Results for 'narrative pedagogy'

973 found
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  1. Narrative Pedagogy for Introduction to Philosophy.Kevin J. Harrelson - 2012 - Teaching Philosophy 35 (2):113-141.
    This essay offers a rationale for the employment of narrative pedagogies in introductory philosophy courses, as well as examples of narrative techniques, assignments, and course design that have been successfully employed in the investigation of philosophical topics. My hope is to undercut the sense that “telling stories in class” is just a playful diversion from the real material, and to encourage instructors to treat storytelling as a genuine philosophical activity that should be rigorously developed. I argue that introductory (...)
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  2.  29
    Migrating narratives: pedagogical possibilities for relating difference.Simone Galea - 2012 - Ethics and Education 7 (3):225-236.
    . Migrating narratives: pedagogical possibilities for relating difference. Ethics and Education: Vol. 7, Creating spaces, pp. 225-236. doi: 10.1080/17449642.2013.766539.
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  3.  39
    Effectiveness of narrative pedagogy in developing student nurses’ advocacy role.Priscilla K. Gazarian, Lauren M. Fernberg & Kelly D. Sheehan - 2016 - Nursing Ethics 23 (2):132-141.
    Background: The literature and research on nursing ethics and advocacy has shown that generally very few nurses and other clinicians will speak up about an issue they have witnessed regarding a patient advocacy concern and that often advocacy in nursing is not learned until after students have graduated and begun working. Objective: To evaluate the effectiveness of narrative pedagogy on the development of advocacy in student nurses, as measured by the Protective Nursing Advocacy Scale. Design: We tested the (...)
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  4. Narrative ethics and narrative pedagogy in Engineering ethics education: a road not (yet) taken.Lavinia Marin - 2024 - Proceedings of the 52Nd Annual Conference of Sefi.
    The paper explores the potential of using narrative centered pedagogies in Engineering Ethics Education (EEE), drawing insights from their successful application in nursing and business ethics education. While traditional methods in EEE focus on fostering moral reasoning through case study analysis and teaching ethical theories, increasingly, there is a need for fostering soft ethical skills, such as moral sensitivity and creativity, which, in turn, demand new teaching approaches. Initially developed for nursing ethics, narrative pedagogy emphasises understanding experiences (...)
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  5. Beyond the Trolley Problem: Narrative Pedagogy in the Philosophy Classroom.Anna Gotlib - forthcoming - In Feminist Pedagogy in Higher Education: Critical Theory and Practice. Wilfrid Laurier University Press.
     
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  6.  26
    Reef pedagogy: A narrative of vitality, intra-dependence, and haunting.Robin A. Bellingham - 2022 - Educational Philosophy and Theory 54 (9):1408-1418.
    This article is a reexamination of the author’s understanding of pedagogy, aimed at developing an increased awareness of the provinciality, limits and blind spots of the pedagogy and knowledge systems of colonial modernity. It engages with particular Indigenous epistemological theorisations of non-human agency, with Haraway’s notion of multispecies entanglement, and with the Australian Great Barrier Reef in an inquiry aimed at noticing absences and hauntings of pedagogies of modernity, including the absence of ways of knowing and being without (...)
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  7.  29
    Pedagogy and Polyphonic Narrativity in Søren Kierkegaard.Viktor Johansson - 2019 - Journal of Aesthetic Education 53 (4):111-122.
    The relation between philosophy and pedagogy is complex and hard to grasp.1 Nonetheless, the tendency within much educational research influenced by the Anglo-American traditions of studying education is for philosophy to become a source from which educational researchers retrieve concepts, ideas, and critical methods for the analysis of empirical material, for formulating criticism of policy, or for developing curriculum theory. Philosophy is simply applied to educational research problems and questions. Such a relation can be prolific, but it risks resulting (...)
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  8.  40
    Paul Ricoeur's pedagogy of pardon: a narrative theory of memory and forgetting.Maria Duffy - 2011 - New York: Continuum.
    Situating narrative: philosophical and theological context -- Ethical being: the storied self as moral agent -- Reconciled being: narrative and pardon -- Pedagogies of pardon in praxis -- Towards a narrative pedagogy of reconciliation -- Ricoeur's legacy: A Praxis of Peace.
