23 Matching Annotations
  1. Last 7 days
    1. Whenever I read about the various ideas, I feel like I do not necessarily belong. Thinking about my practice, I never quite feel that it is deliberate enough.

      https://readwriterespond.com/2022/11/commonplace-book-a-verb-or-a-noun/

      Sometimes the root question is "what to I want to do this for?" Having an underlying reason can be hugely motivating.

      Are you collecting examples of things for students? (seeing examples can be incredibly powerful, especially for defining spaces) for yourself? Are you using them for exploring a particular space? To clarify your thinking/thought process? To think more critically? To write an article, blog, or book? To make videos or other content?

      Your own website is a version of many of these things in itself. You read, you collect, you write, you interlink ideas and expand on them. You're doing it much more naturally than you think.


      I find that having an idea of the broader space, what various practices look like, and use cases for them provides me a lot more flexibility for what may work or not work for my particular use case. I can then pick and choose for what suits me best, knowing that I don't have to spend as much time and effort experimenting to invent a system from scratch but can evolve something pre-existing to suit my current needs best.

      It's like learning to cook. There are thousands of methods (not even counting cuisine specific portions) for cooking a variety of meals. Knowing what these are and their outcomes can be incredibly helpful for creatively coming up with new meals. By analogy students are often only learning to heat water to boil an egg, but with some additional techniques they can bake complicated French pâtissier. Often if you know a handful of cooking methods you can go much further and farther using combinations of techniques and ingredients.

      What I'm looking for in the reading, note taking, and creation space is a baseline version of Peter Hertzmann's 50 Ways to Cook a Carrot combined with Michael Ruhlman's Ratio: The Simple Codes Behind the Craft of Everyday Cooking. Generally cooking is seen as an overly complex and difficult topic, something that is emphasized on most aspirational cooking shows. But cooking schools break the material down into small pieces which makes the processes much easier and more broadly applicable. Once you've got these building blocks mastered, you can be much more creative with what you can create.

      How can we combine these small building blocks of reading and note taking practices for students in the 4th - 8th grades so that they can begin to leverage them in high school and certainly by college? Is there a way to frame them within teaching rhetoric and critical thinking to improve not only learning outcomes, but to improve lifelong learning and thinking?

  2. Oct 2022
    1. Leopold von Ranke (German: [fɔn ˈʁaŋkə]; 21 December 1795 – 23 May 1886) was a German historian and a founder of modern source-based history.[3][4] According to Caroline Hoefferle, "Ranke was probably the most important historian to shape [the] historical profession as it emerged in Europe and the United States in the late 19th century".[5] He was able to implement the seminar teaching method in his classroom and focused on archival research and the analysis of historical documents. Building on the methods of the Göttingen School of History,[6] he was the first to establish a historical seminar. Ranke set the standards for much of later historical writing, introducing such ideas as reliance on primary sources (empiricism), an emphasis on narrative history and especially international politics (Außenpolitik). Ranke also had a great influence on Western historiography. He was ennobled in 1865, with the addition of a "von" to his name.
  3. Jun 2022
    1. Get a copy of Critical Digital Pedagogy: A Collection

      I can't help but wonder at the direct link here to Amazon with an affiliate link. I won't fault them completely for it, but for a site that is so critical of the ills of educational technology, and care for their students and community, the exposure to surveillance capitalism expressed here seems to go beyond their own pale. I would have expected more care here.

      Surely there are other platforms that this volume is available from?

    1. https://hybridpedagogy.org/ethical-online-learning/

      An interesting perspective on ethical and supportive online learning. More questions and explorations than answers, but then framing is a majority of the battle.

      I'm generally in agreement with much of the discussion here.

      This was a fabulous piece for "thinking against". Thanks Sean Michael Morris, and Lora Taub.

      I definitely got far more out of it by reading and annotating than I ever would in its original keynote presentation version.

  4. Nov 2021
  5. Sep 2021
    1. Critical pedagogy, among other things, borrows its ‘critical lens’ from the critical theory. It views society as divided and hierarchical (i.e. based on power relations); and education as a tool used by dominant groups to legitimise the iniquitous arrangement. By enabling the oppressed to look at the oppressor’s ideologies critically, it believes, education can assist them in ridding themselves of their ‘false consciousness’ – an important step, as we will see later, in their struggle for liberation. As is apparent, contrary to traditional claims of the ‘neutrality’ of education, “critical pedagogy views all education theory as intimately linked to ideologies shaped by power, politics, history and culture.” (Darder 1991, p. 77) And the primary function of the critical pedagogue is thus “to empower the powerless and transform those conditions which perpetuate human injustice and inequity.” (McLaren, 1988) – a concern that it shares with critical theory.8

      Critical Pedagogy (CP):

      • Sees society as divided into a hierarchy based on power relations.
      • Education is used as a tool by the dominant to uphold the hierarchy.
      • Education can also be used by the oppressed to rid themselves of false consciousness.
      • CP does not think any education is neutral. All education is shaped by power, politics, history, and culture.
      • CP can empower the powerless to change the power structures.
  6. Aug 2021
    1. The Attack on "Critical Race Theory": What's Going on?

      https://www.youtube.com/watch?v=P35YrabkpGk

      Lately, a lot of people have been very upset about “critical race theory.” Back in September 2020, the former president directed federal agencies to cut funding for training programs that refer to “white privilege” or “critical race theory, declaring such programs “un-American propaganda” and “a sickness that cannot be allowed to continue.” In the last few months, at least eight states have passed legislation banning the teaching of CRT in schools and some 20 more have similar bills in the pipeline or plans to introduce them. What’s going on?

