Teaching Community, Praxis, and Courage: A Foundations Pedagogy of Hope and Humanization

Renner, Adam

doi:10.1080/00131940802527209

Cited by 31 publications

(10 citation statements)

References 10 publications

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“…It is rather taken for granted, and often refers to a sense of unity and kinship at class or school level. Research has shown that this "internal" solidarity can evolve by developing communication forms that facilitate cooperation (Roth & Tobin, 2010), strengthening the relations between the students (Beaty-O'Ferrall & Johnson, 2010;Olitsky, 2011), or by the class acting as agents of change in the local community (Beckett, Glass, & Moreno, 2012;Boscardin & Jacobson, 1997;Renner, 2009). Gallay, Flanagan, & Duo (2011) showed that students' sense of solidarity with their classmates might have a decisive impact on their view of the world.…”

Section: Teaching Solidaritymentioning

confidence: 99%

In school we have not time for the future: voices of Swedish upper secondary school students about solidarity and the future

Torbjörnsson

Molin

2015

International Research in Geographical and Environmental Educat

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The present article presents results obtained from a survey focusing on attitudes to solidarity among upper secondary school students. A relation between positive attitudes to solidarity and future-orientation was evident. The survey results were reinforced by a second study, exploring how students in the Swedish upper secondary school perceived the value solidarity, and whether the future-dimension was reflected in teaching. Twenty-two third-year students attending theoretical and vocational programmes at five upper secondary schools were interviewed. After coding and transcribing, a thematic analysis was performed, categorizing the interview responses into sub-themes, representing different aspects of solidarity and future-orientation. The analysis revealed that these students were not acquainted with solidarity as a concept. In the cases solidarity had been brought up at all in class, the students primarily contemplated it in a historical context. Notwithstanding, several students expressed a definite ambition and readiness to act in a solidary manner in order to contribute to improved social and ecological justice, also in relation to future generations. The interviews furthermore disclosed that teaching rarely had included the future-dimension; the students considered the future to be an individual rather than a shared challenge. In terms of resolving future challenges, such as the climate threat, their confidence in natural scientists and technologists was high, but few students conveyed trust in politicians, or believed that school, teachers, and students would take on an active role. Conclusively, activating the future-dimension in the Education for Sustainable Development (ESD) might be a means to ameliorate the preconditions for youths' environmental moral learning.

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Section: Teaching Solidaritymentioning

confidence: 99%

In school we have not time for the future: voices of Swedish upper secondary school students about solidarity and the future

Torbjörnsson

Molin

2015

International Research in Geographical and Environmental Educat

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“…Finding space within schooling to advocate for social justice is difficult. Unlike disparate readings and lecture, experiential learning requires preservice practitioners the opportunity to Downloaded by [University of Nebraska, Lincoln] at 15:45 10 April 2015 engage the community critically and self-examine their own pedagogical beliefs (Palmer, 1998;Renner, 2009). As Renner and Brown (2006) noted, developing experience-based connections means classrooms "become local communities of critical production and resistance" (p. 22).…”

Section: Developing a Courageous Social-justice Orientation To Teachmentioning

confidence: 95%

It Takes Courage: Fostering the Development of Critical, Social Justice-Oriented Teachers Using Museum and Project-Based Instruction

Coffey

Fitchett

Farinde

2015

Action in Teacher Education

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Through course readings, museum visits, focus group discussions, and reflections on clinical observation experiences, preservice teachers developed a fictitious educational setting (Courage High School) that incorporates critical, social justice practices and privileges the experiences and cultural backgrounds of all K-12 students. Participants presented a model for this school and how it would benefit specific student needs. From our classroom experiences, the authors developed recommendations for how future educators problematized ideas of courage, race, and diversity in developing Courage High School. The authors suggest that using museums as experiential pedagogical tools and offering authentic learning opportunities can encourage a critical, social justice orientation to teaching and may inspire future teachers to enact courage in their teaching practice.

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“…More specific to our field, as Adam Renner (2009) suggests, I think the social foundations, in our commitments to issues of democratic education, engaged pedagogy, and social justice, "can provide a liberatory space through which hopeful possibilities can be relearned discursively, authentically, and actively" (76). We provide this space through modeling community building and productive dialogue HYTTEN across difference, seeking the good in others, engaging in social and educational change efforts, and studying the progressive educational projects that are happening around us.…”

Section: Hope Community Building and Aesamentioning

confidence: 98%

AESA 2009 Presidential Address Cultivating Hope and Building Community: Reflections on Social Justice Activism in Educational Studies

Hytten¹

2010

Educational Studies

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Teaching Community, Praxis, and Courage: A Foundations Pedagogy of Hope and Humanization

Cited by 31 publications

References 10 publications

In school we have not time for the future: voices of Swedish upper secondary school students about solidarity and the future

In school we have not time for the future: voices of Swedish upper secondary school students about solidarity and the future

It Takes Courage: Fostering the Development of Critical, Social Justice-Oriented Teachers Using Museum and Project-Based Instruction

AESA 2009 Presidential Address Cultivating Hope and Building Community: Reflections on Social Justice Activism in Educational Studies

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