Pub Date : 2021-09-08DOI: 10.1080/14681366.2021.1977985
B. Dadvand, H. Cahill, Michalinos Zembylas
A large body of research has examined the implications of engagement with difficult knowledge across a range of areas in education including multi-cultural and anti-racist (teacher) education (Carson and Johnston 2000; Zembylas and Papamichael 2017), gender education (Cahill and Dadvand 2020; Robinson and Davies 2008), Indigenous education (Kerr 2014; Mcconaghy 2003) and history education (Lehrer, Milton, and Patterson 2011; Levy and Sheppard 2018). Despite the rich and growing body of work, debates about difficult knowledge in teaching and learning remain largely constrained within disciplinary boundaries and face the challenge associated with translating theory into practice effectively. This special issue addresses this gap focusing on the often-under-acknowledged dimensions of educators’ work when they are called upon to engage with and re-present difficult knowledge. The overarching aim is to advance scholarship in the application of theory to practice in discussions about difficult knowledge by: (1) making visible the complex ways in which personal, social, material, institutional, ideological, historical factors create affective entanglements and mediate pedagogical responses to difficult knowledge and (2) extrapolating pedagogical offerings from scholarship across different disciplinary areas in education to inform a more coherent response to the challenges that educators face when engaging with forms of difficult knowledge. This special issue is born out of our interest in advancing the use of theory to inform practice in the field of teaching and teacher education. The special issue is also driven by a shared desire to address different forms of injustice through praxisbased and productive encounters with difficult knowledge across disciplinary boundaries. At the backdrop of our discussions about difficult knowledge in teaching and learning lie two challenges associated with the current rise of ‘post-truth’ politics and the increasing social, political, economic and environmental uncertainties, which have made the need for effective educational responses ever more urgent. The enduring and evolving nature of these challenges have intensified calls to open up new ways of thinking about responsibility and solidarity with ‘the other’ beyond one’s personal, spatial and temporal contexts.
大量的研究调查了在教育的一系列领域中，包括多元文化和反种族主义(教师)教育中，与困难知识接触的影响(Carson and Johnston 2000;Zembylas and Papamichael 2017)，性别教育(Cahill and Dadvand 2020;Robinson and Davies 2008)，土著教育(Kerr 2014;Mcconaghy 2003)和历史教育(Lehrer, Milton, and Patterson 2011;Levy and Sheppard 2018)。尽管有丰富和不断增长的工作，关于教学和学习中困难知识的争论仍然很大程度上局限于学科界限，并面临着将理论有效地转化为实践的挑战。本期特刊解决了这一差距，重点关注教育工作者在被要求接触和再现困难知识时经常被忽视的工作方面。总体目标是通过以下方式促进理论应用于讨论困难知识的实践:(1)可见的复杂方式个人、社会、物质、制度、意识形态、历史因素创造情感纠葛和协调教育应对困难的知识和(2)推断教学产品从不同学科领域学术教育通知更连贯的反应时,教育工作者所面临的挑战与困难的知识形式。本期特刊源于我们对促进理论在教学和教师教育领域应用于实践的兴趣。通过跨学科界限的困难知识的实践和富有成效的接触，解决不同形式的不公正现象，这一共同愿望也推动了这一特别问题。在我们讨论教与学中困难知识的背景下，有两个挑战与当前“后真相”政治的兴起以及日益增加的社会、政治、经济和环境不确定性有关，这使得有效的教育响应的需求更加迫切。这些挑战的持久性和不断演变的性质，使我们更加需要开辟新的思维方式，超越个人、空间和时间背景，思考责任和与“他者”的团结。
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Pub Date : 2021-09-08DOI: 10.1080/14681366.2021.1977984
Professor Michalinos Zembylas
ABSTRACT This article contributes to conversations around difficult knowledge in pedagogy by (a) investigating how post-truth claims about issues of race and racism may constitute forms of difficult knowledge, and (b) proposing that fostering ‘affective solidarity’ can constitute a productive pedagogical response to post-truth claims, because it moves beyond mere rejection of the epistemological grounding of those claims. It is argued that if educators are to consider strategic and productive ways of confronting the multiple challenges of post-truth as difficult knowledge in the classroom, then evidentiary epistemologies will not be enough. Educators would do well to diversify their tools of addressing post-truth claims by exploring how a pedagogical framework grounded in fostering affective solidarity can reinvent affective relations with others, thus creating new avenues of knowledge-making beyond the narrow epistemic framing of post-truth claims.
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Pub Date : 2021-08-26DOI: 10.1080/14681366.2021.1967686
Adnan Bayyat
The Future of Teaching is, as posited on the cover, ‘a timely tour de force.’ It is, however, marred by Claxton’s (2021) vituperative railing across ten chapters that incites regression to the ‘vit...
