scholarly journals Towards A Pedagogy of Transnational Feminism When Teaching and Activism Go Online

2021 ◽  
Vol 121 ◽  
pp. 66-76
Author(s):  
Cara K. Snyder ◽  
Sabrina González
Keyword(s):  
Latin American ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Feminist Pedagogy ◽  
Media Analysis ◽  
Theory And Practice ◽  
Power Dynamics ◽  
Spatial Politics ◽  
Learning Practices

This article explores the possibilities and limitations of online teaching, based on our experience transforming a study abroad program to Argentina into an online class, amidst the COVID-19 pandemic and uprisings for racial justice. In a moment when radical educators and activists are moving online, the article considers the spatial politics involved in teaching about protest and resistance online, and in establishing transnational solidarities between U.S. and Latin American scholars, artists, activists, and students. We introduce the theory and practice of a trasnational feminist pedagogy that incorporates embodied knowledge, fosters transnational collaborations, and promotes liberatory learning practices. Drawing on autoethnography, participant observation, visual and media analysis, student interaction with course materials, and interviews with transnational feminist scholars, we investigate how educators and students adapt their teaching and learning practices to an online environment. Transnational feminist pedagogy is a flexible method that allows for transformative teaching, is attentive to power dynamics in and out of the classroom, and maintains commitments to antiracist, feminist and socialist pedagogy.

scholarly journals Online Teaching With M-Learning Tools in the Midst of Covid-19: A Reflection Through Action Research

10.28945/4761 ◽  
2021 ◽  
Author(s):  
Minh Q. Huynh ◽  
Eraj Khatiwada
Keyword(s):  
Action Research ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Future Research ◽  
Learning Tools ◽  
Online Instructors ◽  
Quantitative Studies ◽  
Frame Work

Aim/Purpose: In the midst of COVID-19, classes are transitioned online. Instructors and students scramble for ways to adapt to this change. This paper shares an experience of one instructor in how he has gone through the adaptation. Background: This section provides a contextual background of online teaching. The instructor made use of M-learning to support his online teaching and adopted the UTAUT model to guide his interpretation of the phenomenon. Methodology: The methodology used in this study is action research through participant-observation. The instructor was able to look at his own practice in teaching and reflect on it through the lens of the UTAUT conceptual frame-work. Contribution: The results helped the instructor improve his practice and better under-stand his educational situations. From the narrative, others can adapt and use various apps and platforms as well as follow the processes to teach online. Findings: This study shares an experience of how one instructor had figured out ways to use M-learning tools to make the online teaching and learning more feasible and engaging. It points out ways that the instructor could connect meaningfully with his students through the various apps and plat-forms. Recommendations for Practitioners: The social aspects of learning are indispensable whether it takes place in person or online. Students need opportunities to connect socially; there-fore, instructors should try to optimize technology use to create such opportunities for conducive learning. Recommendations for Researchers: Quantitative studies using surveys or quasi-experiment methods should be the next step. Validated inventories with measures can be adopted and used in these studies. Statistical analysis can be applied to derive more objective findings. Impact on Society: Online teaching emerges as a solution for the delivery of education in the midst of COVID-19, but more studies are needed to overcome obstacles and barriers to both instructors and students. Future Research: Future studies should look at the obstacles that instructors encounter and the barriers with technology access and inequalities that students face in online classes. NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 173-193. Click DOWNLOAD PDF to download the published paper.

Online Teaching as Virtual Work in the New (Political) Economy

2010 ◽  
pp. 46-67 ◽  
Author(s):  
Roy Schwartzman ◽  
David Carlone
Keyword(s):  
Higher Education ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Work ◽  
Theory And Practice ◽  
Online Teaching And Learning ◽  
Personal Time ◽  
Academic Labor ◽  
Online Labor

Online teaching and learning has been adopted throughout higher education with minimal critical attention to the challenges it poses to traditional definitions of academic labor. This chapter explores four areas where the nature of academic labor becomes contestable through the introduction of online instruction: (1) the boundaries demarcating work from personal time; (2) the relative invisibility of online labor; (3) the documentation, recognition, and rewards attendant to online instruction; and (4) the illusory empowerment of online students as consumers. The theory and practice of what constitutes “legitimate” labor in higher education require substantial reconsideration to incorporate the online dimension.

scholarly journals Supporting Interests and Sharing Power: Insights from a Scottish Youth Program

2020 ◽  
Vol 15 (5) ◽  
pp. 68-92
Author(s):  
Daniela Kruel DiGiacomo
Keyword(s):  
Youth Development ◽  
Teaching And Learning ◽  
Participant Observation ◽  
School Setting ◽  
Learning Activity ◽  
Power Dynamics ◽  
Observation Data ◽  
Youth Workers ◽  
Youth Program ◽  
School Based

Light Up Learning (LUL) is a youth program in Scotland that supports young people in pursuing their curiosities and exploring their interests in a school-based informal learning setting. This article draws on interview and participant observation data to examine the social organization of teaching and learning activity within LUL. As a school-based program focused on supporting youth in pursuing their interests through the cultivation of a caring adult–youth relationship, LUL offers an empirical case that brings together insights from youth development and interest-driven learning research. Examination into the verbal and material interactions that shape adult–youth interactions yields insight into how to challenge normatively hierarchical power dynamics between teachers and learners toward the instantiation of a more relational pedagogy. By employing the pedagogic moves of continually foregrounding youths’ interests, honoring youth expertise, and making space for youth’s ideas, LUL youth workers created an environment within a school setting where youth felt both free and supported to learn through deeply and widely pursuing their interests.

