Vocal Colour in Blue

This essay invokes a line of historical singing lessons that locate blues singers Bessie Smith and Ethel Waters in the lineage of Broadway belters. Contesting the idea that black women who sang the blues and performed on the musical stage in the early twentieth century possessed “untrained” voices—a pervasive narrative that retains currency in present-day voice pedagogy literature—I argue that singing is a sonic citational practice. In the act of producing vocal sound, one implicitly cites the vocal acts of the teacher from whom one has learned the song. And, I suggest, if performance is always “twice-behaved,” then the particular modes of doubleness present in voice point up this citationality, a condition of vocal sound that I name the “twice-heard.” In considering how vocal performances replicate and transmit knowledge, the “voice lesson” serves as a key site for analysis. My experiences as a voice coach and composer in New York City over two decades ground my approach of listening for the body in vocal sound. Foregrounding the perspective and embodied experience of voice practitioners of colour, I critique the myth of the “natural belter” that obscures the lessons Broadway performers have drawn from the blueswomen’s sound.

Core Practices for Teaching Physical Education: Recommendations for Teacher Education

Purpose: To identify and define a set of core practices for physical education teacher education (PETE), to situate these practices within existing conceptions of core practices in other subject matters, and to validate the core practices using expert opinion and the evidence-based pedagogy literature. Method: A total of 45 PETE teacher educators, consisting of 22 research experts and 23 faculty members, were purposely selected to establish a consensus on core practices. The procedures draw upon guidelines from evaluation and program planning, medicine, nursing, and health education. Data were collected over e-mail. Results: From an initial set of 18 core practices, 16 practices were further developed and refined by the experts. These 16 practices were further validated by seeking evidence from the physical education literature and by using meta-analytic effect sizes. Discussion/Conclusion: The results of this study can be used as an invitation to the field to improve the authors’ teacher education efforts.

Miten roskan lukeminen laajentaa kirjallisuuden opetuksen mahdollisuuksia?

Vaikka kestävän kehityksen tavoitteet ovat keskeinen osa nykyisiä opetussuunnitelmauudistuksia, hakevat ympäristöpedagogiset käytännöt yhä monessa oppiaineessa muotoaan. Tarkastelen peruskoulun ja lukion äidinkielen ja kirjallisuuden oppiaineen sisällä tapahtuvan kirjallisuuden opetuksen ympäristöpedagogisia mahdollisuuksia. Tuon 2000-luvun filosofisen ja ihmistieteellisen tutkimuksen materiaalisen käänteen vuoropuheluun monilukutaidon pedagogiikan kanssa. Aineistonani luen Rachel Hope Allisonin "mykkää” sarjakuvaromaania I’m not a plastic bag, joka kuvaa ihmisperäisen jätteen päätymistä Tyyneen valtamereen. Alkaa ekologisten muutosten ketju, jossa pelkästään ihmisen toiminta ei ole maailmaa muuttavaa; myös ei-inhimillinen toimii ja tuottaa toimijuutta. Tavoitteenani on tuoda kirjallisuuden opetuksen käyttöön tietoa siitä, miten ei-inhimillistä, materiaalista ja vaikeasti kielen tasolla tulkittavaa toimijuutta on mahdollista lukea. Tuloksia on mahdollista hyödyntää ympäristöpedagogisen kirjallisuuden opetuksen kehittämisessä. How reading waste expands the possibilities of literature teaching? “Non-interpretable” matter and its reading in the development of environmental pedagogy literature teaching Abstract Although education for sustainable development is a key part of current curriculum reforms, many subjects do not yet have enough environmental pedagogy practices. I study how environmental pedagogy can be put into practice in compulsory basic education and general upper secondary school literature teaching within the subject of Finnish language and literature. I want to bring the material turn within 21st century philosophical and humanistic research into a dialogue with multiliteracy/multiliteracies pedagogy. I read Rachel Hope Allison’s “mute” graphic novel I’m not a plastic bag, which represents human waste ending up in the Pacific Ocean. A chain of ecological changes begins, in which human activity alone is not changing the world; also non-human acts and produces agency. My aim is to bring forth an understanding of how non-human, material and linguistically difficult-to-interpret agency can be read within literature teaching. The results can be used in developing environmental pedagogy literature teaching. Keywords: Material turn, multiliteracy/multiliteracies, environmental pedagogy literature teaching

Critical Reflections on the Surface, Pedagogical and Epistemological Features of the Design Studio under the “New Normal” Conditions

This study aims to make a critical reading on the constraints and potentials that emerge through the transition from face-to-face to screen-to-screen teaching and learning experiences in design education during the COVID-19 pandemic. By making a critical reading of current discussions, mostly in narrative surveys, on architectural design education, it is attempted to re-contextualize the emerging concepts of the remote teaching and learning to the broader context of design studio pedagogy literature. The theoretical framework of the study is based on the model developed by Shaffer (2003) regarding the three main elements of the design studio pedagogy as (1) “surface structures”, (2) “pedagogical forms” and (3) “epistemological principles.” The study revealed that the current situation, on the one hand, opened the ways for us to test “new” tools, methods and experiences of teaching and learning, and on the other hand, allowed us to better understand the potentials and well-functioning aspects of the “existing” pedagogical models. Rather than reducing the discussions on remote teaching and learning to a ‘technology-driven’ paradigm change in design education, future research should focus on the effects of changing pedagogical tools and practices on the manifold dimensions of ‘human learning’, which in turn will have implications for the epistemology of design pedagogy.

