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Thematische Bibliographien / Situated pedagogy / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Situated pedagogy“

Autor: Grafiati

Veröffentlicht am 30. Juni 2021

Zuletzt aktualisiert am 29. Juli 2025

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1

Kitchens, John. "Situated Pedagogy and the Situationist International: Countering a Pedagogy of Placelessness." Educational Studies 45, no. 3 (2009): 240–61. http://dx.doi.org/10.1080/00131940902910958.

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Orner, Mimi. "Teaching for the moment: Intervention projects as situated pedagogy." Theory Into Practice 35, no. 2 (1996): 72–78. http://dx.doi.org/10.1080/00405849609543705.

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Kirk, David, and Doune Macdonald. "Situated Learning in Physical Education." Journal of Teaching in Physical Education 17, no. 3 (1998): 376–87. http://dx.doi.org/10.1123/jtpe.17.3.376.

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In this paper we argue that a version of situated learning theory, as one component of a broader constructivist theory of learning in physical education, can be integrated with other forms of social constructionist research to provide some new ways of thinking about a range of challenges currently facing physical educators, such as the alienation of many young people from physical education. The paper begins with a brief comment on some uses of the term “constructivism” in the physical activity pedagogy literature, then provides a more detailed outline of some of the key tenets of Lave and Wen

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Radclyffe-Thomas, Natascha. "Fashioning cross-cultural creativity: Investigating the situated pedagogy of creativity." Psychology of Aesthetics, Creativity, and the Arts 9, no. 2 (2015): 152–60. http://dx.doi.org/10.1037/aca0000014.

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Røn-Larsen, Maja, and Anja Hvidtfeldt Stanek. "Situated Pedagogy in Danish Daycare—The Politics of Everyday Life." Social Sciences 13, no. 2 (2024): 118. http://dx.doi.org/10.3390/socsci13020118.

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This article analyzes the possibilities and obstacles in pedagogical practices in ECEC (Early Childhood Education and Care) in relation to developing relevant opportunities for participation for all children, by supporting their own engagements in order to expand their action possibilities. Over the last decades, the political agendas in the Nordic as well as other OECD countries have been led by an increasing focus on learning goals and standardized professional procedures, at the expense of a more situated and flexible pedagogy following children’s own engagements. When concerns arise about

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Meng, Qingquan, Jiyou Jia, and Zhiyong Zhang. "A framework of smart pedagogy based on the facilitating of high order thinking skills." Interactive Technology and Smart Education 17, no. 3 (2020): 251–66. http://dx.doi.org/10.1108/itse-11-2019-0076.

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Purpose The purpose of this study is to verify the effect of smart pedagogy to facilitate the high order thinking skills of students and to provide the design suggestion of curriculum and intelligent tutoring systems in smart education. Design/methodology/approach A smart pedagogy framework was designed. The quasi-experiment was conducted in a junior high school. The experimental class used the smart pedagogy and smart learning environment. The control class adopted conventional teaching strategies. The math test scores of these two classes were compared to verify the effectiveness of smart pe

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Mendoza, Clarissa M. "The Virtual Cardiology Rotation: Situated Cognition and the Signature Pedagogy in Medicine." Journal of Medicine, University of Santo Tomas 6, S1 (2022): S68—S75. http://dx.doi.org/10.35460/2546-1621.2022-sp08.

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Background: Corona Virus 2019 (COVID-19) challenged the delivery of medical education and training, especially to the 4th year medical students. Medicine's signature pedagogy, the ward rounds in the hospital, was put on hold in compliance with safety precautions during this pandemic and the Commission on Higher Education’s (CHED) suspension of face-to-face classes in all levels. How the University of Santo Tomas Faculty of Medicine & Surgery (UST FMS) Cardiology Rotation was delivered despite these restrictions is described. Using Google Classroom, Blackboard Collaborate, and Zoom, a 7-day

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De Almeida, Philippe Oliveira, and Júlia Ávila Franzoni. "Sieges and plots of situated pedagogy: teaching law in floodplain fields." InSURgência: revista de direitos e movimentos sociais 8, no. 1 (2022): 249–80. http://dx.doi.org/10.26512/revistainsurgncia.v8i1.40885.

