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Articles 1 - 7 of 7
Full-Text Articles in Education
Repositioning Students In Initial Teacher Preparation: A Comparative Descriptive Analysis Of Learning To Teach For Social Justice In The United States And In England, Alison Cook-Sather, Bernadette Youens
Repositioning Students In Initial Teacher Preparation: A Comparative Descriptive Analysis Of Learning To Teach For Social Justice In The United States And In England, Alison Cook-Sather, Bernadette Youens
Education Program Faculty Research and Scholarship
Discussions of learning to teach for social justice generally focus on the social commitments, institutional structures, course content, and pedagogical processes that support prospective teachers. Missing from this array of foci is a consideration of how school students are positioned within teacher preparation and how their positioning and participation can inform prospective teachers’ preparation to teach for social justice. In this article, the authors present a comparative descriptive analysis of two projects, one based in the United States and one based in England, that provide opportunities through which prospective secondary teachers are prepared to teach for social justice through direct …
Breaking The Rule Of Discipline In Interdisciplinarity: Redefining Professors, Students, And Staff As Faculty, Alison Cook-Sather, Elliott Shore
Breaking The Rule Of Discipline In Interdisciplinarity: Redefining Professors, Students, And Staff As Faculty, Alison Cook-Sather, Elliott Shore
Education Program Faculty Research and Scholarship
In this article we attempt to complicate traditional--and, we argue, limited and exclusionary--definitions of interdisciplinarity as the bringing into dialogue of established disciplines without questioning the parameters and practices of those disciplines. We propose that interdisciplinarity instead might mean teaching and learning among, between, and in the midst of those of innate or learned capacities--not only college faculty but also students and staff. To illustrate this more radical iteration of interdisciplinarity, we draw on a range of definitions of the key terms, “discipline” and “faculty,” and we offer a case study of a workshop we co-facilitated in which we brought …
Resisting The Impositional Potential Of Student Voice Work: Lessons For Liberatory Educational Research From Poststructuralist Feminist Critiques Of Critical Pedagogy, Alison Cook-Sather
Resisting The Impositional Potential Of Student Voice Work: Lessons For Liberatory Educational Research From Poststructuralist Feminist Critiques Of Critical Pedagogy, Alison Cook-Sather
Education Program Faculty Research and Scholarship
Early 21st-century cautions regarding student voice work in educational research echo in striking ways some poststructuralist feminist critiques of critical pedagogies that proliferated in the early 1990s. Both warn against totalizing, undifferentiated notions of and responses to oppressed, marginalized, and/or disempowered individuals or groups while sharing a commitment to the encouragement of critical analyses of existing social conditions (within and beyond classrooms) and the advocacy of changing dominant arrangements of power and participation. In this article, I explore how conceptions of and cautions regarding two key foci of liberatory efforts—identity and voice—throw into relief the impositional potential of those efforts. …
Direct Links: Using E-Mail To Connect Preservice Teachers, Experienced Teachers, And High School Students Within An Undergraduate Teacher Preparation Program, Alison Cook-Sather
Direct Links: Using E-Mail To Connect Preservice Teachers, Experienced Teachers, And High School Students Within An Undergraduate Teacher Preparation Program, Alison Cook-Sather
Education Program Faculty Research and Scholarship
Much of preservice teacher education at the undergraduate level is based on indirect links between those preparing to teach and those who spend their days in schools. This article describes two kinds of direct links based in the culminating courses required for state certification to teach at the secondary level through an undergraduate teacher education program: one between preservice teachers and experienced teachers and one between preservice teachers and high school students. Consisting primarily of weekly e-mail exchanges, these dialogues constitute a unique forum for learning and teaching for all participants. The benefits participants identify-including the creation of a space …
Synecdoche And Surprise: Transdisciplinary Knowledge Production, Anne Dalke, Elizabeth Mccormack
Synecdoche And Surprise: Transdisciplinary Knowledge Production, Anne Dalke, Elizabeth Mccormack
Literatures in English Faculty Research and Scholarship
Using contemporary insights from feminist critical theory and the literary device of synecdoche, we argue that transdisciplinary knowledge is productive because it maximizes serendipity. We draw on student learning experiences in a course on “Gender and Science” to illustrate how the dichotomous frameworks and part-whole correspondences that are predominant in much disciplinary discourse must be dismantled for innovative intellectual work to take place. In such a process, disciplinary presumptions interrogate and unsettle one another to produce novel questions and answers.
Emergent Pedagogy: Learning To Enjoy The Uncontrollable—And Make It Productive, Anne Dalke, Kimberly Cassidy, Paul Grobstein, Doug Blank
Emergent Pedagogy: Learning To Enjoy The Uncontrollable—And Make It Productive, Anne Dalke, Kimberly Cassidy, Paul Grobstein, Doug Blank
Literatures in English Faculty Research and Scholarship
This essay reflects the shared experiences of four college faculty members (a biologist, a psychologist, a computer scientist, and a feminist literary scholar) working together with K-12 teachers to explore a new perspective on educational practice. It offers a novel rationale for independent thinking and learning, one that derives from rapidly developing interdisciplinary and transdisciplinary inquiries in the sciences and social sciences into what are known as “complex” or “emergent” systems. Using emergent systems as a model of teaching and learning makes at least three significant contributions to our thinking bout teaching, in three very different dimensions. It invites us …
Introduction: Centering On The Edge, Anne Dalke, Elizabeth Mccormack
Introduction: Centering On The Edge, Anne Dalke, Elizabeth Mccormack
Literatures in English Faculty Research and Scholarship
No abstract provided.