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Transformations: The Journal of Inclusive Scholarship and Pedagogy最新文献

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Disrupt and Dismantle: Transforming Higher Education through Culturally Responsive Education 破坏与拆除:通过文化响应教育改造高等教育
Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2021-04-02 DOI: 10.5325/TRAJINCSCHPED.30.2.0182
Jeffrey Dessources, Jacqueline Ellis, Jason D. Martinek
{"title":"Disrupt and Dismantle: Transforming Higher Education through Culturally Responsive Education","authors":"Jeffrey Dessources, Jacqueline Ellis, Jason D. Martinek","doi":"10.5325/TRAJINCSCHPED.30.2.0182","DOIUrl":"https://doi.org/10.5325/TRAJINCSCHPED.30.2.0182","url":null,"abstract":"","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125338885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Creating Virtual Exchanges: Promoting Intercultural Knowledge When Study Abroad Is Not Possible 创建虚拟交流:当无法出国留学时促进跨文化知识
Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2021-04-02 DOI: 10.5325/TRAJINCSCHPED.30.2.0148
Courtney Dorroll, B. Caballero-García
{"title":"Creating Virtual Exchanges: Promoting Intercultural Knowledge When Study Abroad Is Not Possible","authors":"Courtney Dorroll, B. Caballero-García","doi":"10.5325/TRAJINCSCHPED.30.2.0148","DOIUrl":"https://doi.org/10.5325/TRAJINCSCHPED.30.2.0148","url":null,"abstract":"abstract:This article describes how to create virtual exchanges during times when study abroad, in its original state, cannot be accomplished, such as during the COVID pandemic. It discusses how two professors from a liberal arts institution in the US American South used two virtual exchange projects with universities in Spain and Egypt to debunk stereotypes and fight national narrow-mindedness while promoting intercultural knowledge. Focusing on recognizing our own biases through active learning classrooms, promoting twenty-first-century skills, and using digital technologies have the potential of not only rethinking stereotypes, but also combating the notion of “West as best.” Developing relationships among U.S college students and university students from the countries they are studying, in this case Spain and Egypt, with virtual exchanges help all learners to empathize, understand, and stretch their perspectives. Building empathy and expanding perspectives can be transformational and ultimately help students become more inclusive, global citizens.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126202251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Letting Go of the Lesson Plan: Spontaneity and Flexibility in a Learner-Centered Approach to Maximize Learning in a Graduate School Setting 放弃课程计划:以学习者为中心的自发性和灵活性，以最大限度地提高研究生院的学习效果
Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2021-04-02 DOI: 10.5325/TRAJINCSCHPED.30.2.0163
Michelle L. Rosen, Jillian Cerullo, Giselle Martínez, Kerri-Kirk Mione, Amanda Note, Nadia Vasquez
{"title":"Letting Go of the Lesson Plan: Spontaneity and Flexibility in a Learner-Centered Approach to Maximize Learning in a Graduate School Setting","authors":"Michelle L. Rosen, Jillian Cerullo, Giselle Martínez, Kerri-Kirk Mione, Amanda Note, Nadia Vasquez","doi":"10.5325/TRAJINCSCHPED.30.2.0163","DOIUrl":"https://doi.org/10.5325/TRAJINCSCHPED.30.2.0163","url":null,"abstract":"abstract:As college classrooms become more diverse, university faculty members need to find more effective ways to increase student-learning outcomes. Research suggests that to do so, faculty members take a more learner-centered approach. This article highlights a graduate course in an urban, diverse East Coast institution rooted in a learner-centered pedagogy. It examines what transpired after the professor “let go of her own lesson plan,” allowing her students to assume full ownership in order to create a meaningful experience for themselves and undergraduate teacher education students.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"2 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116823026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Missed Opportunities: Reflections and Regrets of a Brand-New Professor 错失的机会:一个新教授的反思与遗憾
Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2021-04-02 DOI: 10.5325/TRAJINCSCHPED.30.2.0141
Ruffin
