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Full-Text Articles in Education
Pedagogical Integrations Of The Bible In Organizing: A Qualitative Case Study From The Movement To End Poverty, Jessica Williams
Pedagogical Integrations Of The Bible In Organizing: A Qualitative Case Study From The Movement To End Poverty, Jessica Williams
Adult Education Research Conference
Through cross-case analysis, this research explores how organizations in the movement to end poverty led by the poor in the U.S. integrate the Bible pedagogically in their organizing work.
Counter-Hegemonic Pedagogy: Activism And The Life Of The Organic Intellectual, Mervin E. Chisholm
Counter-Hegemonic Pedagogy: Activism And The Life Of The Organic Intellectual, Mervin E. Chisholm
Adult Education Research Conference
The continuing search for counter-hegemonic pedagogy is underscored. Aspects of the search are brought into the conversation and useful approaches for advancing emancipatory pedagogy are offered and discussed.
Developing Counter-Hegemonic Pedagogy In Adult & Higher Education, Mervin Chisholm
Developing Counter-Hegemonic Pedagogy In Adult & Higher Education, Mervin Chisholm
Adult Education Research Conference
Using various discourses including critical theory, critical pedagogy, postmodernism, feminist pedagogy and liberation theology, the importance of counterhegemonic pedagogy is underscored. This approach to pedagogy can be facilitated through various methodological engagements but the discussion is about reasoning and counter-storytelling.
Essentializing The Experiences And Expertise Of Adult Literacy Educators, Christine Pinsent-Johnson
Essentializing The Experiences And Expertise Of Adult Literacy Educators, Christine Pinsent-Johnson
Adult Education Research Conference
Adult literacy educator expertise is being subsumed by the Essential Skills framework and IALS testing methodology as both are packaged as adult literacy pedagogy. Preliminary findings from an Institutional Ethnography illustrate how educators are becoming increasingly immersed in the discursive relations of the literacy regime as they: 1) get hooked into the discourse of the regime; 2) establish a direct link with assessments and accountability requirements; and 3) are taught to change the way they teach, discounting both research and practice based knowledge of literacy and adult learning.