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What’s radical love got to do with it: Navigating identity, pedagogy, and positionality in pre-
No full textAn important aspect of preparing teachers who are critically conscious is integrating and interrogating the positionalities of those who work with pre-service teachers. In turn, the process of interrogating positionalities as teacher educators also allows us to incorporate pedagogies that offer pre-service teachers an opportunity to interrogate who they are as future teachers of diverse student populations. In this paper, we therefore use Paulo Freire’s concept of radical love to explore the similarities and disjunctures in our pedagogy and positionalities as international scholars of color. Specifically, we draw from our experiences as doctoral students teaching undergraduate and graduate pre-service teachers. The purpose of this paper is twofold—to discuss how our positionalities impact the practice of our teaching and to explore ways in which we enact radical love in our classrooms
Recognizing Campus Landscapes as Learning Spaces
Get PDFToday’s university learning environments must encompass more than technology upgrades and classroom additions - the entire campus must be perceived as a holistic learning space that provides a holistic learning experience. The potential of campus nature in replenishing student cognitive functioning is underutilized. Recognizing campuses as vital learning landscapes harnesses their potential as attentional resources. A whole-systems approach to campus design requires communication and collaboration among academic, administrative and facilities planning stakeholders. This approach goes beyond the aesthetic value of campus open spaces for student recruitment to advertising its educational value that emphasizes something deeper than what meets the eye
CommonVisions: Photography and Conflict Transformation
Get PDFAbstractPositive community change came in a place long entrenched in racism through the CommonVisions: Photographic Explorations of Unity in Diversity project. Here an arts-based photography project was used as a means to overcome racism, a major impediment to peace, equity and justice in the world. It was built on the concept of the oneness of humanity, a Bahá’í principle, and was listed in the 2000 Directory of Faith Based Promising Practices for Racial Unity and Justice of the National Conference of Community and Justice (NCCJ) and was a grant project selected for the Z. Smith Reynolds Foundation (ZSR) “Race Will Not Divide Us” initiative. Since verbal dialogues on racism were often derailed and stifled by entrenched prejudices, CommonVisions was designed as a bridge over that verbal quagmire. It applied new strategies using the universal language of photography and a medical model to bring relief and healing from the disease of racism. This article gives peace and conflict studies practitioners a glimpse at the seldom seen evolutionary steps on the winding pathway from concept to praxis
Creating communities of practice: A shared culture of professional development
Get PDFEngagement in professional development activities is an expectation for many library faculty and staff. The ways in which librarians grow as professionals has a direct impact on their work within their institutions, as well as the development of the library profession as a whole. Typically, professional development is encouraged and reinforced through a system of reappointment and promotion that is often measured by individual activities. The University of North Carolina Charlotte’s J. Murrey Atkins Library is field testing a model of engagement that redefines professional development as a collaborative endeavor that supports individual exploration and growth while, potentially, impacting the profession. The focus of this new model is a philosophy of collective action and community building through the establishment and growth of library-initiated communities of practice
The Artivism of Julio Salgado’s I Am Undocuqueer! Series
Get PDFIn this paper, I explore the intersections of queer and undocumented identities and experiences as manifested in the artwork of Julio Salgado, particularly in his contemporary I Am Undocuqueer! series, an ongoing collaboration between Salgado and community activist groups such as the Undocumented Queer Youth Collective and the Queer Undocumented Immigrant Project. Hybrid politics inform Salgado’s work at multiple levels – in his self-identification as an "artivist," his direct involvement of activist groups working for LGBTQ and undocumented rights, his inclusion of multiple languages alongside images, and his use of various public display, such as street art and via social media. In each dimension, Salgado’s claims and affirms the presence of those who experience marginalization within the U.S. according to their nationality, documentation/authorization status, gender and sexual identities. His work enables the narration of undocuqueer experiences in a format that utilizes visual and linguistic modes simultaneously; considering the role of both the visual and of language in constructing xenophobic epistemologies, Salgado’s chosen format embodies possibilities of resistance that are particularly notable in that they formulate resistance by reframing some of the same modalities that constitute the oppression of people according to their race/ethnicity, nationality, gender, and sexual identities. By rendering multiple dimensions of undocuqueer experience visible, Salgado envisions a politics of resistance in which rights for immigrants and queer-identified people are not separable according to the same logics that marginalize them in the first place
Critical pedagogy as a means to achieving social accountability in medical education
Get PDFVaried social, economic, environmental, and geographic factors lead to often avoidable differences in health between various groups and populations. The reform of health care systems is key to reducing such ‘health inequity’ including the fair provision of timely high-quality healthcare to all members of society. The education of health providers themselves has a crucial role to play in the transformative change required to achieve this but, in the case of physicians, has been ineffective in doing so. An ideological movement is emerging, however, in medical education, that of social accountability which requires that medical schools further the enhancement of the health of the entire society it is part of rather than being interested in furthering the narrow aims of the medical establishment. The question is how to go about altering medical curricula in furtherance of social accountability. In this paper I argue that critical pedagogy provides an established framework for doing so which can be used to guide those interested in making medical education a force for social justice.
