关键词： Internationalism   curriculum   progressive education   citizenship   League of Nations  

摘要： This article examines education for internationalism during the interwar years, addressing curriculum initiatives in Australia with reference to reforms promoted by the League of Nations and progressive education networks. Two main questions are explored: First, how were the logics of interwar internationalism mobilised in educational debates in Australia? And second, how were such aspirations socialised beyond the pages of official exhortations and the visions of elites? Interwar internationalism relied heavily on the promise of educational endeavours to advance international understanding. Despite the declared importance of education in histories of internationalism, this article argues that insufficient weight has been given to the crucial role of school curriculum in recontextualising these ideals and putting them into practice. Curriculum has governmental, epistemic, normative and technical dimensions, and all were engaged in mediating internationalist sentiment. Analysing public debate and Australian school history textbooks and reports written by influential educator Alice Hoy, this article shows how curriculum worked to secure an idealised world-minded citizen and simultaneously embed dividing practices and hierarchies along racialised and civilisational lines. Finally, contemporary educational concerns about global citizenship are situated in a longer history of curriculum reforms that have generated powerful norms and exclusions in pursuit of world-minded future citizens.

摘要： This article explores the use of an interview assignment using photovoice to help students gain a deeper understanding about their reactions to others' grief and loss processes with the goal of facilitating their effective work with those who are grieving. Photovoice is a participatory research method and tool using images to explore narratives. Using the pedagogy of suffering model we developed as a conceptual guide, this article describes how students learned, grew, and self-reflected over a semester. Results yielded three trajectories that reflected students' movement through growth and change as they learned about themselves and others. Implications for teaching about grief and loss and the use of the conceptual model are discussed.

关键词： Multicultural competence   social work   gerontology   digital storytelling  

摘要： Building on a student-led digital storytelling project, the author suggests that expanding definitions of two core constructs of social work education and practice, experiential learning and cultural competence, can improve outcomes for diverse older clients by increasing competence in multicultural gerontology practice. Using a variety of media, digital storytelling focuses on stories that are not often heard, like those of diverse older adults. Student-led projects provide opportunities for students to engage with experiential learning, a high-impact pedagogy. Beyond describing a one-semester digital storytelling project that occurred in an undergraduate gerontology practice course, the article shares findings from the project?s evaluation. The evaluation yielded recommendations, such as encouraging social work faculty to provide opportunities for experiential learning across the curriculum, and improving competence in multicultural gerontology practice through creative pedagogies. Ultimately, the author suggests that fresh pedagogical approaches that expand core social work constructs can improve outcomes for diverse older adults by promoting multicultural gerontology practice competence.

关键词： Latino   a youth   critical pedagogy   transformational resistance   community based organizations   multicultural education  

摘要： This ongoing ethnographic study examines how a counter-space, La Libertad, introduces Latin@ students to a liberating pedagogy of praxis which counters dehumanization they experience in their high school. The researcher spent 180+ hours over 14 months in the field collecting data through participant observation, field notes, and personal reflection essays. Observational data were collected in high schools, during activities, and during youth presentations on college campuses. Tentative results reveal a liberating pedagogy guided by three principles: youth as knowledge holders, co-construction of knowledge, and shared knowledge, offering Latin@ youth the opportunity to engage in both forms (internal and external) of transformational resistance.

摘要： Creation of a classroom environment safe enough for students to expess their perspectives, hear classmates views and engage in classroom dialogue remains a major challenge in social work teaching. Intergroup dialogue and Theatre of the Oppressed are two approaches that effectively meet these challenges. Intergroup dialogue offers a systematic method of creating safety, exploring and owning social identity, engaging in hot topics, and ally building. Theatre of the Oppressed promotes communications that allow creative delving into sensitive topics. Data are presented from a cohort of students in a social work undergraduate oppression class. An ethnographic method was implemented to review student responses to a pedagogical approach that combined intergroup dialogue and Theatre of the Oppressed. Data analysis revealed students' increased self-reflection and perspective taking.

关键词： Human services education   online learning   pedagogy   personalized learning   situated cognition  

摘要： This article describes the development of a personalized learning approach to human services online education that utilizes a "learning camera" as a metaphorical tool for undergraduate students' development of knowledge, skills, and dispositions required for successful transition to professional practice. By highlighting students? ongoing development as knowledge builders and constructivist learners, the online curriculum is enacted within each student's area of interest and in their home communities. This "learning camera" model of online pedagogy for human services education is intended to serve as a resource for other institutions interested in praxis-oriented approaches to personalized online teaching and learning.

摘要： "Wild Pedagogies: touchstones for re-negotiating education and the environment in the Anthropocene." Journal of Adventure Education and Outdoor Learning, 19(4), pp. 374–375

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关键词： Speculative design   computer history   historical methods   pedagogy   design education  

摘要： This paper provides a pedagogic context for the authors' concept of 'Speculative Pasts,' framed within an auto-ethnographic account of their co-taught course 'How the Computer Became Personal.' Blending disciplinary methodologies from historical practice and speculative and critical design, the Speculative Pasts assignment asks students to create primary documents from a hypothetical historical scenario related to an aspect of American personal computing history. This paper lays out the disciplinary contexts and development process for working across design and history disciplines, curricular organization, assignment process, and offers analysis of examples from student work. Additionally, this paper details how 'Speculative Pasts' offer a critique of the narrowness and problematic futurism of 'speculative futures.' Altogether, the authors offer this course and its primary project as a model for making history essential, rather than supplementary, to design and for leveraging practice-based production as a valued mode of historical inquiry.

关键词： Antiracist pedagogy   antisemitism   polyvocality   testimony   Jewish representation  

摘要： At the Jewish History Museum and Holocaust History Center in Tucson, Arizona, photographs, text, and audio displays present Jewish histories alongside local histories of African-American, Latinx, and Native peoples - among others - in Southern Arizona, where Jews comprise only 2-3% of the population. In documenting our pedagogical tools for presenting these histories, we ask what forms of responsibility and context are necessary when engaging antisemitism and other forms of exclusion. What does it mean to present these histories and not romanticize or isolate them in the past, but instead instrumentalize them in order to prompt contemporary action? Weekly public talks and an education program that reach several thousand students a year employ antiracist pedagogical methodologies for facilitating difficult conversations inside the museum. This article will document our frameworks of discussion and lines of questioning prompted by our museum displays that actively thematize race and institutional forms of discrimination.