Curriculum and Social Inquiry Commons^™

Aesthetic And Pedagogical Compasses: The Self In Motion, Liora Bresler

Artizein: Arts and Teaching Journal

This is a story of composing and being composed by “Aesthetics and curriculum”, a course I taught for 28 years at the University of Illinois. The course aimed at living with questions, as Rilke famously suggested, rather than seeking ultimate answers; heightened experience, wonder and exploration rather than mastery; creating openings rather than pre-destined knowledge. Tuning inward and outward were complementary processes that supported each other in a dynamic conversation involving artworks, the self, and aesthetic theories. We learned about ourselves in the process of encountering artworks and aesthetic theories, and, in turn, the encounter with our individual selves was …

The Bridge, Bonnie Berkowitz

Artizein: Arts and Teaching Journal

Abstract “The Bridge”

Stories That Mattered: Inspirited Stories and the Unfolding Arts Curriculum as a call for papers for Fall 2021 issue inspired this Art Therapy educator to consider and re-examine past teaching beliefs and practices, to underscore and understand with more clarity, how the dissonance between two styles of a classical Fine Arts and an Art Therapy Education became apparent in an Art Therapy graduate studio course. With a sharing of past experiences and ideology, Berkowitz writes about how the examination of quality and fears, about a fine arts critique and the nonjudgmental art discussion, highlight the need to …

Keep On Going..., Jane K. Bates

Artizein: Arts and Teaching Journal

In this article I make a case for holistic art education and demonstrate the transformative power of art and art teachers through two interconnected stories. The first is about my introduction to art in my sixth-grade class, and how this experience changed my life. The second, set more than fifty years later, is about my retirement from and return to teaching. These stories address why a holistic approach to teaching is so important and relevant today; relate how I came to develop my own approach; and describe how I implemented it in a teacher-training course. The message they send is …

Reflections, Relationships And Art Class, Rochelle St. Martin Pettenati

Artizein: Arts and Teaching Journal

My homeroom class was 8H. At that time the district grouped students homogeneously by rank or GPA. The “lowest” ranking class was 8H and they were mine. I remember the first day I met them, I was full of knowledge after completing my Master of Art Education just a few months before. I knew just what to do, just what to say. Undoubtedly, the students would love and respect me, and I would inspire them and teach them to love art. They would use art as another language for learning, I would differentiate to meet their needs and identify their …

Amelia's Gift, Daniel J. Mydlack

Artizein: Arts and Teaching Journal

Professor Danny Mydlack recounts the mysterious arc of his student’s creative unfolding. Amelia, a middle-aged single mom, drops out of the personal videography production class before the end and yet her final assignment is delivered, posthumously, by her adult daughters. For the author, Amelia returned him to the core principles from his student days: the vast, wide terrain that is the true realm of art-making and an embrace of the fullness rather than merely the fineness of art practice. Mydlack proposes that with teaching there is more unseen than seen, more beyond our manipulation than within it, and that pedagogical …

Melvin Gets A Passing Grade, Peter London

Artizein: Arts and Teaching Journal

150 word abstract

The author assigns a failing grade to a student in a high school required art course as a consequence of the student not doing any art at all. His chairman, stunned that any one can actually fail art, offers a view of art and teaching and history that upends the author’s own views on the purposes of art, the purposes of teaching and his possible role in history. Confounded by the realization that there might be a domain different, more and better than the one he had been navigating, the author changes the student’s grade, he was, …

Introduction: Stories That Mattered, Peter London

Artizein: Arts and Teaching Journal

Introduction to the themed issue of Artizein: Arts & Teaching Journal entitled 'Stories that Mattered.'

Editorial Foreword, Barbara Bickel

Artizein: Arts and Teaching Journal

Editorial Foreword for Artizein: Arts & Teaching Journal 2021. It includes a farewell to retiring co-editor Peter London and a welcome to incoming co-editor Darlene St. Georges.

Front Matter Artizein December 2021, Peter London

Artizein: Arts and Teaching Journal

Front Matter for Artizein: Arts & Teaching Journal December 2021. Includes table of contents.

Full Issue Artizein_December 2021, Peter London

Artizein: Arts and Teaching Journal

A full PDF of the themed Artizein: Arts & Teaching Journal issue entitled 'Stories that Mattered' edited by Peter London.

An Exploration Of Black Church Leaders' Intentions To Develop Critical Consciousness Among African-American Students, Taheesha Quarells

Dissertations

African-American students experience human capital opportunity and achievement gaps. Researchers have called for culturally relevant strategies to help close the gaps. The historic Black Church, a part of many African-American students’ culture and community, is a historic and current source of social capital for positive human capital development outcomes. Critical consciousness develops positive human capital outcomes, such as academic achievement, in African-American and other minority students. Much of the literature on critical consciousness is quantitative in nature and therefore does not include the intentions or the willingness of organizations to develop critical consciousness. Therefore, there is a need to understand …

Public Intellectuals In The Age Of Viral Modernity: An Epat Collective Writing Project, Michael A. Peters, Petar Jandrić, Steve Fuller, Alexander J. Means, Sharon Rider, George Lăzăroiu, Sarah Hayes, Greg William Misiaszek, Marek Tesar, Peter Mclaren, Ronald Barnett

Education Faculty Articles and Research

No abstract provided.

