Pub Date : 2023-10-23DOI: 10.1080/14681366.2023.2272746
Murni Sianturi, Jung-Sook Lee, Therese M. Cumming
The momentum of the decolonising education movement has led many scholars to rethink the ongoing impacts of colonialism on Indigenous peoples and generate catalysts for change. Using the decolonisation lens, the aim of this phenomenological study was to investigate the barriers, outcomes, and enablers of effective collaboration between West Papuan parents and teachers. Results suggested that although they encountered many obstacles, both groups of participants still believed in the possibility of establishing sustainable, culturally responsive home-school partnerships. In addition, when teachers embraced West Papuan culture in home-school partnerships, it increased their professional skills, parents’ agency, and self-efficacy, which in turn, enhanced children’s learning outcomes and strengthened children’s Indigenous identity. We offer a culturally responsive home-school partnership framework, developed from the bottom-up narratives of teachers and parents. The framework centres on three key strategies: culturally responsive communication, decolonising pedagogical practices, and emancipatory support.
{"title":"Strengthening Indigenous parents’ co-leadership through culturally responsive home-school partnerships: a practical implementation framework","authors":"Murni Sianturi, Jung-Sook Lee, Therese M. Cumming","doi":"10.1080/14681366.2023.2272746","DOIUrl":"https://doi.org/10.1080/14681366.2023.2272746","url":null,"abstract":"The momentum of the decolonising education movement has led many scholars to rethink the ongoing impacts of colonialism on Indigenous peoples and generate catalysts for change. Using the decolonisation lens, the aim of this phenomenological study was to investigate the barriers, outcomes, and enablers of effective collaboration between West Papuan parents and teachers. Results suggested that although they encountered many obstacles, both groups of participants still believed in the possibility of establishing sustainable, culturally responsive home-school partnerships. In addition, when teachers embraced West Papuan culture in home-school partnerships, it increased their professional skills, parents’ agency, and self-efficacy, which in turn, enhanced children’s learning outcomes and strengthened children’s Indigenous identity. We offer a culturally responsive home-school partnership framework, developed from the bottom-up narratives of teachers and parents. The framework centres on three key strategies: culturally responsive communication, decolonising pedagogical practices, and emancipatory support.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"GE-25 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135414887","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}
ABSTRACTService-learning (SL) represents one of the actions for community engagement institutionalisation and a way to achieve the teaching and learning objectives of the university and answer local organisations’ needs identified by the community. Studies on the benefits and impacts of service-learning experiences among community partners (rather than students) are rare, especially in higher education and European settings. This study therefore drew on semi-structured interviews with community partners in higher education in three European countries – Italy, Spain, and Slovakia to explore their motivations to join, experiences of, and perspectives on service-learning effects (including organisational empowerment, reciprocity, and civic responsibility).This paper contributes to developing understandings of specific aspects of community partners’ service-learning experiences by exploring the role of reciprocity, how it is oriented and how it relates to the perceived impact of service-learning on community partners’ organisations, their motivations to join SL, and the organisational empowerment that SL can underpin. Consideration is also given to the space allowed to promote a sense of civic responsibility within the experience. Five research questions were posited:1: How do community partners perceive reciprocity? Does this perception change over time?2: What are the perceived SL effects for community partners?3: What are the community partners’ motivations for joining SL?4: What are the effects of SL on community partners’ organisational empowerment?5: To what extent do community partners perceive that SL can promote civic responsibility among university students?KEYWORDS: Service-Learningreciprocitycommunity organizationsempowermentcivic responsibility AcknowledgementThe authors would like to thank the former EOSLHE coordinator, Marta Alonso, Dr. Alvaro Ribeiro, and Dr. Anna Sujova, for conducting some of the interviews analyzed in this paper. They also thank the study participants who shared their experiences and insights on service-learning.Disclosure statementNo potential conflict of interest was reported by the authors
