Teaching facts or teaching thinking? The potential of hooks’ ‘engaged pedagogy’ for teaching politics in a ‘post-truth’ moment

This paper follows on from a research project which explored the inclusionary and exclusionary dynamics of young girls’ friendship groups. This initial study received considerable media attention in the UK, Europe and Australia and consequently came to the attention of a wider audience beyond the academy who were thus given an opportunity to engage with the research findings. Having previously explored and analysed the emotionally disabling everyday practices experienced by the girls in the initial research project, the voices of these other adults offered a possibility to explore, examine and analyse the experiences of their daughters and themselves and as a result offered insights that challenge the day to day practices in the classroom. The focus of this paper therefore, is to explore the emotionally raw moments as articulated through the stories told by these adults and to examine what meaning and sense is conveyed about the prevailing norms and values of the school underpinning their pedagogy and practice. We contextualise emotions within a theoretical framework of Sara Ahmed and bell hooks that views emotions in terms of power and culture. The data analysed include contributions from the public to a radio phone-in as well as email responses. The analysis makes explicit the dynamics of power in girls’ friendship groups revealing action/inaction by parents and their accounts about teachers which either disrupt or reinforce dominant practices that pertain. We advocate hooks’ concept of engaged pedagogy to challenge current practices underpinned by neo-liberal assumptions.

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Teaching Thinking

Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship ◽

10.1007/978-1-4614-3858-8_100946 ◽

2013 ◽

pp. 1774-1774

Keyword(s):

Teaching Thinking

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PSIV-31 Do community-engaged learning courses benefit the equine student over a traditional laboratory setting?

Journal of Animal Science ◽

10.1093/jas/skaa278.816 ◽

2020 ◽

Vol 98 (Supplement_4) ◽

pp. 468-469

Author(s):

Avery Walters ◽

Katie Cagle-Holtcamp ◽

Molly Nicodemus ◽

Holly Evans ◽

Samantha Lee ◽

...

Keyword(s):

Community Engagement ◽

Skill Assessment ◽

Laboratory Setting ◽

Engaged Learning ◽

Pedagogical Strategies ◽

Engaged Pedagogy ◽

Assessment Scores ◽

Self Evaluation ◽

Confidence Levels ◽

Paired Samples

Abstract Vocational training is essential in developing both the skills and confidence to perform these activities within a profession. This type of training can be achieved through a traditional laboratory setting or within a laboratory centered around community engagement activities. While the benefits of both types of pedagogical strategies have been documented, comparison of these approaches to teaching in the equine environment is limited, and yet, development of skills and confidence is essential to the equine student as they step into the equine industry. Therefore, the objective of the study was to compare development of students’ confidence levels and skills through a traditional equine laboratory-setting to that of a community-engaged pedagogy. The study was conducted over the fall semester. A survey instrument was given at the beginning (pre-) and end (post-) of each semester for a weekly 2-hour traditional equine laboratory (TL; n = 36) and an equine course with a weekly 2-hour equine community engagement activity (CE; n = 47). Students in both course types completed a total of 30 hours handling horses during the semester. The survey consisted of 18 questions evaluating the student’s confidence in their perceived equine horsemanship skills. Students ranked their confidence from 1–5 with 5 indicating higher confidence. A skill assessment was completed by course instructors in conjunction with the students’ self-evaluation surveys. The skill assessment consisted of 10 questions with instructors ranking skills from 1–4 with 4 indicating higher skill level. Paired samples t-tests showed significant differences by the end of the semester in the skill assessment scores for both the TL and CE courses (P < 0.01) and in the student-perceived confidence levels for the CE course (P < 0.01). Although results indicate that both pedagogical strategies can be beneficial in equine skill development, community-engaged learning courses can provide a more effective approach to improving confidence in equine students.

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Effect of Teaching Thinking Skills Development Course on Female Students Understanding of Scientific Concepts and their Scientific Thinking Abilities

Humanities and Management Sciences - Scientific Journal of King Faisal University ◽

10.37575/h/edu/1741 ◽

2020 ◽

Author(s):

Mai Masoud

Keyword(s):

Thinking Skills ◽

Female Students ◽

Skills Development ◽

Scientific Thinking ◽

Scientific Concepts ◽

Teaching Thinking ◽

Development Course

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Research On The Construction Path And Evaluation System Of "Ideological And Political Course" Of Management Specialty In Applied Colleges And Universities Under The Background Of Internet

E3S Web of Conferences ◽

10.1051/e3sconf/202123605044 ◽

2021 ◽

Vol 236 ◽

pp. 05044

Author(s):

Xiaoyun Duan ◽

Xiang Gao ◽

Shuchen Yang

Keyword(s):

Evaluation System ◽

Colleges And Universities ◽

Internet Technology ◽

Traditional Teaching ◽

Economic Management ◽

Healthy Development ◽

Information Construction ◽

Internet Platform ◽

Teaching Thinking ◽

Good Environment

The rise of Internet technology brings opportunities for the development of various industries in China, and creates a good environment for the information construction and the innovation and cultivation of talents in colleges and universities. Although Internet technology has changed the traditional teaching thinking and mode, under the background of "Internet ", the openness of information, the diversity of culture and the contradiction between various trends of thought make students' moral understanding and ideas face severe challenges. The major of management is mainly to train professionals who meet the needs of market economy and adapt to the development of modernization. They should not only master the professional knowledge of economic management, but also have the ability and comprehensive accomplishment to engage in practical financial work. Therefore, the applied colleges and universities should take the Internet platform as the opportunity to explore the construction path and evaluation system of college students' ideology and morality, and create an environment for the healthy development of students.

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