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Journal articles on the topic 'Pedagogy of travels'
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Mazella, David. "Husbandry, Pedagogy, and Improvement in Swift’s Gulliver’s Travels." Studies in Eighteenth-Century Culture 45, no. 1 (2016): 239–66. http://dx.doi.org/10.1353/sec.2016.0014.
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Muehlmann, Brigitte W., and Priscilla A. Burnaby. "The Travels of a T-Shirt in the Global World of Taxation: Teaching Multi-Jurisdictional Taxation." Issues in Accounting Education 26, no. 1 (February 1, 2011): 67–86. http://dx.doi.org/10.2308/iace.2011.26.1.67.
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ABSTRACT: A creative and useful solution for teaching multi-jurisdictional taxation was found and successfully implemented. The revised course pedagogy better meets the needs of a student body with wide-ranging differences in prior business experience and preparation for the course when the 150-hour requirement resulted in an influx of five-year full-time graduate students. The new course methodology incorporates Pietra Rivoli’s award-winning documentary The Travels of a T-Shirt in the Global Economy. The author tells the life story of a T-shirt, beginning with the cotton grown for the shirt’s manufacture in a field in Texas and concluding with the shirt’s sale in a secondhand market in Tanzania. Course evaluations improved in all dimensions after the addition of the auxiliary text in spite of a perception of increased difficulty.
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Lenters, Kimberly. "Just Doing Our Jobs: A Case Study of Literacy-in-Action in a Fifth Grade Literature Circle." Language and Literacy 16, no. 1 (May 23, 2014): 53. http://dx.doi.org/10.20360/g2n885.
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This case study examines the use of literature circles in a fifth grade classroom. Using the concept of literacy-in-action, it examines the question of why, in spite of critique, the use of defined student roles continues to dominate literature circle pedagogy. The study’s examination of the interaction of people, objects, practices and meanings associated with this particular classroom’s literature circles, demonstrates the way in which reliance on one particular literacy object, the role sheet, worked to radically alter the intended pedagogical purpose and meanings set out by those who first popularized literature circles. Through its travels to and from the fifth grade classroom, the role sheet accumulated an increasing status or power, along with a peculiar resistance to critique. The examination sheds light on the tensions and contradictions that arise when an instructional routine is transplanted from one context to another, a phenomenon occurring daily in classrooms worldwide. The findings illustrate the unintended consequences that arise when a literacy object is used as a proxy for the human mediation traditionally, and necessarily, associated with meaningful literacy pedagogies.
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Gado, Rania. "Du voyage pédagogique à la pédagogie viatique : le cas de Ḥasan Tawfīq al-ʿAdl." Arabica 62, no. 4 (August 11, 2015): 551–69. http://dx.doi.org/10.1163/15700585-12341346.
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This article deals with different relations between travel and pedagogy in al-Riḥla ilā Birlīn and Rasāʾil al-bušrā fī l-siyāḥa bi Almāniyā wa-Swīsrā, two travel accounts written by Ḥasan Tawfīq al-ʿAdl and published in Egypt between 1887 and 1892. The study allows to show how these texts tend to a pedagogy book. This pedagogical thought of author is combined with a practice. As a teacher as well as a learner, he communicates to the reader not only a big material of teaching but also his experience of learning. In these two travel accounts, the pedagogy is looking as a metaphoric extension of trip. Itinerary, mobility, urge to have a guide, contact with the other one and several elements relating to travel account are appealed to define the pedagogical activity and to practise it.
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Lapadula, María Florentina, Célia Maria Fernandes Nunes, and Odair França de Carvalho. "O(a) pedagogo(a) e a educação não formal: aportes da história e de pesquisas acadêmicas / The pedagogue and non-formal education: contributions from history and academic research." Cadernos CIMEAC 9, no. 2 (October 22, 2019): 68. http://dx.doi.org/10.18554/cimeac.v9i2.3599.
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Desde o século XX, no mundo ocidental, a educação das pessoas é conduzida por um agente principal, a escola pública. Segundo diferentes autores, este espaço educacional, tem sido o âmbito hegemônico de atuação dos pedagogos e das pedagogas até início do século XXI, época em que o campo de atuação se diversifica. Embora a escola continue sendo o espaço educacional central onde estes se desenvolvem, existem outros como Organizações não Governamentais (ONGs), sindicatos, movimentos sociais, empresas, hospitais, a mídia, instituições culturais, educação especial, etc. Com o intuito de conhecer mais esse campo e assim contribuir na reflexão sobre a formação dos Pedagogos desenvolvemos uma pesquisa que teve como objetivo adentrar na história da educação não formal e na produção acadêmica sobre o tema. Para seu desenvolvimento a metodologia percorreu o seguinte itinerário: realizamos uma pesquisa bibliográfica e logo após um levantamento das produções, com o objetivo de conhecer o que se tem investigado sobre o objeto de estudo. Concluiu-se que esse mapeamento nos proporcionou identificar a incipiência de pesquisas sobre a temática da educação não formal.Palavras-chave: Educação não formal; Formação do pedagogo; Estado da arte. ABSTRACT: Since the 20th century, in the western world, the education of the people is led by a principal agent, the public school. According to different authors, this education space, has been the hegemonic scope of action of teachers and of him until the beginning of the 21st century, at which time the field if diversifies. Although the school remains the central educational space where they develop, there are others such as non-governmental organizations (NGOS), trade unions, social movements, companies, hospitals, the media, cultural institutions, special education, etc. In order to know more about this field and thus contribute to the reflection on the formation of the educators have developed a research that aimed to penetrate in the history of non-formal education and academic production on the theme. For the development of the methodology has traveled the following itinerary: We performed a bibliographic search and soon after a survey of production, with the goal of knowing what has investigated about the object of study. It was concluded that this mapping gave us identify the low of researches about the subject of non-formal education.Keywords: Non-formal education; Training of the Pedagogue; State of the art.
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Mbugua, Tata, and Lauren Godek. "Integrating International Service-Learning in an Academic Graduate Course: An Instructor and Student Perspective." Public Voices 12, no. 2 (November 23, 2016): 19. http://dx.doi.org/10.22140/pv.83.
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This descriptive paper aims to discuss and share perspectives on a graduate travel course that integrated an international service-learning component. The course (Cross-Cultural and Global Perspectives in Education) taught in Kenya during the summer of 2010 had four registered students. Accompanying these students were the course instructor, two University of Scranton faculty members and three alumni. This article describes the experiences of two participants –instructor of the course and one graduate student who had never traveled outside of the United States prior to enrolling in this course.The students gained perspectives on the diversity of the African continent in general and Kenya in particular. Through course assignments such as journal entries, reflections on pertinent readings, discussion boards and experiences visiting primary classrooms, students acquired deeper insights into the educational system in Kenya, which helped quell misconceptions about the country. The notion of triple identity – citizen in a community, nation and world – was experienced by the students. A critical pedagogy approach, Ignatian pedagogy, in-depth reflection, international service-learning and learning outcomes will form the framework of the article.
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Casella, Ronnie. "Pedagogy as View Sequence: Popular Culture, Education, and Travel." Anthropology Education Quarterly 30, no. 2 (June 1999): 187–209. http://dx.doi.org/10.1525/aeq.1999.30.2.187.
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Fonseca Ayala, Misael. "Mise en oeuvre de la pédagogie de projet afin d’améliorer la production orale des apprenants de français de la Licence en Langues Étrangères à l’ Universidad Pedagógica y Tecnológica de Colombia." Cuadernos de Lingüística Hispánica, no. 21 (June 17, 2013): 119. http://dx.doi.org/10.19053/0121053x.1953.
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RésuméCet article présente une analyse de l’enseignement du français, spécifiquement dans l’enseignement de la production orale à travers la méthodologie de travail par projets avec des élèves de quatrièmesemestre du programme des Langues Étrangères de la Universidad Pedagógica y Tecnológica de Colombia. Mots clés: Pédagogie de projet, français langue étrangère, production orale, compétence linguistique.AbstractThis article presents an analysis of French language teaching, more precisely aimed at oral production through project work methodology, with fourth semester students of the Foreign Languages program at Universidad Pedagógica y Tecnológica de Colombia.Key words: Project pedagogy, French as a foreign language, oral production, linguistic competence.ResumenEste artículo presenta un análisis de la enseñanza del francés, más específicamente en la enseñanza de la producción oral a través de la metodología de trabajo por proyectos, con estudiantes decuarto semestre del programa de Lenguas Extranjeras de la Universidad Pedagógica y Tecnológica de Colombia.Palabras clave: pedagogía por proyectos, francés como lengua extranjera, producción oral, competencia lingüística.
