scholarly journals Unlocking Creativity: 6-Part Story Method as an Imaginative Pedagogical Tool

2021 ◽  
Vol 14 (1) ◽  
pp. 203-218
Author(s):  
Warren Linds ◽  
Tejaswinee Jhunjhunwala ◽  
Linthuja Nadarajah ◽  
Antonio Starnino ◽  
Elinor Vettraino
Keyword(s):  
Transformative Learning ◽  
Pedagogical Tool ◽  
Practical Ethics ◽  
Process Consulting ◽  
The World ◽  
Masters Students

This article emerges from an approach to transformative learning where students are challenged to explore taken-for-granted assumptions about their experiences in the world. We outline the 6-Part Story Method (6PSM), which uses abstract images to provide a structured storytelling process that enables reflexive learning. This is documented through conversations between a university teacher and three Masters students about the method used in their course on practical ethics in process consulting. Using individual stories that emerged from a common set of cards, we illustrate how the method enabled us to critically explore our practices as teacher and student consultants.

Reflection Through Fiction

2012 ◽  
pp. 21-34
Author(s):  
Patricia Cranton
Keyword(s):  
Short Stories ◽  
Social Norms ◽  
Transformative Learning ◽  
The World ◽  
The Way

If we can learn to recognize ourselves and position ourselves in stories, we can identify beliefs, assumptions, and social norms that shape the way we see ourselves and the world around us. This has the potential for reflection and, in some cases, transformative learning. In this paper, I illustrate the process of positioning ourselves in stories using four Canadian short stories. I include the voices of participants who were engaged in a 12 week course on learning through fiction.

Framing the Role of Culture Reflecting on How Culture Affects Learners in Transformative Learning Settings

2019 ◽  
pp. 30-44
Author(s):  
Priscilla Bamba
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Adult Learners ◽  
Learning Environment ◽  
Transformative Learning ◽  
Cell Phone ◽  
Academic World ◽  
The World ◽  
Time And Energy

From the simplest cell phone to virtual reality headsets, students today are bombarded by technology, so this is bound to affect their expectations in the learning environment and the way they relate to cognitive challenges. Today's culture is an immersion of advanced methods of communicating with each other and with their instructors. Adult learners who return to the world of higher education after having been away for some time have often felt the need to strive harder to show they fit into that world. With a broader worldview, more responsibilities, and often more wisdom gained from having held jobs, sometimes for years, they also bring a richer way of relating to the academic world. At the same, time, though, sometimes responsibilities, including full family lives, limit their time and energy they are capable of devoting to studying and completing assignments.

The Brooklyn Listening Project: Using Oral History as a Pedagogical Tool

Collections ◽  
2017 ◽  
Vol 13 (2) ◽  
pp. 143-158
Author(s):  
Colleen Bradley-Sanders
Keyword(s):  
College Students ◽  
Oral History ◽  
Brooklyn College ◽  
Pedagogical Tool ◽  
The Public ◽  
Music Journalism ◽  
The People ◽  
The World ◽  
History Of ◽  
Oral History Interview

The Brooklyn College Listening Project is designed to engage students in active learning through the inclusion of an oral history interview assignment in a variety of humanities courses, including history, English, sociology, music, journalism, and more. The products of these interviews, oral history recordings, are creating an archive of student-generated material. The benefits to the students extend beyond the simple completion of an assignment for a grade. With the diversity of races and cultures at Brooklyn College, students make connections with classmates and interview subjects that might not otherwise occur. As one student commented, “There is more to learn and know about the world, than just the people that you look like.”1 Written by the college archivist, this article examines the history of the still-young program and the difficulty in archiving the recordings and making them available to the public.

