Pedagogical Space Research Articles

Thursday at Miller's

At seventy-three years old, jazz trumpeter/composer/bandleader John D’earth remains a vortex of swirling energy: gigging constantly, ceaselessly composing, and tirelessly teaching. An iconic musician with a world-class reputation, D’earth is a gifted post-bop trumpeter with a fat sound, a dense knowledge of harmony, and a virtuosic sense of rhythm. D’earth is the type of player that would demand attention in any major metropolitan jazz scene, but within the small confines of the Charlottesville, Virginia jazz community, D’earth is a pillar of influence. Simply put, D’earth is the heart and soul of the central Virginia jazz milieu. Beyond his skills as a performer, D’earth is a revered teacher and mentor. As the Director of Jazz Performance at the University of Virginia, D’earth has certainly helped hundreds of promising young musicians navigate the vicissitudes of institutional learning. But it is D’earth’s work as a teacher outside the academy that will ultimately cement his legacy. D’earth has been leading a Thursday night weekly gig at Miller’s, a beloved tavern in downtown Charlottesville, for over thirty years. Miller’s on Thursdays is a laboratory—a musical workshop—where D’earth holds forth with both his students and his colleagues. On the Miller’s bandstand, D’earth puts professionals next to amateurs, beginners alongside experts. Everyone solos, all players add to the collective musical interplay, and each musician has a voice within the group. This project engages D’earth in a series of interviews exploring his holistic approach to jazz pedagogy. Beyond interrogating D’earth’s specific teaching system(s), I inquire into his views about both the pitfalls and advantages of jazz in the academy, how improvisation can build social, political, and economic alliances, and the ways in which music can act as both a form of resistance and a strategy for survival in neoliberal times. At the forefront of my agenda is a discussion on how the jazz ecology of Charlottesville was affected by the events of August 12, 2017, when a misguided “Unite the Right” rally ended in the tragic death of Heather Heyer, bringing political upheaval and racial turmoil to the city of Charlottesville. Finally, I dissect the Miller’s phenomenon with D’earth, attempting to explain how this particular location has operated as both a performance environment and important pedagogical space for such a remarkably long time and yielded such a wealth of creativity and access to musical insight.

Creating spaces called hope: the critical leadership role of owner/managers in developing outdoor pedagogies for infants and toddlers

ABSTRACT There is increasing concern about the ways in which neoliberalism is impacting Early Childhood Education and Care (ECEC), particularly in relation to infants and toddlers. The neoliberal agenda positions the outdoors as risky and a place to be physically active, potentially excluding the youngest children from these spaces. Drawing upon case study data from a larger project exploring outdoor provision for infants and toddlers in England, we demonstrate the critical leadership role owner/managers can play. They do this by creating different kinds of pedagogic spaces ( cultural , physical and reflective) for practitioners to develop their outdoor practices. We argue that the creation of such spaces requires explicit acts of resistance and disruption to neoliberal understandings about the place of infants and toddlers outdoors. Our research demonstrates the potential for owner/managers to act as critical pedagogues creating spaces called hope.

Growing child horizons: paradoxes and research prospects

Introduction. The issue of studying the process of growing up of a growing child in the realities of our time is of particular relevance and significance. A number of contradictions can be clearly seen (changes in the space of the child's functioning, the absence of a single track of growing up, the presence of tendencies towards the manifestation of disharmonious forms of behavior). Materials and Methods. The purpose of our study is the theoretical substantiation and development of the conceptual foundations for growing children growing up at the distance of childhood, taking into account the specifics of different educational environments. Among the key tasks, we focused, firstly, on describing the numerous cross-section of domestic and foreign works that are closely related to childhood and adulthood against the backdrop of constantly changing sociocultural practices, and secondly, to identify specific dynamic changes in emerging educational environments. problems, focusing on the main contradictions generated by the very process of growing up; thirdly, to develop the main conceptual provisions of the psychological and pedagogical analysis of the growing child growing up in educational organizations. The article is based on sociological and psychological-pedagogical studies of the problems of growing up of growing children, carried out by modern Russian and foreign scientists. Methods used: phenomenological and problem analysis. Results. An analysis of our studies (2015-2021), studies of domestic and foreign specialists made it possible to state the following conclusions: – We consider the maturation of a modern child in an educational environment as a cyclical process of constant change in the structure of his subjective and objective characteristics, including the formation of an image of adulthood in a child during ontogenesis, its development and implementation, as well as the reflection of the development of adulthood by children in the psychological and pedagogical space of participants in the educational process (parents, teachers). – The concept of the psychology of growing up a child is considered as a theoretical system that includes structure, typology, dynamics, research methods, a model that develops psychological technologies aimed at the favorable passage of age and educational crises by students (transition from “childhood” to “adult” state, in in which a growing person will have to independently determine its semantic content, showing behavior independent of the direct influence of circumstances). Discussion and Conclusions. The data obtained made it possible to substantiate the importance and objectivity of the scientific positions defended in the future. In connection with the new challenges of objective reality in modern educational environments, the search for predictors of successful maturation of growing young people, this area of research seems to be quite relevant, requiring further study.

