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Cultural and Pedagogical Inquiry最新文献

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Applying Culturally Relevant Pedagogy to Online Learning 将文化相关教学法应用于在线学习
Cultural and Pedagogical Inquiry Pub Date : 2023-12-22 DOI: 10.18733/cpi29708
S. Mahani
{"title":"Applying Culturally Relevant Pedagogy to Online Learning","authors":"S. Mahani","doi":"10.18733/cpi29708","DOIUrl":"https://doi.org/10.18733/cpi29708","url":null,"abstract":"Despite the prevalence of online learning in higher education, particularly during the COVID-19 pandemic, there is limited literature about what constitutes effective culturally relevant and responsive online teaching. While online education has revolutionized learning by increasing educational access and opportunities to students, it has also led to an increase in classroom diversity, leaving instructors to struggle with how to create and foster a culturally relevant and responsive learning environment. In this paper, as an online educator who teaches graduate level Education courses, I examine culturally relevant pedagogy and reflect on my practices that focus on diversity, equity, and social justice. I will conclude by sharing strategies that educators can utilize in creating culturally relevant and responsive online courses.","PeriodicalId":295552,"journal":{"name":"Cultural and Pedagogical Inquiry","volume":"55 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139163501","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
Climbing Back into a Canoe in Deep Water 在深水中爬回独木舟
Cultural and Pedagogical Inquiry Pub Date : 2023-12-22 DOI: 10.18733/cpi29707
Carol Lee
{"title":"Climbing Back into a Canoe in Deep Water","authors":"Carol Lee","doi":"10.18733/cpi29707","DOIUrl":"https://doi.org/10.18733/cpi29707","url":null,"abstract":"Academic measurement, including formative and summative testing, but especially standardized testing, in public schools is often considered the acid test of students’ skill development by provincial educational governing bodies. The article examines the characteristics and impacts of standardized tests. The article suggests that some degree of creative problem solving is necessary to deal with the failures. In the article, the author identifies many skills schools never seem to test and ask why from a critical perspective. Finally, she suggests ways teachers might counter the negative effects of what is missing from academic assessments.","PeriodicalId":295552,"journal":{"name":"Cultural and Pedagogical Inquiry","volume":"45 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139165401","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
Affirmative Ethics in the COVID-19 Moment: Perplexities, Paradoxes, and Surprises COVID-19时代的积极伦理:困惑、悖论和惊喜
Cultural and Pedagogical Inquiry Pub Date : 2023-07-29 DOI: 10.18733/cpi29693
J. Charteris, Adele Nye, Daisy Pillay, Ruth Foulkes
{"title":"Affirmative Ethics in the COVID-19 Moment: Perplexities, Paradoxes, and Surprises","authors":"J. Charteris, Adele Nye, Daisy Pillay, Ruth Foulkes","doi":"10.18733/cpi29693","DOIUrl":"https://doi.org/10.18733/cpi29693","url":null,"abstract":"Posthumanism locates, progresses, and asserts knowledge in the openings for interconnection. In this article, we undertake a collective biography using an interconnected arts-based practice that affords us complex relations with each other and material ways of thinking and being together. With a shared interest in posthuman theory and memory work, the authors connected online from Aotearoa/New Zealand, Australia, and South Africa to address the question: What can we learn about the perplexities, paradoxes, surprises, and frustrations associated with our academic work during COVID-19? Using an arts-based methodology and a cartographic analytical approach for our critical posthuman research, our assemblage charted the power relations operating in and immanent to the construction and circulation of academic knowledge during COVID-19.","PeriodicalId":295552,"journal":{"name":"Cultural and Pedagogical Inquiry","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115673504","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
Counterpoint: Power in the Dining Hall 对位:食堂里的权力
Cultural and Pedagogical Inquiry Pub Date : 2023-07-29 DOI: 10.18733/cpi29683
Sophie G. Collins
{"title":"Counterpoint: Power in the Dining Hall","authors":"Sophie G. Collins","doi":"10.18733/cpi29683","DOIUrl":"https://doi.org/10.18733/cpi29683","url":null,"abstract":"Counterpoint:  Power in the Dining Hall is a poem by Sophie Collins. Written as an echo and response to Al Zolynas' emotive poem Love in the Classroom, the poet describes the sudden, bodily intrusion of material smells in the atmosphere of a training session. This poem evokes school day memories , the physicality of learning, and the overwhelming frustration of teaching within neo-liberal educational constraints.","PeriodicalId":295552,"journal":{"name":"Cultural and Pedagogical Inquiry","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126102598","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
Introductory Poetic Preface: Forest Floor 导论诗性序言:森林地面
Cultural and Pedagogical Inquiry Pub Date : 2023-07-29 DOI: 10.18733/cpi29672
Carol Lee
{"title":"Introductory Poetic Preface: Forest Floor","authors":"Carol Lee","doi":"10.18733/cpi29672","DOIUrl":"https://doi.org/10.18733/cpi29672","url":null,"abstract":"The poem considers temporality and material energy in the context of movement and light on the forest floor. The poet suggests that there are parallels with education and educational research.","PeriodicalId":295552,"journal":{"name":"Cultural and Pedagogical Inquiry","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115095915","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
