Et fast greb i rebet – om Claras levede erfaringer som nycirkus artistelev

2012 ◽  
Vol 3 (2) ◽  
pp. 24-37
Author(s):  
Stine Degerbøl
Keyword(s):  
Lived Experiences ◽  
Learning Processes ◽  
Pedagogical Practice ◽  
Educational Settings ◽  
Youth Education ◽  
Art Form ◽  
Point Of Departure

Abstract The article concerns the lived experiences of Clara practicing to become a contemporary circus artist. Clara’s narratives reflect contemporary circus as a movement pedagogical practice in relation to theories about aesthetic learning and in relation to the aims of a circus performer education in Copenhagen, Denmark. Furthermore her narratives provide a discussion of educational settings on the fringe of ordinary youth education. Firstly contemporary circus is presented as a counterculture to the traditional circus and secondly it describes how the development of contemporary circus as an art form influenced the establishment of contemporary circus schools. Body phenomenology and narrativity are the main theoretical and methodological inspirations for reflections about aesthetic learning processes taking point of departure in Clara as a case.

Self-efficacy experiences in day care and primary school from the children’s perspective: A starting point for the reflection of didactic and methodological competences of adult educators

2021 ◽  
pp. 1476718X2110511
Author(s):  
Katrin Velten
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Day Care ◽  
Formal Education ◽  
Learning Processes ◽  
Adult Educators ◽  
Pedagogical Practice ◽  
Children’S Perspectives ◽  
Starting Point ◽  
Key Factor

This paper discusses self-efficacy as a key factor in children managing the transition to primary school, the threshold to formal education and further learning processes. In presenting results of a qualitative-longitudinal interview study of German preschool and primary school children’s perspectives on their self-efficacy experiences, it furnishes evidence for enhancing self-efficacy in pedagogical practice in a so-called mastery climate. Co-determined or self-determined opportunities for playing without adult intervention prove to be central in this to children’s self-efficacy. Following on from this, the discussion will make references to the pedagogical relevance of child-led or unsupervised play for the promotion of self-efficacy in both settings. In addition, based on the reflection of the concept of generational order, the study points to concrete starting points to focus on necessary didactic and methodological competences of adult educators for the appropriate design of child-oriented co-determined or self-determined learning settings.

I. Portraits

2004 ◽  
Vol 34 ◽  
pp. 5-28
Keyword(s):  
Art History ◽  
Classical Antiquity ◽  
Roman Art ◽  
Roman World ◽  
Art Form ◽  
Roman Coins ◽  
Country Houses ◽  
The Subject ◽  
Point Of Departure ◽  
As If

Portraiture is among the most obvious legacies of classical antiquity. Roman busts of rulers and private individuals, sculpted in marble or occasionally cast in bronze, are the frequent inhabitants of museums and country houses. Imposing portrait-statues survive in great numbers, albeit frequently missing some of their extremities. We also have many smaller and more subtle images like those carved in gems and semiprecious stones, and, of course, the heads on Roman coins whose influence on the design of modern money is still obvious. The very custom of modern portraiture itself is, broadly speaking, derived from Rome, though it is easy to take it for granted as if it were an obvious or universal art-form. The Roman world was truly crowded with portraits. They are the subject of intense study and interesting debate. As such they present a useful point of departure for this survey of Roman art history.

scholarly journals Menneskeverd – Utviklingshemming – Skole: Verdighet som grunnlag for pedagogisk praksis

2019 ◽  
pp. 63-98
Author(s):  
Lena Lybæk ◽  
Åse-May Svendsen
Keyword(s):  
Human Rights ◽  
Mental Retardation ◽  
Cognitive Disabilities ◽  
Julia Kristeva ◽  
Alasdair Macintyre ◽  
Pedagogical Practice ◽  
Human Relationships ◽  
Theoretical Approaches ◽  
Icd 10 ◽  
Point Of Departure