ENSINAR EXIGE ESCUTAR: UMA REFLEXÃO SOBRE ENSINO-APRENDIZAGEM E ECOLOGIA ACÚSTICA NAS ESCOLAS DE ARARAS-SP

In this article we intend to look into the soundscapes of schools in the city of Araras-SP and reflect on how their sounds can influence the teaching-learning process. For that, we will use a scientific literature review and a field study based on the experience of the author teachers who work in the teaching staff of the Municipal Education Network. We will approach the concept of soundscape, based on the theory of Canadian composer and educator R. Murray Schafer, who seeks to analyze in his works the unbridled growth of noise pollution in our contemporary life. Ultimately, proposals are sought to build a school environment that thinks about acoustic ecology, to make this pedagogical space more pleasant, where people can learn from each other. intend to synthesize Schafer's thoughts and connect them with a proposal to improve communication in schools, an education

Review: Knowledge Worlds: Media, Materiality, and the Making of the Modern University

Book Review| March 01 2023 Review: Knowledge Worlds: Media, Materiality, and the Making of the Modern University Reinhold Martin Knowledge Worlds: Media, Materiality, and the Making of the Modern University New York: Columbia University Press, 2021, 384 pp., 89 b/w illus. $35 (paper), ISBN 9780231189835 Sharon Haar Sharon Haar University of Michigan Search for other works by this author on: This Site PubMed Google Scholar Journal of the Society of Architectural Historians (2023) 82 (1): 96–97. https://doi.org/10.1525/jsah.2023.82.1.96 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Sharon Haar; Review: Knowledge Worlds: Media, Materiality, and the Making of the Modern University. Journal of the Society of Architectural Historians 1 March 2023; 82 (1): 96–97. doi: https://doi.org/10.1525/jsah.2023.82.1.96 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentJournal of the Society of Architectural Historians Search Down a 2,000-foot-long passage in the Quincy Mine in Michigan’s Upper Peninsula is a small classroom created by Michigan Technical University students, a water drainage path they enlarged in the 1970s to create an experimental mine for their studies and research. Today, the East Adit, a horizontal passage at level seven (of ninety), forms the central experience of the Quincy Mine tour, where a visitor can learn of the geology, labor, and technologies that intersected in the difficult task of copper extraction. As one walks past the classroom, one sees a chalkboard and desks, abandoned in disarray after the departure of the last class. But this novel pedagogical space has no place in Reinhold Martin’s Knowledge Worlds: Media, Materiality, and the Making of the Modern University, where the author investigates the weblike structure that produces the modern university out of complex threads of knowledge. This book is the latest... You do not currently have access to this content.

TEACHING METHODS USING MULTIMEDIA TECHNOLOGIES IN THE MODERN EDUCATION SYSTEM

The purpose of this article is to focus on multimedia tools used in the educational process. The article describes the features of the introduction of multimedia in the field of education, its application and the improvement of pedagogical methods through multimedia technologies. Multimedia technologies combined with a pedagogical approach can not only attract the attention of future teachers but also increase the level of their educational motivation and thus the quality of mastering the program of the higher education system. In the process of teaching students, using modern multimedia technologies, the teacher sets himself the goal of creating a pedagogical space adapted for the comprehensive personal development and growth of each student. The main condition for the success of the educational system is an individual approach, taking into account the character and motives of each student. This is done through multimedia technology.

