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Exploring student and teacher perceptions of the ideal teacher in Russia Pedagogy, Culture & Society Pub Date : 2024-04-12 Elena Semenova, Daria Khanolainen
To improve current teacher education and teacher evaluation practices it is important to collect and critically examine different perspectives on who the ideal teachers are. The present study explo...
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Calling for (r)Evolution: the rise of the educational phoenix of audacious hope Pedagogy, Culture & Society Pub Date : 2024-04-09 Julie C. Avery, Joanne Deppeler, Jacynta Krakouer, Helen Skouteris, Heather Morris
Existing educational and social inequalities within colonised nations have been amplified by multitudinous health, racial, climate, and social crises. It is a time to act collectively and boldly pi...
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Learning to navigate in the unknown: attuning to affordances in artist visits in schools Pedagogy, Culture & Society Pub Date : 2024-04-05 Flavia Devonas Hoffmann
Artist visits have become a common means of delivering arts education in schools; however, teacher education insufficiently prepares student teachers to use the benefits of art projects for teachin...
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Creative writing and autoethnography: a layered approach to exploring positionality Pedagogy, Culture & Society Pub Date : 2024-03-27 Sam Holdstock
In this paper I describe how I used the creative writing of Interactive Fiction (IF) and autoethnographic playthroughs to gain a richer understanding of my professional identity as a secondary scho...
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‘I want to be a part of their conversation’: Asian immigrant teachers navigating belongingness in Australian schools Pedagogy, Culture & Society Pub Date : 2024-03-22 Sun Yee Yip, Eisuke Saito
Migration has resulted in increasing teacher diversity in the teaching workforce in many countries. Yet, the prevailing perception in the receiving countries regarding who the teachers are and how ...
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Internalised deficit perspectives: positionality in culturally responsive pedagogical frameworks Pedagogy, Culture & Society Pub Date : 2024-03-06 Bonita S. Cabiles
By showing that deficit thinking can manifest in an internalised sense among historically minoritised students, this paper examines the significance of ‘positionality’ in (re)conceptualising cultur...
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The politics of indigeneity: decolonizing historical memory and education in Colombia Pedagogy, Culture & Society Pub Date : 2024-02-27 Diego Mauricio Cortes
This article explores how the Misak (Guambianos) from the Colombian southwest are revitalising their collective memory and militant politics in a nation that has historically prioritised its Spanis...
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The relevance of ableism in social (work) pedagogy Pedagogy, Culture & Society Pub Date : 2024-02-24 Rahel More
Ableism, a system of thought that creates notions of normality based on abilities and ability expectations, is closely tied to capitalist logics that promote the productive citizen. While the pursu...
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Multi-sensitive attunement: exploring the relationship between the toddler and the nursery teacher in the institutional arrangement of early childhood education and care Pedagogy, Culture & Society Pub Date : 2024-02-19 Maja Plum
In the area of Early Childhood Education and Care (ECEC), intersubjectivity between the child and the nursery teacher is seen as a core element of professional work. The notion of affect attunement...
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Teaching about political violence in Canada: the everyday diplomatic challenges and strategies of secondary teachers Pedagogy, Culture & Society Pub Date : 2024-02-14 Sigrid Roman
Utilising data from 10 semi-structured interviews (n = 5), this article explores the diplomatic challenges and concerns Canadian secondary teachers faced when teaching about political violence and ...
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Depathologising the university Pedagogy, Culture & Society Pub Date : 2024-02-12 Dan Goodley
This paper develops a conversation with decolonisation to pitch a novel mode of engagement; depathologising the university. While higher education institutions are in the midst of an Equality, Dive...
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Learner experiences of low attainment groups in the context of a rights approach to education Pedagogy, Culture & Society Pub Date : 2024-02-01 Carmel Conn, David Vittle Thomas, Cathryn Knight, Charlotte Greenway, Lisa Formby
Participation is seen as an important right for learners, though there is lack of evidence to understand learners’ views on classroom practice. This includes decisions about grouping learners, for ...
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Framing Black feminist pedagogy through the contours of Black feminist thought: Black feminist praxis in and beyond the traditional classroom Pedagogy, Culture & Society Pub Date : 2024-01-18 ArCasia D. James-Gallaway
Marked by the tireless labour and contributions of Black women, the Black feminist tradition has significantly influenced the field and practice of education, broadly conceived, in which pedagogy p...
