Pub Date : 2021-04-03DOI: 10.1080/1554480X.2021.1914054
Olivia G. Stewart, Betina Hsieh, Anna Smith, J. Pandya
ABSTRACT In this manuscript, we explore sites of struggle in the inclusion of critical digital literacies (CDL) in teacher preparation programs. Our worked examples explore two authors’ teacher-preparation classrooms and the ways in which each attempts to teach about CDL, in the scope of each class, across varying scales. Through a scalar approach, we explore the sites of struggle that each of the instructors face despite the differing contexts within each scale. These sites of struggle include control, bureaucracy, and isolation. In doing so, we aim to shift the narrative around a lack of meaningful, engaging CDL practices in the classroom away from blaming individual educators towards more nuanced understandings of the systemic struggles present within teacher preparation classrooms, programs and educational institutions and structures.
{"title":"What More Can We Do? A Scalar Approach to Examining Critical Digital Literacies in Teacher Education","authors":"Olivia G. Stewart, Betina Hsieh, Anna Smith, J. Pandya","doi":"10.1080/1554480X.2021.1914054","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1914054","url":null,"abstract":"ABSTRACT In this manuscript, we explore sites of struggle in the inclusion of critical digital literacies (CDL) in teacher preparation programs. Our worked examples explore two authors’ teacher-preparation classrooms and the ways in which each attempts to teach about CDL, in the scope of each class, across varying scales. Through a scalar approach, we explore the sites of struggle that each of the instructors face despite the differing contexts within each scale. These sites of struggle include control, bureaucracy, and isolation. In doing so, we aim to shift the narrative around a lack of meaningful, engaging CDL practices in the classroom away from blaming individual educators towards more nuanced understandings of the systemic struggles present within teacher preparation classrooms, programs and educational institutions and structures.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2021.1914054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46723417","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 : 2021-04-03DOI: 10.1080/1554480X.2021.1914057
Elisabeth R. Gee, Earl Aguilera
ABSTRACT Over the past several decades, the concept of critical literacy has been applied to an increasing range of multimodal texts mediated by digital technologies. Expressive forms such as fan-fiction, digital storytelling, and gaming have presented unique opportunities forunderstanding critical literacy practices. Within the more specific field of game studies, a growing body of scholarship demonstrates how issues of ideology, politics, and power are woven into and expressed through the medium of games – whether digital or analog. This paper builds on this tradition by offering a critical analysis of a semiotic resource that digital and analog games share – the designed processes that shape experiences of meaning-making through acts of play. Examining data from a study of teens’ participation in a library-based board game-making workshop, this paper highlights the ways participants engaged in critical literacy practices when asked to address a social issue through game design. The paper draws on techniques of discourse analysis to demonstrate how participants engaged with ideological dimensions of procedural literacy through design-centered discourse. Findings suggest that viewing game-making through the lens of procedurality can be a generative way to explore critical literacy practices in relation to contemporary social issues.
{"title":"Bridging the Analog-Digital divide: critical literacies and procedural design in young people’s game-making practices","authors":"Elisabeth R. Gee, Earl Aguilera","doi":"10.1080/1554480X.2021.1914057","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1914057","url":null,"abstract":"ABSTRACT Over the past several decades, the concept of critical literacy has been applied to an increasing range of multimodal texts mediated by digital technologies. Expressive forms such as fan-fiction, digital storytelling, and gaming have presented unique opportunities forunderstanding critical literacy practices. Within the more specific field of game studies, a growing body of scholarship demonstrates how issues of ideology, politics, and power are woven into and expressed through the medium of games – whether digital or analog. This paper builds on this tradition by offering a critical analysis of a semiotic resource that digital and analog games share – the designed processes that shape experiences of meaning-making through acts of play. Examining data from a study of teens’ participation in a library-based board game-making workshop, this paper highlights the ways participants engaged in critical literacy practices when asked to address a social issue through game design. The paper draws on techniques of discourse analysis to demonstrate how participants engaged with ideological dimensions of procedural literacy through design-centered discourse. Findings suggest that viewing game-making through the lens of procedurality can be a generative way to explore critical literacy practices in relation to contemporary social issues.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2021.1914057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46036905","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 : 2021-04-03DOI: 10.1080/1554480X.2021.1914053
David E. Low, Sarah M. Rapp
ABSTRACT A number of literacy theorists have worked to describe what is new and different about youth enactments of literacy in the digital age. In doing so, many invoke “digital dichotomies,” or oppositional framings meant to differentiate among various enactments of literacy (i.e. digital vs. analog, online vs. offline, out-of-school vs. in-school). We argue that digital dichotomies do not adequately convey the creativity, permeability, messiness, and movement of youth literacies in practice. In this article we employ a transliteracies framework to examine youths’ textual production and identity mediation across physical and virtual domains. Focusing on two telling cases of student participation in affinity spaces (one dedicated to manga, the other skateboarding), we find that adolescents traverse spaces and employ tools with creative and agentive fluidity to participate in transliterate affinity communities. Youth do not consider tools and spaces to be dichotomous or determinative of their literate engagements. We encourage researchers and educators to move beyond using dichotomies to theorize literate phenomena in the digital age. Identity and youth culture are anything but static and neither should be the lenses researchers use to study them.