Promoting moral imagination in nursing education: Imagining and performing.

Moral imagination is a central component of moral agency and person-centred care. Becoming moral agents who can sustain attention on patients and their families through their illness and suffering involves imagining the other, what moral possibilities are available, what choices to make, and how one wants to be. This relationship between moral agency, moral imagination, and personhood can be effaced by a focus on task-driven technical rationality within the multifaceted challenges of contemporary healthcare. Similarly, facilitating students' moral agency can also be obscured by the task-driven technical rationality of teaching. The development of moral agency requires deliberate attention across the trajectory of nursing education. To prepare nursing students for one practice challenge, workplace violence, we developed a multimodal education intervention which included a simulated learning experience (SLE). To enhance the realism and consistency of the educational experience, 11 nursing students were trained as simulated participants (SP). As part of a larger study to examine knowledge acquisition and practice confidence of learners who completed the SLE, we explored the experience of being the SP through interviews and a focus group with the SP students. The SP described how their multiple performances contributed to imagining the situation 'on both sides' prompting empathy, a reconsideration of their moral agency, and the potential to prevent violence in the workplace beyond technical rational techniques, such as verbal de-escalation scripts. The empirical findings from the SP prompted a philosophical exploration into moral imagination. We summarise the multimodal educational intervention and relevant findings, and then, using Johnson's conception of moral imagination and relevant nursing literature, we discuss the significance of the SP embodied experiences and their professional formation. We suggest that SLEs offer a unique avenue to create pedagogical spaces which promote moral imagination, thereby teaching for moral agency and person-centred care.

Language revitalization through Indigenous Mexican hip hop: building towards an Indigenous hip hop futurism

ABSTRACT This article demonstrates how language revitalization through Indigenous Mexican hip hop can continue to Indigenize decolonial pedagogical spaces, help strengthen Black/Indigenous solidarity, and aid in building the infrastructures for Indigenous futures. First, I assert that using and transmitting Indigenous languages through hip hop can challenge Eurocentric pedagogy by engaging in decolonial and public pedagogies. Drawing on Jennifer Wemigwans’ theorization around ‘digital bundles,’ I define Indigenous YouTube videos as a distinctly Indigenous space to disseminate knowledge. Then, I argue that Indigenous language use in hip hop strengthens Black/Indigenous solidarity by engaging T. Roberts’ discussion on modes of appropriation and Beverley Diamond’s ‘Alliance Studies.’ Focusing on the commonalities between oral traditions, Indigenous language hip hop uses technology and citational practices to mediate between tradition and modernity. Finally, I contend hip hop language revitalization builds the infrastructure for Indigenous futures. Expanding on Indigenous modernity scholarship, I propose an Indigenous hip hop futurism that might allow us to think of other Indigenous issues, not just the need for language revitalization, through the lens of hip hop.

Aplikácia vybraných aspektov pastierskej kultúry do výtvarnej edukácie

This paper focuses on the characteristics of incorporating pastoral culture and art into pre-primary education. It presents the potential of applying various experiential creative practices in the educational process, which serve as supporting elements in the development of artistic creativity. The paper addresses important aspects related to interdisciplinary overlaps and cross-curricular connections, emphasizing the convergence of different artistic and aesthetic activities and their potential in the modern pedagogical space, which prioritizes creativity and effectiveness.

FROM THE ANCIENT “ΚΑΛΟΚἀΓΑΘΊΑ” AND THE RENAISSANCE “PIETAS LITTERATA” TO THE POST-MODERN “HOLISTIC EDUCATION”: THE GENESIS OF THE IDEA OF HOLISTIC PERSONAL EDUCATION

