Статті в журналах: "Activist education"

1

Barnett, Ronald. "The activist university: Identities, profiles, conditions." Policy Futures in Education 19, no. 5 (March 17, 2021): 513–26. http://dx.doi.org/10.1177/14782103211003444.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

At first sight, the very term ‘the activist university’ may seem strange. Universities have to be active in all manner of ways – insofar as we can attribute actions to large complex institutions – but ‘activist’? An activist is someone who takes up the cudgels in a cause, who contends against an enemy and demonstrates for and even fights for a cause. Students may be activists in movements of radical politics and can be seen resisting and even attacking the forces of the state. But what might it mean for their university, indeed any university, to be an activist university? I argue that the term ‘the activist university’ opens to different meanings. The concept of the activist university is a space in which alternative interpretations jostle with each other. These different readings are expressive of competing senses of the responsibilities of the university and its place in society. Academic activism lends itself to a panoply of stances. Nevertheless, I argue that academic activism is a universal category that gains its fullest realization when it is exhibited in a situation of epistemic injustice and is an expression of epistemic agency.

2

Mitchell, Claudia. "A Girl Activist Inventory." Girlhood Studies 13, no. 2 (June 1, 2020): v—vi. http://dx.doi.org/10.3167/ghs.2020.130201.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

In March 2019, I had the pleasure of giving a talk at Peter Green College at the University of British Columbia that I called “The Politics and Possibilities of Girl-led and Youth-led Arts-based Activism to Address Gender Violence.” I wanted to highlight in particular the activist work of numerous groups of Indigenous girls and young women in a current project and the youth AIDS activist work of the Fire and Hope project in South Africa but I also wanted to place this work in the context of girls’ activism and youth activism more broadly. To do this I started out with a short activity called “Know your Girl Activist” during which I showed PowerPoint photos of some key girl and young women activists of the last few years, and asked the audience if they could identify them. The activists included two Nobel Prize Peace Prize winners, Malala Yousafzai (2014) and Nadia Murad (2018) along with Autumn Pelletier, the young Indigenous woman from Northern Ontario, Canada, well known for her work on water activism, and, of course, Greta Thunberg, now a household name but then, in 2019, already well known for her work on climate change activism. To my surprise only some of these activists were recognized, so, during the Q and A session, when I was asked if there is a history of girls as activists I could see that this question indicated clearly the urgent need for this special issue of Girlhood Studies which was only just in process then. Now, thanks to the dedication of the two guest editors of this special issue, Catherine Vanner and Anuradha Dugal and the wide range of superb contributors, I can point confidently to girls’ activism as a burgeoning area of study in contemporary feminism rooted in feminist history.

3

Vanner, Catherine, and Anuradha Dugal. "Personal, Powerful, Political." Girlhood Studies 13, no. 2 (June 1, 2020): vii—xv. http://dx.doi.org/10.3167/ghs.2020.130202.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

“Today I met my role model,” tweeted climate change activist Greta Thunberg on 25 February 2020, captioning a picture of herself with girls’ education activist Malala Yousafzai, who also tweeted the picture, proclaiming that Greta was “the only friend I would skip school for.” The proclamations of mutual admiration illustrate a form of solidarity between the two most famous girl activists, who are often pointed to as examples of the power of the individual girl activist in spite of their intentionally collective approaches that connect young activists and civil society organizations around the world. These girl activists have garnered worldwide attention for their causes but have also been subject to problematic media representations that elevate voices of privilege and/or focus on girl activists as exceptional individuals (Gordon and Taft 2010; Hesford 2014), often obscuring the movements behind them. For this reason, this special issue explores activism networks by, for, and with girls and young women, examining and emphasizing girls’ activism in collective and collaborative spaces.

4

Costa, Ana L., Henrique Vaz, and Isabel Menezes. "The Activist Craft: Learning Processes and Outcomes of Professional Activism." Adult Education Quarterly 71, no. 3 (February 10, 2021): 211–31. http://dx.doi.org/10.1177/0741713620988255.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

Work as a place of activism is a vast field to be explored in adult education research, particularly within educational, social, and community intervention with people in situations of vulnerability. This qualitative study aims to unveil the richness of activists’ learning processes and outcomes by reflecting on the pedagogy of professional activism, with professionals working in Portugal. Their sharing reveals a thematic influence and interdependence between the dimensions “How?” and “What?” of professional activism learning and the themes composing them—respectively, “political socialization” and “work experience”; and “critical, social and political consciousness,” “sense of (in)justice and empathy,” and “know-how to speak out.” As professionals learn how to become activists, they also construct this praxis, and themselves as professionals, giving meaning and (re)defining their activist craft, through a learning-creative process.