{"title":"Missed Opportunities: Reflections and Regrets of a Brand-New Professor","authors":"Ruffin","doi":"10.5325/TRAJINCSCHPED.30.2.0141","DOIUrl":"https://doi.org/10.5325/TRAJINCSCHPED.30.2.0141","url":null,"abstract":"abstract:Very little can prepare a new professor for the angst associated with planning a course full of polarizing content in an online learning environment. Each assignment, discussion board, and course reading is a learning opportunity that can either lead to enlightenment or evoke strong negative reactions that hinder student growth for the entire semester. The primary mode for dialogue in an online course is the discussion board but the discussion board presents unique challenges when the course content is potentially controversial. The professor is not always available to model effective communication and referee discussions that evoke strong, emotional reactions. Further complicating matters is the fear associated with creating a course that generates negative course evaluations—a major concern for a tenure-track professor. The motivation behind this article is to reflect on my first attempt at teaching a course designed to critique social justice issues in education. The article chronicles my planning process, my successes, my fears, and ultimately my own guilt at not pushing the envelope far enough to truly challenge my students to think critically about their own experiences with power and privilege.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122441105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Beyond Walls: Reconfiguring the Classroom for Active Learning 超越围墙:重新配置课堂以实现主动学习
Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2021-04-02 DOI: 10.5325/TRAJINCSCHPED.30.2.0174
Pearl Chaozon Bauer, J. Murphy
{"title":"Beyond Walls: Reconfiguring the Classroom for Active Learning","authors":"Pearl Chaozon Bauer, J. Murphy","doi":"10.5325/TRAJINCSCHPED.30.2.0174","DOIUrl":"https://doi.org/10.5325/TRAJINCSCHPED.30.2.0174","url":null,"abstract":"","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123113012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Thinking LIKE US: Middle School Screenwriters on Collaboration, Composing, and Making a Difference 像我们一样思考:中学编剧关于合作、作曲和创造不同
Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2020-09-17 DOI: 10.5325/trajincschped.30.1.0057
Ann E. Wallace
{"title":"Thinking LIKE US: Middle School Screenwriters on Collaboration, Composing, and Making a Difference","authors":"Ann E. Wallace","doi":"10.5325/trajincschped.30.1.0057","DOIUrl":"https://doi.org/10.5325/trajincschped.30.1.0057","url":null,"abstract":"<p>abstract:</p><p>A conversation between the author and middle-school students who collaborated on writing, producing, and directing a film project, <i>LIKE US</i>, about bullying</p>","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126528934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Citizens' Auto-Affection in the Pedagogy of "Playing Refugee": Simulating the Experience of Others from Oneself, for Oneself “难民游戏”教学法中的公民自我情感:从自己出发，为自己模拟他人的体验
Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2020-09-17 DOI: 10.5325/trajincschped.30.1.0016
Franke
{"title":"Citizens' Auto-Affection in the Pedagogy of \"Playing Refugee\": Simulating the Experience of Others from Oneself, for Oneself","authors":"Franke","doi":"10.5325/trajincschped.30.1.0016","DOIUrl":"https://doi.org/10.5325/trajincschped.30.1.0016","url":null,"abstract":"abstract:Education campaigns about refugees in states of refuge increasingly involve experiential learning components known as \"refugee simulation exercises.\" These simulations aid citizens in the pedagogy of their own citizenship by providing opportunities for them to feel their own legal personality as inclusive of those displaced persons seeking such emplacement on those terms. Refugee simulation exercises function in the form of \"auto-affection,\" permitting citizens to feel the supposed globality of their position through another as self. Consequently, rather than developing a true understanding or appreciation for how the self as citizen stands with respect to others displaced from that position, these simulations promote the internalization of refugee \"problems\" as those of the citizens, permitting no actual confrontation with experiences of refugees, the objectification of refugees, and the substitution of auto-affective performance for experience of the relations between citizens and refugees that are always already available to and troubling for citizens.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123832448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
One Day I Went for a Run: Presenting a New Metaphor for Teaching about Privilege 有一天我去跑步:为特权教学提供一个新的隐喻
Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2020-09-17 DOI: 10.5325/trajincschped.30.1.0072
Clifford
