scholarly journals Refreshing critical pedagogy and citizenship education through the lens of justice and complexity pedagogy

2018 ◽  
Vol 8 (4) ◽  
pp. 355-367 ◽  
Author(s):  
Keith Heggart ◽  
Rick Flowers ◽  
Nina Burridge ◽  
James Arvanitakis
Keyword(s):  
Critical Pedagogy ◽  
Learning Strategies ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Education Programme ◽  
Theoretical Frameworks ◽  
Distributed Decision Making ◽  
Complexity Thinking ◽  
The Public Sphere ◽  
Citizenship Learning

Maximal citizenship educators are committed to advancing an approach to citizenship learning with the following staple features: learner-centred; experiential; problem- and action-oriented; racialised, classed and gendered analysis of power; and strengthening the public sphere and democracy. This type of approach to education shares many similarities with the principles of critical pedagogy. However, there have been valid arguments that Frankfurt School Critical Theory inspired pedagogy still tends to focus on class, at the expense of gender and race, analyses. This article seeks ways to refresh and extend the language and theoretical frameworks used by critical pedagogues. To do so, it will deploy the terms justice pedagogy and complexity pedagogy. The adjective ‘justice’ does the same work as ‘critical’ in signalling the commitment to using education as a means to bring about a more socially just world. The recent rise in scholarship in complexity thinking lends itself to conceptualising critical pedagogy in necessarily fresh ways. This article draws attention to the kindred nature of guiding concepts in complexity thinking and critical pedagogy, including grassroots organising, distributed decision-making and emergent learning, before presenting a description of how such approaches might refresh critical pedagogy through a critical citizenship education programme using justice pedagogy. This example illustrates the way that justice pedagogy can inform decisions about appropriate teaching and learning strategies for children and young people today growing up in an increasingly globalised world.

Implementation Of Coopertive Learning Strategies To Improve Learning Outcomes In Subjects Of Civic Education Main Subjects State Power Sharing System Of 10th Grade Students Accounting In SMKN Tanimbar Selatan

2019 ◽  
Vol 1 (2) ◽  
pp. 164-172
Author(s):  
Veky Robinson Sabarlele
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Citizenship Education ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
Average Value ◽  
Classroom Action Research

The purpose of this classroom action research (CAR) is to aim to find out whether there is an increase in learning outcomes in the subject of Citizenship Education students using cooperative learning strategies. This research is a classroom action research study involving 30 students of class X Accounting SMKN 2 Tanimbar Selatan consisting of 5 women and 20 men. Some of the variables investigated in this study are as follows (1) input variables which include students, lesson material, learning resources, (2) the variable process of organizing teaching and learning activities, such as teaching and learning interactions, student questioning skills, student learning methods, and (3) output variables such as student curiosity, students' ability to apply knowledge, student learning motivation, student learning outcomes, student attitudes towards learning experiences through improvement activities. There are four stages carried out in carrying out this research activity, namely: the stages of planning, implementation of actions, observation and interpretation as well as analysis and reflection. This research was conducted in two research cycles. From the results of the action in the first cycle, it was found that the average value of students was 78.67 with the highest score of 90 and the lowest value of 65 and completeness of learning only reached 77% or 23 students out of 30 students, still below the established completeness of 85% of students unfinished learning 23% or 7 students out of 30 students. Thus the next learning cycle still needs to be designed. Results in Cycle II the average value of students 81.00 with the highest value of 95 and the lowest value of 70 and completeness of learning has only reached 87% or 26 students out of 30 students, already above the mastery that has been set that is 85% of students who have not finished learning 13 % or 4 students out of 30 students. Thus there is no need to design further learning cycles. The results showed that the use of cooperative learning strategies in fact can improve learning outcomes in subjects Citizenship Education in class X Accounting for SMKN 2 Tanimbar Selatan 2018/2019

scholarly journals Moving beyond the rhetoric of social justice in nursing education

2021 ◽  
Vol 3 (1) ◽  
pp. 17-30
Author(s):  
Rachel Garland ◽  
Mary Lou Batty
Keyword(s):  
Social Justice ◽  
Nursing Education ◽  
Critical Pedagogy ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Pedagogical Practice ◽  
Discussion Paper ◽  
Undergraduate Nursing ◽  
Discrimination And Oppression

We argue that while the discipline of nursing aligns with the ideals of social justice and anti-racism, it has been challenging for nurse educators to translate these ideals into practice. In this discussion paper, we explore these challenges. Of note, there is little guidance for nurse educators to support student knowledge development in addressing the complex issues surrounding anti-racist and anti-discriminatory practice. Accordingly, we utilized Peggy Chinn’s Peace and Power framework as a guide to develop an anti-racist practice that is underpinned by critical pedagogy. Our aim is to provide teaching and learning strategies for nurse educators to address racism, discrimination, and oppression in undergraduate nursing learning environments. Implications of this article include guidance for nurse educators who are committed to anti-racist pedagogical practice.  

scholarly journals Citizenship Education in New Zealand: Inside or outside the Curriculum?

