A Modest Proposal for A Pedagogy of Alienation

Tolbert, Sara; Azarmandi, Mahdis; Brown, Cheryl

doi:10.1007/978-3-030-97262-2_10

Cited by 6 publications

(3 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Part of our thinking was to create a space for us to learn together and share knowledge in a context where, as a result of the pandemic, but also in the context of a neoliberal university, opportunities for meaningful dialogue about our experiences and practices as educators were limited. We saw this collaboration with faculty across campus as one significant way to overcome our feelings of isolation and alienation through non-hierarchical opportunities to think together (Tolbert, Azarmandi & Brown, 2022). True to the un-conference approach the agenda was emerging.…”

Section: Methodsmentioning

confidence: 99%

Co-Constructing A Praxis for Critical Pedagogies of Care in Postdigital Tertiary Education

Brown,

Tolbert

2024

NLC

View full text Add to dashboard Cite

Like others in 2020, we found ourselves grappling with the sudden shift to fully online teaching and learning during COVID19 and the very pronounced negative impact of the sudden shift on students and faculty alike (Authors and colleague, 2022). In Aotearoa New Zealand emerging research revealed how tertiary students’ experiences of online learning during COVID19 were characterized by stress and anxiety, compounded by difficulties in communication between students, instructors, and support staff as well as by loss of income and limited access to campus resources. These challenges were even more pronounced among already marginalized students, such as Māori tertiary students. Simultaneously, messaging from ‘managers’ in our neoliberal university context was increasingly about ‘pastoral care for students,’ a message which we struggled to make sense of given the nature of the very real socio-political challenges our students faced. Confronting the uncertainties of COVID and related future crises we set out to explore how we could better plan for and accommodate increased flexibility and adaptability in instruction that is responsive to both students and current social contexts–given that, a) throughout the COVID19 pandemic, students and instructors were frequently absent due to illness even when on campus instruction resumed in New Zealand, and b) periodic lockdowns were part of the COVID19 management strategy in NZ, which meant sudden shifts to fully online instruction throughout the 2020-2022 academic years. Our premise was that the crisis required thoughtful deliberation on how we, as tertiary educators, might collectively address such a significant global challenge in our local context. We (authors) applied for and were awarded a 2-year leadership in teaching fellowship, a new fellowship program that aimed to support faculty innovation in teaching. The fellowship allowed us time to slow down and interrogate our approach to postdigital education during the period of Covid19, as well as beyond it. We sought out to ask critical questions of ourselves, such as those related to the form/manner in which we were using digital tools, what was meant by ‘pastoral care’ for students and what that should/could look like in postdigital pandemic times, questioning the discourses and aspirations around a post-pandemic ‘return to normal’.

show abstract

Section: Methodsmentioning

confidence: 99%

Co-Constructing A Praxis for Critical Pedagogies of Care in Postdigital Tertiary Education

Brown,

Tolbert

2024

NLC

View full text Add to dashboard Cite

show abstract

“… Hibrit öğrenme ve Teknolojinin Kullanımında Süreklilik: Acil uzaktan öğretimin esnetildiği pandeminin son dönemlerinde öğrencilerin hem yüz yüze hem de çevrimiçi derslere katıldıkları hibrit veya karma öğrenme modellerine geçişle birlikte, bazı öğrenciler bu yeni formata uyum sağlamakta zorlanmış ve adapte olamamıştır (Tolbert, Azarmandi & Brown, 2022;Trotter & Qureshi, 2023). Diğer bir deyişle, yüz yüze öğrenmeye geri dönüşe rağmen, birçok okul öğrenme sürecine teknolojiyi dahil etmeye devam etmektedir.…”

Section: Covid-19 Pandemisi Sürecinin Eğitimde Yabancılaşma Perspekti...unclassified

Acil Uzaktan Öğretimin Ardından Eğitime Yabancılaşma: Öğretmen Adaylarının Çevrimiçi Eğitim Üzerine Anlatıları

