Unsettling Notions of Planning Competence: Lessons from Studio-Based Learning with Indigenous Peoples

2019 ◽  
pp. 0739456X1984457 ◽  
Author(s):  
Janice Barry ◽  
Evan Allan ◽  
Deepa Chandran ◽  
James Cook ◽  
Brittany Curtis ◽  
...  
Keyword(s):  
Indigenous Peoples ◽  
Teaching And Learning ◽  
Professional Competence ◽  
Student Experiences ◽  
Planning Profession ◽  
Planning Methods ◽  
Approach To Teaching ◽  
Reflective Approach

Drawing on the instructor and student experiences of a service-based learning course with Indigenous peoples, this paper considers how studios develop the skills and competencies outlined by accrediting bodies. Yet, this approach to teaching and learning can also unsettle students’ sense of professional competence and faith in the usefulness of conventional planning methods. In this case, unsettlement was a valuable and productive outcome that supported the development of a more critically reflective approach to working with Indigenous peoples and a newfound appreciation of the need to engage in disquieting conversations about the colonial underpinnings of the planning profession.

Pressures of Managerialism and its Implications: Perspectives from the Centre and the Secondary School

1997 ◽  
Vol 41 (3) ◽  
pp. 276-288 ◽  
Author(s):  
Bridget M. Leggett
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Teaching And Learning ◽  
School Administration ◽  
Central Office ◽  
School Personnel ◽  
Key Concepts ◽  
Approach To Teaching ◽  
Secondary School Administration ◽  
Western Australian

CENTRALLY prescribed managerialist practices have become part of the assumed processes of secondary school administration. But the logic which linked the new practices for central office bureaucrats was absent in the understandings of teachers in Western Australian secondary schools in 1992. There were substantial differences in the meanings attributed to key concepts and the value ascribed to the required procedures. The implications of these differences are established in this paper, using insights from central office and school personnel. Particular attention is given to the three agendas of school improvement, accountability and participative decision making. The pressure to re-norm the management of schooling has been applied through a range of discursive practices including the use of language, the presumption of meaning and the enforcement of policy. Although claims have been made that these changes have resulted in a more professional approach to teaching and learning, questions remain as to their real impact.

ДІАЛОГІЧНИЙ ПІДХІД ДО ОРГАНІЗАЦІЇ НАВЧАЛЬНО-ВИХОВНОГО ПРОЦЕСУ

2012 ◽  
Vol 33 ◽  
Author(s):  
В. В. Морозов
Keyword(s):  
Secondary Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Approach To Teaching

В статті розглядається діалогічний підхід до організації навчально-виховного процесу та його використання у практиці навчання середньої та вищої шкіл.Ключові слова: діалог, діалогічне навчання.The article deals with the diaglogical approach to teaching and learning process and its application at secondary schools and universities.Key words: dialogue, dialogical training.

De-picturing John A. Macdonald: Opportunities and Challenges of Representing Canada’s Past with Graphic History

2021 ◽  
Author(s):  
Matthew Barrett
Keyword(s):  
Indigenous Peoples ◽  
Teaching And Learning ◽  
Prime Minister ◽  
Comic Book ◽  
Scholarly Work ◽  
One Dimensional ◽  
Public Scrutiny ◽  
History Approach ◽  
Critical Resources

This article explores the historiographical and methodological opportunities and challenges of graphic history to represent, interpret, and interrogate Canada’s past. Graphic history is a research-creation approach that combines word and picture to produce illustrated texts and comic book-style narratives. While I address important critiques about academic rigour, pedagogical value, and practical viability, I argue that graphic history has much potential to offer historians. By broadening our understanding of scholarly work, graphic histories can be accessible sources for wider audiences, critical resources for teaching and learning, and/or imaginative methods for engaging with historiographical issues. After examining the theories and practices of graphic history, I illustrate a graphic-text essay on the contested images of John A. Macdonald. Pictures of the first prime minister are well known to most Canadians in photograph, caricature, and statue, but his legacy has come under greater academic and public scrutiny, particularly regarding policies towards Indigenous peoples. I focus on Macdonald because debates over his commemoration are relevant to the ways in which historians represent and confront complicated pasts. I use related debates over statue removal and anxieties about erasure of history to explore deeper historiographic questions about representation, truth, presentism, and perspective. I argue that a graphic history approach is a medium for deconstructing, or, as I call it, de-picturing, a one-dimensional, dominant image of Macdonald on a pedestal, exhibited in bronze.

scholarly journals Mental health student nurses’ satisfaction with problem-based learning: a qualitative study

2017 ◽  
Vol 12 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Gerwyn Huw Jones
Keyword(s):  
Mental Health ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Student Nurses ◽  
The Body ◽  
Student Experiences ◽  
Small Scale ◽  
Content Type ◽  
Degree Classification

Purpose The purpose of this paper is to investigate undergraduate pre-registration mental health nurse’s satisfaction with problem-based learning (PBL), in light of the dearth of such studies and to influence future teaching and learning strategies within Cardiff University. Design/methodology/approach Totally, 16 students from three cohorts were interviewed in two focus groups. Data analysis was consistent with Seidel and Kelle (1995) which involved noticing relevant phenomena, collecting examples of these phenomena and subsequently analysing these to find commonalities, differences, patterns and structures. Findings Student experiences were categorised in five themes indicating that they perceived PBL as a novel, flexible approach to adult learning, which fostered decision making and critical thinking. Student engagement with the process was heavily influenced by the contribution of the end product to their degree classification. They also expressed concerns about working in groups and whether the depth of learning was comparable with traditional methods. However, they presented well-considered recommendations for future practice to address the perceived deficits of PBL. Research limitations/implications This was a small scale study undertaken in one institution. As such the views expressed by students relate to the approach to PBL used in this institution. Originality/value This study adds to the body of research relating to the application of PBL in mental health nurse education. Well considered, student generated recommendations are presented which can enhance student motivation, engagement and learning. These are arguably of value to other educationists interested in this approach to teaching and learning.

