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Journal articles on the topic 'Pedagogies'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Chauvigné, Céline, Bruno Robbes, and Marie Vergnon. "Pédagogie, pédagogies: perspectives philosophiques, historiques et pratiques contemporaines pour les sciences de l’éducation en France." Studi sulla Formazione/Open Journal of Education 26, no. 2 (2023): 107–14. http://dx.doi.org/10.36253/ssf-14981.

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In France, the emergence of the science of education at the end of the 19th century, and of educational sciences as a university discipline in 1967, is consubstantial with the discipline’s interest in pedagogical analysis. This article presents the three main areas in which pedagogy is studied in France today: a first domain of research related to philosophy and sociology, a second field of research focusing on the history of pedagogies and pedagogues, and a third trend dealing with the study of contemporary pedagogies.

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2

Duhn, Iris. "Places for Pedagogies, Pedagogies for Places." Contemporary Issues in Early Childhood 13, no. 2 (2012): 99–107. http://dx.doi.org/10.2304/ciec.2012.13.2.99.

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3

Hong, Renyi. "Telecommuting Pedagogies." Social Text 40, no. 2 (2022): 21–48. http://dx.doi.org/10.1215/01642472-9631117.

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Abstract This article examines the early telecommuting discourse of the 1980s and 1990s, understanding it as a pedagogical context for white plasticity, an ecological project in which racial privilege is protected through the transformation of homes and inhabitants. Rationalized initially as a crisis of adjustment, pedagogies of telecommuting were disseminated largely to upper-middle-class white professionals to build a “telecommuting personality,” a subjectivity that was also meant to buffer them from the growing precarious nature of jobs. Not content to focus simply on work, however, telecom

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4

Kubasta, C. "Sound Pedagogies." Pleiades: Literature in Context 42, no. 1 (2022): 40–41. http://dx.doi.org/10.1353/plc.2022.0035.

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5

Nathaniel Coleman. "Utopic Pedagogies:." Utopian Studies 23, no. 2 (2012): 314. http://dx.doi.org/10.5325/utopianstudies.23.2.0314.

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Campbell, Alyson. "Queering Pedagogies." Theatre Topics 30, no. 2 (2020): 117–24. http://dx.doi.org/10.1353/tt.2020.0018.

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7

Carrillo Rowe, Aimee. "Erotic Pedagogies." Journal of Homosexuality 59, no. 7 (2012): 1031–56. http://dx.doi.org/10.1080/00918369.2012.699844.

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8

Miller, Grant R. "Coloring Pedagogies." Educational Researcher 39, no. 3 (2010): 242–44. http://dx.doi.org/10.3102/0013189x10366468a.

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9

Schenck, Celeste. "Development Pedagogies." Signs: Journal of Women in Culture and Society 29, no. 2 (2004): 569–74. http://dx.doi.org/10.1086/378548.

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10

Winks, Lewis. "Wild Pedagogies." Environmental Education Research 26, no. 2 (2019): 303–4. http://dx.doi.org/10.1080/13504622.2019.1688766.

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11

Ihas, Dijana. "Celebrating the Legacies and Pedagogies of Eminent American Women String Pedagogues." American String Teacher 71, no. 1 (2021): 29–34. http://dx.doi.org/10.1177/0003131320977411.

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12

Breunig, Mary. "Turning Experiential Education and Critical Pedagogy Theory into Praxis." Journal of Experiential Education 28, no. 2 (2005): 106–22. http://dx.doi.org/10.1177/105382590502800205.

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The educational theories of experiential education and critical pedagogy intersect in a number of ways. One of the intended aims of both of these pedagogies is that the purpose of education should be to develop a more socially just world (Itin, 1999; Kincheloe, 2004). One of the key issues still facing experiential education theory and critical pedagogy is its implementation within the post-secondary classroom. There is a lack of congruence between the pedagogical theories that are espoused and the actual classroom practices that are employed. The purpose of this article is to explore some of

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13

Karim, Md Ziaul, Jai Raj Awasthi, Laxman Gnawali, and Md Kamrul Hasan. "Phenomenological Exploration of the COVID-Time English Language Education in Universities: A Thematic Review." World Journal of English Language 15, no. 7 (2025): 263. https://doi.org/10.5430/wjel.v15n7p263.

