Co-teaching has been proposed as a lever for fostering pedagogical change and has key attributes of a successful change strategy, but does research indicate co-teaching effectively shifts instructional practices? This essay, written with a few audiences in mind, reviews existing evidence, extracts recommendations, and lays out future directions.
When Maryknoll missionaries arrived in rural highland Guatemala in the 1940s, they were baffled by local justifications for syncretic and unorthodox religious practices. Locals cited their own small libraries of religious and liturgical music manuscripts—compiled locally in the late sixteenth and early seventeenth centuries—in arguing that their practice was theologically sound and that it was instead the missionaries who were spreading heretical practices. Based on research at the Maryknoll Missionary Archive, I trace twentieth-century musical and religious practices drawing from these colonial-era music books, and I examine the precarity of Indigenous ownership over culturally hybrid practices and how embodiment intersects with notions of hybridity.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.