{"title":"Youth identities and affinities on the move: using a transliteracies framework to critique digital dichotomies","authors":"David E. Low, Sarah M. Rapp","doi":"10.1080/1554480X.2021.1914053","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1914053","url":null,"abstract":"ABSTRACT A number of literacy theorists have worked to describe what is new and different about youth enactments of literacy in the digital age. In doing so, many invoke “digital dichotomies,” or oppositional framings meant to differentiate among various enactments of literacy (i.e. digital vs. analog, online vs. offline, out-of-school vs. in-school). We argue that digital dichotomies do not adequately convey the creativity, permeability, messiness, and movement of youth literacies in practice. In this article we employ a transliteracies framework to examine youths’ textual production and identity mediation across physical and virtual domains. Focusing on two telling cases of student participation in affinity spaces (one dedicated to manga, the other skateboarding), we find that adolescents traverse spaces and employ tools with creative and agentive fluidity to participate in transliterate affinity communities. Youth do not consider tools and spaces to be dichotomous or determinative of their literate engagements. We encourage researchers and educators to move beyond using dichotomies to theorize literate phenomena in the digital age. Identity and youth culture are anything but static and neither should be the lenses researchers use to study them.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2021.1914053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42100382","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 : 2021-04-03DOI: 10.1080/1554480X.2021.1914056
C. Lewis, Anne Crampton, Cassandra Scharber
ABSTRACT This article discusses the role of play and imagination in three urban settings: an ELA classroom, a community organization grounded in civic participation, and a digital learning lab in a library setting. We draw on sociocultural theories of imagination to show that all of the affordances and constraints of the settings contribute to what could be imagined. All three settings were found to share the following overarching dimensions of engagement grounded in play and imagination: social actors have agency to act and transform signs and relationships as well as modify contexts in ways that change the problem space and their positions as meaning-makers; moreover, the emergence of unexpected meaning is developed in interactions of people, tools, and artifacts. The settings also point to differences in the nature of play and imagination related to other conditions of the setting. To determine these conditions, we developed an Activity System Observation Protocol that allowed us to analyze activity components such as objects, norms for action and interaction, tool use, distribution of labor, and the organization of community. We found that the object or purpose of each setting was integrally related to how play and imagination functioned in each.
{"title":"The sociocultural role of imagination in critical digital literacy","authors":"C. Lewis, Anne Crampton, Cassandra Scharber","doi":"10.1080/1554480X.2021.1914056","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1914056","url":null,"abstract":"ABSTRACT This article discusses the role of play and imagination in three urban settings: an ELA classroom, a community organization grounded in civic participation, and a digital learning lab in a library setting. We draw on sociocultural theories of imagination to show that all of the affordances and constraints of the settings contribute to what could be imagined. All three settings were found to share the following overarching dimensions of engagement grounded in play and imagination: social actors have agency to act and transform signs and relationships as well as modify contexts in ways that change the problem space and their positions as meaning-makers; moreover, the emergence of unexpected meaning is developed in interactions of people, tools, and artifacts. The settings also point to differences in the nature of play and imagination related to other conditions of the setting. To determine these conditions, we developed an Activity System Observation Protocol that allowed us to analyze activity components such as objects, norms for action and interaction, tool use, distribution of labor, and the organization of community. We found that the object or purpose of each setting was integrally related to how play and imagination functioned in each.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2021.1914056","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45398123","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 : 2021-04-03DOI: 10.1080/1554480X.2021.1914058
Antero Garcia, R. D. de Roock
ABSTRACT This paper analyzes the role of digital and civic literacies in the context of resurgent right-wing ethno-nationalism and movements for the abolition of oppressive institutions worldwide. We discuss how, while digital tools have opened up lines of democratized communication and action, civic life online and offline has become both more authoritarian and more polarized. As software platforms like Facebook and Twitter now dominate everyday civic and economic life, media and civic literacy frameworks fail to address this new reality. After overviewing a framework for literacies in current digital and civic contexts, we draw on critical race science and technology studies in order to contest notions of a universal digital or civic subject, and to argue for moving beyond normative progress discourses. Instead, we offer an abolitionist imagination, arguing that classroom approaches to critical digital literacies must draw on abolitionist praxis in order to challenge ways interlocking forms of oppression affect contemporary civic life, both online and offline.
