UNCG Hosted Online Journals (The University of North Carolina at Greensboro)
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Book Review: Emotions and affect in writing centers
No full textThis book review examines the edited collection Emotions and Affect in Writing Centers (2022) and outlines implications for communication center practitioners
Book Review: Well-Being and Higher Education: A Strategy for Change and the Realization of Education’s Greater Purpose
No full textBook Revie
Intergroup Dialogue in a High School Classroom
Full text linkIn this paper, we share our work using Intergroup Dialogue (IGD) for increasing group understanding, building relationships across difference, and enhancing understanding of social inequities. IGD is an emerging area of research in K–12 settings and with adolescents. Taking this into consideration, we used this well-developed critical pedagogy in higher education–related settings to design a qualitative case study that explored its use in a high school classroom. We worked with ninth- and tenth-grade students in their sociology class to examine how IGD affected their understanding of gender and society. We found evidence that IGD enhances empathy across different lived experiences, backgrounds, and perspectives. Furthermore, findings show IGD’s impact on improving intergroup understanding and relationships
Canadian Radical Humanities: Beyond Discourse
Full text linkWorldwide there is a growing interest in improving access to higher education for non-traditional adult learners, as Hyland-Russell and Groen (2011) have argued. This paper focuses on the results of a study funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) that profiles two Radical Humanities programs for non-traditional adult learners. Treating these programs as a practice best expressed through the experiences of the people involved, as a means of understanding the fit between the ideas informing the programs and the realities and practice of the programs, this paper argues that current offerings of such programs are delivered as extensions of formal education in that they support objectification of students and asymmetrical power relations. This contrasts with the usual characterizations of such programs as relevant and life-changing, capable of transforming students’ ideas of themselves. The programs proved deficient in achieving what they aim to do. I will articulate the barriers to achieving what they aim to do and offer suggestions, based on an analysis of data, for change
Dance partnership in a Tele-secondary school at Estado de Mexico
Full text linkThis paper explores a dance partnership in a tele-secondary school at Estado de México, in which the Language of Dance® approach and the Movement Alphabet® are used to stimulate an interdisciplinary learning process. I describe how the different arts communicate and interchange methodologies and contents to shape an aesthetic-artistic experience for students to create new meanings in their productions. I examine how one teacher of this school used the Movement Alphabet as a tool for creating phrases of movement, interlacing it with both the creation of scenic situations for teaching music and using improvisation from unconventional scores—all to develop his own practices in teaching arts. This partnership belongs to comprehensive research I coordinated, in which a team of artist-teachers and master’s students from the artistic education vein of the Master in Education Development of the National Pedagogical University partnered with three teachers in the implementation of the full-time school program for which we developed an interdisciplinary process of arts-initiation
Student and Faculty Perception of Engagement in Two Active Learning Classroom Designs
Full text linkFaculty and student perception of engagement in two (mobile desks or mobile tables and chairs) low-tech active learning classroom (ALC) designs were compared. Student (n = 413) perceptions of engagement were measured with the Engaged Learning Index (ELI) and the Social Context and Learning Environments (SCALE) instruments at the beginning and end of a semester in a large, multi-disciplinary department. Faculty (n = 14) rated perception of engagement using only the SCALE instrument. Perceptions of engagement from faculty and students using SCALE were significantly more positive for both ALCs compared to perceptions of traditional classrooms. There was no clear evidence of differences in student and faculty perceptions of engagement between the two ALC designs. No or small differences between the two ALC designs means departments might consider cost, maintenance, and other pragmatic factors in ALC design
From Object to Subject: A Call for the Radicalization of Participatory Community Development in the Netherlands
Full text linkThe paper provides a critical analysis of the Inclusive Community Project Geldermalsen, in central Netherlands through the lens of Freirean theory and the concepts of dialogue, praxis, and conscientization, thereby establishing an interesting dialogue between critical disability studies and critical pedagogy. On a practical level, the applied participatory methodology of the project and the shaping of new identities on an individual and community level are discussed. On a theoretical level, the research tries to show how critical disability studies can help to refine critical pedagogy through the integration of ability diversity, and in return how Freire’s rootedness in materialism allows for the reconsideration of the definition of disability and the agency of people with disabilities
Zero to Go: The Factors that Lead to Growing Active Learning Classrooms
Full text linkActive learning has been a growing trend in education for decades based on its impact on student learning and success. As such, schools, colleges, and universities have invested resources into expanding this teaching approach, including active learning classrooms. But why have some schools been successful at rapidly growing their active learning classrooms and learning spaces, while others have struggled? This article uncovers the factors that lead to successful scaling of these learning spaces and pedagogical approaches in schools, colleges, and universities, including leadership approaches, stakeholder involvement, funding methods, space planning tactics, cultural shifts, and the ties to strategic plans and missions.
An examination of flexible seating in the higher education classroom from a physical and kinesthetic perspective
Full text linkThe concept of ‘flexible seating’ has emerged as a possibility to meeting the goals of an active learning classroom. Recent scholarship has suggested that numerous student learning predictors are enhanced when interacting with flexible seating. This study aims to fill a gap in the literature by investigating the effects of flexible seating from a physical perspective in the higher education setting. N=75 participants engaged in mixed-method data collection and analysis strategies that included observations and field notes, a validated online survey, and open-ended questions prompts at participants. A thematic review and descriptive analysis revealed almost 80% of the respondents indicated that the flexible seating had a positive effect on their experience in the course related to the following themes: (a) Movement Opportunity; (b) Back Pain & Comfort; (c) Anxiety & Restlessness; and (d) Focus & Engagement. This research provides evidence that physically comfortable classrooms promote a sense of well-being, keep minds focused, and limit distractions, and that physically comfortable classrooms with increased movement opportunities for students make possible mental and emotional health benefits, as well. Results indicate the need for campuses to (re)consider the purposes and roles of seating styles within the 21st century classrooms, with seating selection based on principles of universal design
Space-time as a symbolic, cultural and curricular element of educational practice. Constitution of place as an educative and identity process
Full text linkThis paper presents a theoretical discussion about space-time as a curricular element which the student learns certain dynamics and positions to knowledge. The interactions to student’s whit curriculars elements are necessary to build knowledge, like other curricular elements, the perspective of use of this element is important to type of learning that is built. Both the organization the space-time and the position and orientation of the bodies in classroom can favours different types of social interactions and learnings in students. Traditionally, the disposition of classroom has followed a technical paradigm and has developed an organizational structures and space-times focused on effectiveness. This perspective propose activities and learnings hierarchical which teachers is the centre of knowledge and they expertise and experience are important to learn. In this sense, students have a secondary plan of action based to assimilation and repetition learning. However, other perspectives focus to the distribution of the classroom for build a space-time and bodies focused on construction of horizontal relationships between peer through activities that "use" the space-time to suggest common interaction and learnings. This work is focussed to analyses these organizations to classroom and explain the embodied symbology, the communicative relationships, and the possibilities of knowledge construction that we build through the use of the space-time in classroom