Power Of Education Research Articles

Chismosas Against White Hetero-patriarchy: Chisme as a Literacy Pedagogy of Resistant Girlhood/Womanhood

ABSTRACT Women of Color feminists have theorized and pointed to the ways that chisme is a resistant practice for Women and Girls of Color. In line with this theoretical and epistemological framing of chisme, the authors explore the ways that gossip is, in fact, an intellectual and political literacy practice that Women and Girls of Color utilize in the face of racist, sexist, and classist structures. In doing so they aim to (1) center Women and Girls of Color as holders and producers of knowledge, (2) acknowledge and honor the literacies of chisme, and (3) center the truths of Women and Girls of Color who draw on chisme literacies in both academic and non-academic spaces. In this article they document the contours of chisme to highlight how it is legitimate, pleasureful, intergenerational, and disruptive of power structures. Through their respective empirical studies, the authors offer examples of chisme as powerful pedagogy with Girls of Color. They conclude with a call to scholars and practitioners to reconsider the role of chisme in their classrooms and research and how they might re-position Women and Girls of Color in their work.

Sanctioning a space for literacy practices to promote transnational students’ identity development in a HL classroom

ABSTRACT Employing transnationalism and transnational literacies as theoretical perspectives, this study explores how two focal students from Asian immigrant families construct their transnational and transcultural identities by reflecting on their dynamic border-crossing experiences. The students’ creation of artifacts (illustrating self-portraits and composing “I Am” poems) and collection of their oral narratives are analyzed to seek how they construct and negotiate their hybrid, sophisticated, and multifaceted identities by moving across both geographical and metaphorical borders. The findings show that Asian American students shape their collective identities when engaging in authentic and meaningful literacy practices that support them to reflect on and make connections to their transnational experiences and (hi)stories. Since the literature on transnationalism has focused on Latinx immigrants, this study narrows the gap in the literature by examining how students from Asian immigrant families build, negotiate, and embody their transnational identities when participating in literacy practices that reflect their unique transnational experiences. The findings provide implications for educators that including literacy practices in transnational contexts can be powerful pedagogy as it offers ample opportunities for transnational students to reflect on their richly diverse life experiences and to connect each facet of their collective identities to make meanings of their transnational lifeworld.

A Dirty Little Secret

This article describes my tumultuous journey studying imagination in a graduate leadership seminar using an arts-based pedagogy called Performative Inquiry. Focusing on my own teaching and learning in this course, I share insights that inform my future teaching and can support colleagues interested in exploring imagination with their students. I accepted risks associated with arts-based performances and entered a shared space of vulnerability with my students. My struggles with resistance were real, and so too was the realization of the important role vulnerability plays in imagination-focused (leadership) education. I suggest that Performative Inquiry offers other (leadership) educators a powerful pedagogy and methodology for understanding imagination in their own lives and inquiring into their leadership education practices. Arts-based practices allow learners to feel their own imaginations and experience possibility by accepting invitations to be vulnerable, performing learning in a range of productive and generative ways.

Indigenous dialogic teaching: Orality in a Tibetan school in China

This article describes the use of dialogic teaching in a rural Tibetan school in China. Using ethnographic data from a school that serves socially disadvantaged Tibetan youth, we demonstrate that dialogic teaching is a powerful pedagogy even in a resource-deprived learning environment. We describe how oral commentary, interpretive discussions, and debate form the core of effective school practices. Inspired by traditional monastic training, schoolteachers have transformed the century-long indigenous oral practices into a culturally-appropriate form of pedagogy, infusing it into modern academic subjects. This article aims to enrich the growing literature on dialogic teaching by presenting a case outside Anglo-American societies. We examine an indigenous form of dialogic teaching by considering Alexander (2017, 2020)'s framework. Our analysis shows that while the specific pedagogy is developed indigenously, it is compatible with the dialogic philosophy. The findings suggest that the dialogic approach is a general pedagogy rooted in distinctive human societies. However, indigenous development also limits the school practices to a small repertoire.

