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Journal articles on the topic 'Cultural pedagogies of the present time'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Diamond, Fleur. "Cultural memory in English teaching: a critical autobiographical inquiry." English Teaching: Practice & Critique 19, no. 2 (2020): 231–44. http://dx.doi.org/10.1108/etpc-05-2019-0061.

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Purpose Contemporary standards-based reforms to teaching and teacher education are characterised by appeals to technical orientations to teacher professionalism. In addition, the standardisation agenda has targeted literacy education as a focus for interventions. This has highlighted an incongruence between standardised approaches to literacy and pedagogies and practices in subject English that have developed over time, and which represent disciplinary ways of knowing. Design/methodology/approach This paper uses the occasion of the author’s transition from classroom English teacher to teacher

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Diamond, Zane M. "Old Pedagogies for Wise Education: A Janussian Reflection on Universities." Philosophies 6, no. 3 (2021): 64. http://dx.doi.org/10.3390/philosophies6030064.

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This paper presents a synthesis of time-honoured pedagogical approaches to develop wisdom suitable to address the urgent problem-solving requirement of the modern university. During these last 30 years, I have employed a range of critical, interpretivist, qualitative research methods to examine archival and archaeological evidence and conduct cross-cultural and often comparative and international case studies to study wisdom. My central concern has been to understand how teachers across diverse locations throughout history have learned to develop wisdom and how they have educated others to suc

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Longley, Alys, and Barbara Kensington-Miller. "“Under the radar”: exploring “invisible” graduate attributes in tertiary dance education." Journal of Applied Research in Higher Education 11, no. 1 (2019): 66–75. http://dx.doi.org/10.1108/jarhe-12-2017-0157.

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Purpose Many graduate attributes (such as adaptability, resilience, cultural awareness and professionalism) are often considered aspirational or invisible and conventionally go “under the radar” of standard university dance education. The purpose of this paper is to add to existing theories of dance as an academic discipline and contributes to studies identifying and mapping graduate attributes across the academy. Design/methodology/approach The research project Making the Invisible Visible contextualises this paper. It has involved a two-year, cyclical data-gathering process, involving interv

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Sliverskyi, Bohuslav. "Pedagogy of the future." Osvitolohiya, no. 6 (2017): 8–19. http://dx.doi.org/10.28925/2226-3012.2017.6.819.

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A view of pedagogy, at least in several possible contexts, is undoubtedly related to the sense of some states and the experience of those who are active creators of this discipline, the researchers or clients. The author suggests considering three aspects of the functioning of pedagogy in the academic field, the first two of which, lead to its relative «disability», destruction or anomaly with some negative consequences of the process. The similarity of the conditions of scientific work and the academic views of educators does not provide automatic cooperation in the last of the proposed dimen

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Викторук, Елена, Elena Viktoruk, А. Гох, A. Goh, В. Минеев, and V. Mineev. "Phenomenon of Autism in the Prospect of Cultural Anthropology." Scientific Research and Development. Socio-Humanitarian Research and Technology 7, no. 3 (2018): 33–38. http://dx.doi.org/10.12737/article_5ba39886ea06c9.12791496.

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The entity of people with special health needs (SHN), in particular with disorders of the autistic spectrum becomes an important socio-cultural subsystem. This subsystem covers not only persons with SHN, but also their environment. The implementation of the correctional system is a disadvantage, in comparison with the inclusive model in which people with SHN are integrated into society. The problem for the solution of which the authors’ efforts are made is that, for the present, the considerable part of the world population is not ready to accept the autistic community as a real agent of the s

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Huerta, Ricard, and Ricardo Domínguez. "La educación artística de la era digital: investigar en escenarios tecnológicos." eari. educación artística. revista de investigación, no. 10 (December 20, 2019): 9. http://dx.doi.org/10.7203/eari.10.16111.