{"title":"Civic dimensions of critical digital literacies: towards an abolitionist lens","authors":"Antero Garcia, R. D. de Roock","doi":"10.1080/1554480X.2021.1914058","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1914058","url":null,"abstract":"ABSTRACT This paper analyzes the role of digital and civic literacies in the context of resurgent right-wing ethno-nationalism and movements for the abolition of oppressive institutions worldwide. We discuss how, while digital tools have opened up lines of democratized communication and action, civic life online and offline has become both more authoritarian and more polarized. As software platforms like Facebook and Twitter now dominate everyday civic and economic life, media and civic literacy frameworks fail to address this new reality. After overviewing a framework for literacies in current digital and civic contexts, we draw on critical race science and technology studies in order to contest notions of a universal digital or civic subject, and to argue for moving beyond normative progress discourses. Instead, we offer an abolitionist imagination, arguing that classroom approaches to critical digital literacies must draw on abolitionist praxis in order to challenge ways interlocking forms of oppression affect contemporary civic life, both online and offline.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2021.1914058","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41591373","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 : 2021-03-24DOI: 10.1080/1554480X.2021.1897010
Anne Mette Bjørgen, Yvonne Fritze, Geir Haugsbakk
ABSTRACT This article focuses on the emerging complexity that schools and teachers are currently addressing – a complexity that comprises one of the key characteristics of society today. The article explores how teachers in primary school experience the opportunities and challenges posed by the use of tablets in terms of implementation, learning activities and classroom management. In group interviews teachers at two Norwegian primary schools thematise these issues. We argue that there is a need to elucidate the subjective interpretations of technology if we are to understand how teachers integrate tablets in teaching. The article highlights how and why we have to develop a wider understanding of the new complexity, which can make situations in the classroom unpredictable and problematic. Although the teachers seldom consider complexity as a subject worthy of attention, it is possible to see it more indirectly in how new methods and activities are presented, but also as part of how they underline the indisputable need for well-defined classroom management. The article concludes by calling for more knowledge about teachers’ reflections on how to facilitate learning processes in the interplay between subject content, learning goals and activities, and organizational frameworks.
{"title":"Dealing with increased complexity. Teachers’ reflections on the use of tablets in school","authors":"Anne Mette Bjørgen, Yvonne Fritze, Geir Haugsbakk","doi":"10.1080/1554480X.2021.1897010","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1897010","url":null,"abstract":"ABSTRACT This article focuses on the emerging complexity that schools and teachers are currently addressing – a complexity that comprises one of the key characteristics of society today. The article explores how teachers in primary school experience the opportunities and challenges posed by the use of tablets in terms of implementation, learning activities and classroom management. In group interviews teachers at two Norwegian primary schools thematise these issues. We argue that there is a need to elucidate the subjective interpretations of technology if we are to understand how teachers integrate tablets in teaching. The article highlights how and why we have to develop a wider understanding of the new complexity, which can make situations in the classroom unpredictable and problematic. Although the teachers seldom consider complexity as a subject worthy of attention, it is possible to see it more indirectly in how new methods and activities are presented, but also as part of how they underline the indisputable need for well-defined classroom management. The article concludes by calling for more knowledge about teachers’ reflections on how to facilitate learning processes in the interplay between subject content, learning goals and activities, and organizational frameworks.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2021.1897010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44938533","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 : 2021-03-08DOI: 10.1080/1554480X.2021.1897011
Jennifer Brady, Aparna Katre
ABSTRACT An approach to solving complicated and multileveled issues, design thinking offers strategies for secondary and higher education curricula innovation. Recent scholarship on the teaching and learning of world languages and cultures (WLC) has focused on some of the design thinking aspects: innovation, interpersonal connection, and creativity. Although educating future instructors in design thinking is gaining momentum, existing WLC educators, particularly those in higher education, lack opportunities to learn them. Given the lack of literature at the nexus of design thinking and WLC pedagogy, we conducted a pilot exploratory study to establish a preliminary understanding of instructor motivations, possibilities at the intersection and to develop a framework for empirical research. The study suggests a hands-on tell and show-based workshop has the potential to raise curiosity, and to develop basic design thinking skills and a positive attitude, motivating the instructors to begin to experiment at the nexus. It highlights the need to demonstrate the adaptability of design thinking to WLC but suggests that instructors can identify relevant opportunities. Follow up empirical research is suggested.