Reading to Learn: Powerful pedagogy for disciplinary teaching in a high-stakes examination curriculum

The qualitative study presented here shows how a secondary school history teacher in the United Kingdom transformed her lesson planning and classroom interactions with students following professional development in the genre-based Reading to Learn pedagogy grounded in Systemic Functional Linguistics. The teacher undertook Reading to Learn while teaching a history class preparing for the General Certificate of Secondary Education. The professional development enabled her to analyse the genres and linguistic features of history texts in order to support the development of subject knowledge via the implementation of the teaching strategies designed to support student reading and writing of the texts required by the examination curriculum. The study reporting on the teacher planning and classroom practices includes examples of teacher-student interaction that demonstrate how the teacher was able to approach her disciplinary texts through the lens of genre, thus identifying the existing gap between the reading of informative genres in textbooks and the requirement to write in less familiar evaluative genres in exams. Moreover, the careful planning of strategies to support reading and the annotation of texts, had a positive impact on the joint construction of the less familiar argumentative genre required.

School Geography’s Critical Role for a More Sustainable Future: Powerful Knowledge and Praxis

In this theoretical article we draw on the concepts of powerful knowledge and powerful pedagogies to argue that the school geography curriculum is key to developing structured teaching programmes for students to extend their knowledge and actions for a sustainable future. We argue that geography education uniquely opens up opportunities for action with its focus on place-based, sensory and multimedia experiences, that centre on students’ schools and their communities. This article posits that, although important, merely identifying geographical powerful knowledge is not enough, teachers must also incorporate geographical “powerful pedagogies”. Geography, as a discipline, holds a critical role when it comes to sustainability and education for the future as it makes the links between people and the environment clearly visible. Yet for Geography to be a discipline that empowers students to navigate their current and future life-worlds, it must encompass action through fieldwork and incorporate dialogue between students, teachers, experts and the public that focus on perspectives and possibilities for praxis—action for the good of humankind. This article situates geography education in the powerful knowledge debate by offering a new synthesis of theories connecting curriculum, practice architectures and praxis/action for the future.

Using historical evidence: The semantic profiles of Ancient History in senior secondary school

This paper presents findings from the Australian Research Council funded ‘Disciplinarity, Knowledge and Schooling’ project (DISKS) which investigates knowledge-building practices in Australian secondary schools and gave rise to the ground-breaking notions of ‘semantic waves’ (Maton, 2013) and ‘power pedagogy’ (Martin, 2013). In this paper, we investigate student writing in senior secondary school Ancient History. We focus on how students use evidence in their responses to different types of exam questions. Our research question focuses on the extent to which key features of responses to short answer questions appear in extended responses and vice versa. This focus arose through findings that teachers in our study tended to view short answer questions as a ‘mini’ version of extended responses and prepared students accordingly. The similarities and differences are important to identify as extended responses make a significant contribution to the overall exam grade. To better understand the use of evidence in responses to different types of exam questions, the study draws on the dimension of Semantics in Legitimation Code Theory (Maton, 2013). We use the newly developed wording and clausing tools (Doran & Maton, 2018, forthcoming) to analyse the relative strength of context dependence in responses to Year 12 exam questions. Context dependence is particularly relevant to how students use evidence, as it involves relating the concrete particulars of specific historical artefacts, events, and the behaviours of historical figures to more abstract concepts in the discipline of history that are not bound to one historical setting. Our analysis tracks relative shifts in context dependence in student texts to generate semantic profiles of their exam responses. Findings show that although teachers may use the writing of short answer questions as preparation towards the high-stakes extended writing tasks, short answer responses are not ‘minature’ versions of extended responses. We argue that the differences are teachable and propose the use of model texts to make these features visible to students. Beyond the timeframe of secondary school education, learning to use evidence, particularly for the development of arguments, may provide a robust foundation for tertiary level writing tasks where students need to control degrees of context dependence.