Ambitionz az a Teacha: understanding Contemporary Rap Music’s Pedagogical Implications

2020 ◽  
Vol 2 (1) ◽  
pp. 31-55
Author(s):  
Asif Wilson ◽  
Daunte Henderson
Keyword(s):  
Media Literacy ◽  
Rap Music ◽  
The Body ◽  
Feminist Scholarship ◽  
Just World ◽  
Pedagogical Tool ◽  
Body Of Knowledge ◽  
The World ◽  
Critical Media

Abstract This case study extends Elligan’s (2000, 2004) Rap Therapy model to explore the pedagogical usefulness of contemporary rap music. Methodologically, the authors borrow the testimonio from Latina Feminist Scholarship, to explore the ways in which young people participating in a summer literacy program analyzed their lives and the world through rap music; how rap music supported their healing; and how rap music was used as a pedagogical tool. Over the course of four months the co-authors of this study created and analyzed 17 co-written testimonios for their generative themes. The authors conclude with a presentation of The (Re) mix—a rap-centered pedagogical framework. The (Re) mix is made up of three, interconnected pillars. One, contemporary rap music (re)tells the experience(s) of the dispossessed. It helps shift the blame for oppression in the world towards the structures of society. Second, contemporary rap music (re)affirms young peoples’ existence. It provides them with an imaginative environment to imagine a more just world. Third, contemporary rap music (re)stores our humanity. It is a tool to name, connect, and move beyond our pain, creating a context for healing as individuals in a collective society. The authors hope that findings of this study empower other educators to infuse contemporary rap music into their pedagogies as a method for students to better read and write the world, adding to the body of knowledge related to critical media literacy.

scholarly journals Pensar o corpo por meio do cinema: uma proposta pedagógica para o Ensino Médio

2018 ◽  
Vol 11 (2) ◽  
pp. 108
Author(s):  
Hamilcar Silveira Dantas Junior ◽  
Fábio Zoboli ◽  
Josineide de Amorim Santos ◽  
Monara Santos Silva
Keyword(s):  
High School ◽  
The Body ◽  
Pedagogical Tool ◽  
The World ◽  
Stimulation Of

Este ensaio parte do princípio de que o cinema é uma manifestação cultural que nos permite o olhar para o mundo e seus corpos e para nós mesmos enquanto corpo, para tanto, entendemos ser necessário estimular seu uso na escola como ferramenta pedagógica em contraponto à lógica corrente. No âmbito do Ensino Médio, com as exigências atuais do ENEM e as propostas dos Parâmetros Curriculares Nacionais, encontramos um espaço fecundo à ampliação desses olhares sobre o corpo e dinamização do processo formativo da juventude. Este ensaio objetiva apresentar as primeiras proposições de uso do cinema no Ensino Médio para ampliar a compreensão sobre o corpo e suas representações na contemporaneidade.Palavras-chave: Corpo. Cinema. Ensino Médio. Thinking the body through cinema: a pedagogical proposal for high schoolABSTRACTThis essay assumes that cinema is a cultural manifestation that allows the observation of the world, the bodies and we as bodies, understanding the necessity of stimulating its use in school as a pedagogical tool in opposition to the current logic. At High School, with the current requirements of the ENEM and the National Curricular Parameters, we found a fruitful space to amplify the observation of the body and the stimulation of the youth formative process of youth. This essay aims to present the first propositions about the use of the cinema at High School to amplify the understanding of the body and its representations in contemporary times.Keywords: Body. Cinema. High School. Pensar el cuerpo a través del cine: una propuesta pedagógica para la enseñanza secundariaRESUMENEste ensayo parte del principio de que el cine es un evento cultural que nos permite mirar hacia el mundo y sus cuerpos y a nosotros mismos en cuanto cuerpo, creemos que es necesario fomentar su uso en la escuela como herramienta pedagógica en contraposición de la lógica actual. En el ámbito de la Enseñanza Secundaria, con los requisitos actuales del ENEM y las propuestas de los Parámetros Curriculares Nacionales, encontramos un espacio fecundo para ampliar estas miradas sobre el cuerpo y para dinamizar el proceso de formación de la juventud. Este ensayo tiene como objetivo presentar las primeras proposiciones para el uso del cine en la Enseñanza Secundaria para ampliar la comprensión acerca del cuerpo y sus representaciones en la contemporaneidad.Palabras clave: Cuerpo. Cine. Enseñanza Secundaria.

scholarly journals Transformative Learning in Nicaragua: A Retrospective Analysis of University Agriculture Students’ Long-Term Changes in Perspective After a Study Abroad Course