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Fobes, Catherine. "Taking a Critical Pedagogical Look at Travel-Study Abroad: “A Classroom with a View” in Cusco, Peru." Teaching Sociology 33, no. 2 (April 2005): 181–94. http://dx.doi.org/10.1177/0092055x0503300205.
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The importance of preparing students for citizenship in a global society is well recognized in teaching sociology. Although options have emerged to facilitate such pedagogical experiences, few concentrate on maximizing students' experiences in non-English-speaking nations. How can we help sociology students get the most out of an experience in a foreign language society if they do not speak the language? I propose a critical pedagogical approach to travel-study abroad by presenting a case study of a unique three-week intensive class taught in Cusco, Peru. Following Kaufman's (2002) four-point model of critical pedagogy, I recommend that understanding, reflecting, analyzing, and engaging in social action can help structure the application of critical pedagogy to travel-study abroad in sociology. My research suggests benefits of such an approach, including working with a native educational institution, pairing sociology and Spanish students, and using home-stay families as informal teachers. I conclude by offering suggestions for faculty interested in creating a travel-study abroad course, to a developing nation in particular.
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Gębora, Agnieszka Katarzyna. "Pedagogical Values of Renaissance Travels." International Letters of Social and Humanistic Sciences 49 (March 2015): 185–91. http://dx.doi.org/10.18052/www.scipress.com/ilshs.49.185.
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The time of the Renaissance created the new model of the man-humanist. European patterns stimulated to the cultural or educational development of different fields of the social life. A bloom of the education took place, a thirst for knowledge, an interest in learning, world, travels, getting new experiences. A man educated, being good at foreign languages, opened for changes was appreciated. Geographical discoveries and their effects forever changed the image of the earth. Sixteenth-century peregrinations contributed to the development of states, economic and civilization expansion, and the bloom of culture area. Pedagogic meaning of Renaissance journeys is indisputable. Experience from voyages all over world, extending ranges, the permeation of cultures, the learning of foreign languages, the increase in the knowledge, the development of learning, education and artistic fields bear fruit to this day in the global scale.
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Locklin, Reid B. "IV. Response: Contemplative Pedagogy as Engaged Learning." Horizons 46, no. 1 (May 15, 2019): 134–39. http://dx.doi.org/10.1017/hor.2019.6.
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I am grateful to be given the opportunity to read and to respond to these rich reflections on the practice of contemplative pedagogy. Like Maureen Walsh, and possibly Brian Robinette before his sabbatical transformation, I have usually identified myself as a member of the “loyal opposition” of this particular teaching tool. I have tried to remain grudgingly attentive to its strongest advocates in the comparative theology circles in which I travel, while at the same time shaking my head and sighing a bit to myself at what I perceive as a wild-eyed enthusiasm bordering on evangelism. It probably does not help that I am not personally prone to contemplative experience, nor that the Hindu paraṃparā with which I have associated for several decades has, at least in part, constructed its distinctive teaching tradition as a critique of meditative experience (anubhava) as means or end of liberation.
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Simmons, Nicola, Michelle Barnard, and Wendy Fennema. "14. Participatory Pedagogy: A Compass for Transformative Learning?" Collected Essays on Learning and Teaching 4 (June 13, 2011): 88. http://dx.doi.org/10.22329/celt.v4i0.3278.
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In the Fall 2009 term, we participated as students and instructor in a graduate education course modeled after participatory pedagogy. Siemens (2008) defines this approach as “one that does not fully define all curricular needs in advance of interacting with learners...Multiple perspectives, opinions, and active creation on the part of learners all contribute to the final context of the learner experience.” Since completing this course, we have continued our collaborative travel reflecting on our course experiences and how this learning has affected us beyond the course boundaries. In this synthesis of our journey we invite readers to join us in understanding the impact of this pedagogical approach and its transformative possibilities.
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Kalisha, Wills. "Writing the in-between spaces: Discovering Hermeneutic-Phenomenological seeing in Dadaabi Refugee Camp, Kenya." Phenomenology & Practice 9, no. 1 (August 5, 2015): 55–69. http://dx.doi.org/10.29173/pandpr25362.
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In this paper, I explore my journey of discovering the meaning of pedagogy and phenomenology as a research methodology while doing my master’s thesis. Like new researchers in any field, we have a journey that we travel which is often marked with uncertainty and a lack of clarity, especially with regard to methodological considerations. I describe what seeing pedagogy entails for me as I write phenomenologically. I also outline the difficulties and tensions present as I weave my way into writing. I use personal examples of struggles that I encountered in the writing process that are characteristic of phenomenological methodology.
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Liljas, Juvas Marianne. "”Från pappas lydige Henric”: Pedagogiska perspektiv på det tidiga 1800-talets bildningsresande." Nordic Journal of Educational History 6, no. 2 (December 13, 2019): 73–99. http://dx.doi.org/10.36368/njedh.v6i2.151.
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“From daddy’s obedient Henric”: Pedagogical perspectives on educational travel of the early 1800s. This article analyses educational travel in the early 1800s from the perspective of its educational heritage and praxis. The aim is to develop an understanding of the pedagogical significance of educational travel. The article makes clear how upbringing and education are represented in the framework of travel narratives in pre-industrial landscapes. The argument is based on the influence of the mercantile class on educational travel and the informal effect of these trips on changes in pedagogical thinking. The travel letters of Johan Henrik Munktell from 1828 to 1830 are used as primary sources. Using Paul Ricoeur’s memory-critical hermeneutics, travel narratives become significant sources for how education is arranged, and immanent pedagogy is a key term. The results demonstrate that the individualisation process works together with forms of crypto-learning, the core of the personal development vision, and society’s long-term memory.
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Kumalasari, Selvia Putri, Budhi Setiawan, and Sumarlam Sumarlam. "PEDAGOGICAL COMPETENCE OF INDONESIA TEACHER VIEWED FROM THE ANECDOTE WRITING LESSON PLANNING." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 11, no. 2 (December 2, 2017): 146. http://dx.doi.org/10.24036/ld.v11i2.8054.
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This research describes the pedagogical competence of teachers in arranging lesson plans in the 10th grade of Tour and Travel Business of SMK Negeri 6 Surakarta. The lesson plans prepared by the teachers will give impacts toward the learning practice and also the students' learning result. The approach used in this research is a qualitative approach in a descriptive research. The source of data in this research is the teachers, while the data obtained from the teachers' pedagogical competence are the readiness of the teachers to teach (RPP), sources and teaching materials. The techniques used to collect the data are interview and documentation. Based on the data analysis, the result of this research shows that the lesson plans of Bahasa Indonesia teachers in the 10th grade of Tour and Travel Business of SMK Negeri 6 Surakarta in arranging the lesson plans (RPP) is still not correspond to the component regulated in Permendikbud No. 22, 2016. However, the teachers could access their class by giving the learning method in the form of discussions. It will help the students to solve the problems which appeared in the lesson. The teachers have enclosed learning media to facilitate the students in receiving the learning material. However, the teacher still has not made the RPP in accordance with the correct components. Thus, it can be concluded that the pedagogic competence of Bahasa Indonesia teachers in the 10th grade of Tour and Travel Business of SMK Negeri 6 Surakarta is still not good, because the teacher has not made the lesson plans in accordance with components set by Permendikbud.Key words/phrases: pedagogical competence of teachers, lesson plans, writing skills, anecdote texts.KOMPETENSI PEDAGOGIK GURU BAHASA INDONESIA DITINJAU DARI PERENCANAAN PEMBELAJARAN KETERAMPILAN MENULIS ANEKDOTAbstrakPenelitian ini menggambarkan kompetensi pedagogik guru dalam menyusun perencanaan pembelajaran di kelas X Usaha Perjalanan Wisata SMK Negeri 6 Surakarta. Perencanaan pembelajaran yang disiapkan guru akan memberikan dampak pada pelaksanaan serta hasil belajar siswa. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dalam jenis penelitian deskriptif. Sumber data dalam penelitian ini adalah guru, data yang diperoleh dari kompetensi pedagogik guru adalah kesiapan guru mengajar (RPP) dan sumber serta bahan mengajar. Proses pengumpulan data dilakukan dengan teknik wawancara dan dokumentasi. Berdasarkan analisis data, hasil penelitian ini adalah perencanaan pembelajaran guru bahasa Indonesia kelas X Usaha Perjalanan Wisata SMK Negeri 6 Surakarta dalam membuat Rancangan Pelaksanaan Pembelajaran (RPP) belum sesuai dengan komponen yang di atur dalam permendikbud No 22 Tahun 2016. Namun, guru dapat mengelola kelas dengan memberikan metode pembelajaran berupa diskusi, hal ini membantu siswa dalam menyelesaikan permasalahan yang muncul dalam proses pembelajaran. Guru sudah mencantumkan media pembelajaran dalam mempermudah siswa menerima materi pelajaran. Akan tetapi guru masih belum membuat RPP sesuai dengan komponen yang benar. Dengan demikian, dapat disimpulkan bahwa kompetensi pedagogik guru bahasa Indonesia yang mengampu kelas X Usaha Perjalana Wisata SMK Negeri 6 Surakarta masih belum baik, karena guru belum membuat RPP sesuai dengan komponen yang diatur dalam permendikbud.Kata kunci/frase: kompetensi pedagogik guru, perencanaan pembelajaran, keterampilan menulis, teks anekdot
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DEVIKA, J. "Decolonizing Nationalist Racism? Reflections on travel writing from mid-twentieth century Kerala, India." Modern Asian Studies 52, no. 4 (April 2, 2018): 1316–46. http://dx.doi.org/10.1017/s0026749x16000548.
