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Journal articles on the topic 'Literature pedagogy'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Borsheim-Black, Carlin, Michael Macaluso, and Robert Petrone. "Critical Literature Pedagogy." Journal of Adolescent & Adult Literacy 58, no. 2 (August 16, 2014): 123–33. http://dx.doi.org/10.1002/jaal.323.

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Kidwell, Tabitha. "Understanding Culture: A Literature Review Comparing Three Cultural Pedagogies." Register Journal 10, no. 2 (December 1, 2017): 221. http://dx.doi.org/10.18326/rgt.v10i2.221-233.

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ENGLISH ABSTRACT Culture is an integral part of language study, but the field has yet to put forward a coherent theoretical argument for how culture can or should be incorporated in language education. In an effort to remedy this situation, this paper reviews literature on the teaching of culture, drawing on Larzén’s (2005) identification of three pedagogies used to teach about culture within the language classroom: through a pedagogy of information, a pedagogy of preparation, and a pedagogy of encounter. The pedagogy of information takes a cognitive orientation, framing culture as factual knowledge, with a focus on the teacher as the transmitter of knowledge. The pedagogy of preparation portrays culture as skills, and aims to help students develop the sociocultural, pragmatic, and strategic competence necessary for interactions with native speakers. The pedagogy of encounter takes an intercultural approach, with an affective orientation, and aims to help students develop tolerance, empathy, and an awareness of their own and others’ perspectives, and the emergent nature of culture. Using these three pedagogies as a conceptual framework, this paper reviews scholarship in support and critique of each type of cultural teaching. Because each of these three pedagogies continues to be used in various contexts worldwide, a clear understanding of the beliefs systems underpinning the belief systems of teachers and learners is essential. Keywords: Culture; Language Teaching; Methodologies. INDONESIAN ABSTRACTBudaya merupakan bagian integral dari studi bahasa, namun khalayak belum mengemukakan argumen teoritis yang koheren untuk bagaimana budaya dapat atau harus digabungkan dalam pendidikan bahasa. Dalam upaya memperbaiki situasi ini, makalah ini mengulas literatur tentang ajaran budaya, dengan mengacu pada identifikasi tiga pedagogi Larzén (2005) yang digunakan untuk mengajarkan tentang budaya di dalam kelas bahasa: melalui pedagogi informasi, pedagogi persiapan, dan pedagogi perjumpaan Pedagogi informasi mengambil orientasi kognitif, membingkai budaya sebagai pengetahuan faktual, dengan fokus pada guru sebagai pemancar pengetahuan. Pedagogi persiapan menggambarkan budaya sebagai keterampilan, dan bertujuan untuk membantu siswa mengembangkan kompetensi sosiokultural, pragmatis, dan strategis yang diperlukan untuk interaksi dengan penutur asli. Pedagogi pertemuan mengambil pendekatan antar budaya, dengan orientasi afektif, dan bertujuan untuk membantu siswa mengembangkan toleransi, empati, dan kesadaran akan perspektif mereka sendiri dan orang lain, dan sifat budaya yang muncul. Dengan menggunakan ketiga pedagogi ini sebagai kerangka konseptual, makalah ini mengulas pustaka untuk mendukung dan mengkritik setiap jenis pengajaran budaya. Karena masing-masing dari ketiga pedagogi ini terus digunakan dalam berbagai konteks di seluruh dunia, pemahaman yang jelas tentang sistem kepercayaan yang mendasari sistem kepercayaan guru dan pelajar sangat penting.Kata kunci: Budaya; Pengajaran Bahasa; Metodologi.

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Moriña, Anabel. "Approaches to Inclusive Pedagogy: A Systematic Literature Review." Pedagogika 140, no. 4 (January 31, 2021): 134–54. http://dx.doi.org/10.15823/p.2020.140.8.

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The paper presents a systematic review of inclusive pedagogy; it differences between inclusive education, inclusive practice, and inclusive pedagogy; the pedagogic approach adopted integrates four elements: beliefs, knowledge, design and actions; further research is needed to determine what teachers do, how, and why they do it.

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Yamburg, Eugene A. "Non-fiction pedagogy literature." National Psychological Journal 11, no. 3 (2013): 9–19. http://dx.doi.org/10.11621/npj.2013.0302.

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Yamburg, Eugene A. "Non-fiction pedagogy literature." National Psychological Journal 12, no. 4 (2013): 11–19. http://dx.doi.org/10.11621/npj.2013.0402.

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Villanueva, Catalina, and Carmel O'Sullivan. "Analyzing the Degree of Consensus in Current Academic Literature on Critical Pedagogy." Scenario: A Journal for Performative Teaching, Learning, Research XIII, no. 2 (December 10, 2019): 71–93. http://dx.doi.org/10.33178/scenario.13.2.6.

