Pub Date : 2023-01-01DOI: 10.1080/14681366.2021.1884121
Aparna Mishra Tarc
ABSTRACT This paper introduces researchers and scholars to psychosocial qualitative methods when researching affective aspects of classroom pedagogy. It theorises affect as felt processes that defy representation circulating in teaching and learning. Turning to the psychoanalytic field of infant observation, the author outlines the immense potential of deeply qualifying the relational dynamics of pedagogy for the field of education. The paper offers a case of a child’s literacy to generate insight into the critical importance of documenting pedagogical interactions when teaching young children. The author finds that in-depth qualification of and on pedagogical encounter can instantiate a new course in pedagogical research, one that takes seriously what is unknown about learning taking place inside and between learners and teachers. Studying pedagogical encounters contributes new knowledge of the significance of the teaching relation in supporting children and students to learn.
{"title":"Qualifying pedagogy: observations on a pedagogical encounter","authors":"Aparna Mishra Tarc","doi":"10.1080/14681366.2021.1884121","DOIUrl":"https://doi.org/10.1080/14681366.2021.1884121","url":null,"abstract":"ABSTRACT This paper introduces researchers and scholars to psychosocial qualitative methods when researching affective aspects of classroom pedagogy. It theorises affect as felt processes that defy representation circulating in teaching and learning. Turning to the psychoanalytic field of infant observation, the author outlines the immense potential of deeply qualifying the relational dynamics of pedagogy for the field of education. The paper offers a case of a child’s literacy to generate insight into the critical importance of documenting pedagogical interactions when teaching young children. The author finds that in-depth qualification of and on pedagogical encounter can instantiate a new course in pedagogical research, one that takes seriously what is unknown about learning taking place inside and between learners and teachers. Studying pedagogical encounters contributes new knowledge of the significance of the teaching relation in supporting children and students to learn.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"28 1","pages":"75 - 90"},"PeriodicalIF":2.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83846242","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 : 2022-08-08DOI: 10.1080/14681366.2020.1830842
Elin Sundström Sjödin
ABSTRACT This article reports on an empirical study of a literature project at a special residential home for detained youth in Sweden. Informed by critical literacy, the study explored the ways in which versions of empowerment in relation to reading were performed in a ‘critical space’. The ethnographic study was analytically inspired by the actor-network theory. Observations and interviews with students and teachers were used to understand the ambiguous and at times contradictory ways that empowerment was enacted; aligning with or refusing to align with dominant literacies or institutionalised expectations of development and improvement. Two different versions of empowerment are explored; these exist in tension with each other and are enacted in the material. The paper concludes with a discussion of the reading project as a critical space, a specific site that offered more critical elements of reading to take part in education.
{"title":"Empowerment(s) in practice: reading literature in a critical space","authors":"Elin Sundström Sjödin","doi":"10.1080/14681366.2020.1830842","DOIUrl":"https://doi.org/10.1080/14681366.2020.1830842","url":null,"abstract":"ABSTRACT This article reports on an empirical study of a literature project at a special residential home for detained youth in Sweden. Informed by critical literacy, the study explored the ways in which versions of empowerment in relation to reading were performed in a ‘critical space’. The ethnographic study was analytically inspired by the actor-network theory. Observations and interviews with students and teachers were used to understand the ambiguous and at times contradictory ways that empowerment was enacted; aligning with or refusing to align with dominant literacies or institutionalised expectations of development and improvement. Two different versions of empowerment are explored; these exist in tension with each other and are enacted in the material. The paper concludes with a discussion of the reading project as a critical space, a specific site that offered more critical elements of reading to take part in education.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"92 1","pages":"581 - 598"},"PeriodicalIF":2.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88406211","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 : 2022-02-20DOI: 10.1080/14681366.2022.2041074
S. Lukey, L. Keevers, Chye Toole Anstey, J. Stewart, S. Dodd, Lisa MacLeod
