A pedagogy of emotion in teaching about social movement learning

This article explores the role of emotion in teaching about social issues in higher education. We draw and expand upon Boler's notion of a ‘Pedagogy of Discomfort’, Goodman's and Curry-Steven's concept of a ‘Pedagogy for the Privileged', and on Freire's idea of a ‘Pedagogy of Hope', in reflecting on our own experiences in teaching a graduate-level course on social movement learning. We argue for the importance of further sociological theorisation of the role of emotion in teaching and learning in higher education, and acknowledge the challenges a Pedagogy of Emotion present to those teaching in the social sciences at the post-secondary level.     

Relating social inclusion and environmental issues in botanic gardens

Botanic gardens have been evolving, responding to the changing needs of society, from their outset as medicinal gardens of monasteries and university gardens to more recently as organizations that contribute to the conservation of plant genetic resources. Considering that social and environmental issues are deeply intertwined and cannot be tackled in isolation from one another, a new challenge is now presented to botanic gardens: How can they redefine their purpose and expand their current roles in conservation, research, amenity and education in order to continue to be socially relevant? Empirical data regarding the impact of pilot community projects run by four UK botanic gardens show how it is possible in practice to address social, economic, political, neighbourhood, individual and group dimensions of exclusion whilst achieving public participation in plant conservation. This study presents the evaluation results regarding the outcomes of the Communities in Nature initiative which illustrated how botanic gardens can grow a social role and be socially relevant institutions that engage with their communities and address issues of social and environmental importance. Recommendations suggest that addressing social issues should target addressing the causes of exclusion as much as the effects.     

Direct instruction as a pedagogical tool in religious education

Recent advances in the cognitive sciences along with theoretical perspectives from a Vygotskian learning paradigm are used to provide a justification for direct instruction in religious education. Direct instruction is not seen as the end of the learning process but one way in which students can be equipped to engage in more complex learning tasks which both challenge and engage them. To be pedagogically effective, direct instruction must be part of a wider teaching strategy and be based on a number of key principles, such as coherence, signalling and recognition of prior learning. The paper argues that direct instruction is especially relevant when dealing with conceptually difficult material. In addition, it also has a place when working with students who lack strong content knowledge.     

Fight the power: situated learning and conscientisation in a gendered community of practice

In this paper, I employ situated learning theory to explore gendered processes of marginalisation and conscientisation in a social movement organisation. Using a student activist organisation as a case study, I explain women's awareness of and resistance to masculine performances of leadership and decision-making through the concept of gendered communities of practice and legitimate peripheral participation. I explore how gender inequality is performed in a community of practice, and how it both impedes and facilitates learning and resistance through legitimate peripheral participation. I attempt to bridge situated learning and conscientisation to better theorise the learning and resistance that occur when people are marginalised within communities of practice.     

英语学习动机与教学方法及相互关系的调查分析

本文通过问卷形式,调查了广州市某高中学生学习英语的动机与其喜爱的教学方法之间的关系情况。本项研究采用SPSS(statistics package for social science 10.0)进行数据处理,运用因子分析提取了10个动机因子和7个喜爱的教学方法因子;方差分析结果表明动机在性别上有显著差异;相关分析显示多数动机和学生喜爱的教学方法之间相关显著。     

Identifying transcendence in educating for public service: reflections on qualifying to teach as a pedagogic example

In this critically reflective piece, I describe the design of a foundations of education course and my first year teaching experience. I discuss thematic statements of issues that emerged as I came to construct the meaning of my experience and evolving ideas about teaching for public service professions. These included that:

• Questioning is not ‘normal’ for everyone;

• The experience of classroom safety may be different for student participants than for teacher participants;

• Reflection is a situated responsibility; and

• Assessment and authority interact within the context of learning in a formal classroom.

Discussing these issues helped me in framing teaching for public service as itself a transcendent public act, one that crosses boundaries of time and space and that requires embodied, rather than idealistic, understandings of qualifying to teach.     

Understanding adult education in community contexts: A critical realist perspective

Third-sector community organisations are important sites for learning, especially for the most excluded groups in society. However, scant attention has been paid to the various factors shaping educational provision in community contexts, and how these interact to shape the provision available to marginalised populations. This article presents new evidence addressing this gap, through drawing on interview data from practitioners working in the UK homelessness sector. It identifies a range of factors shaping educational provision in these community contexts. These are: service user need and demand; staff roles and capacity; organisational purpose and structures; national policies; support from other adult education providers; non-governmental finance; and volunteers. With some modification, and placed within an overarching critical realist framework, it is argued that these findings are consistent with Boeren’s comprehensive lifelong learning participation model. The article concludes that so long as government policy and related funding continues to ignore and fails to support educational provision in these settings, it will remain piecemeal and highly contingent on the contribution of volunteers and short-term funding.     