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O objetivo deste trabalho é descrever práticas de experimentação de repertórios para uma pedagogia situada para o ensino-aprendizagem do direito. Nesse sentido, se dividirá em três partes. Primeiro, abordaremos as tensões entre a lógica da aderência e a lógica da presença no ensino jurídico tradicional, por meio de uma estratégia de recuperação da dimensão corpórea de toda atividade educativa. Em seguida, discutiremos como nossas experiências no Labá e no CERCO vão dando forma-conteúdo a outras imaginações pedagógicas, voltadas aos juristas desembarcados, conscientes dos papeis que a posiciona

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Laili, Muawwinatul. "Multiliteracies Pedagogy In Raising Gender Awareness Through Sue Monk Kidd’s The Secret Life Of Bees." EDUSCOPE: Jurnal Pendidikan, Pembelajaran, dan Teknologi 8, no. 2 (2023): 15–27. http://dx.doi.org/10.32764/eduscope.v8i2.3471.

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ABSTRACT The purpose of this study is to investigate the implementation of the Multiliteracy Pedagogy approach promoted by the New London Group (1996) in raising gender awareness through The Secret Life of Bees movie, which was adapted from Sue Monk Kidd's novel of the same name (2001). The participants of this research are seventeen fifth semester English Education students and an English lecturer. Using qualitative data from observation and an online questionnaire. The findings revealed that through The Secret Life of Bees, the four elements of Multiliteracies Pedagogy are well implemented i

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Novsima, Isabella. "Decolonizing Ableist Pedagogy." International Review of Mission 112, no. 2 (2023): 267–82. http://dx.doi.org/10.1111/irom.12480.

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AbstractHow can someone born without a privileged language and not educated in a privileged educational institution engage in decolonization? This is a very relevant question for most people who live in the context of the global South. This paper proposes a constructive imagination to decolonize ableist pedagogy through feminist disability analysis. I argue that colonial pedagogy is inherently ableist. This paper is situated in an anti‐ableist and anti‐patriarchal framework, unveiling the normate culture and patriarchal‐colonial logic. However, the main source of analysis and epistemological t

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Sandoval-Rivera, Juan Carlos A. "Exploring a situated and active pedagogy of care to address socio-ecological challenges in Mexican schools." ZEP – Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik 2024, no. 3 (2024): 14–18. http://dx.doi.org/10.31244/zep.2024.03.04.

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This article presents the findings of a collaborative research project conducted with teachers from schools located in rural, indigenous, and Afro-descendant contexts in Veracruz and Yucatan in Mexico. The research employs an active pedagogy of care of the social and ecological environment. The pedagogy is based on the incorporation of local and indigenous experiences, concerns and knowledge of students' families into the educational process.

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Price, Margaret. "Beyond “Gotcha!”: Situating Plagiarism in Policy and Pedagogy." College Composition & Communication 54, no. 1 (2002): 88–115. http://dx.doi.org/10.58680/ccc20021476.

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Plagiarism is difficult, if not impossible, to define. In this paper, I argue for a context sensitive understanding of plagiarism by analyzing a set of written institutional policies and suggesting ways that they might be revised. In closing, I offer examples of classroom practices to help teach a concept of plagiarism as situated in context.

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Humeniuk, Monika. "Analysis of the Content of Selected Evangelical Textbooks for Teaching Religion in Poland from the Perspective of Critical Pedagogy of Religion." Journal of Vasyl Stefanyk Precarpathian National University 10, no. 3 (2023): 258–68. http://dx.doi.org/10.15330/jpnu.10.3.258-268.

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Studies of Polish pedagogy of religion are most often situated in the area of the Roman Catholic tradition of Christianity, in its catechetical or kerygmatic current. This current aims at “education to faith” and “in faith”. The center of such a formula is the proclamation of the kerygma of salvation and the formation of the faithful who identify with their own ecclesial tradition. Adopting the formula in question, both Roman Catholic and evangelical religious education treats pedagogy as its auxiliary science providing a conceptual and methodological apparatus for the realization of goals pri

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Lochland, Paul W. "Moving Beyond Communicative Language Teaching: A Situated Pedagogy for Japanese EFL Classrooms." TESOL Journal 4, no. 2 (2012): 261–73. http://dx.doi.org/10.1002/tesj.57.

