scholarly journals (Re)Imagining Multilingual Learners: Using Photo Stories to Honor Students’ Strengths, Interests, and Experiences

2021 ◽  
Vol 31 (1) ◽  
Author(s):  
Jennifer K. Allen
Keyword(s):  
Lived Experiences ◽  
Life Experiences ◽  
Deficit Thinking ◽  
Honor Students ◽  
Literacy Strategy

The labeling of students has the potential to result in deficit thinking, which can cause classrooms to become sites of limitation instead of places of limitless opportunity for students. This article discusses the literacy strategy of creating photo stories and shares the steps involved in inviting students to create personal photo stories that honor students’ lived experiences. The author shares how these photo stories have the potential to promote critical and productive dialogue among educators and students to help them celebrate the diverse languages, cultures, interests, and life experiences that are present in their classrooms. Keywordslabels, deficit thinking, multilingual learners, photo story

Applying a critical biography perspective to the work of Frank Gilbreth

2016 ◽  
Vol 22 (4) ◽  
pp. 413-436 ◽  
Author(s):  
Jane Whitney Gibson ◽  
Jack Deem ◽  
Jacqueline E. Einstein ◽  
John H. Humphreys
Keyword(s):  
Lived Experiences ◽  
Design Methodology ◽  
Life Experiences ◽  
Early Career ◽  
Theory And Practice ◽  
Content Type ◽  
Human Element ◽  
Management History ◽  
Biographical Approach ◽  
Motion Studies

Purpose The purpose of this study is to examine the life and work of Frank Gilbreth using a critical biographical approach to draw connections between his life experiences and the major contributions he made to management history. Design/methodology/approach The research design is critical biography. First, a biography is provided that reveals critical incidents from his childhood, his early career before marriage, his life after his marriage and his key personality traits. Gilbreth’s major contributions to management thought are then considered in context of his biography. Findings Although Frank Gilbreth is recalled for his contributions to management history through his work in advancing efficiency through motion studies, he should likewise be credited for his foresight of management theories related to the human element in organizations. The major influences on Gilbreth’s career include Lillian Gilbreth and Frederick Taylor. Research limitations/implications A limitation of critical biography is that researchers cannot address causality but, rather, are focused on drawing connections between life experiences and significant accomplishments. Originality/value Critical biography can illuminate theory and practice by providing greater clarity by examining concepts in depth and in context. The authors situate Frank Gilbreth’s work in the context of his lived experiences.

scholarly journals I Was Once an Oppressor, But I Found the Strength Within to Free Myself

2021 ◽  
Vol 23 (2) ◽  
Author(s):  
Kevin Cataldo
Keyword(s):  
Lived Experiences ◽  
Life Experiences ◽  
Racial Identities ◽  
Short Period ◽  
First Time ◽  
Reflective Essay

In this short reflective essay, I share how I underwent a metamorphosis during the COVID-19 pandemic. For the first time in my life, I chose to use my education and my life experiences as a historically marginalized individual of color to decolonize my pedagogy. Thanks to the scholarship of Ladson-Billings (1995), I was able to transform my pedagogy into one where the cultural and racial identities and lived experiences of my students are acknowledged and validated in our classroom, one where my students—even just for a short period—can experience what it feels like to not be bound by the shackles of society’s oppressors.

A professional ideology in the making

2010 ◽  
Vol 5 (1) ◽  
pp. 94-108 ◽  
Author(s):  
Claudia V. Angelelli
Keyword(s):  
Lived Experiences ◽  
Life Experiences ◽  
Latino Immigrants ◽  
Minority Languages ◽  
Professional Ideology

Research on circumstantial bilinguals who become young interpreters for their families and communities contributes to our understanding of the life experiences of individuals who begin to interpret early in their lives. With the exception of early work on young interpreters and recent historical work on translation and interpreting, very little has been written about the lived experiences of interpreters and/or about the development of such exceptional types of bilingualism. When a family of Latino immigrants settles in America and the parents do not speak the societal language, it is often the case that young bilinguals act as language interpreters, brokering communication and advocating for their families’ needs. The ways in which these circumstantial bilinguals go about mediating communicative needs reveal much about these youngsters’ abilities. While interpreting for their families, young interpreters develop a sense of how to be linguistic advocates between speakers of minority languages and a society that struggles to accommodate the communicative needs of its members. In multilingual and diverse societies, it is imperative that the linguistic talents of young bilinguals be fostered and enhanced.

scholarly journals Transitions and Transformations: Extracts from a Duoethnographic Exploration of Gender Identities in Canada and China

