scholarly journals Cultivating a Community of Truth Through Critical Pedagogy When Faced with Resistance

2014 ◽  
Vol 2 (3) ◽  
pp. 43-55
Author(s):  
Kevin T. Jones ◽  
Carol Brazo
Keyword(s):  
Critical Pedagogy ◽  
Theoretical Framework ◽  
Culture Of Fear ◽  
Parker Palmer

This essay will identify how the authors confronted a community of resistance in a Gender and Communication classroom and turned it into a community of truth and tolerance. Working from a theoretical framework of Critical Pedagogy and the work of Parker Palmer, the authors will explore how the classroom is often seen as a culture of fear and disrespect. This culture of fear needs to be confronted by identifying a community of truth as found in two different models of truth. After exploring how to achieve a community of truth when faced with resistance, the authors will explain in great detail the application of a metaphor about “riding the bus” and how this metaphor has sustained them when faced with resistance.

Becoming Archaeologist

2020 ◽  
pp. 26-54
Author(s):  
Hannah Cobb ◽  
Karina Croucher
Keyword(s):  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Theoretical Concepts ◽  
Material Turn

This chapter introduces the theoretical concepts at the heart of our argument, beginning with a discussion of critical pedagogy, then demonstrating how archaeology requires its own pedagogic principles. It discusses the material components of archaeological teaching and learning, emphasizing how archaeological learning takes place in multiple locations and through different experiences, and argues that these are not disconnected, but that each feeds into and shapes one another. The chapter then argues that archaeology’s material turn provides a useful place to start re-thinking the materiality of archaeological pedagogy, and new materialist developments within archaeology are reviewed. Also discussed is the broader pedagogic literature, such as rhizomatic learning and the notion of ‘becoming’ in pedagogy. The chapter finally sets out the theoretical framework for the book, arguing that viewing the multiple assemblages of teaching and learning as composed of a range of material and human constituents, we produce a new understanding of processes of archaeological education.

scholarly journals Generative listening: Using arts-based inquiry to investigate young children’s perspectives of inclusion, exclusion and disability

2018 ◽  
Vol 17 (1) ◽  
pp. 54-69 ◽  
Author(s):  
Kathy Cologon ◽  
Timothy Cologon ◽  
Zinnia Mevawalla ◽  
Amanda Niland
Keyword(s):  
Young Children ◽  
Critical Pedagogy ◽  
Inclusive Education ◽  
Meaning Making ◽  
Ways Of Knowing ◽  
Theoretical Framework ◽  
Research Project ◽  
Arts Based Research ◽  
Children’S Perspectives ◽  
Critical Approaches

While the importance of inclusive approaches to research has been identified, much childhood research is still done ‘to’ not ‘with’ young children, with research focusing on the experiences of children who experience disability commonly involving data from parents/families/practitioners, rather than from children themselves. In this article, we explore the development of an arts-based research project involving young children who experience disability as active participants in an exploration of their perspectives on inclusive education. Accordingly, we ruminate on questions about how we can genuinely ‘listen’ to children who experience disability in an aesthetic and ethical manner, and how we can use artistic ways of knowing to engage in meaning-making with children. Using arts-based research as an aesthetic framework alongside insights from critical pedagogy as a theoretical framework, we explore ‘aesthetic’ approaches to being, teaching, researching and knowing. As a team of researchers who do and do not experience disability, we share reflections on arts-based methodologies informed by critical approaches to conceptualising disability and research. As artistic modes of expression are central to young children’s everyday lives and play and can create enjoyable and safe communicative spaces, we share dialogues, artwork and methodological reflections on opportunities for children to choose ways of interacting and communicating, allowing possibilities for agency, expression and creativity. Specifically, we conceptualise and concentrate on possibilities for using arts to foster ‘listening’, meaning-making and generative or transformative praxis, in order to explore how arts-based research can be a powerful, authentic, ethical and meaningful provocateur for listening ‘generatively’ to young children who experience disability in research.

scholarly journals On-the-Ground Literacies: Moderating with Media and Theatre to Embody Critical Pedagogy

2020 ◽  
Vol 2 (1) ◽  
pp. 28
Author(s):  
Shirley R Steinberg
Keyword(s):  
Critical Pedagogy ◽  
Paulo Freire ◽  
Theoretical Framework

