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While ungrading is gaining traction within higher education, many teachers still struggle with applying ungrading systems successfully in their classrooms. This article is designed to bridge the gap between an ideological commitment to ungrading and pedagogical praxis by focusing on the ideologies that are embedded in ungrading systems. This represents an important shift from the focus on tools or methods to a focus on the habits of mind necessary to adapt ungrading to individual classrooms. This article claims that one of the key challenges to implementing ungrading stems from attempting to tack alternative assessment onto existing pedagogical frameworks. By utilizing a disability justice approach, the author offers a praxis‐based primer to support educators in shifting their habits of mind to facilitate ungrading. First, the article asks readers to examine their ideological assumptions surrounding classrooms and demonstrates how these ideologies influence and interact with ungrading principles. Next, the article explores how a disability justice framework provides important contextualizing guidance to enacting ungrading ideologies. Finally, it synthesizes key lessons from disability justice theory and localizes them in examples of classroom praxis, demonstrating how a reorientation away from a "best practices" approach to ungrading facilitates successful implementation in the classroom. [ABSTRACT FROM AUTHOR]

For over five years, Chrissy has developed and facilitated “Morals + Murals Hood Tours” of North and West Philadelphia that revere Black and local counter-narratives. In her presence, I was entrusted with such stories that I otherwise could not access. Since then, 2021, I have returned to Philadelphia (Philly) and taken Black-led tours in other locations. While in New Orleans, I learned from Mama Vera. In my hometown, Detroit, I finally met Baba Jamon Jordan during the Black Scroll Network History and Tour. Most recently, I took a solo trip to Portugal, where I learned from Naky during the African Lisbon Tour. My experiences with Chrissy, Mama Vera, Baba Jamon, and Naky, inspire me to question: How do Black storytellers honor, imagine, and amplify Black curricula, revelatory counter-narratives, and possibilities via curated city-based “street” tours? In doing so, how do they participate in glocal (simultaneously local and global) conversations that speak back to anti-Blackness. These wonderings frame my conceptualizing of curbside pedagogy (CP). Through witnessing, I have noticed these elements of CP: • Hearing One’s Own Voice • Summoning Responsibility & Resistance • Grief and Healing • Volume (Space-Making and Space-Taking) • Ujamaa • Decolonial Cartographies • Glocal Black Curricula Hearing One’s Own VoiceSummoning Responsibility & ResistanceGrief and HealingVolume (Space-Making and Space-Taking)UjamaaDecolonial CartographiesGlocal Black Curricula [ABSTRACT FROM AUTHOR]

Knowledge-making in universities is shaped by conventions that neglect and/or suppress less conventional kinds of knowledge that may hold viable solutions to society's problems. Knowledge always has political interests, and close-up research on knowledge-making can liberate marginalized ideas, by exposing how they push against and beyond conventional perspectives and mutations. African feminist theoretical ideas are used to examine three different platforms for knowledge-making: one research project and two courses that were taught. The African feminist praxis is demonstrated through two main processes – reflection and communal knowledge-making – which infuse the methodology and pedagogy of the three platforms. The article shows how they transgress the conventions to bring about inclusive and generative knowledge-making. They provide strategies for future research and teaching experiments, demonstrating ways in which African Feminist ideas can have transformative effects beyond their own margins. [ABSTRACT FROM AUTHOR]

Black feminist theorizing developed outside the formal academy to meet the needs of Black women but did not end there. This review offers entrée to some current "wars" and debates on politics of knowledge about Black feminist theories, concepts, and praxis that have deepened within sociology and increasingly extend into live conference panels, online debates, and legislatures. Shared characteristics within Black feminism include persistent and critical attention to Black women's knowledge production, power, and social change—but there is much more. Drawing on sociology and other disciplines, this review of Black feminism/intersectionality covers families of Black feminisms, disciplinary citation trends, methodological considerations, and tensions around embodiment in claims to Black feminism and intersectionality. In the conclusions, we propose directions to untether conflicts, unsettle wars, and move toward joy and liberation as the struggle continues. A Spanish translation is available online at https://doi.org/10.1146/annurev-soc-030424-062839 [ABSTRACT FROM AUTHOR]

