Dualism, socially just pedagogies and shame in South African higher educationVivienne Bozalek
This presentation looks at how the mechanisms of dualism which support othering inferiorisation and interiorisation can be addressed through socially just pedagogies and how the politics of shame can be productive
Inclusion in higher education a quest for epistemic access[1]Brenda Leibowitz
Slide presentation made by Dr Tshediso Makoelle of the University of Johannesburg Education Faculty at the SOTL@UJ - Towards a Socially Just Pedagogy seminar series
Dualism, socially just pedagogies and shame in South African higher educationVivienne Bozalek
This presentation looks at how the mechanisms of dualism which support othering inferiorisation and interiorisation can be addressed through socially just pedagogies and how the politics of shame can be productive
Inclusion in higher education a quest for epistemic access[1]Brenda Leibowitz
Slide presentation made by Dr Tshediso Makoelle of the University of Johannesburg Education Faculty at the SOTL@UJ - Towards a Socially Just Pedagogy seminar series
Being a Teacher: Section Six - Teachers, values and societySaide OER Africa
Nothing in teaching is free of social dimensions and value questions. Teaching can therefore not be ‘neutral’, and teachers cannot sidestep the issue of their role in relation to sets of values. This section explores the role of the teacher in exercising and encouraging particular values.
Compulsory schooling means placing vast numbers of learners behind desks approximately 170 mornings a year. We know that the content that we teach is a selection from many things that could be taught. Under such circumstances, this selection has economic, social and even moral consequences for the learners and for society.
The Way of the Elders and Great Civilization Reviving the Power of Tribal Edu...Andy Lai
Within many different cultures, there are multiple ways that the culture teaches its own values to its citizens in order to turn them into people that are ready to engage with the world, whether it is from Asia or from the indigenous tribes in Africa, or even in the modern-day technologically advanced civilizations like Europe. However, out of all the civilizations that strive toward the best in creating moral human beings to meet the world's needs and transform societal chaos into order, the indigenous cultures did the best. However, how does such culture manage to teach its people to become people of tolerance, acceptance, intimacy, passion, and power?
First, the tribe teaches its people to experience the world rather than just passively listen to the teachings of its values. Through experience and contemplation, the individual shall connect with nature which they are learning from, in ways that connect their actions and intentions.
Contemporary shifts in the landscape of learning and teaching in tertiary education pose a number of fundamental questions regarding the role of educators. As the educator becomes increasingly decentred and displaced as gatekeeper to the repository of knowledge, there is a need to reconsider the pedagogic principles underpinning learning and teaching practices and to align the educational opportunities provided by emergent electronic technologies with these principles. Reflecting on the experience of enabling and promoting student engagement with e-learning technologies, this presentation will question the potential of established pedagogic practices to underpin learning and teaching in a technologically-enhanced environment.
Being a Teacher: Section Six - Teachers, values and societySaide OER Africa
Nothing in teaching is free of social dimensions and value questions. Teaching can therefore not be ‘neutral’, and teachers cannot sidestep the issue of their role in relation to sets of values. This section explores the role of the teacher in exercising and encouraging particular values.
Compulsory schooling means placing vast numbers of learners behind desks approximately 170 mornings a year. We know that the content that we teach is a selection from many things that could be taught. Under such circumstances, this selection has economic, social and even moral consequences for the learners and for society.
The Way of the Elders and Great Civilization Reviving the Power of Tribal Edu...Andy Lai
Within many different cultures, there are multiple ways that the culture teaches its own values to its citizens in order to turn them into people that are ready to engage with the world, whether it is from Asia or from the indigenous tribes in Africa, or even in the modern-day technologically advanced civilizations like Europe. However, out of all the civilizations that strive toward the best in creating moral human beings to meet the world's needs and transform societal chaos into order, the indigenous cultures did the best. However, how does such culture manage to teach its people to become people of tolerance, acceptance, intimacy, passion, and power?
First, the tribe teaches its people to experience the world rather than just passively listen to the teachings of its values. Through experience and contemplation, the individual shall connect with nature which they are learning from, in ways that connect their actions and intentions.
Contemporary shifts in the landscape of learning and teaching in tertiary education pose a number of fundamental questions regarding the role of educators. As the educator becomes increasingly decentred and displaced as gatekeeper to the repository of knowledge, there is a need to reconsider the pedagogic principles underpinning learning and teaching practices and to align the educational opportunities provided by emergent electronic technologies with these principles. Reflecting on the experience of enabling and promoting student engagement with e-learning technologies, this presentation will question the potential of established pedagogic practices to underpin learning and teaching in a technologically-enhanced environment.
