Education Commons^™

The Futures Of Law, Lawyers, And Law Schools: A Dialogue, Sameer M. Ashar, Benjamin H. Barton, Michael J. Madison, Rachel F. Moran

Articles

On April 19 and 20, 2023, Professors Bernard Hibbitts and Richard Weisberg convened a conference at the University of Pittsburgh School of Law titled “Disarmed, Distracted, Disconnected, and Distressed: Modern Legal Education and the Unmaking of American Lawyers.” Four speakers concluded the event with a spirited conversation about themes expressed during the proceedings. Distilling a lively two days, they asked: what are the most critical challenges now facing US legal education and, by extension, lawyers and the communities they serve? Their agreements and disagreements were striking, so much so that Professors Hibbitts and Weisberg invited those four to extend their …

Lively Emu Dialogues: Activating Feminist Common Worlding Pedagogies, Mindy Blaise, Catherine Hamm

Research outputs 2014 to 2021

This paper draws from a series of Place-thought walks that the authors took at an open-range zoo. It practices a feminist common worlds multispecies ethics to challenge the systems that maintain nature-culture divisions in early childhood education. Postdevelopmental perspectives (i.e., feminist environmental humanities, multispecies studies, Indigenous studies) are brought into conversation with early childhood education to consider how zoo-logics maintain binaries and hierarchical thinking. Zoo-logics are related to developmental, colonial, and Western ways of reasoning and being in the world. Two feminist approaches to ethics, (re)situating and dialoguing, are discussed and show how they are necessary for undermining binaries and …

Balancing The Pedagogical And Practical Concerns In Remote Higher Education: A Cyberethnography, Jose Eos R. Trinidad, Samantha Joan Ackary, Lyka Janelle P. Pacleb, Sophia Sue Tabanao, Jan Llenzl Dagohoy

Interdisciplinary Studies Faculty Publications

The COVID-19 pandemic brought about physical school closures and quick transitions online, with universities making decisions for this new mode of instruction. Such decisions, however, were open to discussion and debates, particularly as students and instructors held varying concerns, experiences, and expectations for remote learning. We investigate what these debates are using a cyberethnography of a Facebook group for students and faculty, and an anonymous Freedom Wall page for students in the same university. The concerns centered on workload that balanced academic rigor and practical exigencies; learning modalities that balanced accountability and flexibility; and assessments that balanced academic integrity and …

"They Were There For People Who Needed Them": Student Attitudes Toward The Use Of Trigger Warnings In Victimology Classrooms, Alison C. Cares, Cortney A. Franklin, Bonnie S. Fisher, Lisa Growette Bostaph

Sociology and Criminology Department Faculty Works

Over the last five years, vigorous debate has been waged about the purpose, use, and impact of trigger warnings in courses offered at institutions of higher education. This debate has been largely uninformed by research findings. This study fills this gap using quantitative and qualitative data collected via surveys in a large undergraduate victimology course to explore student attitudes toward trigger warnings. Findings revealed considerable, but nuanced support for trigger warning use in victimology courses. Support does not appear to differ between crime victims and non-victims; support is higher among females than males. These findings underscore that universal decisions mandating …

Debate For Civic Learning, S Bodnar-Deren, E Coston, D Mthethwa, L.E. Pelco, E Peron, M Pyles, T Swecker

Division of Community Engagement Resources

No abstract provided.

Civil War: A Board Game As Pedagogy And Critique, Hugh Mccabe

Articles

This paper describes the use of a board game, Civil War, as a learning experience in the context of a course on critical theory. Civil War was created by the Educational Games Company of Lebanon and is set during the 1975-1990 Lebanese civil war. The game functions both as a pedagogical instrument, in that players learn about the situation in Lebanon while playing the game, but also as a form of critique, in that its makers are clearly using it as a means of articulating their lived experiences and challenging the dominant narratives around the conflict. We suggest that the …

‘When I Am Being Rushed It Slows Down My Brain’: Constructing Self-Understandings As A Mathematics Learner, Rachel Lambert

Education Faculty Articles and Research

Understanding learning disabilities (LDs) as constructed through multiple cultural practices including discourse, this paper focuses on a Latino middle school student with a LD named Elijah. This study documents both the discourses and practices used to position Elijah as a mathematics learner, as well as his use of similar discourses as he constructs a complex set of self-understandings as a mathematics learner. Elijah is positioned by discourses that prioritise speed as an indicator of mathematical ability, as well as discourses that construct students with LD as having both intelligence and differences such as processing speed. An analysis of interview and …

'I Am Rohingya': A Pedagogical Study On The Roles Of Ethnographic Theatre For A Refugee Youth Population, Yusuf Zine

Social Justice and Community Engagement

No abstract provided.