This article aims to discuss questions about dignity and children with cognitive disabilities (named mental retardation in ICD-10), with questions about inclusive or segregated education. In the first part of the article we discuss theoretical approaches to dignity. Traditional understandings of dignity are based in enlightenment humanism with its focus on autonomy and reason, or on dignity achieved through the cultivation of virtues. We discuss different approaches to inclusive notions of dignity. First, we discuss approaches that take their point of departure in vulnerability, and mutuality in human relationships, exemplified by Eva Kittay, Alasdair MacIntyre, and Martha Nussbaum. Subsequently, we present approaches that emphasize the singularity of the human being and upholding human rights as the basis for human dignity, exemplified by Avishai Margalit and Julia Kristeva. In the second part of the article, we discuss how five experienced teachers speak about dignity and pedagogical practice with children with cognitive disabilities. We point to how both integrated and segregated practices in schools are justified in and may be connected to different theories of dignity.

scholarly journals Diseñar actos pedagógicos exitosos con adolescentes escolarizados(as) a partir de la incertidumbre: una aplicación de la pedagogía performativa intercultural en una Secundaria en Medellín, Colombia / Designing Pedagogical Actions with School Adolescents with the Help of Uncertainty: an Application of Intercultural Performative Pedagogy in a Medellín-based (Colombia) High School

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Anja Maria MacKeldey
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Democratic Education ◽  
Learning Processes ◽  
Dramatic Play ◽  
Pedagogical Practice ◽  
Structural Patterns ◽  
Auto Ethnography ◽  
Performative Pedagogy ◽  
Successful Teaching

ABSTRACTThe decline of supposedly symbolic structures devised for eternity, such as God, family, nation, sex or gender, unties in the citizens of the worlds a certain uncertainty that influences our thinking and acting. Intercultural Performative Pedagogy (IPP) considers such declines of our beliefs to be an opportunity for us to perceive and/or devise ourselves as actuated subjects that follow traditional and structural patterns and, at the time, as subjects acting within our own identity games. For that reason, it calls for pedagogical actions that are consistent with this chiasmatic focus. In this context, IPP sees adolescent life worlds and its random thinking as paradigmatic manifestations of uncertainty. Constructive maieutic didactic techniques designed to put on stage and learn how to read the chiasmatic MacKeldey this as well as that” as suggested by IPP have proved to be auto-ethnography, the dramatic play, the documentary methodology and feedback. In conclusion, what this writing seeks to prove by pointing to chiasmatic IPP and a few exemplary experiences collected between 2005 and 2014 is that taking advantage of uncertainty eases successful teaching and learning processes with school adolescents. This way, we consider IPP to be a mechanism that is suitable for co-constructive pedagogical practice in subjects that relate to democratic education in a direct or transversal manner.RESUMENEl desmoronamiento de estructuras supuestamente simbólicas para la eternidad como dios, familia, nación, sexo y género, desata en los y las ciudadanos(as) de los mundos una determinada incertidumbre que influye en nuestro pensar y actuar. Semejantes desmoronamientos de nuestras creencias son considerados por la pedagogía performativa intercultural (PPI) una oportunidad de percibirnos y/o diseñarnos como personas tradicional y estructuralmente actuadas, y al mismo tiempo como personas actuantes en nuestros juegos identitarios, por lo que convoca a realizar actos pedagógicos acordes a este enfoque quiasmático. En este contexto, la PPI asume los mundos de vida adolescentes y su pensamiento randómico como manifestaciones paradigmáticas de la incertidumbre. Técnicas mayéutico-didácticas constructivas para poner en escena y aprender a leer el tanto…como... quiasmático propuesto por la PPI, demostraron ser la autoetnografía, el juego dramático, el método documental y la retroalimentación. Finalmente, este aporte busca evidenciar por medio de una proyec-ción esquemática de la PPI y unas experiencias ejemplares (2005-2013) que el aprovechamiento de la incertidumbre facilita procesos de enseñanza y aprendizaje exitosos con adolescentes esolarizados(as). Con eso, ponemos en discusión la PPI como dispositivo para una práctica pedagógica co-constructiva en materias que se relacionan directa o transversalmente con la educación democrática. Contacto principal: [email protected]

scholarly journals Culturally Responsive Teaching: Its Application in Higher Education Environments

