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Journal articles on the topic 'New pedagogies and stratigies'

Author: Grafiati

Published: 4 May 2024

Last updated: 31 July 2025

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1

Diekelmann, Nancy, and Susan Lampe. "Student-Centered Pedagogies: Co-Creating Compelling Experiences Using the New Pedagogies." Journal of Nursing Education 43, no. 6 (2004): 245–47. http://dx.doi.org/10.3928/01484834-20040601-02.

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Diekelmann, Nancy. "Experienced Practitioners as New Faculty: New Pedagogies and New Possibilities." Journal of Nursing Education 43, no. 3 (2004): 101–3. http://dx.doi.org/10.3928/01484834-20040301-04.

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Velasquez-Potts, Michelle C. "Pedagogies of Negation." Syllabus is the Thing: Materialities of the Performance Studies Classroom 8, no. 2 (2023): 111–22. http://dx.doi.org/10.7202/1099885ar.

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This essay discusses a course I taught in 2021 at the University of Texas at Austin. The course, titled “The Politics of Refusal,” was prompted by my interest in exploring how pain, debility, and suffering, usually understood as limited and passive experiences, might also be generative and disruptive. The essay reflects on the trajectory of the class as the semester progressed. In particular, I pay attention to the dynamics of discussion as they relate to students’ relationship to theory and to disability and care. I consider what worked, what needed rethinking, and what possibilities were ope

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Hancock, Tamara S., and Oona Fontanella-Nothom. "Becoming With/In Flux: Pedagogies of Sustainment (POSt)." Qualitative Inquiry 26, no. 1 (2019): 81–88. http://dx.doi.org/10.1177/1077800419874827.

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This article responds to the query “what do intra-active pedagogies produce?” Our experiences with intra-active pedagogies produced a productive flux for us, two graduate students. Although being with this flux was welcome with/in these intra-active pedagogies, with/in other spaces(s) it was unwelcome. Through thinking with theory and writing, we produced new concepts to stay with the flux in our becomings (post-)qualitative scholars: We produced pedagogies of sustainment (POSt). (Re)Presenting three POSt concepts we invite those who teach, learn, and participate in qualitative research course

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Smythe, Suzanne. "Adult Learning in the Control Society: Digital Era Governance, Literacies of Control, and the Work of Adult Educators." Adult Education Quarterly 68, no. 3 (2018): 197–214. http://dx.doi.org/10.1177/0741713618766645.

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This article reports on a study of adult literacy and learning in a public computing center where people contend with the new literacy demands of online government and other automated technologies. The study asks, (1) What literacy and learning practices are associated with digital governance? (2) What pedagogies support people to navigate digital government and automated technologies? (3) What are the broader implications of digital government for the work of adult educators? Bringing together sociomaterial theories of learning and methodologies of ethnographic case study, the study maps the

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Philpot, Rod, Alan Ovens, and Wayne Smith. "PETE CRITICAL PEDAGOGIES FOR A NEW MILLENIUM." Movimento (ESEFID/UFRGS) 25 (November 15, 2019): e25064. http://dx.doi.org/10.22456/1982-8918.95142.

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Estudo sociocrítico e pedagogia crítica, nas últimas três décadas, são centrais na formação de professores de Educação Física. O objetivo deste artigo é providenciar um retrato da história do projeto crítico na formação de professores de Educação Física e oferecer uma análise das pedagogias críticas na sociedade ocidental contemporânea. Nesse texto, as representações de pedagogia crítica são classificadas nos focos sobre (a) reflexão crítica, (b) pedagogias do “desconforto”, (c) princípios democráticos, embora os autores reconheçam que na formação de professores tais categorias sobrepõem-se e

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Giordano, Sara. "Building New Bioethical Practices through Feminist Pedagogies." IJFAB: International Journal of Feminist Approaches to Bioethics 9, no. 1 (2016): 81–103. http://dx.doi.org/10.3138/ijfab.9.1.81.

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Hickey-Moody, Anna, Helen Palmer, and Esther Sayers. "Diffractive pedagogies: dancing across new materialist imaginaries." Gender and Education 28, no. 2 (2016): 213–29. http://dx.doi.org/10.1080/09540253.2016.1140723.

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Orr, Christine. "Using Discovery Learning Pedagogies." Teachers' Work 13, no. 1 (2016): 8–21. http://dx.doi.org/10.24135/teacherswork.v13i1.93.