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Critical Pedagogy is a philosophy and approach to education which has influenced theory and practice for almost 50 years, most recently in the fields of Applied Drama and performative pedagogy. However, what exactly is understood by Critical Pedagogy in the 21st century is unclear, and whether its roots still align with the ideas and practices of its progenitor Paulo Freire is uncertain. Therefore, this systematic review of literature aims to explore the interpretations of Critical Pedagogy presented in 100 peer-reviewed papers published in recent times. After identifying frequently emergent themes in the selected literature, which are associated with the work of Freire, this paper examines the degree of consensus around Critical Pedagogy’s transformative aim, its associated democratic classroom approaches, and the concepts of conscientization and praxis. Through this analysis, the review distinguishes a number of peripheral discussions that are related to a modern/postmodern debate within the literature. This paper concludes by asserting that there are more points of convergence than of divergence in the various interpretations of Critical Pedagogy available in the articles surveyed. We suggest that the current branching out of Critical Pedagogy has not been rendered devoid of core meanings as an educational tradition, one which holds considerable potential for the field of Applied Drama, and for other forms of performative education.

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7

Venuti, Lawrence. "Translation and the Pedagogy of Literature." College English 58, no. 3 (March 1996): 327. http://dx.doi.org/10.2307/378715.

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8

Kanarek, Jane. "Defining Rabbinic Literature: Pedagogy and Genre." Journal of Jewish Education 76, no. 2 (May 21, 2010): 115–16. http://dx.doi.org/10.1080/15244111003753711.

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9

Dokuzova, Stanka. "Didaktična literatura za violino Dušana Vodiška / Didactic violin literature by Dušan Vodišek." Glasbenopedagoški zbornik Akademije za glasbo ◆ The Journal of Music Education of the Academy of Music in Ljubljana 17, no. 34 (June 30, 2021): 115–45. http://dx.doi.org/10.26493/2712-3987.17(34)115-145.

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The article discusses didactic violin literature by violinist and pedagogue Dušan Vodišek. Covering the period between 1966 and 2016, his oeuvre represents a bridge between didactic violin literature of the previous century and contemporary didactic violin literature. Over these 50 years, he significantly enriched didactic violin literature in Slovenia with his works, which include a violin book for beginners, children’s compositions for violin and piano, youth compositions for violin and piano, compositions for chamber ensemble and string orchestra, and two textbooks on position changing. These materials provide original solutions to challenges concerning individual elements of violin playing and the musical development of students. Therefore, they also represent an important contribution to the development of violin pedagogy and violin playing in Slovenia.

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Nottingham, Paula McIver. "Re-evaluating work-based learning pedagogy." Higher Education, Skills and Work-Based Learning 7, no. 2 (May 8, 2017): 129–40. http://dx.doi.org/10.1108/heswbl-11-2015-0057.

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Purpose The purpose of this paper is to examine work-based learning (WBL) pedagogy within higher education (HE) related to the use of the “field of study” concept. Design/methodology/approach This paper reviews WBL literature to discuss the original context of the concept and relates this to current pedagogic approaches through qualitative interviews and written explanations. Findings WBL pedagogy continues to use the concepts from field of study WBL but the study also indicates that academic practitioners are developing pedagogy to meet the needs of current workplace and educational policy. Research limitations/implications This paper is limited in its scope due to the small number of respondents but there are potential implications about emerging directions for this pedagogic range. Practical implications The paper argues that field of study WBL is still relevant to existing practice but further engagement and research surrounding WBL pedagogy is needed to examine this range of HE. Originality/value The added value is the evidence of evolving WBL pedagogy that can inform issues of flexibility within HE provision.

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Wolfe, Joanna. "Marginal Pedagogy." Written Communication 19, no. 2 (April 2002): 297–333. http://dx.doi.org/10.1177/074108830201900203.

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Vickers, Shannon. "Online Theatre Voice Pedagogy: A Literature Review." Voice and Speech Review 14, no. 3 (June 26, 2020): 254–68. http://dx.doi.org/10.1080/23268263.2020.1777691.

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New, Elisa, Rachel Rubinstein, Dean J. Franco, and Helene Meyers. "Symposium: Jewishness, Pedagogy, and Multi-Ethnic Literature." MELUS: Multi-Ethnic Literature of the U.S. 37, no. 2 (2012): 177. http://dx.doi.org/10.1353/mel.2012.0030.

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Pipino, M. F. "Resistance and the Pedagogy of Ethnic Literature." MELUS: Multi-Ethnic Literature of the United States 30, no. 2 (June 1, 2005): 175–90. http://dx.doi.org/10.1093/melus/30.2.175.

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Högström, Mats. "What is the Swedish Interpretation of Social Pedagogy. A Literature Review." Papers of Social Pedagogy 8, no. 1 (February 27, 2018): 51–65. http://dx.doi.org/10.5604/01.3001.0011.5850.

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The concept of social pedagogy can be studied from different perspectives and with diverse foci. According to Eriksson & Markström (2000) there are three main ways to study the phenomenon of social pedagogy: as an area of expertise, academic subject or professional action. In this article the main focus is on social pedagogy as an area of expertise or in other words its knowledge field and territory. Alternatively, according to Brante (2003) the core, the periphery and limits of social pedagogy.

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Khasri, M. Rodinal Khair. "Liberating People; Critical Pedagogy on the Revolutionary Thought of Hassan Hanafi." Nadwa 1, no. 1 (August 29, 2019): 1. http://dx.doi.org/10.21580/nw.2019.1.1.3914.

