Relevant bibliographies by topics / Radical pedagogy

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Academic literature on the topic 'Radical pedagogy'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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Journal articles on the topic "Radical pedagogy"

Sweet, Stephen. "Reassessing Radical Pedagogy." Teaching Sociology 26, no. 2 (1998): 127. http://dx.doi.org/10.2307/1319283.

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Dyke, Meyerhoff, and Evol. "Radical Imagination as Pedagogy." Transformations: The Journal of Inclusive Scholarship and Pedagogy 28, no. 2 (2018): 160. http://dx.doi.org/10.5325/trajincschped.28.2.0160.

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Allen, Chay. "Allan Kaprow’s Radical Pedagogy." Performance Research 21, no. 6 (2016): 7–12. http://dx.doi.org/10.1080/13528165.2016.1240931.

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Cotter, Jennifer, Kimberly DeFazio, Brian Ganter, et al. "The 'radical' in 'radical teaching': Pedagogy now." Textual Practice 15, no. 3 (2001): 419–29. http://dx.doi.org/10.1080/09502360110070376.

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SIEGEL, HARVEY. "'Radical' Pedagogy Requires 'Conservative' Epistemology." Journal of Philosophy of Education 29, no. 1 (1995): 33–46. http://dx.doi.org/10.1111/j.1467-9752.1995.tb00339.x.

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Clem, B. "Pedagogy of a Radical Multiculturalism." MELUS: Multi-Ethnic Literature of the United States 30, no. 2 (2005): 123–38. http://dx.doi.org/10.1093/melus/30.2.123.

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Armstrong, Kenneth A., Maksymilian Del Mar, and Sally Sheldon. "Contextual legal pedagogy: still radical?" International Journal of Law in Context 18, no. 4 (2022): 365–72. http://dx.doi.org/10.1017/s1744552322000398.

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AbstractThis is an introduction to the Special Issue on ‘Contextual Legal Pedagogy’. It introduces the themes of the Special Issue and offers summaries of the papers in the collection. The introduction considers whether, and how, contextual legal pedagogy can still be radical, and how addressing pedagogical issues also necessarily involves addressing vital theoretical issues.

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Kopnina, Helen. "Critical pedagogy." Studier i Pædagogisk Filosofi 8, no. 1 (2020): 43–68. http://dx.doi.org/10.7146/spf.v8i1.114773.

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While environmentalism is often associated with different non-governmental organizations, agencies, movements, institutions, and grassroots groups, one of the least understood types of environmentalism is so-called radical activism. This article will argue that the label of radicalism or even terrorism attached to some forms of environmental activism precludes learning about the causes of environmental crises. Based on the work of Paulo Freire in critical pedagogy and eco-pedagogy, this article supports the position that learning about social and political framing of “radicalism” as well as th

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Blanchard, Lynda‐ann, and Mike Nix. "Creating spaces for radical pedagogy in higher education." Human Rights Education Review 2, no. 2 (2019): 64–83. http://dx.doi.org/10.7577/hrer.3363.

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This paper tells stories from a higher education study abroad collaboration entitled Investigating Diversity, Human Rights and Civil Society in Japan and Australia. Starting from a pedagogical focus on students’ active learning about human rights, this project has come to value relationship building—between academic institutions, civil society and community groups, and individuals. We ask ‘what is human rights education?’, and argue for a radical pedagogy in which knowledge about human rights and diversity is negotiated in ‘third spaces’ (Bhabha). In an attempt to address the ‘im/possibility o

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Denzin, Norman K. "Critical Pedagogy and Democratic Life or a Radical Democratic Pedagogy." Cultural Studies ↔ Critical Methodologies 9, no. 3 (2009): 379–97. http://dx.doi.org/10.1177/1532708609332607.

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Dissertations / Theses on the topic "Radical pedagogy"

McInnis, Shelley, and n/a. "An experiment with radical pedagogy." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060928.122201.

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This thesis is an analysis of some research undertaken with students in a unit on human sexuality. It is a critical account of an experiment with 'radical' pedagogy which deliberately forsakes the pessimistic determinism of social reproduction theory in education and assumes the fundamental optimism of resistance theory, wherein human actors are capable of penetrating oppressive ideology and practice and working towards emancipation and social change. The experiment is an attempt to implement radical pedagogy in a particular classroom, and the body of the thesis consists of a critique of data

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Wallington, Ashley. "Towards a radical pedagogy of post-dramatic theatre." Thesis, Aberystwyth University, 2017. http://hdl.handle.net/2160/62375a9e-e705-46bf-93d0-f8eadcf23126.

