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Journal articles on the topic 'Critical pedagogy. Social justice Teachers Education Arts'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Dillon, David. "Theatre and Critical Consciousness in Teacher Education." LEARNing Landscapes 2, no. 1 (2008): 179–94. http://dx.doi.org/10.36510/learnland.v2i1.283.

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Education for social justice, or critical pedagogy, is designed to empower learners and often uses the arts as primary pedagogical means. It has gained increasing attention in teacher education in recent years. However, the author’s use of critical approaches to theatre with teacher education students raised serious questions about their limited level of consciousness, or empowerment, but also alternate possibilities, including theatre, for empowering students during their teacher education programs.

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Kulnieks, Andrejs, and Kelly Young. "Literacies, Leadership, and Inclusive Education: Socially Just Arts-Informed Eco-Justice Pedagogy." LEARNing Landscapes 7, no. 2 (2014): 183–93. http://dx.doi.org/10.36510/learnland.v7i2.659.

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In this article we outline the primary tasks of eco-justice education with a focus on identifying diverse cultural methods for understanding inclusion both theoretically and in educational practices. Eco-justice education involves a critical cultural and linguistic analysis of the interrelatedness of the social and ecological crises. It is through artsinformed eco-justice education practices that we are able to outline the importance of the benefits of dwelling in a learning garden. We offer specific examples of how to enact an eco-justice education curriculum in order to foster the developmen

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Rosario-Ramos, Enid Marie. "“Why aren’t there enough of our stories to read?”." English Teaching: Practice & Critique 17, no. 3 (2018): 213–27. http://dx.doi.org/10.1108/etpc-04-2017-0048.

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Purpose This paper aims to draw on the analysis of instruction and student work in an English Language Arts classroom to discuss how teachers may support dispossessed students’ journeys toward radical healing (Ginwright, 2010) by using critically caring pedagogies – pedagogies grounded in teachers’ deep understanding of the systemic inequalities faced by their students and a strong commitment to contributing to social justice. Radical healing involves naming and redefining individual experiences of oppression as collective struggle to express desire and hope (Winn, 2012; 2013; Tuck, 2009). Des

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Aronson, Brittany A. "“That’s Much Easier Said than Done”: The Realities of Social Justice Pedagogy in Schools." Journal of Education and Culture Studies 2, no. 3 (2018): 126. http://dx.doi.org/10.22158/jecs.v2n3p126.

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<p><em>Teaching for critical social justice is an attempt by classroom teachers to promote equity within their classrooms. Researchers have analyzed the impact of preservice teachers’ readiness to address social justice issues in their classrooms upon exiting their teacher education programs. However, despite reports of already practicing K-12 teachers’ attempts to teach for social justice in their classrooms, there is little connection to teacher education programs. This postcritical qualitative study addresses the research gap by highlighting the understandings and experiences of

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Aronson, Brittany A., Racheal Banda, Ashley Johnson, et al. "The Social Justice Teaching Collaborative: A Collective Turn Towards Critical Teacher Education." Journal of Curriculum Studies Research 2, no. 2 (2020): 21–39. http://dx.doi.org/10.46303/jcsr.2020.8.

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In this article, we share the collaborative curricular work of an interdisciplinary Social Justice Teaching Collaborative (SJTC) from a PWI university. Members of the SJTC worked strategically to center social justice across required courses pre-service teachers are required to take: Introduction to Education, Sociocultural Studies in Education, and Inclusive Education. We share our conceptualization of social justice and guiding theoretical frameworks that have shaped our pedagogy and curriculum. These frameworks include democratic education, critical pedagogy, critical race theory, critical

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Crookes, Graham V. "Critical language pedagogy: an introduction to principles and values." ELT Journal 75, no. 3 (2021): 247–55. http://dx.doi.org/10.1093/elt/ccab020.

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Abstract Critical language pedagogy, teaching languages for social justice, is considered in terms of its history and principles. Several sets of principles, from different periods of the development of this literature, are juxtaposed. A connection is drawn from the possible values held by language teachers to the values espoused by critical language pedagogy. These are specified as democratic values, associated with equality, freedom, and solidarity. Values are identified as a means by which language teachers considering this perspective could approach it.

