Between ‘pedagogy’ and ‘Pädagogik’: a critique of lived pedagogy

The present paper is an analysis of the recently formulated concept of Lived Pedagogy. With roots in phenomenology and narrative research and research on ‘student voice’, the concept is coined as a way to research participants’ experience of practical pedagogy in school. The main theoretical and methodological challenges in Lived Pedagogy stem from the use of relational theory (i.e. phenomenology and narrative theory) while a priori maintaining a number of divisions that challenge this relational logic. Having outlined these problems, a suggestion is made to inform Lived Pedagogy by way of the German Pädagogik with its central focus on purpose(s) of education. Specifically, I employ Løvlie’s educational transformation of Habermas’s discourse ethics as a framework for structuring the deliberation of what is educationally desirable.     

Tenets of Body-Soul Rooted Pedagogy: teaching for critical consciousness,nourished resistance,and healing

ABSTRACT

For marginalized communities, schooling is mired in social/bodily control, tracking, and cultural erasure circumscribing difference/culture as obstacles, as opposed to sites of wisdom, connectedness, and critical consciousness. Authors shape a transformative pedagogical framework across teacher education and partnering schools by utilizing spiritually embodied, land-based Chicana Feminist and Indigenous Epistemologies. We outline six tenets of Body-Soul Rooted Pedagogy which: 1) construct education politically, 2) enact schooling as decolonization/empowerment, 3) center epistemologies, multiliteracies of marginalized groups, 4) foster critical frameworks navigating oppression, 5) engage social action pedagogy, and 6) engender hope, well-being. Scholarship has implications for educational theory and practice at all levels.     

Reviews

Book Reviews in this article: VERBAL HYGIENE Good to Talk?: Living and Working in a Communication Culture by Deborah Cameron THE VISUAL AND THE VERBAL: NARRATIVES AND IMAGES , Studies in the Spectator Role: Literature, Painting and Pedagogy by Michael Benton     

Friluftsliv and adventure: Models,heroes and idols in a Nansen perspective

Abstract

With the ambition of penetrating into the very core of the Norwegian and Nordic friluftsliv: An ecologically responsible life in the open air-in nature, people will have to become acquainted with Fridtjof Nansen—with the thinker as well as the practitioner. Outdoor life with natural and strong links to the national friluftsliv—tradition was his ideal, and quite a lot of people in the years after him have been fired with his enthusiasm for the wonderful experiential and health—giving meetings with nature. Obviously, he has been a hero and an idol for generations of people. His reputation as an arctic explorer, as scientist and sportsman, as an internationalist and a humanitarian, have been emphasized by a great many books and articles about him. The main purpose of this article is to shed more light upon his thinking about friluftsliv, to show and explain its focus, its models and paragons.     

A Century of John and Evelyn Dewey's Schools of To-morrow: Rousseau,Recorded Knowledge,and Race in the Philosopher's Most Problematic Text

A century ago, John Dewey and his daughter Evelyn published Schools of To-morrow to nearly universal acclaim. However, over the course of the 20th century, critics of Dewey have drawn upon Schools of To-morrow to accuse him of being an uncritical disciple of French philosopher, Jean Rousseau, of being opposed to the transmission of content to students, and most recently of endorsing a curriculum that patronized Black students. As a result, the text has become John Dewey's most controversial and problematic. In this historical study, we seek to place Schools of To-morrow in its historical, intellectual, and social context. The first part of the study traces the writing and publication of the text, as well as its changing reception over the past century. The second part of the study directly responds to the three criticisms previously cited: that Dewey was a disciple of Rousseau, that Dewey was opposed to the transmission of content knowledge, and that Dewey endorsed the racially segregated school system of Indianapolis depicted in the text. Drawing upon Dewey's other writings, his course syllabi, his personal correspondence, and lecture notes, we argue that the first two accusations are unfounded, but the third is partially accurate, although incomplete. We conclude that Schools of To-morrow is an undervalued text in the Dewey cannon that warrants closer study.     

Romanticising Resistance,Romanticising Culture: problems in Willis's theory of cultural production

Paul Willis's theory of cultural production, first elaborated in Learning to Labour and defended in later work, suffers from two errors, essentialism and dualism. These are more serious than the objections against which Willis has tried to defend his theory—that it is left functionalist and politically pessimistic—and indeed are the reason why he cannot answer such objections satisfactorily. The consequence, notwithstanding Willis's disavowals, is an entrenched romanticising of both ‘resistance’ and ‘culture’, especially male working class culture.     