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Phenomenology is applied when a researcher intends to go deep into the research participants' opinions, feelings, and lived experiences to understand a phenomenon's universal nature. This paper, through an inclusion criterion, selected and explored sixteen articles (published between 2020 and 2023) that adopted phenomenology to discover the pedagogical strategies applied in English language education (ELE) in universities during the COVID emergency (2020 – 2021). It conducted thematic data analysis through the 5W1H reporting framework. It highlighted the types of phenomenology that explored En

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14

Viesca, Kara Mitchell, and Tricia Gray. "Disrupting Evasion Pedagogies." Journal of Language, Identity & Education 20, no. 3 (2021): 213–20. http://dx.doi.org/10.1080/15348458.2021.1893173.

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15

Ilic, Marina, Zana Bojovic, and Danijela Sudzilovski. "Teachers' folk pedagogies." Zbornik radova Filozofskog fakulteta u Pristini, no. 46-4 (2016): 87–102. http://dx.doi.org/10.5937/zrffp46-12092.

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16

Françoise Lionnet. "Languages, Literatures, Pedagogies:." Comparative Literature Studies 50, no. 2 (2013): 219. http://dx.doi.org/10.5325/complitstudies.50.2.0219.

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17

Sweeny, Robert. "Powerful Playful Pedagogies." Art Education 67, no. 4 (2014): 4–5. http://dx.doi.org/10.1080/00043125.2014.11519275.

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18

Kraehe, Amelia M. "Engaged Art Pedagogies." Art Education 71, no. 5 (2018): 4–7. http://dx.doi.org/10.1080/00043125.2018.1487193.

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19

Keating. "Post-Oppositional Pedagogies." Transformations: The Journal of Inclusive Scholarship and Pedagogy 26, no. 1 (2016): 24. http://dx.doi.org/10.5325/trajincschped.26.1.0024.

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20

Ilić, Marina, and Žana Bojović. "Teachers’ folk pedagogies." Journal of Arts and Humanities 5, no. 9 (2016): 41. http://dx.doi.org/10.18533/journal.v5i9.987.

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<p>In the last few decades, a large portion of scientific literature has been dedicated to the questions of realization of teaching and its improvement. However, one question remains in the background – folk pedagogies and their influence on teaching. The main objective of this paper is to help us get acquainted with this phenomenon that exists in the teaching practice, its significance and pedagogical implications. In the first part of the paper, we deal with definitions of folk pedagogies and related concepts and their mutual relationship, in order to analyze the similarities and diffe

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Keating, Analouise. "Post-Oppositional Pedagogies." Transformations: The Journal of Inclusive Scholarship and Pedagogy 26, no. 1 (2016): 24–26. http://dx.doi.org/10.1353/tnf.2016.0006.

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22

Friedow, A. J., E. E. Blankenship, J. L. Green, and W. W. Stroup. "Learning Interdisciplinary Pedagogies." Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture 12, no. 3 (2012): 405–24. http://dx.doi.org/10.1215/15314200-1625235.

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23

McClellan, John G., and Majia Holmer Nadesan. "Extending Critical Pedagogies." Management Communication Quarterly 29, no. 2 (2015): 315–21. http://dx.doi.org/10.1177/0893318915571349.

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24

Szeto, Elson, and Annie Yan Ni Cheng. "Pedagogies Across Subjects." Journal of Educational Computing Research 55, no. 3 (2016): 346–73. http://dx.doi.org/10.1177/0735633116667370.

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This case study examines preservice teachers’ integration of technology in teaching various subject domains. It aims to gain in-depth understandings of preservice teachers’ pedagogical patterns for teaching through the theoretical lens of technological pedagogical and content knowledge. Multiple data sources were collected in a teacher education institution in Hong Kong. The teachers’ pedagogical patterns vary depending on their instructional decisions affected by individual preferences, various subject cultures, and individual school settings. The patterns reflected various forms of technolog

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25

Navon, Joshua. "Pedagogies of Performance." Journal of Musicology 37, no. 1 (2020): 63–93. http://dx.doi.org/10.1525/jm.2020.37.1.63.