{"title":"Innovating at the nexus of world languages and cultures and design thinking","authors":"Jennifer Brady, Aparna Katre","doi":"10.1080/1554480X.2021.1897011","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1897011","url":null,"abstract":"ABSTRACT An approach to solving complicated and multileveled issues, design thinking offers strategies for secondary and higher education curricula innovation. Recent scholarship on the teaching and learning of world languages and cultures (WLC) has focused on some of the design thinking aspects: innovation, interpersonal connection, and creativity. Although educating future instructors in design thinking is gaining momentum, existing WLC educators, particularly those in higher education, lack opportunities to learn them. Given the lack of literature at the nexus of design thinking and WLC pedagogy, we conducted a pilot exploratory study to establish a preliminary understanding of instructor motivations, possibilities at the intersection and to develop a framework for empirical research. The study suggests a hands-on tell and show-based workshop has the potential to raise curiosity, and to develop basic design thinking skills and a positive attitude, motivating the instructors to begin to experiment at the nexus. It highlights the need to demonstrate the adaptability of design thinking to WLC but suggests that instructors can identify relevant opportunities. Follow up empirical research is suggested.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2021.1897011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45605586","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 : 2021-03-08DOI: 10.1080/1554480X.2021.1897013
Rebecca E. Linares
ABSTRACT This paper explores how a monolingual English-speaking teacher working with transnational emergent multilinguals (TEMs) in a sheltered English classroom in the U.S. capitalized on students’ interjections turning them into teachable moments. Specifically, it explores how these instances allowed the teacher to model and teach TEMs how to draw on existing skills and resources when they encounter a challenge. Drawing on observational and artefact data gathered during social studies lessons on U.S. symbols, this paper highlights how the teacher leveraged student interjections to scaffold students’ understanding of how to (1) utilize classroom resources, (2) leverage existing linguistic knowledge, and (3) access background knowledge. This paper suggests that the teacher’s response to students’ interjections sought to support them in developing the skills needed to engage in self-scaffolding by accessing and utilizing available resources. Monolingual teachers often feel unprepared when encountering TEMs; however, this paper suggests that if they adapt practices that are already part of their pedagogical practice and maintain an open stance toward students’ diverse ways of participating, all stakeholders will benefit.
{"title":"“Every good learner uses resources”: leveraging student interjections to provide scaffolding in a U.S. sheltered english classroom","authors":"Rebecca E. Linares","doi":"10.1080/1554480X.2021.1897013","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1897013","url":null,"abstract":"ABSTRACT This paper explores how a monolingual English-speaking teacher working with transnational emergent multilinguals (TEMs) in a sheltered English classroom in the U.S. capitalized on students’ interjections turning them into teachable moments. Specifically, it explores how these instances allowed the teacher to model and teach TEMs how to draw on existing skills and resources when they encounter a challenge. Drawing on observational and artefact data gathered during social studies lessons on U.S. symbols, this paper highlights how the teacher leveraged student interjections to scaffold students’ understanding of how to (1) utilize classroom resources, (2) leverage existing linguistic knowledge, and (3) access background knowledge. This paper suggests that the teacher’s response to students’ interjections sought to support them in developing the skills needed to engage in self-scaffolding by accessing and utilizing available resources. Monolingual teachers often feel unprepared when encountering TEMs; however, this paper suggests that if they adapt practices that are already part of their pedagogical practice and maintain an open stance toward students’ diverse ways of participating, all stakeholders will benefit.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2021.1897013","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41548871","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 : 2021-03-08DOI: 10.1080/1554480X.2021.1897012
D. Banegas, Rosana Glatigny
ABSTRACT Despite a sustainable research interest in different forms of teachers’ professional development, scant international attention has been paid to forms of professional development which are implemented in South America. Based on a qualitative research design, this study explores the impact of the ateneo as an innovative model of continuing professional development. An ateneo is a model which supports teacher reflection and change in teaching practices by concentrating on context-responsive practical issues such as lesson planning and delivery. The study was carried out with 22 teachers of English as a foreign language in southern Argentina. Data were gathered through the teachers’ lesson plans, whole group discussions, and the teachers’ final assignments to receive credits for completion of the ateneo. Drawing on thematic analysis, the participants envisaged the ateneo as a practice-oriented, dynamic, interaction-based, and personal as well as collective space for developing teaching skills and professional knowledge. In particular, findings show that the participants exhibited an improvement in lesson contextualization, sequencing and transitioning, maximization of resources, class time management, and reflective teaching. The study argues that the ateneo became successful given the shared teacher identity among the participants and the course tutors, and the explicit focus on the teachers’ daily practices.
