author(s):  
Gregory Bruno
Keyword(s):  
Critical Pedagogy ◽  
Critical Consciousness ◽  
Meaning Making ◽  
Debt Crisis ◽  
Paulo Freire ◽  
First Year ◽  
Student Debt ◽  
First Year Writing ◽  
Writing Class

These teaching notes describe one educator’s experience facilitating dialogue around student debt and college cost in the first-year writing class. Rooted in the work of Paulo Freire, particular attention is paid to the role of critical pedagogy and meaning-making practices in these complex political and economic contexts. 

L2 writer in a first-year writing class: Activating the support network

2018 ◽  
Vol 10 (1-2) ◽  
pp. 275-296 ◽  
Author(s):  
Natalia Knoblock ◽  
Sarah Gorman
Keyword(s):  
Support Network ◽  
First Year ◽  
First Year Writing ◽  
Writing Class

From Commonplaces to Consciousness

2020 ◽  
Vol 20 (1) ◽  
pp. 171-183
Author(s):  
Jerry Stinnett
Keyword(s):  
Critical Pedagogy ◽  
Critical Consciousness ◽  
Concept Acquisition ◽  
First Year ◽  
Threshold Concepts ◽  
Threshold Concept ◽  
First Year Composition ◽  
Composition Instruction ◽  
Critical Perspectives

In many ways, the transformative character of developing critical consciousness reflects the dynamics of acquiring threshold concepts. Drawing from research into threshold concept acquisition, the author argues that critical first-year composition instruction can more effectively scaffold students into critical perspectives by linking critical pedagogy more closely with efforts to develop students’ rhetorical meta-awareness of writing.

The Fourth Element: Integrating Transfer Talk Into Teaching For Transfer

2021 ◽  
Author(s):  
Danielle Lund
Keyword(s):  
Collaborative Learning ◽  
Writing Studies ◽  
First Year ◽  
Shared Understanding ◽  
Opportunities To Learn ◽  
First Year Writing ◽  
Concept Transfer ◽  
Writing Transfer ◽  
Writing Knowledge

In Writing Studies, one of the most debated topics is whether or not we can teach students to engage in writing transfer. In order to help students, we must engage them in learning about transfer as often as possible, especially in their first-year writing (FYW) courses, with teaching- for-transfer-specific pedagogies, like the widely known Teaching for Transfer (TFT) (Yancey et al. 2014). However, there are some elements that have yet to be fully developed in their research, like the role of collaborative learning. With this thesis, I argue for the integration of a new concept, Transfer Talk (TT) (Nowacek et al. 2019), into the TFT curriculum as the fourth element. Scholars who use TT strategies suggest that students should collaborate with their peers to consider their prior writing knowledge and build a shared understanding of what writing knowledge looks like. By integrating TT into the TFT curriculum as the fourth element, we will provide students with more opportunities to learn about transfer in the hopes that they will be more successful when transferring writing knowledge in future composing situations, both in and out of school.

scholarly journals Rethinking Paulo Freire’s Dialogic Pedagogy and Its Implications for Teachers’ Teaching

2018 ◽  
Vol 7 (4) ◽  
pp. 230 ◽  
Author(s):  
Yi-Huang Shih
Keyword(s):  
Critical Thinking ◽  
Critical Pedagogy ◽  
Critical Consciousness ◽  
Paulo Freire ◽  
Critical Thinking Ability ◽  
Dialogic Pedagogy ◽  
Thinking Ability ◽  
Teachers And Students ◽  
Contemporary Education ◽  
Do So

Paulo Freire was a Brazilian educator, and was seen as a theorist of critical pedagogy. Freire’s works have a particular significance for contemporary education in different countries. This paper aims to rethink Freire’s dialogic pedagogy, and further illuminate its implications for teachers’ teaching. In order to do so, firstly, we explain the importance of Freire’s dialogic pedagogy. Secondly, we explore the theory & practice of dialogue. Thirdly, this study explains that the dialogue between teachers and students is a way of promoting critical consciousness. Finally, we explore dialogic pedagogy, and illuminate its implications for teachers’ teaching. By reading and analyzing related studies, the implications can be summarized as follows: (1) practicing love-based teaching, (2) developing humility-based teaching, (3) nourishing hope-centered teaching, (4) enriching humor-based teaching, (5) developing silence-based teaching, (6) teachers should promotes students’ critical thinking ability in their teaching, and (7) teachers deeply believe that their students will achieve a better vocation.

scholarly journals Asynchronizing with the Framework: Reflections on the process of creating an asynchronous library assignment for a first-year writing class

2020 ◽  
Vol 81 (11) ◽  
pp. 530
Author(s):  
B. Grantham Aldred
Keyword(s):  
Online Instruction ◽  
Course Delivery ◽  
First Year ◽  
Library Instruction ◽  
First Year Writing ◽  
University Of Illinois ◽  
Hybrid Course ◽  
Course Content ◽  
Writing Class ◽  
The University

As many of yours surely have, my institution, the University of Illinois-Chicago (UIC), moved at great speed to adapt to the need for online instruction this fall. This has proved a challenge for library instruction, to put it mildly. Our library instruction has almost exclusively been in-person, on-site, and live, and the switch to online and hybrid course delivery has made all of those aspects difficult, especially when it comes to courses offered asynchronously, where students engage with course content at different points in time within a given timeframe.

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