A Review of “Fields of Green: Restorying Culture,Environment, and Education”

This essay describes an educational initiative that used environmentally themed (green) hip-hop to stimulate learning in an environmental science classroom. Students were then challenged to compose their own green hip-hop and their lyrics demonstrated skills that have thematic consistency around what is called a Critical Ecological Literacy (CEL). An analysis of more than 200 creative pieces collected from eight runs of this curriculum over four years shows that CEL can be used as a guiding concept for the creation of curriculum targeting urban areas and racially diverse learners. Several examples of this student-produced green hip-hop are shared to delineate elements of CEL that can help educators evaluate student learning as well as their own teaching materials.     

Florence, Italy : City of Art, Culture and Soccer

I guess you could say my life began pretty normally. I was born in Indianapolis, Indiana on September 24th, 1982. No big thing at all except for the fact that I was the first son of Terry and Kim Edwards and the first grandson for both sets of grandparents.     

Florence,Italy:City of Art,Culture and Soccer

<正>I guess you could say my life began pretty normally. I was born in Indianapolis, Indiana on September 24th, 1982. No big thing at all except for the fact that I was the first son of Terry and Kim Edwards and the first grandson for both sets of grandparents. My life was about to get interesting, and for the next few years it wouldn’t stop spinning.     

Freud,Plato and Irigaray: A morpho‐logic of teaching and learning

This article discusses two well‐known texts that respectively describe learning and teaching, drawn from the work of Freud and Plato. These texts are considered in psychoanalytic terms using a methodology drawn from the philosophy of Luce Irigaray. In particular the article addresses Irigaray's approach to the analysis of speech and utterance as a ‘cohesion between the source of the utterance and the utterance itself’ (Hass, 2000). I apply this approach to ask whether educational tradition has fractured the relationship between pedagogy and the body of the teacher/pupil. Teaching and learning are re‐addressed in ways that challenge the gender‐neutral representation of pedagogy as a systematic technique.     

Florence,Italy:City of Art,Culture and Soccer

I guess you could say my life began pretty normally. I was born in Indianapolis, Indiana on September 24th,1982.No big thing at all except for the fact that I was     

A Review of “Teaching the Bible Through Popular Culture and the Arts”

Pope Francis incarnates a praxis of encounter in an age of polarization. For Francis, encounter entails displacement, dialog, and discernment. Relational pedagogy illuminates the fecundity of relationships between the teacher and student at the heart of education. Nel Noddings, preeminent proponent of relational pedagogy, grounds an ethics of care in the mother–child relationship and Levinasian encounter. Noddings points toward the application of encounter in education. The hyper-individualized, commodified, and technocratic culture of Catholic higher education today is a formidable challenge to a pedagogy of encounter. However, indigenous ways of teaching and learning offer pedagogical practices for realizing encounter.     

On the Advantages and Defects of the American Structuralism

During the years at the end of the nineteenth century and beginning of the twentieth century when Saussure was working out his ideas in Europe, synchronic linguistics was emerging independently, and in a very different style, in America, under the leadership of the anthropologist Franz Boas. Boas set a direction for American linguistics. The school founded by Boas was called structural linguistics. Beside Boas, the other two major representatives of this school during this period were: Sapir and Bloomfield.     

“The Environment”: Power,Pedagogy, and American Urban Schooling

Drawing on participant-observation research conducted in one core urban and one affluent suburban public school, the author argues that critical educational theorists should devote more attention to differential structural constraints on pedagogic choice. Teachers at the urban North End Community School make pedagogic choices that reinforce social hierarchies. They do so, in part, in order to enable their students to manage a series of risks and dangers associated with concentrated urban poverty. The evidence presented suggests that changing the role power plays in urban public schooling requires changing not only the choices individual teachers make, but also educational and other institutional constraints on pedagogic practice.     

The “Educated” Consumer: The Formation of Memory,Attention, and Imagination in Consumer Culture

This article offers a critique of consumer culture that draws on Augustine’s vision of human consciousness, exploring consumerism’s formative effects on the memory, attention, and imagination of consumers. Drawing on William Cavanaugh’s analysis of consumers’ disposition of detachment, it explains how consumer culture distorts memory, attention, and imagination in consumers. It addresses the effects of consumerism on declarative, episodic, and procedural memory, on open awareness and concentration, and on intellectual, fantasy, empathy, and strategic imagination. The author suggests that religious educators should consider their work a form of reattachment therapy.