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Contributors' Bios
No full textContributors' Biographies for Special Issue: Radical Love and Critical Pedagog
Every Student is a Hero
No full textAppreciative advisors are charged with helping students become effective agents for their own lifelong learning and personal development. Part of this process involves empowering students to realize that they are the hero of their own story. The purpose of this paper is to detail how appreciative advisors can use the “Hero’s Journey” as an analogy to assist first-year students as the students experience transition into their new collegiate life
Rust to Green: Praxis as University-Community Placemaking
Get PDFRust to Green (R2G) is a civic engagement project with the transformative agenda of catalyzing community-driven placemaking in Upstate New York cities endeavoring to transition from post-industrial “rust” to “green” resiliency. At its core, R2G engages university and community partners in co-producing actionable projects that contribute to increasing the quality and health of places and the people who engage with and inhabit them. Guided by the theories and practices of placemaking and democratic civic engagement, R2G is first and foremost rooted in place and for the past five years that place has been the city of Utica, NY. This paper frames R2G’s praxis as being grounded in placemaking, and through examples of R2G in action, illustrates how it is aspiring to achieve the hallmarks of democratic civic engagement (Saltmarsh, Hartley, Clayton, 2009). It situates R2G as part of a movement toward democratic civic engagement in landscape architecture and planning and elaborates on R2G’s praxis by sharing stories and experiences of R2G’s praxis in action.
Critical Pedagogy of Place in a Pakistani English Literature Classroom
No full textThe paper critically evaluates the challenges involved in the contextualization of critical pedagogy tenets. Although critical pedagogy’s chief claim is to enforce an informed and committed praxis, yet it has been criticized as a grand narrative (Daneill, 1999). Daneill criticizes critical pedagogy’s overgeneralization of repression, as if all students anywhere in the world are oppressed as well as unaware of oppression. The paper tries to probe the issue whether critical pedagogy can practically be implemented in any given situation. Pedagogy of place theories have been taken into consideration to probe further into multicultural educational needs. In this regard, Pakistani context has been chosen to analyze the implications of applying critical pedagogy to a literature classroom by using the method of grounded theory. The results emphasize that the contextualization of critical pedagogy ideals is very important. This can be achieved by first identifying the nature of oppression in any area and then encouraging teachers to become pedagogues, emancipating students from social and cultural bondage. Teachers who successfully transform themselves into pedagogues can lead students towards some sort of transformation in individual as well as social capacity
Matching Instructors and Spaces of Learning: The impact of classroom space on behavioral, affective and cognitive learning.
No full textThis study examined the extent to which instructional proxemics – the physical space of the learning environment -- impacts student behavioral, affective, and cognitive learning. Participants included 234 college students enrolled in 15 sections of public speaking. Each section was assigned to a study learning environment and an instructor, ensuring that each of the five instructors taught one section in each of the three learning environments. A 2 (student gender) x 3 (learning environment) x 5 (instructor) factorial ANOVA produced significant interactions between instructor and learning space on all three learning measures. Post-hoc analyses reveal that the instructional environment influences student learning outcomes and that these influences are moderated by the instructor. These results further the General Model of Instructional Communication (Valencic, Richmond, & McCroskey, 2004) by offering the instructional environment as a measurable facet of this model. In addition, these results suggest the importance of considering instructional proxemics as a facilitator of classroom success.
Service-Learning and the “Real World” of Classroom Politics
Get PDFAlthough various critical pedagogies long insisted upon the classroom’s political dimensions, much related service-learning scholarship peculiarly insists that political engagement requires students step beyond classrooms to external settings where the “real world” of politics supposedly takes place. Building upon an increasing trend among service-learning scholars to examine ways such curricula affects internal classroom power dynamics, this paper recounts experiences of a college composition class in which students were given the authority to direct pedagogy and instruction of younger student writing partners. Though not conclusive, the research suggests that the older students exercised a more collegial, democratic teaching style with their younger peers than what they themselves experienced as students in their own traditional classroom settings.
How High is Up? The Rise, Fall and Redemption of a Sam M. Walton SIFE Fellow
Get PDFHow High is Up? is a memoir that focuses on the academic career of Curtis (Curt) DeBerg, a Professor of Accounting at California State University Chico, more commonly known as Chico State. DeBerg, an early proponent of service-learning, also served as a SIFE Fellow from 1993-2005. SIFE stands for Students in Free Enterprise and is a club sponsored and administered by Walmart. SIFE’s mission is to teach college students about the virtues of free enterprise and to have these students educate the public on the merits of this economic philosophy. DO NOT USE AS ABSTRAC
'The Science of Liberty is Not So Simple': Teaching Democratic Thinking in Revolutionary France
Get PDFThis article examines education’s place in the French Revolution of 1789 and, more specifically, how ideas about education shaped the pursuit of a democratic and participatory politics in revolutionary France. Highlighting three foci of revolutionary pedagogy – skills, habits, and dispositions – as well as the ways in which ideas about education underwrote the social, political, and cultural ambitions of the Revolution, it explores education’s role in making democratic politics and a democratic society appear desirable, attainable, and sustainable. Analyzing these eighteenth century efforts to “teach democratic thinking,” this article also aims to clarify what is at stake in contemporary discussions of democratic education, offers an historically-minded approach and a genealogy to current debates about the purposes and practices of education, and suggests criteria with which to consider pedagogical, institutional, technological, and social issues regarding education and its future.Keywords: democratic education; French Revolution; political pedagog