scholarly journals Citizenship and dialogic learning in the university programs for adult people: reflections and experiences from the critical pedagogy

Educar ◽  
2008 ◽  
Vol 42 ◽  
pp. 97
Author(s):  
María Tejedor Mardomingo ◽  
Henar Rodríguez Navarro
Keyword(s):  
Critical Pedagogy ◽  
Dialogic Learning ◽  
University Programs ◽  
The University

Talking About Pornography, Talking About Theatre: Ethnography, Critical Pedagogy, and the Production of ‘Educated’ Audiences ofEtta Jenksin Madison

1994 ◽  
Vol 19 (1) ◽  
pp. 29-36 ◽  
Author(s):  
Stacy Wolf
Keyword(s):  
Critical Pedagogy ◽  
Cultural Values ◽  
Critical Literacy ◽  
Anthropological Perspective ◽  
University Of Wisconsin ◽  
Local Site ◽  
Theatre Studies ◽  
The University ◽  
Participant Observer ◽  
Print Literacy

Theatre studies and anthropology have much to say to each other. Both are disciplines which describe a culture's practices through its performances, whether on stage or in everday life. Both seek to explain the significance of performative choices in their reflection, refraction, and revision of cultural values. This essay participates in the conversations between theatre and anthropology through critical pedagogical theory. It looks at a theatrical performance—a production ofEtta Jenksat the University Theatre at the University of Wisconsin-Madison in February 1992—in anthropological terms, to consider the relationships between theatre, the university, and the production of politicized, educated, emancipated spectators.My first assumption is methodological—that theatre studies can greatly benefit from a consideration of anthropological tools like ethnography, and from anthropological habits like a vigilant articulation of the participant-observer stance which theatre criticism masks. My second assumption is theoretical—that theatre spectators are active producers of meaning, and that reception studies offers a significant and rich area for theatre studies. An anthropological perspective enables me to choose a local site—a university theatre—which theatre studies tends to relegate to a dismissable amateurism, and to work with the perceptions of introductory level students—which scholarly theatre studies all but ignores. My third assumption is pedagogical—that critical literacy must now move beyond print literacy.1James Clifford reminds us that all ethnographic accounts are created by ‘powerful “lies” of exclusion and rhetoric'.2In my attempt, here, to fashion a persuasive text which invites the reader in, I knowingly rewrite the students’ responses toEtta Jenksin my analysis of their reception.

scholarly journals Critical pedagogy in the university: Can a lecture be critical pedagogy?

2018 ◽  
Vol 16 (8) ◽  
pp. 985-999 ◽  
Author(s):  
Lauren B Clark
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Student Satisfaction ◽  
Case Study Research ◽  
Pedagogical Practice ◽  
Higher Education System ◽  
Curriculum And Pedagogy ◽  
Banking Education ◽  
The University

In a higher education system driven by student satisfaction, there has been a recent push towards more student-centred methods of teaching such as collaborative learning and seminar discussions despite an increase in student numbers. In contrast, some academics defend the transformative and educative possibilities of the lecture by challenging its conception as ‘banking education’, asking us to reflect on the purpose of education in a way that calls into question our assumptions about the transmission of information through lecturing. While acknowledging the place of the lecture in higher education, I want to consider whether a lecture can be critical pedagogy by interrupting previous ways of thinking and being. As the teacher lectures he/she models what it means to know, to think and to act, but is this enough to make it critical pedagogy? Looking at conceptualisations of the transformative intellectual and the relationship between curriculum and pedagogy alongside data from case study research, this article will explore what critical pedagogical practice looks like in the university.

scholarly journals From Banking Model to Critical Pedagogy: Challenges and Constraints in the University Classrooms

2020 ◽  
Vol 3 (1) ◽  
pp. 25-44
Author(s):  
Sadia Kalsoom ◽  
Nazia Kalsoom ◽  
Rafia Javaid Mallick
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Small Scale ◽  
Cluster Sampling ◽  
Student Interest ◽  
University Teachers ◽  
Mixed Methods Case Study ◽  
Teaching And Learning Environment ◽  
Teachers And Students ◽  
The University