{"title":"“The farmer, the guide, and the bridge”: the voice of community partners within European Service-Learning","authors":"Christian Compare, Alžbeta Brozmanová Gregorová, Irene Culcasi, Pilar Aramburuzabala, Cinzia Albanesi","doi":"10.1080/14681366.2023.2271896","DOIUrl":"https://doi.org/10.1080/14681366.2023.2271896","url":null,"abstract":"ABSTRACTService-learning (SL) represents one of the actions for community engagement institutionalisation and a way to achieve the teaching and learning objectives of the university and answer local organisations’ needs identified by the community. Studies on the benefits and impacts of service-learning experiences among community partners (rather than students) are rare, especially in higher education and European settings. This study therefore drew on semi-structured interviews with community partners in higher education in three European countries – Italy, Spain, and Slovakia to explore their motivations to join, experiences of, and perspectives on service-learning effects (including organisational empowerment, reciprocity, and civic responsibility).This paper contributes to developing understandings of specific aspects of community partners’ service-learning experiences by exploring the role of reciprocity, how it is oriented and how it relates to the perceived impact of service-learning on community partners’ organisations, their motivations to join SL, and the organisational empowerment that SL can underpin. Consideration is also given to the space allowed to promote a sense of civic responsibility within the experience. Five research questions were posited:1: How do community partners perceive reciprocity? Does this perception change over time?2: What are the perceived SL effects for community partners?3: What are the community partners’ motivations for joining SL?4: What are the effects of SL on community partners’ organisational empowerment?5: To what extent do community partners perceive that SL can promote civic responsibility among university students?KEYWORDS: Service-Learningreciprocitycommunity organizationsempowermentcivic responsibility AcknowledgementThe authors would like to thank the former EOSLHE coordinator, Marta Alonso, Dr. Alvaro Ribeiro, and Dr. Anna Sujova, for conducting some of the interviews analyzed in this paper. They also thank the study participants who shared their experiences and insights on service-learning.Disclosure statementNo potential conflict of interest was reported by the authors","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135617196","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 : 2023-10-19DOI: 10.1080/14681366.2023.2272164
Jack Denham, Matthew Spokes, Matt Coward-Gibbs, Caitlin Veal
Utilising data from semi-structured interviews (n = 20), this paper explores the educational function of internationally popular, blockbuster videogames, including the ways in which players identify and operationalise these learning experiences. It proposes a framework through which different learning experiences in mainstream, culturally significant games can be categorised, utilising dialogic learning approaches – drawn from application of – to position players in constant dialogue with the games that they play: a co-constructive pedagogy of videogames. We find that, in the context of popular videogames, implicit learning is relevant, present, and valuable alongside than explicit alternatives. Our contribution is to offer a reimagined dialogic typology which can help players, educators, caregivers and games scholars identify, utilise and research digital play-learning.
{"title":"Personal, pedagogic play: a dialogic model for video game learning","authors":"Jack Denham, Matthew Spokes, Matt Coward-Gibbs, Caitlin Veal","doi":"10.1080/14681366.2023.2272164","DOIUrl":"https://doi.org/10.1080/14681366.2023.2272164","url":null,"abstract":"Utilising data from semi-structured interviews (n = 20), this paper explores the educational function of internationally popular, blockbuster videogames, including the ways in which players identify and operationalise these learning experiences. It proposes a framework through which different learning experiences in mainstream, culturally significant games can be categorised, utilising dialogic learning approaches – drawn from application of – to position players in constant dialogue with the games that they play: a co-constructive pedagogy of videogames. We find that, in the context of popular videogames, implicit learning is relevant, present, and valuable alongside than explicit alternatives. Our contribution is to offer a reimagined dialogic typology which can help players, educators, caregivers and games scholars identify, utilise and research digital play-learning.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135730045","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 : 2023-10-08DOI: 10.1080/14681366.2023.2267594
Yuwei Xu, Clare Brooks, Jie Gao, Eleanor Kitto
This paper presents findings from a review of 19 national curriculum policy frameworks (NCPFs) across the globe and discusses dominant and culturally specific discourses that shape early childhood education (ECE). We combine two frameworks of developmental universality and specificity and culturally contextualised pedagogy to explore whether and how NCPFs are venues where culturally reflective practice is negotiated. Culturally reflective practice embraces minimum, globally universal standards of children’s rights and evidence-based practice, meanwhile critically reflects on the dominance of global and local discourses that impede a glocalised interpretation of quality in ECE. The paper argues that culturally reflective policy and practice is an alternative framework to cultural appropriateness/relevance in ECE.