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Simon, Rob. "On the Human Challenges of Multiliteracies Pedagogy." Contemporary Issues in Early Childhood 12, no. 4 (2011): 362–66. http://dx.doi.org/10.2304/ciec.2011.12.4.362.

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Drawing on examples from classroom practice, this article explores implications of regarding multiliteracies pedagogy in early childhood settings as relationally and culturally situated. The author argues that investigating human dimensions of multiliteracies pedagogy involves interrogating assumptions about children and their capacities—viewing their cultural legacies and languages as powerful resources for teaching and learning, embedded in social contexts and relationships—as well as teachers—considering their positions in classrooms as sites from which theories of literacy learning can not

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Iv, H. Richard Milner. "Where's the Race in Culturally Relevant Pedagogy?" Teachers College Record: The Voice of Scholarship in Education 119, no. 1 (2017): 1–32. http://dx.doi.org/10.1177/016146811711900109.

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Background/Context When Ladson-Billings described the pedagogical practices of successful teachers of African American children and consequently conceptualized culturally relevant pedagogy as an analytic resource to describe and make sense of pedagogical practices of teachers, her discussion was situated in a frame that examined instructional moves of teachers, especially with Black students. Since the introduction of this pedagogy, researchers and theorists have broadened Ladson-Billings's conceptualization to include various other factors. However, race is no longer as central as it was when

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Cano Abadía, Mónica. "Towards a Feminist and Affective Pedagogy of Vulnerability." Matter: Journal of New Materialist Research 2, no. 2 (2021): 102–29. http://dx.doi.org/10.1344/jnmr.v2i2.35893.

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This paper gives a theoretical-affective account of my experience of teaching the course “Vulnerability, Gender, and Justice.” Applied to pedagogy, the notion of vulnerability, diffractive methodologies, and rhizomatic thinking can potentially transform traditional ways of reading philosophy, of understanding ourselves, and of understanding how we are situated in practices within molar and molecular lines. This course aimed to activate potential lines of flight that may fly away from normativity.

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Wang, Xiong, Mijung Kim, P. Janelle McFeetors, and Kerry Rose. "Integrating Active Pedagogy into Engineering Education: Perspectives from the SPARK-ENG Professional Learning Program." International Journal of Higher Education Pedagogies 6, no. 2 (2025): 12–30. https://doi.org/10.33422/ijhep.v6i2.988.

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The need to shift from traditional to active pedagogy in higher engineering education has garnered significant attention. In response to institutional demand for supporting our engineering educators, we developed SPARK-ENG (Scholarship of Pedagogy and Application of Research Knowledge in Engineering), a modular professional learning program at a major Canadian university. This study explored how engineering educators integrate active pedagogy into their teaching practices through their engagement with the program. Using situated learning theory and the model of teacher change as theoretical fr

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Björk, Klara, Anne Regine Klovholt, and Jan Nåls. "Lessons from a wild island: Nordic film education through the senses." Art, Design & Communication in Higher Education 24, no. 1 (2025): 9–27. https://doi.org/10.1386/adch_00106_1.

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A group of teachers and students involved in film education travelled to the Atlantic coast of Norway – outbound from Gothenburg, Oslo and Helsinki. They took part in an intensive course on the island of Vega (Vegaøyan) guided by an idea of isolating each of the five senses to deepen individual artistic practice through film – using situated pedagogy and embodied learning approaches. This article offers a case study of wild pedagogy, with reflections from individual teachers who took part in the course, as well as broader lessons learned on the island, and from the island – lessons that speak

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Woulfin, Sarah L. "Coach Professional Development in the Urban Emergent Context." Urban Education 55, no. 10 (2017): 1355–84. http://dx.doi.org/10.1177/0042085917714513.

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This article explicates the structure, content, and pedagogy of an urban district’s professional development for literacy coaches. To analyze qualitative data on a district’s yearlong coach professional development, I utilize situated cognition theory. Observation and interview data reveal that the coach community of practice (CCOP) was a venue in which coaches engaged in a variety of learning activities regarding literacy instruction, coaching, and school reform. The content of CCOP addressed a band of literacy instruction (e.g., assessment and intervention programs) and coaching methods. The

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Misa, Mikhael. "MULTILITERACIES PEDAGOGY: A CASE STUDY OF CRITICAL READING IN ELT CLASSROOM BY IMPLEMENTING SITUATED PRACTICE." English Review: Journal of English Education 11, no. 2 (2023): 489–500. http://dx.doi.org/10.25134/erjee.v11i2.7918.