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  9.  23
    Critical Pedagogy in Online Environments as Thirdspace: A Narrative Analysis of Voices of Candidates in Educational Preparatory Programs.Loyce Caruthers & Jennifer Friend - 2014 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 50 (1):8-35.
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  10.  47
    Introduction: Narratives in Ethics of Education.Susan Verducci - 2014 - Studies in Philosophy and Education 33 (6):575-585.
    In introducing the works included in this special issue, this essay identifies some general ways that these and other narratives can function in ethical explorations in the field of education. The essay not only articulates ways that narratives can be useful to education scholars, but it also provides pedagogical reasons to connect stories with ethics in classrooms. It concludes with a brief nod to the dangers that Plato, contemporary scholars and teachers have about combining narratives with ethical inquiry, and touches (...)
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  11.  8
    Kindergarten narratives on Froebelian education: transnational investigations.Helen May, Kristen Nawrotzki & Laurence Wayne Prochner (eds.) - 2016 - New York: Bloomsbury Academic.
    Kindergarten Narratives on Froebelian Education showcases the latest scholarship and historical understandings concerning the casting of the kindergarten idea abroad: across cultures, continents and centuries. Each chapter reveals previously unknown narratives of intrepid endeavour, political pragmatism and pedagogical innovation that collectively provide insight into the transformation of Froebel's ideas on early education into a global phenomenon. Across global contexts, each chapter will present a case study of the ideas scattering abroad, illustrative of the movement of ideas, curricula and pedagogical change; (...)
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  12. Have we lost the plot?: Narrative, inquiry, good and evil in history pedagogy.Paul Kiem - 2012 - Agora (History Teachers' Association of Victoria) 47 (4):28.
     
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  13.  18
    Symposium Introduction: The Pedagogical Potential of Exemplar Narratives in Moral Development and Moral Education.Liz Gulliford, Edward Brooks & Oliver Coates - 2023 - Educational Theory 73 (5):692-709.
  14. A Pedagogy of Two Ways of Seeing: A Confrontation of "Word and Image" in My Name Is Red.Feride Cicekoglu - 2003 - Journal of Aesthetic Education 37 (3):1.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 1-20 [Access article in PDF] A Pedagogy of Two Ways of Seeing:A Confrontation of "Word and Image" in My Name is Red 1 Feride Çiçekoglu The novel of Orhan Pamuk, My Name is Red, recently the center of controversy, not only in its homeland Turkey but in all the countries where it was translated, focuses on the debates around image-making in (...)
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  15.  41
    Strata, Narrative, and Space in Ici et ailleurs.Kamil Lipiński - 2023 - Film-Philosophy 27 (2):173-196.
    This article examines the pedagogic vision of audiovisual archives in Ici et ailleurs ( Here and Elsewhere, 1974/1978) (shot by Sonimage and drawn from the abandoned project Jusqu’à la Victoire [1970]) in terms of the stratification of images and sounds. Drawing on Gilles Deleuze and Michel Foucault, Tom Conley writes that a diagram that depends upon the division between the visible and the enunciable may be comprehended in terms of a map and as a line of forces. Such strata can (...)
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  16. Enacting a pedagogy of kindness: a guide for practitioners in higher education.Airdre Grant & Sharon Pittaway (eds.) - 2024 - New York: Routledge.
    Drawing from the lived experience of educators, this book explores the concept of a pedagogy of kindness through practical applications and strategies for teaching in higher education. Conversational in tone, narrative-based and rich with practical stories, ideas, and strategies, this book provides guidance to help educators shape their teaching. It covers all aspects of teaching in higher education, including curriculum design, delivery, marking and feedback. Each chapter describes a specific perspective on practical applications of kindness, including authentic strategies (...)
     
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  17.  33
    The Archaeology of Heroes: Carlyle, Foucault and the Pedagogy of Interdisciplinary Narrative Discourse.Louise Campbell - 2017 - Journal of Philosophy of Education 51 (2):401-414.
