Expertise,authority and embodied pedagogy: operatic masterclasses

The paper reports a study of masterclasses for young opera-singers, taught by experienced, world-class singers. These and similar forms of learning in the creative and performing arts represent fertile opportunities for the investigation of pedagogy. Given the recent ‘performative’ turn in sociological studies of education, and of cultural forms more widely, it is especially pertinent to examine the work of pedagogy in an overtly performative context. The operatic masterclass is made possible by the embodied authority of the teacher, and by her or his charismatic authority. The masterclass itself is marked by repetition, attention to technical detail, and to interpretative flexibility. Expertise is shared through gesture, metaphor, demonstration and personal maxims. Technical and interpretative knowledge are synthesised through the teacher’s personal authority. These processes illustrate the communities of pedagogy associated with artistic communities of practice.     

Queer pedagogy,educational practice and lesbian and gay youth

Our article explores the potential that queer paradigms and pedagogies hold for affirming sexual diversity in secondary schools. In understanding the operation of schools as heteronormalising institutions, it is possible to move beyond viewing queer youth as a disenfranchised minority group requiring reparation within an equity framework (a process that we suggest operates simultaneously to legitimate heterosexuality and to reinforce the abnormality of same-sex desire). Using research that we have undertaken with lesbian and gay youth in New Zealand secondary schools, and drawing on queer, post modern and feminist theoretical threads, we explore three (hetero) normalising processes experienced by the queer participants in their schools; the maintenance of silences, the pathologisation of (homo)sexualities, and the policing of gender boundaries. We close by exploring how several queer pedagogical features - creating venues, abnormalising the normal, dissolving the homo/hetero binary and forming alliances - could be used in order to affirm the sexual diversity of secondary school students.     

基于项目教学法的会计学教学实践探索

本文对中职学校在会计专业教学中改变传统教学模式,采取项目教学进行了讨论。项目教学法以学生为中心、以实践为中心、以培养动手能力为中心,创建项目情境,设计学习任务,进行合理评价,使学生之间在沟通、交流、协作的过程中,发挥主动性和创造性。     

Cooperative Learning for Academic and Social Gains: valued pedagogy,problematic practice

A growing number of governments, seeking to modernise their country's education system, adapt cooperative learning (CL) as a major component of their educational policy. Since the 1960s, when CL re-emerged to become a systematic pedagogy, CL practice has been constantly refined on the basis of ongoing research. Research results have consistently shown that CL improves students' academic achievement as well as social interaction when carried out responsibly. CL methods and procedures are designed to promote cooperation and mutual assistance among learners and often carry over to relationships outside the school. Translating the promise of CL to practice is more complicated than meets the eye, and does not always guarantee that its desired goals are achieved. This article sets out to explore some of the causes of the discrepancy between the promise and practice of CL, such as confusion about methods, lack of adequate preparation, and teachers' perceptions of teaching in general and of CL in particular.     

The body and pedagogy: beyond absent,moving bodies in pedagogic practice

Following the corporeal turn in social theory, this paper explores how the body is implicated in pedagogic practice and leaning. Focusing on the body has usually been recognised as part of the regulative rather than instructional discourse in schools. Work has begun to redress the mind–body imbalance through the ‘corporeal device’ developed from Bernstein’s ‘pedagogic device’, the fundamental relay through which social inequalities are reproduced in schools. To properly recognise the way bodies act as pedagogic relays requires a robust understanding of persons as multi-sensorial acting beings. Examples for choreographic pedagogy are used to illuminate the complex and multimodal features of instructional discourse and to suggest how the moving body could be enlisted to enhance students’ access to formal academic discourses and better understand why some young people fail to achieve in schools.     

Problematizing public engagement within public pedagogy research and practice

In this article, we explore issues related to how scholars attempt to enact public pedagogy (i.e. doing ‘public engagement’ work) and how they research public pedagogy (i.e. framing and researching artistic and activist ‘public engagement’ as public pedagogy). We focus specifically on three interrelated issues we believe should be addressed by scholars as they continue to theorize, enact, and analyze public pedagogies in the broader public sphere: (a) power dynamics embedded in individualized versus more collective enactments of public intellectualism; (b) conflicting and complicated conceptualizations of the relationship between the public pedagogue and the public, and how that relationship should be enacted; and (c) ethical issues surrounding the framing of public engagement and activist work under the umbrella of ‘pedagogy’.     