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AbstractThis article examines the travel writing of the well-known author from Kerala state, India, S. K. Pottekkatt, who is now recognized as a national literary figure. Recent readings of his African travelogues have pointed to the deep racism that informs them. This article probes further, seeking to place Pottekkatt's ethnocentrism in the context of decolonization, which formed the backdrop of his travels and writing. I argue that Pottekkatt's ethnocentrism also contains a strand which is underpinned by nationalist biopolitics. While we find his writings deeply entrenched in racist colonial stereotypes about native Africans, they are also shaped by nationalist biopolitics that were emerging during decolonization, which led him to strongly condemn prominent groups of Indian immigrants in Africa as well. Dipesh Chakrabarty's reflections on the ambiguities of decolonizing discourses provide a useful springboard for a fresh reading. This preliminary reading of Pottekkatt's African travelogues, however, complicates Chakrabarty's observations about both pedagogic and dialogic modes of decolonizing discourses. It also points to the importance of the regional, and not the national, in the possibilities of South-South dialogue—to which Pottekkatt's accounts point, if only in a cursory manner.
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Labelle, Melissa Tobey, Lisa Dembs, and Kate Eisner. "Lisa Loeb Fellowship: Cultural Encounters as a Lens for Foreign Language Acquisition and Pedagogy." Journal of Education 182, no. 3 (October 2000): 98–117. http://dx.doi.org/10.1177/002205740018200307.
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This article investigates the interplay of second language acquisition, foreign language pedagogy, and cultural insights through the lens of the Lisa Loeb cross-cultural travel fellowship through Boston University. The participant observers were three full-time Boston University graduate students in the School of Education's Modern Foreign Language Education program who spent six weeks abroad in countries that speak the language they now instruct as full-time language educators.
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Exley, Beryl, and Linda-Dianne Willis. "Children’s pedagogic rights in the web 2.0 era: A case study of a child’s open access interactive travel blog." Global Studies of Childhood 6, no. 4 (November 7, 2016): 400–413. http://dx.doi.org/10.1177/2043610616676026.
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This article examines the web 2.0 blogging experiences of one 8-year-old travel blogger. The research question is centred on ‘What does the interactive function of a web 2.0 blogging experience make available in terms of a child’s pedagogic rights?’ This instrumental case study is made up of 56 written and photographic travel blog posts covering some 11,411 words and 150 photos over 170 days, as well as the 187 replies from external blog participants. Background information about the child, his family and the context of the blogging project is provided via an informal interview with him and his mother. An analytical framework capable of rendering visible what the travel blog project made available in terms of the three pedagogic rights of individual enhancement, the right of social inclusion and the right to political participation is developed and activated. Two core findings emerge. First, in this blogging experience, the pedagogic rights of individual enhancement (80% of posts) and social inclusion (96% of posts) dominated the right to political participation (39% of posts). Second, despite claims that the interactive function of web 2.0 has the potential to boost individualism of meaning-making and action, in this case, the blogging experience did not always manifest itself to capitalise on the transformative potential of this experience for this young child travel blogger.
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Gómez Esteban, Ester, and Guillermo Williamson Castro. "Autonomy and ICT in Young and Adults’ learning. Socio critical pedagogy through scratch workshops." Praxis Educativa 22, no. 3 (September 1, 2018): 71–82. http://dx.doi.org/10.19137/praxiseducativa-2018-220308.
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Rodney, Ruth. "Decolonization in health professions education: reflections on teaching through a transgressive pedagogy." Canadian Medical Education Journal 7, no. 3 (December 5, 2016): e10-18. http://dx.doi.org/10.36834/cmej.36840.
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Background: Canadian health educators travel to the global south to provide expertise in health education. Considering the history of relations between the north and south, educators and healthcare providers from Canada should critically examine their practices and consider non-colonizing ways to relate to their Southern colleagues.Methods: Using her experience as a teacher with the Toronto Addis Ababa Academic Collaboration in Nursing, the author explored issues of identity and representation as a registered nurse and PhD candidate teaching in Ethiopia. Transgressive pedagogy was used to question how her personal, professional, and institutional identities impacted her role as a teacher.Results: Thinking and acting transgressively can decrease colonizing relations by acknowledging boundaries and limitations within present ideas of teaching and global health work and help moving beyond them. The act of being transgressive begins with a deeper understanding and consciousness of who we are as people and as educators.Conclusion: Working responsibly in the global south means being critical about historical relations and transparent about one’s own history and desires for teaching abroad.
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Merrick, Brad, and Carol Johnson. "Teaching Music Online in Higher Education: 2020 conference report." Journal of Music Technology & Education 13, no. 1 (August 1, 2020): 95–108. http://dx.doi.org/10.1386/jmte_00018_1.
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Faced with the state of emergency restrictions due to the global COVID-19 pandemic, the 2020 Teaching Music Online in Higher Education conference was adaptively modified to exist as a synchronous, online event. Embracing the opportunity to model online music pedagogy in its online format, organizers transformed the conference to utilize live-streaming, video recordings and other online active learning strategies. A total of 143 tertiary music instructors and graduate students from 66 institutions located around the world took part in the conference at a time of unprecedented restriction on face-to-face learning and travel restrictions. This report is both important and timely, as it provides insights into components that were found to be both necessary and fundamental to the success of the event for music researchers, teachers and other delegates in attendance. Key areas related to organization, communication, structure, protocols and activities were explored through learning analytics and a conference evaluation. Strategies and recommendations are included to assist others who wish to create and present an online conference that exemplifies online pedagogy principles.
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Alarcón, Paola, Jorge Vergara Morales, Claudio Díaz Larenas, and David Poveda Becerra. "Análisis de creencias sobre el rol docente en estudiantes de pedagogía en inglés chilenos a través de la metáfora conceptual." Folios, no. 42 (June 6, 2015): 161–77. http://dx.doi.org/10.17227/01234870.42folios161.177.
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Becker, Charity Dawn. "A Sense of Wonder: An A/r/tographer’s Musings on Seeing and Being in the World / Un sentiment d’émerveillement : réflexions d’un a/r/tographe sur l’observation d’un monde et sa place en ce monde." Canadian Review of Art Education / Revue canadienne d’éducation artistique 45, no. 1 (December 22, 2018): 108–28. http://dx.doi.org/10.26443/crae.v45i1.51.
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Abstract: This paper examines ways of seeing the world differently through the eyes of an a/r/tographer (artist, researcher, teacher). It addresses how I see the world phenomenologically, pedagogically, poetically, and artistically (as a photographer), and how my seeing the world through these varied-yet-connected lenses influences my way of being in the world. The structure of the paper echoes this way of seeing through the various lenses of research, reflection, poetry, and photography.Keywords: A/r/tography; Phenomenology; Poetry; Pedagogy; Art; Wonder. Résumé : Cet article analyse les diverses façons de percevoir le monde selon le point de vue d’un a/r/tographe (artiste, chercheur, enseignant). J’y propose ma vision phénoménologique, pédagogique, poétique et artistique du monde (en tant que photographe) et explique comment cette perception du monde à travers ce prisme varié mais interconnecté, influence ma façon d’être au sein de cet environnement. La structure même de l’article s’inspire de cette perception des choses à travers le prisme de la recherche, de la réflexion, de la poésie et de la photographie.Mots-clés : a/r/tographie, phénoménologies, poésie, pédagogie, art, émerveillement.
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Alvarado, Mariana. "pedagogías cuir y feminismos rapsódicos en/desde valeria flores." childhood & philosophy 15 (April 29, 2019): 1–15. http://dx.doi.org/10.12957/childphilo.2019.38630.
