scholarly journals Teaching with Archives: Transformative Pedagogy

2021 ◽  
pp. 225-239
Author(s):  
Lynée Lewis Gaillet
Keyword(s):  
Transformative Pedagogy

scholarly journals Surfacing the Assumptions: Pursuing Critical Literacy and Social Justice in Preservice Teacher Education

2012 ◽  
Vol 22 (1) ◽  
Author(s):  
Lorayne Robertson ◽  
Janette Hughes
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Language Arts ◽  
Critical Literacy ◽  
English Language ◽  
Research Study ◽  
Literacy Skills ◽  
Transformative Pedagogy ◽  
Individual Interviews ◽  
Teaching For Social Justice

This paper outlines a four-year study of a preservice education course based on a socioconstructivist research framework. The preservice English Language Arts course focuses on critical literacy and teaching for social justice while employing digital technologies.The research study examines two concepts across all aspects of the course: 1) new literacies and multiliteracies; and 2) technology-supported transformative pedagogy for social and educational change. While the authors originally undertook the study to evaluate separate assignments of the course, the lens of the two themes has provided an opportunity for a scholarly review of their teaching practices. Research data include three course assignments over a 2-year period; an open-ended survey; and focus group and individual interviews with pre-service teachers. The authors discuss some of the affordances, challenges, and learnings associated with preparing teachers to teach critical literacy in a digital age. They also consider the development of critical literacy skills which encourage preservice teachers to bring their literacy histories and assumptions to the surface, examine them critically, and consider social justice alternatives.

Vocational Exploration as Transformative Pedagogy

2018 ◽  
pp. 261-286
Author(s):  
Tracy Wenger Sadd
Keyword(s):  
Student Engagement ◽  
Educational Theory ◽  
Affective Domain ◽  
Classroom Teaching ◽  
Transformative Pedagogy ◽  
Vocational Exploration ◽  
The Creation ◽  
Positive Space

This chapter argues that the shape and style of classroom teaching make a tremendous difference in the work of bringing vocational reflection into a multi-faith environment. The author draws on insights from a variety of fields, including psychology, philosophy, and educational theory, to provide specific guidance about the geography and atmosphere of the classroom and about the kinds of learning that need to take place there. Greater attention to the affective domain, coupled with the creation of classroom spaces that students see as respectful of their particularities and differences, can create a positive space for vocational reflection and discernment across a variety of lifestances. The second half of the chapter offers a number of specific pedagogical exercises to accomplish this work, along with a discussion of how student engagement in this project might be appropriately evaluated. A rubric for such evaluation is also included.

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