{"title":"One Day I Went for a Run: Presenting a New Metaphor for Teaching about Privilege","authors":"Clifford","doi":"10.5325/trajincschped.30.1.0072","DOIUrl":"https://doi.org/10.5325/trajincschped.30.1.0072","url":null,"abstract":"abstract:Those of us who teach about inequality emphasize how important it is to teach not only about oppression, but also about its counterpart, privilege. In sociology, when we discuss privilege we focus on how rights, benefits, advantages, and favors are unearned. It can be a difficult concept, though, to teach. Some students are resistant to the notion that they are privileged, and it is easy for them to deny it because of how invisible and taken-for-granted privilege is. Instructors looking to teach about privilege have long turned to Peggy McIntosh's \"invisible knapsack\" metaphor. While I embrace the method of using a metaphor to illustrate a complicated concept, particularly for undergraduates, I struggled to think of what could replace the knapsack for our current students. Here, I present an updated metaphor to help students better understand privilege, based on a run I went on one day. In this scenario, I describe privilege as literally part of the air we breathe—just as invisible, and just as impossible to avoid the effects of. I have since used this to try to help students better understand how privilege operates, and why that privilege is often invisible to those experiencing it, and all too obvious to those oppressed by it.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"111 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115764063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Quote Notes: Empowering Students through Choice and Reflection 引文注释:通过选择和反思赋予学生权力
Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2020-09-17 DOI: 10.5325/trajincschped.30.1.0093
L. Wieck
{"title":"Quote Notes: Empowering Students through Choice and Reflection","authors":"L. Wieck","doi":"10.5325/trajincschped.30.1.0093","DOIUrl":"https://doi.org/10.5325/trajincschped.30.1.0093","url":null,"abstract":"abstract:This article examines a Quote Notes assignment intended to maximize student engagement, critical reflection, and class preparation. In the assignment, students choose an assigned number of quotes from readings and prepare a short reflection on each quote. In this article the author details the process of developing and implementing this assignment, considers student feedback, and analyzes the pedagogical and cognitive benefits of this assignment. Ultimately, empowering students to make choices about which quotes they include, the content and style of their reflection, and how they use this assignment in the classroom helps students develop critical reading, writing, and thinking skills and aids them in making connections between class content in and out of the classroom.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"322 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115870845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Inviting Students into the Impasse: Using the Case Method to Teach Trigger Warnings 邀请学生进入僵局:用案例法教授触发警告
Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2020-09-17 DOI: 10.5325/trajincschped.30.1.0079
Carruyo
{"title":"Inviting Students into the Impasse: Using the Case Method to Teach Trigger Warnings","authors":"Carruyo","doi":"10.5325/trajincschped.30.1.0079","DOIUrl":"https://doi.org/10.5325/trajincschped.30.1.0079","url":null,"abstract":"abstract:In this article I share a strategy I have employed in the classroom to invite students into uncertainty, following the premise—or at least a strong hunch—that uncertainty can be generative. I first provide some context for my own understanding of trigger warnings as it has emerged amidst earnest student requests and the attendant intellectual and popular conversations, which have been characterized as a two-sided \"stand-off.\" Following a discussion of the larger conversation around trigger warnings in higher education, I share how I have used the case method to complicate what appears to be a two-sided conversation. AnaLouise Keating's \"invitational pedagogy\" is paired with John Foran's case method to frame an exploration of trigger warnings and contribute to a larger conversation about how we teach social justice issues and critical thinking at a moment that—itself a threshold—seems fraught with \"stand-offs\" and an equally palpable collective desire to find ways past them.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"132 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133737085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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