{"title":"The manifestations of universality and cultural specificity in national curriculum policy frameworks: negotiations for culturally reflective practice in early childhood education","authors":"Yuwei Xu, Clare Brooks, Jie Gao, Eleanor Kitto","doi":"10.1080/14681366.2023.2267594","DOIUrl":"https://doi.org/10.1080/14681366.2023.2267594","url":null,"abstract":"This paper presents findings from a review of 19 national curriculum policy frameworks (NCPFs) across the globe and discusses dominant and culturally specific discourses that shape early childhood education (ECE). We combine two frameworks of developmental universality and specificity and culturally contextualised pedagogy to explore whether and how NCPFs are venues where culturally reflective practice is negotiated. Culturally reflective practice embraces minimum, globally universal standards of children’s rights and evidence-based practice, meanwhile critically reflects on the dominance of global and local discourses that impede a glocalised interpretation of quality in ECE. The paper argues that culturally reflective policy and practice is an alternative framework to cultural appropriateness/relevance in ECE.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135251704","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 : 2023-10-08DOI: 10.1080/14681366.2023.2268108
Eli Smeplass
This article critically examines the intricate balance between instrumentalism and the pursuit of a comprehensive perspective within higher education. Specifically, the study investigates the experiences of vocational teachers enrolled in a master’s program at a Norwegian university, as they grapple with the challenge of reconciling academic requisites with their vocational expertise. Drawing on the transformative conduit of ‘communities of practice’ introduced by Lave and Wenger, the research addresses this multifaceted undertaking. Embracing an educational approach that values adult learners’ prior experiences, the article advocates for the cultivation of communities of practice. This approach facilitates the exchange of insights and collaborative learning, empowering vocational teachers to adeptly navigate the academic landscape while integrating their vocational wisdom. The analysis illustrated how the program’s curriculum, incorporation of real-world experiences, and development of diverse study techniques can enhance learning outcomes. Through Lave and Wenger’s theoretical framework and its practical application, the article contributes to the discourse on fostering inclusivity within higher education. Centring on vocational teachers, who bring invaluable practical experiences, our study emphasises the potential to nurture engagement, bridge the gap between past experiences and the acquisition of new knowledge and skills, and ultimately cultivate a more inclusive and impactful academic environment.
{"title":"Nurturing inclusivity and professional growth among vocational teachers through communities of practice","authors":"Eli Smeplass","doi":"10.1080/14681366.2023.2268108","DOIUrl":"https://doi.org/10.1080/14681366.2023.2268108","url":null,"abstract":"This article critically examines the intricate balance between instrumentalism and the pursuit of a comprehensive perspective within higher education. Specifically, the study investigates the experiences of vocational teachers enrolled in a master’s program at a Norwegian university, as they grapple with the challenge of reconciling academic requisites with their vocational expertise. Drawing on the transformative conduit of ‘communities of practice’ introduced by Lave and Wenger, the research addresses this multifaceted undertaking. Embracing an educational approach that values adult learners’ prior experiences, the article advocates for the cultivation of communities of practice. This approach facilitates the exchange of insights and collaborative learning, empowering vocational teachers to adeptly navigate the academic landscape while integrating their vocational wisdom. The analysis illustrated how the program’s curriculum, incorporation of real-world experiences, and development of diverse study techniques can enhance learning outcomes. Through Lave and Wenger’s theoretical framework and its practical application, the article contributes to the discourse on fostering inclusivity within higher education. Centring on vocational teachers, who bring invaluable practical experiences, our study emphasises the potential to nurture engagement, bridge the gap between past experiences and the acquisition of new knowledge and skills, and ultimately cultivate a more inclusive and impactful academic environment.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135250863","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 : 2023-09-28DOI: 10.1080/14681366.2023.2262473
Bich-Hang Duong, Vu Dao, Joan DeJaeghere