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Hager, Tamar, Magali Peyrefitte, and Carole Davis. "The politics of neoliberalism and social justice: Towards a pedagogy of critical locational encounter." Education, Citizenship and Social Justice 13, no. 3 (2018): 199–206. http://dx.doi.org/10.1177/1746197918793069.

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The neoliberalisation of higher education is gathering pace and momentum on a global scale, albeit with national differences. In this context, a number of challenges and conflicting politics are emerging especially in relation to pedagogical ethos of social justice. Our article analyzes the general characteristics of neoliberal policy and practices worldwide, looking in particular at their impacts on students and teachers alike mainly in relation to the license to exercise critical thinking and social justice. Subsequently, it suggests resisting neoliberal agenda by using radical teaching meth

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Franch, Sara. "Global citizenship education: A new ‘moral pedagogy’ for the 21st century?" European Educational Research Journal 19, no. 6 (2020): 506–24. http://dx.doi.org/10.1177/1474904120929103.

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In the past two decades global citizenship education (GCE) has become established in national and international education policy. This article focuses on the emergence of GCE in the educational discourse of the Province of Trento in northern Italy and outlines how policymakers and teachers construct GCE as a pedagogical framework for schooling in the 21st century. Combining the perspectives that emerge from the scholarly literature with the findings of a qualitative study based on Constructivist and Informed Grounded Theory, the article proposes a typology of GCE ideal-types. The typology illu

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West, Gordon Blaine. "“Is This a Safe Space?”: Examining an Emotionally Charged Eruption in Critical Language Pedagogy." Education Sciences 11, no. 4 (2021): 186. http://dx.doi.org/10.3390/educsci11040186.

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Unexpected conflicts, or eruptions, in class during discussions of controversial issues are not uncommon in the field of English language teaching (ELT). This can be especially true for critical English language teachers who hope to address social justice issues in their classrooms. Existing literature of these events often mentions emotional responses of teachers and students, without fully analyzing the ways in which emotions are processed and constrained around these eruptions. This article examines a homophobic incident during an in-service English language teacher course taught by the aut

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Mittal, Devika. "Engaging with ‘Caste’: Curriculum, Pedagogy and Reception." Space and Culture, India 8, no. 1 (2020): 101–10. http://dx.doi.org/10.20896/saci.v8i1.615.

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Caste has been a persisting form of stratification that continues to evade equality and social justice in Indian society. Among the routes to tackle the menace of caste has been the education system. In this regard, the National Curriculum Framework 2005 came with a resolute to engage the students with different issues, including that of caste with a critical and empathic eye. This paper locates the challenges to this curriculum by focusing on the pedagogy and reception of the curriculum. In doing so, it argues that the challenges emanate from the social identities and lived realities of the s

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Courville-Myers, Aimée, and Jorge F. Figueroa-Flores. "The Time Is Now: Modeling the Tenets of Critical Pedagogy for Our Future Teachers at Hispanic Serving Institutions." Education, Language and Sociology Research 1, no. 2 (2020): p1. http://dx.doi.org/10.22158/elsr.v1n2p1.

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At this historic moment, the quest to develop equitable and inclusive curriculum is even more imperative to support all students in the learning process. This urgency becomes even more relevant when our K-12 schools need teacher education programs to prepare future teachers from diverse backgrounds with necessary tools to engage and empower underrepresented groups in social justice practices. One of the best guides for this task is critical pedagogy. This study sought to determine if Education Preparation Programs (EPPs) at three Hispanic Serving Institutes (HSIs) in North Texas were devoting

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Radford, Linda, and Avril Aitken. "Becoming Teachers’ Little Epics: What digital storytelling might reveal." Articles 49, no. 3 (2015): 641–60. http://dx.doi.org/10.7202/1033551ar.

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This paper discusses pre-service teachers’ use of multi-modal tools to produce three-minute films in light of critical moments in their teaching practice. Two cases are considered; each centers on a film, a “little epic” that was produced by a future teacher who attempts to work within an anti-racist framework for social justice. Findings point to how multimodal tools are effective for engaging meaningfully with unresolved conflicts. However, in the face of trauma experienced, the future teachers’ efforts to work within a social justice framework may be pushed to the margins. This pedagogy / r

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Shanks, Neil. "Economics (Only) Now: the Temporal Limitations of Economics as Part of A Critical Social Studies Pedagogy." Education Sciences 9, no. 1 (2019): 36. http://dx.doi.org/10.3390/educsci9010036.