    This paper argues in favour of the beneficial currency of Thomas Carlyle's ‘On Heroes, Hero-worship and the Heroic in History’ in three ways, each of which finds the basis of its critique in aspects of Foucault's theories of discursive practice, as explored in Foucault's theories of historical discourse; 1) that Carlyle's terminology connects with his discursive practice in an ambiguous manner, as his concept of worship is more akin to study than devotion, if we take the text of his lectures (...)
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  18.  1
    Narrative practices as a way to develop subjectivity.Veronika Bogdanova - forthcoming - Sotsium I Vlast.
    Introduction. In foreign and domestic studies there is a steady scientific and practical interest in studying subjectivity, but methods and techniques that promote its development at the value and meaning level are not sufficiently presented. The study considers narrative practices that are effective ways to develop subjectivity. Narrative prac- tices are aimed at making sense of past experience, developing the ability to goal-setting and creating a positive mood for the future. The purpose of the study is to reveal (...)
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  19. Powerful Pedagogy in the Science‐and‐Religion Classroom.William Grassie - 1997 - Zygon 32 (3):415-421.
    This essay is a discussion of effective teaching in the science‐and‐religion classroom. I begin by introducing Alfred North Whitehead's three stages of learning—romance, discipline, and generalization—and consider their implications for powerful pedagogy in science and religion. Following Whitehead's three principles, I develop a number of additional heuristics that deal with active, visual, narrative, cooperative, and dialogical learning styles. Finally, I present twelve guidelines for how to use e‐mail and class‐based listserves to achieve some of these outcomes.
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  20.  99
    Narrative and recognition in the flesh.Gonçalo Marcelo - 2017 - Philosophy and Social Criticism 43 (8):777-792.
    In this interview, conducted by Gonçalo Marcelo, Richard Kearney recaps his intellectual trajectory, commenting on his early works on imagination and his own narrative style of doing philosophy in order then to make explicit the deep connection between the more recent developments of Carnal Hermeneutics, Reimagining the Sacred and the work done with others in the context of the Guestbook Project. Drawing on some lesser-known aspects of his work, he emphasizes the carnal dimension of recognition and discusses the pitfalls (...)
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  21.  7
    International perspectives on teaching rival histories: pedagogical responses to contested narratives and the history wars.Henrik êAstrèom Elmersjèo, Anna Clark & Monika Vinterek (eds.) - 2017 - New York, NY: Springer Berlin Heidelberg.
    This book presents a survey of approaches to dealing with 'rival histories' in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the 'history' or 'culture' wars. In this book, authors from across the globe ponder the question "what can teachers do (and what are they doing) to address (...)
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  22.  7
    International Perspectives on Teaching Rival Histories: Pedagogical Responses to Contested Narratives and the History Wars.Henrik Åström Elmersjö, Anna Clark & Monika Vinterek (eds.) - 2017 - London: Imprint: Palgrave Macmillan.
    This book presents a survey of approaches to dealing with 'rival histories' in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the 'history' or 'culture' wars. In this book, authors from across the globe ponder the question "what can teachers do (and what are they doing) to address (...)
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  23.  33
    Pedagogic Being in a Neoliberal School Market: Developing Pedagogical Tact Through Lived Experience.Ilona Rinne - 2020 - Phenomenology and Practice 14 (1):105-117.
    Exploring teaching as an upper secondary school teacher through lived experience offers pedagogical insights that have been challenged over a period of 25 years, when neoliberal educational policies gradually transformed the conditions for teaching in Swedish schools. The article is grounded in the assumption that the teaching profession is complex and there are multiple tacit dimensions inherent in being and becoming a teacher. Several of these dimensions are captured by the notion of pedagogical tact and have to be learned through (...)
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  24.  99
    Counter-narratives as resistance: Creating critical social studies spaces with communities.Tommy Ender - 2019 - Journal of Social Studies Research 43 (2):133-143.
    Social studies’ explanations of race can marginalize educators of color, due to a lack of focus in the curriculum or conversations in the classroom. This article addresses the problem through composite counter-narratives, created from collaborations between the author and current social studies teachers of color. Two teachers, Charlie Smith and Rosita Hernandez, describe their experiences learning and teaching social studies through the lens of community. Current research positions counter-narratives as a pedagogical tool for pre-service teachers resisting majoritarian narratives or as (...)