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Navigating burnout: a study of teacher identity in Chile, Ecuador, Brazil, Spain and Australia Pedagogy, Culture & Society Pub Date : 2024-01-17 Jorge Chávez Rojas, Juan Pablo Barril, Tatiana López Jiménez, Marc Clarà, Fabiano Silvestre Ramos, Karen Peel, Bernardita Justiniano
A key tool amongst the strategies used by teachers to combat stress at work is the construction and development of a professional identity. The underlying idea is that professional identity has the...
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Embedding masculinities within a gender conscious relational pedagogy to transform education with boys experiencing compounded educational disadvantage Pedagogy, Culture & Society Pub Date : 2024-01-05 A. Hamilton, S. Morgan, K. Harland, B. Murphy
Responding to a persistent gap in policy and practice, this paper offers a new gender conscious relational pedagogy, directly informed by boys and educators who have participated in Ulster Universi...
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A context-specific exploration of teacher agency in the promotion of movement and physical activities in early childhood education and care settings Pedagogy, Culture & Society Pub Date : 2024-01-05 Charla Rochella S. Saamong, Czarecah T. Oropilla, Alfredo Bautista, Catherine M. Capio
Early childhood teachers utilise a variety of strategies to promote movement and physical activity (MOPA) in ECEC settings. However, less is known about the processes that underpin these strategies...
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Dilemmatic spaces pertaining to digitalisation, equity and increased goal attainment in Swedish schools and preschools Pedagogy, Culture & Society Pub Date : 2023-12-26 Anna-Lena Godhe, Jens Ideland, Karin Ollinen
The digitalisation of school systems and teaching often comes with expectations to enhance both equity and student outcomes, particularly as stated in policy documents. When curricular goals relati...
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Interculturality, native-speakerism and authenticity: paradoxes in Indonesia’s EFL pedagogy Pedagogy, Culture & Society Pub Date : 2023-12-24 Muhammad Iwan Munandar
Intercultural language pedagogy goes beyond native speaker and target culture norms. Using an intercultural lens, this study examines the extent to which native-speakerism and authenticity inform t...
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The community function of schools in rural areas: normalising dominant cultural relations through the curriculum silencing local knowledge Pedagogy, Culture & Society Pub Date : 2023-12-24 Dennis Beach, Elisabet Öhrn
Schools in rural places in European societies generally teach the same content and perform as well as other national schools do on national tests and international comparison assessments such as PI...
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‘Something serious’: biopedagogies of young people, sex and drugs in Australian drug education Pedagogy, Culture & Society Pub Date : 2023-12-21 Adrian Farrugia
Despite being ostensibly focussed on alcohol and other drugs, drug education often directly addresses sex – a focus subject to scant analysis. This article examines how the relationship between you...
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Self-directed learning and student-centred learning: a conceptual comparison Pedagogy, Culture & Society Pub Date : 2023-12-10 Thomas Howard Morris, Nicholas Bremner, Nozomi Sakata
Self-directed learning and student-centred learning are key theoretical constructs in the educational literature. However, to date, the similarities and differences between these terms have not bee...
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From Looking to Learning: Working with and for Young Black Women in Systems of Whiteness Pedagogy, Culture & Society Pub Date : 2023-12-06 Camilla Stanger
In this paper, I explore both the need and possibility for liberatory work with and in service of young Black women within two systems of Whiteness. First, I discuss a process of exclusion experien...
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A systematic literature review of Third Space theory in research with children (aged 4-12) in multicultural educational settings Pedagogy, Culture & Society Pub Date : 2023-11-19 Christina Tatham
This article presents a systematic literature review of Bhabha’s Third Space theory in empirical research focussing on children (aged 4–12 years) in multicultural educational institutions. Communit...
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Reflexivity as a pedagogical act: unveiling the self in the shadows of complicity and coloniality in teaching and academia Pedagogy, Culture & Society Pub Date : 2023-11-17 Yulian Fernando Segura Castillo
This article is a deep dive into the realms of self-exploration and self-reflection, emanating from the perspective of a Black Latin American male doctoral student based in the global north. Buildi...
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Strengthening Indigenous parents’ co-leadership through culturally responsive home-school partnerships: a practical implementation framework Pedagogy, Culture & Society Pub Date : 2023-10-23 Murni Sianturi, Jung-Sook Lee, Therese M. Cumming
The momentum of the decolonising education movement has led many scholars to rethink the ongoing impacts of colonialism on Indigenous peoples and generate catalysts for change. Using the decolonisa...
