Structures within structures: Examining alternative cultures of learning in the institution

2021 ◽  
Vol 10 (2) ◽  
pp. 265-274 ◽  
Author(s):  
Sadie Edginton ◽  
Alex Parry ◽  
Cicilia Östholm
Keyword(s):  
Critical Pedagogy ◽  
Competitive Dynamics ◽  
Student Body ◽  
Situated Knowledges ◽  
Constructed Dialogue ◽  
Art Practices ◽  
Cultures Of Learning ◽  
The University ◽  
Pedagogical Approaches ◽  
Art School

This article explores the possibilities of using critical pedagogy inside and outside the art school to counter the effects of neoliberalism. Developed from an initial transcript of a conversation between three graduates of the Royal College of Art (United Kingdom) about our education-as-art projects, it takes the form of a constructed dialogue that mirrors our approach to working collectively. We discuss particular issues that arose for us whilst studying, as we experienced how the neo-liberal art school conceptualized a form of education and arts practice that promoted individualized paths and set competitive dynamics between students. We are interested in how art practices characterized as being social, collaborative and democratic can resist the neo-liberal art school. Advocating for process-based methods that facilitate learning between groups of students, we aim to open up space for embodied and situated knowledges. Bringing critical pedagogical approaches to the inside of the university creates a porosity with the alternatives we experienced outside. Through re-practicing historically radical methods and creating supportive structures, we challenge the dominant ways of communicating and managing the student-body. We argue that students and artists can organize their own cultures of learning in opposition to those that the university-as-business wants to promote, whilst creating supportive models that take students’ needs into account.

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.

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

scholarly journals Debunking the Apartheid Spatial Grid: Developing a Socially Just Architecture Curriculum at a University of Technology

2021 ◽  
Vol 56 (1) ◽  
pp. 135-149
Author(s):  
Asanda Ngoasheng
Keyword(s):  
Interior Design ◽  
Knowledge Production ◽  
Curriculum Change ◽  
Historical Context ◽  
Student Body ◽  
University Of Technology ◽  
Curriculum Intervention ◽  
Spatial Grid ◽  
The University ◽  
Current Curriculum

Traditional universities are often interrogated on their pedagogic underpinnings, while universities of technology are often left unchallenged on knowledge production. Universities of technology are often assumed to be transformed because they are a post-apartheid creation, with a mainly black, working-class student body. This assumption has led to little interrogation of the university of technology and its relationship with knowledge production. This paper explores the nature of curriculum contestation and reform at a university of technology. It outlines the historical context of a university of technology and its approach to curriculum development, which has implications for current curriculum transformation efforts. Using autoethnographic research methodology, the paper tracks a multi-year journey towards the development of a transformative, socially just curriculum intervention in the extended curriculum programme for the Architecture and Interior Design programme at a university of technology. The paper concludes that curriculum change does not happen in a vacuum, that it is political, difficult and emotionally taxing, and that it is best done in collaboration with different education stakeholders.

scholarly journals СТРАТЕГИЯ 3WIN УСТОЙЧИВОЙ КООПЕРАЦИИ ИТ-ИНДУСТРИИ И УНИВЕРСИТЕТОВ: R&D СТАРТ-АП ШКОЛЫ

2018 ◽  
pp. 71-76
Author(s):  
Михаил Викторович Лобачев ◽  
Светлана Григорьевна Антощук ◽  
Вячеслав Сергеевич Харченко
Keyword(s):  
Interaction Model ◽  
Student Body ◽  
The Road ◽  
Student Teams ◽  
Start Up ◽  
Degree Of Stability ◽  
Definition Of ◽  
The University ◽  
Model C ◽  
High Degree

A 3Win strategy for establishing a sustainable model of collaboration between the industry and universities is developed. Primary objectives of the work are outlined and are focused on the establishment of a model of sustainable collaboration between the industry, academic and research societies and student teams. This allows us to resolve the issue of preparing well qualified IT specialists in the necessary fields in collaboration with foreign partners and teams. This also presents the opportunity of development and research, targeted at the end consumer, by creating working prototypes or products. The sustainability of such a collaboration model supplements and is maintained by the long-term integration of mutual interests of the parties participating in the process. The analysis of the viability of this model is carried out on the basis of operation of R&D Start-up School. The definition of the 3Win strategy is established, as an interaction model, based on which each of the participating parties (the university, the company and the student body) receives their own personal benefits and achieves their own goals. In addition, this is a synergic model – where the cooperation of the participants results in a much more effective outcome, than individual efforts of each of the participants separately. The model, which is described as the 3Win strategy, in a way can be classified as a synthetic model, that incorporates the benefits of a number of other models developed previously. A1 – a department within the university as an incubator for developers, A2 – a department within the university as a center for certification support, Model B – a department within the university acting as a center for collaborative research and development and finally Model C – a department within the university as a business incubator. Simultaneously, this is a new class within the models of higher calibre, due to the fact that it facilitates a high degree of stability for the collaboration. The implementation of the model within the scope of international multi-university collaboration is described, along with its benefits. Examples of interaction between various components of the models based on existing cases are provided and the approaches for the 3Win strategy between the industry, universities and student body are described. The road-maps for further development of the aforementioned approaches are established