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  25.  6
    Early Childhood Pedagogical Play: A Cultural-Historical Interpretation Using Visual Methodology.Avis Ridgway - 2015 - Singapore: Imprint: Springer. Edited by Liang Li & Gloria Quiñones.
    This book re-theorizes the relationship between pedagogy and play. The authors suggest that pedagogical play is characterized by conceptual reciprocity (a pedagogical approach for supporting children's academic learning through joint play) and agentic imagination (a concept that when present in play, affords the child's motives and imagination a critical role in learning and development). These new concepts are brought to life using a cultural-historical approach to the analysis of play, supported in each chapter by visual narratives used as a (...)
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  26.  22
    Embodied Reimagining of Pedagogical Places/Spaces.Shilpi Sinha & Lyudmila Bryzzheva - 2012 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 48 (4):347-365.
    Students often find themselves disconnected from foundations courses such as Philosophy of Education, citing the abstract nature of some of the ideas studied and a perceived disconnect from practical issues. Moreover, the place/space of the university classroom itself can be seen to contribute to students? disengagement and stunting of their critical capacities. In this article, we present two intertwined narratives. In one strand, we describe our attempt to secure our students? engagement in our course, Introduction to Philosophy of Education, as (...)
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  27.  9
    Parody and pedagogy in the age of neoliberalism.Michael Richard Lucas - 2019 - New York: Peter Lang.
    This seriously playful book provides comic relief in an age of neoliberalism and argues that parody can be used to creatively benefit our practices of self-narration and quests for knowledge. It demonstrates how parody utilizes humor, play, and self-reflection to allow for a helpful, alternative relationship to mistakes and our multifaceted-self. The book works to delineate specific ways of viewing, studying, creating, and performing a particular form of humorous parody, and through pedagogical application, it balances practical hands on examples via (...)
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  28.  9
    Education, theory and pedagogies of change in a global landscape: interdisciplinary perspectives on the role of theory in doctoral research.Victoria Perselli (ed.) - 2016 - New York, NY: Palgrave-Macmillan.
    Where does theory come from in educational research - and how is it operationalized in diverse, interdisciplinary contexts and professional settings? This volume examines the places and spaces of theory in the work of nine pre- to post-doctoral scholars, whose narratives transport us across a wide range of interdisciplinary themes and fields of inquiry from Irigaray on mothering in higher education to Jamison among Danish engineering undergraduates; from Te Whariki in a New Zealand kindergarten to ren wen in contemporary China. (...)
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  29.  28
    Tracing pedagogic frailty in arts and humanities education: An autoethnographic perspective.Ian M. Kinchin & Christopher Wiley - 2018 - Arts and Humanities in Higher Education 17 (2):241-264.
    This paper offers an approach to support the development of reflective teaching practice among university academics that can be used to promote dialogue about quality enhancement and the student experience. Pedagogic frailty has been proposed as a unifying concept that may help to integrate institutional efforts to enhance teaching within universities by helping to maintain a simultaneous focus on key areas that are thought to impede development of pedagogy. These areas and the links that have been proposed to connect (...)
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  30.  13
    Decolonizing Architectural Pedagogy: Radical Cities Over Time and Through Space.Asma Mehan - 2024 - In D. R. Cole, M. M. Rafe & G. Y. A. Yang-Heim, Educational Research and the Question(s) of Time. Singapore: Springer. pp. 387–400.
    In an era where decolonizing architectural pedagogy is imperative, cities stand as the forefront of radical thought, acting as crucibles for ideological, activist, and spatial dynamics. These urban landscapes are not just breeding grounds for new paradigms, but also reflect significant shifts in political and social frameworks. This study adopts the concept of the “radical city” as a prism to understand how local events echo global political and sociocultural disturbances. This research takes an innovative approach by integrating mixed-method pedagogies, (...)
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  31.  53
    An experiential, game-theoretic pedagogy for sustainability ethics.Jathan Sadowski, Thomas P. Seager, Evan Selinger, Susan G. Spierre & Kyle P. Whyte - 2013 - Science and Engineering Ethics 19 (3):1323-1339.
