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Radical Teacher最新文献

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The Contexts, Paradoxes, and Rewards of Multidisciplinary Teaching 多学科教学的内涵、悖论和回报
IF 0.3
Radical Teacher Pub Date : 2023-12-08 DOI: 10.5195/rt.2023.1112
Frances Winddance Twine, Lisa Parks, Kim Yasuda
{"title":"The Contexts, Paradoxes, and Rewards of Multidisciplinary Teaching","authors":"Frances Winddance Twine, Lisa Parks, Kim Yasuda","doi":"10.5195/rt.2023.1112","DOIUrl":"https://doi.org/10.5195/rt.2023.1112","url":null,"abstract":"In the Fall of 2021 we co-taught a graduate seminar that launched a year long Mellon Sawyer series. In this essay, we reflect on the contexts, paradoxes and processes that informed our multidisciplinary collaboration teaching a Sawyer Seminar on Race, Migration and White Supremacy in California. We believed that it was vital to being with the migration experiences of Native Americans from rural areas to urban California. We sought to position American Indian migration histories as foundational to cultural and historical understandings of migration to California. Our account of our pedagogical practices details the rewards and realities of collaborative teaching at a public research university. We identify the paradoxes and tensions that we encountered as we developed a syllabus that did not simply \"add and stir\" different methodologies, histories or fields, but instead, synthesized theoretical and pedagogical across film, art and media studies, history and sociology.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"7 19","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586519","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
At the Door 在门口
IF 0.3
Radical Teacher Pub Date : 2023-12-08 DOI: 10.5195/rt.2023.1118
Tony Reevy
{"title":"At the Door","authors":"Tony Reevy","doi":"10.5195/rt.2023.1118","DOIUrl":"https://doi.org/10.5195/rt.2023.1118","url":null,"abstract":"<jats:p>A poem.</jats:p>","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"3 11","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586611","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
Discourses on War and Peace in a Professional Ethics Classroom 职业道德课堂上关于战争与和平的讨论
IF 0.3
Radical Teacher Pub Date : 2023-12-08 DOI: 10.5195/rt.2023.1150
V.K. Karthika
{"title":"Discourses on War and Peace in a Professional Ethics Classroom","authors":"V.K. Karthika","doi":"10.5195/rt.2023.1150","DOIUrl":"https://doi.org/10.5195/rt.2023.1150","url":null,"abstract":"Empty seats, uninterested faces and distracted student behaviour are general characteristics of the classroom where humanities subjects are taught to students of science and technology. In this article, I discuss my experience of teaching a course, Professional Ethics, that is generally discarded by the students as ‘an additional burden’ made mandatory  by the All India Council for Technical Education (AICTE) for securing a bachelor of technology degree from Indian institutes of higher education. The teaching note documents the initial attitude of students towards the course content, the process of their transformation into imbibing the essence of the course, and finally the outcomes of the adapted teaching method. Socratic questioning on memes and news reports was used to sensitise the students towards the ethics of war and weapon development. In other words, the teaching process was a discourse of peace building by engaging students in sustainability dialogues.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"45 12","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587285","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
On Complicity 关于共谋
IF 0.3
Radical Teacher Pub Date : 2023-12-08 DOI: 10.5195/rt.2023.1014
Bethany Ides
{"title":"On Complicity","authors":"Bethany Ides","doi":"10.5195/rt.2023.1014","DOIUrl":"https://doi.org/10.5195/rt.2023.1014","url":null,"abstract":"Grading can be considered as a knowledge-power technology within a lineage of accountancy,  human management, and disciplinarity.  This essay explores how I situate my own role as teacher within this legacy.  Teaching in active resistance to grading requires foregounding these understandings, both with students and with teaching colleagues.  However, asking student to \"grade themselves\" only further substantiates the grade's viability as either reward or restriction, while also encouraging students to even more deeply internalize its method of control.  Collaborative pedagogical strategies promoting relational discourse and reciprocity might make way for learning to occur that is impervious to measurement, but classes organized around principles of mutuality are still the exception, not the norm.  Must we become \"radically complicit\" teachers, as Fred Moten and Stefano Harney suggest, in order to effect instititional change? ","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"80 3","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138586906","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
