Pedagogical Frame Research Articles

What Do Pedagogies Produce? Thinking/Teaching Qualitative Inquiry

Teaching matters. And there are many ways to teach, particularly when it comes to qualitative inquiry. Accordingly, we consider how qualitative pedagogical practices can attend to the ways in which we live and learn in our more-than-human world. To keep within a pedagogical frame, we write this introductory article through a pedagogical lens. We hope we make transparent why we conceptualized this special issue, how we envision pedagogies individually and collectively, how we approached each step through a pedagogical lens, and what we’ve learned since. Along the way, we ask the following: What are pedagogies? When and where do they happen in qualitative research? Moreover, what do they produce? These are among the questions that—as qualitative teachers, learners, scholars, and guest editors—we offer an invitation for readers to explore.

Book review of Steiner, S. and Rigby, M. (eds.) 2019. Motivating students on a time budget: pedagogical frames and lesson plans for in-person and online information literacy instruction

Book review of Steiner, S. and Rigby, M. (eds.) 2019. Motivating students on a time budget: pedagogical frames and lesson plans for in-person and online information literacy instruction

The Effects of Children’s Literature on Preservice Early Childhood Mathematics Teachers’ Thinking

In this article, the author shares an intervention of using children’s literature as a pedagogical frame for an undergraduate mathematics content course with early childhood education majors to influence their thinking about mathematics teaching and learning. With this case study of 29 preservice teachers, the author found that literature increased preservice elementary teachers’ excitement about mathematics, heightened their self-efficacy in mathematics, and motivated them to design innovative mathematics lessons. By elaborating on these findings, the author makes a case for the continued need for mathematically competent teachers in elementary classroom spaces, and the author advocates for the incorporation of literature as a means to do this work. Finally, the author provides implications for future research and practice with other SoTL-related projects involving children’s literature.

Neoliberal influences on American higher education and the consequences for social work programmes

Neoliberal trends have significantly altered the colleges and universities that train social workers. Social work educators should recognise how neoliberalism has influenced higher education and presented unique challenges to the mission of social work education. Higher education’s main pedagogical frame – the liberal arts education – influenced the parallel evolution of social work education over the 20th century, but it is now under threat. Alongside their host universities, schools of social work are answering market-based pressures for research and curriculum that favour evidence-based micro-interventions over macro-oriented knowledge production and teaching. With global implications, this article reviews the historical development of American higher education, social work education and their intersection with neoliberalism. Consequences for the profession are examined, as are options for resisting neoliberal pressure in social work academia.

La IAP como alternativa metodológica para el cambio social: un análisis desde distintas perspectivas

El quehacer de las ciencias sociales ha propuesto distintos enfoques y diseños metodológicos para abordar la complejidad de la realidad social y generar transformaciones importantes en la misma. En este contexto, ha imperado el modelo neoliberal desde el que se proponen directrices específicas para encauzar las acciones individuales y colectivas al fortalecimiento del statu quo y legitimación de las prácticas dominantes. A tenor de lo anterior, el presente trabajo propone en primer lugar, abordar aspectos claves de la Investigación-Acción Participativa como alternativa metodológica para promover el cambio social a partir de cuatro perspectivas fundamentales: La IAP como alternativa variable para la descolonización del conocimiento propio de las ciencias sociales. La IAP como postura crítica con respecto al modelo político-económico hegemónico. La IAP como marco pedagógico para la construcción de un modelo educativo e investigativo emancipatorio, y por último la IAP como apuesta política para el cambio social en Colombia, donde se resalta el papel de los movimientos sociales en la consecución de transformaciones estructurales y la pertinencia de la IAP como una metodología capaz de abarcar la acción y la reflexión sobre las múltiples realidades sociales y su constante transformación.