{"title":"Considerations for 21st century pedagogy?","authors":"Adnan Bayyat","doi":"10.1080/14681366.2021.1967686","DOIUrl":"https://doi.org/10.1080/14681366.2021.1967686","url":null,"abstract":"The Future of Teaching is, as posited on the cover, ‘a timely tour de force.’ It is, however, marred by Claxton’s (2021) vituperative railing across ten chapters that incites regression to the ‘vit...","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"627 - 632"},"PeriodicalIF":2.0,"publicationDate":"2021-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41537469","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 : 2021-08-13DOI: 10.1080/14681366.2021.1966080
V. Tarrayo
ABSTRACT In the Philippines, previous studies have revealed that the implementation of gender mainstreaming in education has remained vague. Also, there is a lacuna in the literature about informed accounts of teachers, particularly English language teachers, in their attempts to mainstream gender-and-development (GAD) education in Philippine schools. Through a qualitative survey among 124 Filipino senior high school teachers of English and follow-up focus group discussions, this paper explores English language teachers’ perceptions of the advantages, ways of, and challenges to incorporating gender dimensions in ELT. Findings indicate that teachers are ready to integrate a gender perspective into their teaching; however, concrete frameworks, curriculum materials, teacher education, and institutional support are crucial given the sensitive, ethical concerns that consideration of gender may generate among educators, students, and the wider community. Implications from this investigation could trigger similar accounts and experiences in teaching-learning contexts where the gender perspective may be integrated.
{"title":"Navigating the gender dimensions in English language teaching: perceptions of senior high school teachers in the Philippines","authors":"V. Tarrayo","doi":"10.1080/14681366.2021.1966080","DOIUrl":"https://doi.org/10.1080/14681366.2021.1966080","url":null,"abstract":"ABSTRACT In the Philippines, previous studies have revealed that the implementation of gender mainstreaming in education has remained vague. Also, there is a lacuna in the literature about informed accounts of teachers, particularly English language teachers, in their attempts to mainstream gender-and-development (GAD) education in Philippine schools. Through a qualitative survey among 124 Filipino senior high school teachers of English and follow-up focus group discussions, this paper explores English language teachers’ perceptions of the advantages, ways of, and challenges to incorporating gender dimensions in ELT. Findings indicate that teachers are ready to integrate a gender perspective into their teaching; however, concrete frameworks, curriculum materials, teacher education, and institutional support are crucial given the sensitive, ethical concerns that consideration of gender may generate among educators, students, and the wider community. Implications from this investigation could trigger similar accounts and experiences in teaching-learning contexts where the gender perspective may be integrated.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"933 - 953"},"PeriodicalIF":2.0,"publicationDate":"2021-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49205231","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 : 2021-07-23DOI: 10.1080/14681366.2021.1955736
N. Veraksa, S. Sheridan, Yeshe Colliver
ABSTRACT Child-centred and teacher-directed curricula have long been presented as mutually exclusive approaches to early education. Interestingly, recent research suggests a ‘balance’ of the two yields the best child outcomes, yet how this balance is struck varies considerably across contexts and even studies. In this paper, we use the writings of Russian cultural-historical scholars to examine the orientations of adult and child perspectives. We propose a unifying theoretical model to describe the hypothetical extremities of child-centred and teacher-directed activities as a way that educational leaders may chart children’s activities across this spectrum. Given the moral imperative to provide balance, the model is proposed as a way to approximate it across the child’s day. We also offer two central classroom techniques as pedagogical moves to redress the tension between child-centred and teacher-directed approaches and ensure the morally imperative inclusion of children’s perspectives.
{"title":"Balancing child-centred with teacher-directed approaches to early education: Incorporating young children’s perspectives","authors":"N. Veraksa, S. Sheridan, Yeshe Colliver","doi":"10.1080/14681366.2021.1955736","DOIUrl":"https://doi.org/10.1080/14681366.2021.1955736","url":null,"abstract":"ABSTRACT Child-centred and teacher-directed curricula have long been presented as mutually exclusive approaches to early education. Interestingly, recent research suggests a ‘balance’ of the two yields the best child outcomes, yet how this balance is struck varies considerably across contexts and even studies. In this paper, we use the writings of Russian cultural-historical scholars to examine the orientations of adult and child perspectives. We propose a unifying theoretical model to describe the hypothetical extremities of child-centred and teacher-directed activities as a way that educational leaders may chart children’s activities across this spectrum. Given the moral imperative to provide balance, the model is proposed as a way to approximate it across the child’s day. We also offer two central classroom techniques as pedagogical moves to redress the tension between child-centred and teacher-directed approaches and ensure the morally imperative inclusion of children’s perspectives.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"915 - 932"},"PeriodicalIF":2.0,"publicationDate":"2021-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1955736","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47163652","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 : 2021-07-19DOI: 10.1080/14681366.2021.1955405
Chayla Haynes, LaWanda W. M. Ward, Lori D. Patton
ABSTRACT Racist and sexist power hierarchies endure in the US under the guise of fake news. The authors engage in the Black feminist tradition of truth-telling and centre the experiences of Black women in their examination of fake news and higher education’s role in the perpetuation of state violence. Their analysis shows higher education institutions can engage a pedagogy of fake news, which functions as language in service to state violence against Black women. This article closes with a discussion of how higher education institutions can engage in transversal politics, in solidarity with Black women to put an end to the state violence that shapes their everyday lives.