Dancing Our Way Beyond Work: Playlists and Zines as Teaching Tools to Imagine a World Without Work 舞动我们的方式，超越工作：将播放列表和杂志作为教学工具，想象一个没有工作的世界
IF 0.3
Radical Teacher Pub Date : 2023-12-08 DOI: 10.5195/rt.2023.1133
Marguerite Van den Berg, O. Alakavuklar
{"title":"Dancing Our Way Beyond Work: Playlists and Zines as Teaching Tools to Imagine a World Without Work","authors":"Marguerite Van den Berg, O. Alakavuklar","doi":"10.5195/rt.2023.1133","DOIUrl":"https://doi.org/10.5195/rt.2023.1133","url":null,"abstract":"For a Master’s course in Organization Studies, in which we addressed refusals of work, we asked students to suggest songs for a playlist to be assembled as the basis for the creation of a zine in a workshop setting. Based on the Zapatista movement’s slogan \"one no, many yeses,\" we asked students to imagine worlds beyond work and to visualize this in a zine. Contemporary music became a critical pedagogical tool for teaching. It allowed us to go beyond critique and the familiar world of work and organizations, and facilitated an affective, creative, and aesthetic movement towards \"many yeses\" in the form of a zine to refuse work. ","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"60 20","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587231","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
Racism in Argentine higher education. Proposals for an inclusive foreign language teacher training. 阿根廷高等教育中的种族主义。关于包容性外语教师培训的建议。
IF 0.3
Radical Teacher Pub Date : 2023-12-08 DOI: 10.5195/rt.2023.908
Candelaria Ferrara, Daniela Peez Klein
{"title":"Racism in Argentine higher education. Proposals for an inclusive foreign language teacher training.","authors":"Candelaria Ferrara, Daniela Peez Klein","doi":"10.5195/rt.2023.908","DOIUrl":"https://doi.org/10.5195/rt.2023.908","url":null,"abstract":"In Latin America, racism has been a problem since colonial times and is still found in higher education discriminatory practices. Contemporary racism in teacher training institutions and in foreign language career proposals is characterized by the lack of diversity in many aspects such as institutional human landscape, bibliography, language, and cultural uses. All this maintains a higher education that has traditionally produced and still produces a social reality that is non-plural, inequitable, unjust, and in need of revision. This omission of plurality needs to include strategies that link the field of higher education and excluded social groups. To this end, we suggest that service-learning could contribute to an inclusive training of foreign language teachers in an Ecology of Knowledge with other possible and necessary knowledges, ways, voices of diverse groups, so necessary for a non-racist higher education. We believe that overcoming the idea of the individual and alluding to the community, going beyond the doors of the institutions in an exchange of knowledge through practical interventions in the community beyond academicism is a practice that deserves to be further developed in higher education institutions. We propose lines of work to carry out a process of change in our teacher training programs and spaces for the construction of a better society. Service-learning is a feasible path that implies an anti-racist stance and we, the higher education community, have the imagination and qualifications required to generate and undertake this transgressive task of a collaborative and plural construction for a diverse, equitable, and just social reality.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"31 2","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587513","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
Let Our Children Soar! The Complexities and Possibilities of Educating the English Language Student 让我们的孩子翱翔教育英语语言学生的复杂性和可能性
IF 0.3
Radical Teacher Pub Date : 2023-12-08 DOI: 10.5195/rt.2023.1206
Janet Zandy
{"title":"Let Our Children Soar! The Complexities and Possibilities of Educating the English Language Student","authors":"Janet Zandy","doi":"10.5195/rt.2023.1206","DOIUrl":"https://doi.org/10.5195/rt.2023.1206","url":null,"abstract":"A book review of Let Our Children Soar! The Complexities and Possibilities of Educating the English Language Student by Bolgen Vargas","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"51 8","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587251","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