2002 ◽  
Vol 5 (3) ◽  
pp. 164-179 ◽  
Author(s):  
Carol Mutch
Keyword(s):  
New Zealand ◽  
Social Studies ◽  
Moral Education ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Education Programme ◽  
Pedagogical Practices ◽  
The United Kingdom ◽  
The Social ◽  
British Colony

Notions of what it meant to be a citizen of New Zealand have mirrored the social and political changes as the country's identity moved from a British colony, through independence to a bi-cultural country with a more global outlook. Citizenship ideals were originally taught through history, geography, moral education and social studies. Although some countries, such as the United Kingdom, have moved to an explicit citizenship education programme, citizenship in New Zealand is currently taught through an integrated curriculum approach supported by participatory pedagogical practices. This article reports on research undertaken to investigate the inter- and extra-curricular opportunities for teaching and learning citizenship in New Zealand schools.

scholarly journals Preparing Business Education Teachers for Effective Implementation of Student-Centred Learning Strategies in the E- World

2022 ◽  
Vol 08 (01) ◽  
Author(s):  
Timothy Olusegun EEBO ◽  
Keyword(s):  
Learning Strategies ◽  
Web Sites ◽  
Business Education ◽  
Teaching And Learning ◽  
Education Programme ◽  
Education Policies ◽  
Internet Service ◽  
Student Centered ◽  
Effective Implementation ◽  
Student Centred Learning

This paper highlights preparing business education teachers for effective implementation of student-centred learning strategies in the e- world. The paper defines terminologies such as Student-centred learning, e-learning and the need for linking ICT to education policies. It examines the world links program with student-centered teaching and learning web sites as well as discusses main characteristics of student-centered strategies and its popular types. It further discusses learning situations in the field of business education, teacher's role in student-centred strategies with implication of using student-centred strategies in Nigeria business education programme and analysis of threats to student-centred strategies. The paper concludes by making recommendation on the way forward among which Teacher should encourage student interaction in utilizing e-libraries or e-world at large in class participations. Institutions should encourage teachers in using student-centre strategies by sending them to seminal, conference/ workshop that base on this purpose. And institution should make available internet service 24/7 with power supply in the schools and staff quarters.

scholarly journals Breaking the triple lock: further education and transformative teaching and learning

2018 ◽  
Vol 60 (6) ◽  
pp. 529-543 ◽  
Author(s):  
Vicky Duckworth ◽  
Rob Smith
Keyword(s):  
Critical Pedagogy ◽  
Transformative Learning ◽  
Teaching And Learning ◽  
Compulsory Education ◽  
Further Education ◽  
Vocational Education And Training ◽  
Theoretical Frameworks ◽  
Content Type ◽  
Training Support ◽  
Transformative Teaching

Purpose The purpose of this paper is to explore data from the University and College Union (UCU) Further Education in England: Transforming Lives and Communities research project and through this the paper develops a distinctive, theorised conceptualisation of transformative teaching and learning (TTL). Design/methodology/approach The research used an approach grounded in critical pedagogy utilising digital methods, including video interviews, to collect narratives from learners, teachers, family members and their communities from colleges across Britain. Findings Within a context in which there are structural pressures militating in favour of instrumentalising students in further education, TTL offers a way of theorising it as a transformative critical space that restores students’ hope and agency. The research provides evidence of how further education offers this “differential space” (Lefebvre, 1991) and subverts the prescriptive, linear spaces of compulsory education. While productivist approaches to vocational education and training support ideologies that legitimate prescribed knowledge, reproducing inequality and injustice through the practices employed (Ade-Ojo and Duckworth, 2017; Duckworth and Smith, 2017b), TTL shifts to a more holistic approach, achieving a different level of engagement with students. Practical implications The findings suggest that the TTL lens is a way of focusing on the dignity, needs and agency of further education students. The lens allows us also to identify how the existing structures associated with funding and marketisation can undermine the potential of TTL to activate students’ agency through education. Originality/value Extending on existing literature around transformative learning, and drawing on a range of theoretical frameworks, the paper formulates a new, contextually specific conceptualisation of TTL.

scholarly journals Student Learning Result of Citizenship Education in Internet Learning Media with High Interpersonal Communication in High School Al-Azhar Medan

