Teaching Psychoeducation Online at UCONN's Neag School of Education

2015 ◽  
Vol 2 (1) ◽  
pp. 8-20
Author(s):  
Jim O’Neil ◽  
Keyword(s):  
School Of Education

ENSAIO SOBRE UMA ESCOLA DE EDUCAÇÃO E CULTURA POLÍTICAS/ ESSAY ABOUT A SCHOOL OF EDUCATION AND CULTURE POLITICS

2017 ◽  
Vol 4 (7) ◽  
Author(s):  
Maurício Da Cunha Savino Filó ◽  
José Isaac Pilati
Keyword(s):  
School Of Education

scholarly journals Flexible Characterization: Herstorical Performance in Heritage Sites

2020 ◽  
Vol 36 (4) ◽  
pp. 355-368
Author(s):  
Victoria Bianchi
Keyword(s):  
Identity Performance ◽  
School Of Education ◽  
Site Specific ◽  
Heritage Sites ◽  
Women's Narratives ◽  
Specific Performance ◽  
Spatial Exploration ◽  
The University ◽  
Heritage Performance ◽  
The Relationship

This article explores how performance and character can be used to represent the lives of real women in spaces of heritage. It focuses on two different site-specific performances created by the author in the South Ayrshire region of Scotland: CauseWay: The Story of the Alloway Suffragettes and In Hidden Spaces: The Untold Stories of the Women of Rozelle House. These were created with a practice-as-research methodology and aim to offer new models for the use of character in site-specific performance practice. The article explores the variety of methods and techniques used, including verbatim writing, spatial exploration, and Herstorical research, in order to demonstrate the ways in which women’s narratives were represented in a theoretically informed, site-specific manner. Drawing on Phil Smith’s mythogeography, and responding to Laurajane Smith’s work on gender and heritage, the conflicting tensions of identity, performance, and authenticity are drawn together to offer flexible characterization as a new model for the creation of feminist heritage performance. Victoria Bianchi is a theatre-maker and academic in the School of Education at the University of Glasgow. Her work explores the relationship between space, feminism, and identity. She has written and performed work for the National Trust for Scotland, Camden People’s Theatre, and Assembly at Edinburgh, among other institutions.

Using controversy as a teaching tool

2017 ◽  
Vol 99 (4) ◽  
pp. 15-20
Author(s):  
Joan Richardson
Keyword(s):  
The Political ◽  
Teaching Tool ◽  
School Of Education ◽  
University Of Wisconsin ◽  
The University

In a time of hyperpolarization and hyper partisanship, preparing students to deliberate about their differences becomes even more important. In this interview, Diana Hess, dean of the School of Education at the University of Wisconsin-Madison and co-author of The Political Classroom, describes the challenge of ensuring that students have access to multiple and competing viewpoints about issues of public importance. In her research with co-author Paula McAvoy, Hess said she learned that students value hearing their teachers’ viewpoints as long as teachers aren’t pressing those views on students but that hearing a teacher’s viewpoint didn’t often change a student’s own opinion.

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