To Educate and Mobilize Voters: Digital Teacher Activism during the 2020 Elections 教育和动员选民：2020 年大选期间的数字教师活动
IF 0.3
Radical Teacher Pub Date : 2023-12-08 DOI: 10.5195/rt.2023.994
Chris Gilbert
{"title":"To Educate and Mobilize Voters: Digital Teacher Activism during the 2020 Elections","authors":"Chris Gilbert","doi":"10.5195/rt.2023.994","DOIUrl":"https://doi.org/10.5195/rt.2023.994","url":null,"abstract":"This article explores the use of digital technologies by North Carolina teacher activists during the 2020 elections.  Online research revealed these activists utilized digital technologies largely for two purposes: 1.) to perform public pedagogy to educate voters, and 2.) to mobilize voters to support pro-public education candidates.  This article describes and analyzes several highly visible and/or innovative practices within these two categories.  Teacher activists’ use of digital media to adapt to COVID-19 is also discussed.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"45 39","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138588695","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
The Poets of Myanmar 缅甸诗人
IF 0.3
Radical Teacher Pub Date : 2023-12-08 DOI: 10.5195/rt.2023.1142
Paul Cummins
{"title":"The Poets of Myanmar","authors":"Paul Cummins","doi":"10.5195/rt.2023.1142","DOIUrl":"https://doi.org/10.5195/rt.2023.1142","url":null,"abstract":"Since this field is required for the submission to continue, I am including the same biography as in previous screen: \u0000Biography \u0000Paul Cummins’ Poems have appeared in numerous publications including The New Republic, Poetry LA, Whole Notes, Exquisite Corpse, Coracle, Black Buzzard Review, Rattle, Cooweescoowee, Cloudbank, Rockhurst Review, South Loop Review, Absoloose and Perfume River. Also he has won several poetry prizes and has appeared in many anthologies. \u0000In addition, Cummins is an educator, writer and social entrepreneur. From Stanford (B.A.) to Harvard (M.A.T.) to USC (Ph.D.) to classroom teaching 1960-71, he went on to the founding and co-founding of six schools — including private schools such as Crossroads School and TREE Academy, plus Camino Nuevo Public Charter School. From the creation of educational outreach programs such as P.S. Arts and The Coalition for Engaged Education to all his groundbreaking and innovative ventures, Cummins has been a champion for quality education, especially for at-risk, foster and incarcerated youth. \u0000His publications include an autobiography, Confessions of a Headmaster, three other books on education, two children’s books, four collections of essays, a biography of a holocaust survivor, Dachau Song, and three volumes of poetry.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"39 3","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138589040","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
Teaching Racial Reckoning: The CRT Panic as a Challenge and an Answer 种族清算教学：作为挑战和答案的 CRT 恐慌
IF 0.3
Radical Teacher Pub Date : 2023-12-08 DOI: 10.5195/rt.2023.1139
Matthew Jerome Schneider
{"title":"Teaching Racial Reckoning: The CRT Panic as a Challenge and an Answer","authors":"Matthew Jerome Schneider","doi":"10.5195/rt.2023.1139","DOIUrl":"https://doi.org/10.5195/rt.2023.1139","url":null,"abstract":"Regular media coverage and social media discussion about Black Lives Matter, prison abolition, racialized police violence, and voter disenfranchisement mean that students arrive to our classes already primed to discuss and reckon with questions of racial justice and racial oppression and privilege. At the same time, we have also observed a groundswell of white Americans mobilizing in defense of white supremacy. Although this reckoning has been long in the making, recent successes of a violent and increasingly mainstream political movement have created new challenges for instructors teaching about racism. In this teaching note, I reflect on an experience with students who completed a “knowledge assessment survey” and how this was leveraged into a productive conversation about Critical Race Theory (CRT). More broadly, I suggest that discussion of politicized topics poses some challenges, but also presents opportunities for demonstrating the importance of critical race perspectives and prompts students to reflect on how their understandings of race are derived from their social worlds.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"18 12","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587844","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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