scholarly journals Pedagogy in Theory and Practice

2021 ◽  
Vol 14 (1) ◽  
pp. 143-151
Author(s):  
Gunita Gupta
Keyword(s):  
Theory And Practice ◽  
Pedagogical Relationships ◽  
Adults And Children ◽  
Narrative Practice

Pedagogy can be understood as methods and practices of teaching, and/or a way of being with children. In this paper, I use critical exposition and narrative to reflect on Max van Manen’s (2012) theory of pedagogy as a relationship between adults and children. My writing is organized into alternating sections of exposition (theory) and narrative (practice) to illustrate the interplay between thinking and doing that typifies pedagogical relationships, and to demonstrate how pedagogy unfolds in the unpredictable, unexpected, unprecedented, and unique actions each of us perform in the relational events of our being with children.

Faulty ‘tools’? Why social work scholarship needs to take a more critical approach to Michel Foucault

2019 ◽  
Vol 20 (4) ◽  
pp. 483-500 ◽  
Author(s):  
Paul Michael Garrett
Keyword(s):  
Social Work ◽  
Michel Foucault ◽  
Soft Power ◽  
Theory And Practice ◽  
Coercive Power ◽  
Critical Approach ◽  
The Social ◽  
Critical Approaches ◽  
Adults And Children ◽  
Micro Level

Summary Having outlined Foucault’s articulation of power and governmentality, the article critically explores attempts to translate the philosopher’s theorisation into social work. Findings After briefly referring to Jacques Donzelot’s work and that of other writers, it is argued that Foucault’s conceptual ‘tools’ are problematic for those seeking to promote critical approaches within the field of social work. Those influenced by Foucault’s complex contributions may amplify a defective understanding of power which unduly emphasises ‘soft’ power and neglects the continuing significance of hierarchical and coercive power. This is reflected in Foucault’s analysis of the state and, at a micro level, his remarks on sexualised interactions involving adults and children. Efforts to ‘apply’ Foucauldian reasoning within social work may also risk promoting politically passive forms of theory and practice. Applications Contributing to the discipline’s literature on Foucault, the article maintains the social work scholarship has much to gain by engaging with work, but this engagement might aspire to become more critical.

The partnering of museums and academics: working together on history that matters

2018 ◽  
Vol 47 (2) ◽  
pp. 119-130
Author(s):  
Eloise Wallace ◽  
Kay Morris Matthews
Keyword(s):  
Public History ◽  
Theory And Practice ◽  
World War ◽  
World War One ◽  
Tertiary Sector ◽  
Content Type ◽  
History Museum ◽  
Working Together ◽  
Adults And Children ◽  
Impact Framework

Purpose Museums and academics collaborating to create knowledge and learning opportunities is a current innovative strand of museum theory and practice. Working together across boundaries, incorporating a range of communication tools both inside and outside of the exhibition, the objective is to make the past more accessible to adults and children alike. The paper reflects the authors’ respective recent experiences of presenting alternative perspectives and interpretations on history that mattered, namely, a unique exhibition and publication entitled Recovery: Women’s Overseas Service in World War One. The authors offer a number of “signposts” for museums and academics to consider ahead of embarking on collaborative projects. The paper aims to discuss these issues. Design/methodology/approach Theorising and reflecting on the research and curation of a public history museum exhibition that included high levels of community engagement. Findings The authors offer a number of “signposts” for museums and academics to consider ahead of embarking on collaborative projects utilising a collective impact framework and argue that these “signposts” are likely pre-requisites for successful museum-academic partnerships. Originality/value Successful partnerships and collaborations between the museum and the tertiary sector do not happen through goodwill and shared philosophies alone. This paper reflects the authors’ respective recent experiences of presenting alternative perspectives and interpretations on history that mattered, namely, a unique exhibition and publication entitled Recovery: Women’s Overseas Service in World War One.

