Enabling Social Justice from Within: Reflections on the Student Voice, Pedagogy of Consciousness and the Idea of the University in Democracy

2021 ◽  
pp. 234763112110477
Author(s):  
Monika Maini
Keyword(s):  
Social Justice ◽  
Student Voice ◽  
Paulo Freire ◽  
Theory And Practice ◽  
University Teaching ◽  
Marginalized Communities ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The University ◽  
Idea Of The University

The incidences of suicides by students from marginalized communities at Indian public universities indicate that the structural reforms have been insufficient in bringing social justice at universities and the situation demands a change in cognitive structures and processes that can mobilize shift towards just relations at the universities. This article aims to reflect upon pedagogy of consciousness developed by Paulo Freire and argue for its adoption by teachers to develop student voice that has the potential to bring social justice from within the universities. Following the interpretivist paradigm, the idea of the university given by Kant is explored to locate student voice and social justice within the framework of universities. The idea though places voice at core of university teaching learning process, limits its democratic potential by assuming apolitical role of the universities. Therefore, the author elaborates upon pedagogy of consciousness by Paulo Freire, to bring out its relevance in developing voice for social justice and rethinking the idea of the university. Through the analysis of in-depth interviews conducted with teachers and students at University of Delhi, the voices of students citing incidences of structural as well as epistemic injustice in the University are highlighted to develop the link between theory and practice. These voices point towards lack of spaces for expression of dissenting voices and understanding of these voices by teachers and students from privileged backgrounds. The article concludes with illustrating, how pedagogy of consciousness can develop this consciousness enabling praxis of transformation that brings political dissenting voices to the core of the idea of the university in democracy.

scholarly journals Is Task-Based Instruction Approach Apt for Journalism Education?

2018 ◽  
Vol 1 (2) ◽  
pp. 68-73
Author(s):  
SHAFAAT HUSSAIN ◽  
SADAQUAT HUSSAIN
Keyword(s):  
Teaching And Learning ◽  
Instructional Materials ◽  
University Teaching ◽  
Language Difficulties ◽  
Teachers And Students ◽  
Pass Through ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Teaching Learning ◽  
The University

The university teaching and learning of Journalism and Communication in Ethiopia offers many challenges equally both for the teachers and students. One of the challenges is that the undergraduates usually face language difficulties in an English-medium setting. Task based instruction (TBI) as a panacea refers to an approach based on the use of tasks as the core unit of planning and instruction in the teaching learning process. This article critically reviews the fuzzy concept of ‘task’ and how it is different from ‘activities’; the evolution of TBI as an approach; how the objectives are formulated in task based approach; how sequencing and grading of syllabus content is organized in the task format; what is the modus operandi of teachers and learners in task based instruction; which varieties of instructional materials are required to run the show of task-based classroom; and how the learners’ performance and syllabus itself will pass through the process of evaluation. At the end, the article attempts to propose advantages, disadvantages and challenges of TBI for the curriculum/syllabus developers.

scholarly journals Einige Erfahrungen und Gedanken über Hochschuldidaktik an der Massenuniversität / Some remarks and observation on teaching methods at university with mass student attendence

1976 ◽  
Vol 5 (1) ◽  
Author(s):  
Carol Hagemann-White
Keyword(s):  
Teaching Methods ◽  
Final Section ◽  
University Teaching ◽  
Teaching Behavior ◽  
Large Numbers ◽  
University Of Berlin ◽  
Teachers And Students ◽  
Fruitful Cooperation ◽  
The University ◽  
The Relationship

AbstractThe author reports her experience of and observations on the teaching of sociology at the Free University of Berlin. She examines the teaching behavior of the instructors, the relationship between colleagues, and those between teachers and students. Certain tendencies in the practice of teaching are viewed as expressing a form of coping by projection with the failures experienced in trying to reform studies, failures that are in fact caused by the unfavorable real conditions at the university. A tendency to make university teaching more like schooling is observed; reasons for this are found in the effects of pressure towards professional competition, which prevents both fruitful cooperation between instructors and genuine communication with students. The additional difficulties experienced by women in teaching are described. In the final section conclusions are drawn in the form of practical suggestions which take account of the actual possibilities of a university with very large numbers of students.

