Transformations: The Journal of Inclusive Scholarship and Pedagogy最新文献_第2页

Community Writers' Circle as a Space for Transformation 社区作家圈:一个转型的空间

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-12-24 DOI: 10.5325/trajincschped.29.2.0166

Katherina A. Payne

引用次数: 1

Eating Climate Change with Making the Best of It Dandelion: Collaborative Public Art as a Mode of Future-Oriented Learning 蒲公英:合作公共艺术作为一种面向未来的学习模式

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-12-24 DOI: 10.1353/TNF.2019.0017

K. Cadieux, Marina Zurkow, Sarah Libertus

{"title":"Eating Climate Change with Making the Best of It Dandelion: Collaborative Public Art as a Mode of Future-Oriented Learning","authors":"K. Cadieux, Marina Zurkow, Sarah Libertus","doi":"10.1353/TNF.2019.0017","DOIUrl":"https://doi.org/10.1353/TNF.2019.0017","url":null,"abstract":"ABSTRACT:Long-term public art projects that engage public audiences in collaborative learning can be powerful venues for exploring public pedagogy and for investigating the mechanisms that allow people to learn and change. In the iterative and exploratory modes such projects usually require, we can learn a tremendous amount from interactions over time among the many audiences and networks that these projects involve—creative teams, production crews, performance staff, volunteers, participants, onlookers, and viewers of documentation. This article discusses a year-long public art project designed to engage diverse audiences in imaginative consideration of their future agency in the face of a changing climate. The project was carried out in a range of settings—public art festivals, university symposia, community meals, seminars and large lecture classrooms, and online—and the process provided many opportunities to learn about the methodology of developing and carrying out participatory future-casting events. The varied frameworks of this project provided practice with a range of interaction mechanics, and also provided participants with the chance to learn, with others, how to leverage the familiar in order to address the strange. We consider how this project maintains a focus on inclusive and equitable process in future building, and particularly how explicitly focusing on play, silence, beauty, stress, and the more-than-human contributes to successful learning, and to moving beyond some of the barriers we commonly experience in sustainability-oriented teaching and social organizing.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134533370","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

What One Course Can(Not) Do: Research Proposal Writing in an Urban Development Master's Program 一门课程能(不能)做什么:城市发展硕士课程的研究计划写作

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-12-24 DOI: 10.5325/trajincschped.29.2.0142

D. Drucker

引用次数: 0

Shame and Loathing in Academia: For-Profit Education and the Adjunct Crisis 学术界的羞耻和厌恶:营利性教育和附属危机

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-12-24 DOI: 10.5325/trajincschped.29.2.0136

Nasreen Khan Clark

引用次数: 2

You Don't Get the Show: Entrepreneurialism at the Crossroads of Critical Pedagogy 你没有得到展示:批判教育学十字路口的企业家主义

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-12-24 DOI: 10.5325/trajincschped.29.2.0128

Ryan King-White

{"title":"You Don't Get the Show: Entrepreneurialism at the Crossroads of Critical Pedagogy","authors":"Ryan King-White","doi":"10.5325/trajincschped.29.2.0128","DOIUrl":"https://doi.org/10.5325/trajincschped.29.2.0128","url":null,"abstract":"ABSTRACT:Those promulgating a contemporary critical pedagogy have suggested that educators must \"meet students where they are.\" Thus, if our students are fully inculcated within the realm of the neoliberal mindset–whereby the ideology, governmentality, and public policies of revenue production, little governmental support, radical individualism, and the commodification of everyday life is \"where they are\"—then, I would argue, in order to produce a culturally relevant \"pedagogy of the privileged\" some of us must cross over into the fundamentally grey area that is academic entrepreneurialism. For the past three years I have led a course entitled \"Sport Event Management\" within which my students and I led a number of fundraising and programming initiatives that helped provide fiscal support for students studying abroad, faculty development, guest speakers, and the \"privatized\" maintenance of the Towson University Sport Management Program. In this article I will discuss the challenges, successes, and failures of trying to lead such a course as a self-proscribed critical pedagogue. Oftentimes my students and I were confronted with moral and ethical decisions that made each class different, exhilarating, exciting, and exhausting. In the end, I walked away from the course because I could no longer handle the pressures of dealing with administration hell bent on doing things the \"neoliberal way.\"","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125599374","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: 4

Teaching Culture in a Globalized Era: Strategies from a Postcolonial Feminist Classroom 全球化时代的教学文化:来自后殖民女性主义课堂的策略

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-12-24 DOI: 10.5325/trajincschped.29.2.0153