Reclaiming nostalgia in educational politics and practice: counter-memory,aporetic mourning,and critical pedagogy

In this essay, the author attempts to complicate the reading of nostalgia in the cultural politics of education, arguing that the blind rhetoric of nostalgia for an idealized past can and should be critiqued in productive ways. Despite some literature addressing the consequences of nostalgia in the context of teaching, little has been done towards the direction of critically examining nostalgia in relation to the controversial issues of national memory and historical trauma and how those influence educational politics and practice. Central to the author's argument is that nostalgia has multiple meanings, some of which promote nationalist agendas while others offer opportunities for transformation. One way to begin the process of reclaiming nostalgia in education is to shift the discourse from restorative nostalgia to reflective nostalgia. The constructs of counter-memory and aporetic mourning provide useful theoretical lenses through which reflective nostalgia can promote productive ways of addressing national memory and historical trauma.     

Visual culture and critical pedagogy: from theory to practice

ABSTRACT

This article presents an educational approach that merges ideas of critical pedagogy with those of visual culture. According to this approach – termed visual critical pedagogy – art is an integral part of the textures of society and culture and their manifold and complex visual expressions, including the more controversial and subversive among them. It objects to locking art and visual culture in art departments, and to restricting art history to a formalist analysis of ‘masterpieces’ – which represent primarily the Western art market and its underlying politics. It likewise rejects the conception of art history as the history of artists and art movements – a conservative approach still prevalent in many academic institutions. Integrating critical pedagogy with visual culture provides fertile ground for an educational practice within art classes and beyond them. Visual critical pedagogy is formulated using the concepts exposure, deciphering, representation and visibility, shared by both critical pedagogy and visual culture. These are discussed in the context of educational projects and activities planned and implemented by Jewish and Arab students enrolled in an education-through-art program in an academic college in northern Israel.     

Poetry,poetics, and pedagogy

She has published articles on children's literature in relationship to critical theory, and is an officer in the Children's Literature Association.     

Crossing cultures: US student teacher observations of pedagogy,learning, and practice in Plymouth,UK schools

International internships can assist pre-service teachers in beginning to build a repository of successful strategies for learning and becoming members of the global educational community. These include school settings and scheduling; use of curriculum and resources; instructional skills and strategies, including lesson planning; and classroom management, including management of student behaviours. The current study examines the reflections of 56 undergraduate teacher education students from Florida who took part in a three-week international internship in Plymouth, UK. The primary purpose of the study was to determine the areas in which the experience had an impact on their pedagogical awareness. Specifically, the research question was: ‘How does the short-term study abroad internship impact pre-service teachers' perceptions or understanding of: professional school relationships, and classroom management and structure?'     

Expertise, Aptitude, and Strategic Remembering

Second- and fourth-grade children were classified according to their knowledge of soccer (experts vs. novices) and IQ (high vs. low), and given 2 sort-recall tasks. One task included items related to the game of soccer and the other included items from familiar natural language categories. Previous research has shown that expertise in a subject can compensate for low levels of performance on text comprehension tasks. Our results, the first examining the effects of both expertise and intelligence on a strategic memory task, were that soccer expert children recalled more items on the soccer list but not on the nonsoccer list than soccer novice children. However, soccer expertise did not modify a significant effect of IQ level, with high-IQ children recalling more than low-IQ children for all contrasts. Interest in soccer was found to be related to expertise but did not contribute to differences in memory performance. The results demonstrate that the knowledge base plays an important role in children's memory, but that domain knowledge cannot fully eliminate the effects of IQ on sort-recall tasks using domain-related materials. That is, although rich domain knowledge seemed to compensate for low aptitude, in that low-aptitude experts performed at the level of high-aptitude novices, its effects were not strong enough to eliminate performance differences between high- and low-aptitude soccer experts.     

教学交往实践：现代教学的本质

交往实践是时代哲学的主题,教学交往实践具有教学主体多极性、教学主体与教学客体对立统一性、师生主体与自身客体对立统一性、社体性与教学主体间性对立统一性等特征。现代教学的本质就是教学交往实践,它突破了传统的教学交往和教学本质观,对现代教学理论建设和教学实践的发展在有重要意义。     

Extending the constructs of active learning: implications for teachers' pedagogy and practice

Active learning is a pedagogical construct widely appealed to within the global discourse of lifelong learning. However, an examination of the literature reveals a lack of clarity and consensus as to its meaning. This article provides a critical analysis of a range of dimensions underpinning the concept of active learning including policy discourses, definitions, interpretation and enactments in educational settings, and resultant pedagogical implications. A more robust theoretical framework is presented to support educator understanding which synthesises and extends current constructs and which bridges the divide between active learning considered as either theory of learning or pedagogical strategy.