Hitting the Academic Class Ceiling

Class Lives ◽  
2017 ◽  
pp. 105-107
Keyword(s):  
Academic Class

Kritik als Ideologie

2017 ◽  
Vol 47 (188) ◽  
pp. 369-388
Author(s):  
Tilman Reitz
Keyword(s):  
Political Change ◽  
Power Structures ◽  
Political Struggle ◽  
Institutional Embeddedness ◽  
Academic Class

This contribution discusses recent debates on the adequate form of ‘critique’ with a meta-critical intention. Since the partisans of academic critique typically fail to account for the effects of their own institutional embeddedness, their methodological reflections neutralize oppositional demands and turn political struggle into a scholastic exercise. In an extension of this analysis, the article aims to show how the academic class over-estimates its potential for bringing about liberating political change, how it falsely generalizes its own conditions of existence, and how it really contributes to the justification of capitalist power structures. The suspicion that recent populist attacks on the ‘elite’ have a fundament in progressive-liberal coalitions thus finds support in the practice of progressive discourse.   

Mediating Role of School Variables in Anticipating Blocks and ConsequencesCreativity among Rural Adolescents

2022 ◽  
Vol 58 (1) ◽  
pp. 53-57
Author(s):  
Sumit Sheoran ◽  
Bimla Dhanda ◽  
Joginder Singh Malik
Keyword(s):  
School Environment ◽  
Teaching Method ◽  
Human Growth ◽  
Primary Data ◽  
School Type ◽  
Mediating Role ◽  
School Variables ◽  
Academic Class ◽  
Academic Record

Each developmental stage upholds new and its own unique competency requirements,challenges, struggles and opportunities for personal human growth. When an individual isin their early adolescence phase, his/her creativity is greatly influenced by its surroundingsand school environment is one of those crucial factors. Hence, the present study wasplanned to explore the mediating role of school environment in students’ blocks andconsequences creativity. The primary data was collected from 300 academically bright ruralyoung adolescents. Z-test and ANOVA were administered to discover the influence ofindependent variables (school environment) on the dependent variables (blocks andconsequences creativity). Results elucidated significant differences in blocks fluency,consequences originality and consequences creativity across school type, academic classand teaching method employed by the teachers. Blocks flexibility had significant differencesacross school type and academic class. Blocks originality was observed to have significantdifferences across academic class and consecutive academic record. It was revealed thatblocks creativity had significant differences across all the independent variables.Consequences fluency of the students had significant differences across school type,academic class and consecutive academic record.

Prospects of the academic class program in Russian schools based on the project activity development

2021 ◽  
pp. 45-53
Author(s):  
Anna A. Baranova ◽  
Irina N. Bazhukova ◽  
Natalia Yu. Ofitserova
Keyword(s):  
Project Activity ◽  
Academic Class

Insider Without: Journey across the Working-Class Academic Arc

2017 ◽  
Vol 2 (2) ◽  
pp. 16-35
Author(s):  
Kim Case
Keyword(s):  
Working Class ◽  
Cultural Context ◽  
Class Culture ◽  
Three Phase ◽  
Personal Experiences ◽  
Academic Class ◽  
Patricia Hill Collins ◽  
Sociology Professor ◽  
Working Class Studies ◽  
Ways Of Being

Patricia Hill Collins (1986) labels herself as an ‘outsider within’ due to her intersectional standpoint as a Black woman sociology professor in the ivory tower. In contrast to the ‘outsider within’ lens, I theorize my own social location as an ‘insider without’ due to a complex matrix of identities within the classed academic cultural context. Using counter storytelling, I explore my insider without location through analysis of my journey across the ‘working-class academic arc.’ In the working-class academic arc described below, I apply intersectional theory (Collins 1990; Crenshaw 1989) by connecting my personal experiences with existing working-class studies scholarship. The arc process culminates in my development of critical intersectional class consciousness and actions of resistance. By introducing this three-phase arc, I hope to raise awareness of the invisible academic class culture which invalidates working-class ways of being and knowledge production.

The Academic Class Machine

1971 ◽  
Vol 3 (4) ◽  
pp. 40-46
Author(s):  
Anthony Lambeth
Keyword(s):  
Academic Class

Pedagogy of Aural Skills

2020 ◽  
pp. 190-227
Author(s):  
Jennifer Snodgrass
Keyword(s):  
Error Detection ◽  
Effective Teachers ◽  
Musical Experience ◽  
Aural Skills ◽  
Sight Singing ◽  
Music Making ◽  
Creative Music ◽  
Academic Class ◽  
Musical Literacy ◽  
Creative Music Making

There is no academic class where the students and faculty can participate in an active musical experience like the traditional aural skills course. There is a new trend in aural skills pedagogy in that effective teachers are moving away from the focus on just sight singing and dictation to a focus on musical literacy. Topics such as improvisation and error detection are now being taught in the traditional aural skills core, and students are asked to engage with music through contextual listening and creative music making. Traditional methods of solmization and rhythmic reading are still considered to be effective in the aural skills classroom; however, instructors are using these systems in new ways, along with audiation, to create a musical experience that encourages sound before sight.

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