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“The farmer, the guide, and the bridge”: the voice of community partners within European Service-Learning Pedagogy, Culture & Society Pub Date : 2023-10-20 Christian Compare, Alžbeta Brozmanová Gregorová, Irene Culcasi, Pilar Aramburuzabala, Cinzia Albanesi
Service-learning (SL) represents one of the actions for community engagement institutionalisation and a way to achieve the teaching and learning objectives of the university and answer local organi...
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Personal, pedagogic play: a dialogic model for video game learning Pedagogy, Culture & Society Pub Date : 2023-10-19 Jack Denham, Matthew Spokes, Matt Coward-Gibbs, Caitlin Veal
Utilising data from semi-structured interviews (n = 20), this paper explores the educational function of internationally popular, blockbuster videogames, including the ways in which players identif...
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Nurturing inclusivity and professional growth among vocational teachers through communities of practice Pedagogy, Culture & Society Pub Date : 2023-10-08 Eli Smeplass
This article critically examines the intricate balance between instrumentalism and the pursuit of a comprehensive perspective within higher education. Specifically, the study investigates the exper...
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The manifestations of universality and cultural specificity in national curriculum policy frameworks: negotiations for culturally reflective practice in early childhood education Pedagogy, Culture & Society Pub Date : 2023-10-08 Yuwei Xu, Clare Brooks, Jie Gao, Eleanor Kitto
This paper presents findings from a review of 19 national curriculum policy frameworks (NCPFs) across the globe and discusses dominant and culturally specific discourses that shape early childhood ...
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Complexities in teaching competencies: a longitudinal analysis of Vietnamese teachers’ sensemaking and practices Pedagogy, Culture & Society Pub Date : 2023-09-28 Bich-Hang Duong, Vu Dao, Joan DeJaeghere
Competency-based education (CBE) has been widely adopted in various educational contexts although research discussing how CBE is implemented in local contexts and how it shifts (or not) teaching pr...
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Moulding student mental health in Singapore’s Character and Citizenship Education: projected pedagogic identities Pedagogy, Culture & Society Pub Date : 2023-09-26 Nah Dominic, Li Yin Lim, Nur Diyanah Anwar, Jasmine B.-Y. Sim
This paper examines the official pedagogic discourse communicating the explicit inclusion of Mental Health (MH) education in Singapore’s revised 2021 Character and Citizenship (CCE2021) curriculum ...
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‘Actualiya learning’: a bottom-up construction for civic education in two of Israel’s ‘educational Islands’ Pedagogy, Culture & Society Pub Date : 2023-09-21 Sigal Ozery Roitberg
Contemporary literature reveals that many educators, especially those in elementary schools and in conflict-effected societies, are reluctant to engage in the teaching of current public issues, eve...
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Skateparks as communities of care: the role of skateboarding in girls’ and non-binary youth’s mental health recovery during lockdown Pedagogy, Culture & Society Pub Date : 2023-09-13 Sheryl Clark, Esther Sayers
This paper details findings from our research into girls’ and non-binary young people’s take-up of skateboarding during the COVID-19 pandemic. Our analysis contributes to wider discussions on gende...