Tõlkepärl eesti ilukirjanduse algusaegadest – esimene eestikeelne robinsonaad / A Translation Gem from the Beginnings of Estonian Literature - the First Robinsonade

Tõlkepärl eesti ilukirjanduse algusaegadest – esimene eestikeelne robinsonaad / A Translation Gem from the Beginnings of Estonian Literature - the First Robinsonade

Blending Simulation-Based Learning and Interpretative Pedagogy for Undergraduate Leadership Competency Development.

Effective leadership is an essential component guiding nursing activity and influencing health systems, health workers, and patient outcomes. Despite this evidence, undergraduate nursing programs may not be adequately preparing graduates to effectively engage in leadership practice. This article describes an educational innovation designed to support prelicensure leadership competency development. The authors blended simulation-based learning (SBL) with an interpretative pedagogical frame in a senior nursing leadership course at a primarily undergraduate university. The innovation involves a break from traditional nursing educational pedagogy by bringing SBL into the leadership classroom. Using interpretative pedagogy to purposefully create different relationships in the learning space supported deeper personal and professional transformation for the students. Nurse educators must purposefully design leadership curricula using active educational strategies that adequately prepare nurses for complex health systems. Integrating SBL within an interpretative pedagogy for leadership development moves students from merely knowing theory to informed and effective action. [J Nurs Educ. 2017;56(1):49-54.].

The Penelope Project: An Arts-Based Odyssey to Change Elder Care ed. by Anne Basting, Maureen Towey, Ellie Rose, and: Theatre for Children in Hospital: The Gift of Compassion by Persephone Sextou

Reviewed by: The Penelope Project: An Arts-Based Odyssey to Change Elder Care ed. by Anne Basting, Maureen Towey, Ellie Rose, and: Theatre for Children in Hospital: The Gift of Compassion by Persephone Sextou Jules Odendahl-James The Penelope Project: An Arts-Based Odyssey to Change Elder Care. Edited by Anne Basting, Maureen Towey, and Ellie Rose. Humanities and Public Life series. Iowa City: University of Iowa Press, 2016; pp. 230. Theatre for Children in Hospital: The Gift of Compassion. By Persephone Sextou. Bristol, UK: Intellect, 2016; pp. 206. As scholars increasingly focus on theatre practice and performance developed by, with, and for non-arts communities, the field of arts in health has become a topic of great interest. Two new books—Persephone Sextou’s Theatre for Children in Hospital and the collectively authored The Penelope Project—carve out new interdisciplinary pathways for theatre practitioners, medical humanities researchers, and arts-in-health advocates. Both texts anticipate a wide range of readers who “believe we can create a better world together through engaged and collaborative arts, culture, and education” (Penelope xii–xiii), a world with “compassionate healthcare” that empowers patients, caregivers, and medical professionals—and with artists at its center (Sextou 3). [End Page 604] In The Penelope Project the editors and contributors place a largely pedagogical frame around their study of how theatre students from the University of Wisconsin, Milwaukee, along with professional artists from Sojourn Theatre, planned, created, and revised a site-specific devised performance, The Penelope Project, in collaboration with the eldercare residents and staff of Luther Manor in Milwaukee between 2009 and 2011. Using The Odyssey’s secondary character of the faithful and long-suffering Penelope (wife of Odysseus) as a “mythic frame,” the project’s multiple artists (students, faculty, and manor residents alike) were able to discover value in attributes like resourcefulness, patience, fortitude—values often overlooked in the traditional hero’s journey and, as values that accrue over time, ones exemplified by the elderly (56). The key research question was whether the project’s constituents could “transform the community [of Luther Manor] into a place of storytelling and meaning-making,” with the broader goals of improving the “quality of life of everyone who lives, works, and visits” there (1). Secondary questions included whether such a project could transform the “comfort, conceptions, and empathetic perspectives” on aging and interactions with the elderly in its college-aged participants and its collaborating professional artists, as well as whether the project as a whole might provide new models for curricularly integrated, long-term “community engagement” health- or elder-care projects at institutions of higher education (139). The contributors include their evidence of successes, failures, and points for futher work in appendices; one might also argue that Basting’s receipt of a 2016 MacArthur “genius” grant to further her work integrating the arts into eldercare testifies to the value of this project. Similarly, in Theatre for Children in Hospital Sextou describes a range of institutions (medical and educational) and individuals transformed by the use of theatre in healthcare. Her book takes its title from a particular genre, Theatre for Children in Hospital (TCH), and one of its unique forms: a site-specific bedside performance that addresses a pediatric patient’s immediate needs, as improvised by a skilled and empathetic performer based on a rehearsed script that anticipates the interactions and anxieties common to being in the hospital (38–41, 11). The book’s longest chapter details the methods and results of Sextou’s “five-year research study conducted with children, their families, and artists in NHS (National Health Service) hospitals in the United Kingdom” with the primary research question: Can bedside performances with “integrated relaxation exercises . . . distract the child [who experiences them] from their illness [and] offer moments of creativity through entertainment and relax them whilst in hospital?” (vii, 65). Even more potentially revolutionary are Sextou’s secondary research questions: How are applied theatre students and artists equipped via their training to present a type of TCH where the engagement is one-on-one, highly improvisational, and personalized in real time with the patient as co-creator? What might theatre artists working in hospitals learn about the experience of illness...