{"title":"Truth-telling, Black women and the pedagogy of fake news in higher education","authors":"Chayla Haynes, LaWanda W. M. Ward, Lori D. Patton","doi":"10.1080/14681366.2021.1955405","DOIUrl":"https://doi.org/10.1080/14681366.2021.1955405","url":null,"abstract":"ABSTRACT Racist and sexist power hierarchies endure in the US under the guise of fake news. The authors engage in the Black feminist tradition of truth-telling and centre the experiences of Black women in their examination of fake news and higher education’s role in the perpetuation of state violence. Their analysis shows higher education institutions can engage a pedagogy of fake news, which functions as language in service to state violence against Black women. This article closes with a discussion of how higher education institutions can engage in transversal politics, in solidarity with Black women to put an end to the state violence that shapes their everyday lives.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"899 - 914"},"PeriodicalIF":2.0,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1955405","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45720094","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 : 2021-07-15DOI: 10.1080/14681366.2021.1948444
Oscar Ölmefors, J. Scheffel
ABSTRACT Flipped classroom pedagogics has become a widely used approach within blended learning. The aim of the present study is to add students’ perspectives on the flipped classroom as used as a pedagogical method in a Swedish upper secondary school. In this qualitative study, eight students participated in focus group interviews. Problems were found both for neurotypical students as well as for a neurodiverse student. Unless special care is taken, students with neurodiversity may not be given equal opportunities for learning, in conflict with Swedish school legislation. Issues are discussed that need to be addressed when introducing flipped classroom course design at high school level.
{"title":"High school student perspectives on flipped classroom learning","authors":"Oscar Ölmefors, J. Scheffel","doi":"10.1080/14681366.2021.1948444","DOIUrl":"https://doi.org/10.1080/14681366.2021.1948444","url":null,"abstract":"ABSTRACT Flipped classroom pedagogics has become a widely used approach within blended learning. The aim of the present study is to add students’ perspectives on the flipped classroom as used as a pedagogical method in a Swedish upper secondary school. In this qualitative study, eight students participated in focus group interviews. Problems were found both for neurotypical students as well as for a neurodiverse student. Unless special care is taken, students with neurodiversity may not be given equal opportunities for learning, in conflict with Swedish school legislation. Issues are discussed that need to be addressed when introducing flipped classroom course design at high school level.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"707 - 724"},"PeriodicalIF":2.0,"publicationDate":"2021-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1948444","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47231087","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 : 2021-07-14DOI: 10.1080/14681366.2021.1954987
Aleksandra Litawa
ABSTRACT This article supports the thesis that popular art can be a source of learning for adults. Questions are framed in the context of the trend for public pedagogy and the andragogical concepts of learning put forward by Jack Mezirow and Knud Illeris. To illustrate the problem, selected popular culture texts from the field of movies, street art, and TV series are used. On the basis of the analyses conducted, three conclusions are formulated. The first is that popular art can be a source of transformative learning. The second conclusion shows that the human learning process that takes place in relation to popular art integrates three dimensions of learning: the cognitive, emotional, and social. The third conclusion points to popular art as a form of public pedagogy.