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Resumen: Los retos que impone el nuevo escenario digital nos animan a reflexionar sobre las posibilidades de la Educación Artística en un momento histórico en el que combinamos momentos educativos presenciales junto a desubicaciones online. Las tecnologías de la imagen, uno de nuestros mayores aliados como docentes, hace tiempo que irrumpieron en el aula de artes, y es por ello que en este número de EARI presentamos un dossier monográfico sobre “Cine y educación artística”. Pero tanto la fotografía como la imagen en movimiento han experimentado un increíble desarrollo tecnológico en manos de t

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Anna, Mallek. "Pedagogika muzealna. Cele, idea, kierunek rozwoju i zastosowanie w praktyce na przykładzie „lekcji muzealnej” w polskim muzeum historycznym." Problemy Wczesnej Edukacji 28, no. 1 (2015): 114–27. http://dx.doi.org/10.5604/01.3001.0008.5676.

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Museum education is a subdiscipline of Pedagogy which has been changing rapidly during the current century. The beginning of such education was inevitably related to the origin of the museum. The richest royal men as kings, princes and priests set up their own individual collections which were displayed only to chosen people. The fi rst museums are claimed to have existed during the Italian Renaissance, for instance Pope Sixtus IV hired Michaelangelo Buonarrotti to create a special place for ancient collections. During the French Revolution it was believed that art had got an unique ability to

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Papenfuss, Jason, and Eileen Merritt. "Pedagogical Laboratories: A Case Study of Transformative Sustainability Education in an Ecovillage Context." Sustainability 11, no. 14 (2019): 3880. http://dx.doi.org/10.3390/su11143880.

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Students, practitioners, and scholars of sustainability education are increasingly calling for divergent curricula and novel pedagogical approaches that cultivate transformation and emancipation at both the individual and institutional levels. For decades, ecovillages around the globe have provided alternatives for sustainable living and many have also developed alternative educational approaches. For this reason, ecovillages can be important learning laboratories for experimenting with sustainability education curricula and pedagogies, allowing scholars to learn across disciplinary, cultural,

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Shaposhnikov, Lev E. "Philosophical and pedagogical views of the Patriarch of Moscow and All Russia Kirill (Gundyaev)." Vestnik of Saint Petersburg University. Philosophy and Conflict Studies 37, no. 2 (2021): 338–51. http://dx.doi.org/10.21638/spbu17.2021.212.

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The article analyses the historical and philosophical views of Patriarch Kirill and his evaluation of modern Western philosophy, formed in the era of postmodernism. A distinctive feature of that time is the blurring of the criteria that define the border between good and evil. According to the Patriarch, this approach is caused by the absolutization of a person’s freedom, considered beyond the context of one’s responsibility for the actions performed. As a result, the philosophy of liberalism justifies the rejection of the Christian commandments, since they are claimed to suppress one’s person

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Cahyani, Intan Putri. "Adopsi Google Apps For Education di Perguruan Tinggi: Sebuah Kolaborasi Real-Time Dosen Dan Mahasiswa." Jurnal Penelitian Pers dan Komunikasi Pembangunan 19, no. 3 (2016): 183–202. http://dx.doi.org/10.46426/jp2kp.v19i3.36.

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Cloud-computing technology present as an impact of the changing cultural environment and competitive ecosystem of Higher Education in the world, including Indonesia. Cloud computing is actually a combination use of computer technology ("computing") and the development of Internet-based ('cloud'). Higher education is considered ideal for the diffusion of innovation because they have a core that can encourage innovation and there are frequently changes in faculty or department’s level, pedagogical and technological. This study pointed out a uniqueness where lecturers (digital immigrant) and stud

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Juzefovič, Agnieška. "CREATIVITY AND AESTHETIC APPLIED TO ECOLOGICAL EDUCATION / KŪRYBIŠKUMAS IR ESTETIKA EKOLOGINĖJE EDUKACIJOJE." Creativity Studies 8, no. 1 (2014): 12–24. http://dx.doi.org/10.3846/23450479.2014.1000410.