Powerful pedagogies for the school geography curriculum

Michael Young’s concept of “powerful knowledge” has received widespread attention from many in geographical education. I use the claims Young has made about powerful knowledge as a starting point for considering how pedagogic practices could contribute to making geographical education powerful. I present three sets of pedagogic practices: connecting everyday knowledge with school knowledge; practising geography and debating and discussing geography. Each set of each practices is illustrated with examples of activities all of which involve the active engagement of students and the interactive support of teachers. I outline ways in which the three pedagogic practices are powerful and suggest the kinds of classroom culture that supports them.

Teaching Narrative Interviewing: Reflecting, Narrating, and Becoming-In-Action

Qualitative inquiry teachers often seek powerful pedagogies to improve their students’ understandings. Using our experience leading a doctoral workshop, we share our method for teaching narrative interviewing using Schön’s (1983) “reflection-in-action,” meaning teachers and students reflect in the moment. We also root our pedagogy in Jerome Bruner’s (1986, 1990) narrative as a mode of thinking and a mode of being, a philosophy exploring the ways learners story their own and others’ lives. Describing our doctoral workshop, we highlight Laura, a recent graduate, narrating and becoming a qualitative inquirer. We conclude with a sample teaching lesson, designed to enhance students’ reflective research practices.

Rhizomatic Encounters With Inter/Transmedia Art: A Pedagogy for Learning and Teaching Experiential Contemporary Art

Teaching and learning through contemporary art has gained validity as a powerful and effective pedagogy in contemporary art education practice. In this article, we highlight characteristics of contemporary art and rhizomatic learning theory, and then we propose a pedagogical model that combines them for teaching and learning through experiential contemporary art. We also explain how to implement this model by showing examples of students’ rhizomatic encounters with inter/transmedia art created by Taiwanese artist teams. As the artworks offered present moments as sites of learning or places in process, students were triggered by the intersection of sounds and visuals and recalled their memories along with relevant themes; they then re/created personal meanings and/or new knowledge. Thus, the proposed pedagogy model with the implementation guidelines (autonomy, documentation, and group discussion of collective rhizomatic learning artifacts) is effective. Strategies and challenges for implementing this model in art education are recommended and discussed.

Powerful pedagogy: Facilitating a faculty learning community in special collections

Powerful pedagogy: Facilitating a faculty learning community in special collections

Cross‐national comparisons of inquiry learning in secondary geography curricula

AbstractInternationally, there is a clear turn towards inquiry as a core approach to learning secondary school geography. This research critically compares how inquiry learning is expressed and justified in six jurisdictions (Australia, China, England, Hong Kong, Singapore, USA). Through content analysis of national curriculum documents, we found that most of the jurisdictions have placed inquiry prominently in their curriculum. Despite national variations, inquiry is justified as a desirable pedagogy to develop conceptual understanding, build disciplinary knowledge and enable students to assess knowledge claims. An inquiry‐rich curriculum in school geography promises to recalibrate the balance between how existing knowledge of geography is valued and taught and how the skills of geographical inquiry can be integrated to expand students’ experiences of building knowledge. This research addresses a research gap on powerful pedagogies like inquiry in the intended curriculum. We argue that pedagogy needs to be examined in tandem with knowledge in curriculum analyses because enabling students to access knowledge and developing their capacities to inquire are intricately linked. We further argue that ideas about knowledge and pedagogy in curriculum are context‐dependent, necessitating an understanding of jurisdictional influences on curriculum.

In Search of Hope and Healing: Guideposts for Whole-Hearted Living, Loving, and Teaching after Loss

This autoethnography investigation used guideposts for whole-hearted living as a means of processing grief as a teacher educator during the COVID-19 pandemic. Life stories were drawn upon to understand the social, cultural, and political dimensions of the mental health crisis facing teachers and students. I conclude by asserting that centering stories and trauma as powerful pedagogy offers a path forward for humanizing education following a global pandemic.