{"title":"On popular art as a source of adult learning","authors":"Aleksandra Litawa","doi":"10.1080/14681366.2021.1954987","DOIUrl":"https://doi.org/10.1080/14681366.2021.1954987","url":null,"abstract":"ABSTRACT This article supports the thesis that popular art can be a source of learning for adults. Questions are framed in the context of the trend for public pedagogy and the andragogical concepts of learning put forward by Jack Mezirow and Knud Illeris. To illustrate the problem, selected popular culture texts from the field of movies, street art, and TV series are used. On the basis of the analyses conducted, three conclusions are formulated. The first is that popular art can be a source of transformative learning. The second conclusion shows that the human learning process that takes place in relation to popular art integrates three dimensions of learning: the cognitive, emotional, and social. The third conclusion points to popular art as a form of public pedagogy.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"887 - 898"},"PeriodicalIF":2.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49532124","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 : 2021-07-11DOI: 10.1080/14681366.2021.1952295
Christina Tatham-Fashanu
ABSTRACT In Britain, ‘super-diverse’ communities, where children navigate multiple cultural repertoires, are increasingly prevalent. However, Reception teachers are pressured to ensure children, aged four and five, conform to a narrow conception of ‘school-readiness’. Research demonstrates children in multicultural contexts construct a ‘third space’, bridging their home and school discourses. This research shows how opportunities for third space creation are inherently tied to the nature of physical space, and its concomitant social expectations. It is argued that complexity in super-diverse communities can be harnessed and embraced, rather than reduced. Data presented were drawn from a year-long collaborative ethnographic study of children in a Reception class in the north of England. Children co-created cartoons, collaborating with the researcher in interpreting the data. Significantly, findings indicate that teachers can incorporate the third space as an alternative lens through which to understand and meet the challenges of teaching a linguistically and culturally diverse student cohort.
{"title":"A third space pedagogy: embracing complexity in a super-diverse, early childhood education setting","authors":"Christina Tatham-Fashanu","doi":"10.1080/14681366.2021.1952295","DOIUrl":"https://doi.org/10.1080/14681366.2021.1952295","url":null,"abstract":"ABSTRACT In Britain, ‘super-diverse’ communities, where children navigate multiple cultural repertoires, are increasingly prevalent. However, Reception teachers are pressured to ensure children, aged four and five, conform to a narrow conception of ‘school-readiness’. Research demonstrates children in multicultural contexts construct a ‘third space’, bridging their home and school discourses. This research shows how opportunities for third space creation are inherently tied to the nature of physical space, and its concomitant social expectations. It is argued that complexity in super-diverse communities can be harnessed and embraced, rather than reduced. Data presented were drawn from a year-long collaborative ethnographic study of children in a Reception class in the north of England. Children co-created cartoons, collaborating with the researcher in interpreting the data. Significantly, findings indicate that teachers can incorporate the third space as an alternative lens through which to understand and meet the challenges of teaching a linguistically and culturally diverse student cohort.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"863 - 881"},"PeriodicalIF":2.0,"publicationDate":"2021-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1952295","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46652702","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 : 2021-07-10DOI: 10.1080/14681366.2021.1952294
Jabari Evans
ABSTRACT Using the Connected Learning framework as a conceptual lens, this study utilises interviews and focus groups to explore classroom outcomes of and Hip-Hop Music Education programme piloted within two predominantly African American urban elementary schools. Three specific themes that emerged within post-program discussions with participants were that the program’s critical elements were that it: a) valued student enthusiasm for Hip-Hop music culture and centred discussions of its current social climate as appropriate for the academic setting, b) provided mentorship to see music as an agent for social change and c) nurtured their Hip-Hop identities in ways that were impactful for their individual trajectories. These findings suggest that Hip-Hop education programmes can be supportive to Black youths’ critical thinking, individual empowerment and understanding of community. To conclude, I argue that participation in Hip-Hop Based Education programs are a multi-dimensional asset that can empower Black youths for the media literacy education necessary to navigate their social, civic, personal, academic and professional lives.
{"title":"Reframing civic education through hip-hop artistic practices: an empowerment and equity based learning model for black adolescents","authors":"Jabari Evans","doi":"10.1080/14681366.2021.1952294","DOIUrl":"https://doi.org/10.1080/14681366.2021.1952294","url":null,"abstract":"ABSTRACT Using the Connected Learning framework as a conceptual lens, this study utilises interviews and focus groups to explore classroom outcomes of and Hip-Hop Music Education programme piloted within two predominantly African American urban elementary schools. Three specific themes that emerged within post-program discussions with participants were that the program’s critical elements were that it: a) valued student enthusiasm for Hip-Hop music culture and centred discussions of its current social climate as appropriate for the academic setting, b) provided mentorship to see music as an agent for social change and c) nurtured their Hip-Hop identities in ways that were impactful for their individual trajectories. These findings suggest that Hip-Hop education programmes can be supportive to Black youths’ critical thinking, individual empowerment and understanding of community. To conclude, I argue that participation in Hip-Hop Based Education programs are a multi-dimensional asset that can empower Black youths for the media literacy education necessary to navigate their social, civic, personal, academic and professional lives.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"845 - 861"},"PeriodicalIF":2.0,"publicationDate":"2021-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1952294","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43601156","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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