NEWS AND ANNOUNCEMENTS

PEDIATRICS ◽  
1954 ◽  
Vol 14 (3) ◽  
pp. 280-282
Keyword(s):  
New York ◽  
Annual Meeting ◽  
Psychosomatic Medicine ◽  
Program Committee ◽  
Theory And Practice ◽  
Atlantic City ◽  
Medical Specialties ◽  
Madison Avenue ◽  
Adults And Children ◽  
American Psychosomatic Society

The American Psychosomatic Society will hold its Twelfth Annual Meeting in Atlantic City on May 4 and 5, 1955. The Program Committee is interested in papers (20 minutes) on the theory and practice of psychosomatic medicine as applied to adults and children in all of the medical specialties, and in contributions in psychophysiology and ecology. Abstracts for consideration should be submitted in duplicate, and should be sent to the Chairman, Dr. Lawrence S. Kubie, at 551 Madison Avenue, New York 22, New York, before December 1, 1954.

The Idea of "Life in the World" in the Space of Education

2017 ◽  
Vol 6 (4) ◽  
pp. 33-38
Author(s):  
Светлана Волкова ◽  
Svetlana Volkova
Keyword(s):  
Hermeneutic Phenomenology ◽  
Theory And Practice ◽  
Human Being ◽  
Life World ◽  
The Everyday ◽  
The World ◽  
Teachers And Students ◽  
Pedagogical Relationships ◽  
The Subject ◽  
The Mind

The article is devoted to the comprehension of the philosophical and methodological foundations of the theory and practice of education. The focus is on the phenomenology of the "vital world" (E. Husserl) and "being-in-the-world" (M. Heidegger). Implantation of these phenomenological ideas into the fabric of educational discourseserves the purpose of revealing the possibilities of phenomenology in the study of the educational space. The subject of the study is the everyday educational reality, as well as those meanings and meanings that have a reality in the mind of the teacher and student. Particular attention is paid to the description of multiple ways of understanding the space in which teachers and students are immersed. The method of hermeneutic phenomenology used by the author makes it possible to demonstrate the heuristic and fruitfulness of addressing the idea of a "vital world" in the analysis of educational reality.In conclusion, the author comes to the conclusion that for the specificity of human being lies in his "life world" (or in "being-in-the-world"), then the teacher and student can be screened from each other by their own space-time, and itself "Resettlement" of pedagogical relationships is discrete. In this regard, pedagogical interaction will become a meeting of the student and the teacher only when it finds support in the value-semantic structures that make up the life world of the students, their being-in-the-world.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

Stimulus Ratio Effects on Speech Discrimination by Children and Adults

1991 ◽  
Vol 34 (3) ◽  
pp. 671-678 ◽  
Author(s):  
Joan E. Sussman
Keyword(s):  
Discrimination Task ◽  
Response Pattern ◽  
Response Patterns ◽  
Speech Discrimination ◽  
Adult Group ◽  
Discrimination Accuracy ◽  
Formant Frequency ◽  
Response Strategies ◽  
Place Of Articulation ◽  
Adults And Children

This investigation examined the response strategies and discrimination accuracy of adults and children aged 5–10 as the ratio of same to different trials was varied across three conditions of a “change/no-change” discrimination task. The conditions varied as follows: (a) a ratio of one-third same to two-thirds different trials (33% same), (b) an equal ratio of same to different trials (50% same), and (c) a ratio of two-thirds same to one-third different trials (67% same). Stimuli were synthetic consonant-vowel syllables that changed along a place of articulation dimension by formant frequency transition. Results showed that all subjects changed their response strategies depending on the ratio of same-to-different trials. The most lax response pattern was observed for the 50% same condition, and the most conservative pattern was observed for the 67% same condition. Adult response patterns were most conservative across condition. Differences in discrimination accuracy as measured by P(C) were found, with the largest difference in the 5- to 6-year-old group and the smallest change in the adult group. These findings suggest that children’s response strategies, like those of adults, can be manipulated by changing the ratio of same-to-different trials. Furthermore, interpretation of sensitivity measures must be referenced to task variables such as the ratio of same-to-different trials.

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