Alternative Pedagogy Research Articles

Language-in-Education Planning for Foreign Languages in Morocco: Analyzing the Historical and Structural Impacts of History, Social Class, Ideology, and Power Dynamics

The present paper analyzes language-in-education planning for foreign languages within the Moroccan educational system. These policies have been adopted and/or implemented as part of three successive educational reforms that the state has undergone in the last 25 years (e.g., the National Charter 1999, the Emergency Program 2008, and the Strategic Vision 2015). Despite the state’s advocacy for varying foreign language instruction, these policies have been marked by a consolidation of French instruction as a primary foreign language and a shift to using it as a medium of instruction for science and technology subjects in middle and secondary education as part of language alternation pedagogy. The study adopts Tollefson’s (1991) Historical-Structural Approach as a conceptual framework to analyze how the constructs of history, class structures, ideology, and power dynamics have influenced language-in-education planning to perpetuate the social, economic, and political privileges of a francophone-oriented elite. The latter have employed their economic and political power to influence the indecisive aspect of the language-in-education policies—both covertly and overtly—to increase socioeconomic inequalities and injustices, including linguistic disparities between the elite and lower social classes. This dominant position of French within the educational system has also been motivated by external influences, manifested in the heavy political and economic relationship with France, the former colonizer.

The Periodical as Political Educator

Abstract This essay discusses how forms like political magazines, cultural journals, and party newspapers produced by twentieth-century anticolonial, left, and oppositional movements instituted practices of alternative pedagogy and political education across the Global South. These “revolutionary papers” served as a pedagogical infrastructure encompassing a critical curriculum drawn from ongoing movements, alternative histories, and regional literary production, to be used for collective practices of debate and inquiry. The essay introduces a series of digital teaching tools featured in the issue that study revolutionary periodicals such as the Cairo-based Afro-Asian literary magazine Lotus and underground pamphlets from the Mau Mau movement in Kenya. These teaching tools are accessible, interactive resources that provide archival, literary, and historical insights on movements and associated print cultures and are designed as pedagogical aids for the classroom and for political education in community settings. Along the way, the essay reflects on anticolonial periodicals as a resource for ongoing debates around decolonizing the university, and the possibilities presented by digital humanities approaches for the study of anticolonialism and Global South cultures.

Sport pedagogy and feminism: what is known and what is missing? Findings from a scoping review

ABSTRACT Background Worldwide, to play sports is proclaimed a right. Yet its sexist practices insist on cultivating a hegemonic gender culture to keep ‘others’ away and deprive them from its potential educational benefits. Sport feminisms have been vocal on the gender oppressions operated in the field and have claimed pedagogy has a role to play in social transformation through a liberating education. Purpose We aimed at analyzing the academic production about sport pedagogy and feminism published in articles globally, to answer when, where how and by whom the studies were developed; what is known and what is missing. Method We conducted a scoping review searching for sport pedagogy and feminism and their related terms combined. Selection was delimited by studies informed by feminist approaches discussing sport pedagogy from recreational to elite level. Findings Our review covered 46 studies from the last three decades when Global North English-speaking countries have dominated the scene, both as investigation settings and authorship. Studies presented two main trends. The most substantial were investigations reporting gender inequalities, especially with women coaches; followed by others exploring pedagogical alternatives for more equitable sport experiences. Together, studies have demonstrated that the ‘patriarchal gender game’ is still on and the ‘deviants’ from the cis-hetero-white-able-bodied-male ideal continue to suffer systematic prejudice and discrimination in sport, inclusive through sexist coaching. But they also showed ‘the tactics of the equity gender game’ is counterattacking with pedagogical strategies to welcome girls, women and gender-diverse people in sport. Discussion Undoubtedly, the dialogues between sport pedagogy and feminisms have contributed greatly to challenge sexism through education, but the game is not over. The invisibility of black women, women with disabilities and queer people in studies evidenced the need for more intersectional approaches. Coach development initiatives should be critically examined and rethought. The predominance of studies and researchers from Global North English-speaking countries denoted that voices and knowledges from Global South are missing. More than empathizing with gender inequalities, we long to see feminist sport pedagogy engaging in the reinvention of the ways we learn, practice, teach and coach sport. More democratic, diverse and audacious research designs grounded in the commitment to guarantee sport as an educational experience for everyone seem promising ways to be explored.