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<pre>The researcher observed the dimension of critical pedagogy in the context of Hassan Hanafi revolutionary thought. He was very good founding the fundamental thought in theology of liberation named Left Islam. This research used a literature study and historical-factual method to analyze the dimension of critical pedagogy on Hassan Hanafi revolutionary thought. The result of this research was new understanding about critical pedagogy dimension on Hassan Hanafi thought. <em>First.</em> Dehumanization in the context of education is inseparable from the influence of Western cultural imperialism. <em>Second,</em> The critical pedagogy found in Hassan Hanafi's thoughts is a pedagogy that aims to eliminate the destructive nature caused by the one-dimensional view that results in educational disorientation from the true educational goal of liberating people.</pre><p> </p><p><strong>Abstrak</strong></p><pre>Artikel ini mempresentasikan hasil penelitian terhadap pemikiran revolusioner Hassan Hanafi sehingga ditemukan dimensi pedagogi kritisnya. Hassan Hanafi merupakan sosok pemikir Islam yang sangat baik di dalam membangun pemikiran-pemikiran fundamental di dalam konteks teologi pembebasan, serta yang paling terkenal ia sebut dengan istilah “Kiri Islam”. Penelitian ini termasuk dalam klasifikasi studi literatur dengan metode historis-faktual di dalam menganalisis dimensi pedagogi kritis di dalam pemikiran Hassan Hanafi. Hasil penelitian ini adalah pemahaman baru tentang dimensi pedagogi kritis di dalam pemikiran Hassan Hanafi. <em>Pertama,</em> dehumanisasi dalam konteks pendidikan adalah akibat dari pengaruh imperialisme budaya Barat.<em> Kedua</em>, pedagogi kritis Hasan Hanafi fokus pada upaya membangkitkan kesadaran eksistensial di tengah beragam permasalahan yang terjadi di masyarakat. Pedagogi kritis yang ditemukan di dalam pemikiran Hassan Hanafi merupakan pedagogi yang bertujuan untuk menghilangkan hal yang bersifat destruktif yang disebabkan oleh pandangan berdimensi-satu yang mengakibatkan disorientasi pendidikan dari tujuan pendidikan yang sesungguhnya yaitu memerdekakan manusia.</pre><p> </p>

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Chang, Kyong-Soon. "Dialogic Pedagogy: Teaching English Literature in Korean Classrooms." Korean Society for Teaching English Literature 24, no. 2 (September 30, 2020): 207–27. http://dx.doi.org/10.19068/jtel.2020.24.2.09.

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Elhallaq, Ayman Hassan. "Working-Class Literature: Pedagogy and a Course Design." International Journal of Literature and Arts 2, no. 4 (2014): 104. http://dx.doi.org/10.11648/j.ijla.20140204.14.

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Hodapp, James. "The Problematic and Pragmatic Pedagogy of World Literature." ariel: A Review of International English Literature 46, no. 1-2 (2015): 69–88. http://dx.doi.org/10.1353/ari.2015.0000.

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Leon Sachs. "Literature of Ideas and Paul Bourget's Republican Pedagogy." French Forum 33, no. 1-2 (2008): 53–72. http://dx.doi.org/10.1353/frf.0.0024.

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Quayson, Ato. "Editorial: African American literature and a multicultural pedagogy." Wasafiri 13, no. 27 (March 1998): 3–4. http://dx.doi.org/10.1080/02690059808589582.

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Leggatt, Judith. "Home-Work: Postcolonialism, Pedagogy, and Canadian Literature (review)." University of Toronto Quarterly 76, no. 1 (2007): 622–24. http://dx.doi.org/10.1353/utq.2007.0153.

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Bhavani, Ganga, Anupam Mehta, and Suchi Dubey. "Literature Review: Game Based Pedagogy in Accounting Education." International Journal of Financial Research 11, no. 6 (December 1, 2020): 165. http://dx.doi.org/10.5430/ijfr.v11n6p165.

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The main purpose of this study is to provide the comprehensive literature review in the nexus of accounting games (manual and digital). Students’ expectation for learning concepts is rapidly changing and their concentration levels are decreasing drastically. Students are exposed to various levels of games and activities right from childhood and their expectation of games extended to the education as well. Now, it is the turn of educators to adopt the various concepts of teaching and learning in the mode of activities rather traditional method/s. The discipline of accounting is not an exception to this radical change. Accounting students wants to learn concepts with the help of games, activities either manual or digital. Some researchers developed and executed games in accounting education. Unfortunately, most of the games are not popular and predictable to the accounting educators. It may not be possible to an educator to invent a game for all the concepts all the time to present in the class. The current study explores all articles on Accounting games pedagogy (manual and digital) published in prominent A*, A and B category Accounting journals of ABDC (2019) list (53 Accounting Journals) during 15-year period i.e. from 2005-2019. Articles from these journals are categorized into five sections corresponding to traditional knowledge bases: (1) Curriculum and instruction (2) Instruction by content area (3) Educational Technology (4) Students (5) Faculty. We aim to support the Accounting educators to take a quick reference of our article to get an insight on available games before going to the class. We tried our best to present the details of games & activities as much deeper as possible for the ready reference but in case educators look for more information, they can always refer the original published paper.

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Adhikari, Bal Ram. "Literature in the Language Classroom: Roles and Pedagogy." Journal of NELTA Gandaki 1 (June 14, 2019): 1–10. http://dx.doi.org/10.3126/jong.v1i0.24453.