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This study speaks to the limited literature on economics way that preservice teachers in an urban teaching program conceptualize the function of economics within social studies. Utilizing case study methods and a theoretical framework that intersects critical pedagogy as part of a broader, critical, social studies pedagogy. Specifically, it seeks to understand the pedagogical tenets of social analysis with the idea of a counter-hegemonic stance, the study offers insight into the role of economics as part of a broadly critical social studies teacher education program. The results indicate that

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Sigdel, Surya, and Mani Ram Sharma. "Critical Pedagogy and Equity Promotion in Culturally and Linguistically Diverse Classroom." Journal of English Education and Teaching 5, no. 2 (2021): 201–15. http://dx.doi.org/10.33369/jeet.5.2.201-215.

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This paper explores English language teachers’ perception of critical pedagogy and equity promotion in lingo-cultural diverse classroom. The study concerns how the teachers find multicultural students’ problems and address them in the classroom. The study further investigates how teachers use dimensions of equity (multicultural education, social justice education and culturally responsive pedagogy) to promote social harmony, critical awareness and independent learning. In the study, I have used narrative inquiry as a research method, selected six participants purposively from public schools of

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Robertson, Lorayne, and Janette Hughes. "The Teachers They Are Becoming." International Journal of Knowledge Society Research 1, no. 2 (2010): 38–49. http://dx.doi.org/10.4018/jksr.2010040104.

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The authors review all aspects of a Language Arts methods course for pre-service teachers, one which employs a multi-literacies pedagogy (The New London Group, 1996) and is taught at a laptop-based university. The course begins with a deliberate immersion into the complexities of multiple literacies, including digital literacy and critical literacy. The authors outline the course assignments, resources and instructional goals to determine how technology impacts pre-service teacher learning and intended future practice. The qualitative data sources include digital artifacts such as digital lite

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Chang, Benjamin “Benji”, and Peter McLaren. "Emerging issues of teaching and social justice in Greater China: Neoliberalism and critical pedagogy in Hong Kong." Policy Futures in Education 16, no. 6 (2018): 781–803. http://dx.doi.org/10.1177/1478210318767735.

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From the Americas to Asia, neoliberal policy restructuring continues to present major challenges to educational equity. In Hong Kong, teacher educators grapple with training students in pedagogy they believe in, versus the daily status quo of high-stakes exam prep, privatized “shadow education,” and a system seemingly pushed to the brink of neoliberal social efficiency. Indeed, in recent years, Hong Kong has recorded top rankings on the Trends in International Mathematics and Science Study and the Programme for International Student Assessment, along with record-setting protests and student su

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Lipscomb, Allen, Wendy Ashley, and Sarah Mountz. "From the Teachers Perspective: Exploring Ways to Navigate Transformative Dialogues about Microaggressions in Social Work Higher Education." International Research in Higher Education 2, no. 3 (2017): 50. http://dx.doi.org/10.5430/irhe.v2n3p50.

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Graduate social work education is a fertile context for microaggression encounters. Because a core concept of the discipline is social justice advocacy, social work pedagogy is steeped with instruction, reading materials, activities and dialogue regarding diversity, intersectionality, oppression, power, and privilege. Students enter graduate school from a plethora of backgrounds, maturity levels, and exposure to justice informed critical thinking. As a result, learning opportunities take place not only in classrooms and field placements, but also in social, interpersonal exchanges. Therefore,

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Heimer, Lucinda Grace. "From salvation to inquiry: Preservice teachers’ conceptions of race." Global Studies of Childhood 10, no. 4 (2020): 368–84. http://dx.doi.org/10.1177/2043610620978510.

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Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes y

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McLaren, Peter. "The Death Rattle of the American Mind." Cultural Studies ↔ Critical Methodologies 11, no. 4 (2011): 373–85. http://dx.doi.org/10.1177/1532708611414669.

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This article surveys the recent political scene in the United States, paying particular attention to contradictions embedded in foreign policy and domestic initiatives. Also addressed are educational issues within the context of the struggle for both educational justice and economic justice. The author recounts, as well, some of his recent experiences in Michoacan, Mexico, and outlines an approach for social justice education through revolutionary critical pedagogy.