An epistemology of one’s own: curricular (re‐)construction of school technology and non‐technology in Sweden, 1975–1995

Obara Kuniyoshi, a leading representative in Japan’s New Education movement in the early twentieth century, founded his own private school, Tamagawa Gakuen, in 1929. Although his educational philosophy owes more to contemporary Western ideas about educational reform than to Japan’s educational heritage, Obara throughout his life invoked the juku, a type of private academy prevalent in Japan until the late nineteenth century, and made ‘juku education’ one of his principles. This case study examines Obara’s ‘juku‐myth’ both in the context of Obara’s educational thought and achievements and in the context of recent discussions about collective memory as a historical reality in its own right.     

Griffin,Patrick & Care,Esther ed (2015) Assessment and teaching of 21st century skills Springer (Berlin) isbn 978‐94‐017‐9395‐7 310 pp €99.99 (ebook €83.29) http://link.springer.com/book/10.1007/978‐94‐017‐9395‐7

While learning methods and approaches have changed dramatically in the 21^st century, assessment—especially standardised testing—has remained almost untouched. This volume presents a collection of papers on an innovative approach to collaborative testing. It describes the theoretical framework of an international project and reflects on a challenging perspective of what learning and teaching mean today and will mean tomorrow. If the book sounds likely to be close to your needs, I strongly suggest you buy a copy. Jesús García Laborda     

From Punk Love to Compa Love: A Pedagogical Paradigm to Intervene on Trauma

Emerging research shows that the number of young people experiencing trauma is alarmingly high and continuously increasing. In the midst of such pervasive trauma, teachers generally—and particularly in urban schools—must be equipped with a language and paradigm that prepares them to intervene in the traumatic stressors impacting the lives of students. Recent educational and trauma—informed scholarship suggest that in order for young people to heal from trauma and develop higher levels of resiliency, they must be around loving adults. By drawing from research that spans the fields of public health, psychiatry, psychotherapy, and education, as well as literature about love, critical pedagogy, and culturally sustaining pedagogies, I theorize and illustrate how Compa Love is a framework that enables us to practice love as an intervention to trauma within the context of urban classrooms.

     

Teaching Classic Probability Problems with Modern Digital Tools

This article is written to share teaching ideas about using commonly available computer applications—a spreadsheet, The Geometer's Sketchpad, and Wolfram Alpha—to explore three classic and historically significant problems from the probability theory. These ideas stem from the authors’ work with prospective economists, mathematicians, and teachers. The historical contexts include the problem of the division of stakes (14^th century), the problem of the Grand Duke of Tuscany (17^th century), and the problem of co-primality of two natural numbers chosen at random (19^th century). The suggested use of computers can be extended to other probability contexts to achieve at least two goals: to make complex mathematical ideas more accessible and to emphasize the importance of experimental evidence as a means of conceptual development in mathematics for all student populations.     

Unlikely Crusader: John Eldred Swearingen and African-American Education in South Carolina

Although not a well-known figure either in educational or South Carolina history, John Eldred Swearingen had a profound impact on the schools of the Palmetto State. Guiding the schools to transition from 19th-century academies to 20th-century schools, Swearingen held office from 1907–1922. During these years, Swearingen oversaw unprecedented legislation impacting attendance, funding, and curriculum. Swearingen's stance on African American education was unlike many of his contemporaries—he used a variety of methods to improve education and raiseconsciousness amongst his White politician counterparts.

All of these facts would make him a worthy subject of biographical study; however, that he achieved all these things while blind makes his life and career all the more worthy. Almost as overlooked as Swearingen's contributions to South Carolina is the role the state played in the Brown v. Board of Education decision via the Briggs v. Eliott case. Drawing from Swearingen's own words, the papers of his contemporaries, and both legal and historical analysis of the involved legal cases to present an overview of both Swearingen and Briggs, this article argues that without Swearingen's visionary leadership—or if he had not been undone politically—the road to Briggs would have been quite different—if it existed at all.     

Writing the Self: Wittgenstein,Confession and Pedagogy

In this paper I investigate ‘the confessional’ as an aspect of Wittgenstein's style both as a mode of philosophising and as a mode of ‘writing the self’, tied explicitly to pedagogical practices. There are strong links between Wittgenstein's confessional mode of philosophising and his life—for him philosophy is a way of life —and interesting theoretical connections between confessional practices and pedagogy, usefully explored in the writings of the French philosopher, Michel Foucault. The Investigations provides a basis and springboard for understanding the notion of ‘writing the self’ as a pedagogical practice which encourages a confessional mode compelling us to tell the truth about ourselves and, thus, creating the conditions for ethico‐poetical self‐constitution.     