Designing leadership chairs: Experiments with affirmative critique of leadership and environmentality

Through a methodology of having students ‘design’ leadership chairs, we investigate how contemporary leadership and governing operate by orchestrating affects and strategically shaping the physical environment in order to transform and shape intensities, desires, atmospheres, and social relations. By presenting a pedagogical framing as ‘a posthuman sensorium’, with its design of leadership chairs and art of conversation, we invite engagement with dilemmas and problems of contemporary organizing processes as a careful affirmative critique.

Pedagogical framing of OER—The case of language teaching

This study investigates what characterises teachers’ pedagogical design of OER, and potential affordances and constraints in pedagogical design in an open education practice, when contributing to a Swedish repository Lektion.se. The teachers’ framing of the OER shared on the repository included the analyses of a delimited number of OER for learning Swedish. The analytical work with analysing what characterised the OER, was followed up with teacher interviews to explore teachers’ incentives for sharing. The OER selected for analysis were investigated linked to the features given in the repository, to identify what distinguished different categories of OER when framed by the teachers. The OER displayed a continuum of ways of framing an activity, though the majority was represented by low levels of description, which afforded less guidance. The teachers expressed a positive attitude towards sharing. The findings suggest that OER need to be defined and supported by web features to enable going beyond reuse.

In This Issue

In This Issue

Animating Mastery: Navigational Play as Integrative Learning

Abstract This research examines mediational processes in digital activities at Projeto Clicar, a program designed to promote the social inclusion of children living and working on the streets of Sao Paulo, Brasil. It offers a cognitive ethnography of how the program’s particular relational habitus, or pedagogical frame, shapes children’s participatory appropriation through navigational play in digital learning activities that provide for an integrative sociocultural learning process. Making the relational habitus explicit enables us to observe and clarify the mediational tools and pedagogical strategies that shape children’s navigational play and their ultimate participatory appropriation of program activities, as well as their sense of social inclusion among a community of learners. Keywords: participatory appropriation, third space, relational habitus, navigational play, social inclusion ----- Bibl iography: Underwood, Charles/Mahmood, Mara Welsh/Pranzetti, Dirce M. F./Costa, Maria Cecίlia Toloza de O.: Animating Mastery: Navigational Play as Integrative Learning, IJREE, Vol. 4, Issue 1-2016, pp. 85-102. https://doi.org/10.3224/ijree.v4i1.24777

On Bernstein's sociology of pedagogy and how it can inform the pedagogic realisation of poor and working-class children in South African primary maths education