{"title":"Practices and programmes that enhance successful transition and participation in high school for Indigenous young people: a systematic review","authors":"S. Lukey, L. Keevers, Chye Toole Anstey, J. Stewart, S. Dodd, Lisa MacLeod","doi":"10.1080/14681366.2022.2041074","DOIUrl":"https://doi.org/10.1080/14681366.2022.2041074","url":null,"abstract":"","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43277412","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 : 2022-02-14DOI: 10.1080/14681366.2022.2041707
Rabah Halabi
{"title":"Dialogic teaching in the academy: difficulties, challenges and an opportunity for engaged, active and critical learning","authors":"Rabah Halabi","doi":"10.1080/14681366.2022.2041707","DOIUrl":"https://doi.org/10.1080/14681366.2022.2041707","url":null,"abstract":"","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42068722","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 : 2022-02-10DOI: 10.1080/14681366.2022.2039752
Lina Boulos, Rawia Hayik, Amal Taha-Fahoum, Yaser Awad
{"title":"Culture-based pedagogy in the Palestinian-Israeli College classroom","authors":"Lina Boulos, Rawia Hayik, Amal Taha-Fahoum, Yaser Awad","doi":"10.1080/14681366.2022.2039752","DOIUrl":"https://doi.org/10.1080/14681366.2022.2039752","url":null,"abstract":"","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46871235","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 : 2022-02-08DOI: 10.1080/14681366.2022.2039270
Nana Ariel
{"title":"Don’t think before you speak: on the gradual formation of thoughts during speech","authors":"Nana Ariel","doi":"10.1080/14681366.2022.2039270","DOIUrl":"https://doi.org/10.1080/14681366.2022.2039270","url":null,"abstract":"","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41603563","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 : 2022-01-30DOI: 10.1080/14681366.2022.2027002
T. Davies
ABSTRACT Intercultural education in Australia has been positioned in State-based official curriculum and education policy as developing understanding between diverse cultural groups. However, cultivating such understanding far more complex in practice than policy and curriculum directives can capture. In Australia, eruptions of intercultural tensions has an ongoing and complex history. This paper examines the challenges for teachers’ intercultural practice in one Australian public school setting. Reporting on a single-site ethnography drawing on Lefebvre’s production of space. I conceptualise teachers’ intercultural work as a praxis of difference, this paper problematises the way intercultural education is often taken up in tokenistic ways and advocates for reimagining intercultural education as a challenge of practice. I argue that an examination of the conditions that produce complex relations between diverse cultural groups in particular spaces is a productive starting point for developing intercultural understanding as a rational praxis of difference .
{"title":"Towards a praxis of difference: Reimagining intercultural understanding in Australian schools as a challenge of practice","authors":"T. Davies","doi":"10.1080/14681366.2022.2027002","DOIUrl":"https://doi.org/10.1080/14681366.2022.2027002","url":null,"abstract":"ABSTRACT Intercultural education in Australia has been positioned in State-based official curriculum and education policy as developing understanding between diverse cultural groups. However, cultivating such understanding far more complex in practice than policy and curriculum directives can capture. In Australia, eruptions of intercultural tensions has an ongoing and complex history. This paper examines the challenges for teachers’ intercultural practice in one Australian public school setting. Reporting on a single-site ethnography drawing on Lefebvre’s production of space. I conceptualise teachers’ intercultural work as a praxis of difference, this paper problematises the way intercultural education is often taken up in tokenistic ways and advocates for reimagining intercultural education as a challenge of practice. I argue that an examination of the conditions that produce complex relations between diverse cultural groups in particular spaces is a productive starting point for developing intercultural understanding as a rational praxis of difference .","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45230504","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 : 2022-01-26DOI: 10.1080/14681366.2022.2030393
J. Tien
{"title":"Free schooling or freedom schooling? Negotiating constructivist learning and anti-racism in the Berkeley Experimental Schools","authors":"J. Tien","doi":"10.1080/14681366.2022.2030393","DOIUrl":"https://doi.org/10.1080/14681366.2022.2030393","url":null,"abstract":"","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45371245","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 : 2022-01-23DOI: 10.1080/14681366.2022.2030787
Aaron Weiss
{"title":"Pant Leg Pedagogy: Context and Conflict at Tafsīr Islamic Academy","authors":"Aaron Weiss","doi":"10.1080/14681366.2022.2030787","DOIUrl":"https://doi.org/10.1080/14681366.2022.2030787","url":null,"abstract":"","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43324216","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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