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A feminist premise encourages the (un)naming of “Where is here?” It is about the possibilities of “saying” that can radically disrupt the creation of a school, the journey of a research project, or the paths of militancy. This article demonstrates the ways in which “ascribing” or “stating” are linked to ways of “making audible and visible” as an individual or collective political position, inside/outside the school. These lines of flight travel with the nomadic epistemology of val flores: the limited and specific location of a situated, precarious, itinerant knowledge, which deploys an anti-normative pedagogy animated by a feminist epistemology, from an “under-feminism, to which we intend to playfully open the door.
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Martín Ezpeleta, Antonio, and Yolanda Echegoyen-Sanz. "Travelling with Darwin and Humboldt. A Transdisciplinary Educational Experience." Journal of Education Culture and Society 10, no. 2 (September 2, 2019): 111–25. http://dx.doi.org/10.15503/jecs20192.111.125.
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Aim. This research aims to confirm that transdisciplinary projects can be very adequate to develop content and competencies traditionally assigned to Sciences and Arts in higher education, exploring the possibilities of outdoor education.
Methods. The subjects of the study were one hundred alumni of two different courses “Natural Sciences for Teachers” and “Literary Training for Teachers” at a Spanish university. An educational experience around the phenomenon of scientific travelers was developed, focusing on Charles Darwin and Alexander von Humboldt and the literary genres of travel journals and letters. The main activity contained three phases, including indoor and outdoor education, in which both subjects tackled the same 6 educational topics from a different perspective. After different individual and group activities around those topics, alumni from both subjects merged at a natural environment where a scientific-literary tour took place. At the end of the academic year, an assessment questionnaire with open and closed questions was filled out by all participants.
Results and conclusion. After the analysis of all the collected data, we can deduce that the experience was a success. The students appreciated aspects like the setting in which the experience took place, the possibility of interacting with alumni from different courses and the integration of Sciences and Arts. Thus, we have demonstrated that the same activities can be implemented in prototypical subjects of Sciences and Arts and that outdoor education is an ideal resource to achieve a holistic pedagogy engaging the sensory and emotional facets of learning.
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Chandra, Nandini. "The Pedagogic Imperative of Travel Writing in the Hindi World: Children's Periodicals (1920–1950)." South Asia: Journal of South Asian Studies 30, no. 2 (August 2007): 293–325. http://dx.doi.org/10.1080/00856400701499250.
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Daly, Beth, and L. L. Morton. "The End of Leisure: Are Preferred Leisure Activities Contraindicated for Education-Related Stress/Anxiety Reduction?" Education Research International 2011 (2011): 1–10. http://dx.doi.org/10.1155/2011/471838.
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Teacher stress is an increasing problem not only for practicing teachers but for student teachers as well. It leads to professional teachers leaving the profession, and future teachers enduring much stress and anxiety throughout teacher education programs. To further explore effects of stress, teacher candidates were surveyed with respect to (1) the role of their leisure preferences and (2) their stress levels related to Pedagogy, Evaluation, Class Management, and Interpersonal Relations. In Study One (n=216), a profile of leisure preferences was comprised, and findings from the relationship between leisure preferences and teaching anxieties contributed to a profile to explore reduced anxiety over time. A follow-up investigation (Study Two,n=136) tested the discriminatory potential of these leisure profile variables to separate those who showed less anxiety over time from those who regressed. Surprisingly, increased anxiety was associated with higher leisure in Sports, Adventure, Travel, and Exotica and with non-Science majors, Human Kinesiology majors, and Males. Some leisure preferences appear to be counterintuitive, given commonsense notions of the value of leisure. A Leisure Preferences Profile serves to facilitate discrimination between groups (improvement in anxiety levels versus no improvement) with respect to Pedagogical and Evaluation anxiety. A Composite Profile suggests that Leisure preferences related to Sports, Adventure, and Exotica are counterproductive in reducing stress related to Pedagogy. Implications are discussed.
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Ziółkowska-Weiss, Kamila, and Anastasiia Podliuk. "Tourist activity of selected students of the Khmelnytskyi Humanitarian-Pedagogical Academy (Ukraine)." Visnyk of the Lviv University. Series Geography 53 (December 18, 2019): 167–76. http://dx.doi.org/10.30970/vgg.2019.53.10664.
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This article is about tourist activity of the selected students of the Khmelnytskyi Humanitarian-Pedagogical Academy in Khmelnytskyi (Ukraine). The article discusses topics concerning tourist activity among young people. The empirical research presented in the article has been conducted among selected students of the Khmelnytskyi Humanitarian-Pedagogical Academy in Khmelnytskyi in Ukraine at the Department of the Preschool Pedagogy, specialization 014 “Teacher of English and foreign literature”. Tourism is a phenomenon of universal culture, a measure of self-fulfilment of a human being. Almost all of us undertake tourist activity. Increasingly, it is becoming an important and inalienable part of spending free time in contemporary society, influencing the quality, level and lifestyle of the society. The level of this activity depends on numerous factors, including socio-demographic, cultural and economic ones. In the research, the author focused on getting to know the motives for travelling by students, their main purpose of travel, the amount of money they spend on travelling, a company they travel with, means of transport most frequently used for their journeys and whether they use the services of travel agencies while organizing trips. In the conducted research, a survey questionnaire has been applied as one of the marketing research methods. As the conducted research has confirmed, the research group selected by the authors is very active taking into account tourism. The respondents are willing to travel several times a year, organize trips with designated goals (rest, adventure, willingness to learn about culture) and their main motivation for travelling is a desire to relax, experience the adventure and practice sports during the trip. Key word: students, tourist activities, tourism, Ukraine, questionnaire.
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Johnson, John A., Wojciech J. Cynarski, and Sunjang Lee. "ITF Taekwon-Do pedagogy in North Korea: A case study." Revista de Artes Marciales Asiáticas 14, no. 2s (November 18, 2019): 12. http://dx.doi.org/10.18002/rama.v14i2s.6017.
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<div><p><em>Background</em>. Despite the style of Taekwon-Do taught by the International Taekwon-Do Federation (ITF) being founded in the Republic of Korea (ROK; South Korea), it is known predominately as “North Korean Taekwon-Do.” <em>Problem and Aim</em>. Taekwon-Do was introduced to the People’s Democratic Republic of Korea (DPRK; North Korea) in 1980, but since then no studies have reported how it is practiced in that country due to the DPRK government’s restricting access to its populace. This research aims to begin establishing if there are differences in pedagogical purpose and praxis in DPRK Taekwon-Do. <em>Methodology</em>. An internet search for individuals who traveled to the DPRK to practice Taekwon-Do specifically was conducted. A systematic literature of ITF pedagogical materials was performed, and a multipurpose, qualitative questionnaire was implemented. Out of the seven individuals who were identified and contacted, two agreed to participate in the current study; however, one of those two were disqualified due to incorrectly completing the questionnaire. A descriptive, non-experimental case study of one subject (Singaporean female aged 36 yr.) was then conducted. A qualitative analysis of the data resulting from the questionnaire and follow-up interviews was performed. <em>Results</em>. All five areas of the ITF’s curriculum (i.e., fundamental techniques, <em>tul </em>[forms], sparring, <em>dallyon</em> [forging or conditioning of the body], and self-defense) and the three levels of Taekwon-do’s pedagogy (i.e., <em>musul</em> [martial technique], <em>muyae</em> [martial artistry], and <em>mudo</em> [martial way]) were found in DPRK Taekwon-Do. <em>Discussion and Conclusions</em>. Despite the severe limitations of being unable to interview DPRK Taekwon-Do practitioners directly and the smallest small sample group possible, it was learned that DPRK instructors most likely teach all aspects of General Choi’s Composition of Taekwon-Do, and the stratified Taekwon-Do pedagogy theory was found in the subject’s practice in the DPRK.</p></div>
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Harris, Anne. "Ethnocinema and the Vulnerable Methods of Creative Public Pedagogies." Departures in Critical Qualitative Research 3, no. 3 (2014): 196–217. http://dx.doi.org/10.1525/dcqr.2014.3.3.196.
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In ethnocinematic collaboration, participants and researchers share what it means to be culturally-embedded and critical fellow-travelers, and explore their similarities and differences within evolving creative research and pedagogical approaches. Ethnocinema shares characteristics with autoethnography, drawing on culturally-embedded personal perspectives and expression, which are political and scholarly in their execution and scope. Creative methods like ethnocinema thrive in the emerging digital technological landscape, and are able to speak to global audiences through online dissemination strategies. Drawing on the principles of public pedagogy, this essay articulates in practical terms how to “do” ethnocinema and ethnovideo as a video-based creative and collaborative method.
