scholarly journals PEDAGOGICAL APPROACHES TO TEACHING IN THE ANCIENT EAST.

2020 ◽  
Vol 92 (12) ◽  
pp. 344-347
Author(s):  
Gulbaxar Tavaldieva ◽  
◽  
Aziza Akhmedova ◽  
Keyword(s):  
Approaches To Teaching ◽  
Pedagogical Approaches

Making Sense of Religion and Food

2017 ◽  
Vol 46 (2) ◽  
pp. 18-24 ◽  
Author(s):  
Emily Bailey
Keyword(s):  
Graduate Students ◽  
Social Structure ◽  
Biological Information ◽  
Approaches To Teaching ◽  
Cultural System ◽  
Gender And Race ◽  
Religious Traditions ◽  
Making Sense ◽  
Mary Douglas ◽  
Pedagogical Approaches

When looking at eating beyond physical nourishment, British anthropologist Mary Douglas (1921-2007) defined food as a cultural system, or code that communicates not only biological information, but social structure and meaning. What can a study of food and faith teach us, as scholars of religion, that we might not otherwise know? This article outlines thematic and pedagogical approaches to teaching food and religion through the lens of five semesters of teaching this course to undergraduate and graduate students. In it, I explore the topics of Food memory and community; Food and scripture; Food, gender and race; and Stewardship and Charity, thinking about spiritual and physical nourishment in the world's major religious traditions.

Heteroglossia in mother tongue instruction in Sweden and the development of plurilingual literacies

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Anne Reath Warren
Keyword(s):  
Mother Tongue ◽  
Discursive Practices ◽  
Approaches To Teaching ◽  
Heterogeneous Groups ◽  
Mother Tongue Instruction ◽  
Ethnographic Data ◽  
Pedagogical Approaches ◽  
Interpretative Framework

Abstract This article analyses how perceptions of and approaches to teaching linguistically heterogeneous groups in mother tongue instruction (MTI) in Sweden impact on the development of plurilingual literacies in that context. Linguistic ethnographic data collected over 12 months in classrooms and schools where MTI takes place were thematically categorized and data from the most prominent category, heterogeneity, were further coded into the heteroglossic categories of multidiscursivity and multivoicedness (Todorov 1984). The continua of biliteracy provides an additional interpretative framework. Results show that heteroglossic discursive practices involving diverse linguistic repertoires are commonly reported on and observed in MTI classrooms, and are viewed both as a resource for and an obstacle to learning. These results contribute to discussions on organizational and pedagogical approaches that work with rather than against heteroglossia, through resourceful use of languages to enhance learning in MTI and potentially other subjects as well.

scholarly journals TEACHING AND ASSESSMENT STRATEGIES IN ONLINE FOREIGN LANGUAGES DISTANCE LEARNING

2020 ◽  
pp. 6-12
Author(s):  
Günter Beck ◽  
O. M. Tsaryk ◽  
N. V. Rybina
Keyword(s):  
Distance Learning ◽  
Teaching Methods ◽  
Online Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Distance Teaching ◽  
Approaches To Teaching ◽  
Online Platforms ◽  
Assessment Strategies ◽  
Pedagogical Approaches

The article deals with the leading strategies for organizing students’ learning and assessment in the distance teaching of foreign languages. The work analyzes available online teaching methods and forms, and the most optimal ways, types, and methods of assessing students’ work on the currently available online platforms. The authors claim that pedagogical approaches to teaching foreign languages constantly require the search for new tools that can bring an element of novelty to the educational process while simultaneously increasing the interest of applicants, especially during the current  (Covid-19) quarantine period.

Transformative Career Education in Schools and Colleges

2020 ◽  
Author(s):  
Anthony Barnes
Keyword(s):  
Transformative Learning ◽  
Career Education ◽  
Development Theory ◽  
Transformative Learning Theory ◽  
Approaches To Teaching ◽  
Considerable Evidence ◽  
Potential Benefits ◽  
Teaching Learning ◽  
Supporting Structures ◽  
Pedagogical Approaches

This chapter makes the case for transformative career education in schools and colleges by drawing on the links that can be made between career development theory and transformative learning theory. Transformative career education has the power to make profound and lasting differences to young people’s lives. It is not well researched, although there is considerable evidence that career education can have small to moderate impacts often for modest inputs. The scope and value of career education in the curriculum are often contested. This chapter explores the potential to achieve radical and progressive outcomes from more ambitious programmes of career education. It explores the potential benefits for individuals, the economy, and society in relation to how people live, learn, and work in rapidly changing and unpredictable times. It discusses how career education can be embedded in the curriculum and explores the supporting structures, systems, and technologies that schools and colleges can harness to facilitate transformative career education. Last, the chapter describes effective pedagogical approaches to teaching, learning, and assessment that can assist learners in transforming their self-understanding, their relation to others, their potential to act, and their worldview.

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