Pedagogical Moments Research Articles

Epistemologies of Domination: Colonial Encounters, Heterology, and Postcolonial Pedagogy

Abstract This article theorizes and establishes some of the outlines of an epistemology of domination. An epistemology of domination interpellates the question of “how/what does the oppressor know about the oppressed?” Drawing on several studies of cultural encounters such as Ibrahim Abu-Lughod's The Arab Rediscovery of Europe, Ashis Nandy's The Intimate Enemy, and Zeynep Çelik's Europe Knows Nothing about the Orient, the discussion explores epistemic tropes around colonial encounters: the power and politics of representation; the burden of belatedness/the denial of coevalness; the over-emphasizing of Western agency. Wlad Godzich states that “Western Thought has always thematized the other as a threat to be reduced, as a potential same-to-be, a yet-not-same.” My discussion here accepts this premise but only partially, and asks the question: does domination always entail the projection of alterity as a threat, or is there a wider spectrum of epistemic projections? How does the other encounter and experience the Western self, and does such encounter modify hegemonic epistemological paradigms? Following Michel de Certeau's assertion that “what is near masks a foreignness,” I seek to complicate the relation between selfhood and otherness in the colonial encounter, and its entanglements with colonial violence. What pedagogical moments emerge from such encounters? And how do such pedagogical moments structure postcolonial epistemologies?

Turning Green: Challenging Neoliberalism and the Commodification of Color Through Pedagogical Moments

Turning Green: Challenging Neoliberalism and the Commodification of Color Through Pedagogical Moments

A Phenomenology of Joyful Experimentation in Art Education

This article explores a phenomenology of joyful experimentation in art education through a series of pedagogical flashpoints. Flashpoints are educational moments when implicit knowledge carried in the body suddenly appears and makes itself part of conscious experience, often in shocking, disturbing, traumatic ways. In this article, we offer another possibility for exploring the educational value of flashpoints with a shift toward a postcritical orientation that considers the role of art education in facilitating these pedagogical moments. By using a postcritical approach that emphasizes joyful moments of collective liberatory efforts, our intention is to acknowledge the force of structural inequalities while also highlighting how art education can create solidarity with joyful acts of collective empowerment and experimentation in these radically dystopian times.

The Pedagogy of Gear Touchers: Unearthing Modes of Teaching Within and Through DIY Venues

Background: Within the body of literature on do-it-yourself (DIY) music scenes, researchers have routinely placed an emphasis on the role of material space in shaping the sociocultural and musical practices of punk music and other related genres. Scholars have also examined the teaching and learning processes of these musical subcultures under the banner of “punk pedagogy” scholarship. However, investigations into the intersection between these two strands of research need to occur because theories of punk pedagogy have largely overlooked the role of physical space within the educative practices of DIY music. Research into the thematically related space of the maker movement amplifies this need, because maker education scholars have repeatedly shown the multiple ways that materials and space shape how individuals learn through DIY production. Research Questions: I use this paper to attend to the following questions: How do DIY music venues shape the pedagogical practices of DIY music scenes? And in what ways do those pedagogies align with the ideological and ethical aims of these communities? By focusing on learning within DIY venues, I consider multiple forms of musical production outside of the context of a specific genre (i.e., punk). This study therefore provides insight into the mechanisms through which individuals learn and how those mechanisms relate to the physical affordances of these spaces. Research Design: To address these questions, I conducted a year-long comparative case study into two intertwined music series centered on noise music (an experimental subgenre within DIY music’s broad umbrella) and located in two separate DIY venues. Although each of the 13 events in this series included both a workshop and a concert, I focus my analysis on the concert portion of the series to explore a common site of interaction within DIY scenes. Through open and iterative qualitative analyses of field notes generated from observations of concerts in the series and interviews with featured artists and audience members, I provide a nuanced understanding of learning within DIY music venues and the role that both material space and technologies play in shaping that process. Conclusions: Drawing on this analysis, I contend that the stageless design of DIY venues provides a physical affordance that allows “gear toucher conversations” to occur. These conversations involve audience members engaging performers in discussions about the music technologies they use mere seconds after they finish performing, thus linking this pedagogical moment to the material attributes of the venue. However, these conversations reinscribe masculine notions of technology and undermine DIY music’s egalitarian politics, a finding that mirrors critical research into maker education. This work therefore calls on both researchers and practitioners to contend with the pedagogies of place and the educative processes that emerge out of situated technologies to further the liberatory praxes that DIY production can produce.

Can the drag queen turn back time to give advice to her younger self?