Communication of health messages using theatre: Appreciative inquiry from Ubuntu theatre group.

Theatre involves expressing meaning in a collaborative art using words, movements, and visual elements. However, theatre remains poorly used as a viable teaching strategy or a method for communicating health messages. Instead, it is relegated to solemnly transmitting indigenous knowledge. To explore and describe communication of educational health messages through theatre using an appreciative inquiry approach. The study was conducted among the Ubuntu theatre group from a rural province in South Africa. The group is famous for using theatre to communicate educational health messages through the lens of Ubuntu philosophy. A qualitative exploratory descriptive design was followed. A non-probability purposive sampling was used to select thirteen members of the Ubuntu theatre group. Data were collected by two moderators from the two focus group discussions through conference calls. Deductive thematic content data analysis was used to describe the 4-Ds of appreciative inquiry. Theatre is a playful pedagogy that can cut through language and cultural barriers when used to communicate educational health messages. There is a need to formalise it as an alternative pedagogy within the health care sciences curriculum. Furthermore, the sustainability of theatre as an educational tool is dependent on expanding educational practices, documenting its success stories and periodical in-service training. Using Ubuntu innovation to communicate complex educational health messages through theatre can maximise learning. This study recommends that Ubuntu-infused health messages be conveyed using theatre. The study adds to the body of knowledge by presenting Ubuntu innovation in communicating health messages through theatre.

The desire to learn: the alienation and reimagining of pedagogy on YouTube, Twitch and TikTok

ABSTRACT This paper aims to understand the perspectives of young people involved in online learning communities on what they consider valuable for their learning. We do this by bringing their experiences with online community pedagogies (OCPs) into conversation with their critiques of school pedagogies (SPs) to see whether we can understand this interaction as generative of ‘alternative’ pedagogies. Whereas previously alternative pedagogies were understood to arise from ‘new’ technologies, we argue that such pedagogies arise from needs created by youth’s experiences with navigating these different pedagogical contexts. We interviewed 37 community members from six learning communities on YouTube, Twitch and TikTok. We show that youth perceive school as controlling, imposing pressure to perform, and disconnected from what they think matters and qualifies expertise. Based on their online experiences, youth emphasised the importance of control, experimentation space, and being enabled to act on societal issues. Using Deleuze and Guattari’s conceptualisation of ‘desire’, and Appadurai’s ‘global imaginaries’, we interpret OPs dialoguing with youth’s alienating perspectives on schooling as ‘reimagined pedagogies’ that act as collective voices for global (re-)imaginaries of school. We conclude with the importance of taking youth’s experiences with alienation and OPs seriously as objects of thought for alternative pedagogic futures.

Alternative Pedagogies to Advance Equity in Undergraduate STEM Courses: A Systematic Review of Research

Alternative Pedagogies to Advance Equity in Undergraduate STEM Courses: A Systematic Review of Research

Cornerball: a new alternative sport proposal for school physical education.

Physical Education has had to evolve and change throughout history to adapt to the demands of society. As a result, teachers have had to seek pedagogical alternatives to ensure that students are active, motivated, and engaged in the classroom. This approach allows for the development of motor, cognitive, and socio-emotional skills in students, ultimately contributing to the holistic development of the individual, which is the primary goal of education. Out of this intrinsic need for Physical Education, Alternative Sports have emerged, providing opportunities for different types of learning compared to more traditional sports. Cornerball, a hybrid between split-court and wall-based sports, played in a somewhat unique playing area-a 90° corner, is introduced with the aim of offering a new Alternative Sport. The objective of this descriptive study is to present a new pedagogical proposal designed for the educational context, highlighting its characteristics and fundamental aspects to consider, such as rules, the playing field, participants, and methodological strategies for its implementation within a Physical Education classroom. Therefore, the aims and purposes of this work are to describe a new sports game so that in the future, more detailed and specific empirical studies can be proposed.