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This inquiry explored the use of discovery pedagogies inspired by the Reggio Emilia philosophy to evaluate their ability to develop science capabilities in new entrant and year one students, and the influence of these pedagogies on the engagement of priority learners. The study followed the teaching as inquiry model. The chosen intervention for this inquiry was allocation for Discovery Time which involved the implementation of a 15-20 minute session with the whole class using the ‘I see, I think, I wonder’ technique, and specific teacher questioning to encourage students to make careful observ

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Johnson, Rebecca. "Pedagogies of Mapping." Constitutional Forum / Forum constitutionnel 19, no. 1, 2 & 3 (2012): 2011. http://dx.doi.org/10.21991/c9n666.

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Generations of students have engaged in the (more or less artistic) practice of doodling in the margins of their notes, and yet it is rare for law students to be given crayons and be directed to colour. In this note, I describe and reflect on the experience of using the visually based pedagogy of “mapping” as a tool for exploring the Insite case. This exercise took place at the end of the Legal Process module, after students had spent nearly two days of concentrated attention on the case and the issues raised by it. The class was divided into four groups, each of which was asked to imagine the

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Gadban, Alaa Hussein, and Omar Adeeb Ghanim. "Intertextuality in Poetic Texts." JOURNAL OF LANGUAGE STUDIES 8, no. 1 (2024): 272–80. http://dx.doi.org/10.25130/lang.8.1.12.

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Each text has standards to be regarded as commumicative. Intertextuality is one of those standards. People in their everyday conversations use intertextuality as a proof to enhance their turns. Intetextuality means using a past (old) text in a present (new) text for the purpose of giving the communicative sense to the new text . The researchers follow Laurent Jenney’s article " Stratigies of forms "( 1980 ) as a model to analyse the chosen texts . They use a qualitative analysis method only which is concerned with the descriptive level of analysis. The current study aims at (i) presenting the

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Spires, Hiller A., and Lisa G. Hervey. "New technologies, new pedagogies: Finding the grail in higher education." Journal of Leadership Studies 4, no. 4 (2011): 54–56. http://dx.doi.org/10.1002/jls.20194.

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Khan, Samia. "New Pedagogies on Teaching Science with Computer Simulations." Journal of Science Education and Technology 20, no. 3 (2010): 215–32. http://dx.doi.org/10.1007/s10956-010-9247-2.

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Ng, Hilary K. Y., and Adam Fingrut. "Studio-based architecture pedagogies in the new normal." International Journal of Mobile Learning and Organisation 17, no. 1/2 (2023): 117. http://dx.doi.org/10.1504/ijmlo.2023.10053365.

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Fingrut, Adam, and Hilary K. Y. Ng. "Studio-based architecture pedagogies in the new normal." International Journal of Mobile Learning and Organisation 17, no. 1/2 (2023): 117. http://dx.doi.org/10.1504/ijmlo.2023.128353.

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Sandwell, Ruth W. "Pedagogies of the Unimpressed." Ontario History 107, no. 1 (2018): 36–59. http://dx.doi.org/10.7202/1050678ar.

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In the early decades of the twentieth century, Ontario homemakers were targets of a multi-faceted educational campaign in which a range of corporate and social reform groups sought to change the ways women cooked, cleaned and heated their homes. This article explores these highly gendered pedagogies of modernity and resituates them within the context of Canadian energy history, focusing on household electrification to highlight Ontario women’s resistance, in terms of their day-to-day household practices, to this educational campaign. It argues that women remained largely unimpressed by the pro

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Prescott-Brown, Marci. "Welcoming Writers, Welcoming Instructors." Discourse and Writing/Rédactologie 34 (August 1, 2024): 183–99. http://dx.doi.org/10.31468/dwr.1069.

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Canadian scholars increasingly recognize the importance of diverse and inclusive writing pedagogies to welcome students of various races, languages, orientations, genders, and abilities. Yet, if instructors do not feel welcomed into using the tools of antiracist and decolonial writing pedagogies, they often will not use them, and many feel very new to the task. Using microlevel language policies (in both direct and indirect ways) can be a helpful way to integrate these pedagogies into writing instruction effectively; they can help instructors to both signal and live out their commitments to in

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Aberton, Helen. "The Hug: An Affective Material Encounter With a Productive Pedagogy of Qualitative Inquiry." Qualitative Inquiry 26, no. 1 (2019): 122–29. http://dx.doi.org/10.1177/1077800419869958.

