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Full-Text Articles in Education
Demechanizing Whiteness: Lessons From Theatre Of The Oppressed, Elizabeth J. Simpson
Demechanizing Whiteness: Lessons From Theatre Of The Oppressed, Elizabeth J. Simpson
Pedagogy and Theatre of the Oppressed Journal
The Theatre of the Oppressed (TO) provides small group techniques to strategize and “rehearse” for collaborative liberation using popular education forms of systems analysis, bolstered by practices that counter implicit biases and habituated behaviors. This essay draws on interviews with jokers at CTO-Rio to advocate the need for continual engagement of demechanizing practices both within TO and in the lives of practitioners in order to demechanize the tenets of white supremacy that we are born into, despite our essential loving nature, with particular focus on counteracting a the habit of exploiting Black suffering for creative capital.
Pedagogy Of Tarot: Simultaneity Of Past, Present, And Future, Ashley S. Hill
Pedagogy Of Tarot: Simultaneity Of Past, Present, And Future, Ashley S. Hill
Summit to Salish Sea: Inquiries and Essays
A three card tarot spread can represent the past, present, and future. As a reflective practice, tarot does not divine the future; rather it invites the practitioner to consider context and imagine multiple futures. Simultaneously experiencing the past, present, and future of education is valuable and is possible through a pedagogy of tarot. A pedagogy of tarot connects fxminist and democratic approaches to education through non-hierarchical relationships that honor lived experiences - calling teachers and learners to remain conscious and awake to one another. By acknowledging the possibility of multiple truths within current sociopoliticial and hxstorical contexts, we can make …
Grand Challenge No. 3: Digital Archaeology Technology-Enabled Learning In Archaeology, Meaghan M. Peuramaki-Brown, Shawn G. Morton, Oula Seitsonen, Chris Sims, Dave Blaine
Grand Challenge No. 3: Digital Archaeology Technology-Enabled Learning In Archaeology, Meaghan M. Peuramaki-Brown, Shawn G. Morton, Oula Seitsonen, Chris Sims, Dave Blaine
Journal of Archaeology and Education
Archaeology is traditionally a hands-on, in-person discipline when it comes to formal and informal instruction; however, more and more we are seeing the application of blended and online instruction and outreach implemented within our discipline. To this point, much of the movement in this direction has been related to a greater administrative emphasis on filling university classrooms, as well as the increasing importance of public outreach and engagement when it comes to presenting our research. More recently, we have all had to adjust our activities and interactions in reaction to physical distancing requirements during a pandemic. Whether in a physical …
Grand Challenge No. 1: Truth And Reconciliation Archaeological Pedagogy, Indigenous Histories, And Reconciliation In Canada, Kisha Supernant
Grand Challenge No. 1: Truth And Reconciliation Archaeological Pedagogy, Indigenous Histories, And Reconciliation In Canada, Kisha Supernant
Journal of Archaeology and Education
In 2015, the Truth and Reconciliation Commission of Canada (TRC) released 94 Calls to Action, many of which pertain to education. Archaeological educators are called to find ways to integrate Indigenous knowledge into our classrooms, our teaching methods, and our curriculum at all levels of education. Across Canada, discussions are happening about how to decolonize and Indigenize curriculum, a process which will have significant implications for archaeological pedagogy. Drawing on both the specific text and the overall ethic of the TRC Calls to Action, I explore who teaches archaeology, what is taught, and what that means for archaeological pedagogy in …
Introduction The ‘Other Grand Challenge’: Learning And Sharing In Archaeological Education And Pedagogy, Meaghan M. Peuramaki-Brown
Introduction The ‘Other Grand Challenge’: Learning And Sharing In Archaeological Education And Pedagogy, Meaghan M. Peuramaki-Brown
Journal of Archaeology and Education
This article serves as an introduction to a special issue titled "The ‘Other Grand Challenge’: Learning and Sharing in Archaeological Education and Pedagogy." In this introductory article, I briefly discuss the history of university-level archaeological education in Canada, primarily in light of considerations of accessibility and ethics. I then introduce the focus of the conference session I co-organized—dealing with grand challenges for the future of archaeological education and pedagogy, which forms the foundation for this special issue—inspired by a personal existential crisis and the intriguing role of stories and storytelling in archaeological education. The resources presented in this special issue …