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The present article is theoretical in nature with its prime focus on the pedagogical dimension of literature in the language classroom in general and the ESL/EFL classroom in particular. It draws on some of the key publications in the field and my experience in English language education as a teacher and material developer. Moreover, I have drawn some evidence from B. Ed. and M. Ed. English courses offered to prospective teachers, and their class observation. Divided into three sections, the article begins with a checkered history of literature in mainstream language teaching methods while the second section underscores roles of literary texts in students' balanced language development. The final section proposes the pedagogical approach to and procedures of exploiting literary texts to maximize learning opportunities for students.

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Kingsland, Emily. "Undercover Feminist Pedagogy in Information Literacy: A Literature Review." Evidence Based Library and Information Practice 15, no. 1 (March 12, 2020): 126–41. http://dx.doi.org/10.18438/eblip29636.

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Abstract Objective – Feminist pedagogy in library instruction presents a new approach to actively engaging students in the research process. While feminist pedagogy in universities found early adoption in the 1970s, it is a newer phenomenon in library instruction, finding its early roots in works by Ladenson (2010), Accardi (2010), and Accardi and Vukovic (2013). By fostering active engagement and critical thinking skills, feminist library instruction sessions encourage students to question authority, actively participate in the knowledge production process, and become aware of their power and information privilege as they navigate increasingly complex information environments. At its core, this specific pedagogical approach subverts traditional classroom dynamics by focusing on diversity and inclusion. This literature review demonstrates how feminist pedagogy is currently being practiced in academic library information literacy sessions and how students can be assessed in a feminist manner. Methods – Practitioners of feminist pedagogy draw on techniques and methodologies designed to emphasize and value different experiences, such as cooperative learning, collaborative learning, inquiry-based learning, and inquiry-guided learning. These techniques and methodologies are used to develop students’ information literacy skills, to take ownership of the research process, and to stimulate critical inquiry. For the literature review, the following databases were searched: Education Resources Information Center (ERIC) on the ProQuest platform; Library & Information Science Abstracts (LISA); Library, Information Science & Technology Abstracts (LISTA); Scopus; and Web of Science Core Collection. Hand searching in WorldCat, as well as cited reference searching and bibliography mining, were also conducted. The searches were run between November 2018 and April 2019, followed by a second round in July 2019 based on participant feedback from the 2019 EBLIP10 conference. Case studies, books, book chapters, literature reviews, research papers, interviews, surveys, and papers based on statistical and qualitative analysis were consulted. Results – While some librarians may lack familiarity with feminist theory, feminism writ large influences academic librarians’ professional practice (Schroeder & Hollister, 2014). Librarians can incorporate feminist pedagogy into their practice and assessment in many concrete ways. However, librarians who focus on feminist pedagogy may face obstacles in their teaching, which may explain why publications on feminist pedagogical discourse within library and information studies have emerged only within the last decade (Fritch, 2018; Hackney et al., 2018). The most common challenge feminist librarians face is the restrictive nature of the standalone, one-shot information literacy session. Moreover, there is much room for improvement in library and information studies programs to introduce students to the theory and practice of feminist pedagogy. Conclusion – This paper highlights examples of feminist methods librarians can put into practice in their information literacy sessions and ways in which students can be assessed in a feminist manner. The literature demonstrates that feminist pedagogy has been successfully implemented for decades in universities. By comparison, practicing feminist pedagogy at the library instruction level is a relatively new area of focus within the profession. Hopefully, this growing trend will lead to more evidence based literature in the near future.

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Lewis, Tyson E. "Walter Benjamin’s radio pedagogy." Thesis Eleven 142, no. 1 (September 3, 2017): 18–33. http://dx.doi.org/10.1177/0725513617727891.

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This paper investigates the unique educational relevancy of Walter Benjamin’s radio broadcasts. While much has been written about Benjamin’s approach to both children’s literature and children’s theatre, his own pedagogical practice as a radio pedagogue remains largely marginalized in these discussions. In order to address this gap in the literature, I focus on the implications of shifting from the largely visual world of children (celebrated in color illustrations) to the auditory world of radio. Through a careful reading of the radio scripts, I argue that a perceptual alteration unique to the sonic medium of radio jumpstarts historical thinking in children. The following pedagogical principles which I extract from the radio broadcasts support and enhance this mode of historical materialist education. In conclusion, the article argues for the ongoing relevancy of Benjamin for thinking through the pedagogical implications of new information technologies within a postmodern era such as podcasts.

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Choo, Suzanne S. "Globalizing Literature Pedagogy: Applying Cosmopolitan Ethical Criticism to the Teaching of Literature." Harvard Educational Review 87, no. 3 (September 1, 2017): 335–56. http://dx.doi.org/10.17763/1943-5045-87.3.335.

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With global risks such as terrorism, fundamentalism, and xenophobia permeating our everyday consciousness, there is a pressing need for educators to cultivate in their students a cosmopolitan hospitality toward multiple and marginalized others in the world. Yet, despite growing interest in ethics among literary scholars, theorizations of ethical criticism are predominantly observed among scholars working in university settings rather than at high schools, and major scholarly texts on ethical criticism focus on literary texts that provoke ethical responses rather than on pedagogical strategies. In this essay, Suzanne Choo aims to address these two gaps by arguing that cosmopolitan ethical criticism should be a core feature of literature pedagogy in schools and by describing its potential for developing students as global ethical thinkers. The article situates cosmopolitan ethical criticism by distinguishing it from two other disciplinary practices, aesthetic criticism and didactic ethical criticism. It goes on to describe what cosmopolitan ethical criticism may look like in the classroom by examining pedagogical approaches to teaching literature employed by four high school teachers in Australia, Singapore, and the United States.