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The development of modern styles of elite music education played a crucial role in entrenching Werktreue as the dominant practice within classical music performance. Focusing on Germany’s first conservatory, the Leipzig conservatory, which was founded in 1843, this article analyzes how Werktreue, understood as a set of tacit competencies and sensibilities that must be learned by musicians, was produced at a single historical site. Archival documents of the institution, as well as the correspondence and writings of teachers and students like Felix Mendelssohn, William Rockstro, and Ethel Smyth,

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26

Abarca, Meredith E., Ishita Dey, Anna Romina Guevarra, Dolly Kikon, and Debarati Sen. "Decentering Food Pedagogies." Gastronomica: The Journal of Food and Culture 24, no. 3 (2024): 8–18. http://dx.doi.org/10.1525/gfc.2024.24.3.8.

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In this collaborative essay, five gastrofeminists from various disciplines, mainly literature, anthropology, sociology, ethnic studies, and diverse locations of Global South and Global North, share four collaborative experiments built around two axioms: to integrate experiences of students as gendered and racialized subjects in their experiential learning irrespective of disciplinary boundaries, and to integrate critical feminist scholarship that destabilizes ethnocentric notions around consumption, production, and distribution of food. Through the four collaborative experiments: students’ foo

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27

Spring, Joel. "Pedagogies of Globalisation." Pedagogies: An International Journal 1, no. 2 (2006): 105–22. http://dx.doi.org/10.1207/s15544818ped0102_3.

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28

Lingard, Bob. "Pedagogies of indifference." International Journal of Inclusive Education 11, no. 3 (2007): 245–66. http://dx.doi.org/10.1080/13603110701237498.

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29

Fagan, Kate, John Kinsella, and Peter Minter. "Ecopoetics And Pedagogies." Angelaki 14, no. 2 (2009): 1–5. http://dx.doi.org/10.1080/09697250903278695.

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30

Malatino, Hilary. "Pedagogies of Becoming." TSQ: Transgender Studies Quarterly 2, no. 3 (2015): 395–410. http://dx.doi.org/10.1215/23289252-2926387.

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31

Galarte, Francisco J. "Fashion-ing Pedagogies." TSQ: Transgender Studies Quarterly 2, no. 3 (2015): 519–21. http://dx.doi.org/10.1215/23289252-2926518.

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32

Adams, Elizabeth S., Linda Carswell, Amruth Kumar, et al. "Interactive multimedia pedagogies." ACM SIGCSE Bulletin 28, SI (1996): 182–91. http://dx.doi.org/10.1145/237477.237646.

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33

Webb, Darren. "Pedagogies of Hope." Studies in Philosophy and Education 32, no. 4 (2012): 397–414. http://dx.doi.org/10.1007/s11217-012-9336-1.

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34

Badaró, Máximo. "Pedagogies of value." HAU: Journal of Ethnographic Theory 10, no. 1 (2020): 85–98. http://dx.doi.org/10.1086/707373.

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35

Adams, Elizabeth S., Linda Carswell, Amruth Kumar, et al. "Interactive multimedia pedagogies." ACM SIGCUE Outlook 24, no. 1-3 (1996): 182–91. http://dx.doi.org/10.1145/1013718.237646.

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36

Haavelsrud, Magnus, and Oddbjørn Stenberg. "Analyzing peace pedagogies." Journal of Peace Education 9, no. 1 (2012): 65–80. http://dx.doi.org/10.1080/17400201.2012.657617.

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37

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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38

Heidemann, Kai A. "Pedagogies of Solidarity." Comparative Sociology 19, no. 3 (2020): 335–62. http://dx.doi.org/10.1163/15691330-bja10014.

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Abstract Sociological scholarship on social movements has shed important light on the role of knowledge production for processes of collective action and mobilization. However, much of this research overlooks the question of how movement-based knowledge emerges from within institutionalized settings of formal education. Drawing on a qualitative case study, this article examines the repertoire of knowledge-building practices mobilized from within a state-based system of adult education in francophone Belgium. Building on social movement theory, it is shown how formalized sites of adult educatio

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39

Chattopadhyay, Sutapa, Levi Gahman, and Judith Watson. "Ecosocialist Pedagogies: Introduction." Capitalism Nature Socialism 30, no. 1 (2019): 26–30. http://dx.doi.org/10.1080/10455752.2019.1587241.

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40

Nash, Jennifer C. "Pedagogies of Desire." differences 30, no. 1 (2019): 197–227. http://dx.doi.org/10.1215/10407391-7481358.

