Log in

Relevant bibliographies by topics / Enactive pedagogy / Journal articles

To see the other types of publications on this topic, follow the link: Enactive pedagogy.

Journal articles on the topic 'Enactive pedagogy'

Author: Grafiati

Published: 15 May 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Enactive pedagogy.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

van der Schyff, Dylan, Andrea Schiavio, and David J. Elliott. "Critical ontology for an enactive music pedagogy." Action, Criticism, and Theory for Music Education 15, no. 5 (2016): 81–121. http://dx.doi.org/10.22176/act15.5.81.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Laroche, Julien, and Ilan Kaddouch. "Enacting teaching and learning in the interaction process: “Keys” for developing skills in piano lessons through four-hand improvisations." Journal of Pedagogy 5, no. 1 (2014): 24–47. http://dx.doi.org/10.2478/jped-2014-0002.

Full text

Abstract:

Abstract Embodied mind theories underline the role of the body in the act of knowing. According to the enactive approach, we learn to perceive and to know through our bodily interactions with the world (Varela, Thompson & Rosch, 1991). However, such an approach remains incomplete as long as sociality is not taken into account (Froese & Di Paolo, 2009). Recently, an inter-enactive approach has accordingly been proposed. Social interactions are seen as processes of coordinated sense-making that emerge from the dynamics of the inter-action process itself (De Jaegher & Di Paolo, 2007).

APA, Harvard, Vancouver, ISO, and other styles

3

Corintha, Isabela, and Giordano Cabral. "Improvisation Pedagogy: An Epistemological Perspective of the 4‘E’ Model within Digital Musical Instruments." Revista Vórtex 10, no. 1 (2022): 7. http://dx.doi.org/10.33871/23179937.2022.10.1.7.

Full text

Abstract:

Recent years have witnessed the appearance of many new digital musical instruments (DMIs) and other interfaces for musical expression (NIME). This paper highlights a well-established music educational background theory that we believe may help DMI developers and users better understand DMIs in the context of music cognition and education. From an epistemological perspective, we present the paradigm of enactive music cognition related to improvisation in the context of the skills and needs of 21st century music learners. We hope this can lead to a deeper insertion of DMIs into music education,

APA, Harvard, Vancouver, ISO, and other styles

4

Kiraly, Don. "Growing a Project-Based Translation Pedagogy: A Fractal Perspective." La traduction : formation, compétences, recherches 57, no. 1 (2012): 82–95. http://dx.doi.org/10.7202/1012742ar.

Full text

Abstract:

This article traces a fractal path through educational psychology and philosophy in an attempt to elucidate an arborescent perspective of complementary inter-disciplinary sources of inspiration for a project-based translation pedagogy. Starting with a social-constructivist, project-based approach proposed at the turn of the millennium, an attempt is made to paint a broader picture of the synergistic influences underlying an emerging “holistic-experiential” approach to translator education. Post modernism, enactive cognitive science, complexity theory, transformational educational theory and so

APA, Harvard, Vancouver, ISO, and other styles

5

Videla-Reyes, Ronnie, and Claudio Aguayo. "Pedagogy of uncertainty." Pacific Journal of Technology Enhanced Learning 4, no. 1 (2022): 29–30. http://dx.doi.org/10.24135/pjtel.v4i1.147.

Full text

Abstract:

Educators around the world are facing the challenges and opportunities of 21st Century education, such as the COVID-19 pandemic, STEAM education, and the rise of digital immersive technologies presenting a promising field for the development of new ways to maximize the learning experience (Bakker, Cai & Zenger, 2021) The integration of science, technology, engineering, art and mathematics (STEAM) offers an approach to educational design based on curricular integration and learning by doing with analog and virtual technologies (Quigley et al., 2020). In turn, STEAM promotes important pedago

APA, Harvard, Vancouver, ISO, and other styles

6

Schiavio, Andrea, and Dylan van der Schyff. "4E Music Pedagogy and the Principles of Self-Organization." Behavioral Sciences 8, no. 8 (2018): 72. http://dx.doi.org/10.3390/bs8080072.

Full text

Abstract:

Recent approaches in the cognitive and psychological sciences conceive of mind as an Embodied, Embedded, Extended, and Enactive (or 4E) phenomenon. While this has stimulated important discussions and debates across a vast array of disciplines, its principles, applications, and explanatory power have not yet been properly addressed in the domain of musical development. Accordingly, it remains unclear how the cognitive processes involved in the acquisition of musical skills might be understood through the lenses of this approach, and what this might offer for practical areas like music education

APA, Harvard, Vancouver, ISO, and other styles

7

Gedeon, Steven A., and Dave Valliere. "Closing the Loop: Measuring Entrepreneurial Self-Efficacy to Assess Student Learning Outcomes." Entrepreneurship Education and Pedagogy 1, no. 4 (2018): 272–303. http://dx.doi.org/10.1177/2515127418795308.