scholarly journals Journalism and media education in Nepal: A critical overview

1970 ◽  
Vol 3 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Laxman Datt Pant
Keyword(s):  
Mass Communication ◽  
Media Education ◽  
University Teaching ◽  
Journalism Education ◽  
Policy Makers ◽  
Triangular Relationship ◽  
Level I ◽  
Teaching Learning ◽  
The University ◽  
Mass Communication Education

This article explores the relevance of journalism education in Nepal based on personal observations of university teaching-learning practices. In particular, I focus on the triangular relationship between corporate, educational socioeconomic challenges of journalism/media education. I also analyze the recent trend of journalism and mass communication education in Nepal shedding light on the challenges of Nepalese media education system especially in the university level. I further suggest how media educators help determine what news is (not), and at the same time describe avenues for engaging media educators, policy makers and content producers for meeting the market demands. DOI: 10.3126/bodhi.v3i1.2809 Bodhi Vol.3(1) 2009 p.21-34

Assessing e-readiness of the Copperbelt University, Zambia: case study

2016 ◽  
Vol 33 (5) ◽  
pp. 315-332 ◽  
Author(s):  
Matuka Chipembele ◽  
Kelvin Joseph Bwalya
Keyword(s):  
Conceptual Framework ◽  
Theory And Practice ◽  
Policy Makers ◽  
Content Type ◽  
Working Environments ◽  
Methodological Triangulation ◽  
Ict Infrastructure ◽  
Teaching Learning ◽  
The University

Purpose The purpose of this paper is to assess e-readiness (preparedness) of the Copperbelt University (CBU) with a view to ascertain the likelihood of the university benefiting from various opportunities unlocked by the adoption and use of ICT in advancing its core mandate of teaching, learning and collaborative research. Design/methodology/approach The study used the network readiness model emanating from the socio-technical theory, which underpins the extended technological enactment framework. Further, it employed a positivist approach and adopted a case study method coupled with methodological triangulation at data collection stage. With a 95 per cent confidence level of a possible sample frame of 2,980, the study sampled 353 respondents with a response rate of 81 per cent. Findings The results show that anticipated ICTs users have not leveraged available ICT infrastructure or are unaware of its existence. Further, quantitative constructs: “accessibility to ICTs” and “requisite ICTs skills” has significant impacts on e-readiness indicators and in integration of ICTs in CBU core business activities. Also, the study argues that institutional ICT policy and working environments reshape users’ perception of ICTs for teaching, learning and research. Research limitations/implications The proposed conceptual framework only accounted for 43 per cent variance of the factors determining e-readiness of CBU. Originality/value Investigating CBU’s e-readiness will enable policy-makers to prioritise interventions needed for transforming the university into an e-ready entity favourably placed to benefit from digital opportunities. Also the emanating conceptual framework is important to theory and practice in integrating ICTs universities business value chains especially in contextually similar environments.

scholarly journals Student Engagement for Equity and Social Justice: Creating Space for Student Voice

2012 ◽  
Vol 7 (2) ◽  
Author(s):  
Brenda McMahon ◽  
Geoff Munns ◽  
John Smyth ◽  
David Zyngier
Keyword(s):  
Social Justice ◽  
Student Engagement ◽  
Low Income ◽  
Student Voice ◽  
Learning Processes ◽  
Visible Minority ◽  
Marginalized Students ◽  
Low Income Students ◽  
Cognitive Levels ◽  
Teaching Learning

This paper describes three student engagement initiatives that have been successfully implemented in Australia and Canada, where social justice educators are struggling with issues resulting from reforms that marginalize visible minority and low-income students. The projects envision student engagement in critical democratic ways. Using different strategies, they are informed by approaches that: respect students, educators and teaching/learning processes; connect on emotional as well as cognitive levels; and shift away from narrow notions of schooling to broader visions of education for marginalized students. Transferable to other locations, these programmes provide insights into what is possible when student engagement is enacted in equitable, socially just, and transformative environments.