scholarly journals Online Teaching With M-Learning Tools in the Midst of Covid-19: A Reflection Through Action Research

10.28945/4806 ◽  
2021 ◽  
Vol 18 ◽  
pp. 173-193
Author(s):  
Minh Q. Huynh ◽  
Eraj Khatiwada
Keyword(s):  
Action Research ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Future Research ◽  
Learning Tools ◽  
Online Instructors ◽  
Quantitative Studies ◽  
Frame Work

Aim/Purpose: In the midst of COVID-19, classes are transitioned online. Instructors and students scramble for ways to adapt to this change. This paper shares an experience of one instructor in how he has gone through the adaptation. Background: This section provides a contextual background of online teaching. The instructor made use of M-learning to support his online teaching and adopted the UTAUT model to guide his interpretation of the phenomenon. Methodology: The methodology used in this study is action research through participant-observation. The instructor was able to look at his own practice in teaching and reflect on it through the lens of the UTAUT conceptual frame-work. Contribution: The results helped the instructor improve his practice and better under-stand his educational situations. From the narrative, others can adapt and use various apps and platforms as well as follow the processes to teach online. Findings: This study shares an experience of how one instructor had figured out ways to use M-learning tools to make the online teaching and learning more feasible and engaging. It points out ways that the instructor could connect meaningfully with his students through the various apps and plat-forms. Recommendations for Practitioners: The social aspects of learning are indispensable whether it takes place in person or online. Students need opportunities to connect socially; there-fore, instructors should try to optimize technology use to create such opportunities for conducive learning. Recommendations for Researchers: Quantitative studies using surveys or quasi-experiment methods should be the next step. Validated inventories with measures can be adopted and used in these studies. Statistical analysis can be applied to derive more objective findings. Impact on Society: Online teaching emerges as a solution for the delivery of education in the midst of COVID-19, but more studies are needed to overcome obstacles and barriers to both instructors and students. Future Research: Future studies should look at the obstacles that instructors encounter and the barriers with technology access and inequalities that students face in online classes.

scholarly journals A Muse Mashup: Dabrowski's TPD and an Eisner-esque Approach to Gifted Education

2021 ◽  
Author(s):  
Vicki Boley
Keyword(s):  
Knowledge Acquisition ◽  
Gifted Education ◽  
Teaching And Learning ◽  
Ways Of Knowing ◽  
Theory And Practice ◽  
Font Size ◽  
Learning Practices ◽  
Positive Disintegration ◽  
Theory Of Positive Disintegration ◽  
K 12

<p>Traditional notions of intelligence are crippling the field of Gifted Education and often, whether explicitly or implicitly, perpetuate inequity and disproportionality throughout the field in both theory and practice (Cross, 2021; Owens et al., 2018). A particular reason for this issue takes root in narrow, monocultural conceptualizations of intelligence, “casting it in singular rather than interactive disciplines and ways of representation” (Eisner as interviewed by Buescher, 1986, p. 7). As we seek to reform Gifted Education, “we will need to release ourselves from the grips of traditional stereotypes about what schools should be, how teaching is to proceed, what appropriate curriculum content entails, and how evaluation should occur” (Eisner, p. 89). Drawing from Dabrowski’s <i>Theory of Positive Disintegration</i> (TPD), particularly notions pertaining to the five Overexcitabilities and Development Potential, as well as Eisner’s ideas concerning knowledge acquisition through diverse forms of representation and ways of knowing, I present various ideas and implications for the field of Gifted Education. These ideas and implications inform many K-12 teaching and learning practices as well. </p> @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;}@font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073732485 9 0 511 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}div.WordSection1 {page:WordSection1;}

scholarly journals Efeitos retroativos do exame Celpe-Bras nas práticas de formação dos professores de um instituto brasileiro no exterior

2018 ◽  
Vol 9 (1) ◽  
pp. 190
Author(s):  
Everton Vargas da Costa
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Participant Observation ◽  
Language Teachers ◽  
Social Aspects ◽  
Local Dimension ◽  
Learning Practices ◽  
Ethnographic Analysis ◽  
Language Teaching And Learning

This paper aims to describe and analyze the washback effect of Celpe-Bras exam in the Portuguese as additional language teachers’ education practices in a Brazilian institute abroad. Part of the framework adopted understands that the pedagogical work of teachers is organized around dialogue and collaboration through which participants learn how to teach while interacting with their peers (Pérez Gómez, 1995; Nóvoa, 1995; FCC, 2011). At the institute, the washback effect of the Celpe-Bras exam contributes to those interactions by resizing the Portuguese language teaching and learning practices. Participant observation and the ethnographic analysis of the data enables the discussion about the local dimension of washback effects of Celpe-Bras, involving micro and macro social aspects such as acquisition of specific terminology and understanding of thepolitical project underlying the exam. Moreover, by participating and engaging in pedagogical meetings, teachers improve their abilities dealing with Celpe-Bras’ construct and pave pedagogical trajectories as more experienced professionals at the institute.

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