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Turn, Turn, Turn: Turning as an Image for Education in Plato, Arendt, and Biesta
No full textTeachers who are committed to a pedagogy of liberation, who do not want their classrooms to repeat oppression, and who understand themselves to be educating critical thinkers as much as or more than imparting information, have existential difficulties with their role as the authority in the classroom. How to appropriately exercise leadership and craft educational experiences while not usurping the students’ autonomy and not reinforcing their sense that learning is external to them is a continual conundrum for the would-be emancipatory critical pedagogue. A rich and engaging metaphor through which a teacher can conceptualize self and process is the action of turning. Theorists Plato, Hannah Arendt, and Gert Biesta all employ turning as an image in their analyses of the learning process, and this egalitarian, companionable gesture offers a way forward for teachers. This article examines the different ways each writer uses turning to think about education and suggests implications for teacher identity and classroom practice
Enactivating Radical Love
Get PDFJoe L. Kincheloe always acknowledged the many influences that he had in the works of Paulo Freire, the Frankfurt School, Michel Foucault, feminists of many colors, and W.E.B. Dubois, among many others including his peers and colleagues (Kincheloe, 2008). That his work has had far-reaching impact is evident in the efforts made by next-generation scholars around the globe to acknowledge him and the many ways in which their theory and praxis were guided by his personage and his scholarship (Agnello & Reynolds, 2016). It is interesting that Joe did not write about radical love , but I believe as do others who knew him that he just did not have time to write all that he had outlined and in production, if not being inscribed, then for sure in his head. This paper makes connections between the precepts that Joe carefully outlined as ten dispositions of teachers as researchers and the enactment of radical love as an important characteristics forming the radical listener, which Joe personified so unselfishly. Radical love for the purposes of this paper is defined as dedicated to, want the best for, concerned about, care for, encourage, support, connect with, recognize, praise, guide, inspire, be inspired by, humanize interrelations with, go beyond the call of duty for, stick up for, protect, mentor, work with for world transformation. If teachers manifest these qualities, they would indeed possess the dispositions to be radical listeners as they reflect on the important work they do with their students
Whiteness and White Privilege: Problematizing Race and Racism in a “Color-blind” World and in Education
Get PDFWhiteness and White privilege are not terms that are easily identifiable, well known and or universally accepted. This article argues that Whiteness captures different, overlapping and fundamental concerns that shape contemporary societies globally, and can be used to understand, problematize and deconstruct a range of social conditions, interactions, and lived realities for all people. Education, social class affiliations, religious connections, and an infinite number of experiences shape (individual and collective) identity; however, the history of our times has made race an inextricably salient feature of our collective consciousness. There have been multiple claims of color-blindness, and the prospect of a post-racial society has been propagated by many mainstream, normative groups, especially espousing the Eurocentric (White) vision and version of reality, history, hegemony, culture and society. To meaningfully discuss Whiteness and White privilege, it is necessary to consider the context, and how historical, cultural, social, political, and economic factors are diverse (and sometimes similar) in varying geographic spaces and nations. The objective of work around Whiteness is, ultimately, to build a more decent society, achieve greater levels of social justice, and to address the deeply held values, manifestations, and realties that can lead to marginalization, racism, hatred, differentiated outcomes, and perverse social realities within cultural diversity, and ‘multicultural’ societies. This article links the analysis of Whiteness, power, and privilege to education, concluding with some suggestions for critical engagement in and through education so as to, hopefully, lay the groundwork for social justice and a more socially just society.
The Need for Appreciative Advising within Inner-City High Schools
Get PDFInner-city high school students typically do not receive encouragement or positive relationships within their academic and home environments. Introducing the Appreciative Advising framework model to inner-city schools will allow educators, counselors, and advisors alike to create a more supportive and caring environment for these students. These steps to reaching out to their students will ultimately make students feel more comfortable approaching and speaking with their mentors. As a result, mentors can use the Appreciative Advising framework model to get to know their students, and serve as supporters and guides for these students on their personal and academic journeys
Higher Education and Community-Based Research: Creating a Global Vision
Get PDFThis is a book review for Higher Education and Community-Based Research: Creating a Global Vision
The home stretch: developing automated solutions for legacy container list data at the Cuban Heritage Collection, University of Miami Libraries
Get PDFLegacy finding aids in formats other than standardized EAD-XML encoding are problematic for archivists wishing to provide deep access to and interoperability of their archival description and metadata. This case study will detail the project development, implementation, and outcomes for the legacy PDF container list conversion project as implemented at Cuban Heritage Collection (CHC) at the University of Miami, which seeks to provide innovative automation solutions based on the tenant of iterative processing and description of archival collections
My Accent, Myself: Transforming Liabilities Related to Otherness into Assets
Get PDFAs an international doctoral student, the author is reflecting on her relationships with her privileged status back home as well as her evolving ongoing struggles with her otherness while living, studying, and teaching in the United States. As a racial and cultural hybrid instructor, the author portrays three relevant factors. First, she examines her pedagogy and relationships with the students she teaches. Next, she explores the way her otherness is portrayed in the classroom. Lastly, she investigates the various facets of being a non-U.S. American female scholar in social, public, and academic spaces.
Advising's Glass Slipper
No full textDoes one size fit all? Do advisors need to pull from many different theories and approaches to be effectiv advisors? Is it possible for advisors to base their practice on one approach and have it be applicable to all students? There is an argument to be made that Appreciative Advising, based on its multi-dimensional foundation, is a practical application that can be applied to a wide variety of settings, and shows that one approach can have widespread impact