5

Szadkowski, Krystian, and Jakub Krzeski. "The future is always-already now: Instituent praxis and the activist university." Policy Futures in Education 19, no. 5 (April 19, 2021): 554–67. http://dx.doi.org/10.1177/14782103211003445.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

In this paper, we place the issue of university activism in the context of constituent and constituted power. By this we mean the ever-present danger that activists’ demands will be co-opted and concurrently deactivated. To mitigate this risk, we develop a set of conceptual tools that enables thinking about the activist university in terms of instituent praxis; that is, an open process of co-becoming of an institution and its actors through the continuous co-production of rules that drive their actions. Contrary to the view of the university as something instituted, the activist university that we propose emphasises the possibility of sustaining the process of acting and its underlying rules, rather than the result of the act. The activist university is understood here as a crack that leaves the instituted university open every time the self-production of its subject emerges by the self-transformation of the actors in the very course of their activities. We observe a chance for grounding instituent praxis in the ontological shift in thinking the activist university from being to co-becoming, as this will allow for reclaiming the future for the university and its broader ecology.

6

Mcclure, Christine Lynn. "Creating a Culture of Activism in the Education Doctorate." Impacting Education: Journal on Transforming Professional Practice 6, no. 1 (March 11, 2021): 53–56. http://dx.doi.org/10.5195/ie.2021.128.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

Attempting to combine activism and scholarship would seem natural because most academic research is born out of a deep-rooted desire to change, eradicate, or transform a societal issue. As such, translating research into practice by way of activism would seem conventional for most scholars, because it is “informed by both personal and political values and the need to engage our emotional responses to the world around us” (Derickson & Routledge, 2015, p. 5). However, the elite, “ivory-tower” of the academy is not so accepting of scholar-activists. Perhaps it is because activism places higher education in the cross hairs of the criticisms, critiques, and call-outs that activism seeks to influence. Institutions of higher education have done a mediocre job at cultivating spaces for academics to freely engage in activism, as academics who desire to participate in activism face considerable and specific career-related risks (Flood et al., 2013). Loss of tenure, reduced opportunities for collaboration, decreased funding, isolation, and oftentimes physical threats are but a few strategies used against academics who openly participate in activism. While many activist movements have been birthed on college and university campuses, very few demonstrate a willingness to embrace the causes or individuals involved in these activist movements. As institutions of higher education try to strengthen both the policies and practices related to diversity, equity, and inclusion it is imperative that they also examine the oppressive structures, antiquated hiring practices, and exclusionary curriculum that inhibit the culture of activism from thriving. These three specific areas are the focus for this article.

7

Claybrook, M. Keith. "Africana Studies, 21st Century Black Student Activism, and High Impact Educational Practices: A Biographical Sketch of David C. Turner, III." Journal of Black Studies 52, no. 4 (February 22, 2021): 359–78. http://dx.doi.org/10.1177/0021934721996366.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

This article examines the relationship between academia and activism. It explores the undergraduate experience of veteran 21st century Black student activist, David C. Turner, III, revealing the foundations of his academic and activist career in higher education. Framed in the context of student engagement and high impact educational practices, this paper argues that 21st century Black student activists are motivated by a belief in a society and world free from overt, insidious, and institutional racism. Furthermore, it argues that activism offers academically relevant learning opportunities. The article draws upon informal conversations and interactions, formal interviews, and Turner’s published and unpublished writings. It chronicles Turner’s undergraduate experiences at CSU, Dominguez Hills majoring in Africana Studies, president of the Organization of Africana Studies, and research and conference opportunities revealing the foundations of his pursuit of cultural grounding, academic excellence, and social responsibility. Furthermore, it highlights the links between intellectual and academic work, with activism and organizing.

8

Jones, Denisha. "From Theorizing in the Ivory Tower to Creating Change with the People." International Journal of Adult Vocational Education and Technology 8, no. 2 (April 2017): 29–41. http://dx.doi.org/10.4018/ijavet.2017040103.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

This article provides an overview of activist research and how it is used in various field including anthropology, social movements, and education. It discusses the impetus for incorporating activism into theoretical frameworks and research methodologies and the distinct aspects of activist research. Youth participatory action research is examined to identify how activist research can be situated into the methods and outcomes.

9

Ardiwansyah, Bayu. "STUDI KOMPARASI PRESTASI BELAJAR PAI ANTARA SISWA AKTIVIS DAN NON AKTIVIS ROHIS." At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam 3, no. 01 (September 17, 2019): 34. http://dx.doi.org/10.24127/att.v3i01.975.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