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The present research attempts to reveal how ecological (environmental) education could be conveyed through aesthetic, visual art and various creative projects. Over a long time philosophers had developed the implementation of art as a powerful tool of education. Writers, painters themselves also quite often understood their mission as a didactical one which may support and improve system of education of their time. The author will exhibit various reasons why creative education performed with the help of arts were supportive to a cultivation of ecological skills. Different aspects of Chinese th

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Dworakowska, Katarzyna. "Idee Fryderyka Nietzschego w polskiej myśli o wychowaniu w latach 1883–1939." Biuletyn Historii Wychowania, no. 25 (March 6, 2019): 21–32. http://dx.doi.org/10.14746/bhw.2009.25.2.

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The article discusses outstanding interpretations of the works by F. Nietzsche as represented in Polish educational thought during the “Young Poland” period and the following interwar period. The study aims at elucidating the pedagogical dimensions of Nietsche’s idea in the interpretation of the two periods and at identifying the space within which the concept of the author of Thus spake Zarathustra still remains topical and current. The section devoted to the “Young Poland” period includes an analysis of Jan Kurnatowski’s book Nietsche. Studia i tłumaczenia [Nietzsche. Studies and translation

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Johnson-Eilola, Johndan, and Stuart A. Selber. "Strange Days: Creating Flexible Pedagogies for Technical Communication." Journal of Business and Technical Communication 35, no. 1 (2020): 154–59. http://dx.doi.org/10.1177/1050651920959189.

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The COVID-19 pandemic created major disruptions in technical communication classrooms everywhere. Although technical communication instructors are used to teaching in a variety of contexts and settings, adopting a flexible approach in the first place will allow them to be better prepared for the changing dynamics of an unpredictable world. The authors present an approach that constructs pedagogical scaffolding to emphasize outcomes, interactions, relationships, and projects. These interrelated aspects form a coherent vision that can support both pedagogical planning and real-time decision maki

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Shiozawa, Yasuko, and Eucharia Donnery. "Overcoming Shyness: Promoting Leadership and Communication through English Drama Camp in Japan." Scenario: A Journal of Performative Teaching, Learning, Research XI, no. 2 (2017): 15–31. http://dx.doi.org/10.33178/scenario.11.2.2.

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The purpose of this paper is to describe how drama-based pedagogies can meet Japanese university EFL students learner-needs within a short time-frame. It first describes the cultural and educational contexts of Second Language Acquisition (SLA) in Japan in general terms, before specifically outlining the aims and methodology of the 2014 and 2015 summer drama camps. The paper then moves into the crux, that of the aims, student profiles, methodology and results of the 2016 summer drama camp, which focused on the theme of homelessness. The paper concludes by arguing the validity for the more wide

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Lisowska, Kinga. "The world of popular culture in preparation for Regional education – education of students of early childhood education." Podstawy Edukacji 13 (2020): 163–77. http://dx.doi.org/10.16926/pe.2020.13.11.

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The article presents and analyzes the use of various popular culture world’s qualities, the Internet; Music/Sound Recordings; Films; Photographs; Exhibitions in the education process of students of early education pedagogy in the field of regional education and their importance in preparing future pedagogues for educational activities. Considerations have been based on the cycle of core subjects: History and culture of the region; Basics of historical and regional education; Regional and Civil education, that are fullfilled as part of studies of first and second degree in period of time from 2

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Jickling, Bob, Sean Blenkinsop, Marcus Morse, and Aage Jensen. "Wild Pedagogies: Six Initial Touchstones for Early Childhood Environmental Educators." Australian Journal of Environmental Education 34, no. 2 (2018): 159–71. http://dx.doi.org/10.1017/aee.2018.19.