Cultural Competence: Inspiring, Mobilizing, and Energizing Volunteers and Beyondahmaddaniels
Having the correct tool is essential in getting the job accomplished. That can include changing the washer in your sink or connecting with a client. This session will equip all participants with a basic understanding of essential skills needed to be an effective volunteer in all environments.
This is a presentation for ICTsummit.ca. First Nations Pedagogy for Online Learning, is a BCcampus-funded project led by Nicola Valley Institute for Technology in partnership with Kwantlen University College
This is a report for my Anthropology 299 class in Field Methods under Dr. Francisco Datar, Medical Anthropologist, as part of my PhD Media Studies at the College of Mass Communication, University of the Philippines Diliman
What arts-based methods can and cannot do: presentation for UWS Protracted Crisis Research Centre/Global Refugee Health Network Conference, 6th Dec 2023
"Community of Balance"
Free lesson plan from Ainathrive.org: Aina Builders (Grades 3-5)
This is Week 1 of 4 focusing on thriving communities.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Patterns of Thriving Countries"
Free lesson plan from Ainathrive.org: Aina Contributors (Grades 6-8)
This is Week 1 of 4 focusing on thriving communities.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Thinking Integratively: Well-Being + Sustainability"
Free lesson plan from Ainathrive.org: Aina Contributors (Grades 9-11)
This is Week 1 of 4 focusing on thriving communities.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Creating Healthy Happiness"
Free lesson plan from Ainathrive.org: Aina Contributors (Grades 9-11)
This is Week 4 of 4 focusing on well-being and social emotional learning.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Emotional Intelligence"
Free lesson plan from Ainathrive.org: Aina Explorers (Grades 3-5)
This is Week 3 of 4 focusing on well-being and social emotional learning.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Understanding Others' Emotions"
Free lesson plan from Ainathrive.org: Aina Explorers (Grades 3-5)
This is Week 3 of 4 focusing on well-being and social emotional learning.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Awareness: Emotional Self"
Free lesson plan from Ainathrive.org: Aina Explorers (Grades K-2)
This is Week 1 of 4 focusing on well-being and social emotional learning.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Sustainable Living at Home (Part 2): The Ultimate Sustainable Home"
Free lesson plan from Ainathrive.org: Aina Connectos (Grades 6-8)
This is Week 3 of 4 focusing on sustainability.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Real Environmental Superhero"
Free lesson plan from Ainathrive.org: Aina Explorers (Grades k-2)
This is Week 2 of 4 focusing on sustainability.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Local & In-Season Food"
Free lesson plan from Ainathrive.org: Aina Builders (Grades 3-5)
This is Week 4 of 4 focusing on sustainability.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
APA 7th Edition Guidelines: A Brief Overview.
Do you need your dissertation or thesis edited for APA? We can do it!
Go to ainathrive.org for more details on dissertation editing services.
Presented at the March 26, 2015 SEPS-GC meeting at CCSU. The focus is on the nature-based forms of discrimination that form social discriminations and lead us to issues of unsustainability. This is a modified presentation from my NAME presentation in November 2014.
The Neoliberal Colonization on Nature and Our Deep Ecological Selves
Presented at the National Association of Multicultural Educators Annual Conference in November 2014 in Tucson, AZ.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. WHAT IS A
TRANSFORMATIVE EDUCATION?
Transformative education exists at the nexus of:
Human Rights Sustainability Imagination
Transformative education is community-centric and
focused on supporting students to enact
social and ecological democracy
3. WHAT IS A
TRANSFORMATIVE EDUCATION?
Transformative education exists at the nexus of:
Human Rights Humans have the right to survive free of oppression
Sustainability Preserving ecology by not depleting resources beyond
what is able to be replenished for future generations
Imagination Use of creativity to explore curiosity and use of
spirit to explore fulfillment
Transformative education is community-centric and
focused on supporting students to enact
social and ecological democracy
4. What is
Transformative Learning?
Learning is a process
of changing one’s
relationships with
her/his community,
which consist of
interconnections with
nature and society.
6. Thinking
Convergent Thinking -
All paths lead to a single destination. This is rooted in a
belief that there is only one “Truth.”
Traditional Liberal/Progressive
scaf
Truth Thought fold
New
Truth
d Thought
scaffol
Thought Thought
7. Thinking
Divergent Thinking -
Explore many paths in authentic settings with questions
that have no predetermined answer.