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This research project makes an enquiry into post-dramatic theatre’s potential as a counter-apparatus for radical pedagogy. It argues that PDT enables its participants to coauthor acts of creative resistance outside of the usual hegemonic modes of theatrical production often prescribed for and expected of young people. Part One sets out to explore a range of intersections emerging between concepts of authenticity and postdramatic theatre through examination of four sites of convergence: realities, bodies, subjectivities and spectators. These: i) reveal post-dramatic theatre’s potential to assum

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Greenstein, Anat. "Radical inclusive pedagogy : connecting disability, education and activisim." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/326228/.

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This thesis combines ideas from disability studies and inclusive education debates, as well as critiques of mainstream schooling from critical pedagogy (e.g. Freire, 1972a; McLaren, 2009) and progressive education approaches (e.g. Darling & Nordenbo, 2002; Holt, 1983) to suggest a framework of radical inclusive pedagogy. The imperative for developing this framework is based on two main arguments; firstly, I argue for the understanding of education as a political process that can serve to reify or challenge the social order (Freire, 1972b; Giroux, 1981; McLaren, 2009). This view shifts debates

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Rainbow, Adrian Paul. "The poetics of emancipation : critical pedagogy, radical aesthetics and contemporary fiction." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445771.

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Graham, Janna. "Thinking with conditions : from public programming to radical pedagogy in and beyond contemporary art." Thesis, Goldsmiths College (University of London), 2018. http://research.gold.ac.uk/23886/.

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Thinking with Conditions: from Public Programming to Radical Pedagogy in and Beyond Contemporary Art is a study of the contradictions and possibilities of public programming within and beyond contemporary arts institutions. Charting a rise in discursive events in galleries since the 1990s that take place under the heading ‘public programming’, the thesis analyses claims made for these events as moments in which to address urgent contemporary issues, to create alternative enactments of the public sphere, to open up spaces for dialogue and debate and to generate practices of time-based experimen

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Sawyer, Abigail E. "Student identities in a mathematical community of practice : radical visible pedagogy and the teacher collective." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/63818/1/Abigail_Sawyer_Thesis.pdf.

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This study investigated the practices of two teachers in a school that was successful in enabling the mathematical learning of students in Years 1 and 2, including those from backgrounds associated with low mathematical achievement. The study explained how the practices of the teachers constituted a radical visible pedagogy that enabled equitable outcomes. The study also showed that teachers’ practices have collective power to shape students’ mathematical identities. The role of the principal in the school was pivotal because she structured curriculum delivery so that students experienced the

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Paiva, Isadora Barreto. "A pedagogia radical sobre as bases da teoria crÃtica da escola de Frankfurt: uma anÃlise a partir da ontologia marxiano-lukÃcsiana." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10998.

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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico<br>O presente trabalho dissertativo concerne em uma pesquisa de fundamento onto-histÃrico, que se pauta na ontologia marxiano-luckÃcsiana para anÃlise do movimento do real. O objetivo central Ã realizar um estudo acerca dos pressupostos da chamada pedagogia crÃtica ou pedagogia radical, traÃando, ademais, um paralelo entre tal teoria pedagÃgica, de carÃter revisionista, e a teoria marxista, aqui reivindicada. Para tanto, foram elencados, respectivamente, escritos de Henry Giroux (1983 e 1997) e Peter McLaren (1997), e, no o

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Kuykendall, Sue A. Morgan William Woodrow Strickland Ron L. "The subject of feminist literary practices radical pedagogical alternatives (teaching subjects/reading novels) /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9411040.

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Thesis (D.A.)--Illinois State University, 1993.<br>Title from title page screen, viewed February 23, 2006. Dissertation Committee: William Morgan, Ronald Strickland (co-chairs), Victoria Harris, Thomas Foster, Anne Rosenthal. Includes bibliographical references (leaves 228-242) and abstract. Also available in print.

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Zhou, Yuxin. "Situating Asian American Environmental (In)Justices through Radical History Walking Tours." Scholarship @ Claremont, 2020. https://scholarship.claremont.edu/pomona_theses/213.

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By analyzing two radical history walking tours in Seattle, WA, and Berkeley, CA, this thesis aims to examine how Asian American communities can find their places in the U.S. environmental movement. I argue that these walking tours provide generative pedagogical tools to engage the general public to unpack the complex Asian American history embedded within urban spaces. I also articulate how these walking tours have the capacity to situate environmental struggles and activism within urban spaces, illustrating that various Asian American social and political activism has always been addressing e

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PAIVA, Isadora Barreto. "A pedagogia radical sobre as bases da teoria crítica da escola de Frankfurt: uma análise a partir da ontologia marxiano-lukácsiana." www.teses.ufc.br, 2013. http://www.repositorio.ufc.br/handle/riufc/7553.

