Pub Date : 2021-06-24DOI: 10.36510/learnland.v14i1.1054
C. Stonebanks
This article chronicles a crisis of alignment regarding Critical Pedagogy due to the top-down power structures of White authority that is pervasive in the theory’s North American academic environment. Contesting the often touted “radical” or “revolutionary” nature of Critical Pedagogy in higher education spaces, the author questions his relationship with Paulo Freire’s work, Pedagogy of the Oppressed, ultimately abandoning the content of writing over the way the theory/philosophy is lived in academia. Through the lived experience of engaging with community in the James Bay Cree territories and Malawi, the question is asked as to who owns Freire’s rebellious call to action.
本文记录了由于白人权威自上而下的权力结构而导致的批判性教育学的结盟危机，这种权力结构在该理论的北美学术环境中普遍存在。作者对高等教育领域中经常被吹捧的批判教育学的“激进”或“革命性”性质提出质疑，质疑他与保罗·弗雷尔的作品《被压迫者的教育学》的关系，最终放弃了对理论/哲学在学术界的生活方式的写作内容。通过与James Bay Cree地区和马拉维社区接触的生活经历，人们问到谁是Freire反叛行动呼吁的所有者。
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Pub Date : 2021-06-24DOI: 10.36510/learnland.v14i1.1033
Sonal Kavia, Melissa S. Murphy
This narrative inquiry explores personal and professional stories of two educators, nurtured and supported by their school leadership, in a rural school setting, who have had diverse experiences with the contemplative practice of mindfulness. Our research primarily focused on the following wonders: How does the experience of mindfulness practice shift teacher identity and awareness, and the quality of time educators spend with children and youth? As educators, how can the practice of mindfulness expand our experience of listening, loving kindness, and compassion within educational spaces? We explore how their unique experiences of mindfulness are woven into the fabric of their school and a mindful pedagogy.
{"title":"Coming Into Mindfulness: A Practice of Relational Presence to Cultivate Compassion in One Rural School","authors":"Sonal Kavia, Melissa S. Murphy","doi":"10.36510/learnland.v14i1.1033","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1033","url":null,"abstract":"This narrative inquiry explores personal and professional stories of two educators, nurtured and supported by their school leadership, in a rural school setting, who have had diverse experiences with the contemplative practice of mindfulness. Our research primarily focused on the following wonders: How does the experience of mindfulness practice shift teacher identity and awareness, and the quality of time educators spend with children and youth? As educators, how can the practice of mindfulness expand our experience of listening, loving kindness, and compassion within educational spaces? We explore how their unique experiences of mindfulness are woven into the fabric of their school and a mindful pedagogy.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49575488","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}
Pub Date : 2021-06-24DOI: 10.36510/learnland.v14i1.1027
E. Duckworth
In this commentary, summarized from a recent interview, the author reminisces about a career dedicated to critical exploration in the classroom. She discusses the formation of the Moon Group, a group of teachers who met over a period of 25 years to study the behaviour of the moon. Duckworth later describes an exercise in which her students experimented with the positioning of a small mirror in the classroom in order to be able to predict where to place it on a wall so one student can see another in a different part of the room. In another exercise, she had university students observe the learning of children by having them solve spatial problems without any advice or prompts from an adult. She concludes by providing guidance for classroom teachers, emphasizing the importance of making sure, “what you want them to learn is worth learning about.”
{"title":"Visiting Critical Exploration in the Classroom","authors":"E. Duckworth","doi":"10.36510/learnland.v14i1.1027","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1027","url":null,"abstract":"In this commentary, summarized from a recent interview, the author reminisces about a career dedicated to critical exploration in the classroom. She discusses the formation of the Moon Group, a group of teachers who met over a period of 25 years to study the behaviour of the moon. Duckworth later describes an exercise in which her students experimented with the positioning of a small mirror in the classroom in order to be able to predict where to place it on a wall so one student can see another in a different part of the room. In another exercise, she had university students observe the learning of children by having them solve spatial problems without any advice or prompts from an adult. She concludes by providing guidance for classroom teachers, emphasizing the importance of making sure, “what you want them to learn is worth learning about.”","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45407111","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}
Pub Date : 2021-06-24DOI: 10.36510/learnland.v14i1.1032
Sandra Jack-Malik, J. Kuhnke, K. O'Rourke
This narrative study inquired into the experiences of preservice teachers who participated in the Kairos Blanket Exercise. During research conversations, participants shared stories that demonstrated an expansion of their knowledge and awareness. Three themes emerged: the Blanket Exercise and the research conversations were spaces where participants felt safe to ask questions; some participants began to rewrite their understanding of the history of relations; and some participants began to consider how they might contribute to decolonizing. Moreover, participants enriched by the experience were more ready and able to deliver related curricular outcomes, engage reflexively, and consider allyship.