Real-time, simulation-enhanced interprofessional education in the care of older adults with multiple chronic comorbidities: a utilization-focused evaluation.

Interprofessional education (IPE) is a curricular requirement for all healthcare professional education standards. To foster learning about, from and with each other, consistent with the Interprofessional Education Consortium's Core Competencies, many graduate schools are integrating interprofessional (IP) simulation experiences throughout their educational curricula, providing multiple opportunities for health professional students to collaborate and practice together. High-fidelity, real-time simulations help students from diverse professional backgrounds to apply their classroom learning in realistic clinical situations, utilize mobile technology to access clinical decision support (CDS) software, and receive feedback in a safe setting, ensuring they are practice-ready upon graduation. New York University Rory Meyers College of Nursing (NYU) and Long Island University College of Pharmacy (LIU) partnered for two consecutive years to create, coordinate and implement two interprofessional educational simulations involving patients with chronic cardiovascular disease. A utilization-focused evaluation of high-fidelity, simulation-enhanced IPE (Sim-IPE) was implemented to assess students' IP competencies before and after their participation in the IPE-simulation and their overall satisfaction with the experience. The Interprofessional Collaborative Competency Attainment Survey (ICCAS), a reliable instrument, was administered to both doctor of pharmacy students and primary care advanced practice nursing students before and after each simulation experience. Additionally, student satisfaction surveys were administered following the IPE-simulation. Aggregated means revealed statistically significant improvements in each of the six domains including communication, collaboration, roles and responsibilities, collaborative patient/family approach, conflict resolution and team functioning. Student ratings revealed positive experiences with the IPE-simulations. High-fidelity, real-time IPE-simulation is a powerful pedagogy to help graduate students from different professional backgrounds practice applying IP competencies in simulated experiences. Quality improvement studies and research studies are needed to assess the impact of high-fidelity, real-time simulations throughout graduate curricula with different types of patients to improve coordinated, team approaches to treatment.

Freirean Dialogue: An Effective Pedagogy for Critical Peace Education

Dialogue promises fundamental opportunities for peace education pedagogy even in the hidden culture of war and violence in varying educational settings. However, despite remarkable theoretical literature focusing on critical dialogue, there is a need for reconceptualizing dialogue in the light of Paulo Freire’s ideas. This paper discusses dialogue as an effective pedagogy for critical peace education. Towards this goal, it first presents an overview of the concept of dialogue. The second part of the paper provides a discussion of dialogue in critical peace education. In the concluding section, it is suggested that Freirean dialogue is a powerful pedagogy to fulfill the aims of critical peace education. It is also highlighted that research and practice regarding employing dialogue as a transformative pedagogy should be investigated and cultivated by peace educators in ways relevant to various contexts.

English for specific playfulness? How doctoral students in Science, Technology, Engineering and Mathematics manipulate genre

Genre analysis is a powerful pedagogy to foster doctoral students' awareness of academic writing conventions and variation. Nonetheless, concerns remain about the risks of promoting rhetorical ‘painting by numbers’, with writers glumly surrendering agency and authorial voice. Recent reappraisals of genre pedagogy encourage fostering genre manipulation, innovation, and play. We examine whether genre pedagogy can indeed promote conscious manipulation and even playfulness of academic genres, or at least an enhanced sense of control over conventions. Data from interviews with 30 doctoral students in Science, Technology, Engineering and Mathematics (STEM) collected over a two-year period were analyzed to extract comments pertaining to deliberate authorial choices, unconventionalities in writing or writing processes, and positive shifts in writing perceptions. The findings reveal students' appreciation of genre awareness and a sense of control from knowledge of genre conventions, affording them agency in their writing. Crucially, students do not appear to surrender to standardization, but are instead agentive and metacognitive in their approach to writing, using their genre knowledge to compose, manipulate, and critique their genres.