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41

Stokes, William T. "Pedagogies of Possibility." Review of Education, Pedagogy, and Cultural Studies 17, no. 3 (1995): 327–41. http://dx.doi.org/10.1080/1071441950170309.

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42

Chuh, Kandice. "Pedagogies of Dissent." American Quarterly 70, no. 2 (2018): 155–72. http://dx.doi.org/10.1353/aq.2018.0011.

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43

Bojesen, Emile. "Pedagogies of insurrection." Policy Futures in Education 15, no. 5 (2017): 553–54. http://dx.doi.org/10.1177/1478210317719814.

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44

Balani, Sita. "Pedagogies of Defiance." Wasafiri 37, no. 4 (2022): 11–18. http://dx.doi.org/10.1080/02690055.2022.2100084.

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45

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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46

Cisani, Margherita. "Mobilizing Landscape Pedagogies." Transfers 13, no. 1-2 (2023): 82–94. http://dx.doi.org/10.3167/trans.2023.13010207.

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Abstract This article offers a perspective on how mobilities and landscape intertwine outside the academic debate, in the context of learning practices concerned with landscape, sustainability, and citizenship education. The article is based on the analysis of two personal research-action experiences conducted in Italy from 2017 onward in two different contexts: school education and informal education. The first experience concerns a project on promoting sustainable mobility that involved secondary school students, while the second addresses the informal learning activities of urban walking gr

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47

Winks, Lewis, and Paul Warwick. "‘From lone-sailor to fleet’: Supporting educators through Wild Pedagogies." Policy Futures in Education 19, no. 3 (2021): 372–86. http://dx.doi.org/10.1177/1478210320985706.

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Enabling educators to meet new and challenging times requires fundamental shifts to ways of imagining and enacting their practice. A central yet often understated aspect of this educational change are the various ways in which educators receive training and development. From initial teacher training through to continuing professional development, cultures which underpin policy change in educational institutions emerge from the practices of educators. In this paper we examine educators’ experiences of a Wild Pedagogies gathering which took place over three days in central Devon in late spring 2

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48

J. Weltsek, Gustave. "Journeying into the Complexities and Possibilities of Performative Pedagogical Practice, Research and Analysis." Scenario: A Journal of Performative Teaching, Learning, Research XI, no. 2 (2017): 32–50. http://dx.doi.org/10.33178/scenario.11.2.3.

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In the United States, there is an obsession with high stakes testing, and performative pedagogues are challenged to prove that their work is valuable to increased scores. Educators who work through performative pedagogies are also expected to articulate the ways the work encourages and supports socio-cultural growth. In this article, the author calls into question trying to validate performative pedagogies based upon what they produce and or do and rather explores the complexities and possibilities of our work made manifest within observable discourses. Data was collected over the course of a

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49

Green, Nigel. "PHYSED-ACADEMY: AN ERASMUS PROJECT FOCUSING ON TEACHER EDUCATION SIGNATURE PEDAGOGIES IN PHYSICAL EDUCATION." SPORTICOPEDIA - SMB 2, no. 1 (2024): 23–30. https://doi.org/10.58984/smbic240201023g.

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This Erasmus + project has a primary outcome of developing and testing a set of signature pedagogies that can be used across physical education teacher education in Europe and around the world. These pedagogies will foster equitable outcomes in physical education for pre-service and in-service teachers in their ongoing professional learning. A systematic review of literature and testing of signature pedagogies in physical education has taken place in seven European nations. Three signature pedagogies of teacher education in physical education across international contexts are identified and pr

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50

Soomro, Abdul Fattah, and Mansoor S. Almalki. "Language Practitioners’ Reflections on Method-based and Post-method Pedagogies." English Language Teaching 10, no. 5 (2017): 234. http://dx.doi.org/10.5539/elt.v10n5p234.

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Method-based pedagogies are commonly applied in teaching English as a foreign language all over the world. However, in the last quarter of the 20th century, the concept of such pedagogies based on the application of a single best method in EFL started to be viewed with concerns by some scholars. In response to the growing concern against the concept of a method, some scholars started to offer alternatives to a method in different forms. Kumaravadivelu is one of the scholars who offers his post-method macro-strategic framework as an alternative to method-based pedagogies. This small-scale study

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