My work is based on the work of Paulo Freire, and my current tasks come from the endeavors that Freire, Jesús Gomez, Joe Kincheloe and I did on Radical Love in the early part of the new century. Both Radical Love and Critical Pedagogy create my theoretical framework for critical activist pedagogy.

scholarly journals A dangerous pedagogy of discomfort: Redressing racism in theology education

2019 ◽  
Vol 75 (4) ◽  
Author(s):  
Gordon E. Dames
Keyword(s):  
South Africa ◽  
Critical Pedagogy ◽  
South African ◽  
Theoretical Framework ◽  
Theology Education ◽  
History Of ◽  
Pedagogy Of Discomfort

This article aims to illustrate how racism could be addressed. Three pedagogies – a dangerous pedagogy as courageous dialogue, a pedagogy of discomfort and a critical pedagogy – are presented as examples to reframe the issue of racism. The contribution of James Cone is applied as a broad descriptive theoretical framework. Cone’s views in this article resonate with the history of contemporary racism in South Africa and will therefore be juxtaposed by the contribution of South African theologians. A fourth pedagogy, namely, a pedagogy of freedom and healing, is introduced to address gaps in the first three pedagogies. The objective is to realise freedom or healing between people of different races.

scholarly journals Football as a tool to understand the struggle for hegemony: Approximations between the historical-critical pedagogy and the critical surpassing conception in a Physical Education class experience

2018 ◽  
Vol 19 (2-3) ◽  
pp. 177
Author(s):  
Billy Graeff
Keyword(s):  
Physical Education ◽  
Critical Pedagogy ◽  
Lesson Plan ◽  
Theoretical Framework ◽  
Physical Education Class ◽  
Education Class ◽  
Practical Experiences ◽  
The Way

This paper describes a discussion about a pedagogical task regarding the content football to be carried out in Physical Education classes. Besides, this pedagogical experience questions the way the society has been organized and how such organization has been reproduced. The theoretical framework is based on the historical-critical pedagogy and on the critical-surpassing conception in Physical Education. An idea for a lesson plan is proposed for the task under investigation; reflections on practical experiences which were previously carried out are also presented. Conclusions lead to the understanding of tasks which question hegemonic ideas as being potentially liberating, individually and collectively.

Mind wandering as data augmentation: How mental travel supports abstraction

2020 ◽  
Vol 43 ◽  
Author(s):  
Myrthe Faber
Keyword(s):  
Machine Learning ◽  
Data Augmentation ◽  
Mental Content ◽  
Mind Wandering ◽  
Theoretical Framework ◽  
Important Addition

Abstract Gilead et al. state that abstraction supports mental travel, and that mental travel critically relies on abstraction. I propose an important addition to this theoretical framework, namely that mental travel might also support abstraction. Specifically, I argue that spontaneous mental travel (mind wandering), much like data augmentation in machine learning, provides variability in mental content and context necessary for abstraction.

Adaptive and Maladaptive Neural Plasticity Due to Facial Nerve Palsy

2016 ◽  
Vol 224 (2) ◽  
pp. 102-111 ◽  
Author(s):  
Carsten M. Klingner ◽  
Stefan Brodoehl ◽  
Gerd F. Volk ◽  
Orlando Guntinas-Lichius ◽  
Otto W. Witte
Keyword(s):  
Facial Nerve ◽  
Neural Plasticity ◽  
Cortical Plasticity ◽  
Brain Plasticity ◽  
Motor Nerve ◽  
Predictive Coding ◽  
Theoretical Framework ◽  
Cortical Reorganization ◽  
Nerve Lesion ◽  
Peripheral Facial Palsy

Abstract. This paper reviews adaptive and maladaptive mechanisms of cortical plasticity in patients suffering from peripheral facial palsy. As the peripheral facial nerve is a pure motor nerve, a facial nerve lesion is causing an exclusive deefferentation without deafferentation. We focus on the question of how the investigation of pure deefferentation adds to our current understanding of brain plasticity which derives from studies on learning and studies on brain lesions. The importance of efference and afference as drivers for cortical plasticity is discussed in addition to the crossmodal influence of different competitive sensory inputs. We make the attempt to integrate the experimental findings of the effects of pure deefferentation within the theoretical framework of cortical responses and predictive coding. We show that the available experimental data can be explained within this theoretical framework which also clarifies the necessity for maladaptive plasticity. Finally, we propose rehabilitation approaches for directing cortical reorganization in the appropriate direction and highlight some challenging questions that are yet unexplored in the field.

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