scholarly journals Unpacking Everyday Critical Pedagogy: Languaging Critique and Dialogue

2020 ◽  
Vol 69 (1) ◽  
pp. 266-284
Author(s):  
Laura A. Taylor ◽  
Michiko Hikida
Keyword(s):  
Discourse Analysis ◽  
Critical Pedagogy ◽  
Fourth Grade ◽  
Literacy Events ◽  
Everyday Talk ◽  
The Everyday ◽  
Teachers And Students ◽  
Grade Classroom ◽  
Literacy Research

This article explores how critical pedagogy unfolds in the everyday interactions between teachers and students. Specifically, Freirean constructs of critique and dialogue were explored in two key literacy events drawn from an ethnographically informed case study of one fourth-grade classroom. The events were first examined from an ethnographic perspective to understand how sociopolitical issue(s) were being critiqued (or avoided). These events were then analyzed again through microanalytic discourse analysis to explore how teachers and students jointly accomplished dialogue and critique through proposing and taking up of particular stances toward text(s). By juxtaposing these two analytic lenses, the researchers argue for an understanding of critical pedagogy, particularly the tenets of critique and dialogue, as interactionally co-constructed in the continually evolving, everyday talk between teachers and students. This article closes by considering the implications of this work for classroom-based literacy research that examines critical pedagogy.

scholarly journals Caring for Debts: How the Household Economy Exposes the Limits of Financialisation

2016 ◽  
Vol 43 (4-5) ◽  
pp. 653-668 ◽  
Author(s):  
Johnna Montgomerie ◽  
Daniela Tepe-Belfrage
Keyword(s):  
Social Reproduction ◽  
Intimate Relationship ◽  
Global Markets ◽  
Household Economy ◽  
The United Kingdom ◽  
Everyday Talk ◽  
Catastrophic Failures ◽  
The Everyday ◽  
Moral Economic

This article uses the United Kingdom as a case study to explore the limits of financialisation. It makes visible the increasingly intimate relationship between financialisation, indebtedness and social reproduction under the conditions of neoliberal austerity (Fraser, 2014). It does so by unpacking how the everyday experiences of indebtedness materialise among individuals, households and communities. Specifically, we investigate debt’s significance within the household economy by analysing the everyday talk within ‘debt threads’ from leading peer-to-peer forums (Stanley, 2014, Stanley et al., 2016). The evidence reveals how debt interferes with and disrupts the intimacies of life, and in doing so erodes its own moral economic claim as a priority obligation within the household economy. These are the limits of financialisation because if debts are not ‘cared for’ they are non-performing. And, non-performing loans – as it turns out – cause catastrophic failures in financialised global markets. This alone makes understanding the household economy relevant to why neoliberalism is failing.

Using Project-Based Learning to Teach Sustainability Issues to Elementary Students

2014 ◽  
pp. 190-209
Author(s):  
Ingrid Weiland ◽  
Elisa Pokral ◽  
Kristin Cook
Keyword(s):  
Focus Group ◽  
Waste Management ◽  
Elementary Students ◽  
Fourth Grade ◽  
Project Based Learning ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Support Students ◽  
Grade Classroom

This chapter describes a project-based learning unit on sustainability that was implemented in a fourth grade classroom by an informal educator (the second author) employed by a local waste management district. Previous instruction by the informal educator consisted of one-hour lessons that were separate units lacking the project-based learning format and transition links. This chapter describes a mixed-method case study in which pre and posttest tests as well as focus group interviews assessed students' learning as a result of participating in a cohesive project-based learning unit designed by the authors. There was a statistically significant change (p<0.05) in students' pre to posttest scores, and focus group interviews indicated that students could elaborate much more deeply on their ideas about sustainability after the program. The authors conclude that project-based learning can support students' understandings of sustainability while providing an engaging and enriching format to informal educator programs.

scholarly journals Kesiapan Guru Dan Peserta Didik Dalam Pembelajaran Daring Di SD Inpres Lae-Lae 2 Kota Makassar

2021 ◽  
Vol 2 (1) ◽  
pp. 22-26
Author(s):  
Mudrifah Mudrifah ◽  
Sundari Hamid ◽  
Syahria Madjid
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Learning Process ◽  
Fourth Grade ◽  
Case Study Method ◽  
Teaching Materials ◽  
Internet Connection ◽  
Fourth Grade Students ◽  
Teachers And Students