Sustaining Racial Retrenchment

2020 ◽  
pp. 164-187
Author(s):  
Matthew Johnson
Keyword(s):  
Affirmative Action ◽  
Black Students ◽  
Global Economy ◽  
University Of Michigan ◽  
Student Body ◽  
New Policies ◽  
The University ◽  
Corporate Model

This chapter describes how the University of Michigan (UM) leaders fought to preserve the new affirmative action policies. In this context, diversity—the idea that a racially heterogeneous student body improved education and prepared students for a multiracial democracy and global economy—became a tool to defend and sustain the new policies. Diversity helped sever the purpose of affirmative action from addressing the inequality rooted in cities, offered ambiguous goals that helped officials avoid accountability, and advanced administrators' interests in introducing a corporate model for the university. The diversity ideal, in other words, did not spark racial retrenchment. Instead, diversity became a tool to sustain the university's policies of retrenchment. Administrators still had to work to retain control over the meaning of diversity and ensure it supported the new policies. When diversity took hold among administrators, black students and their allies tried to employ diversity language to undermine the policies of retrenchment. Administrators ensured that never happened.

Growing a University’s Technological Infrastructure

2011 ◽  
pp. 86-99
Author(s):  
Stephen R. Rodriguez
Keyword(s):  
Higher Learning ◽  
Maturity Model ◽  
Student Body ◽  
Technological Infrastructure ◽  
Administrative Services ◽  
Planning Models ◽  
Institutions Of Higher Learning ◽  
Strategic Plans ◽  
The University ◽  
The Impact

This chapter considers concepts, planning models, and related processes associated with infrastructure growth at institutions of higher learning. The author offers various definitions of infrastructure, describes an infrastructure maturity model, and discusses strategies and models for related strategic planning. In addition, the chapter provides portions of actual strategic plans related to infrastructure. The chapter closes with a description of how the author’s home institution has grown its technological infrastructure in order to provide required administrative services, communications, and instruction to a growing student body engaged in an expanding curriculum. The impact of infrastructure growth on the university community is also discussed.

Language Problems of First Year Science Students

2011 ◽  
pp. 1-17
Author(s):  
Felicia Zhang
Keyword(s):  
Language Learning ◽  
International Student ◽  
Tertiary Education ◽  
Approaches To Learning ◽  
First Year ◽  
Student Body ◽  
Learning And Teaching ◽  
University Of Technology ◽  
Language Needs ◽  
The University

The chapter discusses the background of a project which aimed at addressing the language needs of a diverse student body (both domestic and international student body) by embedding strategic approaches to learning and teaching in first year sciences in tertiary education. These strategies consisted of active learning skills which are widely used in language learning. The disciplines covered by the project were Biology, Chemistry and Physics and involved the University of Canberra, University of Sydney, University of Tasmania, University of Technology, Sydney, and University of Newcastle in Australia. This project was funded by the Australian Learning and Teaching Council (ALTC).

Breece D’J Pancake

2020 ◽  
pp. 391-395
Keyword(s):  
Short Stories ◽  
English Education ◽  
University Of Virginia ◽  
Student Body ◽  
High Ranking ◽  
Appalachian Literature ◽  
Marshall University ◽  
Mountain Man ◽  
The University ◽  
Hunting And Fishing

Although Breece D’J Pancake published only a handful of short stories during his brief life, their mastery has secured him a high ranking in Appalachian literature. Born and reared in Milton, West Virginia, Pancake completed his BA degree in English education at Marshall University in 1974. He taught at two military high schools, Fort Union and Staunton, before studying creative writing at the University of Virginia. Pancake felt culturally at odds with the university’s traditionally elite student body, and while there, he cultivated a “mountain man” persona. (In truth, Pancake did enjoy hunting and fishing throughout his life.) Pancake’s unusual middle name was the result of a printer’s error at the ...

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