Explicit Teaching Of Critical Thinking Skills In Communication Science And Disorders, Dana Battaglia
Explicit Teaching Of Critical Thinking Skills In Communication Science And Disorders, Dana Battaglia
Teaching and Learning in Communication Sciences & Disorders
Critical thinking requires one to be abstract, continually raise questions, independently obtain and reviews evidence, and converge these experiences to offer open-minded solutions. These same traits are required for speech-language pathology students to become successful clinicians. This work describes a mixed method investigation of explicit and infused instruction of critical thinking skills in the context of one graduate-level course in a program accredited from the American Speech-Language Hearing Association. While quantitative findings only demonstrate significant positive change on select items using a Likert scale, qualitative data describe deep learning and growth in the areas of broad life-impact, expansion of knowledge, …
No Perfect Syllabus For Distance Learning: Dbt Skills For Deciding How To Teach Throughout Uncertainty, Lynne-Marie Shea
No Perfect Syllabus For Distance Learning: Dbt Skills For Deciding How To Teach Throughout Uncertainty, Lynne-Marie Shea
Pedagogy and the Human Sciences
The COVID-19 Pandemic presents a unique set of challenges as we work to continue teaching and learning in the midst of a shared crisis. The processes of sharing and acquiring knowledge that define pedagogical practice, though, is so much more than the sum of the “whats” and “hows” of teaching practice. As we consider how best to remain rooted to pedagogy within the confines created by the Corona Virus, the fusion of present-focused awareness and dialectical theory that is central to Dialectical Behavior Therapy (DBT) provides a framework through which to respond to uncontrollable circumstances with both acceptance and change. …
The Potential Role Of Comics In Teaching Qualitative Research Methods, Helen Kara Facss, Jenni Brooks
The Potential Role Of Comics In Teaching Qualitative Research Methods, Helen Kara Facss, Jenni Brooks
The Qualitative Report
This article argues that comics have a potentially positive role to play in supporting the teaching of qualitative research methods in higher education. It tells the story of the creation and use of a short pedagogical comic. We begin with a brief review of the literature around the use of comics in teaching. Then we offer two first-person accounts. Independent researcher Helen Kara narrates her creation of Conversation with a Purpose, designed as a resource to support the teaching of qualitative interviewing. It contains the story of a student’s first real-world interview, with some deliberately ambiguous aspects, and some …
Service-Learning In The Covid19 Era: Learning In The Midst Of Crisis, Lauren Grenier, Elizabeth Robinson, Debra A. Harkins
Service-Learning In The Covid19 Era: Learning In The Midst Of Crisis, Lauren Grenier, Elizabeth Robinson, Debra A. Harkins
Pedagogy and the Human Sciences
No abstract provided.
Using Online Sharing And Editing Tools For Classroom Collaborative Learning In Multimedia Journalism Education, Russell S. Chun 6932423
Using Online Sharing And Editing Tools For Classroom Collaborative Learning In Multimedia Journalism Education, Russell S. Chun 6932423
Proceedings of the New York State Communication Association
It’s no surprise to educators that collaborative learning offers a deeper level of classroom engagement, enhances critical thinking, and improves retention of information. Research consistently supports those claims (Gokhale, 1995; Johnson & Johnson, 1986; Totten, Sills, Digby, & Russ, 1991). Online tools can offer a way to enable such collaborative learning and reap those benefits. In particular, real-time, multi-user, content sharing and/or editing tools make possible group critiques of media-rich content, potentially lower barriers for participation in group problem-solving exercises, and create a unique environment for continuous self-assessment and peer learning. A careful examination of how two of these web-based …
"It Is What It Is:" Literacy Studies And Phenomenology, Jason D. Dehart
"It Is What It Is:" Literacy Studies And Phenomenology, Jason D. Dehart
The Qualitative Report
This investigation of the tenets of phenomenology is based on work completed using this methodology in educational studies. Specifically, the author writes about the way that phenomenology can be used when completing studies in the field of literacy. The author highlights foundational thinkers, along with major elements of methods and data collection that form the working parts of phenomenology. The author frames this article as a partially reflective account, looking at work that has been completed already, while also attempting to compose a descriptive investigation that other researchers can adopt for their own work in other fields.