{"title":"Preservice Teachers and the Kairos Blanket Exercise: A Narrative Inquiry","authors":"Sandra Jack-Malik, J. Kuhnke, K. O'Rourke","doi":"10.36510/learnland.v14i1.1032","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1032","url":null,"abstract":"This narrative study inquired into the experiences of preservice teachers who participated in the Kairos Blanket Exercise. During research conversations, participants shared stories that demonstrated an expansion of their knowledge and awareness. Three themes emerged: the Blanket Exercise and the research conversations were spaces where participants felt safe to ask questions; some participants began to rewrite their understanding of the history of relations; and some participants began to consider how they might contribute to decolonizing. Moreover, participants enriched by the experience were more ready and able to deliver related curricular outcomes, engage reflexively, and consider allyship.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44705586","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}
Pub Date : 2021-06-24DOI: 10.36510/learnland.v14i1.1053
Warren Linds, Tejaswinee Jhunjhunwala, Linthuja Nadarajah, Antonio Starnino, Elinor Vettraino
This article emerges from an approach to transformative learning where students are challenged to explore taken-for-granted assumptions about their experiences in the world. We outline the 6-Part Story Method (6PSM), which uses abstract images to provide a structured storytelling process that enables reflexive learning. This is documented through conversations between a university teacher and three Masters students about the method used in their course on practical ethics in process consulting. Using individual stories that emerged from a common set of cards, we illustrate how the method enabled us to critically explore our practices as teacher and student consultants.
{"title":"Unlocking Creativity: 6-Part Story Method as an Imaginative Pedagogical Tool","authors":"Warren Linds, Tejaswinee Jhunjhunwala, Linthuja Nadarajah, Antonio Starnino, Elinor Vettraino","doi":"10.36510/learnland.v14i1.1053","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1053","url":null,"abstract":"This article emerges from an approach to transformative learning where students are challenged to explore taken-for-granted assumptions about their experiences in the world. We outline the 6-Part Story Method (6PSM), which uses abstract images to provide a structured storytelling process that enables reflexive learning. This is documented through conversations between a university teacher and three Masters students about the method used in their course on practical ethics in process consulting. Using individual stories that emerged from a common set of cards, we illustrate how the method enabled us to critically explore our practices as teacher and student consultants.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41764085","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}
Pub Date : 2021-06-24DOI: 10.36510/learnland.v14i1.1031
Brigette A. Herron, K. Roulston
Teaching students to become critical consumers of interviews, which often serve as influential sources for learning and interpreting world events, is important in today’s information-rich world. This paper outlines an approach to teaching in-depth interviewing in which students examine excerpts from interviews (e.g., archival collections, oral histories, or media interviews) using the tools of ethnomethodology and conversation analysis to “slow down” and “dig deep” into the social aspects of interviews. Using two case examples from undergraduate and graduate classrooms, we illustrate how this approach helps students to notice how question-answer sequences unfold and encourages critical consumption and participation in interviews.
{"title":"Slowing Down and Digging Deep: Teaching Students to Examine Interview Interaction in Depth","authors":"Brigette A. Herron, K. Roulston","doi":"10.36510/learnland.v14i1.1031","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1031","url":null,"abstract":"Teaching students to become critical consumers of interviews, which often serve as influential sources for learning and interpreting world events, is important in today’s information-rich world. This paper outlines an approach to teaching in-depth interviewing in which students examine excerpts from interviews (e.g., archival collections, oral histories, or media interviews) using the tools of ethnomethodology and conversation analysis to “slow down” and “dig deep” into the social aspects of interviews. Using two case examples from undergraduate and graduate classrooms, we illustrate how this approach helps students to notice how question-answer sequences unfold and encourages critical consumption and participation in interviews.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45055396","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}
Pub Date : 2021-06-24DOI: 10.36510/learnland.v14i1.1049
Allison J. Gonsalves, E. Sprowls, Dawn Wiseman
The COVID-19 pandemic has required educators at all levels to pivot instruction online. In this article, we consider methods we adopted to engage novice science teachers in approximations of teaching, online. We describe the principles of our science teacher education program and provide a rationale for the core feature of our science teaching methods course: practice-based pedagogy. We then discuss adaptations we have made to engage novices in ambitious science teaching practices online, and the affordances and constraints the virtual context posed to these practices. We conclude with a discussion of considerations for online practice-based pedagogy.