Full text

Abstract:

Accredited degree programs primarily use graded assignments in the embedded-course method to measure individual-level assurances of learning (AoL). This method is expensive, subjective, retrospective, and difficult to implement for continuous program improvement. The purpose of our research is to explore the use of entrepreneurial self-efficacy (ESE) as an individual-level AoL outcome to augment the quality management of accredited entrepreneurship degree programs. Previous research on ESE, arising from intention models and theory of planned behavior, has used the construct primarily for predi

APA, Harvard, Vancouver, ISO, and other styles

8

Casiro, Oscar, and Glenn Regehr. "Enacting Pedagogy in Curricula." Academic Medicine 93, no. 2 (2018): 179–84. http://dx.doi.org/10.1097/acm.0000000000001774.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Shin, Minsun. "Enacting caring pedagogy in the infant classroom." Early Child Development and Care 185, no. 3 (2014): 496–508. http://dx.doi.org/10.1080/03004430.2014.940929.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Scheckel, Martha M., and Pamela M. Ironside. "Cultivating interpretive thinking through enacting narrative pedagogy." Nursing Outlook 54, no. 3 (2006): 159–65. http://dx.doi.org/10.1016/j.outlook.2006.02.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Johnston, Kelly C. "Assemblaging communities." English Teaching: Practice & Critique 19, no. 1 (2019): 121–35. http://dx.doi.org/10.1108/etpc-05-2019-0070.

Full text

Abstract:

Purpose The purpose of this paper is to examine the ways assemblaging communities work to support, hinder or disrupt literacy pedagogy in one English Language Arts (ELA) classroom. Through an expanded understanding of community based on the concept of assemblage, this paper discusses the ways in which one teacher’s critical literacies instructional practices emerged, configured and ruptured through the assemblaging communities’ that affected her enactment of critical literacies pedagogy. A focus on assemblaging communities recognizes the de/re/territorializing power of the evolving groups of b

APA, Harvard, Vancouver, ISO, and other styles

12

Zion, Shelley, Carrie D. Allen, and Christina Jean. "Enacting a Critical Pedagogy, Influencing Teachers’ Sociopolitical Development." Urban Review 47, no. 5 (2015): 914–33. http://dx.doi.org/10.1007/s11256-015-0340-y.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Borrero, Noah, and Gabriel Sanchez. "Enacting culturally relevant pedagogy: asset mapping in urban classrooms." Teaching Education 28, no. 3 (2017): 279–95. http://dx.doi.org/10.1080/10476210.2017.1296827.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Danowitz, Mary Ann, and Frank Tuitt. "Enacting Inclusivity Through Engaged Pedagogy: A Higher Education Perspective." Equity & Excellence in Education 44, no. 1 (2011): 40–56. http://dx.doi.org/10.1080/10665684.2011.539474.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Perumal, Juliet. "Enacting Critical Pedagogy in an Emerging South African Democracy." Education and Urban Society 48, no. 8 (2016): 743–66. http://dx.doi.org/10.1177/0013124514541466.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Murphy, Maiya. "Enacting the Consequences of the Lecoq Pedagogy's Aesthetic Cognitive Foundation." Theatre Survey 58, no. 3 (2017): 326–51. http://dx.doi.org/10.1017/s0040557417000278.

Full text

Abstract:

The theatre pedagogy of Jacques Lecoq (1921–99) is founded on the principle that all physical, psychological, intellectual, and emotional performance registers can be accessed by prioritizing the moving body. Therefore, a Lecoq-based approach is in contrast to dominant principles of psychologically based acting that privilege working through emotion and psychology. While Lecoq pedagogy does not discount these performance registers, normally considered to belong to the “internal” world of the actor, Lecoq's work reaches them through physical action. Lecoq pedagogy considers it possible to learn

APA, Harvard, Vancouver, ISO, and other styles

17

Stewart, Saran, Chayla Haynes, and Kristin Deal. "Enacting inclusivity in the preparation of emerging scholars." Learning and Teaching 13, no. 1 (2020): 24–41. http://dx.doi.org/10.3167/latiss.2020.130103.