The ACRL Framework for Information Literacy revolutionized information literacy instruction. It asks librarians to instill in students the higher-level skills to navigate the information landscape. Literature establishes the value of shared faculty ownership of information literacy threshold concepts, but it also documents the potential pitfalls of faculty involvement (Franklin, 2013; Julien & Given, 2002; Lechtenberg & Donovan, 2022; Perez-Stable et al., 2020). This article explores one successful partnership, concluding that instructor--librarian collaboration forged around shared histories and structured by codeveloped objectives positively influences students' receptivity to information literacy concepts. As demonstrated by surveys of those enrolled in the course, students' selfawareness of their own mastery increased as they applied threshold skills learned in class. Although data do not allow us to correlate academic achievement to students' survey responses, aggregate results in both academic work and survey responses suggest that these insights led to greater independence for many students. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Praxis is central to political ecology scholarship but replete with tensions and ambiguities. This report explores advancements in praxis across epistemological, methodological, pedagogical, and political dimensions. Praxis in political ecology has benefited from detailed insights drawn from Indigenous, decolonial, postcolonial, feminist, anti-racist, and multi-species scholarship, among others. Attention to praxis allows for enriched research that has the potential to be useful and transformational for marginalized communities and better inform policy-making. Political ecology can remain relevant and meaningful when praxis is foregrounded and reflexively interrogated and performed for both intellectual advancements and radical socio-ecological justice. [ABSTRACT FROM AUTHOR]

Reflective practice is a complex concept to adequately describe, communicate about and, ultimately, teach. Unrelieved tensions about the concept persist within the health professions education (HPE) literature owing to reflection's diverse theoretical history. Tensions extend from the most basic, e.g., what is reflection and what are its contents, to the complex, e.g., how is reflection performed and whether it should be evaluated. Nonetheless, reflection is generally seen as vital to HPE, because it imparts crucial strategies and awareness to learners in their professional practices. In this article, we explore both conceptual and pedagogical dimensions of teaching for reflection. We address the concept of reflection, its application to practice, and how to remain faithful to transformative, critical pedagogy when teaching for it. We present (a) an analysis of two theories of education in HPE: Transformative Learning and Vygotskian Cultural Historical Theory. We (b) outline a pedagogical approach that applies Piotr Gal'perin's SCOBA: schema for the complete orienting basis of an action. We then employ (a) and (b) to provide affordances for developing materials for educational interventions across HPE contexts. [ABSTRACT FROM AUTHOR]

This article launches itself on the following question: how do autonomy, hope and TDICs contribute to the process of education as a human formation? This launch is made from Paulo Freire, in his works "Pedagogy of Autonomy" and "Pedagogy of Hope". This author introduces himself as an educator who, when thinking about the human being, society and their relationships, was engaged in debating education thinking about how to be able to transform it existentially from a praxis engaged in the face of the commitment and participation of all., from the perspective of a liberating education that can cooperate so that the student becomes the subject of his own development, via the construction of autonomy and the action of hope. When working with the triad autonomy-hope-TDIC's (Digital Technologies of Information and Communication) it was possible to make some considerations, the most important being that the future is disputed in the present, so the democratic, progressive, technological, and humanized education that we aim for the future is built in the present. [ABSTRACT FROM AUTHOR]

This essay explores four different versions of visual sociology – and a fifth that centers on their relatedness – that scholar-practitioners frequently have to navigate, acknowledge or otherwise attend to in their own research and teaching. Over the past five decades, the first four became familiar to me through my own engagement in visual sociology, and the fifth emerged while writing this essay. Taken together, these different versions of visual sociology can be perplexing. Passing through them over the course of a somewhat atypical academic career, however, led me recently to rediscover visual sociology once again, not only as a mode of sociological inquiry, but also as a form of recursive praxis that can enrich understanding of culture and social life for both academic and folk communities. [ABSTRACT FROM AUTHOR]

The work of the practitioner voice educator has changed dramatically over the past decade. Inclusive and accessible education and training requirements have made new paradigms essential. It is no longer assumed in UK higher education and conservatory actor training contexts that the student experience will be subordinated to the pedagogical leadership of the tutor. To the contrary. Pedagogical design has increasingly engaged with the idea of re-situating the student/tutor learning dynamic to give value to multiple positions of knowledge in the training studio and to reflect diverse student experiences around race, class, gender, sexuality, and neurodiversity. The work to expose and reflect upon the impact of the re-positioned personal and professional knowledge of both trainer and student in the voice studio, is the focus of this article. The author argues that student interests are best served by practices informed by transparent and intersectional principles of engagement. The author discusses several ways in which to regard the social construction of vocal materiality as a baseline for work in the experiential studio. The account offers a critique of existing voice pedagogy and practice and suggests a theoretical framework by which to develop innovative and socially responsive voice praxis. [ABSTRACT FROM AUTHOR]