This study aims to 1) find out the significance of the differences in PAI learning achievement between activist students and Spiritual non-visionary students in Accounting majors at SMKN 1 Metro 2) knowing the causes of differences in PAI learning achievement between activist students and non-religious Spiritual students in Accounting at SMKN 1 Metro. Rohis activist students referred to in this study are students who in addition to learning, they are also active in carrying out the activities of the Rohis organization. Whereas the non-religious Spiritual students referred to in this study were students who did not follow the Rohis organization. The results of the research at SMK Negeri 1 Metro, which researchers did to students Spiritual and Non-activist Rohis activists concluded that: 1) There are differences in learning achievement of Islamic Education between activist students and Non-Christian Spiritual Accounting Department at Metro 1 Vocational School. Where the learning achievements of Spiritual activist PAI students are better than the learning achievements of Rohan Nonaktivis students. The difference in learning achievement of Islamic Education between activist students and Spiritual Non-Service Students is significant, based on the results of t count = 4.630 consulted with t table (tt) at the significance level of 5% = 1.998 and at 1% significance level = 2.655. or 1,998 <4,630> 2,655. which means significant. 2) There are causes of differences in PAI learning achievements between activist students and non-religious Rohis students in the Accounting Department at SMK Negeri 1 Metro.Keywords: Activists, Non Activists, PAI Achievements, Comparative

10

Nørgård, Rikke Toft, and Søren S. E. Bengtsen. "The activist university and university activism – an editorial." Policy Futures in Education 19, no. 5 (June 2021): 507–12. http://dx.doi.org/10.1177/14782103211026584.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

11

Barrett Meyering, Isobelle. "The Margaret Bailey case." History of Education Review 48, no. 2 (September 26, 2019): 183–97. http://dx.doi.org/10.1108/her-05-2019-0014.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

Purpose In March 1969, Brisbane student and political activist Margaret Bailey was suspended from Inala High School – ostensibly for “undermining the authority” of her teacher – prompting claims of political suppression. Through a case study of the subsequent campaign for Bailey’s reinstatement, the purpose of this paper is to explain the emergence of the high school activist as a new political actor in the late 1960s. Design/methodology/approach The paper draws on newsletters and pamphlets produced by Brisbane activists, alongside articles from the left-wing and mainstream press, to reconstruct the key events of the campaign and trace the major arguments advanced by Bailey and her supporters. Findings Initiated by the high school activist group, Students in Dissent (SID), the campaign in support of Bailey lasted over two months, culminating in a “chain-in” staged by Bailey at the Queensland Treasury Building on 8 May. Linking together arguments about students’ rights, civil liberties and democratic government, the campaign reveals how high school activism was enabled not only by the broader climate of political dissent in the late 1960s, but by the increasing emphasis on secondary education as a right of modern citizenship in the preceding decades. Originality/value This is the first study of the campaign for Bailey’s reinstatement at Inala High School and one of the only analyses to date of the political mobilisation of high school students in Australia during the late 1960s. The case study of the Bailey campaign underlines that secondary school students were important players in the political contests of the late 1960s and, if only for brief periods, were able to command the attention of education officials, the media and leading politicians. It represents an important historical precedent for contemporary high school activism, including the global School Strike 4 Climate movement.

12

Danforth, Scot. "Becoming the Rolling Quads: Disability Politics at the University of California, Berkeley, in the 1960s." History of Education Quarterly 58, no. 4 (October 12, 2018): 506–36. http://dx.doi.org/10.1017/heq.2018.29.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

Historical analyses of 1960s university campus activism have focused on activities related to the civil rights movement, Free Speech Movement, and opposition to the Vietnam War. This study supplements the historiography of civil disobedience and political activity on college campuses during that tumultuous era with an account of the initiation of the disability rights movement with the Rolling Quads, a group of disabled student activists at the University of California, Berkeley. This small group, with little political experience and limited connections to campus and community activists, organized to combat the paternalistic managerial practices of the university and the California Department of Rehabilitation. Drawing from the philosophy and strategies of the seething political culture of 1969 Berkeley, the Rolling Quads formed an activist cell that expanded within less than a decade into the most influential disability rights organization in the country.

13

Douglas, Patty, and Alan Santinele Martino. "Introduction: Disability Studies in Education—Critical Conversations." Canadian Journal of Disability Studies 9, no. 5 (December 18, 2020): 1–19. http://dx.doi.org/10.15353/cjds.v9i5.688.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

This special issue of the Canadian Journal of Disability Studies brings together 19 articles by scholars and activists across broad academic disciplines and activist communities— from disability studies to inclusive education, early childhood education, decolonial studies, feminist anti-violence organizing, community health and more—as well as geopolitical locations.

14

Bermúdez de Castro, Juan José. "Classrooms Without Closets: LGBTIQ+ Cinema in University Education." Revista Alicantina de Estudios Ingleses, no. 33 (December 23, 2020): 151. http://dx.doi.org/10.14198/raei.2020.33.04.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

From September 2017 to June 2020 the University of the Balearic Islands organised a monthly film workshop called Aules Sense Armaris: Cinema LGBTIQ+ a la UIB focused on giving visibility to affective and sexual diversity through film analysis in a university context. Each film was introduced with an interview with a queer activist or cultural expert related to the particular topics the film addressed, and after the screening a cinematographic and critical discussion was held in which the students contributed either with their own reflections or asking questions to the guests. This article exposes the necessity of approaching and celebrating sexual diversity from the university classroom as a form of activism. It also describes the as well as describing the criteria that were followed when choosing the films, how the monthly workshops took place and the most interesting conclusions from the post-film debates between activists, university students and spectators.