This article explores the dynamics of inter-generational conversations between queer and trans youth and queer and trans adults through an analysis of a routine segment on the reality show, RuPaul’s Drag Race. At the end of each season, the drag queen contestants are asked to give a piece of advice to photos of their younger selves and, by proxy, the young people who may be watching the show from home. This article positions this segment as a pedagogical moment where the queens are forced into the role of teacher. However, like the categories of child and youth, RuPaul’s request of the queens is not as innocent as it appears. In turning to address children directly, the queens must reckon with cis-heteronormative expectations of how adults can speak to children, about what topics can be discussed, and the tones such conversation must take. To explore these issues, the article examines this segment alongside scholarship about drag and ballroom cultures to place the show within larger contexts of queer and trans kinship structures. Then, turning to queer and trans studies in education and queer and trans childhood and youth studies, the essay examines the factors impacting how and when queer and trans youth and adults are allowed to be in conversation with youth, if at all.

Antiracist Interventive Interviewing: Subverting Colonial Interventions with Public Sector Workers

What does it mean to intervene in antiracist interviews with public sector workers? What do interventions look like in research seeking to name complicity in settler colonial violence and imagine otherwise relationships between non-Indigenous and Indigenous people? How might we methodologically define interventions and their pedagogical purpose(s)? In this paper, we share our experience of adopting a dual-pedagogical antiracist interventive research methodology in our qualitative research with public sector workers on settler colonial socialization. Building on antiracist interventive interviewing method, we map out our conceptualization of interventions as multidirectional and multiscalar. We narrate how we see interventions as dual pedagogical moments of disruption and possibility occurring at three scales, where we intervene to support our participants’ learning and they intervene to support ours. Our approach is illuminated through illustrations from our transcribed data of virtual interviews with 32 public sector workers in BC ( n = 23) and Alberta ( n = 9), and through our reflections on our research process. Our analysis demonstrates that interventions have three key effects. First, they are generatively disruptive in that they offer better access to understanding processes of settler colonial socialization. Second, interventions create junctures for antiracist and anticolonial learning. Third, interventions with participants open up opportunities to imagine otherwise beyond the strictures of settler colonialism, and orient towards anticolonial praxis rooted in recognition of Indigenous sovereignties. We conclude with a vocabulary of interventions meant to offer other qualitative researchers possibilities for how to intervene to better access and disrupt sites of deep colonizing.

Chemistry Workshop in Brazilian High School using the Three Pedagogical Moments Methodology

Chemistry Workshop in Brazilian High School using the Three Pedagogical Moments Methodology

SEQUÊNCIA DIDÁTICA ESTRUTURADA NOS TRÊS MOMENTOS PEDAGÓGICOS: LEIS DE NEWTON

When it comes to teaching physics, Newton's laws, there is a common problem of physics textbooks that teachers corroborate with the repetition of this, which is the lack of contextualization of teaching. It is commonplace to approach, for example, a block of mass m, this being approached statically or in motion, but students cannot understand that the studied knowledge is also in their daily lives. They cannot relate school knowledge to everyday knowledge. Physics is a complex language, often new in students' lives and, since the target audience are young and adult students of the EJA modality, from high school, who often have been out of a classroom for up to 30 years, the physics becomes something of maximum complexity. Because it includes mathematics, requires logical reasoning and interpretation of texts, so it becomes a discipline that is not easy for students. The work aims to build a didactic sequence for teaching Newton's laws. The methodology used in the didactic sequence is based on the theory of the Three Pedagogical Moments by Delizoicov and Angotti (1990). The research results are in the course of the work.

Augmented reality strategy as a didactic alternative in rural public schools in Colombia

AbstractThere are access restrictions to the technologies of the Fourth Industrial Revolution for rural schools in Colombia. These schools, with few students and teachers geographically dispersed, do not benefit from the possibilities of these technologies in the classroom. These educational institutions are governed by the “Escuela Nueva” model that defines several specific methodological moments. The objective of this study was to design a strategy based on augmented reality (AR) for didactic intervention in the classroom, which allows students to interact with educational resources and break down barriers both related to access to technology and related to the role in learning processes. Educational activities were defined, and a mobile application based on AR was developed for schools in Samaná‐Colombia, integrated with the pedagogical moments of the educational model and at the same time strengthening AMID skills (information literacy and digital media) in the teaching work. Instruments were applied seeking to know the benefits in the classroom and the perception of students and teachers. The results show, preliminarily, that the use of AR in learning activities in this rural school makes it possible to bring students and teachers closer to these technologies, generating motivation and improving the effectiveness of the process, additionally is well accepted in the academic community. Experiments show that if they are included harmoniously in the pedagogical model, it does not interfere, nor is it a distraction for other academic activities. The Contribution paper to empirically validate AR in education generate learning in students of armed conflict zones.