Full text

Abstract:

This article explores how three doctoral candidates enrolled in the discipline of Higher Education gained an understanding of social justice, equity-mindedness and diversity in the academy. Prior to the admission of these three students, two faculty members had reformed the doctoral programme to align it with the principles of inclusive pedagogy. They created a conceptual framework for the redesign of the programme’s mission, curriculum and pedagogy. Echoing an article that those faculty members wrote about the programme, the authors use a collaborative autoethnographic approach to share their

APA, Harvard, Vancouver, ISO, and other styles

18

Ramirez, Pablo C., Lydia Ross, and Margarita Jimenez-Silva. "The Intersectionality of Border Pedagogy and Latino/a Youth: Enacting Border Pedagogy in Multiple Spaces." High School Journal 99, no. 4 (2016): 302–21. http://dx.doi.org/10.1353/hsj.2016.0011.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Elwood, Susan, Susan Wolff Murphy, and Diana Cárdenas. "Enacting Multimedia Writing Center Pedagogy in a Rural High School." Clearing House: A Journal of Educational Strategies, Issues and Ideas 80, no. 2 (2006): 86–88. http://dx.doi.org/10.3200/tchs.80.2.86-88.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Troyan, Francis John, Nicole King, and Ahmed Bramli. "Enacting culturally sustaining immersion pedagogy through SFL and translanguaging design." Foreign Language Annals 54, no. 3 (2021): 567–88. http://dx.doi.org/10.1111/flan.12577.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Hinchion, Carmel. "A “filmic anthropology” of classroom practice: student teachers enacting pedagogy." Pedagogies: An International Journal 15, no. 3 (2019): 183–202. http://dx.doi.org/10.1080/1554480x.2019.1696198.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Lynam, M. Judith. "Reflecting on Issues of Enacting a Critical Pedagogy in Nursing." Journal of Transformative Education 7, no. 1 (2009): 44–64. http://dx.doi.org/10.1177/1541344609334871.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Mendelowitz, Belinda. "Conceptualising and enacting the critical imagination through a critical writing pedagogy." English Teaching: Practice & Critique 16, no. 2 (2017): 178–93. http://dx.doi.org/10.1108/etpc-08-2016-0102.

Full text

Abstract:

Purpose Imagination in critical literacy research is usually referred to as a taken for granted concept that is seldom theorised, leaving the assumptions unchecked that everyone has a shared understanding of imagination. This paper aims to challenge critical literacy researchers to rethink the relationship between criticality and imagination and its implication for a critical writing pedagogy. It aims to synthesise the imagination and criticality in the context of critical literacy, both theoretically and empirically and in doing so to illustrate what form a critical writing pedagogy that fore

APA, Harvard, Vancouver, ISO, and other styles

24

Millares, Myrtle D. "Towards a pedagogy of deviance." Journal of Popular Music Education 3, no. 3 (2019): 435–49. http://dx.doi.org/10.1386/jpme_00005_1.

Full text

Abstract:

This article engages the narratives of three Toronto hip-hop artists to explore the pedagogical possibilities revealed through the processes of performance identity construction. By immersing themselves in hip-hop communities, artists learn ways of knowing and negotiating their place at the interstices of the normative frameworks that underlie their unique combinations of cultural contexts. Artists’ stories reveal how they bring themselves into being through movement and sound. These narrations of identity become indicative of an artist’s style through performative iterations embedded with the

APA, Harvard, Vancouver, ISO, and other styles

25

Harrison, Neil, and Iliana Skrebneva. "Country as pedagogical: enacting an Australian foundation for culturally responsive pedagogy." Journal of Curriculum Studies 52, no. 1 (2019): 15–26. http://dx.doi.org/10.1080/00220272.2019.1641843.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Dong, Chuanmei, and Linda Newman. "Enacting pedagogy in ICT-enabled classrooms: conversations with teachers in Shanghai." Technology, Pedagogy and Education 27, no. 4 (2018): 499–511. http://dx.doi.org/10.1080/1475939x.2018.1517660.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Knoff, Meredith, and Maya Hobscheid. "Enacting service policies through pedagogy to create a more inclusive student experience." Public Services Quarterly 17, no. 1 (2021): 12–25. http://dx.doi.org/10.1080/15228959.2020.1856017.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Borrero, Noah E., Esther Flores, and Gabriel de la Cruz. "Developing and Enacting Culturally Relevant Pedagogy: Voices of New Teachers of Color." Equity & Excellence in Education 49, no. 1 (2016): 27–40. http://dx.doi.org/10.1080/10665684.2015.1119914.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Thwaite, Anne, Pauline Jones, and Alyson Simpson. "Enacting dialogic pedagogy in primary literacy classrooms: Insights from systemic functional linguistics." Australian Journal of Language and Literacy 43, no. 1 (2020): 33–46. http://dx.doi.org/10.1007/bf03652042.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Manning, Louise, Robert Smith, Gillian Conley, and Luke Halsey. "Ecopreneurial Education and Support: Developing the Innovators of Today and Tomorrow." Sustainability 12, no. 21 (2020): 9228. http://dx.doi.org/10.3390/su12219228.