    The wicked problems that constitute sustainability require students to learn a different set of ethical skills than is ordinarily required by professional ethics. The focus for sustainability ethics must be redirected towards: (1) reasoning rather than rules, and (2) groups rather than individuals. This need for a different skill set presents several pedagogical challenges to traditional programs of ethics education that emphasize abstraction and reflection at the expense of experimentation and experience. This paper describes a novel pedagogy of sustainability (...)
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  32.  40
    A Pedagogy of the Parasite.David R. Cole, Joff P. N. Bradley & Alex Taek-Gwang Lee - 2021 - Studies in Philosophy and Education 40 (5):477-491.
    In the South Korean film, The Parasite, the underling family, in an act of desperation, uses deceptive means to infiltrate the rich family. The term parasite refers nominally to the underling family, and their efforts to befriend and inhabit the class territory and social hierarchy of the rich family. How can this be of use for education? To answer this, we ask: what can we learn from Parasite to inform contemporary philosophy of education? Primarily, this experimental piece written from different (...)
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  33.  27
    A pedagogy of two ways of seeing: A confrontation of "word and image" in.Feride Cicekoglu - 2003 - Journal of Aesthetic Education 37 (3):1-20.
    In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.3 (2003) 1-20 [Access article in PDF] A Pedagogy of Two Ways of Seeing:A Confrontation of "Word and Image" in My Name is Red 1 Feride Çiçekoglu The novel of Orhan Pamuk, My Name is Red, recently the center of controversy, not only in its homeland Turkey but in all the countries where it was translated, focuses on the debates around image-making in (...)
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  34.  4
    Demo(s) : philosophy-pedagogy-politics.Hugo Letiche, Geoffrey Lightfoot & Jean-Luc Moriceau (eds.) - 2016
    This book is framed as a dialogue, between Hugo Letiche's iconoclastic appeals to demontrate (as in a demo) for pedagogy/philosophy/politics of (re-)territoralization (as in the demos), and Jacques Rancière's call for dissensus and a new sensibility (le partage du sensible) that may lead to critical democratization. Writing here are: Asmund Born, Damian O'Doherty, Joanna Latimer, Hugo letiche, Geoff Lightfoot, Simon Lilley, Alphonso Lingis, Stephen Linstead, Garance Maréchal, Jean-Luc Moriceau, Rolland Munro, Rukmini Bhaya Nair, Peter pelzer, Yvon Pesqueux, Burkard Sievers, (...)
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  35.  60
    Understanding the Lived Experience of a Sioux Indian Male Adolescent: Toward the pedagogy of hermeneutical phenomenology in education.K. I. M. Jeong-hee - 2012 - Educational Philosophy and Theory 44 (6):630-648.
    Currently, there is a resurgence of interests in phenomenology in education. This article sheds light on the importance of hermeneutical phenomenology in teaching and learning based on the lived experience of a Sioux Indian adolescent boy, elicited from an ethnographic case study conducted at an alternative high school in the US. Employing narrative inquiry, this article seeks phenomenological ways of understanding students' lived experiences and explores the meaning of the pedagogical practice of hermeneutical phenomenology in education. I delve into (...)
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  36. (1 other version)Kizel, A. (2016). “Pedagogy out of Fear of Philosophy as a Way of Pathologizing Children”. Journal of Unschooling and Alternative Learning, Vol. 10, No. 20, pp. 28 – 47.Kizel Arie - 2016 - Journal of Unschooling and Alternative Learning 10 (20):28 – 47.
    The article conceptualizes the term Pedagogy of Fear as the master narrative of educational systems around the world. Pedagogy of Fear stunts the active and vital educational growth of the young person, making him/her passive and dependent upon external disciplinary sources. It is motivated by fear that prevents young students—as well as teachers—from dealing with the great existential questions that relate to the essence of human beings. One of the techniques of the Pedagogy of Fear is (...)
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  37.  29
    Well-Being Narratives and Young Children.Eila Estola, Sandy Farquhar & Anna-Maija Puroila - 2014 - Educational Philosophy and Theory 46 (8):929-941.
    Whereas research on children’s well-being in education has largely focused on adult perspectives rather than on children’s understandings, recent scholarship argues for a stronger focus on children’s experience and perceptions of their own well-being. Adopting a narrative approach, this article puts children’s stories centre stage as we explore a philosophy of well-being for early childhood in two distant but similar countries, Finland and Aotearoa New Zealand. The article reports on two independent narrative studies (one from Finland, the other (...)