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AbstractThis article is a small piece of a much larger and still evolving project. Herein we focus on six touchstones for wild pedagogies. The article begins with a short orientation to the larger ideas behind the project and then focuses on exploring six current touchstones with a view towards early childhood environmental educators. The six explored here are: (1) agency and the role of nature as co-teacher; (2) wildness and challenging ideas of control; (3) complexity, the unknown, and spontaneity; (4) locating the wild; (5) time and practice; and (6) cultural change.

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Allen-Handy, Ayana, Valerie Ifill, Raja Y. Schaar, Michelle Rogers, and Monique Woodard. "The Emerging Critical Pedagogies of Dance Educators in an Urban STEAM After-School Program for Black Girls." Journal of Urban Learning, Teaching, and Research 16, no. 1 (2021): 58–88. http://dx.doi.org/10.51830/jultr.15.

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The preparation of urban educators has gained widespread attention across education policy, research, and practice. As US urban cities have become more diverse, the teacher workforce has not kept up, and the racial/ethnic demographics of students and teachers are disproportionately incongruent. In order to eradicate an education landscape that perpetuates white, middle-class ways of knowing and being, often at the expense of the cultural practices and cultural wealth of historically marginalized students of color, urban teacher education must be centered toward justice and rooted in critical p

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Momo, Bertrand, Gordon Donald Hoople, Diana Chen, Joel Alejandro Mejia, and Susan M. Lord. "Broadening the Engineering Canon." Murmurations: Emergence, Equity and Education 2, no. 1 (2020): 6. http://dx.doi.org/10.31946/meee.v2i1.32.

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Within engineering, Western, White, colonial knowledge has historically been privileged over other ways of knowing. Few engineering educators recognize the impact of ethnocentricity and masculinity of the engineering curriculum on our students. In this paper we argue for a new approach, one which seeks to create an engineering curriculum that recognizes the great diversity of cultural practices that exist in the world. We begin by reviewing key ideas from three pedagogies not typically incorporated in engineering education: Culturally Relevant/Responsive Pedagogy, Culturally Sustaining Pedagog

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Simons, Lori. "An Evaluation of Academic- and Cultural-Based Service-Learning as Critical Pedagogies for Student Learning." Advances in Social Sciences Research Journal 8, no. 1 (2021): 403–20. http://dx.doi.org/10.14738/assrj.81.8457.

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A cross-sectional study was conducted to evaluate differences in students learning outcomes for 328 undergraduate students enrolled in psychology courses that utilize academic- and cultural-based service-learning as primary pedagogical methods. Results from a repeated measures analyses of covariance indicate that students improve their awareness of White privilege and understanding of gender and racial discrimination from the beginning to the end of the course. Cultural-based service-learners also had a deeper understanding of White privilege, gender and racial discrimination, and racial and e

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Chan, Angel. "Superdiversity and critical multicultural pedagogies: Working with migrant families." Policy Futures in Education 18, no. 5 (2019): 560–73. http://dx.doi.org/10.1177/1478210319873773.

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International social unrest in recent years has resulted in many people choosing or being forced to leave their home countries to seek better lives elsewhere, causing drastic demographic shifts. Yet, it has been pointed out that institutional policies and practices in many countries have not caught up with such changing demographics, which have contributed to concerns highlighted via the notion of ‘superdiversity’ ( Vertovec, 2007 ). Due to the large influx of migrants over the past few decades, New Zealand and its early childhood education settings have become increasingly ethnically and ling

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Giorgi, Pamela, Elena Mazzini, and Patrizia Garista. "The wounded school. Framing race pedagogies through INDIRE digital collections." Rivista di Storia dell’Educazione 7, no. 1 (2020): 115–27. http://dx.doi.org/10.36253/rse-9398.

