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Teaching to transgress : education as the practice of freedom
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In this article, the authors discuss the importance of engaged pedagogy and teaching to transgress in a multiracial world, focusing on the teaching of new worlds and new words.Abstract:
Introduction: Teaching to Transgress 1. Engaged Pedagogy 2. A Revolution of Values: The Promise of Multicultural Change 3. Embracing Change: Teaching in a Multicultural World 4. Paulo Freire 5. Theory as Liberatory Practice 6. Essentialism and Experience 7. Holding My Sister's Hand: Feminist Solidarity 8. Feminist Thinking: In the Classroom Right Now 9. Feminist Scholarship: Black Scholars 10. Building a Teaching Community: A Dialogue 11. Language: Teaching New Worlds / New Words 12. Confronting Class in the Classroom 13. Eros, Eroticism, and the Pedgagogical Process 14. Ecstasy: Teaching and Learning Without Limitsread more
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Journal ArticleDOI
Challenges to the classroom authority of women of color
TL;DR: Two women of color professors use the themes of authority, mastery, voice, and positionality to examine the theoretical and practical underpinnings of feminist pedagogy.
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Extending the Consequentiality of “Invisible Work” in the Food Justice Movement
TL;DR: In this paper, the authors worked with a group of resident-activists seeking social justice for their historically marginalized community and developed new tools (e.g., a software application) and understandings that could make learning consequential.
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Culturally Relevant Pedagogy Redux: Canadian Teachers' Conceptions of their Work and its Challenges
Nisha Parhar,Özlem Sensoy +1 more
TL;DR: This article examined how teachers who practice culturally relevant pedagogy describe their work and its challenges and found four themes in relation to participants' practice to support culturally diverse students: 1) An inclusive classroom of meaningful student-teacher relationships, collaborative learning, and a respectful classroom climate; 2) Expanded conception of the curriculum that validates students' cultures, develop critical consciousness and agency; 3) Resource team including families and support workers; 4) Purposeful renewal of knowledge via research and professional development.
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Meaning Making and “The Learning Paradigm”: A Provocative Idea in Practice
Frank A. Fear,Diane M. Doberneck,Carole F. Robinson,Kathleen L. Fear,Robert B. Barr,Heather Van Den Berg,Jeffrey D. Smith,Robert Petrulis +7 more
TL;DR: The Learning Paradigm as mentioned in this paper is the most frequently cited article in the history of change in teaching and learning, and it was coined by Robert Barr and John Tagg in 1995.
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Hard to teach: inclusive pedagogy in social science research methods education
Melanie Nind,Sarah Lewthwaite +1 more
TL;DR: This article explored the ways in which learning social science research methods is hard and may be anxiety-provoking, which has sometimes led to a deficit discourse in which learners are positioned as ill-prepared and fearful.