Critical pedagogy, contrary to the banking concept of education, seeks to empower learners to think critically to transform their living conditions. This mixed-methods case study aims at exploring the actual teaching practices of the university teachers in order to demystify the challenges and constraints impeding the implementation of critical pedagogy in the universities of Punjab, Pakistan. Women University in Multan was the selected case and exploratory sequential design the method selected for this study. The researchers personally collected data using a small-scale survey with 100 students using cluster sampling, and in-depth interviews with ten teachers purposively selected from various departments of the university, ensuring equal representation. The study concluded that large class size, lack of needed resources and trained personnel, lengthy and fixed syllabus, and lack of student interest and motivation were the reasons for continuing with the 'banking method.' Based on the findings, the researchers recommend that for the critical pedagogy to take root in Pakistan, the teachers and students should be cognizant of the utility of critical pedagogy, and adequate resources must supplant the teaching and learning environment to enjoy best outcomes.

scholarly journals Klasse og kultur på danske universitetsuddannelser

2010 ◽  
Vol 21 (1) ◽  
pp. 53-73 ◽  
Author(s):  
Jens Peter Thomsen
Keyword(s):  
Higher Education ◽  
Social Class ◽  
Cultural Practices ◽  
Cultural Practice ◽  
Main Question ◽  
Student Body ◽  
Horizontal Stratification ◽  
University Programs ◽  
National Register Data ◽  
The University

Denne artikel beskæftiger sig med social ulighed på lange videregående uddannelser i Danmark. Ved at betragte de interne forskelle i det danske universitetsfelt undersøges omfanget og karakteren af den sociale differentiering på de lange videregående uddannelser. For at forstå disse sociale differentieringsprocesser anlægges et henholdsvis makro- og mikrosociologisk perspektiv på betydningen af social klasse og kulturel praksis på uddannelserne, og der stilles det overordnede spørgsmål: Hvad er sammenhængen mellem unges valg af videregående uddannelse, deres sociale oprindelse og de kulturelle praktikker på de forskellige videregående uddannelser? Empirien udgøres af såvel registerdata som af feltarbejde på tre udvalgte universitetsuddannelser, og der bruges følgelig såvel kvantitative som kvalitative metoder. Analysen af universitetsfeltet viser at der er meget stor forskel på de forskellige uddannelsers sociale profil, at der er en tydelig klassestruktur i det danske universitetsfelt, at den kulturelle praksis der kendetegner udvalgte uddannelser kan forstås meningsfuldt i sammenhæng med denne klassestruktur, og endelig at det kræver bestemte forudsætninger at mestre kulturen på de forskellige uddannelser. Søgeord: Social differentiering, social klasse, videregående uddannelser, universitetsstuderende, uddannelseskultur, uddannelsesvalg. ENGELSK ABSTRACT: Jens Peter Thomsen: Social Class and Culture in Danish Universities In this article I address the question of social inequality in higher education. By looking at the horizontal stratification in the Danish university field I examine the extent and nature of the processes of social differentiation within the different university programs. In order to understand the processes of differentiation, a macro- and micro-sociological perspective on the significance of social class and cultural practice in the university programs is applied. The main question is: What is the relationship between young people’s choice of university program, social class origin and the cultural practices in the different university programs? National register data as well as fieldwork carried out in three different university programs make up the empirical basis of the research, and both quantitative and qualitative methods are applied. The analysis of the university field shows that: A) The university field is highly structured by social class, B) there are great differences in the class characteristics of the student body in the different programs, C) the class structure in the university field is closely related to the cultural practices characterizing specific programs, and finally, D) that students from certain social backgrounds are better prepared than other students for the practical mastery of these cultural practices. Key words: Higher education, social class, horizontal stratification, university students, educational cultures, choice of higher education.

scholarly journals Experiences of Students Enrolled in Integrated Collaborative College/University Programs

2017 ◽  
Vol 47 (2) ◽  
pp. 135-155
Author(s):  
Janet Landeen ◽  
Nancy Matthew-Maich ◽  
Leslie Marshall ◽  
Lisa-Anne Hagerman ◽  
Lindsay Bolan ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Integrated Curriculum ◽  
Life Experiences ◽  
Student Experience ◽  
Academic Programs ◽  
Universities And Colleges ◽  
Power And Control ◽  
University Programs ◽  
The University ◽  
And Control