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Shpeizer, Raz. "Teaching critical thinking as a vehicle for personal and social transformation." Research in Education 100, no. 1 (2018): 32–49. http://dx.doi.org/10.1177/0034523718762176.

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During the second half of the 20th century, a new pedagogical movement emerged, which centered around the concept of critical thinking. While the movement soon became a significant player in the pedagogical field, its proponents continued to develop the theoretical and practical aspects of critical thinking, aiming to transform it into a full-fledged pedagogical ideal. However, at least two major issues have remained unresolved in critical thinking pedagogy. The first is the desired nature of the relation between the cognitive, moral, and social dimensions of critical thinking. The second invo

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Dobrick, Alison Asher, and Laura Fattal. "Exploring exemplars in elementary teacher education." Social Studies Research and Practice 13, no. 1 (2018): 72–83. http://dx.doi.org/10.1108/ssrp-07-2017-0039.

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PurposeEducators who teach for social justice connect what and how they teach in the classroom directly to humanity’s critical problems. Teacher education at the elementary level must center such themes of social justice in order to prepare today’s teachers to lead their students in developing an understanding of how to make the world a better place to live. The paper aims to discuss this issue.Design/methodology/approachThis paper presents three case studies of exemplary, pre-service teacher-created lessons that integrate the arts, social studies, and language arts around themes of social jus

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Agee, Ann. "Book Review: Critical Literacy for Information Professionals." Reference & User Services Quarterly 56, no. 2 (2017): 136. http://dx.doi.org/10.5860/rusq.56n2.136b.

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“Liberating education consists in acts of cognition, not transferrals of information,” wrote Paulo Freire in the Pedagogy of the Oppressed (Herder and Herder 1970, 79). Freire argued that rather than viewing students as empty vessels to be filled with knowledge—termed the “banking model” of education—teachers should recognize and value students’ individual perspectives and life experiences. Today’s critical literacy movement has its roots in Freire’s philosophy. When taught critical literacy methods, students begin from the viewpoint that there can be no single “correct” way to interpret infor

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Comber, Barbara. "Literacy Geography and Pedagogy." Literacy Research: Theory, Method, and Practice 66, no. 1 (2017): 53–72. http://dx.doi.org/10.1177/2381336917717479.

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This article explores the possible relationships between geography, literacy, pedagogy, and poverty. It characterizes poverty as a wicked problem, which sees economic inequality escalating in a number of neoliberal democracies. Key insights from theorists of economic inequality are summarized. The enduring nature of poverty in particular places is noted, and the associated risks of “fickle literacies” are considered. A case study of one child growing up and attending school in a location with intergenerational unemployment is discussed as an example of the risks associated with literacy policy

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Giroux, Henry, and Peter McLaren. "Teacher Education and the Politics of Engagement: The Case for Democratic Schooling." Harvard Educational Review 56, no. 3 (1986): 213–39. http://dx.doi.org/10.17763/haer.56.3.trr1473235232320.

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Henry A. Giroux and Peter McLaren argue that many of the recently recommended public-school reforms either sidestep or abandon the principles underlying education for a democratic citizenry developed by John Dewey and others in the early part of this century. Yet, Giroux and McLaren believe that this historical precedent suggests a way of reconceptualizing teaching and public schooling which revives the values of democratic citizenship and social justice. They demonstrate that teachers, as "transformative intellectuals," can reclaim space in schools for the exercise of critical citizenship via

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Pasa, Rajan Binayek, and Suman Kharel. "Changing Role of the University Teachers: An Agenda for Transformative Education." Tribhuvan University Journal 35, no. 1 (2020): 149–62. http://dx.doi.org/10.3126/tuj.v35i1.35878.

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This library based paper appraises importance of transformative education in Nepalese context. In doing so, educational outcomes have been theorized based on Vedic educational philosophy, power and pedagogy as well as fourth goal of sustainable development (quality education for all). This paper comes up with conclusion that transformative education has been becoming international agenda for sustainable development. Nepalese policy also has focused on developing and utilizing human capital potentials. However, modern education system has been re/producing passive teachers and students even in

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Kopish, Michael, and Welisson Marques. "Leveraging Technology to Promote Global Citizenship in Teacher Education in the United States and Brazil." Research in Social Sciences and Technology 5, no. 1 (2020): 45–69. http://dx.doi.org/10.46303/ressat.05.01.3.

