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Pasolini, public pedagogy, subjective presence
Get PDFIn this paper, I invoke the post-World-War-II Italian public intellectual Pier Paolo Pasolini, juxtaposing Pasolini’s public pedagogy – his subjective presence always attuned to the historical moment - with a 2013 essay composed by contemporary U.S. scholars Jake Burdick and Jennifer Sandlin, who perform what I term discursive engineering, dismissing canonical concepts of education (without argument or evidence), apparently fantasizing that by changing what we say we can change the world. Alas, Pasolini knew better. No securely tenured professor, Pasolini risked his life to teach the Italian public, calling out the catastrophic path humanity has taken, specifically substituting virtuality for actuality, technologization that we imagine leaves us immune to the consequences of unbridled capitalism. Focused on Pasolini’s unfinished novel Petrolio (petroleum or crude oil) and a 2014 film focused on the final few days before Pasolini was assassinated, I conclude this curricular juxtaposition hoping to carve out what Tetsuo Aoki termed a generative space of difference, wherein we might re-experience – even reactivate – an earlier anthropological moment when we were still – sort of – “human.
A policy on the use of artificial intelligence in publication
Get PDFRecently, journal editors (and academics generally) have become aware of a breakout headache, or perhaps a breakout boon they need to confront: Artificial intelligence, AI—specifically Chat GPT. This technology first appeared on November 30, 2022—about a year ago—and is already a major concern and attractant for academics and higher ed students. University faculty (and I suspect high school as well) are alarmed particularly by this new tool’s implications for student plagiarism, but there is even more than that to be concerned about, as we will discuss. Academics and publishers have similar concerns about publications. I and the other editors of Culture, Education, and Future (CEF) are troubled by the potential unintended consequences that Chat GPT will have on the quality and depth of research in our field
Reflection of the iceberg: Key issues and challenges of education in Balochistan
Get PDFEducation is widely recognized as a key driver of social and economic development. However, in Pakistan\u27s Balochistan province, the education sector faces numerous challenges and issues that hinder its progress and development. This paper aims to identify and analyze the key issues and challenges facing the education sector in Balochistan. The research is based on a comprehensive review of the relevant literature, policy documents, and reports. The study identifies several key challenges, including inadequate infrastructure and facilities, inadequate funding, low teacher qualifications and training, high dropout rates, gender disparity, and limited access to education. Moreover, political instability, security concerns, and cultural barriers further exacerbate these challenges. The study proposes several recommendations to address these challenges, including increasing funding and investment in the education sector, improving teacher training and professional development programs, enhancing governance and management of schools, implementing targeted interventions to address gender and social disparities, and participation in education reform initiatives
Roles-based engagement in collaborative online discussions to promote EFL speaking
Get PDFThis qualitative case study examines students’ perceptions of role-based engagement in collaborative online discussions to promote English as a foreign language (EFL) speaking. For this reason, semi-structured interviews were conducted with 28 students and one educator. The results showed that teachers applied three basic educators’ collaborative competencies (ECC) during online discussions. Thus, group activities are evident through the following: speaking skills (peer grammar repetition and peer pronunciation correction), cognitive boosting (criticizing and confirming specific opinions), social interaction (praising group accomplishments and help-seeking problem-solving), and collaborative skills. The study suggests more research into role-based discussions that occur on the spot or without teachers planning ahead, open-ended speaking diagnostic tasks, designs for online assessment and evaluation of speaking rubrics, fluency-oriented speaking tasks, and technology-assisted peer-learning assessments
The dynamic dance of nonviolence in education: Embracing tensions and embodiment in critical times
Get PDFThe lack of attention to nonviolence in education is highly problematic, and this article elaborates nonviolence as a new direction in a time of crisis. First, nonviolence is conceptualized as holding tensions to contest violence and cultivate nonviolent relations in the everyday praxis of education in both inner work and outer work in engaging social differences. Second, an aesthetics-based approach at intrapersonal, interpersonal, and transpersonal levels is introduced to address violence and nonviolence in curriculum. Third, we conceptualize how embodied living and mindfulness are crucial components in understanding and practicing nonviolence. This article brings philosophical understanding, artistic attunement, and a meditative stance together to demonstrate what possibilities can be opened by embracing nonviolence in curriculum studies. Throughout the article, we argue that nonviolence not only opposes violence but is also a positive, integrative force that we should become attuned to in order to transform curriculum and education. In addition, we discuss three theoretical and practical implications of our work, as well as four domains for further research