15

Cole, Rose M., and Walter F. Heinecke. "Higher education after neoliberalism: Student activism as a guiding light." Policy Futures in Education 18, no. 1 (May 24, 2018): 90–116. http://dx.doi.org/10.1177/1478210318767459.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

Contemporary college student activism has been particularly visible and effective in the past few years at US institutions of higher education and is projected only to grow in future years. Almost all of these protests and demands, while explicitly linked to social and racial justice, are sites of resistance to the neoliberalization of the academy. These activists are imagining a post-neoliberal society, and are building their demands around these potential new social imaginaries. Based on a discourse analysis of contemporary college student activist demands, to examine more closely the ways that student activists understand, resist, critique, and offer new alternatives to current (neoliberal) structures in higher education, it is suggested that student activists might be one key to understanding what’s next for higher education in a post-neoliberal context. The activists’ critiques of the structure of higher education reveal a sophisticated understanding of the current socio-political, cultural, and economic realities. Their demands show an optimistic, creative imagination that could serve educators well as we grapple with our first steps down a new road. Using their critiques and demands as a jumping-off point, this paper offers the blueprint for a new social imaginary in higher education, one that is focused on community and justice.

16

Pierre, Yvette. "Rooted Pedagogies: Black Women Activist Teachers Planting Seeds." European Scientific Journal, ESJ 14, no. 19 (July 31, 2018): 36. http://dx.doi.org/10.19044/esj.2018.v14n19p36.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

The history of activism on the part of African American women has laid the foundation on which contemporary African American women activists and scholars have developed theories, critiques, and cultural frameworks that challenges pre- established paradigms and epistemologies. This paper focuses on extending the research that begun on African American teacher activists to gain sufficient insight into their political perspectives and how their perspectives were manifested in their personal and professional lives to influence their role as a teacher. This study was informed by black feminist epistemology and it employs portraiture as its research methodology. Data analysis yielded significant findings. The subjects of the study considered those life experiences to be most significant that contributed in developing their critical consciousness as children through the influence of their family, school, and community. Each teacher pointed to the need to teach critical thinking skills so that students of color will be able to establish their places in the world as productive citizens. The pedagogical approaches of the black women activist teachers were theorized and it emerged as a model of Rooted Pedagogies grounded in the historical tradition of black women’s activism. Furthermore, the implications for teacher education and practice were discussed, alongside with the recommendations for future research.

17

Lowry, Deborah. "What Should Activist Scholars Teach in the Social Problems Classroom? Social Problems Literacy for Civic Engagement." Teaching Sociology 44, no. 3 (April 11, 2016): 177–87. http://dx.doi.org/10.1177/0092055x16643145.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

What should activist-scholars teach in the social problems classroom? In this conversation, I challenge the assertion that advancing a sociology of social problems is an overly academic enterprise of little use to students and other publics. I introduce the potential of a pedagogical framework for promoting social problems literacy: a set of skills that promotes critical, sociological understandings of social problems toward aims of supporting civic engagement and activism. Though some readers might argue that scholar-activism demands instruction on what to think and do about the causes and consequences of troublesome societal conditions, I suggest that activist-scholars might instead prepare students to evaluate social problems information critically and with a sociological eye, begin forming their own commitments, and publicly share these ideas in compelling, civic-minded ways. In proposing the merits of this framework, I hope to question the sometimes rigid line drawn between what is “activist” and “academic.”

18

Varner, Tess. "Grace Lee Boggs's Person-Centered Education for Community-Based Change: Feminist Pragmatism, Pedagogy, and Philosophical Activism." Hypatia 36, no. 2 (2021): 437–46. http://dx.doi.org/10.1017/hyp.2021.26.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

AbstractThis paper offers an overview of Grace Lee Boggs's community-based and person-centered philosophy and pedagogy, highlighting how education can foster social responsibility and create democratic habits in students, better equipping them to create radical change within their communities. The essay demonstrates Boggs's commitment to philosophical-activist pedagogy and its alignment with a feminist-pragmatist approach, which emphasizes lived experience, pluralism, complexity, and equality, as well as praxis. The essay then considers how Boggs's philosophical activism can be enacted inside and outside the traditional classroom, concluding by describing an educational and activist project called Narrative 4.

19

Lima, Rita de Cássia Gabrielli Souza. "HEALTH ACTIVIST EDUCATION FOR BRAZIL." International Journal for Innovation Education and Research 6, no. 7 (July 31, 2018): 53–63. http://dx.doi.org/10.31686/ijier.vol6.iss7.1092.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

The article socializes a few sectoral bonds as managed in an experience of the Extension Project Antonio Gramsci: fostering the activist conception of education, of the University of Vale do Itajaí. The experience took place in 2016 with elderly people from the Community Center for the Elderly from Itaipava section of Itajaí city, Brazil, in partnership with workers of a local Health Primary Care Unit and of the Local Health Council. The testimonies were analyzed dialectically by means of the category “We want to dance again, and we appreciate plants”, while the narratives expressed a symbolic pain in view of the cut of municipal resources to guarantee the trips and balls that used to take place monthly and the willingness to make a community garden. The involved sectors recognized the extension program as an effective class and the locus to develop the praxis.