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Gummaraju, Rajashekar. "RESEARCH WRITING: FROM ELUSIVE PEDAGOGY TO EXCLUSIVE PEDAGOGY." International Journal of Research -GRANTHAALAYAH 4, no. 4 (April 30, 2016): 115–23. http://dx.doi.org/10.29121/granthaalayah.v4.i4.2016.2764.

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Recent years have seen an increased attention being given to thesis and dissertation writing in the ESP literature. Prior (1995) attributes more to a thesis or a dissertation than its rhetorical structure. He lists the factors which influence decisions students make about the form of their text-the research perspective taken up in the study, the purpose of the text, and the extent to which the students have been given advice on the positioning and organisation of their text, etc. For Paltridge (2002), thesis and dissertation writing is a difficult process for native speaker students and often doubly so for non-native speaker students. ESL students may have the level of language proficiency required for admission to their course of study, but not yet the necessary textual knowledge, genre knowledge and social knowledge (Bhatia, 1999) required of them to succeed in this particular setting. Our students need to be presented with the range of thesis options that might be open to them, and consider the reasons why they might make a particular choice. There is no such a thing as “one size fits all” master’s and doctoral thesis. The present paper attempts to look at the pedagogies evolved for teaching research writing.

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Williams, Jeffrey. "The Pedagogy of Debt." College Literature 33, no. 4 (2006): 155–69. http://dx.doi.org/10.1353/lit.2006.0062.

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MacKinnon, John E. "Advocacy, therapy, and pedagogy." Philosophy and Literature 20, no. 2 (1996): 492–500. http://dx.doi.org/10.1353/phl.1996.0063.

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Puchner, Martin. "Theater, Philosophy, Pedagogy." Publications of the Modern Language Association of America 131, no. 2 (March 2016): 423–29. http://dx.doi.org/10.1632/pmla.2016.131.2.423.

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On my first day as an undergraduate at the university of konstanz, i attended a lecture i had been particularly looking forward to: an introduction to philosophy. The professor, Jürgen Mittelstraß, began by declaring that he hoped very few of us would become professional philosophers—ideally, none. Philosophy was a kind of training that should be carried into other endeavors, not pursued as an end in itself. I got really mad. After the lecture I marched into his office and declared that I was going to be the exception. He smiled and kindly took me under his wing for the rest of my studies. But somehow, after majoring in analytic philosophy in college, I began to gravitate toward literature and theater, probably because I had been doing a lot of extracurricular theater along the way. When, twenty years later, I wrote to tell him what had become of me, he revealed that he had once contemplated a career in theater himself.

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Divnogortseva, Svetlana Yu. "Hagiographic literature as a practical pedagogy of orthodox culture." Science and School, no. 4, 2020 (2020): 198–206. http://dx.doi.org/10.31862/1819-463x-2020-4-198-206.

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Throughout the millennium, the phenomenon of Orthodox pedagogical culture has been developing in Russia. Its theory was formed on the basis of the generalization of the experience of religious and moral development and upbringing of personality, presented, among other things, in hagiographic literature. The purpose of the article is to characterize the dominant ideas of Orthodox pedagogical culture, based on examples from the practice of the lives of saints. The methodological basis of the research was philosophical and anthropological ideas - characteristics of a person as an individual personality; ideas about deterministic influence of axiology on spiritual culture, a variety of which is Orthodox pedagogical culture. As a result of analysis, the author concludes that hagiographic literature has a significant pedagogical potential, as it illustrates, from the point of view of the Orthodox faith, the built up activity of the individual; it illustrates the theoretical provisions and spiritual dominants of the Orthodox pedagogical culture, which reflect its value orientation, standards that serve as a basis for building and verification of the behavior of an Orthodox Christian. From this point of view, hagiographic literature can be called practical pedagogy in Orthodox culture and can be studied in order to fix and reproduce the standard height of the image of a spiritually and morally developed person.

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Kortenaar, Neil ten. "Introduction to Special Issue on Literature Pedagogy Confronting Colonialism." Cambridge Journal of Postcolonial Literary Inquiry 7, no. 3 (September 2020): 235–37. http://dx.doi.org/10.1017/pli.2020.9.

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Postcolonial literary scholars often write about challenging traditional canons and Enlightenment ideas, but that challenge too often remains at the level of content and of ideas. We also need practical change to the university classroom, our curriculum, our syllabi, our pedagogy. And we need to be in dialogue with our colleagues teaching British or American or European literature who also want to decolonize their classrooms. There need to be fora where we can discuss the questions and problems we face in our classrooms and the strategies we have developed in response. These papers arise from an ongoing collaboration across institutions to discuss what we as teachers of literature can do differently and better.