Play, pedagogy and power: a reinterpretation of research using a Foucauldian lens

ABSTRACT Early childhood education is steeped both in historical and ideological traditions which value play as a powerful pedagogy. From an Irish perspective, early years research tends to be framed with a sociocultural perspective. This research presents a reinterpretation of play episodes using a Foucauldian lens. It documents a re-imagination of research which was originally concerned with sociodramatic play interventions. The research took place in settings with designated disadvantaged status, in the Republic of Ireland, with children aged 3–6 years. The new reinterpretation of the data outlined in this paper indicates that by adopting an alternative lens, new discourse around power dynamics in play emerges. The reimagining of the data offers new insights into play pedagogy and the ways in which children seek and find power in play episodes. The results are also used to illuminate how educators can work positively with an awareness of power dynamics. The results of the reinterpretation are used to present a challenge to dominant ideologies within the discourse of research in early childhood education.

Service-Learning: A Powerful Pedagogy for Promoting Academic Success Among Students of Color

This article discusses a mixed-methods study that investigated the service-learning experiences of students of color at College of the Holy Cross to better understand how service-learning may be an effective pedagogical tool for reducing cultural dissonance and addressing related achievement gaps. Quantitative data were collected from over 1,500 students who had enrolled in 59 different service-learning classes. In addition, interviews were conducted with 13 students of color who had participated in service-learning. Findings indicated that students’ service-learning experiences paralleled study participants’ descriptions of how they learned most effectively. Furthermore, the findings suggest that service-learning may resonate for students of color because of the way in which (1) it enables students to integrate social responsibility with academics; (2) students of color can personally relate to the course content as well as the people and experiences encountered at service-learning sites; (3) service-learning reduces cultural dissonance by empowering students who are struggling to build confidence and feel that they belong in a highly selective, predominantly White college.

'You could get sick, disgusting': an analysis of alcohol counter-advertisements created by children.

Advertisements are persuasive texts designed to communicate ideas explicitly and implicitly through visual grammar. Counter-advertisements allow students to engage with advertising texts as creators rather than consumers and challenge media messages. Based in critical media literacy theory, this paper explores how elementary students interpret and redesign advertisements to create meaning. This study focused on the messages upper-elementary school students created about alcohol following a 10-lesson alcohol media literacy programme. Text from the counter-advertisements (n = 161) was analysed using discourse analysis. The counter-advertisements were also content analysed for message content, persuasion strategies and production components using a media literacy framework. The content of male-targeted, female-targeted and gender-neutral ads was compared using chi-square analyses. The four main themes identified in the discourse and content analysis were 'vomit', 'sick', 'danger' and 'poison', highlighting an emphasis on short-term consequences of alcohol misuse. Sensory (un)appeal was the most frequently used persuasion strategy, while objects/symbols and colour were the most frequently used production components. The use of these devices differed depending upon the advertisement's target gender. Involving elementary students in the redesign of advertisements is a powerful pedagogy that enables students to demonstrate their understanding of media literacy practices and create health promotion messages.

Stakeholders' viewpoints on work-integrated learning practices in radiography training in South Africa: Towards improvement of practice

PurposeThe aim of this investigation was to suggest practices to improve the delivery of work-integrated learning (WIL) in radiography training in South Africa (SA). MethodsAn extensive survey was conducted among all universities in SA involved in the training of radiography students, to investigate the current delivery of WIL. Data were collected by means of quantitative questionnaires with open-ended qualitative components. The questionnaire was distributed to lecturers (n = 32), clinical supervisors (n = 44) and final-year students in Radiography (n = 146). ResultsThe quantitative (closed questions) and qualitative (open-ended comments) findings from the stakeholders with regard to the improvement of practice in the delivery of WIL in radiography training are presented in this article. The main themes discussed relate to curriculum design for WIL, teaching/learning of WIL, assessment of WIL and management and coordination of WIL. ConclusionWIL is a powerful pedagogy if implemented and managed correctly. The results from this study may enable lecturers in radiography programmes in SA to improve the delivery of WIL in the training of high quality, employable graduates.