{"title":"Teaching Novice Science Teachers Online: Considerations for Practice-Based Pedagogy","authors":"Allison J. Gonsalves, E. Sprowls, Dawn Wiseman","doi":"10.36510/learnland.v14i1.1049","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1049","url":null,"abstract":"The COVID-19 pandemic has required educators at all levels to pivot instruction online. In this article, we consider methods we adopted to engage novice science teachers in approximations of teaching, online. We describe the principles of our science teacher education program and provide a rationale for the core feature of our science teaching methods course: practice-based pedagogy. We then discuss adaptations we have made to engage novices in ambitious science teaching practices online, and the affordances and constraints the virtual context posed to these practices. We conclude with a discussion of considerations for online practice-based pedagogy.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49440325","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}
Pub Date : 2021-06-24DOI: 10.36510/learnland.v14i1.1030
Gunita Gupta
Pedagogy can be understood as methods and practices of teaching, and/or a way of being with children. In this paper, I use critical exposition and narrative to reflect on Max van Manen’s (2012) theory of pedagogy as a relationship between adults and children. My writing is organized into alternating sections of exposition (theory) and narrative (practice) to illustrate the interplay between thinking and doing that typifies pedagogical relationships, and to demonstrate how pedagogy unfolds in the unpredictable, unexpected, unprecedented, and unique actions each of us perform in the relational events of our being with children.
{"title":"Pedagogy in Theory and Practice","authors":"Gunita Gupta","doi":"10.36510/learnland.v14i1.1030","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1030","url":null,"abstract":"Pedagogy can be understood as methods and practices of teaching, and/or a way of being with children. In this paper, I use critical exposition and narrative to reflect on Max van Manen’s (2012) theory of pedagogy as a relationship between adults and children. My writing is organized into alternating sections of exposition (theory) and narrative (practice) to illustrate the interplay between thinking and doing that typifies pedagogical relationships, and to demonstrate how pedagogy unfolds in the unpredictable, unexpected, unprecedented, and unique actions each of us perform in the relational events of our being with children.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49189098","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}
Pub Date : 2021-06-24DOI: 10.36510/learnland.v14i1.1037
Anne M. Phelan, Melanie D. Janzen
In the face of standardization and rationalization, the language of the expected, the predictable and the planned has enveloped teaching and teacher education worldwide. However, in a recent study about the emotional toll of teaching in two Canadian provinces, teachers’ stories overflowed with allusions to the unexpected, the unplanned, and the unforeseeable. We explore those stories, and in the company of John Caputo’s writing about teaching and ethics, we speculate what they suggest about a life lived in teaching. We posit that obligation is the insistent ghost that haunts teaching in the midst of the machinery of schooling.
{"title":"Faith in the Unexpected: The Event of Obligation in Teaching","authors":"Anne M. Phelan, Melanie D. Janzen","doi":"10.36510/learnland.v14i1.1037","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1037","url":null,"abstract":"In the face of standardization and rationalization, the language of the expected, the predictable and the planned has enveloped teaching and teacher education worldwide. However, in a recent study about the emotional toll of teaching in two Canadian provinces, teachers’ stories overflowed with allusions to the unexpected, the unplanned, and the unforeseeable. We explore those stories, and in the company of John Caputo’s writing about teaching and ethics, we speculate what they suggest about a life lived in teaching. We posit that obligation is the insistent ghost that haunts teaching in the midst of the machinery of schooling.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48380689","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}
Pub Date : 2021-06-24DOI: 10.36510/learnland.v14i1.1036
C. Peterken, Miriam Potts
In this paper, we find and share emergent and relational learning practices through intra-actions with people, places, and materials. We are pedagogical and artistic practitioners who learn from experiencing the world with others and explore relational “intra-actions” (Barad, 2003) that facilitate knowledge-making practices. Contrary to mainstream Anthropocentric understandings, we do not see humans as the only agents in learning. Rather, we learn with other beings—places, materials, humans, and more-than-humans—as we attend to and move with each other.
{"title":"Pedagogical Experiences: Emergent Conversations In/With Place/s","authors":"C. Peterken, Miriam Potts","doi":"10.36510/learnland.v14i1.1036","DOIUrl":"https://doi.org/10.36510/learnland.v14i1.1036","url":null,"abstract":"In this paper, we find and share emergent and relational learning practices through intra-actions with people, places, and materials. We are pedagogical and artistic practitioners who learn from experiencing the world with others and explore relational “intra-actions” (Barad, 2003) that facilitate knowledge-making practices. Contrary to mainstream Anthropocentric understandings, we do not see humans as the only agents in learning. Rather, we learn with other beings—places, materials, humans, and more-than-humans—as we attend to and move with each other.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44393320","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}
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