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Ngom, Fallou. "Aḥmadu Bamba's Pedagogy and the Development of ʿAjamī Literature." African Studies Review 52, no. 1 (April 2009): 99–123. http://dx.doi.org/10.1353/arw.0.0156.

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Abstract:While African literature in European languages is well-studied, ʿajamī and its significance in the intellectual history of Africa remains one of the least investigated areas in African studies. Yet ʿajamī is one of the oldest and most widespread forms of literature in Africa. This article draws scholars' attention to this unmapped terrain of knowledge. First, it provides a survey of major West African ʿajamī literary traditions and examines the nexus between the pedagogy of Aḥmadu Bamba and the development of Wolofal (Wolof ʿajamī). Then, with reference to excerpts from Sëriñ Masoxna Ló's 1954 eulogy, it discusses the role of Wolofal in the diffusion of the Murīd ethos.

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Omar, Abdulfattah, and Yasser A. Gomaa. "The Machine Translation of Literature: Implications for Translation Pedagogy." International Journal of Emerging Technologies in Learning (iJET) 15, no. 11 (June 12, 2020): 228. http://dx.doi.org/10.3991/ijet.v15i11.13275.

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The recent years have witnessed an increasing importance of machine translation systems due to the prolific production on online texts in different disciplines and furthermore, the inability of traditional translation methods in addressing translation needs all over the world. It is even argued that training on translation tools should be integrated into translation pedagogies and ultimately, courses should be provided for students and professionals. In spite of the effectiveness of translation tools and systems in providing solutions in relation to different disciplines and text genres, the usability and reliability of such systems in terms of literary texts, however, is still highly controversial. Many critics and educators still underestimate the usefulness of the machine translation systems in literature, which could be partially attributed to the unique nature of the language of the literary texts. The issue has its pedagogical implications to translation instruction due to the needs to integrate emerging technologies in teaching and learning practices. For proper use of translation technologies in educational contexts, these need to be well evaluated. For this purpose, this study evaluates the usefulness of applying machine translation systems to literature with the purpose of identifying the challenges that may have negative impacts on the reliability of machine translation systems. In order to do this this, two translation systems are selected, namely, Google Translate and Q Translate. By way of illustration, the study is based on a corpus of two English short stories. The study is based on two prose fiction texts. The first is J. K. Rowling’s novel Harry Potter and the Philosopher’s Stone. The second is Edgar Allan Poe’s short story The Black Cat. Automatic translations generated by the two machine translation systems were compared to human made Arabic translations with the purpose of identifying the problems within these translations. Results indicate that different lexical, structural, and pragmatic errors are encountered by users which negatively impact the reliability of these translations. Educators and translation instructors need to reflect on the challenges of machine translation systems in relation to literature. Software developers need also to address the problems faced by users and students in the translation from and into the Arabic language.

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Lawall, Sarah. "Canons, Contexts, and Pedagogy: The Place of World Literature." Comparatist 24, no. 1 (2000): 39–56. http://dx.doi.org/10.1353/com.2000.0006.

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Zeikowitz, Richard E. "Befriending the Medieval Queer: A Pedagogy for Literature Classes." College English 65, no. 1 (September 2002): 67. http://dx.doi.org/10.2307/3250731.

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Mazrui, Al-Amin M. "Ideology or pedagogy: the linguistic indigenisation of African literature." Race & Class 28, no. 1 (July 1986): 63–72. http://dx.doi.org/10.1177/030639688602800104.

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Skilleas, O. M. "Studies in the Spectator Role: Literature, Painting and Pedagogy." British Journal of Aesthetics 41, no. 2 (April 1, 2001): 227–29. http://dx.doi.org/10.1093/bjaesthetics/41.2.227.

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Kulinna, Pamela Hodges, Kristin Scrabis-Fletcher, Stephen Kodish, Sharon Phillips, and Stephen Silverman. "A Decade of Research Literature in Physical Education Pedagogy." Journal of Teaching in Physical Education 28, no. 2 (April 2009): 119–40. http://dx.doi.org/10.1123/jtpe.28.2.119.

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The purpose of this study was to provide a detailed analysis of the research literature in physical education for one decade, including data on the research focus (i.e., teaching, teacher education, and curriculum). Α database of published research and research-based scholarship was created. Data were coded maintaining 97% or higher agreement levels. There were 1,819 physical education pedagogy research papers published during 1995–2004 in 94 different journals, including those that primarily pertain to (a) physical education (56.40%), (b) kinesiology (30.02%), (c) education and social science (9.35%), and (d) heath education and medical (4.23%). Papers represented all three focus areas: teaching (65.31%), curriculum (19.24%), and teacher education (15.45%). Research in physical education pedagogy has increased each year since 1995, including a small presence in education and social science journals as well as health education and medical journals.

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DeCastro-Ambrosetti, Debra. "Sociolinguistic Foundations to African Centered Pedagogy: A Literature Review." High School Journal 86, no. 4 (2003): 31–48. http://dx.doi.org/10.1353/hsj.2003.0006.

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Eiselein, Gregory. "Cheap Teaching at High Prices: Jerome Klinkowitz's Literature Pedagogy." Pedagogy 3, no. 1 (January 1, 2003): 135–40. http://dx.doi.org/10.1215/15314200-3-1-135.