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This research study aims to investigate the implementation of situated practice in multiliteracy teaching within an English Language Teaching (ELT) classroom, specifically focusing on critical reading activities. This study employed a qualitative approach. The study focuses on lecturers delivering lectures to third-year students enrolled in the English Study Program at Teacher Training and Educational Faculty, Timor University, East Nusa Tenggara Province. To analyze the data gathered and insights linked to the situated practice of multiliterate teaching in the ELT classroom, data were transcr

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Son, Yeon Ju, and Yoon Ji Kwon. "A Study on the Meaning of “Pedagogy” in National Curriculum for Early Childhood: Focusing on Australia, New Zealand, and Finland." Korean Society for Critical Inquiry of Childhood Education 15, no. 3 (2025): 60–86. https://doi.org/10.26834/ksycbc.2025.15.3.60.

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This study explores the multifaceted meanings and contextual uses of the term pedagogy in national curriculum for early childhood from Australia, New Zealand, and Finland. To trace the complex and varied meanings of pedagogy, a transversal reading — reading the documents together-apart — was employed. Data analysis was understood as a recursive, generative, and interpretive process. The research findings are as follows: First, definitions of pedagogy as reflected in early childhood curriculum emphasized teacher professionalism as a blend of knowledge, practice, and creativity (Australia), frag

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Härkki, Tellervo, Pirita Seitamaa-Hakkarainen, Henriikka Vartiainen, Auli Saarinen, and Kai Hakkarainen. "Non-linear maker pedagogy in Finnish craft education." Techne serien - Forskning i slöjdpedagogik och slöjdvetenskap 30, no. 1 (2023): 1–17. http://dx.doi.org/10.7577/technea.4998.

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This research explores the use of a non-linear maker pedagogy for implementing a major change in the Finnish national core curriculum. The latest curriculum change (2014) introduced so-called transversal competences, but also a major change for the subject of crafts: ‘multi-material’ crafts that involve former separately taught textile and technical crafts both now introduced to all pupils. These changes set the stage for in-service teacher training, as well as for pedagogical solutions, such as a non-linear maker pedagogy and closer collaboration between technical and textile craft teachers.

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Lamanauskas, Vincentas. "EDUCATION IN BOSNIA AND HERZEGOVINA: AN INTERVIEW WITH ANITA LUKENDA AND SLAVICA PAVLOVIČ." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 8, no. 3 (2016): 129–32. http://dx.doi.org/10.48127/spvk-epmq/16.8.129.

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This year on the 20th -23rd of October the third international scientific conference Pedagogy, Education and Instruction took place in Bosnia and Herzegovina. The conference was organised by Mostar university. To say more precisely, the main conference organiser was Department of Pedagogy of Faculty of Science and Education. It is worth noticing, that Bosnia and Herzegovina is a Balkan region state, which consists of two historical regions – Bosnia and Herzegovina. Mostar in this case is basically considered the capital of Herzegovina, situated in a picturesque mountainous place near the river

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Muthivhi, Azwihangwisi Edward. "Knowledge as a Tool for Identity Development and Social Transformation." Outlines. Critical Practice Studies 22, no. 1 (2021): 181–219. http://dx.doi.org/10.7146/ocps.v22i1.121444.

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Inspired by recent advances in research on transformative agency development, and applying relevant conceptual and analytical tools, the paper explores a teacher’s enactment of transformative pedagogy unfolding in the first decade of South Africa’s post-apartheid political transformation. The paper explores the teacher’s struggles for social transformation and self-realization, waged through classroom teaching and learning, blended with culturally situated knowledge practices. That is, the teacher creatively brings together two initially contradictory knowledge practices of schooling vis-à-vis

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Warren, John T. "Social Justice and Critical/Performative Communicative Pedagogy." International Review of Qualitative Research 4, no. 1 (2011): 21–34. http://dx.doi.org/10.1525/irqr.2011.4.1.21.