Responding to the real problem of sustainable resuscitation skills with real assessment. Mixed-methods evaluation of an authentic assessment programme.

The retention of resuscitation skills is a widespread concern, with a rapid decay in competence frequently following training. Meanwhile, training programmes continue to be disconnected with real-world expectations and assessment designs remain in conflict with the evidence for sustainable learning. This study aimed to evaluate a programmatic assessment pedagogy which employed entrustment decision and the principles of authentic and sustainable assessment (SA). We conducted a prospective sequential explanatory mixed methods study to understand and address the sustainable learning challenges faced by final-year undergraduate paramedic students. We introduced a programme of five authentic assessments based on actual resuscitation cases, each integrating contextual elements that featured in these real-life events. The student-tutor consensus assessment (STCA) tool was configured to accommodate an entrustment scale framework. Each test produced dual student led and assessor scores. Students and assessors were surveyed about their experiences with the assessment methodologies and asked to evaluate the programme using the Ottawa Good Assessment Criteria. Eighty-four students participated in five assessments, generating dual assessor-only and student-led results. There was a reported mean score increase of 9% across the five tests and an 18% reduction in borderline or below scores. No statistical significance was observed among the scores from eight assessors across 420 unique tests. The mean student consensus remained above 91% in all 420 tests. Both student and assessor participant groups expressed broad agreement that the Ottawa criteria were well-represented in the design, and they shared their preference for the authentic methodology over traditional approaches. In addition to confirming local sustainability issues, this study has highlighted the validity concerns that exist with conventional resuscitation training designs. We have successfully demonstrated an alternative pedagogy which responds to these concerns, and which embodies the principles of SA, quality in assessment practice, and the real-world expectations of professionals.

Tsow hope, reap progress: young people strengthening the rural

This study aims to analyze the perspectives and opportunities for rural young people to remain in their communities. The approach consists of carrying out a systematic review of Brazilian scientific literature to offer an overview of recent national research on rural youth. A search was carried out on the Capes Periodicals Portal, from 2019 to 2023, resulting in 23 articles, which were categorized into three main groups. The study categorized 23 articles into three main groups. The first, with ten studies, explored perspectives and permanence of rural young people, addressing motivations for staying or leaving, participation in social movements and female exodus. The second category, with seven studies, focused on formal education, including agricultural technological teaching and Alternation Pedagogy. The third category, with six studies, addressed opportunities such as courses, training, employment, income and rural microcredit. A double movement stands out in the rural world, with young people remaining or migrating to urban centers, highlighting the need for public policies that meet the demands of rural youth.

Student experiences of photovoice as a medium to inform decolonisation of the Health Sciences curriculum

Decolonisation of curricula embeds the African realities into teaching. Within the Health Sciences, learning, which is responsive to community health needs, is required. This study used photovoice, a student participatory teaching method, where students (n=96) engaged with local communities, capturing photographs of environmental factors involved in causing disease. Photographic information of local adverse environmental conditions was gathered, linking these to disease causation within local communities. This observation and analysis of the South African circumstances, particularly those of marginalized communities, emphasized local knowledge, which prepared students to work within their local and national contexts. Students were prepared to be responsive to the needs of the people in their communities. This teaching pedagogy laid the foundation for lifelong learning as students were able to deal with real-life challenges while applying a new technology in the field of education. This will enable them to cope with changing aspects in health during their careers. Such changes are inevitable as population demographics and environments evolve with time. This alternate pedagogy, using photovoice, promoted decolonisation of the curriculum and has the potential to produce graduates who are reactive to local requirements of the community.

Tutoria invertida no ensino superior: Satisfação dos alunos em experiência de inovação educacional

Introduction. University tutoring rarely includes innovative contributions that lead to new procedures to generate interest and have an impact on the university community. Objective. This paper analyzes student satisfaction with the experience of educational innovation based on flipped tutoring, focusing on the difference between initial expectations and final perception. Method. The research was based on a quantitative methodological approach and a non-experimental, descriptive, and longitudinal design. The participants in the study, 164 students from an Early Childhood Education, Primary Education, and Pedagogy degree, answered a valid and reliable questionnaire designed ad hoc. Results. The results showed student satisfaction with the employ of the tutoring method and the Kahoot platform. On the contrary, the students expressed dissatisfaction with the use of virtual forums. Conclusions. These digital tools offer pedagogical alternatives that facilitate the work of the tutor. Kahoot is perceived as a success in detecting training needs, while virtual forums require teacher reflection for their incorporation into flipped tutoring processes.