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My doctoral study was focussed on women’s activities and practices in community organizations. In this paper, I revisit “the hug,” a fieldwork event (understood in the Deleuzian sense as something—a situation or a problem—that provokes thought) recreating it as a pedagogical event in relation to emerging Deleuzo–Guattarian and new materialist qualitative (QI) pedagogies. The effect of the hug event demonstrates the potential productivity of emerging QI pedagogies, and implications for what intra-active QI pedagogies might produce for researchers, and the research community at large.

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Cochrane, Thomas, and Joshua Munn. "Integrating Educational Design Research and Design Thinking to Enable Creative Pedagogies." Pacific Journal of Technology Enhanced Learning 2, no. 2 (2020): 1–14. http://dx.doi.org/10.24135/pjtel.v2i2.58.

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   This paper explores the interrelationship between educational design research, and design thinking that guides the design stage, enabling the design of authentic collaborative mobile learning environments. As an example the article outlines the design thinking principles and processes that informed the development of wireless mobile presentation systems (MOAs) designed to create a flexible infrastructure to enable the exploration of new pedagogies in different educational contexts. The project used design thinking within an educational design research methodology to provid

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Oliveira, Silas M. "Trends in Academic Library Space: From book boxes to learning commons." Open Information Science 2, no. 1 (2018): 59–74. http://dx.doi.org/10.1515/opis-2018-0005.

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Abstract Top management in academic/university libraries must play a more significant role within the academic setting by reorganizing library spaces or building new libraries that will be aligned with the new teaching pedagogies and today’s students’ learning preference styles. The aim of this review is to present and discuss trends related to how librarians are redefining academic libraries’ buildings and spaces in order to be better aligned to current pedagogies and students’ learning styles and needs

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Santos, Lucas Moreira dos Anjos, Michele Salles El Kadri, Raquel Gamero, and Telma Gimenez. "Teaching English as an additional language for social participation: digital technology in an immersion programme." Revista Brasileira de Linguística Aplicada 18, no. 1 (2018): 29–55. http://dx.doi.org/10.1590/1984-6398201811456.

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ABSTRACT This paper analyses conceptualizations of digital technology use that are aligned with sociocultural pedagogies of language learning, proposing a framework for developing sociocultural language pedagogies through digital technology use and presenting the language education workshops offered for high school students as embodying the principles of such a perspective. The paper is grounded on a sociocultural perspective of learning. Data gathering occurred in the New Talents Program, which is the background of the instructional material developed for the immersion week “Digital technolog

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Fuentes Ganzo, Eduardo. "Una estrategia cooperativa en la pequeña empresa comercial de Castilla y León : el caso 6000." Pecvnia : Revista de la Facultad de Ciencias Económicas y Empresariales, Universidad de León, no. 2 (June 1, 2006): 1. http://dx.doi.org/10.18002/pec.v0i2.733.

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En los últimos tiempos estamos asistiendo, en el campo de la Dirección estratégica, a nuevas formulaciones que inciden en la importancia de focalizar las estrategias empresariales en mercados y ámbitos locales. En este sentido, el comercio tradicional en los espacios locales, constituido básicamente por empresas familiares, ha contemplado, en los últimos 15 años, cómo las fuerzas competitivas de su entorno se han visto alteradas por la irrupción generalizada de hipermercados y grandes superficies. En el ámbito territorial de Castilla y Léon esta realidad ha propiciado la aparición de nuevas es

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Yelenevskaya, Maria, and Ekaterina Protassova. "Teaching languages in multicultural surroundings: New tendencies." Russian Journal of Linguistics 25, no. 2 (2021): 546–68. http://dx.doi.org/10.22363/2687-0088-2021-25-2-546-568.

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The purpose of this article is to help language teachers at all levels of education to understand in depth problems posed by linguistic superdiversity. Based on the study of scholarly literature, documents of educational bodies and the authors experience in language teaching in different countries, the article answers the question of how the teaching of world languages such as English and Russian is changing due to the recognition that their functions and status differ in various countries. We explore why, despite gradual changes in curricula, there is still pervasiveness of pedagogies attempt

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Tufte, Thomas. "Unlearning Communication for Social Change—A Pedagogical Proposition." Social Sciences 13, no. 7 (2024): 335. http://dx.doi.org/10.3390/socsci13070335.