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Aliyu, Jaafaru, Sharifah Osman, Mohd Fadzil Daud, and Jeya Amantha Kumar. "Mathematics Teachers’ Pedagogy through Technology: A Systematic Literature Review." International Journal of Learning, Teaching and Educational Research 20, no. 1 (January 30, 2021): 323–41. http://dx.doi.org/10.26803/ijlter.20.1.18.

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Mathematics teachers’ pedagogy (MTP) is an integral part of classroom instructional mediation through technology or manipulatives. This article describes a logical literature analysis for the MTP and technology with GeoGebra (GG). The findings reveal the intervention impact of MTP with GG and other technologies such as matrix laboratory (MATLAB); an interactive whiteboard (IWB) and computer algebra system (CAS); wxMaxima, which is a CAS; information and communication technologies (ICT); concrete materials as well as other resources in developing students’ performances in mathematics which were generally effective too. The systematic literature review (SLR) explored findings from current research between January 2011 and October 2020. Quality assessment screening of the papers was done and alongside further elimination of repeated documents from the analysis, twenty-eight publications met the refinement and inclusion/exclusion criteria out of 110 papers. The modified preferred reporting items for systematic reviews and meta-analyses (PRISMA) outline exemplifies the literature review accordingly. The authors observed, accomplished, and discussed the significance of the SLR. This was followed by the constraints, upcoming directions for MTP with technology and GG, and the MTP consequences for education and research.

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Czajkowska, Agata. "PEDAGOGY OF MEMORIAL PLACES IN POLAND. CURRENT STATE AND DEVELOPMENT PROSPECTS." Современная высшая школа инновационный аспект, no. 2 (2021): 100–114. http://dx.doi.org/10.7442/2071-9620-2021-13-2-100-114.

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The article supports new approaches in Pedagogy linked with wide application of Pedagogy of Memory concept in modern humanitarian knowledge. The correlation of “Pedagogy of Memory” concepts with other definitions used in philosophical, sociological and pedagogical literature (memorial museums, memorial sites) is discussed. Context measurements of memory are presented. The objectives of Pedagogy of Memory are described. Interconnections between Pedagogy of Culture and Pedagogy of Memory are revealed and their intercomplementory functions are given.

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Gohn, Carlos Alberto. "A micro-unit in translation pedagogy." Estudos Germânicos 8, no. 2 (December 31, 1987): 7. http://dx.doi.org/10.17851/0101-837x.8.2.7-11.

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In this text there is a discussion about materials needed for teaching translation at university level. Our case study is the translation of the English Present Perfect. The semantics of verbal tenses both in English and Portuguese is dealt with so a6 to allow us to make some claims about how one should tackle the problem of translating the perfect tenses to express the rhetorical function of reporting past literature in academic language. Neste texto discutimos alguns materiais para o ensino de tradução a nível universitário. Exemplificamos com a tradução do «Present Perfect». A semântica dos tempos verbais em inglês e português é examinada de modo a nos permitir sugerir algumas formas de abordar o problema de traduzir os «perfect tenses» para expressar a função retórica de relatar o que já foi feito no passado, na área da literatura acadêmica em questão.

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McLoughlin. "The Modernist Party as Pedagogy." Journal of Modern Literature 38, no. 3 (2015): 86. http://dx.doi.org/10.2979/jmodelite.38.3.86.

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Nealon, C. "Touching Feeling: Affect, Pedagogy, Performativity." American Literature 79, no. 1 (March 1, 2007): 227–28. http://dx.doi.org/10.1215/00029831-2006-095.

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Ringskou, Lea, and David Thore Gravesen. "Med viden skal skole- og fritidspædagogik bygges." Forskning i Pædagogers Profession og Uddannelse 4, no. 1 (March 9, 2020): 13. http://dx.doi.org/10.7146/fppu.v4i1.119212.

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ResuméMed reformen af pædagoguddannelsen i 2014 blev der oprettet en skole- og fritidsspecialisering, som dækker pædagogens arbejde med aldersgruppen 6-18 år inden for skole, SFO, klub og ungdomsklub. Eftersom specialiseringen, der ifølge bekendtgørelse og studieordninger (bl.a.) skal baseres på videnskab og forskning, kun har eksisteret i fem år, mangler der i skrivende stund en kortlægning af dens forskningsbaserede vidensgrundlag. Formålet med artiklen er at præsentere resultaterne af det review vi har foretaget af den forskningsbaserede litteratur, der findes om pædagogers arbejde på feltet for skole- og fritidspædagogik. I artiklens analyse sætter vi fokus på særligt to fund. Først peger vi på, at forskning omkring skolereformen 2014 og i relation hertil, pædagogers samarbejde med lærere, er dominerende pædagogiske tematikker i litteraturen. For det andet finder vi, at især klubområdet er underrepræsenteret som undersøgt professionsfelt i litteraturen. Vi diskuterer afslutningsvist, hvilke vidensmæssige implikationer sådanne fund har for uddannelse, praksis og forskning på feltet for skole- og fritidspædagogik i Danmark. AbstractThrough knowledge, school- and leisure pedagogy must be built.A review and critical analysis of research-based literature in the field of school- and leisure pedagogy in DenmarkWith the reform of the pedagogue education in 2014, a school- and leisure specialization was established. The purpose of the article is to present the results of a review we have made of the research-based literature in the field of school- and leisure pedagogy. In the article's analysis, we focus on two findings. First, we point out that research on the school reform in 2014 and in relation to this, the pedagogue’s cooperation with teachers, are dominant pedagogical themes in the literature. Secondly, we find that research on pedagogical work in youth clubs is under-represented in the literature. In the conclusion, we discuss what implications the findings have for education, practice and research in the field of school- and leisure pedagogy in Denmark.

