Checklist for Engaged Pedagogy

This paper follows on from a research project which explored the inclusionary and exclusionary dynamics of young girls’ friendship groups. This initial study received considerable media attention in the UK, Europe and Australia and consequently came to the attention of a wider audience beyond the academy who were thus given an opportunity to engage with the research findings. Having previously explored and analysed the emotionally disabling everyday practices experienced by the girls in the initial research project, the voices of these other adults offered a possibility to explore, examine and analyse the experiences of their daughters and themselves and as a result offered insights that challenge the day to day practices in the classroom. The focus of this paper therefore, is to explore the emotionally raw moments as articulated through the stories told by these adults and to examine what meaning and sense is conveyed about the prevailing norms and values of the school underpinning their pedagogy and practice. We contextualise emotions within a theoretical framework of Sara Ahmed and bell hooks that views emotions in terms of power and culture. The data analysed include contributions from the public to a radio phone-in as well as email responses. The analysis makes explicit the dynamics of power in girls’ friendship groups revealing action/inaction by parents and their accounts about teachers which either disrupt or reinforce dominant practices that pertain. We advocate hooks’ concept of engaged pedagogy to challenge current practices underpinned by neo-liberal assumptions.

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PSIV-31 Do community-engaged learning courses benefit the equine student over a traditional laboratory setting?

Journal of Animal Science ◽

10.1093/jas/skaa278.816 ◽

2020 ◽

Vol 98 (Supplement_4) ◽

pp. 468-469

Author(s):

Avery Walters ◽

Katie Cagle-Holtcamp ◽

Molly Nicodemus ◽

Holly Evans ◽

Samantha Lee ◽

...

Keyword(s):

Community Engagement ◽

Skill Assessment ◽

Laboratory Setting ◽

Engaged Learning ◽

Pedagogical Strategies ◽

Engaged Pedagogy ◽

Assessment Scores ◽

Self Evaluation ◽

Confidence Levels ◽

Paired Samples

Abstract Vocational training is essential in developing both the skills and confidence to perform these activities within a profession. This type of training can be achieved through a traditional laboratory setting or within a laboratory centered around community engagement activities. While the benefits of both types of pedagogical strategies have been documented, comparison of these approaches to teaching in the equine environment is limited, and yet, development of skills and confidence is essential to the equine student as they step into the equine industry. Therefore, the objective of the study was to compare development of students’ confidence levels and skills through a traditional equine laboratory-setting to that of a community-engaged pedagogy. The study was conducted over the fall semester. A survey instrument was given at the beginning (pre-) and end (post-) of each semester for a weekly 2-hour traditional equine laboratory (TL; n = 36) and an equine course with a weekly 2-hour equine community engagement activity (CE; n = 47). Students in both course types completed a total of 30 hours handling horses during the semester. The survey consisted of 18 questions evaluating the student’s confidence in their perceived equine horsemanship skills. Students ranked their confidence from 1–5 with 5 indicating higher confidence. A skill assessment was completed by course instructors in conjunction with the students’ self-evaluation surveys. The skill assessment consisted of 10 questions with instructors ranking skills from 1–4 with 4 indicating higher skill level. Paired samples t-tests showed significant differences by the end of the semester in the skill assessment scores for both the TL and CE courses (P < 0.01) and in the student-perceived confidence levels for the CE course (P < 0.01). Although results indicate that both pedagogical strategies can be beneficial in equine skill development, community-engaged learning courses can provide a more effective approach to improving confidence in equine students.

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Activating Aesthetics: Working with Heidegger and Bourdieu for engaged pedagogy

Activating Aesthetics ◽

10.4324/9781315105420-2 ◽

2018 ◽

pp. 5-21

Author(s):

Elizabeth Grierson

Keyword(s):

Engaged Pedagogy

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A Typology of Conscious Decision Making for Service-Learning Field Experiences

Handbook of Research on Service-Learning Initiatives in Teacher Education Programs - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-5225-4041-0.ch027 ◽

2018 ◽

pp. 504-513

Author(s):

Tynisha D. Meidl ◽

Leah Katherine Saal ◽

Margaret-Mary Sulentic Dowell

Keyword(s):

Decision Making ◽

Teacher Education ◽

Teacher Preparation ◽

Service Learning ◽

Culturally Responsive ◽

Field Experiences ◽

Engaged Pedagogy ◽

Culturally Responsive Practice ◽

Conscious Decision ◽

Typological Structure

In this concluding chapter, the authors, who are service-learning and teacher education scholars, present a typology of service-learning field experiences as a means of considering how and why service-learning field experiences are included as teacher preparation. The typology is a way to examine and inform the critical decision-making process when planning, implementing, and assessing service-learning field experiences. This chapter is a departure from other chapters in this edited volume, but its purpose is to extend the conversations all chapters inspire, which is to include service-learning as a form of community-engaged pedagogy and scholarship that endorses, represents, and promotes culturally responsive practice. The authors presume it is impossible to create a complete and comprehensive taxonomy of service-learning as community-engaged work continues to evolve. The typological structure can be used to identify, define, and describe the nuanced applications salient in service-learning field experiences within teacher education.

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