Lens Of Pedagogy Research Articles

Constructing the “home-side” of a scientific legacy: Mary Everest Boole, pedagogy, and domesticity

The Victorian writer Mary Everest Boole (1832–1916) developed an idiosyncratic pedagogical treatment of arithmetic, algebra, and logic. Her pedagogy favored active, child-directed learning, and is now generally admired as ahead of its time, though it must be deciphered through fairly eccentric delivery. A recurring theme in Mrs. Boole’s prolific writing is the misunderstood legacy of her late husband, the renowned mathematician and logician George Boole (1815–1864). As existing literature has shown, she worked to promote a morally and religiously charged understanding of his work. More fundamentally, she presented an all-encompassing pedagogical perspective on Mr. Boole’s life and work. Across her voluminous publications, Mrs. Boole filtered everything—mathematics, logic, religion, morality, and homelife—through the lens of pedagogy. She used this expansive conception of teaching to span the gulf between professional and domestic work, thereby claiming a privileged domestic perspective on her husband’s intellectual output and enlisting his legacy as a resource for her own writing. The Booles’ entangled careers show how particular ways of practicing domesticity could shape and be shaped by mathematical identities and ideas.

Orienting to Pedagogical Service

Abstract This essay considers the Society for Music Theory’s valuations of research, service, and pedagogy in light of Sara Ahmed’s (2006) reflections on orientation and labor. Ahmed’s description of the philosopher’s writing table turns attention to the domestic labor that creates the conditions for the very work of philosophizing; by bringing this analysis to bear on Stephen Lett’s “Making a Home of The Society for Music Theory, Inc.” (2023), this article brings the following question to the fore: What sorts of labor are “relegated to the background” of the SMT members’ own “writing tables”? This article thus extends Lett’s metaphor of the SMT’s homemaking practices, questions the meaning of service through the lens of pedagogy and research, and highlights the role of academic contingent labor within this network.

Смыслы экранной культуры как педагогического феномена

The purpose of the study is to determine theoretically (including from the standpoints of sciences related to pedagogy) and empirically (through perceptions of pedagogical students) the interpretative characteristics of screen culture as a personal phenomenon generated by the information society. The article uses a comparative analysis of various scientific approaches to screen culture to form its semantic concepts, which are subsequently subjected to experimental verification. Scientific novelty of the study lies in determining essential statuses-meanings of screen culture through the lens of pedagogy, taking into account interdisciplinary positions of its understanding, and in documenting corroborative empirical facts. As a result, basing on culturological, communicative, competency-based approaches, the researchers have identified the primary meanings of the studied phenomenon in pedagogical science: formation of an individual image of the world in students; a way of transmitting and assimilating the content of education; development of communicative and information competencies through the use of screens; integrative quality of a personality in the structure of its basic culture.

Collaborative Autonomy–Support – A Pivotal Approach in the Legislation Regulating School–Home Collaboration in Norwegian Upper Secondary Schools

ABSTRACT This article explores how current legislation addresses adolescents’ need for support in upper secondary school through school–home collaboration and introduces the framework of collaborative autonomy–support as the pivotal approach for analyses. Self-determination theory is used to describe adolescents’ need for competence, relatedness and autonomy. The study involved a document analysis in which Norwegian legislation was deconstructed through the lens of pedagogy in order to consider how legislative enactment challenges professional educational practices. The study uncovered three tensions in the legislation: the adolescents’ self-determination versus parental obligations, parents’ lack of formal representation in upper secondary school, and different directions in language used about parents in school. The article illuminates how legislation promotes adolescents’ autonomy, intrinsic motivation and volitional functioning.

Teaching Accessibility in Computer Science and Related Disciplines

Background: Imperatives for digital inclusion mean there is growing demand for graduates with the knowledge and skills to produce digital services that are accessible to disabled people and older populations. Accessibility is mandated by a body of laws that constitute digital disability rights, and internet use among disabled people is increasing (ONS, 2019). However, a lack of progress in the delivery of accessible mobile web-based services, tools and resources mean disabled and older people face persistent digital barriers. There is a pressing need to develop accessibility capacity in the digital workforce. To this end, this systematic literature review seeks to establish what is empirically known about the effective teaching and learning of digital accessibility through the lens of pedagogy.
 Methods/Design: The review will consider research (1999-2019) which focuses on the teaching and learning of digital accessibility in higher education and the workplace. The focus is on how pedagogy is enacted - the pedagogic practice of teaching - rather than curriculum development or other activities that relate to planning or governance. Two databases will be searched, using identified keywords. To identify further papers, backward- and forward- citation analysis is used. Researchers will work iteratively with the data, to ensure no loss of context through data extraction. A narrative synthesis of the findings will be presented.
 Discussion: The review will collate literature on the pedagogy of accessibility education, reporting on how the teaching or learning of digital accessibility is effectively undertaken. It will identify the empirical basis for accessibility pedagogy.

The Common Core of a Toothache: Envisioning A Pedagogy of Renewal and Contemplation

In this article, the author makes a case for the metaphor of “Sea Mind” as seen through the lens of pedagogy and describes the importance of his perspective for teaching and teacher education. As a teacher educator who has engaged both educational and contemplative work, his essay introduces the concept of a Sea Mind’s relationship to contemplative teaching and explores the challenge of maintaining healthy selves in a raging river of highstakes testing and test preparation and the rough waters of public school reform.

Pedagogical Acts

This article argues that academic autobiographies should be viewed through the lens of pedagogy, and applies this new perspective to texts by Jane Tompkins and Alice Kaplan. In different ways, these two texts illustrate the relational nature of teaching, the way in which interactions with students shape a teacher's practice and demonstrate that the writing of a teaching autobiography, like teaching itself, is a many-layered, collaborative process. By highlighting the textual sites in which students enter into the autobiographies, I show that although Kaplan and Tompkins disclose very little about their students as individuals, their students are integral components of their attempts to make meaning of the act of teaching by writing the teacher's life. Furthermore, I suggest that the devaluation of teaching in academia allows these authors to take risks and admit failure in their depictions of teaching.