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PAIVA, Isadora Barreto. A pedagogia radical sobre as bases da teoria crítica da escola de Frankfurt: uma análise a partir da ontologia marxiano-lukácsiana. 2013. 99f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013.<br>Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-02-28T12:40:54Z No. of bitstreams: 1 2013-DIS-IBPAIVA.pdf: 453873 bytes, checksum: 3e5bc8ed1d7e42e6f74375680c3cd65d (MD5)<br>Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-02-28T13:52:15Z (GMT

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Books on the topic "Radical pedagogy"

Bracher, Mark. Radical Pedagogy. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468.

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1954-, Buckingham David, ed. Teaching popular culture: Beyond radical pedagogy. UCL Press, 1998.

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Radical departures: Composition and progressive pedagogy. National Council of Teachers of English, 2002.

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Gómez-Peña, Guillermo. Exercises for rebel artists: Radical performance pedagogy. Routledge, 2011.

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1967-, Sifuentes Roberto, ed. Exercises for rebel artists: Radical performance pedagogy. Routledge, 2011.

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F, Day Richard J., De Peuter Greig, and Côte Marc, eds. Utopian pedagogy: Radical experiments against neoliberal globalization. University of Toronto Press, 2007.

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B, Entin Joseph, Rosen Robert C. 1947-, and Vogt Leonard 1943-, eds. Controversies in the classroom: A radical teacher reader. Teachers College Press, 2008.

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Red seminars: Radical excursions into educational theory, cultural politics, and pedagogy. Hampton Press, 2004.

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Brian, Simon, Rattansi Ali, and Reeder David A, eds. Rethinking radical education: Essays in honour of Brian Simon. Lawrence & Wishart, 1992.

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The radical pedagogies of Socrates & Freire: Ancient rhetoric/radical praxis. Routledge, 2011.

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Book chapters on the topic "Radical pedagogy"

Beauchamp, Gary, Dylan Adams, and Kevin Smith. "Radical Pedagogy." In Pedagogies for the Future. Routledge, 2022. http://dx.doi.org/10.4324/9781003183938-2.

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Bracher, Mark. "Identity, Motivation, and Recognition." In Radical Pedagogy. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_1.

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Bracher, Mark. "Self Analysis for Teachers." In Radical Pedagogy. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_10.

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Bracher, Mark. "Generative Identity and the Need to Teach." In Radical Pedagogy. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_11.

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Bracher, Mark. "Supporting Prosocial Identity Contents." In Radical Pedagogy. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_12.

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Bracher, Mark. "Promoting Identity Integration." In Radical Pedagogy. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_13.

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Bracher, Mark. "Developing Identity Structures." In Radical Pedagogy. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_14.

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Bracher, Mark. "Linguistic Identity." In Radical Pedagogy. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_2.

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Bracher, Mark. "Affective and Imagistic Identity." In Radical Pedagogy. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_3.

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Bracher, Mark. "Identity Integration and Defenses." In Radical Pedagogy. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780230601468_4.

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Conference papers on the topic "Radical pedagogy"

Hosseini-Eckhardt, Nushin, and Leicy Esperanza Valenzuela Retamal. "RADICAL PRESENT AND REFLEXIVE CONNECTIONS. DIDACTICAL APPROACHES TO ALIENATED SPACES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end150.

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Our starting position is the observation of disappearing public spaces and due to that an increasing alienation in social structures (the global pandemic situation having accelerated this). From two different fields of pedagogy (philosophy of education and performative arts) we aim to set up didactical approaches that give a counterbalance to those tendencies. Especially growing possibilities and challenges of digital formats lead us to a pedagogy of the “Radical Present“. On the basis of our previous theoretical research and practical work in schools and workshops we want to discuss and apply

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Brown, Autumn. "Organize, Activate, Liberate: Clara Luper's Radical Pedagogy in Oklahoma During Civil Rights." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1688999.

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Jones, Kristin. "From Critical to Transformative Pedagogy in Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.21.

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Transformative pedagogy is a contemporary educational ideal intended to actively promote the transformation of the life and inner perception of the learner and his/her community. It emerged at the dawn of the 21st century from a line of counter-hegemonic thought that has been called emancipatory, liberal, radical or critical in the effort to chart a new direction for post-industrial education. This paper addresses the struggle of architectural education to maintain its aim as an emancipatory practice within an ever-evolving disciplinary culture.

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Brackett, Robert. "Architecture Revisits Math & Science: Computation in a Visual Thinking Pedagogy." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335059.