Cultural sensitivity in Sámi tourism: A systematic literature review in the Finnish context

The use of Sámi cultures in the Finnish tourism business has been problematic for many decades. The aim of this article is to explore how the notion of cultural sensitivity could help to find alternative approaches and new solutions to this situation, especially for Sámi tourism. For this purpose, a systematic literature review method was used to examine and describe how previous academic literature has approached the issue of cultural sensitivity in the Finnish context. While the concept has not been used in tourism research in Finland, previous discussions have focused on questions of respect, cultural sustainability, cultural carrying capacity, cultural representations and cultural identity in tourism contexts. Simultaneously, research in other fields of study has drawn attention to the importance of healing, reconciliation and recognition for Sámi cultures. Reviewing the social work and pedagogy literature indicates how the idea of cultural sensitivity can enrich the search for more responsible ways of thinking, doing and researching tourism. In sum, the article calls for future research, theoretical conceptualization and practical application of cultural sensitivity that emphasizes recognition of and respect for cultural differences.

Bridging Marketing and STEM Education

As digitally-driven marketing initiatives expand, it becomes increasingly imperative to integrate science, technology, engineering, and math (STEM) functions into marketing education to improve business processes. New product development (NPD) relies heavily on successfully incorporating both STEM and marketing perspectives. This research contributes to the interdisciplinary pedagogy literature by examining a cross-disciplinary project that combines students from an undergraduate-level marketing strategy course and an electrical engineering course. In the process of undertaking this project, students also learned how to interact with and engage a community of external business stakeholders to accomplish their project goals. The NPD project is described in detail, and an evaluation of perceived student skill improvement is reported. Qualitative and quantitative data revealed that students reported improving their NPD, professional, and peer feedback skills as a result of this cross-disciplinary project.

Demystifying Public Health Policy Through Service-Learning Pedagogy

Policy shapes the health of communities by enabling and limiting public health practice. Major organizations that focus on public health systems, education, and training stress the importance of policy to population health. They also recognize that practitioners should learn, practice, and be able to deploy policy skills. However, despite the recognized role of policy in public health, some public health practitioners remain uncomfortable with policy. And although teaching policy in public health programs appears on the rise, public health policy pedagogy literature is limited and tends to define policy narrowly. Service learning, which is used to teach other skills critical for public health, exhibits great promise as a tool to teach public health policy. This article describes an interdisciplinary, graduate-level public health policy course that relies on a service-learning approach. The course aims to teach public health policy principles, theories, and concepts and to make students more comfortable with public health policy through applied learning.

Transgender Passing Guides and the Vocal Performance of Gender and Sexuality

There has been a consistent interest in how people perform gender vocally. An under-utilized source of insight into the vocal presentation of self can be found in the passing guides transgender people circulate amongst themselves that analyze how cisgender people perform gender through the voice. This chapter uses transgender passing guides, feminist sociolinguistics, and vocal pedagogy literature to present a consolidated set of tools to analyze the construction of normative gender vocal performance. After presenting these tools, the chapter then uses them to analyze the musical performances of cisgender artists trying to pass as a different gender, cisgender queer artists twisting those vocal norms in order to make themselves audible as queer, and cisgender artists trying to pass as their own gender.

An Integral Theory Approach to the Feedback System in Supervising Doctoral Students in the Nordic Higher Education Context

Feedback giving makes an important part in the context of higher education thesis writing, in particular, doctoral thesis writing supervision. In the past decade, European level standardization higher education policies have encouraged a pedagogy paradigm shift towards a more student-centered learning approach. Within the Nordic context of higher education, feedback giving from supervisor to student has often been studied from the perspective of the supervisor, as a small part of the overall doctoral degree program. This study uses findings from foundational pedagogy literature in the field of Nordic pedagogy studies in combination with empirical data findings from interviews, and maps elements of the doctoral thesis writing feedback system from an integral pluralism approach. The integral model of a feedback system to a doctoral thesis supervision is novel for the Nordic pedagogy literature and it is meant as complement to the current canon of literature on Nordic pedagogy.

BORIS GRINCHENKO'S ENLIGHTENMENT ACTIVITY

B. Grinchenko, as a good expert in Ukrainian history, defended the right of Ukraine and its people to their own lives, the right to receive education and read books in their native language. His scientific interests included such humanitarian disciplines as: pedagogy, linguistics, journalism, ethnography, history, literary criticism, bibliography, museology. If you compile a list of figures of history and culture, whose lives and activities he investigated, to whom he devoted an article, review or obituary, then a galaxy of advanced people of that time will appear. In scientific and publicistic studies B. Grinchenko primarily concerned the issues of oral folk art, as well as pedagogy, literature, history, social and political life. It was noted that the cheap book's publication of popular science, folklore, biographical, applied and entertainment content, embodied the idea of B. Grinchenko for the creation of the Ukrainian library, the introduction of readers to the Ukrainian book and the development of their education.