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Contemporary challenges in school and society, against any form of racism, refer to the urgency and the pedagogical potential of “memories” as a cultural heritage and as an “educational experience” to be exposed as educators and to which the school itself should be exposed. Moving up from the Indire Archive studies on racial laws, the present proposal intends to investigate the relationship between school and fascism from a perspective that aims to grasp the elements of resistance and metamorphosis, by tracing the possible didactic implications of a digitized historical heritage. Nevertheless,

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Parker, Barbara, and Mario Koeppel. "Beyond Health & Nutrition: Re-framing school food programs through integrated food pedagogies." Canadian Food Studies / La Revue canadienne des études sur l'alimentation 7, no. 2 (2020): 48–71. http://dx.doi.org/10.15353/cfs-rcea.v7i2.371.

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In this paper, we present findings from a community-based research project on school food environments in 50 elementary and high schools in a mid-sized city in Ontario, Canada. Our findings highlight that schools' privilege five intersecting domains in the school food environment: 1) health and nutrition; 2) food access; 3) education and food literacy; 4) environment and sustainability; and 5) the socio-cultural aspects of food. These results illustrate that the dominant discourses about school food mainly revolve around health, nutrition and food access, yet many of the K-12 principals also i

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Comber, Barbara. "Making Space for Place-Making Pedagogies: Stretching Normative Mandated Literacy Curriculum." Contemporary Issues in Early Childhood 12, no. 4 (2011): 343–48. http://dx.doi.org/10.2304/ciec.2011.12.4.343.

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In an era of normative standardised literacy curriculum continuing to make space for culturally responsive literacy pedagogy is on ongoing challenge for early childhood educators. Collaborative participatory research and ethnographic studies of teachers who accomplish innovative and inclusive early childhood education in culturally diverse high poverty communities is urgent for the profession. Such pedagogies involve complex understandings of the cultural and political histories, and the dynamic potential, of the places in which school communities are located. By incorporating the study of loc

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Harris, Carol E., and Barbara G. Barter. "Pedagogies That Explore Food Practices: Resetting the Table for Improved Eco-Justice." Australian Journal of Environmental Education 31, no. 1 (2015): 12–33. http://dx.doi.org/10.1017/aee.2015.12.

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AbstractAs health threats appear with increasing regularity in our food systems and other food crises loom worldwide, we look to rural areas to provide local and nutritious foods. Educationally, we seek approaches to food studies that engage students and their communities and, ultimately, lead to positive action. Yet food studies receive only generic coverage and tangential attention within existing curricula. This article, reporting a pilot study located at Canada's geographic and cultural edge, focuses on local knowledge about past and present food practices. Objectives are to test pedagogie

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Gordimer, Nadine. "No Time Like the Present." Wasafiri 25, no. 1 (2010): 1–4. http://dx.doi.org/10.1080/02690050903424857.

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Shires, Linda M. "“VICTORIAN” POETRY AT THE PRESENT TIME." Victorian Literature and Culture 36, no. 1 (2008): 269–81. http://dx.doi.org/10.1017/s1060150308080182.

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Since our categories of thought produce what they claim to categorize, how are we conceptualizing Victorian Poetry today and what is the Victorian poetry we are producing? The two journal volumes and online essays under review,Victorian PoetrySpring 2004 (42.1) and Winter 2003 (41.4) andLiterary Compass: Victorianonline 2003–2004, feature discussions about the field's identity and new directions, while appraising where it has been. It is useful to see how recent books by Constance Hassett, Amy Billone, Ana Parejo Vadillo, Helen Groth, E. Warwick Slinn, and David Riede might be located in this

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Keating, Clara. "Discourses about language and literacy education in Portugal: past and present." International Journal of the Sociology of Language 2019, no. 259 (2019): 15–38. http://dx.doi.org/10.1515/ijsl-2019-2037.