Program de formare continuă: activitatea integrată în pedagogia alternativă Reggio Emilia

The implementation of alternative educational approaches in the general education system is a particu- larly important and current issue for the educational management and educational technologies perspective at the European level.The Reggio Emilia approach is an alternative pedagogy that suggests child-centered activity, where the child builds and reinforces learning through exploring the surrounding environment and interacting with the adults around them. The Reggio Emilia curriculum area is formed from the child’s natural interests and those of the educator, making the learning process natural and engaging. In fact, the educator’s role is not to impose thoughts on the child but to be an observer and a partner in the learning process.

From student-centred learning (SCL) to school as learning community (SLC)? Democracy, (neo)liberalism, and ‘listening’ to others

ABSTRACT The spread of neoliberal policies across East Asia in the mid-1990s generated a counter-movement among East Asian scholars and practitioners centred on the ‘School as Learning Community’ (SLC). Today, thousands of schools across the region have joined the movement, spreading outward from Japan to Korea, China, Taiwan, Hong Kong, Singapore, Vietnam, and Indonesia. Herein we review the philosophy and practice of SLC, highlighting how it replaces the independent individuals posited by Western liberalism – as foregrounded in both student-centred learning (SCL) and neoliberal accumulation of knowledge/skills – with the themes of interdependence, relationality, and ‘listening’, in the sublime Deweyan sense. Given that SLC has remained virtually invisible within the English-speaking research literature, it remains difficult to imagine practical pedagogical alternatives to liberalism and neoliberalism. However, SLC helps resuscitate the Anglo-American research imagination by providing an actual example of educational practice predicated on a different onto-epistemic basis. In analysing SLC we also gain a better sense of how philosophies of interdependence and relationality can be concretely operationalised in actual school settings, if we can somehow learn to ‘listen’ to East Asia.

Exploring Innovative Approaches for Quality Enhancement in Teacher Education: A Systematic Review

Teacher education plays a crucial role in shaping the quality of education imparted to learners. As education systems evolve to meet the demands of the 21st century, there is a pressing need to explore innovative approaches for enhancing the quality of teacher education programs. This systematic review aims to examine various innovative strategies employed globally to enhance the quality of teacher education. The review encompasses a comprehensive search of scholarly databases, including PubMed, ERIC, and Google Scholar, using keywords such as "teacher education," "quality enhancement," and "innovative approaches." Articles published between 2010 and 2023 were considered for inclusion, with a focus on empirical studies and systematic reviews. Key themes identified through the review include the integration of technology in teacher education, alternative pedagogical approaches, mentorship programs, and collaborative learning environments. The integration of technology, such as virtual reality simulations and online learning platforms, has shown promise in providing immersive learning experiences for pre-service and in-service teachers. Similarly, alternative pedagogical approaches, such as flipped classrooms and problem-based learning, have been found to foster critical thinking and reflective practices among teacher candidates. Furthermore, mentorship programs, both formal and informal, have emerged as effective mechanisms for providing ongoing support and guidance to novice teachers, facilitating their professional growth and development. Collaborative learning environments, encompassing communities of practice and peer learning networks, have also been instrumental in promoting collaboration and knowledge sharing among educators. This review underscores the importance of ongoing innovation in teacher education to address the evolving needs of educators and learners in the digital age. By leveraging technology, alternative pedagogies, mentorship, and collaborative learning, teacher education programs can cultivate a cadre of competent and adaptive educators equipped to meet the diverse challenges of contemporary education.