2018 ◽  
Vol 10 (1) ◽  
Author(s):  
Elizabeth McNeilly ◽  
Ling Lei
Keyword(s):  
Lived Experiences ◽  
Research Method ◽  
Life Experiences ◽  
Gender Identities ◽  
Making Meaning ◽  
Personal Stories ◽  
Learning Journey ◽  
Institutional Expectations ◽  
Participatory Inquiry ◽  
Compare And Contrast

Employing the research method of duoethnography, two researchers participate in a co-learning journey, making meaning of their personal stories through writing, critical reflections and theoretical discussions about gender identities. By sharing narratives concerning their significant lived experiences, the researchers compare and contrast major cultural and economic influences on themselves and their families. The authors demonstrate in vivid ways how their perceptions of their identities as girls, women, and mothers have changed over time. Through this process, they create a platform to discuss ways in which their identities and life experiences have been and continue to be influenced by societal and institutional expectations.         Keywords:  Gender identities, participatory inquiry, extended epistemology, duoethnography

scholarly journals Returning to the heart of teaching: Social pedagogy as phenomenological pedagogy

2020 ◽  
Author(s):  
Adrian Schoone
Keyword(s):  
Young People ◽  
Alternative Education ◽  
Lived Experiences ◽  
Life Experiences ◽  
Cultural Knowledge ◽  
Social Pedagogy ◽  
The Everyday ◽  
Research Interview ◽  
Teaching Qualifications ◽  
Transformative Impact

In many alternative education centres in New Zealand tutors are charged with educating students disenfranchised from their mainstream secondary schools. However, these tutors do not hold teaching qualifications. Rather, they draw their pedagogical approaches from life experiences, cultural knowledge, vocational and relational skills, and passion to work with young people. Tutors’ heartfelt ways of engaging with young people has a transformative impact on many of the students’ life-courses. This article poetically represents key approaches central to tutor practice. From observations and research interview transcripts, found poems were created from the everyday language of eight tutors. The poems represent phenomenological insights into tutors’ lived experiences, and reveal that tutors intentionally place students at the centre of their practice. The article positions tutor pedagogy within a social pedagogical field, while also considering social pedagogy as a phenomenological pedagogy that brings us to the very heart of teaching.

scholarly journals Where Else Have You Been? The Effects of Diaspora Consciousness and Transcultural Mixtures on Ethnic Identity

10.28945/3037 ◽  
2006 ◽  
Author(s):  
Niranjala Weerakkody
Keyword(s):  
Ethnic Identity ◽  
Social Science ◽  
Lived Experiences ◽  
Research Study ◽  
Life Experiences ◽  
Social Science Research ◽  
Science Research ◽  
Census Bureau ◽  
Negative Effects ◽  
Migrant Groups

In social science research, the demographic categories of ethnicity are linked to what the census bureau considers as a person’s ethnic heritage. However, these categories are based on the societal assumption that members of a given category share the same characteristics and life experiences, even though the heterogeneity between members within a category may be as diverse as between categories. The paper examines the 15 interview subjects of a research study drawn from 10 minority migrant groups, where seven of them indicated significant transcultural experiences before migrating to Australia. It argues that their lived experiences and subjectivity vary from others who migrated directly from their native countries. The formers’ diaspora consciousness and transcultural mixtures may introduce an artifact to a research study’s design, affecting the validity of the data collected. The paper examines other situations where this anomaly can occur and proposes precautions to minimize its negative effects.

Necessary Conformism: An Art of Living for Young People in Turkey

2013 ◽  
Vol 48 ◽  
pp. 79-100 ◽  
Author(s):  
Demet Lðkðslð
Keyword(s):  
Young People ◽  
Everyday Life ◽  
Empirical Research ◽  
Social Participation ◽  
Lived Experiences ◽  
Life Experiences ◽  
Analytical Framework ◽  
Art Of Living ◽  
The Everyday ◽  
Do So

AbstractThis paper focuses on the everyday life experiences of the post-1980 generation in Turkey–a generation stigmatized for being depoliticized and apathetic. Rather than accepting this stigmatizing view, however, this analysis aims to better understand young people's actual lived experiences. To do so, it adopts the concept of “necessary conformism” developed in previous empirical research. This concept offers an alternative analytical framework that transcends the engaged/disengaged or political/ unpolitical dichotomy in young people's social participation. Specifically, the application of this concept reveals that apathetic behavior may actually mask powerful discontent and suffering that can be expressed neither through conventional politics nor open resistance. The necessary conformism of young people, therefore, is not apathetic behavior, but the expression of an underlying discontent and often a hidden agony.

scholarly journals Transforming Educational Leadership Preparation: Starting with Ourselves