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Abstract This article presents a historical analysis of discourses about language and literacy that have emerged during different periods in the political and cultural history of Portugal. It covers six periods, from the colonial era to the present, and it considers different geopolitical spaces, including the Portuguese mainland, the Atlantic archipelagos, former Portuguese colonies and diasporic spaces created as a result of emigration from Portugal. The article traces three kinds of discursive shift: (1) shifts in discourses in Portuguese society regarding the goals of language and literacy

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Liu, John Chung-En, and Andrew Szasz. "Now Is the Time to Add More Sociology of Climate Change to Our Introduction to Sociology Courses." Teaching Sociology 47, no. 4 (2019): 273–83. http://dx.doi.org/10.1177/0092055x19862012.

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Sociology has been slow in responding to the challenge of climate change. In this conversation, we advocate adding more climate change content to Introduction to Sociology courses. To support our arguments, we present data from a content analysis of the top 11 best-selling introductory textbooks in the United States, demonstrating that environmental concerns are usually relegated to the end of books, which provide little (and sometime errant) content. Climate change gets even less attention, and there has been little change to textbook content over time. To correct such deficiencies, we sugges

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Bartov, Omer, and Peter Baldwin. "Time Present and Time Past: The Historikerstreit and German Reunification." New German Critique, no. 55 (1992): 173. http://dx.doi.org/10.2307/488296.

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Kirchgasler, Christopher. "True Grit? Making a Scientific Object and Pedagogical Tool." American Educational Research Journal 55, no. 4 (2018): 693–720. http://dx.doi.org/10.3102/0002831217752244.

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The educability of personal qualities has garnered attention for its potential to raise student achievement. This investigation asks how one such quality—grit—has become a commonsensical way to think about differences among students. As a history of the present, grit is approached as a cultural thesis that links individualism to narratives of American exceptionalism and historical progress. This thesis is embodied in contemporary school reforms to “get gritty” in order to close achievement gaps. A danger of these reforms is how pedagogies of grit generate classificatory regimes that divide peo

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RUSANESCU, Alina Gabriela, Ana Maria SORA, and Marius STOICESCU. "Comparative Study on Approaching Inclusive Physical Education from the Perspective of Alternative Pedagogies." Revista Romaneasca pentru Educatie Multidimensionala 10, no. 1 (2018): 123. http://dx.doi.org/10.18662/rrem/23.

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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

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Fortunato, Ivan, Juanjo Mena, and Antu Sorainen. "Teacher education for gender, sexuality, diversity and globalization policies." Policy Futures in Education 16, no. 5 (2018): 515–23. http://dx.doi.org/10.1177/1478210318770515.

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This is the opening paper of a special issue that focuses on certain cultural tendencies that have emerged as topical issues in the school curricula, in both flourishing and struggling against their social frames, namely: gender, sexuality and diversity. At the same time, new approaches to teacher education have ranged from varieties of feminism to critical race theories, postcolonial studies and queer theories. So, the first reaction from our collection of papers points out that teacher educators are the ones who share the responsibility to know, use and endorse these pedagogies of learning a

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Albogachiyeva, Makka S. G. "THE ABAZIN LANGUAGE: HISTORY AND PRESENT TIME." Ural Historical Journal 71, no. 2 (2021): 90–98. http://dx.doi.org/10.30759/1728-9718-2021-2(71)-90-98.

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The article analyzes the prerequisites and the main causes and factors that influenced the current state of the Abazin language. Various processes related to the preservation of the national language are ongoing in Abaza society. Russia’s modern abazins live compactly in the Abazinsky district of Karachay-Cherkessia, they are one of the five title nations of the republic. However, their significant part left homeland in the middle of the 19th century and emigrated to the Ottoman Empire. As a result of this relocation, the abazins found themselves scattered around various parts of the world. Th

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Dadze-Arthur, Abena, та Anita Mörth. "Testing ZELPH ['sɛlf] – a self-assessment instrument to surface intended and unintended outcomes of work-integrating pedagogies". Journal of Work-Applied Management 13, № 1 (2021): 36–50. http://dx.doi.org/10.1108/jwam-11-2020-0047.