The article presents an analysis of the historical development of the idea of holistic personality education in the European ideological and intellectual pedagogical space from Antiquity to the present day. It is proved that the main points of bifurcation in the development of the idea of holistic education should be considered: the ancient concept of “καλοκἀγαθία”; Renaissance pedagogical system “pietas litterata”; the modern concept of “sura personalis”; postmodern educational philosophy “holistic education”. 
 It was established that European ideas about holistic education of the individual were conceptualized in the ancient system “καλοκἀγαθία”, which manifested the unity of the beautiful (aesthetic context) and the good (moral and ethical context). It was found that the ancient kalokagatia excavated the ideal of the individual in the unity of different dimensions of being: pedagogical, worldview, social-political, and ethical-aesthetic. It was revealed that the second stage in the development of the idea of holistic education of the individual was the Renaissance pedagogical system of “pietas litterata”. It is noted that it was based on the humanistic priority of comprehensive and harmonious education. 
 It is proved that the further development of the idea of holistic education of the personality was reproduced in the modern concept of “sura personalis”, which was proposed by Jesuit teachers in the new era. It was established that “sura personalis” provided for holistic (intellectual, spiritual, moral, and physical) education of young people, the implementation of an individual approach, attention, and care for the interests, talents, abilities, needs, experiences, and physical strength of the individual. 
 It was found that the modern content of the idea of holistic education of the individual is represented in the postmodern educational philosophy “holistic educatio”. It is highlighted that today holistic education is considered to be a specially organized educational process, which, based on a holistic approach to the organization of education, is aimed at the development of a personality that has a holistic life-affirming image of the world. A “decalogue” of the principles of integral education was formed, among which their content and pedagogical significance were named and analyzed. 
 It was concluded that holistic education makes it possible to implement a holistic approach to the quality of education, according to which it is considered as a unity of quality properties reflected in its conditions, process, and results, which correspond to modern innovative social demands and needs of both the individual and the state and society as a whole.

A Pedagogic-Phonetic Critique of the BBC’s Internet-Based L2 teaching of English Vowels

The present study proposes a pedagogic-phonetic critique of the BBC’s Internet-based L2 teaching of English vowels as a “pedagogic recontextualizing field (PRF)” (Bernstein, 1990). This PRF seems to purvey the learning input of English vocalic pronunciations in a way that manifests a set of pedagogic practices; such practices, despite being sensitive to text-based theories of phonetic description, are literally dismissive of essential pronunciation aspects that relate to lip position as well as vocalic duration and complexity. The research data is drawn from the BBC’s online video materials archived for the public use of L2 teachers and learners of English. Following Bernstein’s pedagogic-linguistic approach (Bernstein, 1971, 1975, 1990, 1996), the study has reached the main finding – alongside some pedagogic recommendations – that the BBC’s Internet-based L2 teaching of English vowels constitutes a partial PRF on the grounds that this type of L2 teaching offers only a limited pedagogic space for the recontextualization of “visible” pedagogic practices, and that there remain some phonetically significant aspects which are missing from the BBC’s PRF. Therefore, these aspects need to be incorporated into the pedagogic space available to the L2 learner or acquirer of English on the BBC learning website.

Radical dialogue and slow pedagogy in early childhood art education

This research aimed to examine the dialogical engagement of early childhood educators in an artmaking space. A descriptive-qualitative research model was used for this phenomenological case study. The study’s findings reveal that pedagogical listening can facilitate dialogue among educators and children. Moreover, when educators are in this dialogical and pedagogical space with children, and if they genuinely and attentively listen with all their senses to children’s words, thoughts, desires, and needs by maintaining a responsive and respectful attitude, the fluxes and movements of both children’s and educators’ thinking and learning will be generative, creative, and relational.