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This paper makes a case for the greater integration of computational logic and principles in core undergraduate architectural design courses as visual thinking pedagogy. Math and computation present abstract problems that may seem at odds with the real-world design concepts with which students are familiar. Because architecture students are typically strong visual thinkers, abstract mathematical language can be difficult to learn, but these concepts can be used as a pedagogical interface to support visual problem-solving in the design process. Building on the work of Christopher Alexander in N

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Lalitha, M. Padma, T. Janardhan, and R. Madhan Mohan. "The future of fuzzy logic based wind energy conversion system with solid oxide fuel cell and the passions of radical pedagogy." In 2014 Innovative Applications of Computational Intelligence on Power, Energy and Controls with their impact on Humanity (CIPECH). IEEE, 2014. http://dx.doi.org/10.1109/cipech.2014.7019052.

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Hanff Jr., William A. "A Media Archeology of Education Innovation History and Pandemics." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.6.

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How do we as researchers and educators discern how past institutions of higher education responded to pandemics and other social stresses, and what practices we can adopt from them? Combining Jussi Parikka’s ideas of media archeology with the radical post-colonialism of Nonwestern Educational Traditions by Timothy Reagan, this research explores specific artifacts of western and nonwestern systems of education innovation at specific periods in history, how these institutions responded to crises and pandemics, and what this suggests to our contemporary post-literate networked system of higher ed

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Hwang, Irene. "RFP: Request for Pedagogy." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.15.

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As the professional reality of architectural practice has radically transformed in the last decade, the teaching of professional practice as a core course has remained static for four times as long. Even while current practice explodes into many different innovative models and methods, the teaching of professional practice has hardly budged. We must turn our focus to a new tertiary, the territory between the historical binary of the scholarly pursuit of the academy and the practical work of the profession. To that end, this paper presents a new mindset for teaching professional practice by unp

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Kamel, Michael, and Roger Miller. "The Evolution of Games of Innovation in Regulated Complex Industries: The Case of Aviation Training." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60541.

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The study of industrial games of innovation is often associated with dominant theories representing various generic forms of organizational design and dynamics. The dominant theories in this area were traditionally Schumpeter’s destructive innovation, Porter’s five-force competitive analysis and Nalebuff’s value net. Other frameworks for analyzing industrial behavior include game theory and its derivative innovation games theory. For regulated high-technology industries, theoretical frameworks that do not account for interfirm coordination are often insufficient to understand or predict the in

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Mcbride, Charles. "There Goes the Neighborhood: How a NZE Passive House Changed the Culture of a Community." In 2020 ACSA Fall Conference. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.aia.fallintercarbon.20.34.

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In 2019 a small, single-family house was sold to a family excited to be part of a trailblazing and strangely controversial project. While many net zero energy (NZE) and/or Passive House examples have now been completed across the US, small communities, especially in the flyover country of the upper Midwest, have proudly doubled down against the “unknown” of these new models, reinforcing traditional project delivery and the absence of energy codes. This project and initiative not only serves as an example for students and evolving pedagogy, but also has become a touchstone in the community, cha

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Odunmbaku, Adiat, and Moriliat Jumoke Afolabi. "Pedagogic Transformation: Blending of Reinforcement and Inquiry Learning in Innovative Science as Resilience Technique." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1509.

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In this paper, blending reinforcement and inquiry learning in innovative science (technological approaches) as resilience technique was presented. The study was designed to determine the effectiveness of these innovative approaches in improving students’ performance. The views about reinforcement and inquiry methods were used as data collection instrument. To this end two research questions were raised and two research hypotheses were formulated to answer the research questions. The study adopted the quasi-experimental design of pre-test post-test non-equivalent control groups. Sixty 100Level

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Reports on the topic "Radical pedagogy"

Álvarez Zuluaga, Carlos Andrés, Claudia Espinal Correa, Jorge Humberto Rubio Elorza, and Mauricio Vasco Ramírez. La simulación en salud: una estrategia de evaluación y formación por competencias. Ediciones Universidad Cooperativa de Colombia, 2021. http://dx.doi.org/10.16925/wpgp.04.

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La simulación clínica no es una novedad. Hace ya mucho se distanció de sus orígenes en la aviación y colonizó áreas como la educación en salud. En este libro se la presenta como una tecnología que, acompañada de recursos como los simuladores y estrechamente ligada al campo de la pedagogía y la didáctica, la pone en un lugar privilegiado dentro de la compleja relación de enseñanza-aprendizaje, es decir, la convierte en una estrategia que contribuye al desarrollo y potenciamiento de las habilidades y destrezas requeridas por las disciplinas en las que se encuentra inmersa, a la vez que favorece

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