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Rassendren, Etienne. "Discontent As Resistance." Artha - Journal of Social Sciences 4, no. 1 (January 1, 2005): 1. http://dx.doi.org/10.12724/ajss.6.1.
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This paper attempts to identify and explore the varied ideological implications of English studies by constructing a contextual genealogy of the field as it travels from its inception in the colonial period to its contemporary context. It attempts to respond to questions concerning reading practices, pedagogic agencies, knowledge, production, disciplinary formations and identity politics. It is neither theoretically comprehensive nor chronologically systematic and does not discuss the rise of feminisms and translation studies as these areas demand fuller analysis than this space can afford. It prefers not to marginalize these issues with tokenist responses. The principal interest of this paper is to think through the problematic cultural-politics of the field so as to place it in perspective.
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Joseph, Dawn, and Richard Johnson. "Intercultural practicum: Perceptual learning through video in the pandemic context." Teachers' Work 17, no. 1and2 (December 14, 2020): 56–72. http://dx.doi.org/10.24135/teacherswork.v17i1and2.309.
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In our work with Australian initial teacher education (ITE) students our emphasis is on encouraging students to understand different cultural practices. Drawing on narrative reflection, we discuss intercultural and pedagogical concerns in which ITE students undertake international practicums. We recognise these students have a predominantly Western lens when undertaking practicums in Asian countries. To address this issue a video A Day in the Life… of Tamil School Children (https://youtu.be/vPdiogRR-Ig) in India was produced to change, improve and help students learn about the social and cultural environment of the ‘international student’. Students who took part in previous international practicums agreed that the video was an effective tool for cultural familiarisation. During this time of COVID-19 with travel restrictions abroad, the video resource serves as an effective visual pedagogy to build cultural understanding, embrace diversity, enable perceptual learning and empowering students to cultivate intercultural understandings of ‘the other’.
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Icle, Gilberto, and Marta Haas. "Gesto decolonial como pedagogia: práticas teatrais no Brasil e no Peru." Urdimento - Revista de Estudos em Artes Cênicas 3, no. 36 (December 13, 2019): 096–115. http://dx.doi.org/10.5965/1414573103362019096.
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Este artigo procura circunscrever a pedagogia a partir da noção de “gesto decolonial”. Para tanto, toma-se a prática artístico-pedagógica do Yuyachkani (Peru) e do Ói Nóis Aqui Traveiz (Brasil) como forma de resistência e elemento por intermédio do qual rompe-se a colonialidade dos saberes e das relações de poder. A partir dos conceitos de diferença colonial, colonialidade e pensamento liminar delineados por Walter Mignolo, demonstra-se como esse gesto de resistência à colonialidade participa na constituição de sujeitos e subjetividades autônomas. Problematiza-se o trabalho desses grupos latino-americanos caracterizando suas práticas como gestos e pedagogias do teatro decoloniais.
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Konoval, K. K. "The flute art in Kharkiv: the performing and pedagogical traditions." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 54, no. 54 (December 10, 2019): 190–201. http://dx.doi.org/10.34064/khnum1-54.12.
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Logical reason for research. The flute art has its own history of development, which is marked by different traditions – the performing, composing, and pedagogical. The mentioned traditions outline the ways of the development of the flute art of the present and the future; they have a certain originality of geographical and cultural orientation. Today, the flute art is the subject of the audience demand, the performing and composing creativity, and has a solid repertoire in various styles and genres of both translations and original compositions in many instrumental compounds, ranging from solo to various ensembles and orchestras. This situation in music practice requires the theoretical understanding and generalization, including those in the projection of national and cultural traditions of different countries and regions. However, we can state that, at the moment, music science addresses the performance on the flute not systematically, mostly in a methodological direction. The Ukrainian flute art is closely related to the traditions of the flute music of Western European and Eastern European music art, but it also has its originality, which exists owing not only to musical (intonation, genre, and repertoire), but also to the historical, national-cultural or human reasons. Kharkiv, as one of the historical and cultural centres of Ukraine, has a rich musical history, and traditions of the flute art are its important component. Innovation. The presented article is devoted to the research of the Kharkiv flute art in the aspect of unity and interaction of the performing and pedagogical traditions. This aspect combines a number of historical, theoretical, and practical questions, and allows finding their answers related to the demands of both music science and music practice. We are talking about a number of aspects of the study of the flute art in the aspect of music regionalism, from organology and common European traditions of the flute art to the peculiar features of its development in Kharkiv in all the directions – the composing, performing, and pedagogical. Objectives. The purpose of the study is to identify the specifics of the performing and pedagogical traditions of the flute art in Kharkiv in the aspects of the continuity from European musical art and the identity of the Ukrainian, in particular, Kharkiv flute school. Methods. The main methods of the presented research are the historical one and the systematic one. The first one is related to the historical factors of the development of the flute art both in the European and Ukrainian historical cultural and artistic context. The second one allows one to represent the performing and pedagogical traditions associated with the flute art in their legacy and cultural and regional specification. Results and Discussion. Kharkiv is one of the most important historical and cultural centres of Ukraine. Its military purpose determined the nature of music playing (the regimental music of the Kharkiv Cossack Regiment), its instruments (primarily the wind instruments) and the genre direction. The relevant performing and pedagogical traditions of the Kharkiv musical culture are still marked today by the significant influence of the Kharkiv Wind Instruments School, known both in Ukraine and abroad. The flute art is an important and illustrative part of this historical process. The regimental music influenced the development of music education and training of musicians in Kharkiv – the opened schools for teaching children also had a "military profile" (from the nature of the student recruitment to instrumentation and repertoire). In the 18th-19th centuries the flute was spreading in the general education system in Ukraine. Many Ukrainian art and culture figures started their musical training with the flute and perfectly mastered the instrument; the spread of the flute in the musical life of the 18th century is mentioned in the writings by M. Zagaykevych, O. Schreyer-Tkachenko, I. Pyaskovsky and others. The musical activity of the national enlightener G. Skovoroda can be considered essential in this sense; the flute was his companion in many years of his legendary travels about Ukraine. The subsequent opening of schools and vocal-instrumental classes at Kharkiv College demonstrated the expansion of the character of the performing and pedagogical foundations of the flute art in Kharkiv, connected not only with military music, but also with the development of noble-house culture and theatrical and amateur practice. Flute performers were one of the first orders to European teachers. The flute was a part of practically all the variants of ensembles and orchestras of Kharkiv and Slobidska Ukraine. This stimulated the development of performing skills, music pedagogy, composing creativity. It is important that the most skilled flute performers in Kharkiv were, as a rule, the leading teachers and educators. In addition, the Kharkiv wind instruments performance and pedagogy were characterized by such a quality as multi-instrumentalism. At different times, the flute art in Kharkiv (both the performing one and the pedagogical one) was glorified by such artists as I. Vitkovsky, I. Lozynsky, K. Kestner, E. Prill, F. Kuchera, A. Boroznin, E. Krychevsky, G. Heck, D. Rykov, F. Prokhachev. Representing various national schools, they ensured the multicultural development of the Kharkiv flute art. In the 20th-21st centuries the activity of the teachers and students of Kharkiv National University of Arts named after I. P. Kotlyarevsky who were putting their forces into the creation of the local ensembles and orchestras played a decisive role in the development of the flute art in Kharkiv. Conclusions. The "genetic memory" of Kharkiv’s history as a city-military frontier was reflected in the performing and pedagogical traditions of wind instruments music, in particular, the flute art, in its performing (genres, repertoire, and performing stylistic) and pedagogical specificity. The further development of the flute music in the Kharkiv region has enriched these traditions of European music with its diverse repertoire in all genres and styles, but the Kharkiv specificity remains its recognizable core. The summarized results of the presented article indicate that the selected aspect of the study, related to the characteristic of the performing and pedagogical traditions of the flute art in Kharkiv through the prisms of continuity and interaction, is the link that integrates the theoretical and practical directions of studying the art of the flute playing into the whole complex of knowledge, that helps to understand the universal and specific in the processes of the development of the flute art in different aspects – the historical, cultural-regional, and artistic, etc.
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Wolgemuth, Jennifer R., Mirka Koro-Ljungberg, and Timothy Barko. "(In defense of) pedagogies of obscenity." Power and Education 12, no. 1 (May 31, 2019): 23–38. http://dx.doi.org/10.1177/1757743819850853.