2021 ◽  
Vol 28 (4) ◽  
pp. 63-78
Author(s):  
Janiece Pigg ◽  
Adam O’Malley ◽  
Richie Roberts ◽  
Kristin Stair
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Agricultural Education ◽  
Agriculture Students ◽  
Term Change ◽  
The World ◽  
Long Term Changes ◽  
The U.S

Study abroad courses have become a priority for institutions of higher education because of a need to broaden students’ perspectives of the world. However, a dearth of knowledge existed regarding whether the reported outcomes of study abroad courses, such changes to students’ perspectives, endure over time. In response, this retrospective study explored how university agriculture students’ (n = 5) shared experiences during a one-week study abroad course to Nicaragua influenced their long-term changes in perspective after returning to the U.S. in 2018. Through our phenomenological analysis, three themes emerged: (1) dichotomous learning outcomes, (2) recognition of power and privilege, and (3) advocacy for global experiences. In the first theme, dichotomous learning outcomes, participants’ long-term changes in perspective appeared to vary based on their level of academic maturity. Meanwhile, in the second theme, as university agriculture students compared their lived experiences in Nicaragua to their existing assumptions of the U.S., it appeared to elicit powerful shifts concerning how they viewed the world. And, as a result, they reported their experiences prompted them to consider the implications of social inequities more deeply. In the final theme, participants reported that after returning home, they began to advocate for global experiences among their peers, family, and friends. Consequently, our findings supported the use of short-term study abroad courses to foster a positive transformation in students’ global perspectives and behaviors after returning to the U.S. Keywords: agricultural education, study abroad, phenomenology, retrospective long-term change

Recognizing and Embracing Our Shared Humanity

2018 ◽  
Author(s):  
Valerie Tiberius ◽  
James P. Walsh
Keyword(s):  
Colleges And Universities ◽  
Individual Values ◽  
Pedagogical Tool ◽  
Philosophy Of Life ◽  
Cultural Experiences ◽  
The World ◽  
Shared Humanity ◽  
Real Progress ◽  
Students As Customers ◽  
What Matters

Real progress occurs when individual lives change for the better. Colleges and universities formerly aspired to develop the character of their students. The trend of late has been to treat students as “customers.” Can we once again help students to recognize what matters to them and help them develop a philosophy of life? This chapter describes one approach and tool. Drawing on social psychologists’ findings of patterned regularity in the world, it aims to reveal commonalities especially in individual values. While we don’t want to “tell” students, simply asking them to recall and report is inadequate. Rather we want them to discover. Knowing where your values come from, and in particular knowing what personal and cultural experiences shape what matters, is crucial to understanding what is important in life. The chapter outlines a pedagogical tool to elicit this sharing and recognition.

Illuminating Transformative Learning/Assessment: Infusing Creativity, Reciprocity, and Care Into Higher Education

2021 ◽  
pp. 154134462110451
Author(s):  
Michelle Searle ◽  
Claire Ahn ◽  
Lynn Fels ◽  
Katrina Carbone
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Narrative Inquiry ◽  
Learning Assessment ◽  
Process Of Change ◽  
Self Reflection ◽  
Jack Mezirow ◽  
The World ◽  
Holistic Assessment ◽  
The Individual

In this article, the authors speak to the paradox of assessing transformative learning (TL) in higher education. TL theory, developed by Jack Mezirow, is a theory of learning to describe the process of change in how individuals view the world based on previous experiences. Recognizing that the 10 phases of Mezirow’s TL theory are fluid and intertwined, three prominent aspects resonated within the individual narratives: the importance of a disorienting dilemma, the qualities of self-reflection, and liberatory actions. By exploring the complexities, challenges, and possibilities encountered in their classrooms, the shared narratives reveal how students were engaged in TL and embedded within are holistic assessment processes the authors enacted with learners. Throughout this dialogical narrative inquiry focused on assessment, the authors underwent their own TL in the presence of each other, confessing uncertainties and vulnerabilities, thus showcasing the potential to transform understanding with and through reciprocal learning.

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