Wiser Assessment: A Communication Program Assessment Framework, Michael G. Strawser, Lindsay Neuberger
Wiser Assessment: A Communication Program Assessment Framework, Michael G. Strawser, Lindsay Neuberger
Journal of Communication Pedagogy
Learning outcome assessment is a fairly recent trend in higher education that began in the 1980s (Lubinescu et al., 2001). Today, many faculty perceive assessment reporting to be tedious, time-consuming, and irrelevant busywork (Wang & Hurley, 2012). Unfortunately, this systematic process created to use empirical evidence to measure, document, and improve student learning has in many cases lost sight of this central goal. As a result, faculty may be justified in their opinions about it. This essay proposes a framework for addressing this thorny issue via WISER. WISER is an acronym for five content pillars of the communication discipline faculty …
Integrative Ethical Education: An Exploratory Investigation Into A Relationally Based Approach To Ethics Education, Drew T. Ashby-King, Karen D. Boyd
Integrative Ethical Education: An Exploratory Investigation Into A Relationally Based Approach To Ethics Education, Drew T. Ashby-King, Karen D. Boyd
Journal of Communication Pedagogy
The purpose of this exploratory study was to investigate the effect of a curricular application of the integrative ethical education (IEE) model and its effect on first-year college students’ ethical development. Using a pretest posttest design, participants’ moral judgment and reasoning were measured before and after they participated in an IEE-based academic course and compared using descriptive analysis. Results revealed that participants’ moral judgment and reasoning increased while participating in the program. These results provide initial support for the use of IEE-based curricula and academic experiences to promote college students’ ethical development. Implications for communication education and future research are …
“It’S Hidden, After All:” A Modified Delphi Study Exploring Faculty And Students’ Perceptions Of A Graduate Professional Seminar In Communication, Krista Hoffmann-Longtin, Maria Brann, The Professional Seminar Delphi Working Group
“It’S Hidden, After All:” A Modified Delphi Study Exploring Faculty And Students’ Perceptions Of A Graduate Professional Seminar In Communication, Krista Hoffmann-Longtin, Maria Brann, The Professional Seminar Delphi Working Group
Journal of Communication Pedagogy
Graduate student socialization has been studied in multiple disciplines, including communication. As their career trajectories change, faculty must consider how to socialize students into the field and their subsequent careers. Using a modified Delphi survey, we examined the differences in faculty and students’ perceptions regarding the content of a graduate professional seminar in communication. Results indicate that students would prefer a focus on implicit norms and the hidden curriculum, while faculty would prefer to focus on disciplinary content. We offer recommendations for developing a course that addresses both needs and, thus, simultaneously attends to the changing job market.
Confronting Students’ Personal And Interpersonal Communication Anxieties And Needs Through Constitutive, Experiential Communication Pedagogy, Lawrence R. Frey, Emily Loker
Confronting Students’ Personal And Interpersonal Communication Anxieties And Needs Through Constitutive, Experiential Communication Pedagogy, Lawrence R. Frey, Emily Loker
Journal of Communication Pedagogy
Today’s college students are experiencing unprecedented high levels of anxiety, resulting in devastating effects. This essay challenges communication educators to respond directly to this significant issue by employing an experiential pedagogy that offers students constitutive opportunities to initiate, experiment with, and receive feedback about new communicative behaviors that will enable them to interact well and achieve positive outcomes in high anxiety-inducing interactions. The essay explicates how that constitutive, experiential pedagogy informs the course “Communication and Human Relations,” enabling students to acquire communication competencies to reduce their anxiety about and to manage effectively their personal and interpersonal communication difficulties.