2020 ◽  
Vol 10 (5) ◽  
pp. 124
Author(s):  
Laveria Hutchison ◽  
Leah McAlister-Shields
Keyword(s):  
Higher Education ◽  
Culturally Responsive Teaching ◽  
Cultural Context ◽  
Culturally Responsive ◽  
Pedagogical Practice ◽  
Responsive Teaching ◽  
Graduate Level ◽  
Educational Settings ◽  
Preservice Teaching ◽  
Higher Educational

The application of culturally responsive teaching (CRT) in this article is used to provide a background into the instructional concept of CRT in higher educational settings and to provide examples for classroom pedagogical practice. This article provides instructional approaches that can be used in higher education classes to promote a cultural context to engage preservice teaching candidates who are seeking initial certification to become teachers-of-record and graduate-level teachers who are certified to understand and embrace the intersection of race, gender, religion, and regional cultures that contribute to identity. This article outlines instructional activities that can be used by faculty in higher education programs to assist their students with learning to co-construct culturally responsive lessons. This type of instruction should lead to a process in which faculty in higher educational settings can assist their preservice teacher candidates and graduate-level students in understanding the community in which they will serve or currently serve and to bring the funds of knowledge of their students into positive and productive learning environments.

Tools to Change School Culture

2021 ◽  
pp. 831-852
Author(s):  
Maria C. Guilott ◽  
Gaylynn A. Parker ◽  
Celeste A. Wheat
Keyword(s):  
School Culture ◽  
Learning Organization ◽  
School Leaders ◽  
Pedagogical Practice ◽  
Next Generation ◽  
Dynamic Learning ◽  
Stages Of Learning ◽  
Learning Walks ◽  
Point Of Departure

A school leader's time is limited. Demands on time are increasing every day, and expectations on performance are at an all-time high. How can processes like collegial learning walks change a school into a dynamic learning organization? How can the leader help teachers engage students so that so that they are willing to persevere in spite of obstacles and gain confidence to be able to learn the content well enough that they can actually transfer what they learn to a different context on their own? This chapter will provide potential solutions for next generation leaders and will examine how the stages of learning can serve as the point of departure for processes that change school culture in meaningful ways as teachers and school leaders reflect on their pedagogical practice and on learning for everyone in the learning organization.

scholarly journals Moving from collaboration to critical dialogue in action in education

2020 ◽  
Vol 8 ◽  
Author(s):  
Eugene Matusov ◽  
Lucinda Pease-Alvarez
Keyword(s):  
Collaborative Learning ◽  
Local Community ◽  
Mexican Descent ◽  
Learning Processes ◽  
Community Center ◽  
Pedagogical Practice ◽  
Teaching Approaches ◽  
Critical Dialogue ◽  
Innovative Teaching ◽  
Teaching Learning

The purpose of this article is to examine and conceptualize our pedagogical and organizational experiences and understandings of how undergraduates and instructors participating in the UC-Links Project from Fall 1996 to Spring 1997 learned together through their engagements in undergraduate courses and afterschool activities with predominantly Mexican-descent children at a local community center. We had started our project privileging collaboration and collaborative guidance as the way to approach our collective engagements; however, the events in the project pushed us to reconsider our practice. It took us 25 years to completely understand that what we have come to call “critical dialoguing in action” is how we now conceive of innovative organizational and pedagogical practice, which stands in contrast to the pedagogical and organizational notion of collaboration. We describe the efforts and struggles participants, including ourselves, encountered developing, implementing, and communicating about innovative teaching approaches and practices that we originally thought aimed to promote meaningful and collaborative learning. We call particular attention to dilemmas participants faced dialoguing about the dynamic teaching/learning processes that emerged in our project. These experiences prompted us to characterize our vision for participants’ involvement in the project as “critical dialoguing in action,” which contributed to our ongoing analysis and understanding of emerging dilemmas in our work.

scholarly journals Evaluation process associated with multiple intelligences in high school students of the Ecuadorian educational system