普通高师公共教育学的教学反思与改革

教学反思是对教学活动的理性批判，对公共教育学而言，我们必须对其在教师职前培养中的作用、课程的性质和任务、知识体系结构、教学方式等进行反思。改革公共教育学的教学应从教师的继续教育入手，并对教学内容、课程设置和教学方式进行整体改革。     

美国社区学院社区教育的发展与展望

转学教育、职业教育和社区教育是美国社区学院的三大主要职能,相对于前两种职能而言,社区教育是最后产生的,却是目前发展最为强劲的职能,它是社区学院开展成人教育、继续教育、终身学习、社区服务、社区为本的教育的重要形式.     

The pedagogical balancing act: teaching reflection in higher education

Despite the common use of the term reflection in higher education assessment tasks, learners are not often taught how to communicate their disciplinary knowledge through reflection. This paper argues that students can and should be taught how to reflect in deep and transformative ways. It highlights the reflexive pedagogical balancing act of attending to different levels of reflection as a way to stimulate focused, thoughtful and reasoned reflections that show evidence of new ways of thinking and doing. The paper uses data from a current project to illustrate the effects of focusing on particular levels of reflection in the pedagogical strategies used, and argues that while the goal of academic or professional reflection is generally to move students to the highest level of reflection to transform their learning/practice, unless higher education teachers attend to every level of reflection, there are specific, observable gaps in the reflections that students produce.     

Learning about social movements through news media: deconstructing New York Times and Fox News representations of Standing Rock

ABSTRACT

This article critically examines how news media, as a form of public pedagogy, functioned to ‘educate’ the public about the Standing Rock pipeline protests in North Dakota, USA. Drawing on literature in public pedagogy, social movement learning and communication studies, we employed ethnographic content analysis to identify emergent patterns, emphases and themes in all online media coverage by the New York Times and Fox News of the Standing Rock protests from April 2016 to March 2017. We analysed representations of Standing Rock in 164 NYT articles, and 96 Fox News articles, respectively. This ethnographic methodology allowed us to understand how the Standing Rock movement, its actors and meaning were constructed through the use of imagery, metaphors and emphasis on particular voices, narratives and perspectives. Our findings showed how both Fox and NYT were able to effectively frame the protest as a fundamentally human story focusing on Indigenous people, celebrities and US war veterans, and address broad-based public concerns about global climate change, water pollution and land rights. These results point to the importance of mainstream media as public pedagogue shaping social movement learning, and to the need for further research on this topic in adult education.     

Community,love, and culture: pedagogical insights for Black students in White spaces

Abstract

To address the tension between public education norms and the lived experiences of racially marginalized students, this study examines how Brother to Sister (BTS), a community group, promotes sense of belonging and college access among Black high school students using the school as a primary dialogical space. Specifically, through qualitative assessment, this study interprets the pedagogy of Brother to Sister through narrative accounts of how the organization functioned in the lives of its members. As experienced by participants, BTS enacts culturally centered pedagogy and African-centered education to promote personal development and community enrichment outcomes.     

Against neoliberal pedagogies of plants and people: mapping actor networks of biocapital in learning gardens

This paper attempts to answer this question: what should ecoliteracy mean in a biocapitalist society? The author situates his analysis of this question within the general context of the neoliberal reconstruction of education in the US. Specifically, focus is given to the shared model of governmentality GE food industries and education policies both utilize to manage life in the field and classroom – one where optimizing the value of plants and people for ‘flat world’ economic competition is the defining goal. Given this landscape, I suggest that what some environmental educators have called ‘ecological literacy’ or ‘critical ecoliteracy’ must now include a dimension that rejects the ways both human and nonhumans are progressively being implicated into biocapitalist enterprises. I offer an example of how biocapitalist industries educate market understandings of life by looking at how the GE food industry’s educational projects attempt to teach students and the public to think of nature and themselves as entrepreneurial actors. In the final section, I provide an example from my research using actor network theory in learning gardens as a way to develop a theory and practice of ecoliteracy that is capable of identifying and resisting the ways both human and nonhuman life are being captured and reconstructed within biocapitalist development ventures.     