20

Quaye, Stephen John, Mahauganee Dawn Shaw, and Dominique C. Hill. "Blending scholar and activist identities: Establishing the need for scholar activism." Journal of Diversity in Higher Education 10, no. 4 (December 2017): 381–99. http://dx.doi.org/10.1037/dhe0000060.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

21

Kam, Gloria Weng Kei, and Eilo Wing Yat Yu. "De-harmonization of regime–youth relationship in China’s Macao SAR." Asian Education and Development Studies 9, no. 3 (October 18, 2019): 387–401. http://dx.doi.org/10.1108/aeds-04-2018-0085.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

Purpose The purpose of this paper is to understand the regime–youth relationship in Macao. It will use the framework by Weiss and Aspinall (2012) to explain the rise of Macao youth activism and the de-harmonization of their relationship with the authorities. Design/methodology/approach According to Weiss and Aspinall, the emergence of youth movements in Asia after the Second World War was based on four factors: the development higher education systems, youth’s collective identities, youth’s trust in the ruling regime and transnational flows of activist ideas and inspirations. This paper analyzes the rise of Macao youth through the four dimensions by Weiss and Aspinall. Findings The rise of Macao youth movement is attributable to the development of tertiary education, youth’s collective identities, lowered trust in the regime and international inspiration. Better-educated Macao youth have been increasing their demands for political participation while their distrust in the MSAR government pushes their mobilization. The rise of youth movements around the world after the millennium inspires Macao youth activists’ political mobilization. Interestingly, Macao’s youth movement has been gradually integrated into the opposition forces instead of campaigning by youth organizations. In response to youth activism, the MSAR government, however, could not alleviate the youth’s hostility against the authorities, but its repressive approach intensified the regime-youth tension. Originality/value The paper includes interviews with leaders of young activists for their understanding of youth movement in Macao. It can serve the purpose for comparative study of youth movement among Asian societies.

22

Davis, Charles H. F., Jessica C. Harris, Sy Stokes, and Shaun R. Harper. "But Is It Activist?: Interpretive Criteria for Activist Scholarship in Higher Education." Review of Higher Education 42, no. 5 (2019): 85–108. http://dx.doi.org/10.1353/rhe.2019.0046.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

23

Burns, David Patrick, and Stephen P. Norris. "Activist Environmental Education and Moral Philosophy." Canadian Journal of Science, Mathematics and Technology Education 12, no. 4 (October 2012): 380–93. http://dx.doi.org/10.1080/14926156.2012.732190.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

24

Hogan, Anna. "# tellPearson: the activist ‘public education’ network." Discourse: Studies in the Cultural Politics of Education 39, no. 3 (December 17, 2016): 377–92. http://dx.doi.org/10.1080/01596306.2016.1269225.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

25

Almeida, Deybson Borba de, Gilberto Tadeu Reis da Silva, Paulo Joaquim Pina Queirós, Genival Fernandes de Freitas, Aline Di Carla Laitano, Sirléia de Sousa Almeida, and Victor Porfirio Ferreira Almeida Santos. "Portuguese nursing: history of the life and activism of Maria Augusta Sousa." Revista da Escola de Enfermagem da USP 50, no. 3 (June 2016): 498–504. http://dx.doi.org/10.1590/s0080-623420160000400017.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

Abstract OBJECTIVE To analyze the history of the life and activism of Portuguese nurse Maria Augusta Sousa. METHOD Sousa's life story was obtained by means of semi-structured interview swith Sousa as the oral source of data. NVivo qualitative research software was used for data analysis. Content analysis focused on thematic analysis based on the theoretical and philosophical ideas of Michel Foucault, in particular, power and techniques of the self. RESULTS Alienation and political participation were revealed as pertinent issues. In techniques of production of activist subjects, the following were highlighted: the importance of the review of formal education; actions of involvement with the world, society and the profession; and finally, techniques of the self, techniques of constitution of activist subjects, professional identity and way of being. CONCLUSION The constitution of the nurse Maria Augusta Sousa as an activist came about through questioning of how to be, education in the context of her family, and political engagement in Catholic Youth. This impacted her trajectory of contributions to Portuguese nursing, as expressed in the following achievements: the integration of nursing training into higher education; the creation of the Regulation of Nurses Professional Practice; and implementation of the Order of Nurses.

