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Articles 1 - 3 of 3
Full-Text Articles in Education
“College Material” Structural Care At A New York City Transfer School, C. Ray Borck
“College Material” Structural Care At A New York City Transfer School, C. Ray Borck
Publications and Research
Based on ethnographic research at Brooklyn Community High School (BCHS), a transfer high school in New York City I demonstrate that students narrate their educational histories in terms of their experience of care, or lack of care, from teachers. Contributing to research on student-teacher relationships, care, resilience and retention, I develop the concept structural care, arguing that teachers’ ability to demonstrate care for their students, and students’ ability to perceive that care, is enabled or constrained by larger, socio-structural forces such as the national educational policy landscape, widespread cultural beliefs about schools and students, and processes of racialization, criminalization, and …
Insurgent Knowledge: The Poetics And Pedagogy Of Toni Cade Bambara, June Jordan, Audre Lorde, And Adrienne Rich In The Era Of Open Admissions, Danica B. Savonick
Insurgent Knowledge: The Poetics And Pedagogy Of Toni Cade Bambara, June Jordan, Audre Lorde, And Adrienne Rich In The Era Of Open Admissions, Danica B. Savonick
Dissertations, Theses, and Capstone Projects
Insurgent Knowledge analyzes the reciprocal relations between teaching and literature in the work of Audre Lorde, June Jordan, Toni Cade Bambara, and Adrienne Rich, all of whom taught in the Search for Education, Elevation, and Knowledge (SEEK) educational opportunity program at the City University of New York in the late 1960s and early 1970s. Drawing on archival research and analysis of their published work, I show how feminist aesthetics have shaped U.S. education (especially student-centered pedagogical practices) and how classroom encounters with students had a lasting impact on our postwar literary landscape and theories of difference. My project demonstrates how, …
Moocs 2.0: Reviewing N.Paradoxa's Mooc On Contemporary Art And Feminism, Parme Giuntini, Anne Swartz, Kathleen Wentrack
Moocs 2.0: Reviewing N.Paradoxa's Mooc On Contemporary Art And Feminism, Parme Giuntini, Anne Swartz, Kathleen Wentrack
Art History Pedagogy & Practice
This collaboratively written article explores the pedagogical role of MOOCs today through analysis of a MOOC on contemporary art and feminism, created by Katy Deepwell, editor of the international feminist art journal n.paradoxa. Parme Giuntini offers an updated overview of MOOCs and their increasing value as OERs for faculty and students. Feminist art historians Anne Swartz and Kathleen Wentrack investigate the n.paradoxa MOOC from different, but complimentary perspectives. Wentrack explores the structure, documents, and interactivity of the MOOC as a rich source of feminist material useful to both students and scholars. Swartz addresses Deepwell’s international treatment of transnational feminism …