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Through narratives and critical interrogations of classroom interactions, I sketch an argument for a co-constitutive relationship between qualitative research and pedagogy that imagines a more reflexive and socially just world. Through story, one comes to see an interplay between one's own experiences, one's own desires and one's community — I seek to focus that potential into an embodied pedagogy that highlights power and, as a result, holds all of us accountable for our own situated-ness in systems of power in ways that grant us potential places from which to enact change. Key in this discus

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Blannin, Joanne, Marian Mahat, Benjamin Cleveland, Julia E. Morris, and Wesley Imms. "Teachers as Embedded Practitioner-Researchers in Innovative Learning Environments." Center for Educational Policy Studies Journal 10, no. 3 (2020): 99–116. http://dx.doi.org/10.26529/cepsj.887.

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The paper introduces and explores the Plans to Pedagogy research programme, a three-year project focused on teacher capacity-building within schools. Plans to Pedagogy engages practitioner-researchers in the development of their and their colleagues’ spatial learning skills as they move into and attempt to take advantage of innovative learning environments. The programme involves teachers from eight schools across Australia and New Zealand. Still in progress, each three-year project addresses the individual school’s needs, while being supported by a more extensive university-situated “umbrella

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Vengadasalam, Sarbani Sen. "Transformative Pedagogy and Student Voice." Journal of Effective Teaching in Higher Education 3, no. 2 (2020): 12–27. http://dx.doi.org/10.36021/jethe.v3i2.95.

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This paper describes the principles of transformative pedagogy that lead to the development of distinct student voices in academic writing classes. Whether the course is taught at the undergraduate level through research, expository, and argumentative writing assignments or at the graduate level through literature review essays, research articles, and dissertation writing tasks, students need to be able to develop their voices and make their contributions to knowledge. Correspondingly, professional writing teachers need to teach students how to write voiced project documents such that it has t

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Hudson-Miles, Richard, and Andy Broadey. "‘Messy Democracy’: Democratic pedagogy and its discontents." Research in Education 104, no. 1 (2019): 56–76. http://dx.doi.org/10.1177/0034523719842296.

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This paper reflects on a recent participatory installation by the artists’ collective @.ac, entitled Messy Democracy, as a case study to raise questions concerning the ‘distribution of the sensible’ within the neoliberal art school. The project set up a quasi-autonomous artists’ space within Hanover Project gallery 9 April–3 May, 2018 at University of Central Lancashire, Preston. This exhibition functioned as a space of collective pedagogy, co-labour and ‘dissensus’ situated in relation to the wider operation of the department of Fine Art. It also sought to operate as a critical alternative to

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Roberts, Phillip. "Role of an Authentic Curriculum and Pedagogy for Rural Schools and the Professional Satisfaction of Rural Teachers." Australian and International Journal of Rural Education 23, no. 2 (2013): 89–99. http://dx.doi.org/10.47381/aijre.v23i2.664.

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Teachers in rural schools are often caught in a binary between a curriculum and ‘official’ pedagogies that value cosmopolitan ways of being and their own situated concerns for the interests of the students they teach and the communities in which they live. In this paper I draw on the example of two categories of (history) teachers, those who locate their practice in place and those who value a more bureaucratic approach to their work, in order to explore the question of an authentic rural curriculum (and pedagogy). The paper draws upon a series of semi-structured in-depth interviews with newly

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polan, dana. "James Beard's Early TV Work: A Report on Research." Gastronomica 10, no. 3 (2010): 23–33. http://dx.doi.org/10.1525/gfc.2010.10.3.23.

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Through the discovery at the Library of Congress of some surviving audio tapes and of NBC log books, this essay seeks to provide more detailed description than hitherto available of James Beard's contributions to cooking pedagogy on American television in the immediate postwar period (specifically, 1946––47). The essay examines the style and content of Beard's pedagogy on three series, Radio City Matinee, For You and Yours, and I Love to Eat. Beard's television efforts are situated in relation to his first efforts as a public propagandist for good American cuisine in his cookbooks of the first

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O'Donoghue, Rob. "CRITICAL THEORY IN ENVIRONMENTAL EDUCATION: A SITUATED REVIEW OF EMERGING CRITICAL PROCESSES FOR MEDIATING LEARNING-LED CHANGE." Pesquisa em Educação Ambiental 13 (May 14, 2018): 23–41. http://dx.doi.org/10.18675/2177-580x.vol13.especial.p23-41.