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With globalization and the increase of technology, collaborative work between institutions from different countries is a reality. Beginning in 2018, two teacher education programs, one in the United States and one in Brazil, developed a partnership to promote collaborative activities in curriculum and instruction, scholarship and research, and for student and faculty exchange. Critical pedagogy and social justice approaches to global citizenship education in teacher preparation guided the partnership’s collaborative activities toward the development of pre-service teachers’ global competencies

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Røthing, Åse. "«Ubehagets pedagogikk» – en inngang til kritisk refleksjon og inkluderende undervisning?" FLEKS - Scandinavian Journal of Intercultural Theory and Practice 6, no. 1 (2019): 40–57. http://dx.doi.org/10.7577/fleks.3309.

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“Pedagogy of discomfort” was first introduced by Boler in 1999 as a teaching practice that invites educators and students to engage in critical inquiry regarding values and norms, and to examine constructed self-images and perceptions of others (1999, p. 177). The concept has later been further developed by Boler and Zembylas (2003) as a pedagogical framework to engage students and teachers with issues of difference, race and social justice by challenging their emotional comfort zones. This pedagogical approach is grounded in the assumption that discomforting emotions are important in challeng

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Üredi, Lütfi. "Conceptions of Class Teachers on Democracy and Diversity." Acta Educationis Generalis 10, no. 3 (2020): 151–64. http://dx.doi.org/10.2478/atd-2020-0027.

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AbstractIntroduction: Globalization provided people in once isolated lands with an array of democracy types and international principles. The boosting traditional, conventional, societal, ethnical, and cultural differences in countries all over the world are pushing educational authorities to reexamine their contemporary habits, customs, principles, and practices of citizenship. Examining the assumptions and methods of cultural democracy in education settings is the foundation of critical pedagogy. Thus, a critical multicultural pedagogy is formed on critical views on democracy and diversity b

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Üredi, Lütfi. "Conceptions of Class Teachers on Democracy and Diversity." Acta Educationis Generalis 10, no. 3 (2020): 151–64. http://dx.doi.org/10.2478/atd-2020-0027.

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Abstract Introduction: Globalization provided people in once isolated lands with an array of democracy types and international principles. The boosting traditional, conventional, societal, ethnical, and cultural differences in countries all over the world are pushing educational authorities to reexamine their contemporary habits, customs, principles, and practices of citizenship. Examining the assumptions and methods of cultural democracy in education settings is the foundation of critical pedagogy. Thus, a critical multicultural pedagogy is formed on critical views on democracy and diversity

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Han, Keonghee Tao, Marga Madhuri, and W. Reed Scull. "Two Sides of the Same Coin: Preservice Teachers’ Dispositions Towards Critical Pedagogy and Social Justice Concerns in Rural and Urban Teacher Education Contexts." Urban Review 47, no. 4 (2015): 626–56. http://dx.doi.org/10.1007/s11256-015-0327-8.

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Sato, Takahiro, Jennifer Walton-Fisette, and Insook Kim. "Elementary physical educators’ positioning in teaching English language learners." European Physical Education Review 25, no. 1 (2017): 203–20. http://dx.doi.org/10.1177/1356336x17715771.

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Public schools in the United States (US) have become more linguistically diverse. With the rise of English as a global language, English Language Learners (ELLs) experience “transnationalism”, which requires them to gain a critical and reflective knowledge of diverse cultures and the valuing of a new language and culture. Many teachers do not recognize the importance of language as a tool for teaching academic subjects. Teachers struggle to shape and guide conversations using language to help ELLs further their development. The purpose of this study was to explore elementary physical education

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Hill, Dave. "Marxist education and teacher education against capitalism in neoliberal/ neoconservative/ neofascist/ times." Cadernos do GPOSSHE On-line 2, no. 1 (2019): 91–119. http://dx.doi.org/10.33241/cadernosdogposshe.v2i1.1524.