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We have in recent years seen growing calls for pedagogies for social change amongst communication and development scholars, identifying resistances, critiques, and emerging practices in the field. This review article addresses this ‘pedagogical turn’, suggesting that it is in these pedagogies we can see the pathways to unlearn and relearn communication for social change. Offering a decolonial analytical lens, this article asks two questions: What characterizes these critical pedagogies? And how can the various pedagogies contribute to unlearning and relearning the field of communication and so

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Mhango, Mabvuto Dweku, Dr Dickson D. Ndenguma, and Mr M. Mnelemba. "THE ANALYSIS OF PRESCRIBED PEDAGOGY PRACTICES FOR DESIGN AND TECHNOLOGY IN ZAMBIAN SCHOOLS. THE CASE OF CHIPATA DISTRICT." Journal of Education and Practice 5, no. 2 (2021): 1–17. http://dx.doi.org/10.47941/jep.615.

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Purpose: The study delved into prescribed pedagogy practices for Design and Technology in Zambian schools, “Chipata district in particular”. The main objective of this study was to contribute towards a comprehensive understanding of the prescribed pedagogies in the syllabus of Design and Technology. Thus, the rationale of the work is based on the application of prescribed pedagogies by practicing teachers for Design and Technology in the teaching and learning process in secondary schools. The, aim of the study is to analyse the application of the prescribed methods by teachers of Design and Te

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White, Linda Feldmeier. "Learning Disability, Pedagogies, and Public Discourse." College Composition & Communication 53, no. 4 (2002): 705–38. http://dx.doi.org/10.58680/ccc20021469.

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I analyze the public and professional discourse of learning disability, arguing that medical models of literacy misdirect teaching by narrowing its focus to remediation. This insight about teaching is not new; resurgent demands for behaviorist pedagogies make understanding their continuing appeal important to composition studies.

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Pratt, Comfort, Rachel Mamiya Hernández, and Martha Vásquez. "Transformative Pedagogies: New Perspectives for Spanish and Portuguese Classrooms." Hispania 104, no. 1 (2021): 3–5. http://dx.doi.org/10.1353/hpn.2021.0001.

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Marsh, Jackie. "New literacies and old pedagogies: recontextualizing rules and practices." International Journal of Inclusive Education 11, no. 3 (2007): 267–81. http://dx.doi.org/10.1080/13603110701237522.

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Bobadilla, Mariana Pérez. "Círculo de Investigación Artística: New materialist pedagogies of resistance." International Journal of Education Through Art 14, no. 1 (2018): 59–78. http://dx.doi.org/10.1386/eta.14.1.59_1.

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Drewry, Rachel, Wendy Cumming-Potvin, and Dorit Maor. "New Approaches to Literacy Problems: Multiliteracies and Inclusive Pedagogies." Australian Journal of Teacher Education 44, no. 11 (2019): 61–78. http://dx.doi.org/10.14221/ajte.2019v44.n11.4.

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Philpot, Rod. "Critical Pedagogies in PETE: An Antipodean Perspective." Journal of Teaching in Physical Education 34, no. 2 (2015): 316–32. http://dx.doi.org/10.1123/jtpe.2014-0054.

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In the 1990s, New Zealand and Australia rolled out new school physical education curriculums (Ministry of Education, 1999, 2007; Queensland School Curriculum Council, 1999) signaling a significant change in the purpose of physical education in both countries. These uniquely Antipodean1 curriculum documents were underpinned by a socially critical perspective and physical education teacher education (PETE) programs in both countries needed to adapt to prepare teachers who are capable of engaging PE from a socially critical perspective. One way they attempted to do this was to adopt what has vari

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CAIRNS, KATE. "Beyond Magic Carrots: Garden Pedagogies and the Rhetoric of Effects." Harvard Educational Review 88, no. 4 (2018): 516–37. http://dx.doi.org/10.17763/1943-5045-88.4.516.

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In this essay, Kate Cairns considers the implications of assessing garden pedagogies, arguing that a rhetoric of effects assumes an essentialist conception of the child-as-educational-output and bolsters a neoliberal vision of social change rooted in personal transformation. Drawing from ethnographic research with youth gardens in Toronto, Ontario, and Camden, New Jersey, she highlights contextualized experiences of learning and labor that exceed the boundaries of an effects framework. Cairns argues that garden pedagogies must be understood in relation to specific dynamics of racial, economic,

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Xanthoudaki, Maria. "Museums, innovative pedagogies and the twenty-first century learner: a question of Methodology." Museum and Society 13, no. 2 (2015): 247–65. http://dx.doi.org/10.29311/mas.v13i2.329.