Civic Engagement Through Theatre: Running A Brechtian Workshop In The Classroom, Margot Morgan

eJournal of Public Affairs

This study presents an innovative active learning technique to support the development of civic education: a theatrical workshop based on the dramaturgy of Bertolt Brecht. I argue that the Brechtian workshop can develop three skills necessary for effective civic engagement: perspective taking, collaboration, and critical judgment/self-reflection, and that these skills are directly tied to the three civic values of pluralism, community, and civic responsibility. Using qualitative data gathered in the course of teaching this workshop to two distinct student populations — a self-selecting group of students in a liberal arts environment and a group of students at a commuter campus …

Enhancing Civic Engagement Through Leadership Education, Lori E. Kniffin, Sonalini Sapra

eJournal of Public Affairs

Many civic engagement courses require students to work with community members to make progress on complex problems, which in itself can be a practice of leadership. Yet there is little evidence that leadership development is strategically incorporated in civic engagement courses. Therefore, we taught eight leadership sessions over two semesters in the Principled Problem Solving Scholars Program at Guilford College. This study examines the perceived impact of leadership curriculum on the personal practices of leadership and the civic engagement for 14 undergraduate students. We present the findings through three themes highlighting (1) the shifts in the students’ philosophies of leadership …

A Structured Literacy Approach To Support Striving Readers In Secondary Grades: Meaningful Transactions Through Morphological Awareness And Fluency Building, Samantha Bart-Addison, Robert A. Griffin

Georgia Journal of Literacy

A high school English teacher and a university literacy professor provide secondary teachers with structured literacy strategies to support striving readers in the middle and high school grades. The authors present strategies that can be utilized with diverse texts across learning contexts. As a structured literacy approach, morphological awareness and prosodic fluency are emphasized to foster deeper, more meaningful transactions between students and texts. An example of a full structured literacy lesson is also provided that includes multiple strategies and is based on a gradual release model with guided and independent reading cycles. Applicable strategies for delivery of these skills …

Being The Curriculum, Alyssa Hillary Zisk

Ought: The Journal of Autistic Culture

This article is a work of creative non-fiction. Part of the work is my reflections on one systemically awkward experience of introducing my neurodivergence, autism, to my classmates in my graduate program in neuroscience. Part of the work engages with theory and neuroscientific/cognitive findings that I either shared during the presentation or encountered since but would have been relevant to the experience. The two parts are intertwined, because life isn't neatly separable.

Connecting A Community Through A Family Literacy Project And Virtual Writing Collaboration: University Students Facilitate Access To Literature During The Pandemic, Anne Katz Ph.D., Alexandria Sledge-Tollerson B.A. In Early Childhood Education

Georgia Journal of Literacy

The importance of accessing and sharing children’s literature took on new meaning as educators pivoted to remote and online learning models over the course of the past school year. In light of the pandemic, College of Education pre-service educators enrolled in a Fall 2020 Language and Literacy Development course (which is usually scheduled to meet face-to-face twice a week) was re-structured as hybrid, where a group of students were scheduled to meet partially face-to-face and partially online on a weekly basis. I planned to adapt my family literacy project collaboration with a local community center, an academic service learning assignment …

“We Treat Them Like Animals In A Cage”: A Dialogic Exploration Of Refugee, Rachelle Kuehl

Reading Horizons: A Journal of Literacy and Language Arts

Immersion in fiction narratives like Alan Gratz’s (2017) Refugee can help students recognize and acknowledge our common humanity when discussed in a dialogic classroom using a critical literacy pedagogy. Following the literature on using novel discussions to help students understand pressing societal issues (e.g., Boas, 2012; Hsieh, 2012; Thein et al., 2011) and guided by critical multicultural analysis (Botelho & Rudman, 2009), a dialogic (Bakhtin, 1981) and critical pedagogy (Freire, 1970) was used to lead a small group of sixthgrade students in biweekly discussions of Refugee. Prior to each of 10 sessions, students wrote dialogue journal entries in response …

Through Critique And Beyond: Speculative Fiction As A Tool Of Critical Pedagogy, Syd Thorne

Master's Projects and Capstones

This field projects centers around the issue of hopelessness among teachers and students and examines the genre of speculative fiction as a potential tool for cultivating critical hope in the classroom and as an asset to critical pedagogy. Utopian pedagogy and critical pedagogy make up the theoretical framework of this research and project development. The research explores the use of speculative fiction in three areas: activism and identity, student engagement, and utopian performance. The review of the literature demonstrates that the use of speculative fiction in the classroom has the potential to engage students in conversations about social justice and …

Marketing Tourism And Hotel Management Schools In The Context Of Higher Education Globalization And Student Mobility Through Improved Curriculum And Industrial Training Offerings, Ayse Bas Collins, Aysegul Gunduz Songur, Seden Dogan

Journal of Global Education and Research

Recent research from international statistics indicate an important flow of student mobility all over the world, creating a need to provide comprehensive information regarding educational institutions involved in the process. This study examines and compares tourism and hotel management (THM) programs at different levels, including the nature of programs offered, their curriculum, and internship components. A particular focus was given to the industrial training requirement as a core component of THM programs. Results showed both similarities and differences worldwide within the framework of the institutions compared. The findings may help all stakeholders in the education systems, including professionals, educators, students, …