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  38. LIS graduate student workers, feminist pedagogy, and the reference desk : praxis and a narrative.Raina Bloom - 2017 - In Maria T. Accardi, The feminist reference desk: concepts, critiques, and conversations. Sacramento, California: Library Juice Press.
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  39.  4
    Phenomenology of Identity: Narrative Medicine Curricula in the Care of Eating Disorders.Laila Knio & Harini Sridhar - forthcoming - Journal of Medical Humanities:1-24.
    A growing body of literature explores the intersection of eating disorders and identity formation—an entanglement that makes eating disorders particularly challenging to treat. Narrative medicine is a discipline of the health humanities that is interested in bearing witness to patients’ stories with a closeness and rigor that enhances clinical care. The pedagogy of the field is the narrative medicine workshop, which mobilizes close-reading of works of art and reflective writing to improve our understanding of Self and Other. (...)
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  40.  76
    Narrative as a Resource for Feminist Practices of Socially Engaged Inquiry: Mayra Montero's In the Palm of Darkness.Laura Gillman - 2013 - Hypatia 28 (3):646-662.
    Against the view that the physical sciences should be the privileged source of reliable knowledge within the academy in general, and in philosophy in particular, this essay argues that an interdisciplinary approach to knowledge-production, one that includes social and psychological assessment as well as narrative analysis, can better capture the diverse range of human epistemic activities as they occur in their natural settings. Postpositivist epistemologies, including Lorraine Code's social naturalism, Satya Mohanty's and Paula Moya's postpositivist literary and pedagogical projects, (...)
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  41.  17
    Pedagogy of Responsibility.Howard Pickett - 2023 - Études Ricoeuriennes / Ricoeur Studies 14 (2):63-77.
    The following article reconstructs the philosophy of education implicit in Paul Ricœur’s late writings —above all, his “Autonomy and Vulnerability”— to address the current crisis in the humanities. In keeping with Kant and the Bildung tradition, Ricœur reminds us that education aims, above all, at self-formation. In particular, a “pedagogy of responsibility” serves as a bridge between vulnerability and “autonomy”: shorthand in Ricœur’s thought for character, intellectual independence, and moral maturity. Unlike orthodox Kantians, however, Ricœur highlights the indispensable role (...)
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  42.  66
    Understanding the Lived Experience of a Sioux Indian Male Adolescent: Toward the pedagogy of hermeneutical phenomenology in education.Jeong-hee Kim - 2012 - Educational Philosophy and Theory 44 (6):630-648.
    Currently, there is a resurgence of interests in phenomenology in education. This article sheds light on the importance of hermeneutical phenomenology in teaching and learning based on the lived experience of a Sioux Indian adolescent boy, elicited from an ethnographic case study conducted at an alternative high school in the US. Employing narrative inquiry, this article seeks phenomenological ways of understanding students' lived experiences and explores the meaning of the pedagogical practice of hermeneutical phenomenology in education. I delve into (...)
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  43.  35
    Thinking ethically about inclusive recreational sport: A narrative of lost dignity.Donna L. Goodwin, Keith Johnston & Janice Causgrove Dunn - 2014 - Sport, Ethics and Philosophy 8 (1):16-31.
    Through narrative reflections of Jack?s story of inclusive recreational sport, the meaning of dignity in professional practice is explored. Jack?s story is one of respect, strong humiliation and embarrassment, and vulnerability. Through the lens of relational ethics, the aggression of a stranger illustrates how the lack of mutual respect, compassion and knowledge creates experiences of indignity. Jack?s story highlights how relationships can shape, constrain and enable lives. Understanding that which constitutes a dignified recreational sport context for instructors and participants (...)
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  44.  45
    Interrogating the Anthropocene: Ecology, Aesthetics, Pedagogy, and the Future in Question.Jan Jagodzinski (ed.) - 2018 - Springer Verlag: Springer Verlag.