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Critical theory is explored from origins in a process theory of social development after Marx, and into a diversity of discourses that have shaped critical work in education today. Within this broader picture, the emergence of critical theory in a South African context of environmental education is examined as developing narratives informing learning-led change. The study reviews how critical pedagogy proliferated in education imperatives with little evidence of the desired transformation. Immanent critique is used to track two intermeshed streams of critical theory namely, imperatives to faci

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Witkowski, Lech. "Jaka pedagogika krytyczna jest (nie)możliwa w Polsce i dlaczego? (Esej metakrytyczny z Henrym A. Giroux w tle)." Chowanna 54, no. 1 (2020): 1–40. http://dx.doi.org/10.31261/chowanna.2020.54.06.

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The text undertakes the problematics situated between modernity and tradition regarding the reception of H.A. Giroux’s works in Poland, in a view of furthering the study of pedagogy and educational praxis. First, the author outlines the beginnings of openness towards critical pedagogy. What is underscored here is the 1980s’ main inspiration drawn from the resistance paradigm. Then, the author proceeds to the current state of Giroux’s reception in Poland. He illustrates differences among particular examples and levels of the said reception of Giroux’s pedagogy and of the scholar’s theoretical b

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Schugurensky, Daniel, and Michael Silver. "Social pedagogy: historical traditions and transnational connections." education policy analysis archives 21 (April 30, 2013): 35. http://dx.doi.org/10.14507/epaa.v21n35.2013.

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With over 150 years of history, social pedagogy is both an interdisciplinary scholarly field of inquiry and a field of practice that is situated in the intersection of three areas of human activity: education, social work and community development. Although social pedagogy has different emphases and approaches depending on particular historical and geographical contexts, a common theme is that it deals with the connections between educational and social dynamics, or put in a different way, it is concerned with the educational dimension of social issues and the social dimensions of educational

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Swarts, Pieter. "Humanising life orientation pedagogy through environmental education." South African Journal of Education 43, no. 1 (2023): 1–9. http://dx.doi.org/10.15700//saje.v43n1a2208.

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In this article I focus on an initiative to determine how a group of 7 purposefully recruited Grade 10 in-service life orientation teachers in the Dr Kenneth Kaunda district of the North West province conceptualise socio-environmental issues and aim to determine whether their teaching-learning practices are aligned with the expectations of the Curriculum and Assessment Policy Statement. A qualitative research design was used to generate data through semi-structured interviews. The data were analysed thematically. A critical finding was that a need exists to include a situated knowledge approac

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Muhammad, Yaar, Yasira Waqar, and Samina Safdar. "NAVIGATING DISCOMFORT FOR GROWTH: STUDENT EXPERIENCES WITH PROVOCATION PEDAGOGY IN PAKISTAN." JUNE 2024 3, no. 2 (2024): 258–72. http://dx.doi.org/10.53664/jssd/03-02-2024-21-258-272.

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The content of this study is a qualitative case study on how the provocation pedagogy was adapted and practiced in an experimental peace education classroom situated within Sialkot, Pakistan. Drawing on reflections from 43 students and the instructors field notes, this research examines how these pedagogical approach influences learning; critiques assumptions around district identity and culture; as well encourages critical analysis of the social justice. This research offers important reflections on transformative qualities of provocation pedagogy, and how this sits with other ethical conside

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Jones, Cara E. "Transforming Classroom Norms as Social Change: Pairing Embodied Exercises with Collaborative Participation in the WGS Classroom (with Syllabus)." Radical Teacher 107 (February 2, 2017): 14–31. http://dx.doi.org/10.5195/rt.2017.322.

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This article explores tensions between critical feminist pedagogy and the neoliberal corporate university, asking how engaging the body and redistributing student agency highlights larger questions of power that haunt the academy as a whole. Including specific embodied exercises used in WGS classrooms, this essay argues that as students and professors engage within an increasingly corporate university system, embodied activities that incorporate the body as a site of learning and critical analysis can access situated knowledges while projects that de-center power and responsibility are viewed

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Duinker, Ben. "Teaching Form from the Performer’s Perspective." Music Theory and Analysis (MTA) 11, no. 2 (2024): 147–71. https://doi.org/10.11116/mta.11.2.1.