Full text

Abstract:

Entrepreneurship and more, particularly ecopreneurship, are essential to drive the sustainable transitions needed in food supply chains. Existing pedagogic frameworks should address these academic disciplines and they should be embedded in the educational curricula. Even when ideas are formed that can drive sustainable change, the process from ideation to commercialization can be difficult: the so-called “valley of death.” This aim of this conceptual paper is to consider pedagogic and program design and the mechanisms required to enaction of a body of practice around entrepreneurship and, more

APA, Harvard, Vancouver, ISO, and other styles

31

Salmerón, Cori, Nathaly Batista-Morales, and Angela Valenzuela. "Translanguaging Pedagogy as an Enactment of Authentic Cariño and an Antidote to Subtractive Schooling." Association of Mexican American Educators Journal 15, no. 3 (2021): 30–46. http://dx.doi.org/10.24974/amae.15.3.444.

Full text

Abstract:

   This article explores translanguaging pedagogy through the lens of the politics of caring, subtractive schooling, and authentic cariño (composed of intellectual, familial, and critical cariño). We begin with a broad overview of translanguaging and situate it in the theoretical frameworks of the politics of caring, subtractive schooling, and authentic cariño. We ground our approach in the notion that educators must hold heteroglossic language ideologies. We draw upon examples from literacy instruction in bilingual and ESL fourth grade classrooms to argue that translangua

APA, Harvard, Vancouver, ISO, and other styles

32

Shelton, Samuel Z. "Disability Justice, White Supremacy, and Harm Reduction Pedagogy: Enacting Anti-Racist Crip Teaching." JCSCORE 6, no. 1 (2020): 190–208. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.190-208.

Full text

Abstract:

In this personal narrative, I reflect on how I have approached teaching about and for disability justice as a White crip feminist educator. I focus on how I have attempted to be accountable for my Whiteness in my teaching about an activist framework and movement grounded in the lived experiences of queer and trans disabled people of color (Sins Invalid, 2016). Towards this task, I describe my effort to enact what I term a harm reduction pedagogy or an approach to teaching that acknowledges the ongoing violence of whiteness and my participation in it while simultaneously striving to minimize th

APA, Harvard, Vancouver, ISO, and other styles

33

Payne, Katherina A. "Democratic Teachers Mentoring Novice Teachers: Enacting Democratic Practices and Pedagogy in Teacher Education." Action in Teacher Education 40, no. 2 (2018): 133–50. http://dx.doi.org/10.1080/01626620.2018.1424052.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Wolff, Cecilia, and Mauricio Cárcamo. "Enactive or symbolic representation? When the order alters the product." VLC arquitectura. Research Journal 8, no. 1 (2021): 173. http://dx.doi.org/10.4995/vlc.2021.12534.

Full text

Abstract:

<p>This paper reviews a pedagogic exercise related to the degree of Architecture being taught at the University of Chile. This exercise, which is based on the action of folding paper, integrates knowledge areas from the project learning in initial phases. To illustrate this, in the methodology section, the applied didactic strategy together with its theoretical sustenance are described and then followed by both a review of the activities of the project itself and the learning results. The exercise addresses the multidisciplinary features of our field in Architecture, since it encourages

APA, Harvard, Vancouver, ISO, and other styles

35

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

36

Bray, Paige M. "Young Women Majoring in Mathematics and Elementary Education: A Perspective on Enacting Liberatory Pedagogy." Equity & Excellence in Education 37, no. 1 (2004): 44–54. http://dx.doi.org/10.1080/10665680490422098.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Hutasuhut, Mahmud Layan, Honglin Chen, and Erika Matruglio. "Engaged at the first sight! Anticipating your audience as a way to think critically in writing an argument." Indonesian Journal of Applied Linguistics 12, no. 3 (2023): 694–707. http://dx.doi.org/10.17509/ijal.v12i3.55170.