What Do You Have To Offer Me?”: A Relationship Building Activity For Demonstrating Social Exchange Theory, Raeann Hamon, Katherine S. Bull

HDFS Educator Scholarship

This article describes “What Do You Have to Offer Me?,” an interactive classroom activity designed to help students encounter social exchange theory in action. During the exercise, each student selected seven cards, each containing a characteristic related to personality, physical appearance, family history, finances, ideology, and occupation. Next, students were asked to mill around the classroom and find someone with whom they would be interested in developing a relationship based on their assigned characteristics. Once all students found partners and took their seats, students reflected on the process of the activity and its application to social exchange theory. Along with …

North Central Sociological Association 2014 Teaching Address: The John F. Schnabel Lecture—Sociology’S Special Pedagogical Challenge, Jay R. Howard

Scholarship and Professional Work - LAS

Instructors and students must overcome a course’s special pedagogical challenge in order for meaningful and important learning to occur. While some suggest that the special pedagogical problem varies by course, I contend that the special pedagogical problem is likely to be shared across a discipline’s curriculum, rather than being unique to each course. After reviewing a three-part typology of learning outcomes for sociology, I argue that the development of students’ sociological imaginations is sociology’s special pedagogical challenge; I then offer some general guidelines for teaching strategies to enhance the students’ success in developing a sociological imagination.

Cultural Capital In The Classroom: The Significance Of Debriefing As A Pedagogical Tool In Simulation-Based Learning, Bedelia N. Richards, Lauren Camuso

Sociology and Anthropology Faculty Publications

Although social inequality is critical to the study of sociology, it is particularly challenging to teach about race, class and gender inequality to students who belong to privileged social groups. Simulation games are often used successfully to address this pedagogical challenge. While debriefing is a critical component of simulation exercises that focus on teaching about social inequality, empirical assessments of the significance and effectiveness of this tool is virtually nonexistent in sociology and other social sciences. This paper analyzes the significance of debriefing in a simulation game called “Cultural Capital in the Classroom” in order to address this lacunae in …

Review: New York City Public Schools From Brownsville To Bloomberg, Stephen Brier

Publications and Research

Review of Heather Lewis's 2015 book, New York City Public Schools from Brownsville to Bloomberg, which explores the historical and educational policy context of the struggle for community control of the New York City public schools from the 1960s to 2000, the year Mayor Michael Bloomberg assumed control over the city's public school system.

Preparing For Service: A Template For 21st Century Legal Education, Michael J. Madison

Articles

Legal educators today grapple with the changing dynamics of legal employment markets; the evolution of technologies and business models driving changes to the legal profession; and the economics of operating – and attending – a law school. Accrediting organizations and practitioners pressure law schools to prepare new lawyers both to be ready to practice and to be ready for an ever-fluid career path. From the standpoint of law schools in general and any one law school in particular, constraints and limitations surround us. Adaptation through innovation is the order of the day.

How, when, and in what direction should innovation …

Alchemy And Inquiry: Reflections On An Inside-Out Research Roundtable, Sarah Allred, Angela Bryant, Simone Weil Davis, Kurt Fowler, Phil Goodman, Jim Nolan, Lori Pompa, Barbara Sherr Roswell, Daniel L. Stageman

Publications and Research

In 2008, The Inside-Out Prison Exchange Program convened a Research Committee to (1) facilitate a collective, critical, and professional consciousness about social justice, crime, and incarceration through the exploration of the Inside-Out program pedagogy, impact, and effectiveness; (2) develop and encourage proposals for various types of research that focus on The Inside-Out Prison Exchange Program; and (3) establish ethical guidelines for inquiry that would meet and exceed the federal human subjects guidelines in research practices. In fall 2012, Research Committee members Sarah Allred, Angela Bryant, Phil Goodman, Kurt Fowler, Jim Nolan, Lori Pompa, and Dan Stageman joined with Simone Davis …