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In this article I analyse global and national neoliberalisms- economic and social class war from above- neoconservatisms which are leading to and connected with NeoFascisms- with their scapegoating, racism, xenophobia, misogyny, heterophobia, militarism and the attacks on dissent- whether electoral, media, or from academics/ universities and workers’ organisations and actions. Six prime examples are Erdogan in Turkey, Bolsonaro in Brazil, Trump in the USA, Orban in Hungary, the Law and Justice government in Poland, and the racist government in Italy, in effect led by Salvini. Across Europe Far

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Bolaños Saenz, Francis, Karol Florez, Tatiana Gomez, Mary Ramirez Acevedo, and Sandra Tello Suarez. "Implementing a community-based project in an EFL rural classroom." Colombian Applied Linguistics Journal 20, no. 2 (2018): 264–74. http://dx.doi.org/10.14483/22487085.13735.

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Educational work within a social perspective has been a matter of interest and discussion of researchers and teachers whose work is framed within a pedagogy for social justice, community pedagogies, and critical literacy (Comber & Kamler, 2004). A social perspective to education requires that teachers in rural and urban contexts become socially and culturally committed to addressing the learning needs of EFL in classrooms. This article shares the outcomes of the experience of five pre-service teachers who explored a local community of a Colombian rural school with a group of 36 ninth-grade

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Manfra, Meghan McGlinn. "Action Research and Systematic, Intentional Change in Teaching Practice." Review of Research in Education 43, no. 1 (2019): 163–96. http://dx.doi.org/10.3102/0091732x18821132.

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Action research shifts the paradigm of contemporary educational reform by emphasizing inquiry and placing teachers at the center of research-into-practice. By situating teachers as learners, action research offers a systematic and intentional approach to changing teaching. When working as part of a community of practice, action researchers engage in sustained professional learning activities. They explore issues of everyday practice and work to bring about change. This review highlights action research studies from across four subject areas—English language arts, mathematics, science, and soci

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Nahachewsky, James. "At the Edge of Reason: Teaching Language and Literacy in a Digital Age." E-Learning and Digital Media 4, no. 3 (2007): 355–66. http://dx.doi.org/10.2304/elea.2007.4.3.355.

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Canadian schools are witnessing widening gaps between traditional definitions of literacy, which include reading and writing, and contemporary literacy practices like interactive multimedia use and online communications. Language and literacy teachers are called upon daily to bridge these contradictions through the pedagogical and textual choices they make in their classrooms. This article reports work in a study funded by Canada's Social Sciences and Humanities Research Council (SSHRC). This study comprised a qualitative inquiry into three teachers' experiences and textual stances of authorit

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Harshman, Jason. "Rethinking place, boundaries, and local history in social studies teacher education." Social Studies Research and Practice 12, no. 3 (2017): 341–53. http://dx.doi.org/10.1108/ssrp-08-2017-0050.

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Purpose The purpose of this paper is to report on a qualitative study that examined how pre-service teachers (PSTs) used mobile technology and experiential learning to critically examine the processes that shape places over time. During Summer course work that occurred prior to beginning their field experience and student teaching, participants explored neighborhoods and public spaces, and researched the history as well as contemporary issues relevant to the places in which their future students live, play, work, shop, and go to school. The use of social media as a forum for sharing and reflec

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Colbert-Lewis, Sean, and Drinda E. Benge. "An analysis of the presentation of Sikhism in social studies textbooks." Social Studies Research and Practice 13, no. 2 (2018): 238–53. http://dx.doi.org/10.1108/ssrp-09-2017-0051.

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Purpose The increase of Islamophobia-inspired hate crimes toward Sikh Americans led the Sikh Coalition of America and the National Council for the Social Studies to request social studies educators to conduct a content analysis on the presentation of Sikhism in social studies textbooks. The Sikh Coalition hopes to use the findings of such research to encourage more appropriate inclusion about the religion in textbooks by the leading publishing companies and as a legitimate social studies subject of instruction in the state standards for all 50 states. The paper aims to discuss this issue. Desi

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Amollo, Odundo Paul, Kinyua, Gladys Wanjiru, and Ganira Lilian Khavugwi. "Adopting Value Creating Pedagogy and Problem Based Learning in Secondary Schools in Kenya." World Journal of Educational Research 5, no. 3 (2018): 269. http://dx.doi.org/10.22158/wjer.v5n3p269.