Contribution of the Pedagogy of Alternation in Soil Conservation Practices

Contribution of the Pedagogy of Alternation in Soil Conservation Practices

METODOLOGIAS ATIVAS: EM BUSCA DE UMA CARACTERIZAÇÃO E DEFINIÇÃO

ABSTRACT: Active Methodologies (AMs) are a set of pedagogical alternatives aimed at facilitating student learning and/or providing a critical and problematizing education of reality by shifting the student to the center of the knowledge construction process. We conducted a bibliographic research on scientific articles about the topic "Active Methodologies," selected from the CAPES periodicals portal. The purpose of this study is to present a general characterization of the AMs identified in the literature, considering an analysis of the definitions of AMs used by the authors, the identification of the main theoretical and epistemological frameworks employed to support these methodologies, and an analysis of the different methodologies considered in the literature as AMs. In this context, we came to a definition of active methodologies, which is part of this article. Our results indicate that there has been an increase in research on AMs in recent years, with a prevalence of research in the Health area, and that some articles are based on the ideas of established theorists such as Freire, Dewey, Piaget, and Ausubel. We identified a diversity of different active methodologies among the 24 methodologies considered active by the authors present in our sample. In general, active methodologies share the common characteristics of student protagonism and education from a critical perspective.

The Experiences and Challenges of Online Learning Technology for Teaching during the COVID-19 Pandemic among University Undergraduate Students

Online learning refers to teaching and learning process through asynchronous and real-time communication over the Internet and with multimedia. This study examines the perception and acceptance of online learning as an alternative way in teaching undergraduate courses at School of Technology Management and Logistics (STML) after COVID-19. It also aims at identifying factors that facilitate online learning and the challenges of online learning. To accomplish the aim, this study applied a quantitative approach, in which data were collected using an online survey involving 156 undergraduate students at STML. Results show a moderate high level of acceptance on online learning. In addition, it was found that among four main factors that facilitate online learning, Enthusiasm ranked the highest, followed by Satisfaction, Self-Efficacy, and Enhancement of Communication Skills. Besides, results also reveal that among the main challenges encountered by majority of the students, delivery speed of teaching and learning, students’ attitude, struggles and stress of online learning mode were the most common issues. Results yielded in this study add to the existing literature on the possibility of online learning as an alternative pedagogy in post COVID-19.

Evolution and Revolution: Exploring Pedagogical Alternatives for Conducting Research in a Research Methods Course

This article describes the evolution of a required Master of Library and Information Science (MLIS) research methods course moving to a focus on evidence-based library and information practice (EBLIP). It describes how a research methods course was revised, beginning with results from a “typical” course review and morphing into work that is now informing a broader program review. Implications of this work include a reconsideration of how best to provide a quality education while allowing for grace for faculty and students.

Of the everyday and play in improper education

This article explores the role of the everyday and play in alternative school practices. I propose theconcept of a democratic 'common school' as one based on mundane daily experiences and differentways of knowing. The everyday and play are usually seen as complementary tools in pedagogicalpractices, rather than active cultural agents in cultivating the subjectivities of school participants. Ipropose exploring the everyday and play in alternative education practices as a contribution to thediscourse of alternative pedagogies. This article is based on my observations and reflections fromparticipating in the School of Improper Education (SoIE) initiated by KUNCI Study Forum & Collective.The article proposes that the everyday and play are not only tools in SoIE's day-to-day operations, butalso ways of learning that enable participants to question knowledge hierarchies and to develop self-determined and emancipatory ways of knowing.

Pukllay pampa: Andean-inspired time-spaces for learning and unlearning

This article stems from a panel presentation at the 2022 Curriculum and Pedagogy Conference in State College, PA. Drawing on our shared experiences as curators of the Kawsay Ukhunchay Andean and Amazonian Indigenous Art and Cultural Artifacts Research Collection at The Ohio State University, in this article we explore decolonial pedagogies and alternative methods informed by Andean and Amazonian Indigenous epistemologies. The pedagogical approaches emergent in the alternative learning/unlearning space of the collection illustrate ways by which engaging with Indigenous perspectives and practices fosters critical questioning of Western categories and organizing principles and serves as a basis for cultivating openness to alternative worldviews and meaning making. We pair this conceptual stance with applicable, transferrable skill sets for “thinking otherwise” as pathways for day-to-day practices, applied alternative pedagogies, and cross-curricular methods amplification that begin to pave the way for decolonial approaches.