This paper examines the Inside-Out Prison Exchange Program's pedagogy as a praxis for transformative learning and social change, with a particular focus on the role of incarcerated students in shaping public policy. It explores how an Inside-Out approach cultivates a learning environment rooted in critical thinking, reflection, collaboration, and…

The purpose of this study considers the intersections of education abroad and alumni engagement through a social justice lens. This research examines the "cultural imperative to systemic reform" (Kozaitis, 2013, p. 139) through the perspective of higher education's integration of education abroad as a core high-impact practice (Kuh,…

This paper focuses on the plural uses of pedagogical documentation, particularly the uses in the development of processes of Context-Based Participatory Professional Development for continuous professional development. It sits in the realm of participatory pedagogies, specifically the Pedagogy-in-Participation approach (Oliveira-Formosinho and…

Teachers' and practitioners' pedagogical practices also have legal professional responsibilities and regulations to adhere to under the Individuals with Disabilities Education Act. We understand the former as the policy master narrative that can reify inaccessibility in the classroom. We take a paradigmatic shift focusing on "storying"…

This counternarrative is an homage to the work of abolition in teacher education and a call to humanizing liberatory praxis as collective healing from racism and anti-Black hate. We, three critical teacher educators, interrogate our positionalities and the experiences within and beyond schooling that have shaped us. We recognize that our…

In this article I present a discussion about the purpose of education of, for and with black, working class, young women within an inner-London, twenty-first century college, and explore the complex and imperfect ways that educational purpose translates into educational practice. I discuss the respective value of two contrasting discourses of…

In 2002, the author published three models for categorizing human rights education practice in the formal and non-formal education sectors: Values and Awareness, Accountability and Transformation, which are widely cited in the HRE literature. The original models were developed by applying grounded theory from a practitioner's point of view about…

Praxis is the balance of pedagogical theory and practice. This literature review explores praxis from a critical lens in terms of identity for both students and teachers. The authors center their framework on Hawkins and Norton's (2009) five principles for critical language teaching. The first principle relates to the situated nature of the…

In Unlocking Silent Histories (USH), Indigenous youth participate in a pedagogical engagement with theoretical roots in critical pedagogy, media studies, and cultural sociology. These frameworks inform how youth participate in a self-directed, technology-enabled learning design to critically inquire about and creatively express their worlds from…

This article uses an auto-ethnographic approach to explore the reflections and insights that occurred during my teaching of a subject in adolescent development on the Thai Burma border. This paper adopts a relatively descriptive style to a personal reflection of teaching on the border and how it transformed the way I teach and made me look at the…

As Miller (1999) explained, "it is increasingly important for educators to take seriously the processes by which media texts are produced and disseminated, and to understand the ways in which media images and constructions pervade all our lives" (p. 234). Taking popular culture seriously means making a purposeful commitment to bring…

All education proceeds within a complex array of epistemological and ontological factors that constitute a shifting and intricate learning environment for teachers, pre-service teachers and school students alike. We have expanded a "praxis inquiry" protocol into a "critical praxis" protocol for use in pre-service programs. A…

To address the persistent failure of schooling to support underserved students, youth participatory action research (YPAR) has emerged as an alternative and critical paradigm for educational practice. YPAR re-centers authority on marginalized voices and understands research as a tool for social change. Grounded in critical pedagogy, such projects…

This study examines changes in teaching habits reported by teachers when they see themselves on video. It is a longitudinal study in which 43 student teachers participated in the first step during their teacher education. When the teachers saw themselves teaching, they were surprised by certain habits and wrote that they wanted to change them. Two…

According to a report by the Congressional Research Service, the U.S. population is becoming more racially and ethnically diverse. This increasing change is reflected in every aspect of people's lives, including the classroom. Now more than ever it is necessary for art educators to address the needs of the steadily increasing numbers of culturally…