Freirian Pedagogy in the Post-feminist Age: Reading the Pedagogy of Dove’s “Campaign For Real Beautyâ€
No full text@font-face { font-family: "Times New Roman"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 0.0001pt; font-size: 12pt; font-family: "Times New Roman"; }table.MsoNormalTable { font-size: 10pt; font-family: "Times New Roman"; }div.Section1 { page: Section1; } Watching television or surfing the internet, one cannot avoid seeing an ad campaigns that claims to empower women. The 1990s had their share of sporadic empowerment ads, most notably Nike’s, “If You Let Me Play” campaign, which hoped to benefit from an increasing number of females participating in sports (Luca, 2000). Today, one of the most prominent is Dove’s “Campaign for Real Beauty,” launched in 2004 (“Campaign for real beauty mission”, 2008). This is of particular interest because Dove’s campaign contributes to and is a product of beauty and self-esteem discourses centered around women’s bodies. These discourses are prevalent in other advertisements by companies such as The Body Shop and Bath & Body Works, and reality television shows, such as TLC’s “What Not to Wear” and “Queer Eye.” Scholars have looked at the relationship between media and constructions of femininity, beauty, female subjectivity (Ringrose & Walkerdin, 2008; Weber, 2009; Lucas, 2000). Melissa Milkie (2002), for example, has examined how “femininity-defining cultural institutions operate to create and sustain gender stratification.” Jennifer Millard (2009), moreover, has offered an analysis of the Dove campaign itself. She uses social semiotics to interpret how a group of sixteen “real” women in rural Canada make meaning from the ads. My analysis takes a different approach. I wish to examine how female subjectivity is being constructed in these ads. What type of female subject does Dove imagine and seek to produce? Even the viewer with basic media literacy would be immediately suspicious of the campaign’s altruism. This paper, however, aims to understand how Dove seems able to construct a female subject that is supposedly “liberated” and “real,” yet at the same time also neatly produces female consumer subjects. This campaign explicitly suggests that it is providing an opportunity for females to create a different feminine consciousness by offering them a chance to challenge beauty norms. Dove implicitly claims to provide women a counter-narrative that challenges U.S. beauty standards, standards that emphasize thinness, blemish-free skin, and a narrowly defined femininity. Their ads maintain they tell a different story about what girls and women look like. They assert that they employ “real” women as their models, instead of “professionals.” Thus, by offering supposed “alternative” images, educational forums, and educational materials, the Dove ads and website claim to teach girls and women; they allege to offer a pedagogical space and to be a pedagogue. Dove claims to love women and girls and to teach them how to love themselves. Dove’s own explicit claims to teach media literacy and challenge oppressive social norms through love invite a Freirian critique. Therefore, Freirian insight serves as a tool to critically examine Dove’s pedagogical methods and expose the ways they construct neo-liberal, post-feminist subjects that lack radical agency. Finally, this paper offers a reflection on some of the difficulties of a Freirian pedagogy in the context of 21st century U.S. consumer capitalism
Race Dialogues in Teacher Preparation: Beginning the Conversation
Get PDFThis article describes a multicultural instructional activity used within a Master's of Teaching program in the Northwest to engage pre service teachers in critical self-reflection concerning their undestanding of the historical construction of race in the United States of America. The goal of the instructional project was for participants to become aware of their racial dispositions and biases, and consider how teachers' perspectives influence theaching and learning. The instructors-researchesr used theree films within the series, Rce: The Power of an Illusion, as curriculum to engage pre service teachers in critical self-reflection concerning the issues of race. The article describes the teaching strategy, narrative data collection, and critical narrative analysis. Using Critical Race Theory (CRT), the authors provide a critical narrative analysis of the pre service teachers' reflections on viewing the films
Success Connect: An Appreciative Approach to Early Alert at a Large Flagship University
No full textEarly warning systems are in use at colleges and universities across the country. By inviting faculty and instructors to submit referrals for first- and second-year students who display early warning signs of academic distress, the staff of the Success Connect initiative at the University of South Carolina Student Success Center attempts to provide targeted interventions to students at risk of attrition. This paper explores the Success Connect staff’s use of intrusive outreach and the Appreciative Advising theory-to-practice framework in conducting one-on-one targeted interventions