Penelitian ini bertujuan untuk mengetahui kesiapan guru dan peserta didik dalam pembelajaran daring di SD Inpres Lae-Lae 2, serta mengetahui proses pembelajaran daring di SD Inpres Lae-Lae 2. Dalam penelitian ini menggunakan penelitian kualitatif dengan metode studi kasus. Subjek penelitian ini adalah guru dan peserta didik kelas IV. Pengumpulan data diambil melalui observasi, wawancara, dokumentasi. Penulis berperan sebagai pewawancara langsung untuk menggali data melalui guru dan peserta didik kelas IV. Hasil penelitian kesiapan guru dalam pembelajaran daring pada masa pandemi covid-19 di SD Inpres Lae-Lae 2 ini menunjukkan terlaksana dengan baik. Walaupun pembelajaran ini dilakukan dengan daring, guru tetap membuat RPP, mempersiapkan bahan ajar dan media pembelajaran sebelum memulai proses pembelajaran. Dalam pelaksanaan pembelajaran daring kesiapan peserta didik juga sudah terlaksana dengan baik, karena mereka sudah mempersiapkan apa saja yang dibutuhkan dalam pembelajaran daring, seperti buku, pulpen, dan handphone. Dalam pelaksanaan proses pembelajaran daring ini aplikasi yang digunakan adalah whatsapp dan zoom, adapun kendala yang ditemukan guru dan peserta didik yaitu kurang stabilnya jaringan internet sehingga mengalami kesulitan dalam belajar. This study aims to determine the readiness of teachers and students in online learning at SD Inpres Lae-Lae 2, and to determine the online learning process at SD Inpres Lae-Lae 2. This study is qualitative research with a case study method. The subjects in this study were teachers and fourth grade students. Data collection was taken through observation, interviews, and documentation. The author acts as a direct interviewer to collect data through teachers and fourth grade students. The results showed that the readiness of teachers in online learning during the Covid-19 pandemic at the Inpres Lae-Lae 2 Elementary School was carried out well. Although learning is done online, the teacher continues to plan learning by making online lesson plans, preparing teaching materials in the form of learning media and preparing teaching materials before the learning process takes place. In the implementation of this online learning process, the applications used are whatsapp and zoom, while the obstacles found by teachers and students are the unstable internet connection so that they experience difficulties in learning.

Using Project-Based Learning to Teach Sustainability Issues to Elementary Students

2015 ◽  
pp. 779-798
Author(s):  
Ingrid Weiland ◽  
Elisa Pokral ◽  
Kristin Cook
Keyword(s):  
Focus Group ◽  
Waste Management ◽  
Elementary Students ◽  
Fourth Grade ◽  
Project Based Learning ◽  
Focus Group Interviews ◽  
Group Interviews ◽  
Support Students ◽  
Grade Classroom

This chapter describes a project-based learning unit on sustainability that was implemented in a fourth grade classroom by an informal educator (the second author) employed by a local waste management district. Previous instruction by the informal educator consisted of one-hour lessons that were separate units lacking the project-based learning format and transition links. This chapter describes a mixed-method case study in which pre and posttest tests as well as focus group interviews assessed students' learning as a result of participating in a cohesive project-based learning unit designed by the authors. There was a statistically significant change (p<0.05) in students' pre to posttest scores, and focus group interviews indicated that students could elaborate much more deeply on their ideas about sustainability after the program. The authors conclude that project-based learning can support students' understandings of sustainability while providing an engaging and enriching format to informal educator programs.

scholarly journals Ageism and interactional (mis)alignment: Using micro-discourse analysis in the interpretation of everyday talk in a hair-salon

2019 ◽  
Vol 5 (s2) ◽  
Author(s):  
Rachel Heinrichsmeier
Keyword(s):  
Discourse Analysis ◽  
Everyday Life ◽  
Conversation Analysis ◽  
Older Age ◽  
Hair Salon ◽  
Everyday Talk

AbstractIn the fifty years since Robert Butler coined the term, ageism remains one of the most widely-experienced forms of discrimination in Europe. Some forms of ageism seem overt and easy-to-identify; in many cases, though, it is invisible and deeply rooted in everyday life. This applies, too, to ageism-in-interaction, which, as I argue in this paper, can be very subtle, deeply embedded in a web of routines and expectations generated over a longer interactional history.I illustrate this embeddedness of ageism-in-interaction by focussing, as a case-study, on an encounter in a hair-salon between an 83-year-old woman and her stylist, aspects of which we might initially be tempted to attribute to the stylist’s orientations to the client’s (older) age. However, as I show, closer scrutiny of the emergent interaction, combined with progressive widening of the analysis to encompass data outside this focal exchange, suggests more nuanced understandings of what is going on. As I also aim to show, the nose-to-data attention to the emergent interactions in this case-study, informed by conversation analysis and combined with wider ethnographic knowledge, is the tool-kit we need to reveal the less visible instances of ageism-in-interaction.

scholarly journals Viewing Sexual Health Education through the Lens of Critical Pedagogy: A Case Study in Chicago Public Schools

2021 ◽  
Vol 18 (4) ◽  
pp. 1443 ◽  
Author(s):  
Elizabeth Jarpe-Ratner ◽  
Booker Marshall
Keyword(s):  
Public Schools ◽  
Health Education ◽  
Critical Pedagogy ◽  
Sexual Health ◽  
Chicago Public Schools ◽  
Sexual Health Education ◽  
Contributing Factors ◽  
Teachers And Students ◽  
State And Local

Comprehensive sexual health education (SHE) programs are being implemented in many state and local jurisdictions. Much research has focused on the strength and effectiveness of such programs. However, the experiences of teachers and students in their implementation is underexplored. A case study of the implementation of the SHE policy and curriculum in Chicago Public Schools sought to explore teachers’ and students’ experiences. Sixteen teachers were interviewed and five student focus groups, including 46 students, were conducted. Both teachers and students identified opportunities to improve upon the current program, including to (1) incorporate more student-centered learning opportunities and allow for tailoring to each specific group of students; (2) use discussion and dialogue to encourage students’ exploration of their own opinions and identities and development of a sense of agency over their own learning; (3) shift focus from risk reduction to a more holistic focus on healthy sexual wellbeing; and (4) directly discuss current health inequities, contributing factors, and intersectionality. These findings align with a critical pedagogical approach and underscore the need to understand SHE implementation within its sociopolitical context. Implications of the use of critical pedagogy as a framework for SHE in Chicago and beyond are discussed.

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