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Joshi, Marjo, and Mika Alavaikko. "Service design approaches and applications in higher education: A thematic literature review." Art, Design & Communication in Higher Education 19, no. 2 (October 1, 2020): 241–55. http://dx.doi.org/10.1386/adch_00025_1.

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Service design has gained ground in the field of education. This article aims to reveal current approaches of service design applied to higher education pedagogy. The methodological approach is thematic literature review. Great variation in the application of service design can be found through review of selected literature. Three key categories were used for analysis: service, method and value. Four main approaches emerge from the results: service design applied on (1) courses and assignments; (2) pedagogical methods or models; (3) pedagogical applications for specific groups and (4) pedagogy outside formal education. Managers, teachers or researchers can use the results of this study to develop higher education pedagogy with service design approaches. Results also indicate possibilities for further research in the area of participatory design, international and national collaboration or value creation.

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Mesquita, Cristina. "PEDAGOGIA DA INFÂNCIA: APRENDENDO COM BRUNER." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (September 27, 2016): 51. http://dx.doi.org/10.17060/ijodaep.2014.n1.v3.480.

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Abstract:CHILDHOOD PEDAGOGY: LEARNING WITH BRUNERThe scientific literature has shown that participatory approaches that guarantee the child rights and respect their voice and competence have greater impact on their learning and future life (Eurydice, 2009; OCDE, 2012; Oliveira-Formosinho, 2009; Siraj-Blatchford, Sylva, Muttock, Gilden & Bell, 2002). The Starting Strong III Report (OCDE, 2012) to this purpose, emphasizes that children learn better: i) on integrative pedagogical approaches, where cognitive and social learning are understood as complementary and equally important, ii) when they are active and involved; iii) when the interactions are frequent and meaningful; iv) when the curriculum takes into account what they have learned before. The complexity of participatory pedagogy requires a holistic view of the processes to be operationalized in praxis. Our concerns with a participatory praxis led us to dialogue with the Bruner proposals (1966, 1984a; 1991a; 1991b; 1997; 1998; 2000; 2004; 2010; Bruner & Postman, 1949; Wood, Bruner, & Ross, 1976) whose principles provide important contributions to childhood pedagogy. Participatory pedagogy brings out the integrative vision of praxis and considers the complexity of the contexts where the beliefs, knowledge, theory and practice are held in multiple combinations. This vision values the child activity and competence, valuing the involvement stemming from the meaningful experiences. The Bruner’cultural pedagogy is an important grammar for participatory praxis. In this study we intend to read the conceptions of Bruner, taking into account its implications in early childhood education. The analysis will be based on the dimensions of childhood pedagogy listed by Oliveira Formosinho (2007) space and materials, time, interactions, observation, planning and assessment.Key-words: Early Childhood Education; participatory pedagogy, cultural pedagogy; BrunerResumo:A literatura científica tem revelado que as abordagens pedagógicas participativas que garantem os direitos da criança, reconhecem a sua competência e escutam a sua voz têm maior impacto na aprendizagem e na sua vida futura (Eurydice, 2009; OCDE, 2012; Oliveira-Formosinho, 2009; Siraj-Blatchford, Sylva, Muttock, Gilden & Bell, 2002). A este propósito, o relatório Starting Strong III (OCDE, 2012) realça que as crianças aprendem melhor: i) em abordagens pedagógicas integradoras, onde as aprendizagens cognitivas e sociais são entendidas como complementares e igualmente importantes; ii) quando estão ativas e envolvidas; iii) quando as interações são frequentes e significativas; iv) quando o currículo se baseia nas aprendizagens anteriores. A complexidade dos processos de participação reclama uma visão holística da práxis. As preocupações com a operacionalização de uma práxis participativa, levaram-nos a dialogar com as propostas Bruner (1966, 1984a; 1991a; 1991b; 1997; 1998; 2000; 2004; 2010; Bruner & Postman, 1949; Wood, Bruner, & Ross, 1976) cujos princípios oferecem importantes contributos para a pedagogia da infância. A linha pedagógica participativa faz emergir a visão integradora da práxis pedagógica, invocando a complexidade dos contextos, onde as crenças, os saberes, a teoria e a prática se realizam em combinações múltiplas. Este modo de fazer pedagogia valoriza a atividade e a competência da criança, centrando os objetivos no envolvimento que decorre das experiências significativas. A pedagogia cultural de Bruner constitui-se como um importante referencial para a implementação de uma praxis participativa em contexto escolar. Com este estudo pretendemos fazer a leitura das conceções de Bruner, tendo em conta as implicações da sua teorização nas dimensões da pedagogia da infância enunciadas por Oliveira-Formosinho (2007), espaço e materiais, tempo, interações, observação, planificação e avaliação.Palavras-Chave: Educação de Infância; pedagogia participativa; pedagogia cultural; Bruner

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