Theorising participation in urban regeneration partnerships: an adult education perspective

While the policy approach in Urban Regeneration Partnership tends to be viewed as participatory governance using an urban studies lens, this article posits an alternative theorisation that takes an adult education perspective. We draw from Lefebvre’s notion of space, Engeström’s Cultural Historical Activity Theory and Holand et al.’s concept of positionality and social identity to theorise Urban Regeneration Partnership as expansive participation that acknowledges discursive struggle and contradiction in authentic democratisation. We argue for a multiscalar understanding of citizenship that attends to sociocultural conditions, challenges hegemonic spatial modalities and inculcates conditions for transformative agency. Our theorising is illustrated using data from a doctoral study examining one Urban Regeneration Partnership in the Republic of Ireland. Three themes emerged from the study: market-led discourse of transformation versus a narrative of community; rhetoric of empowerment versus the unequal positioning of residents, and the dominant hegemony of official knowledge versus community-based experiential knowledge. The article examines whether the academy can make a difference in people’s lives through challenging the prevailing orthodoxy, revealing unexamined assumptions and offering alternative frameworks for deeper understanding of the policy cycle in Urban Regeneration Partnerships.     

Voice,identity, and the organizing of student experience: managing pedagogical dilemmas in critical classroom discussions

The current paper explores the discursive complexities of teaching and learning in inclusive, critically oriented classrooms. It argues that to accomplish the ontological goals of higher learning, we need to focus on the construction of student voice, or the ability to be considered in and have influence on teaching and learning. The paper further explores the relationship between having voice and the interactional negotiation of identities and relationships among students and teachers. It is suggested that teaching and learning through inclusive, critically oriented classroom discussions is bound in the organizing of complex social experiences, and requires teachers to navigate at least three inherent pedagogical dilemmas lesson management, emotion labor, and structure.     

关于在校园网中建立学习型SNS社区的思考

随着网络、社交网络的日益成熟发展,学校教育与网络相结合、师生学习社交关系圈形成的新型教育模式,将是成人学习的新型模式。在校园网中建立学习型SNS社区,可为教师与教师、教师与学生、学生与学生之间的交流提供更好的平台,可以为学生营造出自主、协作的学习氛围,更好地完成学习任务,为教师打造专业平台,快捷知识和观点分享。如何利用学生的网络活跃性和群居性为教学服务,是目前学校网络建设与发展的热点、创新点。在校园网中建立学习型的SNS社区网站就是一个新的探索。     

Wild botanic gardens as valuable resources for innovative environmental education programmes in Latin America

Wild botanic gardens consist of natural or semi-natural land remnants immersed in large urban areas or botanic gardens, which are managed for purposes of biodiversity preservation and public recreation. In Latin America, they tend to be affected by budget limitations; however, they serve as valuable resources that permit the development of innovative environmental education programmes. Specifically, we are considering the appropriateness of implementing critical environmental education and socio-constructivist programmes. As for practical considerations, it is important to include diverse epistemologies, and therefore, strategies or procedures characteristic of science teaching, such as problem-based learning, together with other characteristics of social activism and popular education initiatives, such as assemblies or meetings, and others characteristic of more traditional and indigenous worldviews, such as celebrations of the earth. In this way, Latin American wild botanic gardens may play a role in constructing environmentally responsible societies and the nurturing of a culture of reflective inquiry.     

Blogging as public pedagogy: creating alternative educational futures

In this study, I explore ‘blogging’, the use of a regularly updated website or web page, authored and curated by an individual or small group, written in a conversational style, as a form of public pedagogy. I analyse blogs as pre-figurative spaces where people go to learn with/in a public sphere, through collaboration with interested others. However, my intention is not to conceptualize blogging spaces as such, but rather—having framed them in a particular way—to explore the extent to which they globalise dissent. My argument is that the blogs I explore, understood as public pedagogic spaces, cultivate voices of educational dissent. Positioning itself within the global research imagination, the study draws extensively on data generated by two blogging communities with a combined international readership in excess of 40,000 people; one of the blogs is based in the UK, written by a group of adult educators. The other is based in Canada written by a group of adult literacy practitioners. Whilst both blogs are authored, curated and carried by a named individual, as public pedagogic spaces, they are implicated in the creation of a dialogic self: a self which is developed collaboratively with/in the interests of and through a public that coalesces around them. The pedagogies associated with these spaces are argued as explicit and intentioned. The public that coalesces around them learns how to survive a global neoliberal policy nexus that is unsympathetic towards the ideals they pre-figuratively embody. In so doing, they call into being the creation of alternative educational understandings of themselves and each other in relation to policy, pedagogy and the purposes of education.     

Master and student in French higher education: Academic language and pedagogical distance

Academic Discourse is a contemporary study of the language of teaching in the Arts faculties of France in the mid-1960s. It was originally published asRapport pédagogique et communication (1965). Carried out during a time of mounting tension, it captures the breakdown in the social assumptions governing teaching practice in French universities. This empirical study of how students use academic language in their essays and exams brings out the implicit cultural expectations underlying scholastic success and the social functions served by the traditional pedagogical regime of the French university.