Tom Woodin
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780719091117
- eISBN:
- 9781526139023
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719091117.003.0009
- Subject:
- Society and Culture, Cultural Studies
The internal workings of working class writing and publishing groups reveals important insights about the nature of democracy. The attempt to form collective and co-operative groups that supported ...
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The internal workings of working class writing and publishing groups reveals important insights about the nature of democracy. The attempt to form collective and co-operative groups that supported everyone led to an active re-making of educational relationships along democratic lines. The insistence upon equality between writers, irrespective of individual ability, was a cardinal principle. However, in a changing funding climate, workshops came under pressure to formalise relationships, professionalise and introduce management structures. This had mixed results as groups attempted to negotiate these tensions. The example of the Fed brings into question some key aspects of critical pedagogy which privileges the role of tutors and education as a whole and, in some cases, assumes that learners have internalised dominant ideas.Less
The internal workings of working class writing and publishing groups reveals important insights about the nature of democracy. The attempt to form collective and co-operative groups that supported everyone led to an active re-making of educational relationships along democratic lines. The insistence upon equality between writers, irrespective of individual ability, was a cardinal principle. However, in a changing funding climate, workshops came under pressure to formalise relationships, professionalise and introduce management structures. This had mixed results as groups attempted to negotiate these tensions. The example of the Fed brings into question some key aspects of critical pedagogy which privileges the role of tutors and education as a whole and, in some cases, assumes that learners have internalised dominant ideas.
Todd Butler and Ashley Boyd
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781474455589
- eISBN:
- 9781474477130
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9781474455589.003.0022
- Subject:
- Literature, Criticism/Theory
In this chapter, Todd Butler and Ashley Boyd give new reasons for attending to pedagogical training in literary studies classrooms. With so many English majors planning to enter secondary classrooms ...
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In this chapter, Todd Butler and Ashley Boyd give new reasons for attending to pedagogical training in literary studies classrooms. With so many English majors planning to enter secondary classrooms of their own, Butler and Boyd highlight the potential impact that combining social justice and content knowledge pedagogies can have on generations of classroom learners. At the same time, they claim that including teaching methodologies in undergraduate literature courses builds pedagogy as a habit of mind for all undergraduates, encouraging them to consider issues of social justice in their readings, and how those issues might be effectively conveyed to others.Less
In this chapter, Todd Butler and Ashley Boyd give new reasons for attending to pedagogical training in literary studies classrooms. With so many English majors planning to enter secondary classrooms of their own, Butler and Boyd highlight the potential impact that combining social justice and content knowledge pedagogies can have on generations of classroom learners. At the same time, they claim that including teaching methodologies in undergraduate literature courses builds pedagogy as a habit of mind for all undergraduates, encouraging them to consider issues of social justice in their readings, and how those issues might be effectively conveyed to others.
Shirley S. Y. Yeung
- Published in print:
- 2012
- Published Online:
- May 2013
- ISBN:
- 9789888139026
- eISBN:
- 9789888180240
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888139026.003.0011
- Subject:
- Education, Educational Policy and Politics
With the fundamental curriculum concepts and methods introduced in the preceding chapters, it is hoped that readers can manage to devise alternative ways to design the most appropriate curriculum for ...
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With the fundamental curriculum concepts and methods introduced in the preceding chapters, it is hoped that readers can manage to devise alternative ways to design the most appropriate curriculum for the new generations in the twenty-first century. However, unless our community moves ahead with authentic reforms in education, the aims of the reforms will remain rhetorical or superficially implemented in classrooms. Hence, we stress in this chapter that curriculum change is pertinent to educational change. This stance is indeed supported by a famous academic of educational change, Michael Fullan. This chapter begins with an analysis of the perceptible threats we now face in our curriculum, followed by a brief account of ideas raised by some academics/researchers on how to reform the school curriculum. Curriculum trend, in relation to critical pedagogy and moral/value education, is also addressed. It is anticipated that readers will gain useful insights which are conducive to helping them shape their professional stance and vision in an era of change. Finally, it proposes some basic questions and principles for readers to consider when they deliberate on a future curriculum.Less
With the fundamental curriculum concepts and methods introduced in the preceding chapters, it is hoped that readers can manage to devise alternative ways to design the most appropriate curriculum for the new generations in the twenty-first century. However, unless our community moves ahead with authentic reforms in education, the aims of the reforms will remain rhetorical or superficially implemented in classrooms. Hence, we stress in this chapter that curriculum change is pertinent to educational change. This stance is indeed supported by a famous academic of educational change, Michael Fullan. This chapter begins with an analysis of the perceptible threats we now face in our curriculum, followed by a brief account of ideas raised by some academics/researchers on how to reform the school curriculum. Curriculum trend, in relation to critical pedagogy and moral/value education, is also addressed. It is anticipated that readers will gain useful insights which are conducive to helping them shape their professional stance and vision in an era of change. Finally, it proposes some basic questions and principles for readers to consider when they deliberate on a future curriculum.
Hillary Eklund and Wendy Beth Hyman (eds)
- Published in print:
- 2019
- Published Online:
- May 2020
- ISBN:
- 9781474455589
- eISBN:
- 9781474477130
- Item type:
- book
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9781474455589.001.0001
- Subject:
- Literature, Criticism/Theory
Shakespeare scholars regularly encounter social justice issues in the material that we study and teach. Most often in the classroom our engagement with such issues takes the form of thematic ...
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Shakespeare scholars regularly encounter social justice issues in the material that we study and teach. Most often in the classroom our engagement with such issues takes the form of thematic identification and critical parsing. Yet we struggle to form more direct, material connections between coursework and social justice work. This book is for professors of early modern literature who want to heighten the intellectual impact of their courses by thoughtfully using their classrooms as laboratories for social formation and action. Much as Paolo Freire sought to reformat the relationship between teachers and students through his “pedagogy of the oppressed,” this book seeks to reformat the relationship between students and this challenging material in ways that move them and us toward social action. To that end, it offers a global perspective on Shakespeare and early modern literature, including competing “Renaissance world pictures,” non-canonical authors, and collaborative practices. Its 21 chapters describe and model ways of doing social justice work with and through early modern texts, and claim the academic—not merely social—benefits of integrating social justice work into courses.Less
Shakespeare scholars regularly encounter social justice issues in the material that we study and teach. Most often in the classroom our engagement with such issues takes the form of thematic identification and critical parsing. Yet we struggle to form more direct, material connections between coursework and social justice work. This book is for professors of early modern literature who want to heighten the intellectual impact of their courses by thoughtfully using their classrooms as laboratories for social formation and action. Much as Paolo Freire sought to reformat the relationship between teachers and students through his “pedagogy of the oppressed,” this book seeks to reformat the relationship between students and this challenging material in ways that move them and us toward social action. To that end, it offers a global perspective on Shakespeare and early modern literature, including competing “Renaissance world pictures,” non-canonical authors, and collaborative practices. Its 21 chapters describe and model ways of doing social justice work with and through early modern texts, and claim the academic—not merely social—benefits of integrating social justice work into courses.