ЭТОС СОВРЕМЕННОГО ОБРАЗОВАНИЯ

Objective of the study is to identify the method­ological and methodological possibilities of the philosophy of education in improving the edu­cational process in Russian society. The methodological basis of the research. The authors attach great importance to the study of the phenomenon of ethos of education. The ethos of education means a set of moral values functioning in the educational process, which are really guided by the subjects of the educa­tional process: students and students. The ethos of education is determined not by program in­structions and documents: official and unoffi­cial, but by the results of the activities of the en­tire educational system, its impact on society, its development. The subject of the philosophy of education, the authors believe, are the processes taking place in the educational or pedagogical space of society. By this space is meant the uni­ty of all functioning educational and education­al institutions and the rest of society. There is no pedagogical emptiness in a living society, and there cannot be. Education takes place at every point of society: good or bad. This creates ad­ditional difficulties for teachers and students. However, digitalization creates conditions for overcoming these difficulties. The release of a  mass of people from the main production cycle allows you to increase the number of teachers, reduce the number of students in classrooms and groups.   Research results. The concept of the ethos of education allows the authors of the article to analyze one of the most pressing problems of modern education - the problem of the formation of moral qualities of a person. The authors show the increasing importance of this problem against the background of the world hybrid war being waged by the aggressive forces of the West, of which mental war is an integral part. The main weapon of the enemy in this war is lies and slander.   Prospects of the study. An increase in the number of teachers as the main direction of stabilization of education will not only mitigate the negative impact of communication with computers, but also create more favorable conditions for the younger generation to reject both lies and slander, for the upbringing of the personality of a citizen patriot and humanist in the Russian educational space.  

“The People’s Park is bigger, more freely located, more beautiful and – Our own park”: Workers, parks, and the spaces of class struggle in turn of the century Norrköping, Sweden

Engaging with scholarship on hegemony, park history, and in particular with Sevilla-Buitrago’s analysis of Central Park as a pedagogical space, this article traces the establishment of two parks in the Swedish textile industry centre of Norrköping. These parks, bearing very similar names – Folkparken and Folkets Park – were established just six years apart. But though both parks linked “park” and “people” ( Folk), their intended political effects were radically different. The 1895 Folkparken was an elite attempt to create a de-politicised landscape park, while the 1901 Folkets Park was instead the labour movement’s attempt to create their own space. Exploring this latter park enables telling a story of park production beyond elite dominance. Like dozens of similar labour-controlled parks across Sweden, the People’s Park allowed Norrköping’s labour movement to shape their landscape long before the Social Democrats made any significant inroads into parliamentary politics. Combining a platform for socialistic agitation, with a theatre and space for recreation, this park quickly became central to Norrköping’s working class. Thereby, it could both enable social-democratic presence at an everyday level, and function as an important resource during periods of intense class-struggle.

Collective creativity and wellbeing dispositions: Children's perceptions of learning through drama

At a time of escalating global climate change and political, educational, social, and economic divides, children face uncertainties about their futures. This is set against a rise in poor wellbeing and mental health amongst children. Whilst global organisations such as OECD Learning Compass 2030 and UNESCO Framework for Action 2030, provide normative discourses on the global skills, knowledge and attitudes that should be taught to equip young people to become ‘change agents’, this is yet to be reflected in educational policy in England. Central to addressing empirical gaps in research, is the exploration the impact of children's affective engagement in creative arts learning. Drawing from longitudinal action research as an artist–teacher–researcher in a primary school, the practice of Drama Worldbuilding is explored as a pedagogy of critical hope because it focuses on activating collective creativity and purposeful action. The research draws from theories of affect, wellbeing and immersive play to conceptualise new links between creativity, change making and wellbeing. The data analysis reveals a set of emerging creativity and wellbeing dispositions and adaptable competencies which support a deeper articulation of how creative pedagogy works through meta- affect. More widely, the research provides a heuristic approach which could be useful for teachers and artist educators interested in expanding their teaching repertoires, fostering students’ collective creativity and critical thinking, offering a potential pedagogical space for rewilding the curriculum.

Where children naturally belong: colonialism, space, and pedagogy in Waldorf kindergartens

ABSTRACT How do assumptions about where children naturally belong reinforce colonial productions of the human? This paper presents research from a study examining how North American Waldorf educators navigated the colonial legacies of common-sense understandings of childhood. I focus on the ideas about childhood that emerge in a belief that Waldorf kindergartens are ideal places for children. The pedagogical space of the Waldorf kindergarten is built on intuited assumptions about children being close to nature, family, and home. I bring together childhood studies and anticolonial theory to argue that these assumptions are not neutral or ahistorical, but instead originate in colonial stories of the human structured by settler geographies. This paper explores how relying on these assumptions ultimately meant that participants had to negotiate the racism and ableism embedded within their origins, illustrating larger implications for other educators who navigate dominant Western understandings of childhood that organise pedagogy and pedagogical spaces.