scholarly journals The merits of teaching mathematics with variation

Pythagoras ◽  
2013 ◽  
Vol 34 (2) ◽  
Author(s):  
Michael Mhlolo
Keyword(s):  
South African ◽  
Learning Style ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Theory And Practice ◽  
Variation Patterns ◽  
Approach To Teaching ◽  
Theory Of Variation ◽  
Radical Shift ◽  
New Curricula

There is a general perception that the South African curriculum statements for mathematics create polarity between the ‘old’ and the ‘new’, which does not benefit both the teachers and the learners. The new curricula demand a radical shift from the traditional teacher-led approaches that teachers are familiar with, yet does not provide a model of what it might mean to teach for conceptual understanding. This article aims to provide such a model by examining the potential of teaching with variation, which is viewed as an important mathematics teaching and learning style. Proponents of the theory of variation claim that how teachers make available the object of learning to their students has been neglected yet it has a critical influence on learners’ learning. This is important for educators as they struggle to make sense of the seemingly contradictory requirements of the new curriculum. In this article a discernment unit comprising four variation patterns is used as a tool to analyse a seemingly rich teacher-led approach to teaching that was observed in one South African Grade 11 mathematics classroom. The results of the analysis and implications for theory and practice are then discussed.

scholarly journals Naked teaching: uncovering selves in the reflexive classroom

2015 ◽  
Author(s):  
Keith Berry ◽  
Nathan Hodges
Keyword(s):  
Teaching And Learning ◽  
Personal Stories ◽  
Doctoral Candidate ◽  
Approach To Teaching

This autoethnography explores our experiences teaching an undergraduate autoethnography course entitled, ‘Writing Lives’. We, Keith and Nathan, Professor and Doctoral candidate, convey narrative scenes and reflections of sharing and analysing our published stories with students, working with students through the process of writing their personal stories, and transformative moments during the course. We emphasise a vulnerable, reflexive, and empathetic approach to teaching and learning that allows students and teachers to uncover aspects of who they are and hope to be in the classroom. This work advocates a number of unique benefits to autoethnographic practices that foster open and intimate bonds.

scholarly journals Developing Creativity Through Creative Engagement in Art Appreciation: Outcomes in Teaching Humanities

2021 ◽  
Vol 3 (4) ◽  
pp. 49-59
Author(s):  
Ma Cecilia Alimen ◽  
Pinky Jasmin Poral ◽  
Rhounella Rhane Magpantay ◽  
Rosella Quiros ◽  
Ma Elena Azarcon
Keyword(s):  
Student Engagement ◽  
Teaching And Learning ◽  
Art Appreciation ◽  
Personal Reflection ◽  
New Approach ◽  
Outcome Based Education ◽  
The Arts ◽  
Significant Difference ◽  
Approach To Teaching ◽  
Art Activities

This descriptive-correlational study determined the level of creative engagement as part of humanities teaching in the outcome-based education. This focuses on the dimension of student engagement and creativity in the context of a new approach to teaching and learning primarily through the arts. This study captures student creative engagement supported by their personal reflection after the course term. There were eight (8) classes utilized with 134 students. Results showed that the level of students’ creativity in art appreciation was “high” and it was also “high” when they were grouped as to sex. Creative engagement in art appreciation was considered “highly influential” and it was “highly influential” when they were grouped as to sex. No significant difference was noted in the level of the students’ creative engagement and development of creativity. There was a moderate and positive correlation between the level of the students’ creative engagement and influence of creative engagement in art appreciation classes to their development of creativity. The most highly valued creative engagement practices of students in art appreciation are: “I have developed an appreciation for the local arts;” “I have deepened my sensitivity of myself, my community and the society,” and “Inclusion of art activities demonstrated my understanding of art appreciation.

scholarly journals Contextually responsive and knowledge-focused teaching: disrupting the notion of ‘best practices’

2021 ◽  
Vol 9 (SI) ◽  
Author(s):  
Ceclia Jacobs ◽  
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Best Practices ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Knowledge Bases ◽  
Good Teaching ◽  
Approach To Teaching ◽  
Conceptual Paper ◽  
Higher Education Teaching

The notion that universal ‘best practices’ underpin higher education teaching is problematic. Although there is general agreement in the literature that good teaching is not decontextualised but rather that it is responsive to the context in which it occurs, generic views of teaching and learning continue to inform practices at universities in South Africa. This conceptual paper considers why a decontextualised approach to higher education teaching prevails and interrogates factors influencing this view, such as: the knowledge bases informing this approach to teaching, the factors from within the higher education sector that shape this approach to teaching, as well as the practices and Discourses prevalent in the field of academic development. The paper argues that teaching needs to be both contextually responsive and knowledge- focused. Disrupting ‘best practices’ approaches require new ways of undertaking academic staff development, which are incumbent on the understandings that academic developers bring to the enterprise.

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