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<p><em>Value </em><em>C</em><em>reating </em><em>P</em><em>edagogy (VCP) promotes well-being and support for social justice and practices connected with the happiness of both the individual and the society. Effective adoption of VCP promotes educational ideals oriented in dignity and empowerment of all individuals in school and in society. Adherence to principles of VCP through </em><em>P</em><em>roblem </em><em>B</em><em>ased </em><em>L</em><em>earning (PBL) appr

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Eduardo, Jesster P., and Arneil G. Gabriel. "Indigenous Peoples and the Right to Education: The Dumagat Experience in the Provinces of Nueva Ecija and Aurora, in the Philippines." SAGE Open 11, no. 2 (2021): 215824402110094. http://dx.doi.org/10.1177/21582440211009491.

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The Philippine historical accounts show that Indigenous Peoples (IPs) in the Philippines have long been suffering from discrimination and lack of access to Education. The IPs comprise about 10% to 20% of the Philippines’s 102.9 million total populations. The Philippine educational system’s neo-colonial background creates injustice on some cultural minorities who can attend school. For this matter, the study measures the perceptions of the Dumagats on their rights to Education. It focuses on the Dumagat communities in the provinces of Nueva Ecija and Aurora in the Philippines. By using the simp

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Westman, Peter, and Julian McDougall. "Ethnographic Media Literacy in the Third Space." International Journal of Critical Media Literacy 1, no. 2 (2019): 193–213. http://dx.doi.org/10.1163/25900110-00102003.

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As Poveda, Thomson and Ferro (2018) observe, there is a momentum in ethnographic explorations of the arts in education in which “an increasing number of researchers have turned their attention to expressive practices and artistic spaces as contexts and tools for learning, identity construction and social mobilization (p. 269).” However, the distinction between ethnography of education and education by ethnography – i.e. an ethnographic pedagogy – is at least partly maintained within this momentum. This research attempted an ethnographic approach to pedagogy, utilising digital media literacy fo

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Bauling, Andrea. "Towards a Sound Pedagogy in Law: A Constitutionally Informed Dissertation as Capstone Course in the LLB Degree Programme." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 20 (May 23, 2017): 1. http://dx.doi.org/10.17159/1727-3781/2017/v20i0a1393.

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The LLB degree programme (Bachelor of Laws) should adequately prepare graduates for the demands set by both legal practice and the greater South African society. Law schools are not tasked with producing future legal practitioners, but rather critical thinkers who can engage with the relationship between law and society in a meaningful way, and who recognise their duty to uphold the values of the Constitution of the Republic of South Africa, 1996 when performing their professional duties. Resultantly law teachers should construct learning environments that engage students in ways that help the

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Farmer, Kristine, Jeff Allen, Malak Khader, Tara Zimmerman, and Peter Johnstone. "Paralegal Students’ and Paralegal Instructors’ Perceptions of Synchronous and Asynchronous Online Paralegal Course Effectiveness: A Comparative Study." International Journal for Educational and Vocational Studies 3, no. 1 (2021): 1. http://dx.doi.org/10.29103/ijevs.v3i1.3550.

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To improve online learning pedagogy within the field of paralegal education, this study investigated how paralegal students and paralegal instructors perceived the effectiveness of synchronous and asynchronous online paralegal courses. This study intended to inform paralegal instructors and course developers how to better design, deliver, and evaluate effective online course instruction in the field of paralegal studies.Survey results were analyzed using independent samples t-test and correlational analysis, and indicated that overall, paralegal students and paralegal instructors positively pe

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Fialho, Lia Machado Fiuza, Lorena Brenda Santos Nascimento, and Scarlett O'hara Costa Carvalho. "MEMÓRIAS DE MARIA HELENA DA SILVA: licenciatura em Pedagogia em tempos de ditadura (1966-1970)." Cadernos de Pesquisa 28, no. 1 (2021): 320. http://dx.doi.org/10.18764/2178-2229.v28n1p320-341.

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A democracia no contexto educacional é um anseio que perpassa a história brasileira, todavia, para ser compreendida e valorizada importa conhecer a história da educação, especialmente no tocante aos períodos autocráticos que cerceiam a liberdade de expressão e silenciam a luta pela educação crítica e transformadora voltada para a justiça social. Questiona-se como o regime ditatorial interferiu na formação de professores em nível superior em Fortaleza, mais especificamente na primeira turma de Pedagogia da Faculdade de Filosofia do Ceará (FAFICE). Em resposta, desenvolveu-se um estudo, amparado

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Nuryatno, M. Agus. "Islamic Education in a Pluralistic Society." Al-Jami'ah: Journal of Islamic Studies 49, no. 2 (2011): 411–31. http://dx.doi.org/10.14421/ajis.2011.492.411-431.