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Holding tension and navigating dilemma in multicultural education in South Korea: Towards pedagogical third space Pedagogy, Culture & Society Pub Date : 2023-09-12 Younkyung Hong, Eunhye Cho, Kegan Mixdorf
ABSTRACT We take up this qualitative inquiry as a means of practicing and advocating for a deeper understanding of South Korean teachers’ pedagogy and perspectives in multicultural education, moving beyond surface-level critiques. Through the lens of postcolonial theory, this study highlights how government-led multicultural education places teachers in a position where they participate in the othering
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Knowledge-based resistance: the role of professional organisations in the struggle against statutory assessments in England Pedagogy, Culture & Society Pub Date : 2023-09-10 Diego Santori, Jessica Holloway
ABSTRACT This paper aims to map and understand tactics and practices of resistance to standardised testing in England by focusing on the More Than a Score (MTAS) campaign. More specifically, this paper examines the role of professional organisations affiliated to the MTAS campaign in the production and mobilisation of expert knowledge as a tool for resistance. In particular, by examining their transactions
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Topologies of belonging in the digital university Pedagogy, Culture & Society Pub Date : 2023-09-07 Karen Gravett, Rola Ajjawi, Sarah O Shea
ABSTRACT Belonging is a complex relational concept. It has been shown to be processual, emergent, and dynamic. And yet this relationality, and complexity, sits in tension with increasingly voluble calls to measure, manage and maintain students’ sense of belonging to an ostensibly fixed space of higher education. This article reports on research that invited students to not only define how they experience
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Curious care: tacit knowledge and self-trust in doctoral training Pedagogy, Culture & Society Pub Date : 2023-09-06 Timothy Laurie, Liam Grealy
ABSTRACT Building on recent literature on supervision practice that has turned away from previous efforts to construct typologies, and towards ‘dialogic’ models that emphasise iterative feedback processes between students and supervisors in situ , this article examines how the curiosity of the supervisor expressed in supervision meetings can both model a relationship to scholarship and collegiality
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Knowing-being-doing with digital stories: affective and collective potentialities in the higher education classroom Pedagogy, Culture & Society Pub Date : 2023-08-29 Eva Neely, Andrea LaMarre, Liz McKibben, Katie Sharp, Shirley Simons
ABSTRACT Creative assessments hold the potential to counter outcome-oriented and utilitarian approaches to teaching, characteristic of neoliberal academia. This paper explores the potentialities of digital stories as one form of creative assessment that may help rupture normative ways of teaching-learning and engaging with affective pedagogies. The authors are a group of teacher-learners who engaged
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Multimodal artistic recreations of the ecological university in the Global South Pedagogy, Culture & Society Pub Date : 2023-08-24 Melina Porto
ABSTRACT This article describes how a group of language undergraduates in a local university in the periphery in the Global South conceptualised and enacted the notion of the ‘ecological university’. Theoretically grounded in critical and post-humanist perspectives on education, and language education in particular, and notions of the ecological and the measured university, this qualitative study was
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Understanding the connection between pre-service teachers’ emotions and identity through metaphor: a qualitative study into six candidates from a Chilean university Pedagogy, Culture & Society Pub Date : 2023-08-20 Yerko Muñoz-Salinas
ABSTRACT This qualitative study, based on semi-structured interviews, analyses the emotions of six (n = 6) pre-service teachers (PSTs) enrolled in a Chilean full-year education programme through metaphors they used to describe the process by which they became professionals. Findings suggest that pre-service teachers understand emotions as burdens, tools, and sources for self-knowledge. Metaphors also
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Creating equity for ethnically, linguistically, and religiously diverse students in school settings in the Myanmar public schools Pedagogy, Culture & Society Pub Date : 2023-08-11 Z Ja Htu Aung, Melissa M. Barnes, Sun Yee Yip, Eisuke Saito
ABSTRACT In Myanmar, large diverse indigenous ethnicities exist, and, as a result, public schools consist of a multicultural and multilingual student population. Despite this, the education system proffers and embeds Myanmar’s dominant ideologies relating to culture, language and religion within all aspects of schooling. Students from minority backgrounds often struggle to gain legitimacy and build
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Student participation: between the twilight of the liberal model of democracy and the rise of neoliberal policies Pedagogy, Culture & Society Pub Date : 2023-08-01 Daniel García-Pérez, Jara González-Lamas
ABSTRACT Student participation has become a relevant topic in the international debate on education. However, the conceptions of the meaning of participation and its practical implications are very heterogeneous. This article reviews how educational policies have conceived student participation in Western countries. Having conceptualised student participation, the role of the liberal model in shaping