Of Dog and Dice: Affective-Messy Posthuman Narratives Through Creative Pedagogies and Corresponding in the Classroom 《狗与骰子:通过创造性教学法和课堂对应的情感混乱的后人类叙事》
Cultural and Pedagogical Inquiry Pub Date : 2023-07-29 DOI: 10.18733/cpi29678
Donna Carlyle, I. Robson
{"title":"Of Dog and Dice: Affective-Messy Posthuman Narratives Through Creative Pedagogies and Corresponding in the Classroom","authors":"Donna Carlyle, I. Robson","doi":"10.18733/cpi29678","DOIUrl":"https://doi.org/10.18733/cpi29678","url":null,"abstract":"Drawing on our work with children in education and with adults in Health and Social Care contexts, this paper presents two vignettes that demonstrate how the authors became “messy” researchers. This “messy” framework offered them the opportunity to view and understand the nuanced mechanisms of teacherly relationships as shared spaces and places of mutual discovery, well-being, and  flourishing. In a time when COVID-19 presents challenges to classrooms in terms of touch and social distance measures, re-claiming the body as discourse has never been more relevant to learning and educational settings.","PeriodicalId":295552,"journal":{"name":"Cultural and Pedagogical Inquiry","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134360233","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
Erosion 侵蚀
Cultural and Pedagogical Inquiry Pub Date : 2023-07-29 DOI: 10.18733/cpi29688
P. Hardy
{"title":"Erosion","authors":"P. Hardy","doi":"10.18733/cpi29688","DOIUrl":"https://doi.org/10.18733/cpi29688","url":null,"abstract":"Image of a sculpture by Penny Hardy that reflects our negative influence on our natural environment.","PeriodicalId":295552,"journal":{"name":"Cultural and Pedagogical Inquiry","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115024372","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
Ripples of Becoming-With: Co-creating a Postdisciplinary Module About Posthumanism 成为的涟漪:共同创造一个关于后人文主义的后学科模块
Cultural and Pedagogical Inquiry Pub Date : 2023-07-29 DOI: 10.18733/cpi29686
Catherine Bates
{"title":"Ripples of Becoming-With: Co-creating a Postdisciplinary Module About Posthumanism","authors":"Catherine Bates","doi":"10.18733/cpi29686","DOIUrl":"https://doi.org/10.18733/cpi29686","url":null,"abstract":"This article provides a diffractive reading of the second-year undergraduate university module on posthumanism that I teach. The module is designed specifically for mature students. I consider the “postdisciplinary” nature of the module, and think through the ways in which the module “becomes” through co-creation with the students. This involves a discussion of Braidotti’s (2019) notion of the posthuman university, Lykke’s (2018) conception of the postdisciplinary, and Barad’s (2007) and Haraway’s (2016) imperatives to (1) think-with, and (2) be response-able within multispecies communities. Using these ideas, I consider the unexpected directions in which the students take the module. I attend to how it changes through their entangled discussions. I share how I designed the module and its assessment and discuss some of the texts and issues we bring into our learning community. Throughout, I advocate for an affirmative approach to social justice in higher education pedagogy that acknowledges the partiality and situatedness of knowledge, recognizes interdependence, and the need for affinity.","PeriodicalId":295552,"journal":{"name":"Cultural and Pedagogical Inquiry","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117036962","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
From Reflection to Diffraction: What Toto Teaches Us About “Thinking-With” Multispecies Companions in Education 从反思到衍射:托托教我们如何“思考”教育中的多物种同伴
Cultural and Pedagogical Inquiry Pub Date : 2023-07-29 DOI: 10.18733/cpi29674
K. Sidebottom, Donna Carlyle
{"title":"From Reflection to Diffraction: What Toto Teaches Us About “Thinking-With” Multispecies Companions in Education","authors":"K. Sidebottom, Donna Carlyle","doi":"10.18733/cpi29674","DOIUrl":"https://doi.org/10.18733/cpi29674","url":null,"abstract":"This paper focuses on how, like Toto from the Wizard of Oz (Baum, 1900) , animal companions can alter the course of reflective practice by encouraging diffractive shifts in thinking, different connections with the world, and a (re)connection with, or re-framing of personal and professional values and ethics. \u0000 ","PeriodicalId":295552,"journal":{"name":"Cultural and Pedagogical Inquiry","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115299836","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
Embodiments and the Open/ness of Kinship: Ma(r)king Curriculum Through Material Abstractness and Counter-Cartographies 亲缘关系的体现与开放:从物质抽象性与反地图学看马氏课程
Cultural and Pedagogical Inquiry Pub Date : 2023-07-29 DOI: 10.18733/cpi29689
Muna Saleh, Bretton A. Varga
{"title":"Embodiments and the Open/ness of Kinship: Ma(r)king Curriculum Through Material Abstractness and Counter-Cartographies","authors":"Muna Saleh, Bretton A. Varga","doi":"10.18733/cpi29689","DOIUrl":"https://doi.org/10.18733/cpi29689","url":null,"abstract":"(Re)imaging curriculum as world(ing)s, this article explores what was produced by pre-service teachers when tasked with creating a counter-cartography (i.e., an abstract and material representation of two or more coordinates) that reflects specific (curricular) moments that have shaped their teaching identity/ies. This work argues that despite the nefarious ways in which maps have been used, they can also be(come) territories that promote healing. We draw upon tenets of new materialism (as Sara Ahmed reminds us, matter matters) to frame our engagement with three counter-cartographies produced by pre-service teachers.","PeriodicalId":295552,"journal":{"name":"Cultural and Pedagogical Inquiry","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127416194","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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