Mıhcı,

Taçgın

2024

Bayburt Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

Eğitime yabancılaşma, öğrenme süreci yahut müfredat veya okul gibi yapılardan kopmuş hissetme durumunu ifade eder. Bu çalışmanın amacı, öğretmen adaylarının anlatıları perspektifinden COVID-19 pandemisi sırasında yaşanan acil uzaktan öğrenme deneyimini betimlemeye çalışmak ve gerek bu süreçte gerekse bu sürecin adından okullaşmaya karşı yaşanan yabancılaşma hissi çerçevesinden yorumlamaktır. 190 öğrenci katılımıyla gerçekleştirilen çalışmada; öğretmen adayları acil uzaktan eğitim sürecine dair anlatılarında olumlu hislere yer vermiş olsalar da, yoğun olarak olumsuz hisler aktarmıştır. Yabancılaşma puanı yüksek öğrencilerin uzaktan eğitim sürecinde derslere devam etmediği anlaşılmıştır. Acil uzaktan öğretim sürecinin yabancılaşmış öğrenciler için eğitimden bir kopuş teşkil ettiği, yüz yüze eğitime dönüşün bu kopuş halinin ortadan kaldırılması için önemli bir fırsat sunmasına rağmen, öğrenci yurdundaki olumsuz koşullar ve aktif öğrenme yöntemlerinin uygulamaya konmasındansa derslerin PowerPoint slaytları üzerinden okunarak işlenmesi gibi durumların olumsuz tabloya katkıda bulunduğu görülmüştür.

show abstract

“…What has sustained me in this difficult and often disheartening work, despite feeling frustrated by the enormity of the systemic challenges we face in schooling and teacher education, has been building coalitions, such as the aforementioned ESJ committee, and helping establish the Science Educators for Equity, Diversity, and Social Justice research organization-in essence, always "thinking like a movement" (Bharath, 2018) with other teacher educators, academics, and community members teachers (Tolbert et al, 2019). These coalitions were fueled initially by a sense of alienation, of being a lone wolf, but I have since come to realize that that feeling of being a lone wolf can be an impetus for transformative change (Tolbert et al, 2022). It is through the coalitions and solidarities that arose from that feeling that I and my like-minded colleagues have been able to effectively resist the politics of domestication (Rodriguez, 2006) working to steer us toward conformity and "playing it safe" in science education, higher education, and in K-12 schooling.…”

Section: Critical Autoethnographymentioning

confidence: 99%

Investigating science teacher educator identity through the politics of domestication and critical positional praxis

Rodriguez,

Tolbert,

Mark

2023

J Res Sci Teach

Self Cite

View full text Add to dashboard Cite

The focus on identity in the field of teaching and learning continues to grow, especially when it concerns equitable outcomes for students. While most attention is placed on students' identities and increasingly those of teachers, lesser addressed are the identities of the teacher educators and researchers broaching the issue of identity. Additionally, identity research is not often linked to relationships between self, others, and transformative action. We recognize these as gaps to be addressed and offer critical positional praxis (CPP) as a response. CPP is the public manifestation of the insights gained through our sense of identity and reflexivity. More specifically, CPP is the actions (or inactions) that express who we are in response to an event in any given social context—especially oppressive ones. In this article, we draw from our own critical autoethnographies, as a context for putting CPP into practice in identity research. Our collective analysis of these critical autoethnographies revealed how our identity development was inseparable from the ways in which we have each resisted the politics of domestication. Our autoethnographies further point to the role of dissent as central to our experiences of becoming critical science teacher educators committed to equity, diversity, and anti‐racism in education. We draw from this analysis to offer recommendations for how identity and positionality can move beyond theoretical constructs toward transformative personal and collective change in science education.

show abstract

A Modest Proposal for A Pedagogy of Alienation

Cited by 6 publications

References 21 publications

Co-Constructing A Praxis for Critical Pedagogies of Care in Postdigital Tertiary Education

Co-Constructing A Praxis for Critical Pedagogies of Care in Postdigital Tertiary Education

Acil Uzaktan Öğretimin Ardından Eğitime Yabancılaşma: Öğretmen Adaylarının Çevrimiçi Eğitim Üzerine Anlatıları

Investigating science teacher educator identity through the politics of domestication and critical positional praxis

Contact Info

Product

Resources

About