How to Talk about Religion and Literature: A Modest Proposal

AbstractThis article explains the puzzling but persistent marginalization of religion and secularism studies—despite long-standing critiques of secularism and the secularization thesis—by examining a vignette from a doctoral exam in English. The article argues that in professional and pedagogical settings, secularism is ritualistically reinstantiated in informal exchanges such that scholarly disregard for religion becomes, in Peter Coviello’s words, “a part of our untheorized and offhand real.” Such informally but intensely pedagogical moments bear inextricably scholarly implications and suggest that, if we wish to speak differently about religion, we should replace this implicit pedagogy of dismissing religion and reinstantiating secularism with an explicit pedagogy engaging the secular/religious binary. As a discipline, we need to take up religion in our literature classrooms in ways that dovetail with our operative methodologies, even as they catalyze and alter them, and that neither reboot the secularization thesis nor reify the secular/religious binary and, more important, that are helpful to our students, our society, and ourselves. The article then addresses a concrete example of how scholars from a range of methodologies can develop and implement such postsecular pedagogies.

The three pedagogical moments and the portfolio methodology: analysis of a pedagogical practice aimed at achieving a critical environmental education

The objective of this article is to reflect on the joint action of the pedagogical dynamics of the Three Pedagogical Moments and the Portfolio methodology in the development of a pedagogical practice that involved environmental education. This work was conducted in a public school in the city of Curitiba, in times of social distancing due to the COVID-191 pandemic. The research was produced in a qualitative perspective of pedagogical intervention type considering the research corpus constituted from the pedagogical practice "waste generation and consumerism". In the process of Textual Discourse Analysis, eighty-four meaning units emerged from the research corpus, providing the formation of eleven initial categories, and from their congruent elements, three final categories were formed, these being: (1) The student's understanding, as a future building technician, of his/her role in building a sustainable society; (2) The student's understanding of the participation of science, technology and human beings in the structuring of a new culture of consumption for society and (3) Indications of the student's autonomy. The dialogues established by the Three Pedagogical Moments and the Portfolio stimulated the student's reflections about the reality of the society in which he is inserted and this dialog offered an opportunity to deepen the reflections, respecting the other and developing the student's understanding of his role as a human being and future professional in the construction of a sustainable society, besides making him realize the participation of science, technology and people in the structuring of a new culture of consumption for society.

SEQUÊNCIA DIDÁTICA: MOVIMENTO RETILÍNEO UNIFORME E MOVIMENTO RETILÍNEO UNIFORMEMENTE VARIÁVEL

There is a big problem in the teaching of physics, especially when it comes to movements. Contextualizing the everyday life of students makes teaching physics more accessible. The movement part involves many mathematical formulas and at this stage of learning students are facing a new language in their lives, physics. This involves a lot of math, logical reasoning and text interpretation. And that's why it's not an easy task for students to learn the discipline. The present study aims to build a Didactic sequence (DS) for teaching the topics of Uniform Rectilinear Motion and Uniformly Variable Rectilinear Motion. The methodology imposed in the SD is from the theory of the Three Pedagogical Moments of Delizoicov and Angotti (1990). The research results are in the course of the study

The Taciturn Exemplar

AbstractEarly Confucian thinkers have an intense interest in the external aspects of moral exemplars. This article explores this interest by unpacking a complicated relation between silence, speech, and moral cultivation in the Analects. Situating Confucius’s desire to be silent in a pedagogical context, this article points out a tension between speaking of moral knowledge and personalizing it. It argues that silence is considered a desirable pedagogical practice because it fosters a more intimate relation between people and the moral knowledge they receive. This article then offers a detailed analysis of several difficult pedagogical moments between Confucius and two of his most eloquent students, Zigong and Zai Wo. Their problematic ways of speaking provide cases in point that flesh out the arguments sketched above. This article concludes by reflecting on how silence can also be alienating in moral cultivation, and on how people’s styles of speech may shape who they are.

SEQUÊNCIA DIDÁTICA COM HISTÓRIA DA CIÊNCIA: SEGUNDA LEI DA TERMODINÂMICA

Teaching the subject of physics in schools is not an easy task for teachers, nor for students, as the subject requires mastery of logical reasoning, mathematics and a lot of reading and interpreting texts. The History of Science (HC) is a possibility that can facilitate the process of teaching and learning physics topics. It contextualizes students' lives, real situations in their daily lives, making physics more human and more accessible to students. This study aimed to develop a didactic option for physics and science teachers for the Second Law of Thermodynamics. A didactic sequence (SD) using HC methodologically defined in the theory of the Three Pedagogical Moments by Delizoicov and Angotti (1990). The methodology used in the project was essentially qualitative, a literary review in the academic Google electronic research bank, with a methodological sieve of works published in the last 10 years. The result of DS is in the course of the study.