Full text

Abstract:

Critical thinking has been subject to various theoretical interpretations. Despite the differences, it has been perceived to principally build upon argumentation skills. One of the skills involves anticipation of the putative reader. This paper establishes an insight into how this knowledge can be grounded for timely reader anticipation to evidence the skills in thinking critically when constructing a written argument. It draws on the interaction of interpersonal meaning patterns from the discourse semantic level in selected sets of low and high achieving texts, with a focus on the macroThemes

APA, Harvard, Vancouver, ISO, and other styles

38

Starnes, Kathryn. "The case for creative folklore in pedagogical practice." Art & the Public Sphere 10, no. 2 (2021): 225–32. http://dx.doi.org/10.1386/aps_00061_1.

Full text

Abstract:

The political question of who can produce knowledge and how we delineate epistemological standards without reproducing epistemic marginalization is central to critical pedagogy in international relations (IR) scholarship. While critical pedagogies often attempt to enact an emancipatory agenda, they largely rely on the educator as knowledge (re)producer and student as passive consumer, with little to say on what it means to be emancipated, the oppressions at stake or the means of enacting this project. Drawing on Simon Bronner’s definition of folklore, this article explores folklore as a creati

APA, Harvard, Vancouver, ISO, and other styles

39

Ironside, Pamela M. "New Pedagogies for Teaching Thinking: The Lived Experiences of Students and Teachers Enacting Narrative Pedagogy." Journal of Nursing Education 42, no. 11 (2003): 509–16. http://dx.doi.org/10.3928/0148-4834-20031101-09.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Andrews, Dorinda J. Carter, Tashal Brown, Bernadette M. Castillo, Davena Jackson, and Vivek Vellanki. "Beyond Damage-Centered Teacher Education: Humanizing Pedagogy for Teacher Educators and Preservice Teachers." Teachers College Record: The Voice of Scholarship in Education 121, no. 6 (2019): 1–28. http://dx.doi.org/10.1177/016146811912100605.

Full text

Abstract:

Background/Context In our best efforts to increase preservice teachers’ critical consciousness regarding the historical and contemporary inequities in the P–12 educational system and equip them to embody pedagogies and practices that counter those inequities, teacher educators often provide curricular and field experiences that reinforce the deficit mindsets that students bring to the teacher education classroom. For many social justice-oriented teacher educators, our best intentions to create humanizing experiences for future teachers can have harmful results that negatively impact preservice

APA, Harvard, Vancouver, ISO, and other styles

41

Ahmed, Sabeen, Adam Burgos, George Fourlas, and John Harfouch. "Power in/and the University." Philosophy Today 67, no. 1 (2023): 207–22. http://dx.doi.org/10.5840/philtoday20236712.

Full text

Abstract:

The following conversation examines the role of the university in our present moment and examines the necessity of anti-colonial praxis in the academy. The dialogue takes as its starting point the long history of white, heteropatriarchal capitalist supremacy that has oriented the institutional production of knowledge and considers its present permutations in such practices as diversity initiatives in teaching and hiring. The discussants in turn reflect on their own approaches and strategies for enacting liberatory pedagogy in light of the contingent, historical, and material limitations of hig

APA, Harvard, Vancouver, ISO, and other styles

42

Rodriguez, Terri L. "Stories of self, stories of practice: enacting a vision of socially just pedagogy for Latino youth." Teaching Education 22, no. 3 (2011): 239–54. http://dx.doi.org/10.1080/10476210.2011.593165.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Husband, Terry. "He’s Too Young to Learn About That Stuff: Anti-Racist Pedagogy and Early Childhood Social Studies." Social Studies Research and Practice 5, no. 2 (2010): 61–75. http://dx.doi.org/10.1108/ssrp-02-2010-b0006.

Full text

Abstract:

Few early childhood teachers engage in critical and anti-racist forms of pedagogical practice, primarily on the basis of developmental and political concerns. With the exception of a few studies, little has been documented relative to early childhood teachers’ experiences while enacting this form of pedagogical practice. The purpose of this article is to examine my teaching experiences engaging in critical, anti-racist pedagogy through the development and implementation of a critical action research study/unit on African American history. Data from this study reveal four levels of challenges t

APA, Harvard, Vancouver, ISO, and other styles

44

Mecenas, Jolivette, Yvonne Wilber, and Meghan Kwast. "Antiracist and Faith-based: Critical Pedagogy-Informed Writing and Information Literacy Instruction at a Hispanic-Serving, Lutheran Liberal Arts University." Radical Teacher 121 (December 9, 2021): 14–23. http://dx.doi.org/10.5195/rt.2021.901.