ABSTRACTCompetency-based education (CBE) has been widely adopted in various educational contexts although research discussing how CBE is implemented in local contexts and how it shifts (or not) teaching practices is limited. This study explores how Vietnamese secondary teachers made sense of general competencies and adapted their teaching towards competency development. Using a sociocultural approach to sensemaking, this study examined secondary teachers’ interpretations and teaching practices of competencies. The study used a qualitative longitudinal design that included teacher interviews and video-cued reflections of their teaching practices. The findings illustrate teachers’ ambivalence about the new curriculum competencies and how to align their practices with the CBE reform. A common pattern across all teachers was that they made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitudes, character, and morality. Over the years, teachers also emphasised the real-life application of competencies towards whole-person development. This study contributes to sociocultural perspectives on teaching and the CBE literature by showing the ways in which teachers used cultural ideas and artefacts to expand and limit their meanings of competencies in practice.KEYWORDS: Competency-based educationcurriculum reformsecondary educationteachers’ sensemakingteaching practicesVietnam AcknowledgementsWe would like to express our gratitude to the teachers who participated in this study, Dr. Lan Phuong Nguyen, Dr. Minh Phuong Luong and the research team at Vietnam Institute of Educational Sciences (VNIES) who collected data and assisted with transcription in preparation for analysis. We would also like to thank the reviewers for their constructive feedback to improve our paper.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The idea/l of developing a well-rounded socialist person has long been reflected in Vietnam’s education policies and curricula since the early 1950s. The current ideal of well-rounded/holistic education envisions developing citizens to have knowledge, skills, well-being, and moral values necessary for future careers and citizenship (see Duong Citation2022).2. The data were gathered by Vietnamese researchers who were trained in these qualitative methods. Two of the authors conducted the training and oversaw the generation of data, including conducting interviews in schools in one province. Two of the authors are also Vietnamese educators and researchers who conducted the analysis in Vietnamese; data were also translated to English, and the third author was involved in reviewing and discussing all the analyses for this paper. We acknowledge all the researchers involved in the research in our acknowledgement statement.3. Vietnamese teachers have been familiar with the ‘KSA requirements for outcome standards’ for many years in the current curriculum.4. th
{"title":"Complexities in teaching competencies: a longitudinal analysis of Vietnamese teachers’ sensemaking and practices","authors":"Bich-Hang Duong, Vu Dao, Joan DeJaeghere","doi":"10.1080/14681366.2023.2262473","DOIUrl":"https://doi.org/10.1080/14681366.2023.2262473","url":null,"abstract":"ABSTRACTCompetency-based education (CBE) has been widely adopted in various educational contexts although research discussing how CBE is implemented in local contexts and how it shifts (or not) teaching practices is limited. This study explores how Vietnamese secondary teachers made sense of general competencies and adapted their teaching towards competency development. Using a sociocultural approach to sensemaking, this study examined secondary teachers’ interpretations and teaching practices of competencies. The study used a qualitative longitudinal design that included teacher interviews and video-cued reflections of their teaching practices. The findings illustrate teachers’ ambivalence about the new curriculum competencies and how to align their practices with the CBE reform. A common pattern across all teachers was that they made sense of competencies as learning foundational knowledge and skills, in addition to developing good attitudes, character, and morality. Over the years, teachers also emphasised the real-life application of competencies towards whole-person development. This study contributes to sociocultural perspectives on teaching and the CBE literature by showing the ways in which teachers used cultural ideas and artefacts to expand and limit their meanings of competencies in practice.KEYWORDS: Competency-based educationcurriculum reformsecondary educationteachers’ sensemakingteaching practicesVietnam AcknowledgementsWe would like to express our gratitude to the teachers who participated in this study, Dr. Lan Phuong Nguyen, Dr. Minh Phuong Luong and the research team at Vietnam Institute of Educational Sciences (VNIES) who collected data and assisted with transcription in preparation for analysis. We would also like to thank the reviewers for their constructive feedback to improve our paper.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The idea/l of developing a well-rounded socialist person has long been reflected in Vietnam’s education policies and curricula since the early 1950s. The current ideal of well-rounded/holistic education envisions developing citizens to have knowledge, skills, well-being, and moral values necessary for future careers and citizenship (see Duong Citation2022).2. The data were gathered by Vietnamese researchers who were trained in these qualitative methods. Two of the authors conducted the training and oversaw the generation of data, including conducting interviews in schools in one province. Two of the authors are also Vietnamese educators and researchers who conducted the analysis in Vietnamese; data were also translated to English, and the third author was involved in reviewing and discussing all the analyses for this paper. We acknowledge all the researchers involved in the research in our acknowledgement statement.3. Vietnamese teachers have been familiar with the ‘KSA requirements for outcome standards’ for many years in the current curriculum.4. th","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135386563","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 : 2023-09-26DOI: 10.1080/14681366.2023.2260390
