scholarly journals A Critical Archival Pedagogy: The Lesbian Herstory Archives and a Course in Radical Lesbian Thought

2016 ◽  
Vol 105 ◽  
pp. 23-32
Author(s):  
Kailah R. Carden ◽  
Sabina E. Vaught ◽  
Arturo Muñoz ◽  
Vanessa Pinto ◽  
Cecilia Vaught ◽  
...  
Keyword(s):  
Critical Pedagogy ◽  
Knowledge Production ◽  
Reading And Writing ◽  
Teachers And Students ◽  
Classroom Structures ◽  
Collaborative Knowledge

This paper is the story of a critical archival pedagogy that emerged through the undergraduate course Radical Lesbian Thought. As teachers and students, we dialogically co-constructed the praxis and content of the course throughout the semester. We employed archives throughout the course as theory, site, and pedagogy. In this paper we identify three archival frameworks: dialogue and difference, collaborative knowledge production, and archival methodology; and detail how they informed three course activities: reading and writing archival letters, visiting the Lesbian Herstory Archives, and completing final archival projects. We argue that archives provide theoretical and practical opportunities, in the tradition of critical pedagogy, to challenge and rearrange powered classroom structures and practices of thought.

From Enrolment Rates to Collaborative Knowledge Production: A Critique to the Internationalization of Higher Education in Canada

2020 ◽  
Vol 7 (2) ◽  
pp. 169-186
Author(s):  
Rebeca Heringer
Keyword(s):  
Higher Education ◽  
International Students ◽  
Knowledge Production ◽  
Point Of View ◽  
Present Condition ◽  
Physical Presence ◽  
Teachers And Students ◽  
Potential Benefits ◽  
Graduate International Students ◽  
Collaborative Knowledge

Although not a new phenomenon, the evolvement, range and characteristics of the modern process of internationalization are worthy of attention. Despite many potential benefits of having a multicultural campus, internationalizing higher education requires more than the physical presence of international students. As stated on the literature, this process must value transnational knowledge as an asset to the educational experience, thus promoting collaborative knowledge production between teachers and students. Nonetheless, there is a paucity of studies done from the point of view of educators depicting how they perceive their graduate international students and internationalization itself. Therefore, through the perspectives of 10 professors at a mid-sized western Canadian university, this critical phenomenological research offers an analysis of the present condition of higher education in Canada. More specifically, this paper deconstructs some of the challenges of internationalization, in which graduates are to be recognized as active agents of circulation and production of knowledge and not just mere figures or passive recipients of information. Finally, questions about the complexity of incorporating epistemic diversity in a meaningful way through internationalization are proposed.

Four Ways Technology Has Negatively Changed Education

2019 ◽  
Vol 9 (4) ◽  
pp. 10-20
Author(s):  
Khadija Alhumaid
Keyword(s):  
Social Media ◽  
Social Interactions ◽  
Classroom Technology ◽  
Relevant Research ◽  
Reading And Writing ◽  
Internet Connection ◽  
Educational Environments ◽  
Technological Tools ◽  
Teachers And Students

Abstract Our experience with technology is a bitter-sweet one. We relish its presence in our lives, but we dread the effect it may have on our manners, attitudes and social interactions. We open the gates of our schools to all types of technological tools, yet we fear it may badly impact our students’ performance. This article investigates the ways through which classroom technology such as iPad, Internet connection, laptops and social media, impacts negatively on education. Relevant research has proven that technology could change education negatively through four paths: deteriorating students’ competences of reading and writing, dehumanizing educational environments, distorting social interactions between teachers and students and isolating individuals when using technology.

scholarly journals "Once upon a Time there was..." A Digital World for Junior High School Learners

2016 ◽  
Vol 11 (03) ◽  
pp. 42 ◽  
Author(s):  
Marianthi Batsila ◽  
Charilaos Tsihouridis
Keyword(s):  
High School ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Language Skills ◽  
Reading And Writing ◽  
School Activities ◽  
Digital World ◽  
Digital Story ◽  
Teachers And Students