Current crises in the food system have amplified and illuminated the need for urgent social change to increase equity and survivability. Global crises such as climate change, environmental degradation, and pandemics increasingly disrupt everyday lives and limit possibilities in the food system. However, the prevalence of these crises has not yet engendered commensurate rethinking on how to address these increasingly evident and desperate social problems. Food and food systems are at the core of survival and food systems issues are deeply intertwined with and inextricable from the structures and operating principles of society itself. Effective and equitable change requires new ways of thinking, ways that are different than those that led to the problems in the first place. This requires identifying, conceptualizing, and addressing social problems through critical inquiry that places social justice at the center in order to render visible and explicit the social injustices in problem causes and consequences, as well as transformative pathways toward social justice. One of the most important domains for this work is that of higher education, an arena in which crucial conceptual thinking can be supported. In this brief article we review why critical pedagogy should be a priority in higher education; discuss critical pedagogy for food systems equity; and illustrate how we apply critical pedagogy in the Food Systems and Society online Master of Science program at Oregon Health & Science University.

Our intention is to share our lived experiences as educators of educators employing Imaginative Education (IE) pedagogy. We aim to illuminate IE’s influence on our students’, and our own, affective alertness, and to leave readers feeling the possibility of this pedagogy for teaching and learning. Inspired by the literary and research praxis of métissage(Chambers et al., 2012; Hasebe-Ludt et al., 2009; Hasebe-Ludt et al., 2010), we offer this polyphonic text as a weaving together of our discrete and collective voices as imaginative teacher educators. Our writing reflects a relational process, one that invites us as writers and colleagues to better understand each other and our practices as IE educators (Hasebe-Ludt et al., 2009). It also allows us to share with other practitioners our struggles, questions, and triumphs as we make sense of our individual and collective praxis: how IE’s theory informs our practice, and how our practice informs our understanding of IE’s theory. This text, like IE’s philosophy, invites heterogeneous possibilities.Notre intention est de partager nos expériences vécues en tant que formateurs et formatrices d’éducateurs et d’éducatrices en employant la pédagogie de l’éducation imaginative. Nous souhaitons illuminer l’influence de l’éducation imaginative sur nos étudiants et nos étudiantes, ainsi que notre propre vigilance affective, et que les lecteurs ressentent la possibilité de cette pédagogie d’enseignement et d’apprentissage. Inspirés par les publications et la praxis de recherche du métissage(Chambers et al, 2012; Hasebe-Ludt et al, 2009; Hasebe-Ludt et al, 2010), nous offrons ce texte polyphonique comme un tissage de nos voix discrètes et collectives en tant que formateurs imaginatifs et formatrices imaginatives d’enseignants et d’enseignantes. Notre texte reflète un processus relationnel qui nous invite, en tant que rédacteurs, rédactrices et collègues, à mieux nous comprendre les uns les autres et à mieux comprendre nos pratiques en tant que formateurs et formatrices en éducation imaginative (Hasebe-Ludt et al, 2009). Il nous permet également de partager avec d’autres praticiens nos luttes, nos questions et nos triomphes alors que nous donnons un sens à notre praxis individuelle et collective : de quelle manière la théorie de l’éducation imaginative informe-t-elle notre pratique et comment notre pratique informe-t-elle notre compréhension de la théorie de l’éducation imaginative. Ce texte, tout comme la philosophie de l’éducation imaginative, invite de nombreuses possibilités hétérogènes.

In recent years, the field of psychology has turned to decoloniality as a potential epistemological standpoint and framework to understand how systems of power reproduce oppression (Fanon, 1963; Fernández, 2018; Maldonado‐Torres, 2016; Quijano, 2000). In classroom and community‐engaged research settings, critical community psychologists, specifically those grounded in a decolonial feminist epistemology (Bell, 2018; Dutta, 2018; Fernandez, 2018; Silva & the Students for Diversity Now, 2018), use this standpoint to analyze how they can co‐create opportunities for decolonial justice. Using testimonios as decolonial method, we reflect on how we resist colonialism within our work, specifically our teaching, research, and practice. Drawing on our lived experiences, which have been rendered unwanted subjects within the field, our testimonios are an example of how we individually and relationally engage decoloniality and decolonization as both praxis and pedagogy. Combined, we illustrate how relational reflective narratives through testimonio can illuminate the field's commitment to decolonial liberation and the dismantling of oppressive systems. [ABSTRACT FROM AUTHOR]

This article is intended as a deconstruction of my (the author's) perspective as a career-changer from comedian and actor to teacher that will deepen teachers' understanding of education beyond the classroom and after the school day. At the time of this article's writing, in my third school year teaching with the New York City Department of Education, it is my opinion that it is growing more and more urgent that we, as educators, do all we can to help shape today's students into responsible leaders to serve tomorrow's communities. During the short period of time we have with our students, we can model the behaviors we wish to see in our communities--not just for us but for future generations. [ABSTRACT FROM AUTHOR]

The article considers current teachers’ participation in educational research in England and whether Stenhouse’s perception that such involvement was necessary to stall the political undermining of democratic teacher professionalism has been addressed. Stenhouse instigated the emergence of the teacher-as-researcher movement, whereby teachers engaged with a process that created knowledge and practice. From 1979, when the Conservative Margret Thatcher became Prime Minister, the increasing dominance of globalised knowledge economies turned knowledge away from being a process into a product. Teacher and student education became controlled and consumed by increasingly competitive educational institutions. Learning became aimed at assuring the attainment of higher grades to increase the country’s economic growth and profit, leading to democratic teacher professionalism being undermined. However, contemporary research by the Organisation for Economic Cooperation and Development has indicated that teacher professionalism should involve teachers in conducting classroom-based individual or collaborative research. In addition, a recent academic inquiry by the British Education Research Association has concluded that teachers as researchers, in both literate and practical terms, will have a positive impact on learner outcomes by developing an education system that has the internal capacity to direct its own progress. At the same time, the Department for Education in England commissioned a two-year study to assess progress towards an evidence-informed teaching system. Taking a systematic literature approach, the present article considers the extent to which current teacher education and practice encourage teacher research as a form of developing pedagogical practice, in other words, praxis, in order to re-establish democratic teacher professionalism in England. It also explores whether there are alternative practices to create the same, or a similar, outcome.

The book presents a new study on the Soviet Union's Higher Art and Technical Studios, known as Vkhutemas, and their pioneering curriculum that has been a source of inspiration for generations of architects, designers, and artists until the present day. The processes of institutionalizing the avant-garde, integrating architecture and science, teaching and praxis are analyzed. The experimental methodology of the pedagogical process is highlighted.

There are three parts to this paper. The first reviews how some existential philosophers have talked about education. The second considers how this has been used by subsequent writers. And the third links all this to the education of psychotherapists. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This special issue is an interdisciplinary collection on intersectionality theory as critical inquiry and praxis. This paper challenges cultural competence models and argues instead for intersectional cultural humility in theory, practice, and teaching. We first provide a brief review of the development of intersectionality theory and future directions for its application. Then, we critique cultural competence models and compare their assumptions to those of intersectional cultural humility. Finally, we demonstrate that intersectional cultural humility aligns critical inquiry with critical praxis, and as such, it is an important and useful framework to guide research, teaching, and practice. [ABSTRACT FROM AUTHOR]

Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As demanded by Argentinian cartoonist Quino's (2014) character Libertad (meaning freedom), the Latin American tradition of Liberation Psychology has explicitly called for a decolonising praxis since the 1970s. Such call has implications for training courses in psychology and other fields related to health and wellbeing, such as psychiatrists or social workers. However, there are various challenges in translating a decolonial rhetoric into concrete practice within the classroom, research and practice placements. This paper presents an account of experience and dialogues between two liberatory and critical community psychology educators in universities from the UK and Ecuador. Based on an international participatory roundtable on decolonisation and a pedagogical exchange between their students, the authors discuss the limitations and possibilities of engaging in a 'new praxis' that is both decolonial and liberatory. [ABSTRACT FROM AUTHOR]

This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students' perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant. [ABSTRACT FROM AUTHOR]

Pinto Escamilla, Rodrigo José, sj. Alfonso Ibáñez and Liberating Pedagogical Praxis. The objective of this article is to link two facets of Alfonso Ibáñez Izquierdo's career, his work as author and as professor, by relating his way of teaching with some of the ideas discussed in his written works. First, one experience is presented in order to exemplify Ibáñez's educational pedagogy and its apparent disconnection from his writings; then, theoretical ties are proposed from different re-readings that Ibáñez made of Marx, Castoria- dis and Nietzsche in order to understand the pedagogical foundations of his written works, which reveal a shift from a vision of revolutionary pedagogy to a pedagogical praxis based on autonomy. [ABSTRACT FROM AUTHOR]

Copyright of Quaestiones Disputatae is the property of Universidad Santo Tomas, Seccional Tunja and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Critical management education typically assumes that management courses that emphasize critical reflection—that is, courses that critique problematic systems and structures, and ask students to dialogue about and actively reflect upon these critiques—will foster student transformation. In contrast, critical theory typically suggests that transformation requires praxis, that is, critical reflection plus practical action where students enact their new knowledge in their everyday lives. We empirically test these assumptions by measuring student transformation in management classes that emphasize critical reflection and in other classes that emphasize praxis. We find no significant differences in three measures of student transformation in classes where only critical reflection is emphasized, but significant differences in all three measures when praxis is emphasized. In a content analysis of student praxis assignments, we find further evidence of the link between praxis and student transformation. Specifically, the majority of students value praxis, describe changes in their self-understanding/consciousness thanks to assignments that emphasize praxis, and plan to continue new behaviors that address concerns raised by critiques of problematic systems and structures. Finally, we find that the greater a student's self-described effect of praxis, the greater that student's transformation. Taken together, the results suggest that the practical application dimension of praxis is a key "missing ingredient" in the teaching of business ethics as students move from (merely) critically reflecting on ethical issues, to actually becoming transformed by their knowledge. [ABSTRACT FROM AUTHOR]

The UK subject benchmark statement states that 'Creative Writing [C.W.] is a diverse and still developing subject [...] underpinned by a growing body of research and pedagogical thinking' (QAA 2016, ) and as such writers who teach, and teachers who write, are actively engaging in reflective practice to try to bridge the gap between what has previously been viewed as a solitary and perhaps 'mysterious' practice, and what is now demanded in terms of theoretical and critical knowledge of that practice by students. As a writer and teacher of writing, I have become aware of similarities between Problem Based Learning (P.B.L.) and the praxis approach I use. Seeking out literature on this connection, however, has revealed that while many other disciplines (English/History/Sociology) are using C.W. as a P.B.L. tool, it is little discussed within the subject itself. This study is the first tentative stage in a wider consideration of whether openly exploring creative writing acts and actions as a series of problem-solving exercises can help students further understand their own creative practice, and develop not only their creative work but also their ability to reflect and analyse their practice through academic research. [ABSTRACT FROM AUTHOR]

The Girls Do Sport (GDS) project was a smallscale yet innovative pedagogical approach to journalism learning and teaching recognising the need for students to engage in professional practice in a dynamic, real-life setting. This was intended to prepare them for a career in the media while offering the opportunity to engage in meaningful discussion around gender representation. Larrondo and Rivero (2016) suggest 'gender mainstreaming' into journalism education is essential in recognising women's role in the media and responding to concerns over inequality. The GDS project aimed to go beyond this by engaging with male sports journalism students about how they view women's sport. We believe in the transformative power of active learning and treating our students as individuals - partners and potential leaders in their fields and professions - and GDS allowed students to grow in ability and confidence. It provided students with industry-relevant skills and facilitated a 'gender mainstreaming' ethos for students and teaching colleagues to challenge, enhance and develop their own professional practice and skills in this regard. [ABSTRACT FROM AUTHOR]

In this conceptual article, the authors examine the context of early childhood education and care in England and the underpinning predominant ideologies to explore how these impact on the framing of leadership. The English context entails several contradictions (antinomies) at ontological, epistemological and axiological levels, and is heavily influenced by an ideological struggle concerning the value of play within the sector as opposed to a climate of child performativity. Moreover, the predominately female workforce (a factor itself) has faced relentless changes in terms of qualifications and curriculum reforms in recent years. With the introduction of the graduate leader qualification (Early Years Teacher Status), a vast body of research has been seeking to conceptualise what leadership means for early childhood education and care. In this article, the authors argue that these attempts are helpful and contribute to this discourse of leadership, but it needs to be thought of not only abstractly, but also practically. Thus, the authors conclude, the (re)conceptualisation of leadership should locate it as pedagogical praxis after evaluating the inherent deep dispositions of leaders in conjunction with their history, surrounding culture and subjective perspectives/realities. [ABSTRACT FROM AUTHOR]

We address the praxis of writing a family theories textbook in the contemporary context of teaching and learning with digital natives. We examine how a feminist, critical, and intersectional perspective on the diverse nature of family experience guided our choices of the classic and emerging theoretical, empirical, and practical exemplars we included. We also address the challenges in writing about the esoteric topic of family theories, including the increasingly prolific scholarship of family theorizing and the need to keep pace with our multimedia‐savvy students. [ABSTRACT FROM AUTHOR]