Nah Dominic, Li Yin Lim, Nur Diyanah Anwar, Jasmine B.-Y. Sim
ABSTRACTThis paper examines the official pedagogic discourse communicating the explicit inclusion of Mental Health (MH) education in Singapore’s revised 2021 Character and Citizenship (CCE2021) curriculum within Singapore’s state-driven educational context of decentralised centralism. By adapting Basil Bernstein’s theoretical work on pedagogic discourse – using William Tyler’s typology of Bernstein’s ‘Pedagogic Codes’ and ‘Official Pedagogic Identities’ – our findings reveal how MH in CCE2021 projects different, simultaneous student identities. These include retrospective identities of students as resilient, community-minded citizens; prospective identities of students as vulnerable cyber users requiring explicit guidance for their future-readiness; de-centred therapeutic identities of students as reflective, self-actualising students requiring psychological safety; and de-centred market identities of students as trained advocates and community first responders. Together, they generate a tension where therapeutic identities are positioned as prerequisite to the other identities, subsuming individual well-being within community well-being, and conflating the intrinsic good of personal resilience with instrumental notions of future-readiness. This expresses a paradox where state-student social relations are both transformed and continued, as concerns of student confidentiality and efficacy of help-seeking efforts persist. Overall, we contend the educational reform of MH in CCE2021 accommodates rather than reconciles progressive concerns of youth mental health with neoliberal state imperatives.KEYWORDS: Mental health educationcharacter educationcitizenship educationBasil Bernsteinofficial pedagogic identitiesSingapore AcknowledgementsOur first and third author (Nah Dominic and Nur Diyanah Anwar) were both supported by the Nanyang Technological University Research Scholarship during the co-authorship of this manuscript. The authors would like to thank Emeritus Professor Dr. Ron Toomey (Victoria University) and Associate Professor Dr. Lim Tze-Wei Leonel (National Institute of Education, Nanyang Technological University) for useful comments on earlier drafts of this manuscript. We would also like to thank the two anonymous reviewers for their insightful comments and suggestions.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Nanyang Technological University [Nanyang Technological University Research Scholarship].
{"title":"Moulding student mental health in Singapore’s Character and Citizenship Education: projected pedagogic identities","authors":"Nah Dominic, Li Yin Lim, Nur Diyanah Anwar, Jasmine B.-Y. Sim","doi":"10.1080/14681366.2023.2260390","DOIUrl":"https://doi.org/10.1080/14681366.2023.2260390","url":null,"abstract":"ABSTRACTThis paper examines the official pedagogic discourse communicating the explicit inclusion of Mental Health (MH) education in Singapore’s revised 2021 Character and Citizenship (CCE2021) curriculum within Singapore’s state-driven educational context of decentralised centralism. By adapting Basil Bernstein’s theoretical work on pedagogic discourse – using William Tyler’s typology of Bernstein’s ‘Pedagogic Codes’ and ‘Official Pedagogic Identities’ – our findings reveal how MH in CCE2021 projects different, simultaneous student identities. These include retrospective identities of students as resilient, community-minded citizens; prospective identities of students as vulnerable cyber users requiring explicit guidance for their future-readiness; de-centred therapeutic identities of students as reflective, self-actualising students requiring psychological safety; and de-centred market identities of students as trained advocates and community first responders. Together, they generate a tension where therapeutic identities are positioned as prerequisite to the other identities, subsuming individual well-being within community well-being, and conflating the intrinsic good of personal resilience with instrumental notions of future-readiness. This expresses a paradox where state-student social relations are both transformed and continued, as concerns of student confidentiality and efficacy of help-seeking efforts persist. Overall, we contend the educational reform of MH in CCE2021 accommodates rather than reconciles progressive concerns of youth mental health with neoliberal state imperatives.KEYWORDS: Mental health educationcharacter educationcitizenship educationBasil Bernsteinofficial pedagogic identitiesSingapore AcknowledgementsOur first and third author (Nah Dominic and Nur Diyanah Anwar) were both supported by the Nanyang Technological University Research Scholarship during the co-authorship of this manuscript. The authors would like to thank Emeritus Professor Dr. Ron Toomey (Victoria University) and Associate Professor Dr. Lim Tze-Wei Leonel (National Institute of Education, Nanyang Technological University) for useful comments on earlier drafts of this manuscript. We would also like to thank the two anonymous reviewers for their insightful comments and suggestions.