26

Grey, Sandra J. "Activist Academics: What Future?" Policy Futures in Education 11, no. 6 (December 2013): 700–711. http://dx.doi.org/10.2304/pfie.2013.11.6.700.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

27

Grey, Sandra J. "Activist Academics: What Future?" Policy Futures in Education 11, no. 6 (January 2013): 700–711. http://dx.doi.org/10.2304/pfie.2013.11.6.701.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

28

Ayers, William. "Teacher as citizen/activist." Day Care & Early Education 15, no. 3 (March 1988): 42–43. http://dx.doi.org/10.1007/bf02361467.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

29

Butler, Tamara T. "“Stories behind their hands”: the creative and collective “actionist” work of girls of color." English Teaching: Practice & Critique 15, no. 3 (December 5, 2016): 313–32. http://dx.doi.org/10.1108/etpc-01-2016-0015.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

Purpose The purpose of this paper is to highlight how young people engage in social justice work. This study is guided by the following question: how do students engage in the social justice work of storytelling through art? Design/methodology/approach The title stems from a conversation the researcher had with the four female students about whether they identified themselves as activists. After the students collectively agreed that they did not align with the term “activist”, they continued to grapple with definitions of the word and discussed other terms to describe themselves. The conversation is one of many that emerged from a three-year qualitative research project that focused on youth activism, which included a one-year critical narrative inquiry into a ninth-grade Humanities classroom. Findings This paper positions the artwork as activism, in that the girls embedded multiple narratives into their art to portray a complex narrative about the realities of sex trafficking in their community. Research limitations/implications The paper will conclude with implications that focus on the importance of blurring the boundaries between classrooms and communities, cultivating spaces for young people to develop an activist stance and working alongside youth as they compose political–personal stories about injustice, inequality and inequities in their fights for social change. Originality/value This paper offers a unique discussion of artmaking (collective biography) as a form of socially just youth literacy. As such, interstitial literacies become the acts of speaking, reading, writing and being that youth/students create and engage in as they move between classrooms and communities.

30

Gebresellassi, Saron. "A Perspective on Higher Education Through the Lens of a Student Activist." LEARNing Landscapes 3, no. 2 (March 2, 2010): 37–42. http://dx.doi.org/10.36510/learnland.v3i2.334.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

Both historically and present day, students and youth have been at the forefront of social justice movements. Environmental justice, defence of undocumented students, whistleblower protection, international solidarity and labour rights are among a myriad of issues which have emerged to expand the range and scope of equitable education politics within student movements. This commentary provides a perspective on higher education through the lens of one student activist. This reflection shares some thoughts on the implications of high tuition fees for marginalized communities and emphasizes the importance of youth activism in advancing the struggle for accessible postsecondary education and socioeconomic justice domestically and abroad.

31

Laes, Tuulikki, and Patrick Schmidt. "Activism within music education: working towards inclusion and policy change in the Finnish music school context." British Journal of Music Education 33, no. 1 (January 11, 2016): 5–23. http://dx.doi.org/10.1017/s0265051715000224.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

This study examines how interactions between policy, institutions and individuals that reinforce inclusive music education can be framed from an activist standpoint. Resonaari, one among many music schools in Finland, provides an illustrative case of rather uncommonly inclusive practices among students with special educational needs. By exploring this case, contextualised within the Finnish music school system, we identify the challenges and opportunities for activism on micro, meso and macro levels. On the basis of our analysis, we argue that Resonaari's teachers are proactive because, within an inclusive teaching and learning structure, they act in anticipation of future needs and policy changes, engaging in what we call teacher activism. We claim that this type of activism is key for inclusive practices and policy disposition in music education.

32

Taft, Jessica K. "Hopeful, Harmless, and Heroic." Girlhood Studies 13, no. 2 (June 1, 2020): 1–17. http://dx.doi.org/10.3167/ghs.2020.130203.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

There has been a notable increase in the public visibility of girl activists in the past ten years. In this article, I analyze media narratives about several individual girl activists to highlight key components of the newly desirable figure of the girl activist. After tracing the expansion of girl power discourses from an emphasis on individual empowerment to the invocation of girls as global saviors, I argue that girls are particularly desirable figures for public consumption because the encoding of girls as symbols of hope helps to resolve public anxieties about the future, while their more radical political views are managed through girlhood’s association with harmlessness. Ultimately, the figure of the hopeful and harmless girl activist hero is simultaneously inspirational and demobilizing.

33

Gutierrez, Rhoda Rae, and Pauline Lipman. "Toward social movement activist research." International Journal of Qualitative Studies in Education 29, no. 10 (October 13, 2016): 1241–54. http://dx.doi.org/10.1080/09518398.2016.1192696.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

34

Brennan, Marie. "Sue Noffke: activist scholar-teacher." Educational Action Research 22, no. 4 (September 26, 2014): 462–65. http://dx.doi.org/10.1080/09650792.2014.950594.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

35

Coughlin, Christine A., and Susan A. Kirch. "Place-based education: a transformative activist stance." Cultural Studies of Science Education 5, no. 4 (August 24, 2010): 911–21. http://dx.doi.org/10.1007/s11422-010-9290-6.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