This paper looks into what Junior High School learners think of the Web 2.0 tool “Storyboard” for digital story telling purposes and investigates the extent to which it can enhance their receptive and productive skills of reading and writing in the English language. Fifty one randomly selected students, who created a digital story based on a relevant instructive scenario, and their teachers took part in the research. The quantitatively analyzed teachers’ and students’ interviews results and learners’ post-tests data revealed that the tool is considered very motivating and useful increasing learners’ aforementioned English language skills. As learners and teachers indicate “Storyboard” has offered them moments of happiness and joy during their school activities and made their lesson creative and interesting.

scholarly journals The Effects of an Experimental Training Program for Teachers of Vocational English Using Concentrated Language Encounter Instructional Processes and Reciprocal Peer Teaching Strategies

2017 ◽  
Vol 10 (12) ◽  
pp. 58
Author(s):  
Saowalak Rattanavich
Keyword(s):  
Teaching Strategies ◽  
Repeated Measures ◽  
English Language ◽  
English Language Teaching ◽  
Peer Teaching ◽  
Reading And Writing ◽  
English Classes ◽  
Instructional Processes ◽  
Teachers And Students ◽  
Writing Tests

This experimental study aims to investigate the effects of three vocational English classes, each one academic semester in duration, and using the concentrated language encounter approach and reciprocal peer teaching strategies. This study employed a time-series design with one pre-experiment and two post-experiments. Discourse and frequency analysis were performed in relation to the teachers’ English language teaching performance and their students’ English listening and speaking performance. The students’ reading and writing tests were subjected to analysis of variance with repeated measures, including plotted line graphs. The results revealed a tendency among the teachers and students to increase the frequency of their English language use in each class. The quality of the students’ reading and writing were also significantly improved. All teachers expressed positive opinions about the experimental teaching treatment and its effect on the students English.

scholarly journals The effectiveness of generating interactions between schemata and text (gist) strategy towards the students’ writing skill in Indramayu

2021 ◽  
Vol 2 (1) ◽  
pp. 178
Author(s):  
Indra Yoga Prawiro
Keyword(s):  
Teaching And Learning ◽  
Second Grade ◽  
Reading And Writing ◽  
First Semester ◽  
Is Strategy ◽  
Writing Skill ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Report Text

Many students have difficulties in writing the text. Some of the problems in writing such as the difficulties in expressing their idea into the words, time consuming activities and the limited number of vocabularies. This study focused on the effectiveness of GIST (Generating Interaction between Schemata and Text) strategy in improving students’ writing skill at the second grade of SMK Negeri 1 Sindang. The GIST is strategy for taking notes while the students are reading and writing good summaries. This strategy works on many levels, this allows students to put concept into their own words. This activity helps teachers and students to identify key concept. By using quasi-experimental method non-equivalent design, the instruments of this research were pre-test and post-test. The participants of the research were class XI TOI 1 and XI TOI 2 of first semester in SMK Negeri 1 Sindang. Each class consisted of 33 students. The statistical analysis showed the value of Tobs was 2.23 while the value of Ttable was 1.669 which means Tobs was higher than Ttable 2.23>1.669 (Tobs>Ttable). It means that the GIST strategy is effective in teaching and learning writing especially in report text.Key words: GIST strategy; writing skill; report text

scholarly journals Center Rondon project and university extension: sharing and knowledge production

2019 ◽  
Vol 7 (4) ◽  
pp. 387-396
Author(s):  
Vaneza Cauduro Peranzoni ◽  
Alieze Nascimento da Silva ◽  
Carine Nascimento da Silva ◽  
Luana Possamai Menezes
Keyword(s):  
Health Care ◽  
Knowledge Production ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
The Poor ◽  
Teachers And Students ◽  
Extension Activity ◽  
The University ◽  
Political Economic ◽  
The City