Transformative
New New
Thought Thought Relationship
Critical Communities
Info Questioning
New New
Thought Thought Relationship
9. Divergent Thinking &
Transformative Learning
Divergent thinking
contextualized in
community provides
students to not only
learn “basic” skills, but
also opportunities for
democratic discourse,
participation and
contributions to the
world in which they
live.
12. What is
Transformative Learning?
Assumptions:
• Information is diverse, culturally
grounded, and a representation of
a value system (knowledge/power
relationship).
• Learners are constantly
investigating their own locations
(positionalities) in relationship to
culture, ideology, power
structures, technology, and nature.
• Learners are constantly
investigating processes in
community (via the content areas)
that perpetuate hegemonic
relationships
13. Power & Education
Power-Over Power
Power-With
Domination Nature Ecological
over nature, sustainability,
social injustice, human-nature
docile & connection,
oppressed Education social justice,
student students
engaged in
creating social
Community and ecological
justice
15. TRANSFORMATIVE
FRAMEWORK
1. Questioning power/knowledge relationships
2. Students voices are legitimized
3. “Thick description”
4. Community-based learning: relevant, authentic, and contemporary
connections
• Connecting with art, spirituality, emotions, and nature
5. Students-as-researchers
6. Teacher-as-mediator
16. QUESTIONING POWER STRUCTURES AND
POWER/KNOWLEDGE RELATIONSHIPS
Knowledge is created by the privileged dominant elites of a society and
reflects the views and values of that group.
This “knowledge” becomes part of the general consensus of reality
Knowledge from the privileged dominant elites may have hidden messages
present in the form of Eurocentrism, White privilege, racism,
classism, patriarchy, anthropocentrism, androcentrism,
scientism, corporatism, hyper-patriotism, consumerism,
globalization, naturism, heterosexism, homophobia, etc.
Questioning this relationship often means re-centering marginalized
voices.
17. 3 Types of Curricula
• Mainstream Curriculum - Curriculum that is
explicit
• Hidden Curriculum - Messages that are present
but hidden (i.e. forms of oppression and
privilege)
• Null Curriculum - Messages that are silenced,
omitted, or marginalized.
18. 3 Ways to Teach About
Columbus
• Mainstream Curriculum - Columbus was a strong, brave
“explorer” that opened the doors for European
colonization of the Americas.
• Hidden Curriculum - Europeans are more advanced and
sophisticated than the indigenous peoples of the Americas.
Eurocentrism, patriarchy, technology over nature.
• Null Curriculum - Columbus violently exploited and
dominated the indigenous peoples of the Americas, which
was part of a larger European mindset that allowed for
genocide, enslavement, assimilation, colonization and in
contemporary settings, globalization (or global
Westernization).
19. STUDENT VOICES ARE
LEGITIMIZED
Students generate knowledge, which is seen as
legitimate by the teacher.
The student’s experiences, worldviews, value systems,
and identities are legitimate lenses of analysis of the
content.
This applies especially to students of color, female
students, GLBTQ students, working class or poor
students, or any students that have socially and/or
culturally oppressed identities.
20. “THICK DESCRIPTION”
Superficial
Mainstream These two
Message might set up a
Null binary
Message
These two
Relationships generally show a
complexity not
Tensions binary “packaged”
Deep info
21. “THICK DESCRIPTION”
Avoid binaries
(including the binary relationship between mainstream and null
content)
The “Who” matters: Students should be able to articulate
knowledge and understandings from different social, cultural, and
political frames.
Include null content, relationships and tensions.
22. FAST FOOD RESTAURANTS
Mainstream: Fun, tasty, family-oriented
Null: Unhealthy
Relationships & Tensions: Serves millions every
day, especially those that have limited access to food
Avoid binary-thinking here, but can use this deeper
understanding to work for a “sustainable” change
23. AUTHENTIC CONTEXTS
Authentic contexts are real world issues that are
currently present.
Teachers need to take time to research and understand
these current topics, know and develop meaningful
relationships in the community, and turn them into
cognitively appropriate questions for students to explore
and investigate.
24. COMMUNITY
INVOLVEMENT
The classroom is extended beyond the traditional “four walls.”
Students explore knowledge that is present in the community
through connecting with cultural commons -- elders,
artists, musicians, government officials, activists, community
organizers, journalists, health care workers, researchers, family
members, etc.