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This article explores how pedagogy of form can be situated to engage music performance, arguing that such a perspective could benefit students by reorienting theory instruction toward their musical vocations. Using three case studies drawn from my own teaching and performance practices, I demonstrate how performance and performers can serve as a central site for analysis pedagogy in ways that can be applied to any repertoire. Specifically, I explore how form relates to matters of memory, tension, and interpretive latitude in performance. Teaching form in this manner connects theory with practi

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Nurhasanah, Een. "Multiliteracy Pedagogy in Teaching Indonesian Drama Study Course." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (2022): 5273–82. http://dx.doi.org/10.35445/alishlah.v14i4.1375.

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The findings of this study describe the learning process of Indonesian Drama Studies courses that were taught using multiliteracy pedagogy. Specifically, the theory used in the study, developed by Kalantzis and Cope (2008), is comprised of the following components: (1) Situated Practice/ Experiencing, (2) Overt Instruction/Conceptualizing, (3) Critical Framing/ Analysing, and (4) Transformed Practice/ Applying. The descriptive qualitative method was employed in this investigation. Participants are selected randomly taken from five different classes and placed into a single class. The research

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Atsani, Iffianti Azka, and Ika Lestari Damayanti. "Teaching Narrative Texts in Young Learners’ Classroom During Pandemic Covid-19: An Analysis from A Multiliteracies Perspective." Jurnal Penelitian Pendidikan 22, no. 3 (2022): 326–42. http://dx.doi.org/10.17509/jpp.v22i3.54122.

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There is an urgency in education to situate literacy instruction in practices that are responsive to the globalized, multilingual world we live in. The New London Group (1996) has predicted the situation and conceptualized multiliteracies, which view literacy as supplemental, continual, and modifying established literacy teaching and learning rather than replacing traditional teaching and learning practices (Rowsell, Kosnik, Beck, 2008). With the pandemic Covid-19 outbreaks, all schools were forced to be online, encompassing the principles of more than just a traditional literacy pedagogy. Thu

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Phillips Galloway, Emily, and Heather M. Meston. "Pedagogy of Possibility: Proleptic Teaching and Language Learning." Journal of Literacy Research 54, no. 4 (2022): 402–33. http://dx.doi.org/10.1177/1086296x221140863.

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We charted how one educator's use of proleptic language—or language that invoked students’ imagined future identities as if they are fully realized in the present—situated students in communities of academic and professional practice, both within the tangible community of the classroom and within those intangible communities consisting of college students, litigators, music producers, and activists which her students aspired to join. Students demonstrated transformative agency in aligning, resisting, and reinterpreting these proleptic bids, which appeared to create opportunities for students t

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Spillane, James P. "Local Theories of Teacher Change: The Pedagogy of District Policies and Programs." Teachers College Record: The Voice of Scholarship in Education 104, no. 3 (2002): 377–420. http://dx.doi.org/10.1177/016146810210400307.

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This paper examines district officials’ theories about teacher learning and change, identifying and elaborating three perspectives—behaviorist, situated, and cognitive— based on a study of 9 school districts. The behaviorist perspective on teacher learning dominated among the district officials in the study. The author also considers whether the prominence of the behaviorist perspective on teacher learning among district officials may be cause for concern when it comes to the classroom implementation of the fundamental changes in instruction pressed by state and national standards.

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Baptiste, Ian. "Beyond Reason and Personal Integrity: Toward a Pedagogy of Coercive Restraint." Canadian Journal for the Study of Adult Education 14, no. 1 (2000): 27–50. http://dx.doi.org/10.56105/cjsae.v14i1.1938.

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This article challenges a popular assumption in adult education that all forms of coercion are evil; it begins to articulate a pedagogy of coercive restraint for use when faced with perpetrators of social injustices. The author clarifies the need for such a pedagogy based on critiques of adult education theories and practices. Forms and levels of restraint appropriate to different levels of conflict are described. The pedagogy of coercion is then situated within the broader pedagogy of mobilization, with suggestions for development of the ideas. Résumé Cet article remet en question la croyance

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Lee, Alice. "Teacher embodiment of culturally responsive pedagogies in a fifth grade classroom." Profesorado, Revista de Currículum y Formación del Profesorado 25, no. 3 (2021): 91–110. http://dx.doi.org/10.30827/profesorado.v25i3.21461.