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Legislating whiteness: an emotion discourse analysis of divisive concepts legislation Pedagogy, Culture & Society Pub Date : 2023-07-29 Maia Sheppard
ABSTRACT This research examines a state-level response to national political movements to decentre whiteness in American social studies education. Aiming to better understand how emotions systemically sustain and build connections to whiteness, this emotion discourse analysis examined how fear and hope shaped the content of and support for legislation mandating a race-evasive approach to teaching in
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Care of the profession: teacher professionalism and learning beyond performance and compliance Pedagogy, Culture & Society Pub Date : 2023-07-26 Fleur Diamond, Scott Bulfin
ABSTRACT Dominant policy discourses in Australia define teacher professionalism as a technical accomplishment. Within this technical framing, teacher learning is largely understood as the acquisition of skills, with teacher practice helping students meet pre-determined outcomes. Despite the dominance of such discourses, teacher professionalism and learning have not always been thought of in these reductive
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I just saved you – does it matter what I look like? Reading and discussing feminist fairy tales with a group of 12-year-old girls Pedagogy, Culture & Society Pub Date : 2023-07-23 Mette Lindahl-Wise
ABSTRACT Using a post-structural lens which situates gender as discursively produced, this study investigates how four 12-year-old girls read feminist fairy tales and what feminist issues and concerns they discern and relate to in these texts. The study used a dialogic approach in Action Research informed reading groups to stimulate their thinking and explore their experience of gender constraints
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Exploring the identities of pathways educators through the lens of Third Space Theory Pedagogy, Culture & Society Pub Date : 2023-07-18 Kieran Balloo, Fabiane Ramos, Russell Crank, Daniel Crane, Susan Hopkins, Mary McGovern, Frey Parkes, Julie Penno, Niharika Singh, Nicholas Todd, Victoria Wilson, Angela Windsor, Sue Worsley
ABSTRACT Pathways educators, who teach into university-based tertiary preparation programmes, contribute to a unique space within widening participation. Conceptualisations of pathways educators’ identities would benefit from further theorisation to understand the challenges and possibilities of this role, so this was the focus of the current study. Ten pathways educators on academic contracts at a
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The ’every day’ of polarisation in schools; understanding polarisation as (not)dialogue Pedagogy, Culture & Society Pub Date : 2023-07-19 Mariëtte de Haan
ABSTRACT This paper analyses how ‘polarisations’ in which social tensions between the religious, ethnic and socio-economic groups are believed to increase are experienced and understood by secondary school teachers in the Netherlands. Based on the idea that polarisation is present in everyday interactions, this study contributes to an everyday perspective on polarisation by unravelling the everyday
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Assemblages of security? – A study about starting school and feeling safe and secure at school Pedagogy, Culture & Society Pub Date : 2023-07-12 Susanne Severinsson
ABSTRACT To explore issues of safety and security at school the research reported here investigated the way a sense of security was created in school, how security was linked to different locations and situations, and the influences that acted on pupils’ sense of security. Pupils in year 1 in Sweden took photographs associated with insecurity and security, and these were used as starting points for
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‘Death livens you up’: death education through the eyes of adolescents Pedagogy, Culture & Society Pub Date : 2023-06-28 Pablo Rodríguez Herrero, Bianca Fiorella Serrano Manzano, Agustín de la Herrán Gascón
ABSTRACT From a Pedagogy of Death perspective, this study focuses on education for a more conscious life that includes an awareness of death. The objective was to ascertain in depth the views of adolescents on teaching about death in their particular context. The methodology adopted was qualitative and phenomenological. Seven focus groups were organised with high-school students from 12 to 18 years
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Comparing student agency in an ethnically and culturally segregated society: How Estonian and Russian speaking adolescents achieve agency in school Pedagogy, Culture & Society Pub Date : 2023-06-18 Maria Erss
ABSTRACT In this paper, the experiences and views of 16-year-old high school students are explored regarding their perceived agency in school related contexts in an ethnically and culturally segregated post-soviet school system in Estonia. Eight focus group interviews were conducted in spring 2021 with 37 students in schools with Estonian and Russian as the language of instruction (henceforth EIL schools
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Capturing the protective value of culture: The ‘Deadly Gaming’ pilot Pedagogy, Culture & Society Pub Date : 2023-06-12 Troy Meston, Julie Ballangarry, Harry Van Issum, Helen Klieve, Courtney Smith, Tasha Riley
ABSTRACT This paper details the ‘Deadly Gaming’ pilot (DG). DG centred research has been designed to exploit the protective value of Indigenous culture, to nurture translational literacies (e.g., cultural capital, academic confidence, teamwork, problem solving, critical thinking, and 21st century skills) necessary for academic success in an urban Australian school. Underpinning this pilot was the research