2016 ◽  
Author(s):  
Patricia Guerra ◽  
Barbara Pazey
Keyword(s):  
Social Justice ◽  
Lived Experiences ◽  
Life Histories ◽  
Leadership Preparation ◽  
Faculty Members ◽  
Deficit Thinking ◽  
Leadership Programs ◽  
Values And Beliefs ◽  
Educational Leadership Preparation ◽  
Do So

To lead for social justice, scholars have maintained aspiring leaders should examine their own values and beliefs that dictate, to a great extent, their day-to-day decision-making and responsibilities. To do so requires faculty to examine themselves before they can prepare leaders for social justice. The purpose of this paper is to engage others with similar interests toward creating and/or improving programs designed to prepare leaders for social justice. Serving as a source of data and method of analysis, this duoethnography chronicles the life histories of two faculty members working in different leadership programs to reveal how their understanding of diversity and social justice has been formed over the course of their lives. Sharing stories, they dialogically critiqued and questioned each other, challenging one another to reconceptualize beliefs and meanings about their lived experiences. Duoethnography has the potential to transform faculty’s conceptions of diversity and social justice as well as promote empathy, compassion and understanding. When trust is established, faculty can take risks, ask tough questions, reveal vulnerabilities, exchange uncensored comments, and challenge deficit thinking. Duoethnography can be a valuable tool for faculty development. The authors question, however, whether faculty would be willing to employ duoethnography to explore their beliefs about diversity and increase their knowledge of social justice. Due to a perceived lack of trust, power differences, fear of uncovering biases, engaging in conflict, and/or denial of tenure and promotion, they question whether faculty would be willing to engage in this methodology.

scholarly journals ARTZ @ Jefferson: How Arts-Based Experiences Support People With Dementia as Mentors and Aid in Dignity Preservation

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 842-842
Author(s):  
Susan Shifrin ◽  
Florence Gelo ◽  
Anne Mitchell
Keyword(s):  
Social Engagement ◽  
Lived Experiences ◽  
Life Experiences ◽  
Patient Relationship ◽  
Mutual Respect ◽  
Student Interactions ◽  
People With Dementia ◽  
Care Partners ◽  
Individual Conversations

Abstract ARTZ @ Jefferson positions people with dementia and care partners as authorities about their lived experiences; arts-based experiences assist them in communicating with and mentoring health-professions students about those lived experiences. Since Spring 2016, over 100 students have been mentored by people with dementia and their care partners. Their first encounters take place in museum galleries, through facilitated conversations about works of art. Over the next six to eight weeks, students and mentors build relationships through group meetings and individual conversations. Post course surveys demonstrated that nearly 100% of students indicated their increased ability to value listening and listen to others, enhanced the healthcare provider/patient relationship, and prioritized patients’ life experiences. The majority of mentors noted that student interactions added to their quality of life, social engagement and sense of purpose. Preliminary outcomes suggest that arts-based experiences establish mutual respect and empathy between people with dementia and students.

Funktionen des autobiographischen Gedächtnisses bei jungen und älteren Erwachsenen

2014 ◽  
Vol 46 (4) ◽  
pp. 201-210 ◽  
Author(s):  
Tabea Wolf ◽  
Daniel Zimprich
Keyword(s):  
Life Experiences ◽  
Ältere Erwachsene

In der neueren Forschung werden drei Funktionen des autobiographischen Gedächtnisses unterschieden: Autobiographische Erinnerungen können ein Gefühl von Selbst-Kontinuität unterstützen, aktuelles oder zukünftiges Handeln leiten (direktiv) und soziale Interaktionen erleichtern. Bislang gibt es kaum Untersuchungen, in denen die Nutzung dieser Funktionen über verschiedene Altersgruppen hinweg betrachtet wird. In der vorliegenden Studie wurden 227 junge und 185 ältere Erwachsene mit dem Thinking About Life Experiences Questionnaire (TALE) befragt, mit dem sich die drei Funktionen des autobiographischen Gedächtnisses situationsübergreifend erfassen lassen. Aus entwicklungstheoretischer Sicht ist anzunehmen, dass im jungen Erwachsenenalter die Selbst- und die direktive Funktion häufiger genutzt werden, da in dieser Lebensphase das eigene Selbstbild gefestigt und Pläne für die Zukunft gemacht werden. Für die soziale Funktion werden keine Unterschiede erwartet. In Übereinstimmung mit den theoretischen Annahmen und bisherigen Befunden gaben die jungen Erwachsenen an, die Selbst- und die direktive Funktion häufiger zu nutzen als ältere Teilnehmer das taten. Dasselbe Ergebnis zeigte sich aber auch für die soziale Funktion.

Sign in / Sign up

Export Citation Format

Share Document