      Join us for a conversation that situates the current battle about “critical race theory” in the context of a much longer war over the relationship between our racial present and racial past, and the role of culture, institutions, laws, policies and “systems” in shaping both. As members of families and communities, as adults in the lives of the children who will have to live with the consequences of these struggles, how do we understand what's at stake and how we can usefully weigh in?

      Hosts: Melissa Giraud & Andrew Grant-Thomas

      Guests: Shee Covarrubias, Kerry-Ann Escayg,

      Some core ideas of critical race theory:

      • racial realism
        • racism is normal
      • interest convergence
        • racial equity only occurs when white self interest is being considered (Brown v. Board of Education as an example to portray US in a better light with respect to the Cold War)
      • Whiteness as property
        • Cheryl Harris' work
        • White people have privilege in the law
        • myth of meritocracy
      • Intersectionality

      People would rather be spoon fed rather than do the work themselves. Sadly this is being encouraged in the media.

      Short summary of CRT: How laws have been written to institutionalize racism.

      Culturally Responsive Teaching (also has the initials CRT).

      KAE tries to use an anti-racist critical pedagogy in her teaching.

      SC: Story about a book Something Happened in Our Town (book).

      • Law enforcement got upset and the school district
      • Response video of threat, intimidation, emotional blackmail by local sheriff's department.
      • Intent versus impact - the superintendent may not have had a bad intent when providing an apology, but the impact was painful

      It's not really a battle about or against CRT, it's an attempt to further whitewash American history. (synopsis of SC)

      What are you afraid of?

  7. Aug 2020
  8. Jul 2020
    1. The word “pedagogy,” as we use it, defines the work of education at the intersection of theory and practice — the act of teaching that derives from reflection and which inspires reflection again. Pedagogy is both where “critical” and “digital” terminate, and also the whole terrain of teaching.

      I agree with this. Creating divisions on how pedagogy relates to one age group over another takes away from the key developments around education and pedagogy, and creates a slightly more disconnected, disjointed field for education. Good education and educational practices are just that - the subject or age specificity can distract from otherwise good practices and theories that can and often do transcend the disciplines.

  9. Jun 2020
  10. Aug 2019
    1. Its aim is producing students who can think critically, be considerate of others, take risks, think dangerously and imagine a future that extends and deepens what it means to be an engaged citizen capable of living in a substantive democracy.

      What does Giroux's "be considerate of others" look and feel like in practice? How is it related to the problematic calls for civility?

  11. Nov 2018
  12. Oct 2018
    1. For those of us on the frontline of K-12 teaching, “education as the practice of freedom” requires forthright discussion and action regarding subjects that are messy (at least in terms of their challenge to the agreed narrative and the cultural status quo) and this messiness can potentially make people uncomfortable, confused, upset, angry, and even potentially confrontational or worse, violent. Administrators and teachers and colleagues generally do not want to embrace the concept of education as the practice of freedom if it means rocking the boat too much.
    2. Dissimilarly, in Teaching to Transgress, bell hooks urges teachers to contemplate “Education as the practice of freedom” as their point of departure for praxis. A phrase originating from the work of Paulo Freire, hooks writes that “education as the practice of freedom” will come easiest “to those of us…who believe that our work is not merely to share information, but to share in the intellectual and spiritual growth of our students. To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin.” Transgressive education and disruptive thinking therefore begin with the soul, and not the prospective career opportunities, of students.
  13. Mar 2018
  14. Nov 2017
  15. Jul 2017
  16. Feb 2017
    1. As an ethical and political practice, a public pedagogy of wakefulness rejects modes of education removed from political or social concerns, divorced from history and matters of injury and injustice. Said’s notion of a pedagogy of wakefulness includes “lifting complex ideas into the public space,” recognizing human injury inside and outside of the academy, and using theory as a form of criticism to change things.[xxv] This is a pedagogy in which academics are neither afraid of controversy or the willingness to make connections that are otherwise hidden, nor are they afraid of making clear the connection between private issues and broader elements of society’s problems.
  17. May 2016
  18. Apr 2016
    1. Education is no longer viewed as a public good but a private right, just as critical thinking is devalued as a fundamental necessity for creating an engaged and socially responsible populace.

  19. Mar 2016
    1. and I must always let that stirring call me to critical practice in my teaching.

      Being stirred, being called - these require being open, permeable and thus, vulnerable. This is where we lay aside our armor of credibility and create space for the unknown, unanticipated to enter. This is emotional work and for many of us, scary work. There are many reasons for academia to cloak itself in layer upon layer of credibility, rigor and firm hierarchies. To suggest that love inspires you to be in fact more critical in your practice, defies the logic of the academy. This is part of what I find so compelling here: turning established assumptions on their heads. I have more to say about callings but will save for another space & occasion. (But Gregg Levoy, Callings. 1999.)