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PurposeThis paper's twofold purpose is, first, to present ZELPH ['sɛlf], a self-assessment instrument that enables those developing the pedagogy of work-integrating study programmes in higher education (HE) systematically to surface the intended and unintended outcomes of their programme's approach to integrating professional practice into an academic course. Secondly, the paper reports on a small pilot study with programme staff from five different HE institutions in various countries who tested ZELPH.Design/methodology/approachZELPH operationalises aspects of key theories on work-integrating

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Fast, Karin, and Henrik Örnebring. "Transmedia world-building: The Shadow (1931–present) and Transformers (1984–present)." International Journal of Cultural Studies 20, no. 6 (2015): 636–52. http://dx.doi.org/10.1177/1367877915605887.

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The study of transmedia storytelling has in recent years turned towards a more historicized understanding of its object of study, and also shifted to a wider perspective on narrative and narrative elements, focusing more on the transmediality of story-worlds and world-building rather than just narratives (‘plots’) in the stricter sense. This article combines these interrelated perspectival shifts in an analysis of story-worlds/world-building in two transmedia franchises: The Shadow (1931–present) and Transformers (1984–present), with a focus on the mechanics and processes of world-building in

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Seman, Frantisek. "History and Present Time of Physical Education." Physical Culture and Sport. Studies and Research 47, no. 1 (2009): 73–78. http://dx.doi.org/10.2478/v10141-009-0033-x.

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History and Present Time of Physical EducationThe first mention of standards for physical education in Slovakia refers to the Ratio education reform. This took effect on the territory of Hungary since 1777. Caring for physical education was one of the aims of the school. The requirement of compulsory school physical education is raised the first time by the poet Jan Kollar. Another Hungarian reform in the mid-19th century included physical education among the optional subjects, and this subject is taught in some cities. Physical education became a compulsory subject in 1868. Physical education

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Ihanainen, Pekka, and John Moravec. "Pointillist, cyclical, and overlapping: Multidimensional facets of time in online education." International Review of Research in Open and Distributed Learning 12, no. 7 (2011): 27. http://dx.doi.org/10.19173/irrodl.v12i7.1023.

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<p>A linear, sequential time conception based on in-person meetings and pedagogical activities is not enough for those who practice and hope to enhance contemporary education, particularly where online interactions are concerned. In this article, we propose a new model for understanding time in pedagogical contexts. Conceptual parts of the model will be employed as a “cultural technology” to help us relate to evolving phenomena, both physical and virtual. We label these constructs as <em>pointillist</em>, <em>cyclical</em>, and <em>overlapping </em>tim

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Knight, Linda. "Communication and Transformation through Collaboration: Rethinking Drawing Activities in Early Childhood." Contemporary Issues in Early Childhood 9, no. 4 (2008): 306–16. http://dx.doi.org/10.2304/ciec.2008.9.4.306.

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This article is a study of the arts in early childhood as a way of learning, for both children and their teachers. The author suggests that drawing can be a powerful tool for collaborative approaches to pedagogy. When teachers draw with children, pathways of communication can be opened, and the collaborative exercise can trigger processes of transformation for both adult and child. In order to present challenges to more traditional, hands-off pedagogical practices in arts education, this article is an account of reflexive arts pedagogies, and how they can work to improve communication and unde

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Flannery, Eoin. "Finance and fiction in Deirdre Madden’s Time Present and Time Past." Irish Studies Review 28, no. 3 (2020): 305–22. http://dx.doi.org/10.1080/09670882.2020.1782599.

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Wilson, Douglas B. "Wordsworth and the Uncanny: "The Time is Always Present"." Wordsworth Circle 16, no. 2 (1985): 92–98. http://dx.doi.org/10.1086/twc24041105.

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Cohen, Joel I. "Biodiversity Education & the Anthropocene: An Indicator of Extinction or Recovery." American Biology Teacher 78, no. 4 (2016): 293–99. http://dx.doi.org/10.1525/abt.2016.78.4.293.