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Despite best efforts to the contrary, obscenity oozes out from under the rugs of “polite” schooling and “tidy” society. In this post-qualitative inquiry, the authors pursue questions in defense of pedagogies of obscenity. In what ways do educators fail to educate when they eschew obscenity, understand shame and disgust as opposite to curiosity, and seek to teach in safe and sanitized classrooms? How might obscenity be educative? Drawing on their classroom experiences, the authors engage Žižek and Gallop in an analysis of (potentially) offensive classroom practices and events. They conclude that (Žižek and Gallop’s) obscenity might enable scholars and educators to generate critical classroom spaces that travel a delicate line between offense, discomfort, and learning. The authors suggest that there is much to defend in a pedagogy of obscenity, and that the value of obscenity may be learning to live and work more critically with(in) and against the perversions of education.
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Tonner-Saunders, Sharon, and Jill Shimi. "Hands of the World intercultural project: developing student teachers' digital competences through contextualised learning." Pixel-Bit, Revista de Medios y Educación, no. 61 (2021): 7–35. http://dx.doi.org/10.12795/pixelbit.88177.
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This paper reports on the impact on student teachers’ professional skills, knowledge and attitudes of engaging in the eTwinning international Hands of the World (HOTW) project which connects over 2000 students and their teachers in 50 schools across the world to undertake a wide range of educational collaborative work, supported by digital and online technologies. The University of Dundee’s HOTW project won the eTwinning prize for the best project two years running and is the only university to have won this annual prize. Student teachers are working in a world where digital technology is firmly embedded and undergoing rapid expansion and change. This study examined the experiences of student teachers as they engaged in a global project to develop their knowledge and understanding of intercultural learning using ICT. An explanatory sequential mixed method design analyzed data publicly available on YouTube™ and Padlet™. Two main data sets were used: responses to professional development webinars and reflections on participating in the project. Data were analyzed thematically focusing on ICT competence, pedagogy and relevance. Participation in the project enhanced the students' ICT competence and confidence to use and explore technology for current and future teaching practice through contextualization and social learning. Our analysis enabled us to identify that the Covid-19 lockdown had a positive impact on the students' learning due to time, space, and relevance. This paper demonstrates that engagement in a contextualized project enabled student teachers to develop their ICT competences and that for many, lockdown provided a conducive learning environment.
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Ptaszyk, Marian. "Tomasz Ujazdowski 1796–1836 — pedagog, publicysta, wydawca, „starożytnik”, miłośnik książek i zabytków przeszłości, działacz polityczny." Roczniki Biblioteczne 61 (June 4, 2018): 85–133. http://dx.doi.org/10.19195/0080-3626.61.5.
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TOMASZ UJAZDOWSKI 1796–1836 — PEDAGOG, PUBLICYSTA, WYDAWCA, „STAROŻYTNIK”, MIŁOŚNIK KSIĄŻEK I ZABYTKÓW PRZESZŁOŚCI, DZIAŁACZ POLITYCZNYBiografia Ujazdowskiego. Pierwsze publikacje. Redagowanie „Pamiętnika Sandomierskiego”.Publicystyka czasu powstania listopadowego „Tandeciarz”. Redagowanie „Rozmaitości Krakowskich”. Pomnik rycerstwa polskiego z wieku XV. Prywatny księgozbiór Ujazdowskiego i kolekcjonerstwo zabytków przeszłości.TOMASZ UJAZDOWSKI 1796–1836 — A TEACHER, JOURNALIST, PUBLISHER, “ANTIQUARIAN”, LOVER OF BOOKS AND ANTIQUITIES, POLITICAL ACTIVISTTomasz Ujazdowski was born in 1796 in Vilnius. In 1812 he graduated from a school in Węgrów. The need to become financially independent prompted him to join the Piarist Order in Opole Lubelskie, where he took his perpetual vows. After completing his studies in Opole and Warsaw in 1817, he began to work as a teacher in Piarist-run schools. In 1819 he began his efforts to have his vows annulled. Despite the consent of his order’s authorities, we was not released. He started a family. His longest stint as a teacher was in the regional school in Kielce 1822–1826, from where he was transferred to the regional school in Kalisz. In the summer of 1827 he was dismissed and excluded from the teaching profession. In 1828–1830 we worked in the Public Library at the University of Warsaw. During the November Uprising he was active in the Patriotic Society. In 1826 he began to publish short articles in the Warsaw press about Polish monuments he encountered during his travels. He continued writing about them in Pamiętnik Sandomierski, a quarterly he published 1829–1830. He also included there old literary works as well as documents and articles concerning the regions of Podlasie, Sandomierz, Kraków and Kalisz. During the uprising he published a satirical magazine, Tandeciarz, where he fi ercely denounced traitors and those reluctant to fight against the partitioner. He used contemporary and old works, particularly those from the last years of the Polish-Lithuanian Commonwealth. After the uprising he moved to Kraków, where he was most likely involved in illegal patriotic activities. In 1836 he was deported to Trieste, where he died.
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Protsiv, L. Y. "Music education in Ukraine: meetings in history." Musical art in the educological discourse, no. 2 (2017): 73–77. http://dx.doi.org/10.28925/2518-766x.20172.717.
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The article describes main features of human civilization as metahistory, substantiates a view on the history of music pedagogy in Ukraine as metahistory, the contents of which is constant values, spiritual constants of the humanity, and also synchronous section of history, including such things as coincidence, similarity of certain “spiritual epochs”, meetings in history. An example of such “synchronous” dramaturgy in the history of the Ukrainian music education is seen in M. Dyletskyi’s creative activity and pedagogical legacy. In musical thinking this personality was ahead of representatives of Western European polyphonic school, and came very close to the theory of temperatio, so well presented in Bach’s art. Supporting Kyiv concept of education at Slavonic, Latin and Greek schools, which involved a combination of eastern and western elements of education, national and European cultural and educational traditions, M. Dyletskyi formulated the aesthetic principles of choral art, revealed progressive pedagogical ideas. Age of Baroque and Enlightenment was the epoch of Great Travelers and symbolic meetings. In search of truth and artistic ideal philosophers, artists, musicians traveled in Europe. Various meetings took place — real and unreal, sometimes at an interval of a century, but they determined “symbolic insight into the future”. An important meeting took place at the end of the 18th century in Vienna. The Ukrainians met a famous countryman, composer D. Bortnyanskyi. Since then, composer’s music became a model of his proficiency, the embodiment of the Ukrainians’ spiritual outlook. He was called “the Ukrainian Mozart”, “Our Palestrina”, and he became a kind of a “bridge” between the European polyphonists and “classicists”, and also composers–romanticists, who also were influenced by his works. Age of Baroque and classicism, “Golden Age” in the Ukrainian music culture has acquired the status of “epic time” aimed at eternity, when a relatively short period of time defined the future way for historical development. The presence of such parallels and “meetings in history”, actualizing the past at the request of the future, defines metahistorical nature of history of music education in Ukraine.
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DOLAN, BRIAN. "Pedagogy through print: James Sowerby, John Mawe and the problem of colour in early nineteenth-century natural history illustration." British Journal for the History of Science 31, no. 3 (September 1998): 275–304. http://dx.doi.org/10.1017/s0007087498003306.
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These gems have life in them: their colours speak,Say what words fail of.In an ambitious treatise on the estimated wealth of the British Empire in the year of Waterloo, Patrick Colquhoun added to his calculations of the revenues produced by overseas property the potential profits created through exploiting natural resources. In his ‘political arithmetic’, Colquhoun recognized that an increasingly lucrative resource could be found in ‘mines and minerals’, where ‘various articles extracted from the bowels of the earth, which the new discoveries in chemistry have rendered valuable articles of commerce, have tended greatly to increase the value of the mines’. Such information, accumulated through travel, skilled techniques of identification and analysis, and collecting, proved central to regulating judgements about potential overseas investment by the government.Practices in natural history intersected with the development of British commerce in a number of ways. Mineralogists specially trained to identify rare species of minerals scoured distant shores and collected sack-loads of specimens, seeking information about natural resources that might nourish a developing imperial economy. One such British mineralogist was John Mawe, who in 1804 received patronage from Portugal's Prince Regent to embark on ‘a voyage of commercial experiment’ to the Portuguese territory of Brazil and assess the value of the gold and diamond industries that might revitalize their ailing and isolated economy. National and individual economic interests were informed and served by the multiplication of such acts of commercial speculation, which focused on various kinds of natural resources. Mawe was very conscious that the mineral kingdom held much to be explored. Unlike botany, with Linnaean taxonomy rendering order to the kingdom, knowledge in mineralogy was far from comprehensive. Mawe lamented that ‘few have thought the knowledge of Minerals worthy of their attention, although to them we owe our national strength and riches’. Others also argued that because it addressed national interests, research and education in the earth sciences should be publicly patronized.
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Baldacchino, John. "The travails of criticality: Understanding Peter McLaren’s revolutionary vocation. An article review of Peter McLaren, Pedagogy of Insurrection (New York: Peter Lang, 2015)." Policy Futures in Education 15, no. 5 (June 2017): 574–89. http://dx.doi.org/10.1177/1478210317719813.