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The paper aims to build a ground for thinking about museums’ role in society and the development of the twenty-first century learner. The first and second parts of the paper focus on the influences technological evolution and current global challenges have brought to our lives, and the consequent requirementsfor ‘new’ learning and skills. The third part examines how different elements of new pedagogies and approaches could reinforce the twenty-first century learner and could, moreover, inspire museums. The final part of the paper focuses on the specific contribution that museums could make by

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Altuntas Nott, Ilayda. "Sonic Pedagogies at Border Crossings." IJABER. International Journal of Arts-Based Educational Research 2, no. 2 (2024): 36–44. https://doi.org/10.17979/ijaber.2024.2.2.11246.

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This article examines soundwalking at the Progreso-Nuevo Progreso International Bridge as an arts-based educational research (ABER) method, specifically through the lens of Sounding Art Practice as Research (SAPAR). By immersing participants in border soundscapes, the study investigates the socio-cultural and political dynamics of the U.S.-Mexico border and their pedagogical implications. Through deep listening, participants explore how sound constructs, disrupts, and reflects borders, offering new sensory-based approaches to art education. The practice emphasizes the role of sound in fosterin

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Tsolidis, Georgina. "New cultures new classrooms: international education and the possibility of radical pedagogies." Pedagogy, Culture & Society 9, no. 1 (2001): 97–110. http://dx.doi.org/10.1080/14681360100200108.

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Lotherington, Heather, and Jennifer Jenson. "Teaching Multimodal and Digital Literacy in L2 Settings: New Literacies, New Basics, New Pedagogies." Annual Review of Applied Linguistics 31 (March 2011): 226–46. http://dx.doi.org/10.1017/s0267190511000110.

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Globalization and digitization have reshaped the communication landscape, affecting how and with whom we communicate, and deeply altering the terrain of language and literacy education. As children in urban contexts become socialized into communities of increasing cultural and communicational connectivity, complexity, and convergence (Jenkins, 2004), and funding for specialist second language (L2) support declines, classrooms have become linguistically heterogeneous spaces where every teacher is a teacher of L2 learners.This article has two purposes: The first is to give an overview of the con

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Harrington, Chrissie. "Choreographic pedagogies: towards an embodied practice." International Journal for Lesson and Learning Studies 3, no. 1 (2013): 100–124. http://dx.doi.org/10.1108/ijlls-09-2013-0047.

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Purpose – The purpose of this paper is to explore the inter-relationship between choreography and pedagogy. It refers specifically to a Participatory Action Research (PAR) project that dealt with investigations into performance making and the design of a teaching and learning model. Shifts from making performance from a pre-determined starting point to a participatory and interactive process are traced to reveal a “choreographic pedagogy” informed and transformed by the experience of its actors. Design/methodology/approach – The paper includes a brief explanation of the terms and shared featur

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Wendland, Ernst. "Review of: Teaching Translation: Programs, Courses, Pedagogies, ed. Lawrence Venuti." Journal of Translation 19, no. 1 (2023): 117–21. http://dx.doi.org/10.54395/jot-xa6hp.

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Jimenez, Rosa M. "Community Cultural Wealth Pedagogies: Cultivating Autoethnographic Counternarratives and Migration Capital." American Educational Research Journal 57, no. 2 (2019): 775–807. http://dx.doi.org/10.3102/0002831219866148.

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Pedagogies employing critical traditions have increasingly been used to ameliorate achievement disparities and centralize issues of power in the education of Students of Color. In this study, I trace a teacher’s journey—new to critical pedagogies—as she learned about community cultural wealth and incorporated family histories as counterstorytelling curricula with her sixth-grade class of immigrant students in California’s Central Valley. I examine the pedagogical implementation with examples of students’ meaning making. The teacher and students demonstrated what I am advancing as migration cap

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Heron, Jonathan, and Nicholas Johnson. "Beckettian Pedagogies: Learning through Samuel Beckett." Journal of Beckett Studies 29, no. 1 (2020): 42–62. http://dx.doi.org/10.3366/jobs.2020.0282.