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The importance of extant biodiversity, concerns regarding the rising Anthropocene extinction rates, and commitments made by signatories to biodiversity conventions each increase demands for timely data. However, as species and conservation indicators become more complex, the less accessible they are to educators. New pedagogies are needed so that students can generate their own data for studies of biodiversity and extinction. I present a simple indicator of species diversity that examines declines in species’ populations and whether or not these species subsequently recovered or faced extincti

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Kumar, Vikas, and Deepika Sharma. "E-Learning Theories, Components, and Cloud Computing-Based Learning Platforms." International Journal of Web-Based Learning and Teaching Technologies 16, no. 3 (2021): 1–16. http://dx.doi.org/10.4018/ijwltt.20210501.oa1.

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The student habit of using the digital platforms can be used to compliment the traditional learning methods. Specifically, designed digital learning platform can support the learning with convenience of time, place, and pace. They can increase the engagement of students and produce higher learning outcomes with increased satisfaction and competence. With a number of embedded features, cloud computing technology-based platforms can deliver the convenience and flexibility in learning environment to compliment the traditional learning pedagogies. The present work identifies the essential learning

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Edwards, Jason. ":Time Present and Time Past: The Art of John Everett Millais." Journal of Victorian Culture 11, no. 1 (2006): 184–88. http://dx.doi.org/10.3366/jvc.2006.11.1.184.

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Edelman, Martin. "The Status of the Israeli Constitution at the Present Time." Shofar: An Interdisciplinary Journal of Jewish Studies 21, no. 4 (2003): 1–18. http://dx.doi.org/10.1353/sho.2003.0050.

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Sclater, Madeleine. "Sustainability and learning: Aesthetic and creative responses in a digital culture." Research in Comparative and International Education 13, no. 1 (2018): 135–51. http://dx.doi.org/10.1177/1745499918771185.

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The research presented in this article strives to answer the question: how do we educate for sustainability? I have provided evidence that arts-based educational research methods and major cultural resources provide very rich learning experiences that extend across disciplinary boundaries and can be crafted into pedagogical practices that help orientate learners of all levels to issues of sustainability. The article addresses the challenge of developing pedagogies for socio-ecological sustainability across disciplines in higher education. I present three kinds of conceptual resources in suppor

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Kluge, Alexander, Tamara Evans, and Stuart Liebman. "The Assault of the Present on the Rest of Time." New German Critique, no. 49 (1990): 11. http://dx.doi.org/10.2307/488371.

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Edwards, Jason. "Time Present and Time Past: The Art of John Everett Millais (review)." Journal of Victorian Culture 11, no. 1 (2006): 184–88. http://dx.doi.org/10.1353/jvc.2006.0006.

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THRIFT, NIGEL. "Still Life in Nearly Present Time: The Object of Nature." Body & Society 6, no. 3-4 (2000): 34–57. http://dx.doi.org/10.1177/1357034x00006003003.

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Adams, James Eli. "The Function of Journals at the Present Time." Journal of Victorian Culture 10, no. 2 (2005): 257–66. http://dx.doi.org/10.3366/jvc.2005.10.2.257.

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RedCorn (Osage), Alex. "Liberating Sovereign Potential: A Working Education Capacity Building Model for Native Nations." Journal of School Leadership 30, no. 6 (2020): 493–518. http://dx.doi.org/10.1177/1052684620951724.

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With culturally sustaining pedagogies gaining momentum in our evolving educational landscape, the political backdrop of sovereignty and the pursuit of self-determination through education for Indigenous peoples creates a truly unique leadership context. The purpose of this conceptual article is to introduce a working model for educational leaders in Native nations to liberate educational sovereignty by engaging in broad and dynamic systems thinking that centers on their nation’s cultural and governance systems. From this positionality, this model then calls for leaders to engage in the iterati

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