This work explores the experience of team participation the University of Cruz Alta Cruz Alta Rio Grande do Sul, Rondon Project. With goal to integrate the student to reality Brazil, and develop political, economic, and health care activities education for the poor, in January 2012, teachers and students visited the city of Aguiarnópolis, state of Tocantins in Brazil. The project is the intellectual effort of research and understanding of the process history, involving the saga of Brazilian Cândido Mariano Rondon and his legacy to the formation of anthropologists. This study proposes a reflection on Rondon Project while the university democratization of space public, considering it essential to approach institution with society. The Rondon Project is an extension activity that aims to consolidate the sense of social responsibility in university, knowledge on different Brazilian realities and production local collective projects.  It is intended, finally, contribute through this study to highlight the importance of alliance between scientific knowledge and empirical in everyone's life citizens, and the contribution of the Rondon Project to provide this exchange of knowledge between students and underserved communities.

Individualist Motivators and Community Functional Constraints in Social Media

2011 ◽  
pp. 1-23 ◽  
Author(s):  
Sorin Adam Matei ◽  
Robert J. Bruno
Keyword(s):  
Social Media ◽  
Knowledge Production ◽  
Community Setting ◽  
Functional Constraints ◽  
Social Functions ◽  
The Social ◽  
Collaborative Knowledge

This chapter discusses the emergence of social media, especially wiki environments, as collaborative knowledge tools that function within a given set of individualistic and community-oriented cultural and functional constraints. The chapter provides the reader with an understanding of wiki social functions and technical capabilities and of the main value and cultural promises associated with them. It also examines the social and knowledge challenges they create and their likely impact on knowledge production in an individual and community setting. One main conclusion of the chapter is that wiki technologies need to be understood not as an overcoming of the tension between individualism and community, but as a product of their conflict, which they epitomize.

scholarly journals Unpacking Everyday Critical Pedagogy: Languaging Critique and Dialogue

2020 ◽  
Vol 69 (1) ◽  
pp. 266-284
Author(s):  
Laura A. Taylor ◽  
Michiko Hikida
Keyword(s):  
Discourse Analysis ◽  
Critical Pedagogy ◽  
Fourth Grade ◽  
Literacy Events ◽  
Everyday Talk ◽  
The Everyday ◽  
Teachers And Students ◽  
Grade Classroom ◽  
Literacy Research

This article explores how critical pedagogy unfolds in the everyday interactions between teachers and students. Specifically, Freirean constructs of critique and dialogue were explored in two key literacy events drawn from an ethnographically informed case study of one fourth-grade classroom. The events were first examined from an ethnographic perspective to understand how sociopolitical issue(s) were being critiqued (or avoided). These events were then analyzed again through microanalytic discourse analysis to explore how teachers and students jointly accomplished dialogue and critique through proposing and taking up of particular stances toward text(s). By juxtaposing these two analytic lenses, the researchers argue for an understanding of critical pedagogy, particularly the tenets of critique and dialogue, as interactionally co-constructed in the continually evolving, everyday talk between teachers and students. This article closes by considering the implications of this work for classroom-based literacy research that examines critical pedagogy.

Informal Learning as a Catalyst for Social Justice in Music Education

2015 ◽  
pp. 301-317
Author(s):  
Lucy Green ◽  
Flavia Narita
Keyword(s):  
Social Justice ◽  
Critical Pedagogy ◽  
Music Education ◽  
Informal Learning ◽  
Critical Consciousness ◽  
Music Classroom ◽  
Informal Music Learning ◽  
Learning Practices ◽  
School Music ◽  
Teachers And Students

This chapter considers social justice in relation to the incorporation of a set of informal learning practices within the secondary school music classroom and teacher education. It interprets Nancy Fraser’s view of social justice as “parity of participation” in order to suggest that the dialogical approach of informal music learning practices can potentially promote such participatory parity. It then examines Paulo Freire’s concept of critical pedagogy, which emphasizes the need for teachers and students to participate together in the learning process so as to enhance critical consciousness. Through an application of Green’s theory of musical meaning, the authors suggest that critical consciousness in music can be aided through a deeper understanding of music’s sonic materials and their inter-relations. Informal learning in the music classroom may promote both parity of participation and critical consciousness, with the potential to lead to a liberating musical experience.

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