“I Could Not Believe That Would Happen”: Challenges and Opportunities in a Critical, Project-Based Clinical Experience

Burke, Kevin J.; Harman, Ruth; Hadley, Heidi Lyn; Mizell, Jason D.

doi:10.1080/1547688x.2017.1407851

Cited by 3 publications

(2 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this paper, we applied a humanities focus to the core elements of PBL. This is not necessarily a new idea; Youth Participatory Action Research (YPAR) similarly blends PBL elements (e.g., sustained inquiry, student voice and choice, multimodal products) with a focus on perspective taking within a local context (Burke et al, 2018). What is unique to this paper, however, is the way PBL and humanities education were implemented in a community in which long standing issues of racial and economic inequality persist today.…”

Section: Discussionmentioning

confidence: 99%

Humanities Education in the U.S. Rural South: Design, Development, and Practice

Walters¹

2021

JAID

View full text Add to dashboard Cite

The purpose of this paper is to present the results of a humanities education project that took place in a middle school in the rural U.S. South. Through a partnership between a state university and local school system, K-12 teachers engaged in two years of professional development on the integration of humanities education into the regular curriculum through project-based learning (PBL). During this project, teachers were required to personally and professionally engage with racial tensions rooted in the history of the local community as they learned to implement their PBL activities. This context is central to the design and implementation of the project as presented in this paper. We detail three learning strategies that emerged and how these were taken up by teachers: the personalization of history, historical perspective taking, and modeling a critical position. We discuss the implications of these strategies for integrating PBL and humanities education in a way that attends to sociocultural-historical contexts. Implications for the practice of learning design in similar contexts are also discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

Humanities Education in the U.S. Rural South: Design, Development, and Practice

Walters¹

2021

JAID

View full text Add to dashboard Cite

show abstract

“…As Stenberg () and, more recently, Burke, Harman, Hadley, & Mizell, () have argued, there is a “tendency to deny embodiment” (Stenberg, , p. 44) in classroom practice, especially in high poverty schools where the body is treated as a potential troublemaker that needs to be kept docile. Indeed, normative school practices tend to relate spontaneous physical activity to unwanted behavior, upholding the all‐too pervasive mind‐body split that renders language and cognition separable from its material expression.…”

Section: Theorizing Embodiment In Systemic Functional Linguisticsmentioning

confidence: 99%