关键词： Research methods pedagogy   typology   teaching approach   teaching strategy  

摘要： The challenge of research methods teaching is gaining attention among policy-makers keen to build social science research capacity and, critically, among educationalists keen to enhance the pedagogy. This paper addresses pedagogy, presenting a new conceptual-empirical typology of pedagogy for social science research methods teaching. Taking a sociocultural perspective, pedagogy is seen as encompassing both actions and underlying values. A mix of qualitative methods was used to engage more than 100 methods teachers (plus students) from diverse UK and international contexts. An expert panel method and focus groups helped elucidate pedagogical knowledge. Video-stimulated reflective dialogue added detail to that knowledge. Thematic analysis was used to make sense of teaching practice with individuals and across the dataset. A typology of research methods teaching developed iteratively across this process, proposing the core categories of approach, strategy, tactics and tasks. In-depth case studies helped to gain nuance and test the emergent typology in situ. The paper argues that the typology contributes a dynamic tool for developing practice. It transforms the way we think about teaching and can be applied in any social science research method teaching context, benefitting the pedagogic community by enabling greater focus in planning and reflection.

摘要： "Critical language pedagogy: interrogating language, dialects, and power in teacher education."Educational Review, 72(4), p. 540

关键词： Engineering dynamics   lecture   problem solving   representations   social semiotic multimodality   undergraduate  

摘要： Engineering educators express concern that undergraduate engineering students solve problems procedurally without the necessary conceptual understanding. While research in engineering dynamics has focused on using technology to improve student performance, this article focuses on using representations for modelling problem solving in the lecture. This is an in-depth, qualitative case study of the pedagogy of an experienced lecturer in a dynamics course in a professional undergraduate engineering programme at a South African university. Social semiotic multimodality is used to analyse the lecturer's purposeful, contextual language choices. The analysis shows how the lecturer creates - using the available space, media and time of the lecture - multiple opportunities for students to access the valued practice of using a complex dynamics concept meaningfully in a heuristic to problem solve as a student and engineer-in-training. The findings from the case study surface points of engagement on problem solving pedagogy in the lecture space.

关键词： PETE   critical race pedagogy   critical race theory   Black education  

摘要： Background: A critical race theory of education has a been a popular framework for understanding racial inequities teaching and teacher education. Furthermore, it has served as the foundation for critical race research methodologies and critical race pedagogy, which are meant to address racial inequity via research and teaching, respectively. With regard to critical race pedagogy, there has been no specific conceptualization for the preparation of physical educators. Purpose: The purpose of this paper is to present a critical race pedagogy of physical education teacher education (PETE). Key Concepts: In the paper, critical race theory and critical race pedagogy are highlighted as the conceptual roots of a critical race pedagogy of PETE. In doing so it offers a critique of resource pedagogies and their conceptualization in PETE. Critical race theory has been described as a scholarly movement that seeks to uncover and dismantle systemic racism while rejecting incrementalism. Critical race pedagogy is an approach to teaching that is informed by critical race theory and womanism. A critical race pedagogy of PETE builds upon previous conceptualization of critical race pedagogy by offering the (a) recognition context;(b) the value of Black self-reliance;(c) and the value of the Black body as its foundations. Discussion and Conclusion: A critical race pedagogy of PETE adheres to a post-White orientation. As such, this approach to teaching recognizes that Black physical education involves Black people and Black places without subordinating or comparing them to White people and White places. It is also a challenge for Black scholars and teacher educators within PETE to focus their attentions, intentions, and efforts to the sustaining of Black educational institutions and the training of Black physical educators for Black communities. Thus, I acknowledge context within the post-White orientation allowing for an appropriate reorienting of a critical race pedagogy of PETE to me

摘要： The current study reports outcomes of a professional development model intended to strengthen faculty members' cultural competence and skills for teaching about diversity and inclusion. Creating Inclusive Communities (CIC) was developed collaboratively by faculty from across social science disciplines based on a theoretical framework emphasizing learning principles, critical consciousness, and White racial identity development. This study examined the outcomes of the model on student cultural competence based on pre-post survey analysis. Findings indicate that students perceived a benefit from course activities related to race pedagogy and showed statistically significant results in two of three courses. These findings indicate that the infusion of an inclusive model, including in courses not directly related to diversity topics, has potential benefits to students. Additionally, the impact is strengthened through a more integrated approach over the course of the semester.

摘要： The article highlights the concern over teaching of the future of humanity by schools to children. Topics include the importance of critical reflection and willingness in activism and for learning to make changes; and the importance of understanding, awareness, and deep connection for making education effective.

关键词： Actant   agency   assemblage   vital materiality   weather  

摘要： Early Childhood Education in general, and Early Childhood Education for Sustainability in particular, have dominantly relied on an ontological framework that privileges children's agency. This paper challenges this dominant narrative by attuning to the everyday ways in which children are moved by the weather within a multitude of weather assemblages. It attempts to illustrate how 'learning' could be achieved when bodies come in relation with, and are able to be affected by, other bodies. Drawing on ideas from post-qualitative research orientation that highlights weather-generated data, the paper elucidates how the weather acts on and comes into relation with humans and non-human bodies. It contends that noticing and engaging with the vitality of weather offers possibilities for creating affects and that this potentially leads to an attunement towards ecological sensibility. Notions such as 'vital materiality' and 'lively assemblages' are discussed as a possibility to go beyond an anthropocentric understanding of the weather, which could pave the way towards a more relational ontology as a basis for emphasizing human's 'inter and intra-dependence' with non-human nature, and hence, arguably, sustainable living.

摘要： Rudy Fichtenbaum, the President of the American Association of University Professors, addresses the impact that budget cuts have at public institutions, contending that almost all colleges receiving public funds have witnessed significant cuts in that source of money over recent decades. Therefore, by treating communication classrooms as learning communities, shaped by social, political, and cultural forces, instructors can create challenging yet supportive spaces for students to learn about the transformative potential of communication to confront issues like donor influence. Theme 3: the classroom is a site of activism and interpersonal justice In approaching the classroom as a site of activism and interpersonal justice, students can disrupt hegemonic forces by intervening on behalf of themselves and others. Employing critical pedagogical approaches like CCP in our classrooms make plain the linkages between higher education and public life outside of the classroom through critical discussions of power (Kahl, [13]). [Extracted from the article]

关键词： Affect   performance   pedagogy   new media   dramaturgy  

摘要： This article explores the application of theatre and performance pedagogies to broader contexts of interdisciplinary teaching and the increasingly diversified student body. It further attends to the affective dimensions of the twenty-first century digital classroom. In doing so, it proposes that a pedagogy of 'meta-affect' opens out the capacity for students to become critically aware of how socialities of the digital classroom are built through affect. It draws on German-based collective Rimini Protokoll's Remote X to show how performative visualisations of the smooth affects of digital culture enable for the development of students' capacities to conceptualise models of real-world change.

关键词： Pedagogy   Queer of Color   higher education   autoethnography   Queer Chicano  

摘要： This article argues that intersectional pedagogies are one way to capture the experiences of Queers of Color, specifically in higher education classrooms. Using critical pedagogies and critical race theory in education, the author makes the case for the need to intentionally center race and sexuality within pedagogical approaches and curriculum, what they call "Queer Critical Race Pedagogy." Using autoethnography, the author reflects on three pedagogical practices that center race and sexuality and finds that employing a QCRP is critical because the representation of Queers of Color in the classroom, course materials, and as historical actors are significant to disrupt erasure and silence in curriculum. The author concludes that QCRP can lead students of diverse backgrounds to commit to social change.