Paulo Freire e os três momentos pedagógicos

This paper proposes an analysis between the method of literacy created by Paulo Freire in the 1960s and the teaching methodology, later created by Demétrio Delizoicov Neto, called the Three Pedagogical Moments.

Automotive aerodynamics for high school in Three Pedagogical Moments approaching

The topic of fluid dynamics is rarely addressed fully in high school classes. The absence of this subject in the school year, the extensive content and the lack of connections with the student’s reality are features that put aside hydrodynamics and aerodynamics discussion in the classroom. However, the presence of these areas is recognized in the daily life. For this purpose, examples can be cited from the support of aircraft to the pressure of water coming out of the tap. This proposal attempts to include a routine subject for students. The automotive aerodynamics do not surprise the student and, at the same time, it allows to systematize the formal teaching of the phenomena of fluid physics and take the sustentability assumption in acount. The proposal constitutes a class sequence aided by a low-cost experiment and a simulator of a wind tunnel. For the elaboration of this proposal, the Freirean teaching methodology known as the Three Pedagogical Moments (3MP) was used.

SEQUÊNCIA DIDÁTICA COM HISTÓRIA DA CIÊNCIA: PRIMEIRA LEI DA TERMODINÂMICA

The History of Science (HC) is a resource that can help in the teaching and learning process of the discipline of physics. Because this contextualizes topics of the discipline with the lives of students, real situations in their everyday world. This work aims to provide one more didactic option for physics and science teachers, when the subject is the First Law of Thermodynamics, as the study refers to the construction of a didactic sequence (SD) with the use of HC for the First Law of Thermodynamics. The methodology used in the study was qualitative, in which a literature review was built on the academic Google electronic research bank, with a methodological sieve of works published in the last 10 years. The result obtained was the construction of a methodologically defined SD in the theory of the Three Pedagogical Moments of Delizoicov and Angotti (1990), using CH, for the topic of the First Law of Thermodynamics.

Attunement as a Pedagogical Starting Point

For many teachers, the value of pedagogical reflection is missing from practice. Rational educational approaches that prioritize judging and measuring students overshadow the relational dimension of teaching. Our study investigated this relational gap to explore more fully teachers’ attunement to the child as a unique person. We examined lived experiences of six teachers pedagogically engaged with children (K–12) participating in an active outdoor living program. The program aimed to develop a youth network of friends, nurturing positive self-esteem and youth leadership. Using a phenomenological method, we facilitated open-ended interviews to show teachers’ pedagogical awareness through hermeneutic conversations. We present the data as three anecdotes representing a synthesis of teacher reflection, writing, and on-going conversation. Our findings reveal the importance of being-in-time with children as teachers relate pedagogical moments with children learning outdoors. Through attunement as the flexibility to adapt educational challenges and approaches to suit the moment and uniqueness of the child, teachers became careful observers, allowing students to be children without the competing tensions of institutional expectations.

SEQUÊNCIA DIDÁTICA COM HISTÓRIA DA CIÊNCIA: TROCAS DE CALOR, CALOR ESPECÍFICO E CAPACIDADE TÉRMICA

The History of Science (HC) is a tool that can facilitate the learning of the discipline of physics, contextualizing the topics studied with the students' daily lives. This study aims to provide another tool for teachers of physics and science education, providing them with the making of a didactic sequence (SD) with the use of HC in the teaching of thermal physics, in the topics of heat exchange, specific heat and thermal capacity. The methodology used in the study was essentially qualitative, in which a literature review was built on the academic Google electronic research bank, with a methodological sieve of works published in the last 10 years. The result was the construction of a SD with the use of HC, for topics of heat exchange, specific heat and thermal capacity, and the SD was methodologically structured in the three pedagogical moments of Delizoicov and Angotti (1990). DS is described in the course of the work.

Estágio Supervisionado Investigativo

O objetivo deste ensaio é refletir sobre a relação teoria e prática e entre sujeitos e instituições no estágio de docência e, de forma consequente, propor diretrizes para a organização de um Estágio Supervisionado Investigativo (ESI). Argumentamos por um ESI em que relações entre instituições e sujeitos sejam mais horizontais, fomentando a articulação entre teoria e prática mediante a práxis num processo formativo transformador. Em consonância com os princípios freireanos sistematizados nos Três Momentos Pedagógicos (Estudo da Realidade, Organização do Conhecimento e Aplicação do Conhecimento), propomos diretrizes para um ESI na formação inicial de professores.