174 research outputs found
Sandlin, Jennifer A., What Is(n\u27t) Curriculum Studies? Journal of Curriculum and Pedagogy, 5(WInter, 2008), 65-68.
No full textContains a well elaborated statement on how the author (a professor of adult education) construes the field of curriculum studies and its purposes
Book review: Problematizing Public Pedagogy, Jake Burdick, Jennifer A. Sandlin and Michael P. O’Malley (Eds.), Routledge, New York, 212 pages
No full textBurdick, J., Sandlin, J. A., O'Malley, M. P. (eds.) 2014, Problematizing Public Pedagogy, Routledge, New York
Residential Services for Persons with Developmental Disabilities: Status and Trends Through 1996
No full textNote on language: In earlier RISP products, we used the word "retardation" to refer to IDD. Historically, this was common language in the profession and broader society. Because of its broad and common use, outdated language may also appear in other RISP products. The "R-word," as we understand it now, is an ableist slur. Our previous language does not reflect the RISP team's ongoing commitment to social inclusion of people with IDD.Anderson, Lynda; Blake, Ellen M; Bruininks, Robert H; Lakin, K. Charlie; Polister, Barbara; Prouty, Robert W; Sandlin, Jennifer. (1997). Residential Services for Persons with Developmental Disabilities: Status and Trends Through 1996. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/203263
Sandlin, Jennifer A., Jake Burdick, and Trevor Norris, Erosion and Experience: Education for Democracy in a Consumer Society, Review of Research in Education,36 (March, 2012), 139-168.
No full textExplores evidence of the ideology of consumerism and commercialism at work in the schools and of the erosion of the public sphere; reviews research on these topics and on their consequences in public schooling; identifies critical practices used against these ideologies
Residential Services for Persons with Developmental Disabilities: Status and Trends Through 1998
No full textNote on language: In earlier RISP products, we used the word "retardation" to refer to IDD. Historically, this was common language in the profession and broader society. Because of its broad and common use, outdated language may also appear in other RISP products. The "R-word," as we understand it now, is an ableist slur. Our previous language does not reflect the RISP team's ongoing commitment to social inclusion of people with IDD.Anderson, Lynda; Bruininks, Robert H; Clayton, Cristin; Lakin, K. Charlie; Larson, Sheryl A; Polister, Barbara; Prouty, Robert W; Sandlin, Jennifer. (1999). Residential Services for Persons with Developmental Disabilities: Status and Trends Through 1998. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/203267
How to be a woman. Models of masochism and sacrifice in young adult fiction
No full textBuffy, Bella, Veronica, Katniss, Clary, Tris and Saba : For two decades post-feminist heroines have faced life-threatening trials as part of their progress to womanhood. In this chapter I consider how young adult popular fictions operate as forms of pedagogy for young women by offering them particular models of maturity and womanhood. I explore the recurrence and reformulation of a persistent pattern of behaviour in which heroines engage in risky and/or masochistic behaviours for which they are emotionally rewarded.. These recurrences function as a form of vicarious experiential learning in which readers and viewers learn that emotional gratification and adult status are conferred through self-harm and self-sacrifice. Popular culture is not a monolithic form and young adult fictions are no exception. An analysis of fictional examples of this behaviour pattern challenges the idea that heroines today are empowered agents as a result of the legacy of feminism. At the same time, the analysis belies any notion that fictions are universally hegemonic and oppressive – fictions can and do disrupt and interrogate this pattern of emotional masochism. Scholars of public pedagogy have explored the complexities, contradictions and subtleties of the pedagogical process. Sandlin O’Malley and Burdick (2011) in their review of public pedagogy literature acknowledge that some scholarship has demonstrated how “the teaching and learning inherent within daily life can be both oppressive and resistant” (p. 144). Jubas and Knutson (2012) also see public pedagogy as an arena where contradictions and tensions are in play. They argue that we can see “New examples of dialectic or tensions … between the authority of the producer and the consumer; between traditional structures which ground identities and help people make sense of cultural texts, and personal agency which frees people to choose and invent identities and meanings” (p. 86). This analysis aims to contribute to understandings of the complexities of public pedagogy by showing how fictions aimed primarily at young women both resist and accommodate patriarchy
Sandlin, Jennifer A., Michael P. O\u27Malley, and Jake Burdick, Mapping the Complexity of Public Pedagogy Scholarship 1894-2010, Review of Educational Research, 81(September, 2011),338-375.
No full textTraces the meaning and use of the term public pedagogy in the literature; reviews studies of its use in the areas of 1) popular culture and everyday life, 2) informal institutions and public spaces, 3) cultural and political discourse, and 4) public intellectuals and social activism; makes recommendations for future research
Volunteers in adult literacy programs
No full textIn Chapter Five, Jennifer Sandlin and Ralf St. Clair provide an overview of volunteerism in adult literacy. After a brief history, the authors draw on research and interviews to describe the roles that volunteers play in adult literacy, trends in volunteer training, volunteer tutor practices, volunteer motivation and commitment, and the challenges faced by volunteers. As the authors note, volunteers continue to play a major role in providing educational services to adult learners, yet their work remains a source of controversy. The authors note concerns over the quality of instruction that volunteers provide, particularly with respect to the use of effective reading strategies, accommodation of learning disabilities, and instruction for adult learners at the lowest literacy levels. The authors also note the tension between the use of volunteers and efforts to professionalize the field of adult literacy teaching, as well as the challenges of accountability demands faced by programs that rely largely on volunteer staff and serve learners at the lowest skill levels. Despite such issues, as Sandlin and St. Clair note, many recognize the positive contribution of volunteers and suggest solutions for improving the instructional services they provide.
To close the chapter, the authors note the implications of their review. They call for expanded research on volunteers, particularly pertaining to issues such as volunteers’ effect on learner persistence, the relationship between volunteer training and learner skill outcomes, the effectiveness of one-to-one volunteer tutoring for beginning learners, and factors related to volunteer persistence. In terms of policy, the authors point out the need for consensus among state and federal governments on the role of volunteers in adult literacy, particularly with respect to accountability demands. With regard to practice, the authors recommend that programs provide volunteers with flexibility (allowing volunteers to try out different responsibilities) and support (sufficient pre- and in-service training), and that programs clarify their philosophy about the role of volunteers and how they will best serve within programs. Since volunteers are likely to continue to play a number of roles in adult literacy education, as the authors conclude, the field would do well to better understand the many aspects of volunteerism
Sandlin, Jennifer A., and Jennifer L. Milam, Cultural Jamming as Curriculum: Exploring the Critical Public Pedagogy of Adbusters and Reverend Billy, pp. 131-150 in Sheri Leafgren, Brian D. Schultz, Michael P. O\u27Malley, Larry Johnson, Jeanne F. Brady, and Audrey M. Dentith, eds., The Articulation of Curriculum and Pedagogy for a Just Society: Advocacy, Artistry, and Activism. Troy, NY: Educator\u27s International Press, 2007.
No full textDescribes efforts at jamming (or confronting) cultural messages in ads from a critical curriculum perspective
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