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Nanyang Technological University [Nanyang Technological University Research Scholarship].","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134958518","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 : 2023-09-21DOI: 10.1080/14681366.2023.2261465
Sigal Ozery Roitberg
ABSTRACTContemporary literature reveals that many educators, especially those in elementary schools and in conflict-effected societies, are reluctant to engage in the teaching of current public issues, even more so social controversies. However, this qualitative study examined the successful experience and the perspectives of educators from two elementary schools in Israel who avoided the tendency to bypass these issues and instead embraced them within the framework of ‘Actualiya’ learning. They also trained their students to search for controversy, to identify its rational and emotional origins, to spend time seeking their own opinions and to accommodate the tensions it evoked. The cumulative effect of containing the tension the controversy evoked fostered a complex experience of democratic citizenship with particular and universal affinities. This research enabled us to learn inductively about the pedagogical principles required for an updated civic education instruction in politically challenged societies.KEYWORDS: Civic educationcurrent eventscontroversial issuesbottom-up educational construction AcknowledgementsI wish to thank Professor Mira Karnieli [Oranim College, Israel] for her sensitive and professional academic advisor; Dr. Liat Yosefsberg and Professor Elit Olstein form MOFET institute for their wise remarks; PRS for their proof reading services, and the research participants for making this research possible.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. While there were less successful lessons and challenges and difficulties that occurred in the application of ‘actualiya’ learning in practice (and this article refers to some of the main challenges and difficulties involved), the focus of this paper is on successful experiences of ‘actualiya’ to explore ways of ‘doing it well’.2. According to the interviews and to the actualiya lessons I observed, these lessons dealt with controversial issues such as: Palestinian protests in Gaza, #MeToo protests, soccer and politics, the Prime Minister’s investigations, and seemingly un-controversial issues such as: realty shows, ecological risks, scientific innovations, space discoveries, animal rights, prostitution, children’s rights etc.3. ‘Repair’ was elementary school till the 6th grade and ‘Improvement’ was elementary school till the 8th grade.Additional informationFundingThis work was supported by the MOFET institute.
{"title":"<i>‘Actualiya learning’</i> : a bottom-up construction for civic education in two of Israel’s <i>‘educational Islands’</i>","authors":"Sigal Ozery Roitberg","doi":"10.1080/14681366.2023.2261465","DOIUrl":"https://doi.org/10.1080/14681366.2023.2261465","url":null,"abstract":"ABSTRACTContemporary literature reveals that many educators, especially those in elementary schools and in conflict-effected societies, are reluctant to engage in the teaching of current public issues, even more so social controversies. However, this qualitative study examined the successful experience and the perspectives of educators from two elementary schools in Israel who avoided the tendency to bypass these issues and instead embraced them within the framework of ‘Actualiya’ learning. They also trained their students to search for controversy, to identify its rational and emotional origins, to spend time seeking their own opinions and to accommodate the tensions it evoked. The cumulative effect of containing the tension the controversy evoked fostered a complex experience of democratic citizenship with particular and universal affinities. This research enabled us to learn inductively about the pedagogical principles required for an updated civic education instruction in politically challenged societies.KEYWORDS: Civic educationcurrent eventscontroversial issuesbottom-up educational construction AcknowledgementsI wish to thank Professor Mira Karnieli [Oranim College, Israel] for her sensitive and professional academic advisor; Dr. Liat Yosefsberg and Professor Elit Olstein form MOFET institute for their wise remarks; PRS for their proof reading services, and the research participants for making this research possible.