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Iyer, Ishwarya N., and Sridhar Ramachandran. "Critical Text Selection for the Elementary Classroom: A Case for Strategically Using the Classroom Library to Open New Spaces for Critical Literacy Engagements." International Journal of Research in Education and Science 6, no. 3 (June 23, 2020): 396. http://dx.doi.org/10.46328/ijres.v6i3.1030.
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The purpose of this research paper is to encourage school teachers (with an emphasis on elementary teachers) to recognize and explore the literacy potential of their classroom libraries as a powerful critical literacy tool/asset that when designed and utilized strategically has the potential to reposition their classroom pedagogy and curriculum design to be empowering, transformative, inclusive and progressive. To that effect, this paper offers/proposes a framework/model for ‘critical text selection’ that can be readily adapted by teachers across various grade levels within the K-12 classrooms to identify the specific critical literacy needs of their learners (including the learning environment) and then employ their classroom library as a critical literacy tool that facilitates learner empowerment both inside and outside their learning spaces. The paper also presents interested teachers with an alternate way to traverse the proposed framework in the hope that it will provide an impetus to teacher scholars and educators interested in adapting the framework into their classroom to innovatively modify the framework we have presented to better work with their unique curricular structure and design.
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Cabrera-Murcia, Elsa Piedad. "What Must We Know and Know How to Do for Implementation During the PENTA UC School Program? A View from the Teachers." Universitas Psychologica 11, no. 3 (January 17, 2012): 828. http://dx.doi.org/10.11144/javeriana.upsy11-3.mwkh.
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This study explored what should be known, by a teacher of talented children, when implementing the PENTA UC School program. This study included a sample of 18 educators directly involved in the implementation process of this enrichment program. Teachers established bridges between verbalized knowledge and their pedagogic practice, recognizing know and know-how as two fundamental spheres of knowledge for the implementation of this program. The results show that these spheres traverse five different dimensions: planning, implementation, evaluation, learning environment, and collaborative work; which, in conjunction, allow the teacher to apply a differentiated instruction, taking into consideration the particular learning paces and characteristics of talented children. Furthermore, the need to consider these spheres in teacher’s preparation programs was confirmed.
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Barany, Michael J. "Integration by Parts." Historical Studies in the Natural Sciences 48, no. 3 (June 1, 2018): 259–99. http://dx.doi.org/10.1525/hsns.2018.48.3.259.
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This paper accounts for the intercontinental elaboration of French mathematician Laurent Schwartz’s theory of distributions in the years immediately following World War II by tracing how mathematicians explained the theory to each other, advanced new interpretations, and reconciled existing ones. Situating distributions in mathematicians’ changing contexts of funding, travel, and publication, especially in connection with the postwar reconstruction of international science, I argue that wordplay and suggestive comparisons—often termed “abuses of language”—helped tie communities of scholars together across disparate geographies and fields of study. Material limits and linguistic ambiguity, here, offered important resources for asserting relevance and unity in a fragmented and heterogeneous discipline. I show in particular how reinterpretations and puns of the calculus technique of integration by parts helped advocates of Schwartz’s theory create a far-reaching community of students and researchers that was itself partially integrated—with distributions’ scholars believing themselves to be using a common theory while understanding and using that theory in considerably different (if sometimes mutually recognizable) ways. If exponents of modern mathematical research and pedagogy tend to emphasize settled theories and stabilized innovations, the history of these activities demands a converse emphasis on the variable and ongoing labor required to reconcile techniques and concepts—a labor that often hinges on theories’ instability, pliability, and susceptibility to play.
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Glazier, Jocelyn, Cheryl Bolick, and Christoph Stutts. "Unstable Ground: Unearthing the Realities of Experiential Education in Teacher Education." Journal of Experiential Education 40, no. 3 (June 6, 2017): 231–48. http://dx.doi.org/10.1177/1053825917712734.
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Experiential education (EE) leads to positive outcomes for K-12 students; however, such practice remains on the periphery of schools. One key to centering EE in classrooms is to do so in teacher education. This study explores what it means to delve into EE as teacher educators alongside our students in field sites far removed from traditional university classrooms. For this self-study, we analyzed instructor journal reflections, research-assistant field notes, and a collective interview transcript. From these, we developed narrative cases of our individual experiences at field sites. Cross-case analysis revealed themes rarely associated with the work of teacher education professors. Like our students, we were confronted in the field with what Christian Itin refers to as physical, social, moral, emotional, intellectual, and spiritual challenges. The shifting realities of our roles as teacher educators revealed what it means to do EE alongside our students. The experience and accompanying reflection prompted us to consider how centering experience in teacher education shifts the oft-directive and didactic nature of our work. To shift their pedagogy, teacher educators must have new images of possibility. Here, we make transparent our journey as teacher education travelers on the path of experiential education.
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Jameson, Jill. "The Digital Abyss in Zimbabwe." International Journal of ICT Research and Development in Africa 1, no. 3 (July 2010): 65–91. http://dx.doi.org/10.4018/jictrda.2010070104.
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Just as refugees fleeing to escape Zimbabwe have struggled to cross the crocodile-hungry waters of the Limpopo, so are Zimbabweans battling to find ways to traverse the abyss of a digital divide affecting their country. In 2008-09, Zimbabwe was rated third worst in the world for its national information communications technology (ICT) capability by the World Economic Forum, being ranked at 132/134 nations on the global ICT ‘networked readiness index’. Digital divide issues, including severe deficits in access to new technologies facing this small Sub-Saharan country, are therefore acute. In terms of global power relations involving ICT capability, Zimbabwe has little influence in any world ranking of nations. A history of oppression, economic collapse, mismanagement, poverty, disease, corruption, discrimination, public sector breakdown and population loss has rendered the country almost powerless in ICT terms. Applying a critical social theory methodology and drawing on Freirean conceptions of critical pedagogy to promote emancipation through equal access to e-learning, this chapter is written in two parts. In the first place, it analyzes grim national statistics relating to education and to the digital divide in Zimbabwe, situating these in the wider context of Africa; in the second part, the chapter applies this information in a practical fictional setting to imagine life through the eyes of an average Zimbabwean male farm worker called Themba, recounting through narrative an example of the impact on one person’s life that could result from, firstly, a complete lack of educational and ICT resources for adults in a rural farming situation and, secondly, new opportunities as a migrant to become engaged with adult and higher education, including ICT training and facilities. Access to education, to book publications, to ICT facilities, in dialogue with others during a long process of conscientization, are seen to open up democratising and liberating opportunities for Themba in South Africa. The powerful transformation that takes place Themba’s life and propels him towards many achievements as an e-learning teacher is inspired by Freire’s critical pedagogy: it provides a message of hope in an otherwise exceptionally bleak educational and technological situation, given the current difficult socio-economic and political situation that has resulted in a digital abyss in Zimbabwe.
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Tharaba, M. Fahim. "Manajemen Pendidikan Islam Prespektif Pedadogik dan Andragogik." J-MPI (Jurnal Manajemen Pendidikan Islam) 4, no. 1 (August 21, 2019): 20. http://dx.doi.org/10.18860/jmpi.v4i1.7326.
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<p><em>Management of Islamic Education analysis of Pedadogic and andragogic theory departs from How Islam sees, teaches, instills and embodies his people's education in order to build independent generations through the concept of preparation and travel processes Pedagogic school, to be a total self-reliant with the concept of Perkepribadian conscious and self-reliant andragogy. From the results of the analysis, Islam, build civilization started from choosing a match (education). Subsequently, the education was directed and Dimanaj in order to print (ذرية قرة اعين), in this case, was pre, primary and secondary education. To be subsequently directed in achieving degrees (متقين), and this was achieved perfectly through undergraduate education (S-1/Bachelor's degree), even the Derjat (متقين) was further enhanced through graduate education of strata Two (S-2/Magister) and the peak was (امام) achieved with the education in strata Three (S-3/doctoral). And the highest degree (امام) is perfected with the degree of Professor in any field/profession.</em></p>
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Harvey, Stephen, and Obidiah Atkinson. "One youth soccer coach’s maiden implementation of the Tactical Games Model." Ágora para la Educación Física y el Deporte 19, no. 2-3 (October 10, 2017): 135. http://dx.doi.org/10.24197/aefd.2-3.2017.135-157.