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Educating immigrant and refugee students: A culturally relevant pedagogy perspective into elementary teachers’ professional needs in Türkiye Pedagogy, Culture & Society Pub Date : 2023-06-12 Sibel Akin-Sabuncu, Koray Kasapoglu
ABSTRACT The education of teachers who can effectively respond to immigrant and refugee students’ needs has been a major issue in Türkiye and globally. Drawing on culturally relevant pedagogy, this phenomenological study explores the professional needs of 24 elementary teachers in Türkiye who teach immigrant and refugee students in their classes and were selected purposefully through criterion and
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Intra-generational encounters with balloons and bread rolls: exploring reciprocity in post/age spaces Pedagogy, Culture & Society Pub Date : 2023-05-24 Lois Peach, Joanna Haynes
ABSTRACT This writing originates from unease with assumptions that often shape intergenerational practices and everyday encounters in the UK, for instance, assumptions about generational ‘gaps’ or ‘roles’ and the pedagogy of ‘interventions’ to promote meetings ‘between’ ages. Such interventions are usually predicated on chrono-logical notions of infant, child, youth, old age, and life stages. Haynes
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Producing the global graduate: academic labour and imagined futures in critical times Pedagogy, Culture & Society Pub Date : 2023-05-07 Rosalyn Black, Matthew Krehl Edward Thomas, Margaret Bearman
ABSTRACT The contemporary university works to produce an imagined global graduate who can demonstrate competencies such as mobility, intercultural awareness and global citizenship. In Australia and New Zealand, teacher education academics are charged with the production of graduates who can display and transmit such competencies, but the labour and lived experience of these academics stands in contrast
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Entertaining tensions: teaching with and learning from popular culture in professional education Pedagogy, Culture & Society Pub Date : 2023-04-27 Kaela Jubas, Donna Rooney, Francesca Patten
ABSTRACT This article discusses findings from an ongoing qualitative studies about the incorporation of popular culture in university-based professional education. The focus is on how popular culture can become a curricular resource to support learning about theory or concepts and contentious or sensitive issues, at a time when neoliberal trends of consumerist ideology and technical vocationalism influence
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Enacting culturally responsive pedagogy for rural schooling in Ghana: A school-community-based enquiry Pedagogy, Culture & Society Pub Date : 2023-04-26 Moses Ackah Anlimachie, Might Kojo Abreh, Daniel Yaw Acheampong, Badu Samuel, Stephen Alluake, Deborah Newman
ABSTRACT Culturally Responsive Pedagogy (CRP) has become an emerging strategy for improving low-income communities’ educational outcomes. This school – community-based ethnographic case study investigates CRP strategies for improving education outcomes in a Ghanaian rural Basic School. The data collection included student assignments, focus group discussions, teachers’ reflective essays, interviews
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The phenomenon of cancel culture through the social media: pedagogical implications for teacher education Pedagogy, Culture & Society Pub Date : 2023-04-11 Michalinos Zembylas
ABSTRACT This paper suggests that the phenomenon of ‘cancel culture’ has significant pedagogical implications for teacher education. In particular, the analysis problematises the phenomenon of cancel culture, focusing on how issues relating to race, racism and structural injustice are framed in social media. It is argued that for teacher education programs wrestling with how to guide teachers to deal
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“Can we add a little sugar?” the contradictory discourses around sweet foods in Swedish home economics Pedagogy, Culture & Society Pub Date : 2023-04-05 Ingela Bohm, Gun Åbacka, Agneta Hörnell, Carita Bengs
ABSTRACT Sweet foods occupy an ambiguous position in many people’s diets, perhaps especially for children and adolescents. The twin expectation that they both covet and limit their intake can create a dilemma not only in the home, but also in the school subject Home Economics (HE), which among other themes has a focus on food and health. In this study, we explored how Discourses on sweet foods were
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Agents of change or collaborators? The first Palestinian students from Eastern Jerusalem studying to become Hebrew teachers in an Israeli university Pedagogy, Culture & Society Pub Date : 2023-03-13 Asmahan Masry-Herzallah, Adar Cohen
ABSTRACT The research aimed to identify pull and push factors motivating the applications of Palestinian-Jerusalemite students (hereafter: PJS) to study a training program for Hebrew teaching in an Israeli university. Semi-structured interviews and an open questionnaire elicited the students’ motivations and learning experiences, to reveal how they coped with political and academic challenges. The
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Teaching critical hope with creative pedagogies of possibilities Pedagogy, Culture & Society Pub Date : 2023-03-07 Anke Schwittay
ABSTRACT How can we teach critical hope, amidst contemporary challenges that seem intractable, within neoliberal educational institutions that work to foreclose transformative pedagogies and through academic critique that can result in cynicism and disillusionment among students? Here, I draw on the writings of Paolo Freire, J.K. Gibson-Graham and Sarah Amsler, as well as long-term research at the