25. COMMUNITY INVOLVEMENT IN
THE CULTURAL COMMONS
Oral histories Connecting with artists/
musicians
Ethnographies
Field trips
Raising Awareness
Meeting/petitioning gov’t
Art Exhibits officials
Activism Interviews
Connecting with elders Observations
Connecting with community Comedy Night
leaders
Slam Poetry Evening
26. COMMUNITY
INVOLVEMENT STAGE 1
Researching the Community
Interviews Ethnography
(family, friends, members of (cultural thick description)
organizations, leaders, veterans, artists,
scientists, lawyers) Participatory Research (reporting on
their experiences)
Observations
(the mall, school, sporting event, school Demographic Research (census, state
dance, playground, on the internet via dept websites)
social network sites, environment)
Literature Research
Case Study (local newspapers, internet)
(focus on one person, group, location,
ecology) Field Trips as sites for all of these
27. COMMUNITY
INVOLVEMENT STAGE 2
Action in the Community
Art Exhibits Theatre of the Oppressed
(Art show, public art, instillations, eco- (Forum theater, rainbow of desire,
art, murals, street art, “guerrilla art”) image theater, legislative theater)
Poetry Slams Reports & Publications
(Writing to local newspaper, having a
Critical Performances journalist present, BOE meetings,
(Plays, musicals, choir pieces that community groups, WWW)
rework and recontextualize texts or
existing pieces) Documentary Film
(Local issues, local attitudes, local
Video Game projects, film festival)
(Social or Eco-themed)
Habitat for Humanity House
28. TEACHER'S ROLE =
TEACHER-AS-MEDIATOR
Teacher provides various sociocultural contexts for students to
explore and research.
The point here is not to stop at just the "facts" of the curriculum.
The point is to really interrogate knowledge and curriculum through
different sociocultural perspectives or frames and provide learning
experiences where students provide thick description by investigating
authentic questions.
29. HARTFORD TO WATERBURY
Traditional:
“How can you drive from Hartford to
Waterbury?”
Teacher gives directions and students meet at a
predetermined destination. Students graded on
their ability to follow directions and arrive at
destination under a strict timetable
30. HARTFORD TO WATERBURY
Liberal/Progressive:
“How can you drive from Hartford to
Waterbury?”
Students can choose their own path to drive
to predetermined destination. Students graded
on their ability to describe their directions and
arrive at destination under a flexible to strict
timetable.
31. HARTFORD TO WATERBURY,
NEW HAVEN TO BRIDGEPORT
Transformative:
“What are issues and challenges that different
peoples experience with transportation from
Hartford to Waterbury? To what extent do they
differ from New Haven to Bridgeport?”
Students investigate issues of social justice
connected to transportation between Hartford and
Waterbury as well as New Haven to Bridgeport.
Students graded on their “thick descriptions”
generated through their investigations. Timetable is
flexible based on the needs of their studies.
32. STUDENT OUTCOMES:
HARTFORD TO WATERBURY
Traditional: Students describe directions from Hartford
to Waterbury (by car)
Liberal/Progressive: Students describe directions they
want to take, but still result with the same directions as the
goal (most likely by car)
Transformative: Students analyze issues of accessibility
and equity for people of different levels of socioeconomic
backgrounds, and they also describe the directions (by car &
mass transportation)
33. STUDENT'S ROLE =
STUDENT-AS-RESEARCHER
Students focus on understanding "authentic" issues in the world.
They examine, explore, interpret, research, and study
different sociocultural contexts, histories, and relationships.
Statistics Ethnographies
Surveys Artistic Interpretations
Demographics Interviews
Case Studies Biographies
34. STUDENT'S ROLE =
STUDENT-AS-RESEARCHER
Students are generally focused on answering authentic
questions that connect back to these:
1. Who are we as a community?
2. What are we doing?
3. What do we want to do?
35. ART & AUTHENTICITY
Art brings us immediately to the facts and skills that
are in our curricula
Art locates us in the issues of community
36. JUST THE “FACTS”
Community Community:
Who we are,
Learning
Art what we’re
is doing, and
engaged what we want
because of to do
Facts
the Skills Art:
context, Concepts Ways to
not explore and
interpret
the
relationships
content and knowledge
in community
37. VIDEO LINKS
Zoe Weil & Solutionaries
http://www.youtube.com/watch?v=t5HEV96dIuY
Ken Robinson & Divergent Thinking
http://www.youtube.com/watch?v=zDZFcDGpL4U
Messages in Water
http://www.youtube.com/watch?v=6q3QlqaLzyo