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Full-Text Articles in Education
Supporting The Arts As Disciplines Of Learning. A Book Review Of The Role Of The Arts In Learning: Cultivating Landscapes Of Democracy, Karen Mcgarry
Supporting The Arts As Disciplines Of Learning. A Book Review Of The Role Of The Arts In Learning: Cultivating Landscapes Of Democracy, Karen Mcgarry
Democracy and Education
Learning through and in partnership with the arts has the potential to expand experiences beyond what can be measured on any standardized test assessment. The arts may offer sites of reflexive contemplation and engagement, extending learning outward, away from disciplinary silos and toward transdisciplinary action learning—a heuristic device enabling multiple modes or processes of multitextual knowing and becoming. In The Role of the Arts in Learning: Cultivating Landscapes of Democracy, the editors nurture a space of consideration toward democratic learning. By harnessing the historical and pragmatic theories and philosophies of John Dewey and Maxine Greene, in concert with additional …
Dialectic Of Empathy. A Book Review Of Educating For Empathy: Literacy Learning And Civic Engagement, Dan Deweese
Dialectic Of Empathy. A Book Review Of Educating For Empathy: Literacy Learning And Civic Engagement, Dan Deweese
Democracy and Education
In Educating for Empathy: Literacy Learning and Civic Engagement, Mirra describes the value of teaching “critical civic empathy” in K–12 literacy classrooms. Distinguished from standard curricular uses of empathy that stress politeness at the level of the individual, critical civic empathy challenges students to take active steps toward questioning how imbalances of power and privilege arise and what assumptions should be questioned in order to address those imbalances. Mirra examines various teachers who center social issues in their literacy classrooms through the use of literature, the techniques of high school debate, research methodologies that see students as knowledge producers, …
Magic And Hocus Pocus: Teaching For Social Justice In A Qualitative Methods Course, Carey E. Andrzejewski, Hannah Carson Baggett
Magic And Hocus Pocus: Teaching For Social Justice In A Qualitative Methods Course, Carey E. Andrzejewski, Hannah Carson Baggett
The Qualitative Report
In this manuscript, we work to define and unpack what teaching for social justice means for us as instructors of an introductory qualitative methods course at an ultraconservative institution. We focus on our intentionality in curating readings, designing specific fieldwork assignments, and prompting reflective work for adult graduate students in the course. This intentionality provides various inroads to develop and support student learning around qualitative methods, to reveal meta narratives and dominant ideologies, to critically think and “trouble” those narratives, and opportunities to name lived experiences and observations in systems of oppression and privilege.
On What Autoethnography Did In A Study On Student Voice Pedagogies: A Mapping Of Returns, Mairi Mcdermott
On What Autoethnography Did In A Study On Student Voice Pedagogies: A Mapping Of Returns, Mairi Mcdermott
The Qualitative Report
In this paper, I invite you into some considerations of what autoethnography might do in research, what it might teach us as researchers. In doing so, I return to an autoethnographic study I engaged in a few years ago which was contoured through the question: How do teachers experience student voice pedagogies? In that study, I experienced autoethnography as a creative methodology that allowed me to go back to two experiences I had with youth, or student voice projects. The paper embodies a return to the autoethnographic study of my doctoral research, which itself was a return to the previously …