This article discusses how current South African primary maths curriculum pedagogical changes are characterised by a strengthened frame. This strengthened pedagogical frame results from strong sequencing and pacing and a transformed regulative discourse combining positional and expressive social features denoting mixed pedagogies. Sociological research indicates that the strong sequencing and pacing of pedagogic practices resonate with middle-class children and disadvantages poor and working-class learners. Drawing from both educational sociological studies and Bernstein's central thesis about the social-class basis of pedagogic framing, the paper shows how responsive pacing, sequencing, and mixed pedagogies that reflectively relate with the mathematical concepts to be relayed, ensure learning for children from different social classes. Based on the theoretical framework and related literature review, the paper explores second sites of learning strategies and compensatory pedagogic interventions that can disrupt middle-class social assumptions and support learning access for low-income-background learners in South African primary maths classes. Contextual tensions within the suggested approaches are also considered. Thus, this review offers sociological insights on humanising primary maths interactions that may interrupt social reproduction and ensure low-income children's pedagogic realisation.

Flowing and framing

Experiential and mediatized, Pentecostal Christianity is one of the most successful cases of contemporary religious globalization. However, it has often grown and expanded transnationally without clear authoritative contours. That is the case in contemporary Ghana, where Pentecostal claims about charismatic empowerment have fed public anxieties concerning the fake and the occult. This article examines how Pentecostalism’s dysfunctional circulation is countered within seminaries, or Bible schools, by specific strategies of pastoral training. First, I revisit recent debates on Protestant language ideology in the anthropology of Christianity, and stress Pentecostalism’s affinity with notions of flow and saturation of speech by divine presence. Second, I move to data collected in the Anagkazo Bible and Ministry Training Center, and investigate this institution’s pedagogical framing of Pentecostalism’s otherwise erratic flow of speech and power according to two normative operations: Biblical figuration and the emic notion of transmission as ‘impartation’. I conclude by stressing how the metapragmatics of figuration and impartation in Anagkazo requires an understanding of religious circulation that exceeds the dominant scholarly focus on religion-as-mediation.

Práticas Laborais nas Salas de Aula de Matemática da EJA: perspectivas e tensões nas concepções de aprendizagem

Neste artigo, contemplamos intrincados jogos de intencionalidades e tensionamentos que se forjam nas – e que forjam as – práticas de numeramento na Educação de Pessoas Jovens e Adultas (EJA); em particular, focalizamos jogos que mobilizam práticas laborais de estudantes adultos da Educação Básica, posicionados ora como trabalhadores que estudam, ora como estudantes que trabalham. O material empírico foi produzido no acompanhamento, durante três semestres letivos, das aulas de matemática de duas turmas do segundo segmento do Ensino Fundamental na modalidade EJA numa escola pública. A análise destaca discursos de matrizes e motivações ideológicas e pedagógicas diversas e, por vezes, conflitantes. A identificação das formações discursivas que ecoam nas aulas de matemática da EJA e a explicitação dos marcos referenciais em que se apoiam e das tramas regulatórias em que se enredam são aqui empreendidas visando à compreensão daquelas práticas de numeramento como instâncias pedagógicas, de inclusão e de emancipação.

La crítica de Rancière a la educación moderna: Notas para una discusión sobre las tramas de la pedagogía

Recognizing crisis in education and need in current contexts of open reflection on modern institutionalized pedagogical frame, some of principles developed by Ranciere in The Ignorant Schoolmaster are discussed. In particular, paradox of principle of social equality proclaimed by Enlightenment project and its relation to inequality of intelligences legitimized by institutionalized pedagogy and the explainer method of teaching, as administrator of social and intellectual inequalities. From a pedagogical analysis, text outstands value and incidence that learning among equals can reach, text as a meeting point for emancipation and need to enhance educational experience and revisit critical view on educational thinking and educational practice springing from adjusted critical approaches, from action, and open to a transitive reasoning to enhance thinking and generation of a proper pedagogical knowledge.