2020 ◽  
Vol 3 (1) ◽  
pp. 26-33
Author(s):  
Liliana Magdalena Alcívar Rodríguez ◽  
Karina Eliana Castro Intriago ◽  
Luis Alfredo Tubay Cevallos ◽  
Lubis Carmita Zambrano Montes
Keyword(s):  
High School ◽  
High School Students ◽  
Formative Assessment ◽  
Multiple Intelligences ◽  
Formative Evaluation ◽  
Traditional Approach ◽  
Learning Processes ◽  
Pedagogical Practice ◽  
School Students ◽  
General Process

Formative assessment is ideal for improving teaching and learning processes. However, little is practiced systematically and a traditional approach still persists in many educational institutions that value the product rather than the process. The objective of this study is to determine the evaluative process associated with multiple intelligences in high school students from an Educational Unit in the city of Manta. Methodologically, this research project is of a mixed type with a qualitative-quantitative approach since it obtains real data that evaluates the results. To collect the information, information from primary sources will be used and will be carried out through a survey via Google to teachers and secondary information will be taken from accredited sources of virtual libraries, indexed magazines, and other academic Google publications. The results will be processed using statistical methods that will allow their analysis and interpretation. As a result of it, a set of formative evaluation activities underlying the pedagogical practice of the teacher was obtained, assessing the general process of formative evaluation of learning included in the teaching-learning processes. The process is useful for conducting a conscious and systematic formative assessment.

scholarly journals Film and the Uncanny, Shakespeare Making Possible Things Not so Held, Communicating with Dreams

Sederi ◽  
2011 ◽  
pp. 49-70
Author(s):  
Martin Orkin
Keyword(s):  
William Shakespeare ◽  
Early Modern ◽  
Literary Text ◽  
Pedro Almodovar ◽  
The Uncanny ◽  
Art Form ◽  
Cinematic Experience ◽  
Film Texts ◽  
Point Of Departure

This essay supports the view that present day cinema as an art form in its own right – rather than film always as adaptation of a literary text – provides an additional pedagogic and comparative opportunity for the analysis of aspects of Shakespeare’s early modern texts. The essay takes as point of departure aspects of the uncanny as evoked in the cinematic experience. It then focuses upon aspects of experience and growth, as well as upon problems attached to language and narrativity as these are explored both in film-texts by Pedro Almodóvar and by Eytan Fox, and also in plays by William Shakespeare.

scholarly journals Our transformative journey to become action researchers

2021 ◽  
Vol 7 (1) ◽  
pp. 9-19
Author(s):  
Md Hafizur Rahman ◽  
Trine Lund ◽  
Md Alamin ◽  
Erling Krogh ◽  
Sigrid Marie Gjøtterud
Keyword(s):  
Action Research ◽  
Lived Experiences ◽  
Negative Impact ◽  
Research Question ◽  
Shared Reality ◽  
Cooperative Inquiry ◽  
Research With Children ◽  
Child Friendly ◽  
Living Theory ◽  
Point Of Departure

Abstract During my (Hafiz) childhood in Bangladesh, I experienced the negative impact of the educational system. My experiences initiated a process of conscientization leading to values-driven activism through the establishment of Education for Development and Sustainability (EDS), a child-friendly community of practice, with Trine and Alamin. In encounters with Erling and Sigrid, we became aware that our activities were in accordance with action research based on cooperative inquiry (Heron & Reason, 2008). From that point of departure, we developed our own collaborative living theory. In this paper, we explore the research question “How did we become action researchers and what is our driving force?” by using Stoller’s (1989) autobiographical narrative method to analyse selected, lived experiences. Sharing lived experiences and engaging in activism with each other and the EDS children became the base for our conscientization, radical empiricism and contemplating involvement in EDS. Value based activism can create empathic relations and emotions through shared engagement for social justice and the realization that we create a shared reality. Hence, conducting action research with children/youth is in our experience a key to sustainable development. However, to increase the transparency and validity of our research, we needed to explore how our experiences and actions have influenced our values, emotions and decisions to conduct research, our research topic and the research in itself. Therefore, we have engaged co-researchers and participants to critically question the research practice and made it open for discussion and comments in order to see alternative ways of interpreting situations and processes.

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