2019 ◽  
Vol 2 (4) ◽  
pp. 491-498
Author(s):  
Ronald Hamonangan ◽  
Julaga Situmorang ◽  
Samsidar Tanjung
Keyword(s):  
High School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Interpersonal Communication ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Internet Learning ◽  
Conducting Research ◽  
Citizenship Learning ◽  
Academic Year

the aim of this research is to get a student learning result of citizenship education in internet learning media with high interpersonal communication get solustion for problems about the teaching and learning process in Civics learning in this school, the researcher conducted a direct interview with the teacher who took care of the subjects to the location/ object of research, namely class XI teacher Al-Azhar High School Medan. This research was conducted at Al-Azhar High School Medan, in class XI, both for conducting instrument trials and conducting research. This research will be carried out in the even semester of 2018/2019 Academic Year, namely in April 2019, with the treatment given in 6 meetings.  The result is Interpersonal communication is communication between communicator and communicant and Citizenship learning outcomes of students who have high interpersonal communication are higher than citizen ship learning outcomes of students who have low interpersonal communication.

Using reflection. Mentoring midwifery students in India

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Glenda Hawley ◽  
Anthony Tuckett
Keyword(s):  
Learning Strategies ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Action Plan ◽  
Constructivist Theory ◽  
Clinical Placements ◽  
Teaching And Learning Strategies ◽  
Global Health Care ◽  
Insight Into

Purpose: This study aims to offer guidance to lecturers and undergraduate midwifery students in using reflective practice and to offer a roadmap for academic staff accompanying undergraduate midwifery students on international clinical placements. Design: Drawing on reflection within the Constructivist Theory, the Gibbs Reflective Cycle (GRC) provides opportunities to review experiences and share new knowledge by working through five stages—feelings, evaluation, analysis, conclusion and action plan. Findings:  The reflections of the midwifery students in this study provide insight into expectations prior to leaving for international placement, practical aspects of what local knowledge is beneficial, necessary teaching and learning strategies and the students’ cultural awareness growth. Implications: The analysis and a reflective approach have wider implications for universities seeking to improve preparations when embarking on an international clinical placement. It can also inform practices that utilise reflection as an impetus to shape midwifery students to be more receptive to global health care issues. 

EFFECTIVE MANAGEMENT: A RECIPE FOR ATTAINING THE GOALS OF NOMADIC EDUCATION PROGRAMME IN NIGERIA

2013 ◽  
Vol 14 (1) ◽  
pp. 9
Author(s):  
Abbas Mahmud
Keyword(s):  
Teaching And Learning ◽  
National Policy ◽  
Education Programme ◽  
Educational Goals ◽  
Policy Statement ◽  
Effective Management ◽  
Mutual Respect ◽  
Head Teachers ◽  
School Activities ◽  
National Policy On Education

The paper examined different areas of management in relation to Nomadic Education programme and looked into policy statement which is enshrined in the National Policy on Education and definition regarding to management. System theory was also used in order to examine issues o f effective management in schools. Administrators roles in schools was discussed such as mutual respect, shared ideas and the process in establishing nomadic schools with a lot of considerations before erecting the structure. School plant planning was discussed in respect of managers/head teachers in managing the schools toward the achieving educational goals. The paper also examined the component that helps in achieving the goals which are management structure, the hierarchical model to the management o f nomadic schools and how it will really help in managing the school activities. Lastly the paper made some recommendations, such as, government should provide the needed teaching and learning materials for successful attaining goals etc.

Critical Review of K-12 Filipina/o American Curriculum

2009 ◽  
Vol 7 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Patricia Halagao ◽  
Allyson Tintiangco-Cubales ◽  
Joan Cordova
Keyword(s):  
Literature Review ◽  
Critical Pedagogy ◽  
Historical Development ◽  
Research Study ◽  
Application Development ◽  
Theoretical Frameworks ◽  
Curricular Content ◽  
K 12 ◽  
Pedagogical Approaches ◽  
Critical Literature

This research study provides the first comprehensive and critical literature review of K–12 Filipina/o American curricula found in formal and informal educational settings. Thirty-three Filipina/o American curricula representing a diverse array of authors, audiences, content, and pedagogical approaches were reviewed. The authors of this study developed a “Critical Framework of Review” rooted in critical pedagogy in order to analyze the historical development of Filipina/o American curricula along with an analysis of major topics, concepts, guiding theoretical frameworks, pedagogical approaches, and outcomes. The review concludes with a discussion and summary of the overarching themes of Filipina/o curricular content, instruction, and impact gained from this study and recommendations for the application, development, distribution, and research of more Filipina/o American K–12 curriculum resources.

Sign in / Sign up

Export Citation Format

Share Document