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The focus of this paper concerns how to construct an Islamic education that corresponds to a pluralistic society like Indonesia’s. To answer this question it refers to a theory of religious education that consists of three models: in, at, and beyond the wall. Religious education in the wall is a model of religious education that’s only concern is with its own religion, without connecting it with other religions. The second model is religious teaching at the wall, where students are not only taught about their own religion but is also connected with other religions. The last model is religious

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Lenters, Kimberly, and Alec Whitford. "Making macaroni: classroom improv for transformative embodied critical literacy." English Teaching: Practice & Critique 19, no. 4 (2020): 463–78. http://dx.doi.org/10.1108/etpc-10-2019-0140.

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Purpose In this paper, the authors engage with embodied critical literacies through an exploration of the possibilities provided by the use of improvisational comedy (improv) in the classroom. The purpose of this paper is to extend understandings of critical literacy to consider how embodied critical literacy may be transformative for both individual students and classroom assemblages. The research question asks: how might improv, as an embodied literacy practice, open up spaces for critical literacy as embodied critical encounter in classroom assemblages? Design/methodology/approach The autho

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Crowhurst, Michael, and Julie Faulkner. "“This course made me feel guilty to be an Australian”." Qualitative Research Journal 18, no. 1 (2018): 67–80. http://dx.doi.org/10.1108/qrj-d-17-00041.

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Purpose From one Graduate Diploma Secondary student taking a pro-diversity course that both authors had a connection with there was a very angry response, encapsulated by the statement “This course made me feel guilty to be an Australian”. We are aware that negative student evaluations can be part of the territory for tertiary teachers working in diversity courses. The purpose of this paper is to explore the students’ confronting comment which will be construed as a type of offer that is being extended to us – an offer that we are refusing. We draw on Deleuze and Guattari’s notion of “exterior

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Hapidin, R. Sri Martini Meilanie, and Eriva Syamsiatin. "Multi Perspectives on Play Based Curriculum Quality Standards in the Center Learning Model." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (2020): 15–31. http://dx.doi.org/10.21009/jpud.141.02.

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   Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based

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Hapidin, Winda Gunarti, Yuli Pujianti, and Erie Siti Syarah. "STEAM to R-SLAMET Modification: An Integrative Thematic Play Based Learning with R-SLAMETS Content in Early Child-hood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (2020): 262–74. http://dx.doi.org/10.21009/jpud.142.05.

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STEAM-based learning is a global issue in early-childhood education practice. STEAM content becomes an integrative thematic approach as the main pillar of learning in kindergarten. This study aims to develop a conceptual and practical approach in the implementation of children's education by applying a modification from STEAM Learning to R-SLAMET. The research used a qualitative case study method with data collection through focus group discussions (FGD), involving early-childhood educator's research participants (n = 35), interviews, observation, document analysis such as videos, photos and p

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Meilani, R. Sri Martini, and Yasmin Faradiba. "Development of Activity-Based Science Learning Models with Inquiry Approaches." JPUD - Jurnal Pendidikan Usia Dini 13, no. 1 (2019): 86–99. http://dx.doi.org/10.21009/10.21009/jpud.131.07.

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This study aims to develop an activity-based science learning model with an inquiry learning approach for early childhood that can be used to increase the sense of curiosity and scientific thinking in children aged 5-6 years. This research was conducted with research and development / R & D research methods. Data was collected through interviews, observations, questionnaires, pre-test and post-test for children. Data analysis using paired t-test. The results showed that children were interested and enthusiastic in the learning process by using a science-based learning model with the inquir

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Ardiyansyah, Arief, Eko Setiawan, and Bahroin Budiya. "Moving Home Learning Program (MHLP) as an Adaptive Learning Strategy in Emergency Remote Teaching during the Covid-19 Pandemic." JPUD - Jurnal Pendidikan Usia Dini 15, no. 1 (2021): 1–21. http://dx.doi.org/10.21009/jpud.151.01.

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The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal

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