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Full-Text Articles in Education
Failure Facing Pedagogy In First-Year Rhetoric And Composition Classrooms, Karuna Minh Hin
Failure Facing Pedagogy In First-Year Rhetoric And Composition Classrooms, Karuna Minh Hin
English (MA) Theses
Failure in academia is commonly defined as not succeeding, missing the mark, or receiving a “below average grade or score” (Inoue 333). However, this perception of failure works to instill a fear in students that may last through their academic journey. Throughout a student’s academic journey, they are taught to operate within the binary of success and failure. “According to self-worth theory, in school, where one’s worth is largely measured by one’s ability to achieve, self-perceptions of incompetence can trigger feelings of shame and humiliation" (De Castella, Byrne and Covington 862). Teachers have attempted to address this problem throughout first-year …
Epistemology Shock: English Professors Confront Science, Ian Barnard, Jan Osborn
Epistemology Shock: English Professors Confront Science, Ian Barnard, Jan Osborn
English Faculty Articles and Research
This article raises questions and concerns regarding students from the sciences working with faculty in the humanities in interdisciplinary settings. It explores the experience of two English professors facing the privileging of "facts" and a science-based understanding of the world in their own classrooms. It poses both questions and pedagogical possibilities for addressing conflicts around epistemologies, scholarship, and teaching and learning.
Critical Literacy And Postcolonial Praxis: A Freirian Perspective, Peter Mclaren
Critical Literacy And Postcolonial Praxis: A Freirian Perspective, Peter Mclaren
Education Faculty Articles and Research
"This essay examines the relationship among language, experience, and historical agency. It does so in the context of recent work in critical literacy and critical pedagogy. My discussion takes its bearings from the work of Brazilian educator Paulo Freire, described in a recent interview with Carlos Alberto Torres as "the prime 'animateur' for pedagogical innovation and change in the second half of this century" (12). In part this essay stands as a poststructuralist and postcolonialist rereading of Freire that, while to a certain extent "reinventing" his work in light of perspectives selectively culled from contemporary social theory, attempts to remain …