Debotri Dhar

{"title":"Teaching Culture in a Globalized Era: Strategies from a Postcolonial Feminist Classroom","authors":"Debotri Dhar","doi":"10.5325/trajincschped.29.2.0153","DOIUrl":"https://doi.org/10.5325/trajincschped.29.2.0153","url":null,"abstract":"ABSTRACT:This \"Methods and Texts\" essay examines the theoretical and pedagogical challenges of teaching culture in contemporary women's studies university courses in the United States. In striving to reject essentialist understandings of culture, instead framing culture as historical and variously interpreted, with cultural identities and practices being marked by both continuity and change in our globalizing present, classrooms run up against centuries-old colonial histories of domination over the \"Third World,\" even within feminist discourses. These challenges may then be exacerbated by reductive understandings of globalization, the limitations of our own teaching, and complex classroom dynamics. Drawing from feminist pedagogy's emphasis on intersectionality, experiential learning, student voices, and participation, and deploying a postcolonial feminist framework that posits neither a hierarchy of cultures nor an unproductive cultural relativism, the article offers various textual resources, curricular tools, and pedagogical strategies to combat reductive understandings of culture in the classroom. Ultimately, it deploys culture and cultural identity as productive categories whose nuanced framing can help promote postcolonial, antiracist transnational feminist theory and praxis.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133300840","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

Alternative Assessments, Unintended Consequences: The Promise and Peril of Digital Badges 替代评估，意外后果:数字徽章的希望和危险

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-09-06 DOI: 10.1353/TNF.2019.0008

Lauren Zucker, Troy Hicks

{"title":"Alternative Assessments, Unintended Consequences: The Promise and Peril of Digital Badges","authors":"Lauren Zucker, Troy Hicks","doi":"10.1353/TNF.2019.0008","DOIUrl":"https://doi.org/10.1353/TNF.2019.0008","url":null,"abstract":"abstract:Many educators are looking for alternative ways to encourage and recognize student learning, yet new approaches bring forth new challenges. This article recounts a high school teacher's efforts to implement a digital badging (micro-credentialing) program in the English Language Arts classroom as an alternative to traditional forms of assessment. After participating in an open, online professional learning experience for educators, the Connected Learning Massive Open Online Collaboration (CLMOOC), Lauren Zucker hoped to bring some of its playfulness and sense of community back to her classroom through a digital badging program that she co-developed with students. In the process, students were invited to submit their classwork as evidence to claim peer-designed digital badges to document and reward newly-acquired curricular skills. Shortly after one student questioned the initiative, other problems with the badges program quickly exposed themselves related to motivation, autonomy, and the badge-issuing process. Situating this teacher's experience within an educational context that offers numerous alternatives to traditional instruction (e.g., gamification, flipping, project-based learning), and within institutions that still depend heavily on traditional methods of assessment (e.g., summative exams and essays), the authors reflect on the challenges of providing authentic choices to students while maintaining a balance between teacher-led and student-driven pedagogy.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124869682","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: 4

Shakespeare Reading Groups: Education Without the "Academy"? 莎士比亚读书会:没有“学院”的教育?

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-09-06 DOI: 10.1353/TNF.2019.0001

Adam Hansen, Tony Prince

{"title":"Shakespeare Reading Groups: Education Without the \"Academy\"?","authors":"Adam Hansen, Tony Prince","doi":"10.1353/TNF.2019.0001","DOIUrl":"https://doi.org/10.1353/TNF.2019.0001","url":null,"abstract":"This paper grows from a contention the authors developed independently of each other, but that they shared (and which is shared and informed by others); namely that the neo-liberal marketization of education, including higher education, is a disaster for students, scholars, and the communities they are part of and serve. In a world of crisis capitalism where we are told ‘there is no alternative’, we seek to critically evaluate whether one of the alternatives we were trying to build – Shakespeare reading groups beyond the academy – really was or could be alternative, or whether our efforts simply reproduced the corrosive contradictions of current hegemonic models. So this paper considers the ways our reading groups focussed on Shakespeare might or might not offer a way to find common ground, and break down distinctions, between always contingent, problematic and provisional categorisations of ‘teacher’ and ‘learner’, ‘educator’ and ‘educated’, ‘client’ and ‘provider’. In so doing, we hope our practice, and how we theorize it here, can present a way to reflect on a context of which higher education is, or should be, an integral part.","PeriodicalId":138207,"journal":{"name":"Transformations: The Journal of Inclusive Scholarship and Pedagogy","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115951875","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

My Big Teaching Mistake: Losing Sight of Pedagogical Success 我最大的教学错误:忽视教学的成功

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-09-06 DOI: 10.1353/TNF.2019.0006

J. Neuhaus

引用次数: 0

Silence in the Classroom: From Reacting to Rapport 教室里的沉默:从反应到融洽

Transformations: The Journal of Inclusive Scholarship and Pedagogy Pub Date : 2019-09-06 DOI: 10.1353/TNF.2019.0005

John Currie

引用次数: 0