Asking or answering questions: Musing over the educational strategy for the future
Get PDFMainstream education systems are largely heavily based on checking students\u27 knowledge by asking them questions and checking their answers. This is the complete reversal of the natural way of developing children’s brains from early age—through asking questions themselves. This article discusses the evolutionary importance of the ability of asking questions for human intelligence and its potential for creating a new strategy of education, based on encouraging students\u27 natural curiosity, and encouraging their natural ability to search for knowledge. The article proposes that the most natural way to develop young human brains is through asking questions to adults from a very young age, the strategy developed and honed during the evolution of Homo sapiens through natural selection. The article concludes with some concrete classroom strategies and play suggestions that can be used to encourage young learners to ask questions freely in both child-centered education (CCE) and more traditional teacher-centered education models
Acting self-determinedly and critically in a post-digital future? A critical review on digitalisation in music education
Get PDFIn this article, we will ask how music education can prepare learners for future-making in a post-digital world. Starting with a critical literature review we identify characteristic logics and central topics in the discourse on digitality in music education: the polarising argumentation in dichotomies, the tendencies of deterritorialization in post-digital practices, the focus on smart mobile technologies, the new awareness and changing role of things and musical instruments, and the strong interconnection to popular music (education), the upcoming discussion on creativity, artificial intelligence, hacking and sustainability, and the debate on the high demands on teachers, that are connected to the use and implementation of digital technologies in music education. On this basis we discuss the potentials and constraints that occur in music education due to the transformation to a post-digital world. Further, we discuss future steps for research and teacher education, and different practice contexts in the field of music education which help to enable learners to act in a self-determined way, and critically, in a post-digital future
In-school suspension and number of days assigned by the ethnicity-race of grades 4 and 5 girls: A Texas, multiyear analysis
Get PDFIn this statewide, multiyear investigation, the extent to which student ethnicity/race was related to the rate and number of days that Grades 4 and 5 Black, Hispanic, and White girls were assigned to an in-school suspension was addressed. Separate analyses were conducted for each grade level and for each of the four school years. Established in this investigation was the clear presence of differences in the frequency and number of days that Grades 4 and 5 Black, Hispanic, and White girls were assigned to an in-school suspension in the 2016-2017 through the 2019-2020 school years. In both grade levels, Black and Hispanic girls were assigned to an in-school suspension at a statistically significantly higher rate than White girls. Black girls were assigned the highest average number of days to an in-school suspension, followed by White girls and Hispanic girls. Implications and recommendations for future research were made
Waypoints: Narrative connections for curriculum futures
Get PDFIn this article, I examine the intersections between culture, education, and future through the lens of curriculum studies. Drawing upon key concepts in the field (Wearing et al., 2020), I explore the relationship between culture and curriculum and situate this relationship within the broader context of education. Schwab\u27s four commonplaces of curriculum and Pinar’s four phases of currere guide this narrative exploration of curriculum thinking. By revisiting six key curriculum concepts, I show how connecting multiple curriculum constructs using keyword responses can be a method for curricular insight. Arguing for curriculum theory that is accessible to a broad audience of readers, I introduce "waypoints" as a conceptual tool for navigating future directions in education. The result is an inclusive and accessible curriculum approach that has the potential to engage scholars and teachers in conversations with young people about desirable futures. The article offers valuable insights into the narrative interconnections between culture, education, and future, and provides an opportunity for meaningful engagement with curriculum studies
Examining English teachers’ perspectives on competency levels in technopedagogical education
Get PDFThis study aimed at analyzing English teachers’ technopedagogical education competence in Türkiye. This study was carried out as a quantitative design and survey model study. Within the scope of the study, the data collected from 218 English teachers were evaluated. This sample was chosen through the convenience sampling method among the teachers in the population. With the purpose of identifying the technopedagogical levels of English teachers, the “Technopedagogical Content Knowledge Scale” was used in the study. In the analysis of the data, descriptive statistics, frequency, percentage, average, Kruskal Wallis, Mann Whitney U tests were used. As a result of the study, it was determined that English teachers’ technopedagogical education level is “Advanced”. A significant difference was determined in Technopedagogical education competencies according to various personal characteristics of teachers. Within the scope of the research, it is recommended that future research should be carried out in-depth studies on the reasons why English teachers\u27 technopedagogical education competency levels are high