A Variation Theory Approach to Teaching Calendar Time in Swedish Preschool

Swedish preschool has implemented a revised curriculum since the year 2011. The revision brings a stronger focus on literacy, mathematics and natural sciences as pedagogical content in early years’ education, giving the preschool teachers an extended responsibility for children’s early education. Yet, the curriculum and tradition in preschool highly values children’s interests and flow of ideas, thematic work and play as part of early childhood education. The consolidation of children’s perspectives, play and goal-oriented learning in pedagogical practices is the main purpose in early childhood education, according to the national guidelines. The Swedish preschool teacher is thus standing before great pedagogical challenges where their pedagogical content knowledge is put to the test. This issue has been addressed in a developmental empirical project which results are presented in this paper. The purpose is to analyze a designed teaching act in Swedish preschool, to discuss the possibilities for challenging children’s conception of calendar time through the pedagogical frames of Variation theory of learning. The discussion extends our knowledge of this particular content in early childhood education and highlights the opportunities to stimulate learning, through a theoretical analysis of both the children’s conceptual knowledge and their response to the teaching act related to this content.

Complex Learning Frame and evidences

Ubiquitous and social based learning, connective and adaptive eLearning 2.0 represent innovative approaches (to some extents still experimental) that impact the building of new learning cultures and processes, valorising the interactive, non linear and informal dimensions of the learning processes. At the same time, lifelong learning’ policies and practices are sustained by a diversity in delivery channel -mainly mobile based- that integrate the traditional web solutions according to learn-ing needs and styles. The combination of digital convergence and eLearning 2.0 opens new set of research issues and opportunities, with special refer to the poten-tial role of technology to complexity learning. The Complex Learning Frame proposed in this contribution aims at represent an innovative technology enhanced pedagogical frame and system addressing the need of valorising connective, reflective, adaptive and social learning processes supporting the development of individuals and communities competences. We first recall the main framework addressing individual and social learning processes. Then, we deepen the experienced Complex Learning frame. Finally, we present some evidences emerging from research and innovative projects realising Complex Learning experiences.

A Bernsteinian View of Learning and Teaching Undergraduate Sociology-based Social Science

Taking a perspective drawn from Basil Bernstein, the paper locates itself at the boundary between teaching as transmitting disciplinary knowledge and teaching as a set of generic ‘good practice’ principles. It first discusses the value of undergraduate sociology-based social science knowledge to individuals and society. This discussion leads to highlighting the importance of pedagogical framing for realising the value of sociological knowledge. A longitudinal three-year study in four different status universities suggested that studying undergraduate sociology-based degrees can give students access to what Bernstein called ‘pedagogic rights’ of personal enhancement; social inclusion; and political participation. Access to the rights is through the formation of a ‘specialised disciplinary identity’ whereby the student becomes a person who knows and understands specific content, which is applied to lives and society, and who has developed the skills and dispositions of a social scientist. In pedagogical terms more evidence of equality than inequality was found: despite some subtle differences, whatever the status of the university attended, the same disciplinary identity was projected and students’ perceptions of the quality of their teaching strongly mediated the formation of a disciplinary identity and access to pedagogic rights. Read More: http://journals.heacademy.ac.uk/doi/abs/10.11120/elss.2013.00009

Challenges related to interdisciplinary use of digital mapping technology in primary and lower secondary schools

The article reviews some learning objectives in the Norwegian core curriculum for four subjects in compulsory school education, namely science, social science, mathematics, and physical education. The subjects are examined with respect to maps, including map use, digital mapping tools, coordinate systems, and scales. Primary and lower secondary school pupils’ knowledge of maps was investigated before and after a group mapping project. Among three indicators, two showed statistically significant improvements in the pupils’ level of confidence when studying data with the aid of maps. The learning outcome is discussed in an inquiry-based and interdisciplinary pedagogical frame. In addition, the findings reveal that the four subjects have significantly different objectives and rates of progression regarding maps and map use. Based on the results of the group project, the author argues in favour of bringing the four curricula into more parallel learning curves. In order to facilitate interdisciplinary projects, he considers it would be interesting to coordinate the different subject curricula in the future, and recommends that attempts should be made to harmonise competence objectives that are part of several subjects in order to facilitate interdisciplinary projects in the next revision of the core curriculum in Norway.