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This paper utilizes a collaborative action research design to investigate one youth soccer coach’s maiden implementation of the Tactical Games Model (TGM). Consequently, this study aims to add to the paucity of research regarding coaches use of Game-Centered Approaches (GCAs), in particular the TGM. The study took place over eight, one-hour coaching sessions, which were conducted with a U12 competitive (travel) soccer team. The coach, Ian, was a licensed soccer coach and an undergraduate physical education student who had previously been exposed to the TGM in his university coursework. Data were collected through observation of model benchmarks in three of the TGM sessions (2, 4 and 6), the completion of Post-Session Teaching Reflective Analyses (PTRA; Dyson, 1994) and three semi-structured interviews. Model benchmark data were analyzed descriptively while PTRA and interview data were analyzed using the Lexminacer text mining software to generate themes and concepts. Findings showed that model benchmark fidelity improved as the coach became more familiar with TGM in his coaching setting. The main concepts generated from the Leximancer analysis were: ‘players’, ‘session’, ‘time’, ‘games’, and ‘physical’, which suggests a major shift in coaching practice occurred in alignment with Light’s (2013) four features of game-centered pedagogy. This current study makes two main contributions. First, it adds further contextual evidence of the benefits and challenges of incorporating TGM into other neophyte youth sports coaches’ practice. Second, it serves as a methodological template for further investigations into the micropedagogies of youth sport coaches’ practice when using GCAs such as the TGM.
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Cruz García, Lirios. "Teoría del comportamiento sustentable para el desarrollo local." Clivajes. Revista de Ciencias Sociales, no. 9 (April 24, 2018): 71–94. http://dx.doi.org/10.25009/clivajes-rcs.v0i9.2546.
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La psicología de la sustentabilidad estriba en la predicción de un comportamiento que, por sus dimensiones y determinantes, se ha identificado como factor de sustentabilidad. En este sentido, este trabajo pretende discutir el proceso sociohistórico en el que se ha desarrollado el constructo del comportamiento sustentable, más a partir de evidencias empíricas que de debates teóricos, conceptuales, metodológicos o estadísticos. Este ejercicio llama la atención acerca de la participación deliberativa de la comunidad y se inscribe en el debate sobre la relación entre sociedad y Estado con respecto a la conservación de los recursos naturales mediante los servicios públicos, municipales y residenciales. En este tenor, la revisión de los hallazgos extraídos del contraste de modelos de medición en referencia a modelos estructurales supone no sólo la especificación de relaciones de dependencia, sino su discusión, dado que fueron importados de disciplinas tales como la pedagogía, la economía, la sociología o la antropología para incorporarlos en los modelos predictivos del comportamiento sustentable.Palabras clave: Recursos naturales, Servicios públicos, Psicología de la sustentabilidad, Comportamiento sustentable, Modelos estructurales Theory of sustainable behavior for local developmentSummaryThe psychology of sustainability is based on the prediction of a behavior that, due to its dimensions and determinants, has been identified as a sustainability factor. In this sense, this work aims to discuss the sociohistorical process in which the construct of sustainable behavior has been developed, more from empirical evidence than from theoretical, conceptual, methodological or statistical debates. This exercise draws attention to the deliberative participation of the community and is part of the debate about the relationship between society and the State with respect to the conservation of natural resources through public, municipal and residential services. In this sense, the review of the findings extracted from the contrast of measurement models in reference to structural models supposes not only the specification of dependency relations, but their discussion, given that they were imported from disciplines such as pedagogy, economics, sociology or anthropology to incorporate them into predictive models of sustainable behavior.Keywords: Natural resources, Public services, Sustainability psychology, Sustainable behavior, Structural models. Théorie du comportement pour le développement durable au niveau localRésuméLa psychologie du développement durable réside dans la prédiction d’un comportement qui, par ses dimensions et déterminations, a été identifié comme un facteur en faveur de ce développement. En ce sens, ce travail prétend rendre compte du processus historique dans lequel s’est construit le comportement pour le développement durable, davantage à partir d’évidences empiriques que de débats théoriques, méthodologiques et statistiques. Cet exercice met l’accent sur la participation délibérative de la communauté et s’inscrit dans le débat sur la relation entre société et Etat en ce qui concerne la conservation des ressources naturelles au travers des services publics, municipaux et résidentiels. De ce point de vue, l’examen des découvertes extraites du contraste entre les modèles de mesure en référence aux modèles structurels suppose non seulement la mise en lumière spécifique de relations de dépendance, mais aussi leur discussion, puisqu’ils furent importés de disciplines comme la pédagogie, l’économie, la sociologie et l’anthropologie, afin de les incorporer aux modèles prédictifs du comportement en faveur du développement soutenable.Mots-clés: Ressources naturelles, Services publics, Psychologie du développement durable, Comportement pour le développement durable, Modèles structurels
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Shaw, Lindsay, Kristin Brown, Donna Ellis, Peter Wolf, Debra Dawson, Lori Goff, and Erika Kustra. "From Perception to Practice." Collected Essays on Learning and Teaching 12 (June 9, 2019): 140–54. http://dx.doi.org/10.22329/celt.v12i0.5397.
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Teaching culture is the product of a dynamic interplay among the embedded patterns, behaviours, values, beliefs and ideologies about teaching and learning within and across the many microcultures that make up a university. Educational researchers from across Canada developed a set of Institutional Teaching Culture Perception Surveys (ITCPS) to gain insight to an institution’s teaching culture at a particular point in time. Staff, faculty, and students from two institutions provided comments through an open-ended survey and focus groups, answering the question “What would indicate to you that teaching matters at your institution?” Aligning with the six ITCPS levers, the results identified both barriers and pathways to a strong institutional teaching culture, highlighting strategic priorities, assessment methods, effective pedagogy, supportive infrastructure, engagement opportunities and public recognition.
La culture d’enseignement est le fruit d’une interaction dynamique entre les habitudes, les comportements, les valeurs, les croyances et les idéologies portant sur l’enseignement et sur l’apprentissage à travers les multiples microcultures qui composent une université. Des chercheurs en éducation de partout au Canada ont mis au point un sondage – appelé ITCPS – sur la perception de la culture d’enseignement afin de mieux comprendre une telle culture dans un établissement donné à un moment précis. Des employés, des enseignants et des étudiants provenant de deux établissements ont formulé des commentaires dans un sondage à questions ouvertes et dans des groupes de discussion. Ils ont répondu à la question suivante : « Qu’est-ce qui vous ferait penser que l’on accorde une valeur à l’enseignement dans votre établissement? » En adéquation avec les six mécanismes du sondage ITCPS, les résultats ont mis en évidence les obstacles et les voies à suivre pour atteindre à une culture d’enseignement forte en établissement, en soulignant les priorités stratégiques, les méthodes d’évaluation, la pédagogie efficace, l’infrastructure de soutien, les possibilités de participation et la reconnaissance publique.
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Gerdes, Melanie, Lyndsey Ruiz, Anna Jones, Rachel Scherr, and Gretchen George. "Study Protocol for a Comprehensive Virtual Professional Development Model to Improve Self-efficacy to Teach Food Literacy in Undergraduate Students." Current Developments in Nutrition 5, Supplement_2 (June 2021): 1275. http://dx.doi.org/10.1093/cdn/nzab057_005.
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Abstract Objectives To determine the effectiveness of a comprehensive professional development model (CPDM) adapted for virtual instruction in its ability to improve self-efficacy related to food literacy and development of remote food literacy education. Methods Undergraduate students (n = 12) from two universities participate in a yearlong CPDM. In the first semester, undergraduates attend weekly meetings focused on online learning platforms; building community of practice; reviewing learning models, theories, and pedagogy; and building skills to support social and emotional learning. Undergraduates participate in reflective practice throughout the CPDM to advance their teaching skills. In the second semester, undergraduates develop online modules supporting remote instruction for the learner-centered curriculum Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition. Undergraduates develop virtual lesson procedures and content to be pilot tested with the community of practice. Results Upon project conclusion, undergraduates will complete a retrospective questionnaire measuring self-efficacy to teach nutrition. They will also participate in an in-depth interview that mirrors the reflective practice, where they reflect on what they gained and wished to change for future CPDM projects. Conclusions In response to the COVID-19 pandemic, utilizing strategies from in-person CPDMs in virtual professional development may provide an efficient, effective, and equitable methodology to connect with undergraduate students and improve their self-efficacy to teach while providing training and skills. This virtual methodology may serve two purposes; decreasing attrition in participation by removing barriers such as travel and scheduling, but also enhancing the delivery of nutrition education through utilization of modern technology. Limitations of remote instruction are numerous, but providing opportunities for undergraduates to develop skills in online education has the potential to broaden the reach of health-focused programming delivered by agencies with limited staff during and after the COVID-19 pandemic. Funding Sources USDA NIFA SPECA; USDA NIFA NNF.