Alternative pedagogies at Fan Studies Network North America 2020

Overview of Multimedia section in TWC No. 35, "Fan Studies Pedagogies" (March 2021).

Pedagogical Transformation Models in Schools in Nepal during the Global Pandemic

This essay reviews the emergency teaching-learning pedagogy in K-12 schools of Nepal during the COVID-19 global pandemic. It discusses three models (unidirectional, e-participatory, and mobile teaching) as alternative pedagogies of Nepalese educational institutions to continue teaching-learning for different disciplines such as language, arts, and social studies. Moreover, the essay discusses the appropriateness of each model for teaching-learning in urban, semi-urban, and rural settings in Nepal.

Educating in other Ways: Alternative Pedagogies and Different Schools in The Second Half of the Twentieth Century

The monographic issue of Espacio, Tiempo y Educación presented here seeks to promote a critical reflection, based on a support of historiographic research, about the experiences of alternative pedagogies and different schools developed between the 50s and 80s of the twentieth century and with reference to the present. Particular attention is given to the various metamorphoses of the progressive tradition and to the way in which the ideas underlying these projects and movements have circulated internationally and have been creatively appropriated in various local contexts.

Comparative Study on Approaching Inclusive Physical Education from the Perspective of Alternative Pedagogies

This century is characterized by rapid changes in society. In this light, education must help children by guiding the school to new forms of learning that give the students the opportunity to respond to unforeseen situations. Various ways to promote inclusive education are being explored nowadays, as an alternative for children with special educational needs (SEN). In this context, inclusive physical education is a methodological orientation aimed at organizing the learning process with mixed teams, which include pupils with and without deficiencies. A child-centered pedagogy is being promoted in this way, intended to reduce segregation and provide educational solutions regardless of the children’s level of abilities. Alternative pedagogies are one of the resources of conceptual and methodological development of inclusive physical education. These are present perspectives of approaching education by providing the teacher with variants of organizing the teaching-learning-assessment activity in accordance with the needs of students with SEN. This paper aims to highlight the specific way in which alternative pedagogies provide educational resources for the successful implementation of inclusive physical education programs. In this respect, a comparative analysis of educational alternatives is presented according to the organizational, curricular and didactic criteria that apply to the teaching process of physical education to classes in which children with SENs are integrated. At the same time, methodological suggestions are offered on optimizing the teaching of inclusive physical education.