Characteristics Of Contemporary U.S. Progressive Middle Schools, Jan Ware Russell

Antioch University Full-Text Dissertations & Theses

Progressive education has a long history within the American K-12 education system dating back to the late 1800s. During this period, two very distinct ideologies represented progressive education: 1) administrative progressives supporting standardization as a means of efficiency and 2) pedagogical progressives supporting child-centered learning based upon a well-rounded education. This study looks at 82 contemporary pedagogical progressive schools to identify common characteristics. Child-centered learning, community integration, and democratic decision-making were the three overarching philosophies covered in this study. Data was collected through an online survey of school leaders. The majority of research surrounding progressive education is qualitative and focuses …

How Porous Are The Walls That Separate Us?: Transformative Service-Learning, Women’S Incarceration, And The Unsettled Self, Coralynn V. Davis

Faculty Journal Articles

In this article, we refine a politics of thinking from the margins by exploring a pedagogical model that advances transformative notions of service learning as social justice teaching. Drawing on a recent course we taught involving both incarcerated women and traditional college students, we contend that when communication among differentiated and stratified parties occurs, one possible result is not just a view of the other but also a transformation of the self and other. More specifically, we suggest that an engaged feminist praxis of teaching incarcerated women together with college students helps illuminate the porous nature of fixed markers that …

Lessons In Sex And Fascism: Dagmar Herzog's Pedagogy Workshop, Megan Jenkins

Center for LGBTQ Studies (CLAGS)

On December 4, 2006 Dagmar Herzog, Professor of History at the CUNY Graduate Center, led a lively workshop titled "What's So Sexy about Fascism? And Why is it Important to Think About it in the Classroom?" as part of the CLAGS/CSGS LGBTQ Plans Pedagogy Workshop.

Toward A Cleaner Whiteness: New Racial Identities, David Ingram

Philosophy: Faculty Publications and Other Works

The article re-examines racial and ethnic identity within the context of pedagogical attempts to instill a positive white identity in white students who are conscious of the history of white racism and white privilege. The paper draws heavily from whiteness studies and developmental cognitive science in arguing (against Henry Giroux and Stuart Hall) that a positive notion of white identity, however postmodern its construction, is an oxymoron, since whiteness designates less a cultural/ethnic ethos and meaningful way of life than a pathological structure of privilege and narrowminded cognitive habitus.

De-Platonizing And Democratizing Education As The Bases Of Service Learning, Ira Harkavy, Lee Benson

Service Learning, General

The theoretical bases of academic service learning are examined, with particular attention to John Dewey’s contributions. The service learning movement is conceptualized as part of an ongoing—and still unsuccessful—effort to “de-Platonize” and democratize American higher education in particular and American schooling in general.

Community Service Throughout A School System, Anne Bishop

Service Learning, General

Teachers crave moments when student interest is high, questions flow freely, and learning is vivid enough to be retained. One such moment occurred when an elementary student in an environmental service project with wetlands volunteers said, "I learned that there are different types of wetlands and ours is a freshwater wetland that we are helping to stay fresh." These moments happen more often when students actively engage in experiences that involve helping others than during lecture, pencil and paper exercises, or assigned reading. Combined, service and learning become uniquely powerful (Kendall 1990). Facts learned in the classroom become a springboard …

Curriculum Integration And The Disciplines Of Knowledge, James A. Beane

Service Learning, General

At a conference on curriculum integration, a speaker who admitted that he had only recently been introduced to the concept said, "From a quick look at various readings, it seems that the disciplines of knowledge are the enemy of curriculum integration." Unwittingly or not, he had gone straight to the heart of perhaps the most contentious issue in current conversations about curriculum integration. Simply put, the issue is this: If we move away from the subject-centered approach to curriculum organization, will the disciplines of knowledge be abandoned or lost in the shuffle?

Service Learning, Diversity, And The Liberal Arts Curriculum, Richard Battistoni

Service Learning, General

In the many years I have been teaching, I have attempted to engage students in issues surrounding their place as citizens in a multicultural democracy. In my second year of involvement in AAC&U's American Commitments: Diversity, Democracy, and Liberal Learning project, I have become acquainted with the perspectives of faculty from different disciplines and institutions and with a wide array of excellent multicultural materials and curricula; but even the best of curricula tend to be somewhat abstract.