36

Feldman, Jonathan Michael. "From the “Greta Thunberg Effect” to Green Conversion of Universities: The Reconstructive Praxis of Discursive Mobilizations." Discourse and Communication for Sustainable Education 12, no. 1 (May 29, 2021): 121–39. http://dx.doi.org/10.2478/dcse-2021-0009.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

Abstract This paper investigates how one could envision a discursive mobilization process to transform protest movements into agents that help reconstruct the universities as agents supporting material mobilizations leading to ecological reconstruction. After reviewing universities’ ecological footprints, the author shows how theories of mobilization and conjunctures could contribute to understanding how this transformation could occur. Discursive mobilizations advance values or ideas but stop short of innovation and production system changes. Material mobilizations affect deployment of human, technological, industrial and financial resources. Conjunctures involve linkages of political activity to spaces implicated in both kinds of mobilizations in a given historical time frame. The study shows many nations having both extensive climate activism and concentrations of university students creating a possibility for greening education centers based on various models for doing so. Yet, two key problems emerge. First, some nations lag in climate activism. Second, interest in a Green Deal or Green New Deal does not always match the level of attention to leading activist Greta Thunberg. The paper illustrates how such problems can be addressed by university-based campaigns linking activist cohorts, mobilization supporting green conversion of higher education and solidaristic, mutual aid exchanges among regions.

37

Starr, Joshua P. "On Leadership: Let’s rethink the message we send to potential educators." Phi Delta Kappan 102, no. 3 (October 26, 2020): 60–61. http://dx.doi.org/10.1177/0031721720970705.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

Enrollment in teacher education programs has been in decline, and school districts are receiving fewer applications for open teaching positions. PDK CEO Josh Starr considers how to stem this decline by presenting teaching as just one part of a pathway into changing the world through education. Although many students enter teacher preparation programs because they envision themselves making a career in the classroom, others tend to be activists who are looking for a way to serve their community. Teacher preparation programs might be able to draw more of these activist students into the profession by treating the classroom as one step in a larger education profession.

38

Shevock, Daniel J. "Music education for social change: constructing an activist music education." Music Education Research 23, no. 1 (January 1, 2021): 125–27. http://dx.doi.org/10.1080/14613808.2021.1885883.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

39

Lee, Elizabeth M. "Low-socioeconomic Status Students Organizing around Class on Campus." Social Currents 5, no. 6 (June 22, 2018): 512–30. http://dx.doi.org/10.1177/2329496518781354.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

While scholars have developed stronger understandings of challenges facing low-socioeconomic status (SES) students, there has been very little examination of students’ advocacy on their own behalves. The last 10 years have seen a substantial and rapid increase in low-SES students organizing campus groups to provide safe space, activism, and/or education around class inequality at selective and highly selective colleges and universities. By utilizing literature on other student activist movements, I make two contributions. First, I extend the existing work on student activism to include a contemporary and growing movement around socioeconomic inequality that is—unlike many previous campus movements—largely operating independently of a broader, noncampus social movement. Second, I detail the challenges students face in seeking changes on their own campuses, which I argue are both specific to their roles as activists and also exacerbated, in many cases, by their positions as low-SES students. These findings, therefore, help to further illuminate the ways that socioeconomic inequality is maintained on college campuses over time and also to highlight a growing campus-based social movement.

40

Hess, Juliet. "Revolutionary Activism in Striated Spaces? Considering an Activist Music Education in K-12 Schooling." Action, Criticism, and Theory for Music Education 17, no. 2 (July 2018): 22–49. http://dx.doi.org/10.22176/act17.2.21.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

41

Heidemann, Kai. "the View from Below: Exploring the Interface of Europeanization and Basque Language Activism in France." Mobilization: An International Quarterly 17, no. 2 (June 1, 2012): 195–220. http://dx.doi.org/10.17813/maiq.17.2.1443224g539v6377.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

This article explores how Basque language activists in France have evaluated and engaged with European-level minority language policies in relative terms of "opportunity." Focusing upon the social construction of political opportunity from below, I consider how actors affiliated with a community-based schooling initiative cultivated a strategic stance toward the Council of Europe's Charter for Regional or Minority Languages between 1997 and 2007. Drawing upon qualitative case study data, I show how activist stances toward the European Charter were both motivated and minimized by their institutional containment within the French national state and the educational sector more specifically. The article contributes to scholarship by shedding microsociological light on the ways in which grassroots actors experience the intersection between national and supranational political processes in Europe. The article also contributes to the study of ethnic mobilization in Europe by shedding light on the underexamined field of linguistic-rights activism in education.