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Schools need better roadmaps for accomplishing culturally responsive pedagogy and intercultural education. In this article, I feature the culturally responsive practices of a Black teacher situated in an elementary classroom in the U.S. Her practices contribute to a roadmap for enacting culturally responsive pedagogy that incorporates small group instruction and cooperative learning. I also contend that queries investigating pedagogies affirming minoritized students must consider the primary actors charged to implement such work. In addition to her pedagogical practices, I include data that el

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Finn, Douglas. "Job and his Wife as Exemplary Figures in the Preaching of John Chrysostom." Zeitschrift für Antikes Christentum / Journal of Ancient Christianity 23, no. 3 (2019): 479–515. http://dx.doi.org/10.1515/zac-2019-0029.

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Abstract This article surveys John Chrysostom’s preaching on the biblical figures of Job and his wife. Chrysostom’s exegesis is situated into two contexts: (1) his related interpretation of Adam and Eve in Genesis, and (2) his theology of adaptable divine pedagogy and practice of medico-philosophical psychagogy. This twofold contextualization enables us to see how Chrysostom deploys these figures in his preaching as a means of re-ordering gendered marital relationships within the late antique Christian household and cultivating an attentiveness to the methods of divine pedagogy. In the final s

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Mishra, Punya, and Matthew J. Koehler. "Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge." Teachers College Record: The Voice of Scholarship in Education 108, no. 6 (2006): 1017–54. http://dx.doi.org/10.1177/016146810610800610.

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Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulrnan's formulation of “pedagogical content knowledge” and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for te

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Mellinger, Christopher D. "Problem-based Learning in Computer-assisted Translation Pedagogy." HERMES - Journal of Language and Communication in Business, no. 57 (June 11, 2018): 195. http://dx.doi.org/10.7146/hjlcb.v0i57.106205.

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This article discusses problem-based learning (PBL) and its potential application to computer-assisted translation (CAT) pedagogy. Problem-based learning is situated in the CAT classroom as a final course component in which students challenge their previously-acquired knowledge and skill sets to solve unique, ill-defined problems that mirror those encountered in the language industry. This constructivist approach to education is designed to empower students to be self-directed, collaborative learners and to foster critical thinking and reflection. Moreover, problem-based learning is a means to

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Latino, Francesca, Francesco Tafuri, and Emma Saraiello. "The challenges of special pedagogy in inclusion processes." EDUCATIONAL REFLECTIVE PRACTICES, no. 2 (July 2023): 231–44. http://dx.doi.org/10.3280/erp2-2023oa15944.

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Considering the methodological and strategic structure of educational paths aimed at inclusion in a pedagogical view means, first of all, providing the cultural and anthropological framework to read and interpret special educational needs. This is significant in the light of an overall perspective of the person's functioning, respecting the inviolable principle of the holistic nature of his being and the interweaving in which the multiple aspects of his existence find space. Recognizing the diversity and the singularity of the human being means knowing how to understand and value the intellige

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Baldacchino, John. "Pranks, Tropes and Raspberries: The Dialogic Demeanour of Satire’s Creative Horizon." Culture and Dialogue 7, no. 1 (2019): 46–60. http://dx.doi.org/10.1163/24683949-12340056.

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Abstract This essay starts off with a modern-day court jester (Nobel laureate Dario Fo) praising a Pope (Albino Luciani, who became John Paul I). Fo presents us with an historic moment: Luciani scandalises his Church by calling God “Mother.” With utmost seriousness, Fo appreciates the Pope’s kindness and warmth by which the artist perceives a way of scandalising the world out of complacency. In their idealised and situated presentations of the world, the sacred and the profane return the necessary to the contingent (and vice-versa) as moments of equal attention and distraction. Likewise, irony

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Dogancay-Aktuna, Seran, and Joel Hardman. "Teaching of English as an International Language in Various Contexts: Nothing is as Practical as Good Theory." RELC Journal 49, no. 1 (2018): 74–87. http://dx.doi.org/10.1177/0033688217750642.

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Despite the proliferation of publications on teaching English as an international language (EIL) or a Lingua Franca (ELF), the diffusion of these concepts into the world of English Language Teaching has been slow and incomplete. There is some wariness among educators about the teaching of ELF and EIL, with no consensus regarding appropriate pedagogy. In this article we look at some of the research on the integration of global Englishes into English language classrooms and discuss issues concerning a model of language to guide pedagogy when there are multiple Englishes. We maintain that it is b

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