{"title":"The ateneo as an effective model of continuing professional development: findings from southern Argentina","authors":"D. Banegas, Rosana Glatigny","doi":"10.1080/1554480X.2021.1897012","DOIUrl":"https://doi.org/10.1080/1554480X.2021.1897012","url":null,"abstract":"ABSTRACT Despite a sustainable research interest in different forms of teachers’ professional development, scant international attention has been paid to forms of professional development which are implemented in South America. Based on a qualitative research design, this study explores the impact of the ateneo as an innovative model of continuing professional development. An ateneo is a model which supports teacher reflection and change in teaching practices by concentrating on context-responsive practical issues such as lesson planning and delivery. The study was carried out with 22 teachers of English as a foreign language in southern Argentina. Data were gathered through the teachers’ lesson plans, whole group discussions, and the teachers’ final assignments to receive credits for completion of the ateneo. Drawing on thematic analysis, the participants envisaged the ateneo as a practice-oriented, dynamic, interaction-based, and personal as well as collective space for developing teaching skills and professional knowledge. In particular, findings show that the participants exhibited an improvement in lesson contextualization, sequencing and transitioning, maximization of resources, class time management, and reflective teaching. The study argues that the ateneo became successful given the shared teacher identity among the participants and the course tutors, and the explicit focus on the teachers’ daily practices.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2021.1897012","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47976761","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 : 2021-01-20DOI: 10.1080/1554480X.2020.1870471
Lauren Colley, Daniel G. Krutka
ABSTRACT This socio-cultural practitioner-based study investigated the ways in which using a feminist pedagogy in a Gender and Education course would influence students’ interpretations of their own lived experiences. Using atheory of experience, we examined reflections on 14 students’ initial personal gender stories and their perceptions of feminism. At the end of the course, we examined the responses of these 14 students to their previously shared gender stories and feminism perceptions. Findings suggest that students were able to understand their experiences in historical and social contexts with regards to issues of gender equity, but also were less likely to place their experiences within the context of gender diversity and intersectionality. We argue that for students to understand their experiences within various identities and contexts that feminist educators must centre intersectionality, but also allow students to grow in their understandings of their experiences in their own ways. We contend that to do this, students need a curriculum that centres a critical and justice-oriented feminism and allows for experiences to be seen as discursive and contextual events.
{"title":"“The little things that I didn’t see before”: experience through gender stories and perceptions of feminism","authors":"Lauren Colley, Daniel G. Krutka","doi":"10.1080/1554480X.2020.1870471","DOIUrl":"https://doi.org/10.1080/1554480X.2020.1870471","url":null,"abstract":"ABSTRACT This socio-cultural practitioner-based study investigated the ways in which using a feminist pedagogy in a Gender and Education course would influence students’ interpretations of their own lived experiences. Using atheory of experience, we examined reflections on 14 students’ initial personal gender stories and their perceptions of feminism. At the end of the course, we examined the responses of these 14 students to their previously shared gender stories and feminism perceptions. Findings suggest that students were able to understand their experiences in historical and social contexts with regards to issues of gender equity, but also were less likely to place their experiences within the context of gender diversity and intersectionality. We argue that for students to understand their experiences within various identities and contexts that feminist educators must centre intersectionality, but also allow students to grow in their understandings of their experiences in their own ways. We contend that to do this, students need a curriculum that centres a critical and justice-oriented feminism and allows for experiences to be seen as discursive and contextual events.","PeriodicalId":45770,"journal":{"name":"Pedagogies","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1554480X.2020.1870471","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43235016","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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