42

Becton, Yasha J., Christopher Bogiages, Leigh D'Amico, Todd Lilly, Elizabeth Currin, Rhonda Jeffries, and Suha Tamim. "An Emerging Framework for the EdD Activist." Impacting Education: Journal on Transforming Professional Practice 5, no. 2 (July 17, 2020): 43–54. http://dx.doi.org/10.5195/ie.2020.131.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

Increasingly, Ed.D. programs are challenged to produce graduates with the skills and expertise needed to create and foster change in the various educational environments in which they serve. Promoting, and more importantly, preparing the Ed.D. Activist is a theme that was addressed during the October 2019 convening of the Carnegie Project on the Education Doctorate (CPED) hosted by the University of South Carolina. As part of the opening convening, the U of SC faculty assisted with surveying the more than 65 CPED-informed programs in an effort to construct a potential framework to guide both new and existing programs within the consortium. The resulting framework highlights two potential profiles for the Ed.D. Activist, 12 considerations that programs should examine, four primary outcomes, and five quality indicators. The framework is representative of the data collected from more than 200 participants and provides a broad, but foundational framework for engaging more deeply in the work of promoting activism amongst Ed.D. graduates.

43

Wuetherick, Brad. "Teaching Activism: Reflections on Developing “Leaders of Tomorrow” through Activist Approaches to Community Service-Learning." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 4, no. 1 (May 28, 2018): 107–21. http://dx.doi.org/10.15402/esj.v4i1.312.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

“Educating leaders of tomorrow” is a common refrain for many in higher education around the world, but what does it mean to educate leaders of tomorrow? What would a curriculum designed to educate leaders look like across disciplines? This article explores leadership, conceptualized as the capacities (knowledge, skills, and attitudes) required for students to act as positive change agents in society, as an attribute we aim to develop in all students. It also calls on educators to consider how community service-learning grounded in activist pedagogies might provide exceptional opportunities to develop students’ capacities to be leaders across the disciplines.

44

Kennelly1, Jacqueline. "Good Citizen/Bad Activist: The Cultural Role of the State in Youth Activism." Review of Education, Pedagogy, and Cultural Studies 31, no. 2-3 (April 20, 2009): 127–49. http://dx.doi.org/10.1080/10714410902827135.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

45

Zellermayer, Michal, and Petra Ponte. "Activist professionalism: An alternative ideological platform." Teaching and Teacher Education 21, no. 5 (July 2005): 585–91. http://dx.doi.org/10.1016/j.tate.2005.03.008.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

46

Foster, Angel M. "KHALIDA MESSAOUDI AND ELISABETH SCHEMLA, Unbowed: An Algerian Woman Confronts Islamic Fundamentalism, trans. Anne C. Vila (Philadelphia: University of Pennsylvania Press, 1998). $14.95 paper, $35 cloth." International Journal of Middle East Studies 32, no. 1 (February 2000): 186–88. http://dx.doi.org/10.1017/s0020743800002257.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

On 12 June 1993, the Algerian feminist, educator, and political activist Khalida Messaoudi received a communique from the Islamic Salvation Front (FIS) condemning her to death. Unbowed: An Algerian Woman Confronts Islamic Fundamentalism chronicles the life and experiences of this extraordinary woman. Through a series of interviews with the journalist Elisabeth Schemla, Messaoudi eloquently reflects on her childhood, education, and activism while simultaneously relating a rich perspective on Algeria's post-colonial history and contemporary politics.

47

Emme, Michael J. "Visuality in Teaching and Research: Activist Art Education." Studies in Art Education 43, no. 1 (2001): 57. http://dx.doi.org/10.2307/1320992.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

48

Salvatori, Mariolina Rizzi, and Susan Kates. "Activist Rhetorics and American Higher Education: 1885-1937." College Composition and Communication 54, no. 1 (September 2002): 150. http://dx.doi.org/10.2307/1512108.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

49

Ritchie, Stephen M. "Illuminating a dialectical transformative activist stance in education." Cultural Studies of Science Education 3, no. 2 (May 8, 2008): 517–19. http://dx.doi.org/10.1007/s11422-008-9122-0.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

50

Saldaña, Lilliana Patricia. "The Struggle for Mexican American Studies in Texas K-12 Public Schools: A Movement for Epistemic Justice through Creation/Resistance." Association of Mexican American Educators Journal 15, no. 2 (September 3, 2021): 9–35. http://dx.doi.org/10.24974/amae.15.2.421.

Повний текст джерела

Стилі APA, Harvard, Vancouver, ISO та ін.

Анотація:

This article traces how Mexican American Studies (MAS) scholar activists led and supported a statewide movement for MAS in Texas. As a Xicana feminist scholar activist, Saldaña draws from her retrospective memory and personal archive of organizational notes, movement documents, personal testimonies before the State Board of Education, and photos, to document her journey within this epistemic justice movement. In doing so, she narrates the processes of creation/resistance that led to change in a state that has historically excluded Black, Brown, and Indigenous histories from school curricula. As a scholar activist involved in various parts of this movement, Saldaña also examines the various interconnected layers of this movement—from local efforts in San Antonio, where she teaches, to statewide organizing—to chronicle the institutional and grassroots processes that led to this historic victory in Texas.

Статті в журналах з теми "Activist education"

Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями