EDITORIAL Zachary A. Casey: Sustaining and (Re)Creating Hope ARTICLES Ninnie Andersson: Teacher’s Conceptions of Quality in Dance Education Expressed through Grade Conferences Chetan Sinha: Post-formalist Explanation of Academic... more
EDITORIAL
Zachary A. Casey: Sustaining and (Re)Creating Hope
ARTICLES
Ninnie Andersson: Teacher’s Conceptions of Quality in Dance Education Expressed through Grade Conferences
Chetan Sinha: Post-formalist Explanation of Academic Achievement: Exploring the Contribution of John Ogbu and Joe Kincheloe
Dragana Pavlović Breneselović, Živka Krnjaja: Discourses on Gender in Early Childhood Education and Care (ECEC) Setting: Equal in Being Discriminated
Effie Maclellan: Agents Pedagogical: Bootstrapping Reflexive Practice through the Psychological Resources of Self-agency
Carol Thompson, Michael Kleine: Using Literature to Explore Interpersonal Theory: Representation of Rhetorical Objectification and Oppression
REVIEWS
Bühler-Niederberger, Doris: Lebensphase Kindheit. Theoretische Ansätze, Akteure und Handlungsräume.
Wyness, Michael: Childhood and Society
(Anna Fangmeyer)
Zachary A. Casey: Sustaining and (Re)Creating Hope
ARTICLES
Ninnie Andersson: Teacher’s Conceptions of Quality in Dance Education Expressed through Grade Conferences
Chetan Sinha: Post-formalist Explanation of Academic Achievement: Exploring the Contribution of John Ogbu and Joe Kincheloe
Dragana Pavlović Breneselović, Živka Krnjaja: Discourses on Gender in Early Childhood Education and Care (ECEC) Setting: Equal in Being Discriminated
Effie Maclellan: Agents Pedagogical: Bootstrapping Reflexive Practice through the Psychological Resources of Self-agency
Carol Thompson, Michael Kleine: Using Literature to Explore Interpersonal Theory: Representation of Rhetorical Objectification and Oppression
REVIEWS
Bühler-Niederberger, Doris: Lebensphase Kindheit. Theoretische Ansätze, Akteure und Handlungsräume.
Wyness, Michael: Childhood and Society
(Anna Fangmeyer)
Research Interests: Interpersonal Communication, Reflective Practice, Educational Psychology, Early Childhood Education, Self-Determination Theory, and 29 moreAcademic Writing, Self-Efficacy, Reflective practice in education, Objectification Theory, Gender Discourse, Communication Theory, Literature in Education, Gender and education, Dance Education, Feminist Pedagogy (Women s Studies), Communication Theories, Early Childhood, Self-regulation, Research with Children, Reflective Teaching, Communications Theory, Academic achievement, Reflexive practice, Critical Communication Pedagogy, Gender and Education, Psychology and Education, Feminist Pedagogy, Education and Psychology, Epistemic Agency, Communication Pedagogy, Reflective Practices, Literature education, Gender and Equity In Education, and Academic Acheivement
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Two professors at the University of Arkansas at Little Rock co-taught an interdisciplinary course in speaking and writing dialogically, that is, without lecture. Given that many learning environments include large enrollments and online... more
Two professors at the University of Arkansas at Little Rock co-taught an interdisciplinary course in speaking and writing dialogically, that is, without lecture. Given that many learning environments include large enrollments and online instruction, both of which often foster an impersonal atmosphere, it seemed that dialogic instruction might significantly counter what we believe to be a distressing trend. We, the instructors, worked to create a positive social world in the classroom (guided by the theory of the Coordinated Management of Meaning) and to foster deep learning. We also endeavored to apply some of the principles Paulo Freire advanced in Pedagogy of the Oppressed. Outcomes were better than expected. Students moved deeply into the assigned readings. Both speaking and writing improved markedly and in relationship with each other. We share our explanation of this work concerning dialogical pedagogy in writing that is itself dialogical.
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This essay explains pedagogical experiment at the University of Arkansas at Little Rock using a piece of literature as a case study to examine interpersonal-communication concepts and to emphasize a course theme of objectification of... more
This essay explains pedagogical experiment at the University of Arkansas at Little Rock using a piece of literature as a case study to examine interpersonal-communication concepts and to emphasize a course theme of objectification of other human beings. The course, entitled Rhetoric and Communication, has two co-instructors. One instructor is from Rhetoric and Writing, the other is from Communication. This essay reviews the course they teach, along with the readings they require, and it selects The Metamorphosis by Franz Kafka, to illustrate how interpersonal themes play out in a literary text and how objectification thwarts deeply personal values. Initially, the essay summarizes key interpersonal concepts (schema theory, coordinated management of meaning, the work of Martin Buber, and Knapp’s work on relationship stages). It then considers students’ work as they produce a “filtered” summary, a summary that endeavors to apply the interpersonal concepts being studied to Kafka’s work....