scholarly journals An Investigation of Distance Teaching: Perceptions, Practices and Perspectives

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Dr. Ziani Melouka ◽  
Keyword(s):  
Great Majority ◽  
Structured Interview ◽  
Distance Teaching ◽  
Face To Face ◽  
Perceptions And Attitudes ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The University ◽  
Sanitary Conditions ◽  
Teaching Perceptions

The present study is an investiagtion of distance teaching as an alternative to in-person classes during a lockdown. The study aims at unveiling the teachers and students’ perceptions and attitudes towards e-teaching/learning during a pandemic crisis. As an alternative to face -to face interviews with the teachers and the students because of the sanitary conditions, the tools have been adapted to existing conditions. To obtain data, two tools have been used online, a semi- structured interview with (n 51) master students and a lickert scale questionnaire for (n 18) teachers in the department of English in the university Abdelhamid Ibn Badis in Algeria.Findings revealed the reluctance in the exclusive use of distance teaching by the majority of teachers and the students. The great majority of them also prefers in person classes.This is justified by technical difficulties, lack of comprehension, poor internet flow and a lack of training.

scholarly journals Trabajo Colaborativo como estrategia de Enseñanza en la Universidad / Collaborative work as a teaching Strategy in the University

2015 ◽  
Vol 11 (22) ◽  
pp. 64-71 ◽  
Author(s):  
Jeanette M. Chaljub Hasbún
Keyword(s):  
Teaching Strategy ◽  
Collaborative Work ◽  
Teaching Methodology ◽  
Research Competencies ◽  
Teachers And Students ◽  
The Individual ◽  
Search For Information ◽  
Teaching Learning ◽  
The University ◽  
Trabajo Colaborativo

ResumenEl presente artículo presenta una propuesta de la metodología de enseñanza basada en el enfoque colaborativo. Se centra en la construcción colectiva del conocimiento a través del intercambio de ideas y la búsqueda de información. Destaca la importancia del desarrollo de competencias de investigación, a través de la interacción social en las propuestas de solución de problemas. Resalta los nuevos roles del profesor y de los estudiantes, quienes pasan de ser entes pasivos hacia tener una participación activa dentro del proceso de enseñanza y aprendizaje. El trabajo colaborativo, como estrategia de  enseñanza, produce un aprendizaje de forma colectiva, entendiendo que, el individual ayuda a construir el conjunto.AbstractThis article presents the proposal for the implementation of the teaching methodology based in the collaborative approach to learning. It centers in the concept of the social construction of knowledge through the exchange of ideas and search for information. It highlights the importance of the development of research competencies, through group collaboration to solve problems. It also highlights the new roles of teachers and students as active participants in the teaching-learning process. Collaborative work, as a teaching strategy, results in collective learning, understanding that the individual contributes to building the whole.

scholarly journals Proposta de ensino na EJA: alguns sentidos dialógicos analisados à luz da teoria freiriana

2020 ◽  
Vol 27 (1) ◽  
pp. 125
Author(s):  
Mariluci Almeida da Silva ◽  
Janine Moreira
Keyword(s):  
Adult Education ◽  
Theoretical Basis ◽  
Rio Grande ◽  
Paulo Freire ◽  
Freedom Of Speech ◽  
Rio Grande Do Sul ◽  
Structured Interviews ◽  
Teachers And Students ◽  
Research In Education ◽  
Teaching Learning