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This essay considers what it might mean to learn ‘through’ Beckett, inaugurating a critical pedagogy that could be called ‘Beckettian’. By integrating existing strands of scholarship on Beckett and his relationship to education, the essay draws a distinction between the ‘practical’ and ‘biographical’ ways of thinking about Beckett and learning. This draws on previous work within the field, but also proposes a new vocabulary – derived from an interdisciplinary encounter with the scholarship of teaching and learning and the philosophy of education, especially ‘critical pedagogy’ – through which

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King, Lorraine Henry. "New Approaches to Decolonizing Fashion History and Period Styles: Re-Fashioning Pedagogies, Ashley Bellet (ed.) (2024)." Studies in Costume & Performance 10, no. 1 (2025): 153–55. https://doi.org/10.1386/scp_00140_5.

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Review of: New Approaches to Decolonizing Fashion History and Period Styles: Re-Fashioning Pedagogies, Ashley Bellet (ed.) (2024) New York and London: Routledge, 206 pp., ISBN 978-1-03223-542-4, p/bk, £34.99

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42

Hansen, Sarah K. "Pedagogies of Revolt, Politics of the Self." Journal of French and Francophone Philosophy 22, no. 2 (2014): 56–61. http://dx.doi.org/10.5195/jffp.2014.654.

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In "New Forms of Revolt," Julia Kristeva maintains that intimate revolt is a necessary, if imperiled, mode of contemporary resistance. This essay reflects on the pedagogical dimensions of intimate revolt and its fate in university contexts, especially in the United States. I argue that a Kristevan pedagogical revolt involves upheavals of thought supported by loving listening relationships.

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Mcwilliam, Erica, and Peter G. Taylor. "Teacher Im/Material: Challenging the New Pedagogies of Instructional Design." Educational Researcher 27, no. 8 (1998): 29–35. http://dx.doi.org/10.3102/0013189x027008029.

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44

Porter, Tony, Lev S. Gonick, and Edward Weisband. "Teaching World Politics: Contending Pedagogies for a New World Order." International Journal 49, no. 1 (1993): 164. http://dx.doi.org/10.2307/40202922.

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Armour, Kathleen, and Jo Harris. "Making the Case for Developing New PE-for-Health Pedagogies." Quest 65, no. 2 (2013): 201–19. http://dx.doi.org/10.1080/00336297.2013.773531.

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Rogers, Theresa, and Kathy Sanford. "Closing Comments: Navigating New Literacies Pedagogies and Practices in Schools." Language and Literacy 15, no. 1 (2013): 109. http://dx.doi.org/10.20360/g2fs3k.

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47

Peercy, Megan Madigan. "New Pedagogies in Teacher Education for Teaching Linguistically Diverse Learners." International Multilingual Research Journal 10, no. 3 (2016): 165–67. http://dx.doi.org/10.1080/19313152.2016.1185904.

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48

Shevchuk, Valentin. "Training for the new millennium: pedagogies for translation and interpreting." Perspectives 17, no. 3 (2009): 209–10. http://dx.doi.org/10.1080/09076760903074036.

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49

Naumescu, Vlad. "Pedagogies of Prayer: Teaching Orthodoxy in South India." Comparative Studies in Society and History 61, no. 2 (2019): 389–418. http://dx.doi.org/10.1017/s0010417519000094.

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AbstractThis article focuses on religious pedagogies as an essential part of the practice and the making of modern religion. It takes the case of the Syrian Orthodox communities in Kerala, South India to examine how shifts in pedagogical models and practice have reframed their understanding of knowledge and God. The paper highlights two moments of transformation—the nineteenth-century missionary reforms and twenty-first-century Sunday school reforms—that brought “old” and “new” pedagogies into conflict, redefining the modes of knowing and religious subjectivities they presuppose. For this I dr

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Rana, Lata, and Yvonne Culbreath. "Culturally inclusive pedagogies of care: A narrative inquiry." Journal of Pedagogy 10, no. 2 (2019): 87–99. http://dx.doi.org/10.2478/jped-2019-0008.

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Abstract This paper is a reflection on culturally relevant pedagogies of care to achieve more equitable outcomes for diverse cultures within early childhood. The authors are academics at a tertiary institute in Auckland, New Zealand. Our aim is to share our experiences as teachers in a diverse and multi-ethnic city in New Zealand. Authors draw on narrative methodology to deconstruct our experiences and share how we position ourselves in teaching and learning. The paper emphasises an enactment of pedagogy that recognises diverse cultural knowledge and other ways of knowing.

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