Autores Fuertes: Practices of a Community Translingual Repertoire

AbstractIn this article, I share some of the findings from a community‐engaged research project based at Autores Fuertes, a community literacy center, located in urban Philadelphia. Using an engaged, ethnographic case study approach, I conducted observations and interviews at the center, as well as taught translanguaging writing workshops. The findings showed that community language and literacy practices are translingual and complex, invalidating the notion that linguistic and cultural mismatches between home and school exists. Given the complexity of community translingual repertories, it is important that pedagogical spaces build upon these repertoires, which will develop children's language and literacy practices.

Creating Food Learning Opportunities for Adults Within Urban Settings: A Framework for Food Pedagogies.

Globally, food is acknowledged as a primary focus for addressing challenges facing cities. City councils create and support food-related policies or strategies to enhance healthy and sustainable environments, and multiple food practitioners engage closely with these initiatives. However, the visibility of educational aspects of food within governments, policy development, public spaces, or across society is limited. There is a lack of evidence about how pedagogical frameworks can inform these initiatives. This study aims to develop a draft food pedagogies framework, whose application can inform food initiatives beyond the classroom to increase adults' awareness of, engagement with and empowered action relating to food, with the goal to advance societal health and sustainability. A qualitative approach included semi-structured interviews with 39 experienced food leaders from diverse food-related fields in Australia. Using thematic analysis, five key themes to assist adults learn about food in everyday life settings were identified: (1) Making use of (in)formal pedagogical spaces in communities; (2) Encouraging interactions with a range of people related to food; (3) Creating enjoyable and practical experiences as part of daily lives; (4) Developing supportive and transparent systems that reflect communities' needs; and (5) Utilizing broader social issues. A proposed framework, based on the five themes and existing theoretical frameworks, can be used to inform policy makers and diverse food practitioners to develop urban food strategies that aim to create food-centred changes within urban settings toward societal health and sustainability.

Conscious engagement within patients’ and simulated participants’ personal space: medical students' perspective

Background#MeToo prompted a shift in acceptable societal norms, sparking global recognition of the complexities of entering another’s personal space. Physical examinations are an integral part of medicine yet have the capacity to encroach upon patient’s personal space, whether in simulated or clinical environments. Examinations may be misconstrued as inappropriate advances, with negative effects for both patient and doctor. Medical educators must consider how they teach students to approach this complex task. This study aimed to gain insight into the lived experiences of medical students when working within patient’s personal space. This builds on previous research from the perspective of simulated participants.MethodA hermeneutic phenomenology approach was used to explore lived experiences of working within patient’s personal space. Data was collected from seven medical students through semi-structured interviews and thematically analysed using template analysis.ResultsThe analysis yielded four main themes: (1) transitioning into a privileged position; (2) negative role modelling: emphasising the physical; (3) consent: a dynamic and fragile state; and (4) a simple act or a complex performance?DiscussionThis study provides a unique insight into the lived experiences of medical students when working within a patient’s personal space. The physical examination is a complex process; the experiences of medical students can shape learning on crossing boundaries. Medical educators need to reflect this complexity in teaching, mirroring societal interest around the boundaries of consent. Students need a pedagogical space to develop these interpersonal skills, to prevent early adoption of the clinical gaze, and to create more consciously engaged doctors for the future.

Hip hop in practice: the cypher as communicative classroom

ABSTRACT The cypher, a circle of MCs improvising rhymes in a collaborative jam session, is a relatively unexplored topic in hip hop. Through its focus on community and reciprocity, the cypher represents a crucial nexus of sociability that enables researchers to examine the shifting positionalities and communicative practices of audience members and practitioners. Using a participant observation study and 30 semi-structured interviews of MCs at Legendary Cyphers in New York City, this paper examines how members of the hip hop community navigate their membership, how the cypher acts as a pedagogical space for learning hip hop sociability, and how white practitioners communicate their cultural commitment. The findings indicate the importance of adaptive identities between audience members and performers. Ultimately, membership in hip hop is learned in spaces like the cypher and offers a lens through which we can understand the process of doing and becoming hip hop.