Little is known about the student experience in collaborative college/university programs, where students are enrolled in two institutions simultaneously in integrated curriculum designs. This interpretive, descriptive, qualitative study explored these students’ perspectives. Sixty-eight participants enrolled in one of four collaborative programs from three different faculties engaged in student researcher-led focus groups. Results revealed that while all participants valued their respective academic programs, their day-to-day life experiences presented a different story. Some students had perceptions of belonging and thrived in a dual world. Others had perceptions of ambiguous belonging, which contributed to them perceiving themselves through a perpetual lens of being less than university-only students. Issues of how students are invited to engage in the university and college cultures, perceptions of power and control, and daily reminders of being different all contributed to positive or ambiguous student identities. The results raise preliminary questions for universities and colleges regarding how to enhance the student experience in these collaborative programs.  

Structures within structures: Examining alternative cultures of learning in the institution

2021 ◽  
Vol 10 (2) ◽  
pp. 265-274 ◽  
Author(s):  
Sadie Edginton ◽  
Alex Parry ◽  
Cicilia Östholm
Keyword(s):  
Critical Pedagogy ◽  
Competitive Dynamics ◽  
Student Body ◽  
Situated Knowledges ◽  
Constructed Dialogue ◽  
Art Practices ◽  
Cultures Of Learning ◽  
The University ◽  
Pedagogical Approaches ◽  
Art School

This article explores the possibilities of using critical pedagogy inside and outside the art school to counter the effects of neoliberalism. Developed from an initial transcript of a conversation between three graduates of the Royal College of Art (United Kingdom) about our education-as-art projects, it takes the form of a constructed dialogue that mirrors our approach to working collectively. We discuss particular issues that arose for us whilst studying, as we experienced how the neo-liberal art school conceptualized a form of education and arts practice that promoted individualized paths and set competitive dynamics between students. We are interested in how art practices characterized as being social, collaborative and democratic can resist the neo-liberal art school. Advocating for process-based methods that facilitate learning between groups of students, we aim to open up space for embodied and situated knowledges. Bringing critical pedagogical approaches to the inside of the university creates a porosity with the alternatives we experienced outside. Through re-practicing historically radical methods and creating supportive structures, we challenge the dominant ways of communicating and managing the student-body. We argue that students and artists can organize their own cultures of learning in opposition to those that the university-as-business wants to promote, whilst creating supportive models that take students’ needs into account.

Adjusting Educational Practice to Increase Female Persistence in the Sciences

2000 ◽  
Vol 1 (4) ◽  
pp. 335-355 ◽  
Author(s):  
Michelle S. Hyde ◽  
Julie Gess-Newsome
Keyword(s):  
Educational Practice ◽  
Educational Experience ◽  
Support Networks ◽  
Financial Assistance ◽  
Support Programs ◽  
Science And Engineering ◽  
University Programs ◽  
University Support ◽  
The University ◽  
University Setting

The purpose of this study was to determine the importance of university programs designed to support, encourage, and retain female undergraduates enrolled in math, science, and engineering (MSE) majors. Interviews and roundtable discussions with thirty-two junior and senior female MSE majors revealed numerous factors within the university setting that contributed to female MSE retention and graduation. Four factors are discussed within the scope of this article: support networks and university acclimation, faculty associations, financial assistance, and university support programs that created a more personalized educational experience.

Toward a New Cartography of Intercultural communication: Mapping Bias, Business, and Diversity

2001 ◽  
Vol 64 (3) ◽  
pp. 9-22 ◽  
Author(s):  
Debashish Munshi ◽  
David McKie
Keyword(s):  
Critical Pedagogy ◽  
Intercultural Communication ◽  
Post Colonial ◽  
Mapping Bias ◽  
The University

Courses in intercultural communication often put non-Western students at a dis advantage. In developing a course with a majority of non-Western participants at The University of Waikato, we adapted critical pedagogy to address the Western biases in the texts and approaches of intercultural communication. We selected both mainstream and alternative readings that allowed students to connect the field's neo-colonial business present with its colonialist past, to question the ethics and efficacy of an often skewed territorialisation of knowledge; and to redress tra ditional distortions by introducing perspectives from a range of critical and post colonial theorists. The readings were reinforced by student presentations of their own experiences crossing cultural borders. These experiences were then assessed in class, so that we didn't rely on the simulated experiences recorded in the conven tional texts.

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