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Direct linkPatoo Cusripituck; Riemer Knoop; Jitjayang Yamabhai – Journal of Museum Education, 2024
Several ethnic groups in Thailand consider themselves oppressed; arguably, Thai society lacks suitable platforms for multiple voices and perspectives. "Vivid Ethnicity," a mobile museum constituted by Mahidol University, addresses this issue. Adapting Kenneth Burke's concept of the "dramatistic pentad," communication theory,…
Descriptors: Foreign Countries, Ethnic Groups, Disadvantaged, Power Structure
Torres-Olave, Betzabé; Bravo González, Paulina – Cultural Studies of Science Education, 2021
In this paper, we discuss the role of dialogue in two layers; first, in relation to two self-organised communities of science teachers in which we participated and, second, our process of coming together during our PhDs to analyse these communities, a dialogue about the dialogue. Regarding the first layer, there is much to learn from science…
Descriptors: Foreign Countries, Neoliberalism, Science Education, Science Teachers
Erin Keith; Carolyn Clarke; Allison Tucker – Canadian Journal of Action Research, 2024
Learning spaces in higher education are fraught with colonial barriers such as teacher-centered, front facing, stark, feelingless, and unwelcoming classrooms that diminish students' feelings of well-being. For pre-service teachers, these are also the types of classrooms that they often inherit as they foray into the profession. Three Bachelor of…
Descriptors: Foreign Countries, Preservice Teachers, Preservice Teacher Education, Decolonization
Download full textCotter, Gertrude; Bonenfant, Yvon; Butler, Jenny; Caulfield, Marian; Prestwich, Barbara Doyle; Griffin, Rosarii; Khabbar, Sanaa; Mishra, Nita; Hally, Ruth; Murphy, Margaret; Murphy, Orla; O'Sullivan, Maeve; Phelan, Martha; Reidy, Darren; Schneider, Julia C.; Isaloo, Amin Sharifi; Turner, Brian; Usher, Ruth; Sinalo, Caroline Williamson – International Journal of Development Education and Global Learning, 2022
The Praxis Project, established at University College Cork (UCC), Ireland, in 2018, seeks to assess possible models of best practice with regard to the integration of global citizenship and development education (GCDE) into a cross-disciplinary, cross-campus, interwoven set of subject area pedagogies, policies and practices. This study--the first…
Descriptors: Foreign Countries, Citizenship Education, Global Education, Interdisciplinary Approach
Lorenzetti, Liza; Dhungel, Rita – Canadian Journal of Action Research, 2020
The deepening neoliberal agenda in our global context shines a light on historical and enduring inequities of colonial and class patriarchy. While praxis is a central feature of PAR, further attention to community-led actions is urgently needed to demonstrate the connection between method, application and social transformation. Focusing on two…
Descriptors: Community Involvement, Participatory Research, Praxis, Neoliberalism
Carberry, Damien – Journal of Prison Education and Reentry, 2017
This paper situates education as an integral component of the overall prison rehabilitation process. The article discusses how an educational practitioner's knowledge of attachment theory and masculinities can be utilized to develop a secure methodological teaching environment in the classroom of a prison education unit and create a space where…
Descriptors: Masculinity, Attachment Behavior, Transformative Learning, Correctional Education
Montgomery, Catherine, Ed.; Fernández-Cárdenas, Juan Manuel, Ed. – Routledge, Taylor & Francis Group, 2019
This book focuses on reconceptualising the teaching of STEM education through dialogue and transformative learning, presenting examples of research from Mexico and the UK. It centres on research which introduces critical pedagogies in the teaching of STEM, where in the past there has been an over-emphasis on content and a technicist perspective on…
Descriptors: Teaching Methods, STEM Education, Transformative Learning, Foreign Countries
Stanger, Camilla – Studies in Philosophy and Education, 2018
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…
Descriptors: College Students, African American Students, Working Class, Females
DeGennaro, Donna – Journal of Transformative Education, 2018
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…
Descriptors: Transformative Learning, Creativity, Teaching Methods, Educational Philosophy
El Kadri, Michele Salles; Roth, Wolff-Michael – Teacher Development, 2015
Although the importance of understanding the social and cultural processes mediating pre-service teachers' expansion of the power to act has been increasingly recognized lately, the way the concept of "agency" is portrayed in most of the studies focuses almost exclusively on the subject of activity and therefore, there is insufficient…
Descriptors: Preservice Teacher Education, Teacher Empowerment, Case Studies, Praxis
Couch, Jen – Australian Journal of Adult Learning, 2017
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…
Descriptors: Foreign Countries, Critical Theory, Curriculum Implementation, Ethnography
Wood, Craig Anthony – International Journal of Multicultural Education, 2017
My purpose for conducting the critical self-reflective research described in this article was a desire to improve my effectiveness as a teacher in the field of First Peoples' education. The impetus for undertaking this research was a critical incident in my teaching career that I refer to as "My Story of Sal." Writing…
Descriptors: Foreign Countries, Indigenous Populations, Teacher Effectiveness, Autobiographies
Ngcoza, Ken; Southwood, Sue – Perspectives in Education, 2015
This article offers an extract of a qualitative case study focused on collaborative professional development of science teachers in a transformative continuous professional development (TCPD) network, whose aim is the professional development of science teachers with a view to improving praxis. Teacher narratives generated through an iterative…
Descriptors: Qualitative Research, Case Studies, Transformative Learning, Professional Continuing Education
Harte, Wendy; Reitano, Paul – Journal of Geography, 2016
The assessment task of the final course in a bachelor of secondary education program is examined for opportunities for preservice geography teachers to achieve the course aims of integrating, consolidating, applying, and reflecting on the knowledge and skills they have learned during their initial teacher education program. The results show that…
Descriptors: Preservice Teacher Education, Geography Instruction, Inquiry, Task Analysis
Bissessar, Charmaine S. – Australian Journal of Teacher Education, 2015
An exponential body of extant research illustrates the symbiotic dyad action research, andragogy, reflective praxis, and transformative learning share. This paper contains a narrative review of 83 action research papers submitted to the researcher as part of the fulfilment of the Bachelor of Education degree from April 2011 to May 2013.…
Descriptors: Elementary School Teachers, Action Research, Literature Reviews, Interviews
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