Joe L. Kincheloe: Genies and wishes: a review of Key Works in Critical Pedagogy

We review Key Works in Critical Pedagogy: Joe L. Kincheloe edited by kecia hayes, Shirley R. Steinberg and Kenneth Tobin, which gathers the seminal works of Joe. L. Kincheloe and pairs them with contemporary scholars who respond to and push forward Kincheloe’s work. The chapters of Key Works in Critical Pedagogy are arranged to begin with Kincheloe’s earlier works, going back to 1991, and progress through to the last works he published before his death in 2008. Through this format, readers are able to see the evolution of Kincheloe’s scholarship. In addition to this, a few key authors provide a behind the scenes look at the man who wrote the texts. As Kincheloe’s ideas and the ideas of the scholars that he drew from are presented, applied, reworked and reconfigured, they shift and transform. The response chapters work to (in effect) show us the notes in the margins of scholars who have been influenced by Kincheloe’s ideas. Using the metaphors of lamps and wish-granting genies, we argue that this book is an important tool in illuminating the way forward for social justice work, published in an historical moment that requires precisely this.     

MAD HATTERS,JACKBOOTED MANAGERS,AND THE MASSIFICATION OF HIGHER EDUCATION

In this review of three recent books on higher education, Alexander Sidorkin shows how the disinterested discourse that appears to be anticapitalist and anticommercial is actually a way of obtaining income from state subsidies. What links the books under review—Cary Nelson's No University Is an Island: Saving Academic Freedom, Frank Donoghue's The Last Professors: The Corporate University and the Fate of the Humanities, and Jennifer Washburn's University, Inc.: The Corporate Corruption of Higher Education—is their critical evaluation of the corporatization and commercialization of higher education. In his analysis of this common theme, Sidorkin considers discourse as a means of production, and he maintains that the semiotic fields produced by discourse may create inflationary bubbles unless they engage in innovative discursive practices. Higher education is shaped by the trend toward massification, which makes the innovative discourse essential. Sidorkin concludes that the discursive energy of proponents of higher education should be focused on solving the numerous problems that arise from the massification of higher education rather than trying to reverse the trend and return to some golden age of academia.     

诗歌的张力:再读卡明斯的《爱情比忘却厚》

卡明斯(E.E.Cummings)是20世纪的美国著名现代诗人。他的诗歌创作形式深受其叛逆思想和绘画风格的影响,离奇大胆、独辟蹊径、充满弹性。文章依据新批评理论,从词语的悖理组合、句义的多重含蕴和意蕴的模糊不定三个方面对卡明斯诗歌《爱情比忘却厚》进行探讨,揭示其诗歌创作的张力。     

I fall to musing

This is a narrative of the author reading—with his students in a remedial English class at a community college in Brooklyn, New York—a story by Leo Tolstoy about a shoemaker's awakening through reading. As it recounts the students' reactions and the instructor's remarks, it quotes the story ‘Where Love Is, There God Is Also’ piece by piece. For the instructor, Tolstoy's story is problematic, for the story is patently religious (and his students are widely divergent in their beliefs, he is an atheist and the college is emphatically and legally secular), and yet its deeper significance, he hopes, is that it dramatises the deep thinking and feeling that only reading seems able to provide.     

BROADCAST NEWS AND ELDERLY PEOPLE: ATTITUDES OF LOCAL TELEVISION MANAGERS

The Kogan Attitudes Toward Old People Scale was used to measure local television manager attitudes toward elderly people. Census projections have shown that the elderly population will increase dramatically in the next century. The importance of local television news in the Hues of the elderly makes the study of the attitudes of broadcasters about older people relevant. A national survey of two groups of television managers—general managers and news directors—found that younger news directors had a more positive attitude toward older people, while the older general managers had a less positive attitude.     

The Reconstruction of Jewish Education

Some forty years ago, Milton Steinberg, in his A Partisan Guide to the Jewish Problem, presented a “Gallery of Jewish Portraits” in which he surveyed the varieties of attitudes and beliefs which characterize twentieth century American Jews.¹ In describing the memories, commitments and problems of his Jewish types, Steinberg presented graphically his contention that there is no longer one “ideal” Jew nor a normative tradition acceptable, even superficially, to all Jews.     

Martin Trow’s elite‐mass‐universal triptych: Conceptualising Higher Education development

Martin Trow was among the most influential scholar in Higher Education studies in the second half of the 20th century. He is best known for his conceptualisation of the development of Higher Education into three stages—elite, mass and universal systems. This article considers, first, his intellectual method and the underpinning theory (or lack of it); secondly, the extent to which his ideas, generated in the exceptional environment of post‐war America were, and are, relevant to different national contexts and in the very different environment of the 21st century; thirdly, the strengths—and weaknesses—of Trow’s conceptualisation of three stages of Higher Education development; and, finally the new lines of research suggested by an overall assessment of his work.