Full text

Abstract:

English faculty and librarians at a Hispanic-Serving Lutheran liberal arts university collaborated to integrate critical information literacy in a first-year writing course, following the Lutheran educational tradition of valuing inquiry and aligning with a faith-based social justice mission. The authors discuss an Evangelical Lutheran tradition of education committed to antiracism, and the challenges of enacting these values of equity and inclusion while addressing institutional racism. The authors also describe how curricular revisions in writing and information literacy instruction informed

APA, Harvard, Vancouver, ISO, and other styles

45

Peters, John, and Leoarna Mathias. "Enacting student partnership as though we really mean it: Some Freirean principles for a pedagogy of partnership." International Journal for Students as Partners 2, no. 2 (2018): 53–70. http://dx.doi.org/10.15173/ijsap.v2i2.3509.

Full text

Abstract:

The idea of student-staff partnership working is becoming increasingly popular in higher education. However, there is a risk that, as the idea spreads, the radical nature of partnership working can be diluted and domesticated by established power structures. This article explores the theoretical and practical implications of adopting approaches to partnership working informed by the ideas of Paulo Freire. This is partnership working with a political point—consciously seeking to resist the forces of neoliberalism and any attempts to domesticate partnership to that paradigm. Instead, a pedagogy

APA, Harvard, Vancouver, ISO, and other styles

46

Dreon, Oliver, and Scott McDonald. "Being in the hot spot: a phenomenological study of two beginning teachers’ experiences enacting inquiry science pedagogy." Teachers and Teaching 18, no. 3 (2011): 297–313. http://dx.doi.org/10.1080/13540602.2012.629837.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Vasil, Martina. "Integrating popular music and informal music learning practices: A multiple case study of secondary school music teachers enacting change in music education." International Journal of Music Education 37, no. 2 (2019): 298–310. http://dx.doi.org/10.1177/0255761419827367.

Full text

Abstract:

The purpose of this multiple case study was to examine the practices and perspectives of four music teachers who integrated popular music and informal music learning practices into their secondary school music programs in the United States. A primary goal was to understand music teachers’ process of enacting change. Data included 16 semi-structured interviews, eight school site visits and observations, documents, and a researcher journal. Findings revealed that teachers enacted change within micro-contexts—their classrooms. Teachers had an internal locus for change; they developed rationales f

APA, Harvard, Vancouver, ISO, and other styles

48

Kinchin, Ian M., Cathrine Derham, Charlotte Foreman, Anna McNamara, and Dawn Querstret. "Exploring the Salutogenic University: Searching for the Triple Point for the Becoming-Caring-Teacher Through Collaborative Cartography." Pedagogika 141, no. 1 (2021): 94–112. http://dx.doi.org/10.15823/p.2021.141.5.

Full text

Abstract:

This paper offers a perspective on ‘care’ as a component in the identity of successful university teachers. Three key lines of flight within this assemblage (care, pedagogic health, and salutogenesis) are examined here. In combination, they may offer a response to hegemonic neoliberal discourses that typically divert academics from enacting their professional values. A ‘triple point’ is hypothesised, at which the three lines would be found to co-exist, without border or barriers.

APA, Harvard, Vancouver, ISO, and other styles

49

Baron, Philip, and Christiane M. Herr. "Cybernetically informed pedagogy in two tertiary educational contexts: China and South Africa." Kybernetes 48, no. 4 (2019): 727–39. http://dx.doi.org/10.1108/k-12-2017-0479.

Full text

Abstract:

Purpose Discussing cybernetics as an enacted practice within specific contexts, this paper aims to identify key similarities and differences of two cybernetically informed approaches to tertiary education in the distinct contexts of China and South Africa. Design/methodology/approach Making explicit and comparing two cybernetically informed educational approaches, the authors identify shared aspects as well as differences arising from their practice in social contexts that have differing norms and values. Findings The authors find that conversational settings for learning, immediacy of feedbac

APA, Harvard, Vancouver, ISO, and other styles

50

Peercy, Megan Madigan, Johanna Tigert, Daisy Fredricks, et al. "From humanizing principles to humanizing practices: Exploring core practices as a bridge to enacting humanizing pedagogy with multilingual students." Teaching and Teacher Education 113 (May 2022): 103653. http://dx.doi.org/10.1016/j.tate.2022.103653.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!