    This volume weaves together a variety of perspectives aimed at confronting a spectrum of ethico-political global challenges arising in the Anthropocene which affect the future of life on planet earth. In this book, the authors offer a multi-faceted approach to address the consequences of its imaginary and projective directions. The chapters span the disciplines of political economy, cybernetics, environmentalism, bio-science, psychoanalysis, bioacoustics, documentary film, installation art, geoperformativity, and glitch aesthetics. The first section attempts to flesh out new aspects of current (...)
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  45.  49
    Art’s False “Ease”: Form, Meaning and a Problematic Pedagogy.John Baldacchino - 2013 - Studies in Philosophy and Education 33 (4):433-450.
    This paper argues that in foregoing the questions that emerge from the dialectical relationship between form and meaning, an intrinsic fallacy mistakes the relationship between the arts and education for a simplistic mechanism of signification—a false “ease”—where empty forms are supposedly given meaning by ethical and aesthetic givens as if the pedagogy of art were analogous to an empty room that was (or still needs to be) inhabited. Art’s false “ease” presents a tautology that presumes the relationship between the (...)
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  46.  9
    Fanon, temporality and pedagogy: Combatting racist (non-)relationalities of self and other.Erica Burman - forthcoming - Educational Philosophy and Theory.
    This article addresses relations between concepts of ‘self’, ‘other(s)’ and ‘othering’ through a reading of the revolutionary psychiatrist Frantz Fanon’s psychoaffective phenomenological and pedagogical narrative approach, reading his work as phenomenological and educational as well as critiquing phenomenology, psychology, education and (of course) psychiatry. While most—especially educational—commentators base their engagement with Fanon’s revolutionary materialist phenomenology of racialised embodiment and consciousness on his first book, Black Skin White Masks and attend to his final book, Wretched of the Earth as expressing (...)
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  47.  1
    Experiencing caste in higher education: Everyday pedagogic contexts and silenced conflicts. Karan & Gunjan Sharma - 2024 - ENCYCLOPAIDEIA 28 (70):35-52.
    This study engages with the experiences of Dalit-Bahujan (oppressed social castes) students at a higher education institution in India. Drawing from interview-based data, it explores the students’ narratives to map their educational experiences, taking the medium of instruction as a case in point. The study aims to deepen understanding of the intersection of caste and curricular-pedagogic context of higher education and its relation to knowledge production in institutional contexts. The findings highlight a significant gap between the socio-economic backgrounds of Dalit-Bahujan (...)
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  48.  14
    Science, Technology, and Human Health: The Value of STS in Medical and Health Humanities Pedagogy.Julia Knopes - 2019 - Journal of Medical Humanities 40 (4):461-471.
    As the number of medical and health humanities degree programs in the United States rapidly increases, it is especially timely to consider the range of specific disciplinary perspectives that might benefit students enrolled in these programs. This paper discusses the inclusion of one such perspective from the field of Science and Technology Studies The author asserts that STS benefits students in the medical and health humanities in four particular ways, by: challenging the “progress narrative” around the advancement of biomedicine (...)
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    Pedagogies of place: conserving forms of place-based environmental education during a pandemic.Jeff Stickney - 2023 - Ethics and Education 18 (1):67-85.
    Can on-line ‘place-based learning’ be more than a facsimile or ritual? Using a phenomenology of my pandemic practice, I investigate the meaning of ‘place-based learning:’ entertaining Aristotle’s seminal thought on place as a container to venture into contemporary phenomenological inquiries where places and things are not only conceptually implicated by each other, but immanent and potentially powerful elements in learning experiences. Bonnett’s (2021) ecologizing of education shows that authentic forms must be embodied and emplaced in order to open learners to (...)
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  50. Resisting the Binary Divide in Higher Education: The Role of Critical Pedagogy.Alya Khan - 2018 - Journal for Critical Education Policy Studies 16 (1):30-58.
    The article explores the landscape in higher education in which old binary divisions are officially denied yet have been reinvigorated through a mix of conservative and neo-liberal policies. Efforts to resist such pressures can happen at different levels, including, in this case, module design and classroom practice. The rationale for such resistance is considered in relationship to the authors’ political and moral standpoints. Debates within higher education policy circles are invariably reduced to a series of oppositions: theory and practice; training (...)
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