When signature pedagogies clash: Making way for the oral majority with connected learning

L. L. Thigpen
{"title":"When signature pedagogies clash: Making way for the oral majority with connected learning","authors":"L. L. Thigpen","doi":"10.1177/00918296241237510","DOIUrl":null,"url":null,"abstract":"In McCloskey’s classic Make Way for Ducklings, two mallards attempt to raise their brood in busy Boston. The ducklings struggle with city life, and the family needs help navigating that environment to travel to a safer island home. Throughout the story, kind advocates stop traffic and make way for these vulnerable residents. Likewise, a large group of vulnerable adults finds the literate world less than inviting. Adults with limited formal education (ALFE, al-phee) or oral learners often need others to make way for them as well. Whether due to war, catastrophe, cultural beliefs, learning disabilities, or family circumstances, oral learners may lack educational opportunities and prefer non-textual ways of learning. Ranging from refugees to the average day laborer, billions participate in this shared identity and vastly outnumber highly literate adults. The ways ALFE learn differ significantly from that of cross-cultural workers who seek to share God’s Word with them. Global servants tend to learn by lecture and discussion, critical analysis, or tackling exegesis and preaching, signature pedagogies of western theological education. However, these familiar pedagogies are foreign to oral learners. What happens when two sets of signature pedagogies meet and clash? Do literates make way for oral learners, or are these adults forced into a reading mode? This article explores the foundational learning culture of ALFE and the signature pedagogies they prefer. Research-backed advice equips advocates to make way for ALFE and serves to inform the training of global workers to utilize connected learning pedagogies.","PeriodicalId":509845,"journal":{"name":"Missiology: An International Review","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Missiology: An International Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/00918296241237510","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

In McCloskey’s classic Make Way for Ducklings, two mallards attempt to raise their brood in busy Boston. The ducklings struggle with city life, and the family needs help navigating that environment to travel to a safer island home. Throughout the story, kind advocates stop traffic and make way for these vulnerable residents. Likewise, a large group of vulnerable adults finds the literate world less than inviting. Adults with limited formal education (ALFE, al-phee) or oral learners often need others to make way for them as well. Whether due to war, catastrophe, cultural beliefs, learning disabilities, or family circumstances, oral learners may lack educational opportunities and prefer non-textual ways of learning. Ranging from refugees to the average day laborer, billions participate in this shared identity and vastly outnumber highly literate adults. The ways ALFE learn differ significantly from that of cross-cultural workers who seek to share God’s Word with them. Global servants tend to learn by lecture and discussion, critical analysis, or tackling exegesis and preaching, signature pedagogies of western theological education. However, these familiar pedagogies are foreign to oral learners. What happens when two sets of signature pedagogies meet and clash? Do literates make way for oral learners, or are these adults forced into a reading mode? This article explores the foundational learning culture of ALFE and the signature pedagogies they prefer. Research-backed advice equips advocates to make way for ALFE and serves to inform the training of global workers to utilize connected learning pedagogies.
当标志性教学法发生冲突时:为口语学习让路
在麦克洛斯基的经典作品《为小鸭子让路》中,两只野鸭试图在繁忙的波士顿养育自己的孩子。小鸭子们在城市生活中挣扎,它们一家需要帮助才能穿越城市环境,前往更安全的海岛家园。在整个故事中,善良的倡导者们为这些弱势居民拦车让路。同样,一大群弱势成人也发现识字的世界并不那么诱人。受过有限正规教育的成年人(ALFE,al-phee)或口语学习者往往也需要他人为他们让路。无论是由于战争、灾难、文化信仰、学习障碍还是家庭环境,口语学习者可能缺乏受教育的机会,更喜欢非文字的学习方式。从难民到普通的日工,数十亿人参与了这一共同的身份认同,其人数远远超过识字率高的成年人。ALFE 的学习方式与试图与他们分享上帝话语的跨文化工作者的学习方式大相径庭。全球仆人倾向于通过讲座和讨论、批判性分析或处理训诂和讲道来学习,这些都是西方神学教育的标志性教学法。然而,这些耳熟能详的教学法对于口语学习者来说却是陌生的。当两套标志性教学法相遇并发生冲突时,会发生什么?是识字者为口语学习者让路,还是这些成年人被迫进入阅读模式?本文探讨了 ALFE 的基础学习文化及其偏好的特色教学法。以研究为基础的建议使倡导者能够为 ALFE 让路,并为培训全球工作者使用联系学习教学法提供参考。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信