Este artigo decorre de uma pesquisa de mestrado em Educação, realizada em uma unidade de Ensino Fundamental da Educação de Jovens e Adultos (EJA), em Torres, cidade do Estado do Rio Grande do Sul. O objetivo geral desta pesquisa foi: “Compreender os signifi cados do diálogo presentes no processo ensino-aprendizagem da Educação de Jovens e Adultos (EJA), à luz da concepção freiriana”. A pesquisa foi qualitativa e, para o levantamento dos dados, contou-se com entrevistas semiestruturadas com professores, com equipes pedagógica e diretiva, como também, aplicação de questionários com alunos. A análise de dados se deu por categorias. O presente artigo apresenta a análise de três destas categorias: diálogo como respeito, diálogo como facilitador da vivência das boas relações, diálogo como forma de afetividade, assim como a análise de dados investigados no Regimento Escolar. O embasamento teórico foi, fundamentalmente, na pedagogia libertadora de Paulo Freire. Nas categorias supracitadas e no documento evidenciou-se “sentidos de diálogo” que ressaltam: o ato de saber escutar, o carinho, a amizade, a amorosidade, o respeito, a afetividade, a liberdade de expressão entre professores e estudantes para que haja a pronúncia e troca de experiências, sendo estes alguns dos subsídios convergentes para a concepção do diálogo em Freire. Palavras-chave: EJA. Sentidos de diálogo. Freire. Educação.Teaching proposal in the EJA: some dialogical senses analyzed according Freirean theoryAbstractThis article is based on a Master’s research in Education, carried out at elementary school unit of youth and adult education (EJA) in Torres, a city in the state of Rio Grande do Sul. The general objective of this research was: “Understanding meanings of the dialogue present in the teaching-learning process of Youth and Adult Education (EJA), according the Freirean conception”. The research was qualitative and, data collection included semi-structured interviews with teachers, pedagogical and directive teams, as well as the application of questionnaires with students. Data analysis was by categories. This article presents the analysis of three of these categories: dialogue as respect, dialogue as a facilitator of good relationships, dialogue as an affection form, also as the analysis of data investigated in the School Regiment. The theoretical basis was, fundamentally, in Paulo Freire’s liberating pedagogy. In the aforementioned categories and in the document, the “senses of dialogue” have been highlighted and stand out: the act of knowing how to listen, care, friendship, love, respect, affection, freedom of speech between teachers and students so that there is the pronunciation and exchange of experiences. These are some of the convergent subsidies for the conception of the dialogue in Freire.Keywords: EJA. Senses of dialogue. Freire. Education.Propuesta de enseñanza en la EJA: algunos sentidos dialógicos analizados a la luz de la teoría freirianaResuménEste artículo se deriva de una investigación de maestría en Educación, realizada en una unidad de Enseñanza Fundamental de la Educación de Jóvenes y Adultos (EJA), en Torres, ciudad del Estado de Rio Grande do Sul. El objetivo general de esta investigación fue: “Comprender los significados del diálogo presentes en el proceso enseñanza-aprendizaje de la Educación de Jóvenes y Adultos (EJA), a la luz de la concepción freiriana”. La investigación fue cualitativa y, la obtención de los datos fue realizada a partir de entrevistas semiestructuradas con profesores, con equipos pedagógicos y directivos, como también, aplicación de cuestionarios con alumnos. El análisis de datos se dio por categorías. El presente artículo presenta el análisis de tres de estas categorías: diálogo como respeto, diálogo como facilitador de la vivencia de las buenas relaciones, diálogo como forma de afectividad, así como, el análisis de datos investigados en el Reglamento Escolar. El fundamento teórico fue, fundamentalmente, en la pedagogía liberadora de Paulo Freire. En las categorías arriba citadas y en el documento, se evidenció “sentidos de diálogo” que resaltan: el acto de saber escuchar, el cariño, la amistad, la amorosidad, el respeto, la afectividad, la libertad de expresión entre profesores y estudiantes para que haya la pronunciación y el intercambio de experiencias, siendo estos algunos de los subsidios convergentes para la concepción del diálogo en Freire.Palabras clave: EJA. Sentidos de diálogo. Freire. Educación.

scholarly journals Together as brothers: A catalytic examination of Pasifika success as Pasifika to teu le va in boys' secondary education in Aotearoa New Zealand

2021 ◽  
Author(s):  
◽  
Martyn Reynolds
Keyword(s):  
Social Justice ◽  
New Zealand ◽  
Critical Race Theory ◽  
Formal Education ◽  
Theory And Practice ◽  
Indigenous Research ◽  
Single Sex ◽  
Aotearoa New Zealand ◽  
Teachers And Students ◽  
Pasifika Students

<p>Pasifika education, the education of students with connections to the Pacific in Aotearoa New Zealand, is intercultural; Pasifika students are generally taught by Palangi (European-origin) teachers in a system originally designed to meet the perceived needs of European settlers. The field has a history of inequity, consigning many Pasifika students to mediocrity in formal education. A cultural reading of the situation connects a need for emancipatory self-description with the achievement of social justice within the kind of participatory democracy imagined by Dewey. Recent government initiatives such as the Pasifika Education Plan have sought ‘Pasifika success’ through targets and initiatives, the most visible focusing on success as achievement understood by comparison to other ethnic groups. This has been critiqued as not seeking success as, but of Pasifika, in effect another assimilative practice. This thesis interrogates how success in formal education is understood, described, and explained by male Pasifika students as they enter the secondary sector. This is complemented by: paying attention to experiences of success in primary education; extending discussion to families; and the catalytic use of Pasifika community-sourced data to create opportunities for teachers to re-vision their practice. The inquiry is a bounded case study in the atypical context of a high-decile single-sex state school. A framework which combines a critical theory, critical race theory, and a Pacific Indigenous research paradigm provides a nuanced strengths-based approach. A dialogical-relational methodology argues for a mediated dialogue to teu le va (care for the relational spaces) between participants. The thesis demonstrates how catalytic attention to relationality can help teachers positively re-vision their practice. Attention to relationality also supports a complex positionality where a Palangi researcher seeks to edgewalk between Pasifika and Palangi concepts and communities, teachers and students, and Pacific-orientated research and the academy. Findings suggest that male Pasifika students hold a wide basket of forms of success which both contrast with and complement success as achievement: ideas about a ‘good education’, acceptance, participation, comfort, resilience, and the contextual extension of competence. These can be understood through Pacific origin concepts such as va (relationality), malaga (journey) and poto (wisdom), disturbing existing thinking about Pasifika education. As a result, the thesis has potential to assist a re-framing of theory and practice in the field as well as providing a model of relational inquiry for further social justice research into intercultural fields such as Pasifika education.</p>

scholarly journals Estratégias pedagógicas na educação médica ante os desafios da Covid-19: uma revisão de escopo

2021 ◽  
Vol 45 (1) ◽  
Author(s):  
Rodrigo Otávio Moretti-Pires ◽  
Dalvan Antônio de Campos ◽  
Zeno Carlos Tesser Junior ◽  
João Batista de Oliveira Junior ◽  
Bárbara de Oliveira Turatti ◽  
...  
Keyword(s):  
Medical Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
University Teaching ◽  
The Face ◽  
Information And Communication ◽  
Medical Learning ◽  
Key Topics ◽  
Teaching Learning ◽  
The University

Abstract: Introduction: The challenges brought by the continuity of the university teaching-learning process in the face of the measures to combat the pandemic of COVID-19 made the debate on the use of information and communication technologies (ICT) in medical education more important. Several strategies were used by teachers worldwide to continue their teaching activities. Objective: to investigate the strategies and uses of ICT in medical education in the face of the COVID-19 pandemic. Method: Five databases were systematically assessed, using the terms “COVID-19”, “medical education”, “higher education” and “students”, in Portuguese, English and Spanish, resulting in 321 initial citations, with 18 final references after applying the inclusion and exclusion criteria. Result: Four key topics were identified in the literature: (1) Challenges for Medical Education prior to COVID-19; (2) Challenges in migrating to remote education; (3) Strategies to overcome challenges related to the learning environment; and (4) Strategies to overcome challenges related to assessments and exams. Conclusion: The use of ICT in medical education in the context of the COVID-19 pandemic showed to be especially important, with considerations regarding the improvement in areas that were already used, the migration of some more articulated areas and experiences in clinical and procedural disciplines. There was also concern about the impacts of using ICT to replace the in-person presence of students in medical learning environments.

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