Theorizing “Difficult Knowledge” in the Aftermath of the “Affective Turn”: Implications for Curriculum and Pedagogy in Handling Traumatic Representations

2014 ◽  
Vol 44 (3) ◽  
pp. 390-412 ◽  
Author(s):  
Michalinos Zembylas
Keyword(s):  
Curriculum And Pedagogy

Feminist critique of developmentalism

2005 ◽  
Vol 3 (3) ◽  
pp. 299-326 ◽  
Author(s):  
Linda Spatig
Keyword(s):  
Learning Communities ◽  
Human Development ◽  
Educational Practice ◽  
Educational Reforms ◽  
Feminist Critique ◽  
School Practices ◽  
Feminist Literature ◽  
Curriculum And Pedagogy ◽  
Educational Implications ◽  
Teachers And Students

Drawing on published feminist literature, this essay deconstructs developmentalism as a metanarrative that contributes to the oppression and exploitation of women and underpins educational practice. First, I examine feminist critiques of developmentalism, distinguishing between ‘insider critiques’ formulated by feminist psychologists evaluating and trying to improve traditional theories of human development and ‘outsider critiques’ articulated by feminists, both within and outside psychology, challenging science itself. Second, I address educational implications of the insider and outsider critiques of developmentalism. Educational reforms spawned by insider feminist critiques consist largely of efforts to make curriculum and pedagogy more ‘girl-friendly’. Reforms aligned with outsider feminist critiques call for ‘critique-friendly’ schooling that provides opportunities for reconceptualizing gender dualisms, critiquing school practices that strengthen dualisms and ongoing critique of educational reforms initiated in the name of such critiques. Following the outside critiques, I argue for feminist learning communities with authentic relationships between teachers and students whose diverse and changing identities and ideas are respectfully and compassionately acknowledged.

A Focus on Curriculum and Pedagogy

2017 ◽  
pp. 57-76
Author(s):  
Neil Dempster ◽  
Tony Townsend ◽  
Greer Johnson ◽  
Anne Bayetto ◽  
Susan Lovett ◽  
...  
Keyword(s):  
Curriculum And Pedagogy

scholarly journals Broader Strokes: The Curricular and Pedagogical Possibilities of Multiage Educational Settings

2019 ◽  
Author(s):  
Juria Wiechmann ◽  
Daniel Conn ◽  
Leslee Thorpe
Keyword(s):  
United States ◽  
School Environment ◽  
The United States ◽  
Educational Settings ◽  
Educational Criticism ◽  
Multiage Classrooms ◽  
Curriculum And Pedagogy ◽  
The Past ◽  
Educational Criticism And Connoisseurship ◽  
Multiage Grouping

Multiage classrooms seem to be an idea of the past, as students in most schools across the country are grouped by age. However, research by Goldman (1981), Rhoades (1966), and Eisner (2003) argue that multiage grouping has significant social, behavioral, and intellectual advantages for students. Using educational criticism and connoisseurship as a methodology, this article examines the accounts of a professor who taught in a multiage school environment within the United States, as well as observations of a multiage school in the Masaka district of Uganda. This study aims to understand how curriculum and pedagogy interact within multiage system, as well as whether those interactions help or hinder students. Through interviews observations, and classroom artifacts, it was found as Perez, Breault, and White (2014) argue curriculum functions as a space, not only a given content trajectory. Additionally, it was found that in creating a space where community was encouraged, the school was able to move toward pedagogy of love.

scholarly journals The Effectiveness of Collaborative Teaching and Learning and Engaging Students as Partners on English Language Teaching in Saudi Arabia

2021 ◽  
Vol 11 (10) ◽  
pp. 1288-1294
Author(s):  
Badriah M. Alkhannani
Keyword(s):  
Saudi Arabia ◽  
Teaching And Learning ◽  
English Language ◽  
Collaborative Teaching ◽  
Traditional Classroom ◽  
English Language Teaching ◽  
Curriculum And Pedagogy ◽  
Students Satisfaction ◽  
Shed Light ◽  
Main Strategy

This paper looks at the effectiveness of Collaborative Teaching and Learning (CTL) strategies in increasing students’ satisfaction in their learning outcomes, experiences, and achievements. The main strategy addressed in this paper is engaging Students as Partners in the CTL. Student engagement correlates with positive learning experiences and outcomes for students. ‘Students as Partners’ principles and approaches are relevant to many aspects of enhancement and innovation in curriculum and pedagogy, particularly in Higher Education. While this may not be a novel or new idea in the West, many countries in Asia and the Middle East have yet to incorporate collaborative approaches in the classrooms. As such, this review hopes to shed light on the possibilities and advantages of engaging learners in aspects that in a traditional classroom, the role that only educators and teachers take on. This paper also explores the potential issues, challenges, and further work required in the application of CTL in an English as a Foreign Language (EFL) classroom in Saudi Arabia.

scholarly journals “Some Reckoning of Gains Is Made”: Theories of Assessment in Alberta’s Child-Centred Curricula, 1936–1950

2018 ◽  
Author(s):  
James Rempel ◽  
Amy Von Heyking
Keyword(s):  
Department Of Education ◽  
Grading Practices ◽  
Assessment Practices ◽  
Historical Case Study ◽  
Historical Case ◽  
Curriculum And Pedagogy ◽  
Etude De Cas ◽  
Étude De Cas

Historians have suggested that Alberta’s child-centred curriculum known as the “Enterprise curriculum,” which was introduced in 1936, was not fully implemented because teachers struggled with assessment of students’ learning. This historical case study reveals that the program included a theory of assessment consisting of four major principles, consistent with a child-centred vision of curriculum and pedagogy. Moreover, it directed teachers towards resources and strategies that might have assisted them in shifting their assessment practices. In 1943, the Department of Education began to compromise this vision, resulting in revisions to the program that defined a role for traditional testing and grading practices within a pedagogically progressive paradigm. RésuméLes historiens ont postulé que le programme d’étude albertain centré sur l’enfant introduit en 1936 et connu sous le nom de « Enterprise curriculum » n’a pas été entièrement mis en œuvre parce que les enseignants ont eu du mal à évaluer l’apprentissage des élèves. La présente étude de cas révèle que le programme comprenait une théorie d’évaluation reposant sur quatre grands principes en accord avec une pédagogie et une approche centrée sur l’enfant. De plus, cette théorie a orienté les enseignants vers des ressources et des stratégies susceptibles de les aider à changer leurs pratiques d’évaluation. En 1943, le département de l’Éducation a toutefois commencé à compromettre cette approche, ce qui a ouvert la porte à des pratiques traditionnelles d’évaluation et de classement dans un paradigme pédagogique progressif.

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