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. While there were less successful lessons and challenges and difficulties that occurred in the application of ‘actualiya’ learning in practice (and this article refers to some of the main challenges and difficulties involved), the focus of this paper is on successful experiences of ‘actualiya’ to explore ways of ‘doing it well’.2. According to the interviews and to the actualiya lessons I observed, these lessons dealt with controversial issues such as: Palestinian protests in Gaza, #MeToo protests, soccer and politics, the Prime Minister’s investigations, and seemingly un-controversial issues such as: realty shows, ecological risks, scientific innovations, space discoveries, animal rights, prostitution, children’s rights etc.3. ‘Repair’ was elementary school till the 6th grade and ‘Improvement’ was elementary school till the 8th grade.Additional informationFundingThis work was supported by the MOFET institute.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136153617","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 : 2023-09-18DOI: 10.1080/14681366.2023.2259404
Shari Sabeti
What constitutes ‘teacher identity’ and ‘artist identity’ have received considerable scholarly attention but there has been little exploration of how these identities intersect in the practice of ‘teaching artists’. This article argues that paying close attention to that practice, as well as the artist’s own perspectives and reflections on it, produces important insights into this intersection, including where it becomes both productive and problematic. Drawing on portraiture methodology, it analyses how the Marshallese spoken word artist, Kathy Jetñil-Kijiner, structures and delivers workshops in order to develop the critical consciousness of participants. Drawing on Webb Keane’s discussion of consciousness-raising and ‘ethical feeling’ in the feminist movement of the 1960s, as well as insights derived from Sara Ahmed’s reconceptualisation of the ‘feminisit killjoy’, the central role that the emotion of anger plays in her approach is explored. The article goes on to share some of Jetñil-Kijiner’s own reflections on the workshops, their outcomes, and her complex positionality as a Marshallese artist engaged in de-colonial work within a neo-colonial context. In conclusion, some broader questions about the artist/teacher intersection, the transferability of critical pedagogical approaches, and the challenges of teaching through emotion are raised.
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Pub Date : 2023-09-13DOI: 10.1080/14681366.2023.2258382
Sheryl Clark, Esther Sayers
This paper details findings from our research into girls’ and non-binary young people’s take-up of skateboarding during the COVID-19 pandemic. Our analysis contributes to wider discussions on gendered relations, young people’s embodied capacities and leisure adaptations in response to ongoing changes such as the pandemic. Based on qualitative interviews with 18 young people at a London skatepark, we found that the physical culture enacted there facilitated recovery from mental unwellness developed during or preceding the Covid crisis. This recovery was generated within new patterns of embodied movement, through relationships engendered in the space, and within the collective community ethic that was fostered at the skatepark. The temporal pause from usual routines during the pandemic created a space for collective critical reflection, healing and renewal within what we describe as a feminist ethic of care. We argue that this ethic contrasted in particular with the growing expectations of schooling and ‘intensified girlhoods’ that have come to characterise gendered everyday lives and therefore represents an alternative pedagogy of hope and recovery for these young people.
{"title":"Skateparks as communities of care: the role of skateboarding in girls’ and non-binary youth’s mental health recovery during lockdown","authors":"Sheryl Clark, Esther Sayers","doi":"10.1080/14681366.2023.2258382","DOIUrl":"https://doi.org/10.1080/14681366.2023.2258382","url":null,"abstract":"This paper details findings from our research into girls’ and non-binary young people’s take-up of skateboarding during the COVID-19 pandemic. Our analysis contributes to wider discussions on gendered relations, young people’s embodied capacities and leisure adaptations in response to ongoing changes such as the pandemic. Based on qualitative interviews with 18 young people at a London skatepark, we found that the physical culture enacted there facilitated recovery from mental unwellness developed during or preceding the Covid crisis. This recovery was generated within new patterns of embodied movement, through relationships engendered in the space, and within the collective community ethic that was fostered at the skatepark. The temporal pause from usual routines during the pandemic created a space for collective critical reflection, healing and renewal within what we describe as a feminist ethic of care. We argue that this ethic contrasted in particular with the growing expectations of schooling and ‘intensified girlhoods’ that have come to characterise gendered everyday lives and therefore represents an alternative pedagogy of hope and recovery for these young people.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135783513","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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