process of learning? Subquestion: What can be learned about the relationship between student and educator from teaching indigenous forms of dance and how can this knowledge be applied to the western educational system? Why are relationships important? A review of the research literature shows that authors have a lot to say about positive relationships with students. Thompson (1998) says, “The most powerful weapon available to secondary teachers who want to foster a favorable learning climate is
effectively speaks to her readers by using the rhetorical strategy of personal narrative, argumentation, and exemplification, in order to call for a “renewal” (29) of teaching method called “engaged pedagogy” (35). By this Hooks means teachers should not merely call on students to participate in class discussion, but also call themselves to be “vulnerable” (49), taking the risk of coupling their points of view, or “confessional narratives” (49), with that of their students, defusing an image of an
A narrative is specified to amuse, to attract, and grasp a reader’s attention. The types of narratives are fictitious, real or unification or both. However, they may consist of folk tale stories, mysteries, science fiction; romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, and personal experience (“Narrative,” 2008). Therefore, narrative text has five shared elements. These are setting, characters, plot, theme, and vocabulary
Diversity Literature Review Teaching children reading skills in a diverse setting is very important. Many teachers have not learned the necessary methods for teaching culturally diverse students. The following articles include reasons why it is important to learn how to teach students in a multicultural setting, and ways that teachers can accomplish this. "Multimedia Shared Stories," was written by Christopher J. Rivera in 2013. Rivera tells the story of a girl named Alba, a Mexican-American
stories on life and treat every counseling session as a learning opportunity to understand and assist my students find solutions to their problems. It is because of this that I do not use the same counseling method for every student, but construct every counseling session to fit the problem that the student is facing. Constructivist therapy echoed my personal philosophy in counseling and allowed me the liberty to incorporate different strategies used in other counseling theories to better assist my
analysis that, narrative methodology has the potential to provide understandings into the active, self-shaping qualities of human thought and the power of stories to create and refashion selves and identities in their multiple guises and different contexts. Rather than reducing people to simply passive recipients of an embodied behaviour and storyline, narratives also have the potential to investigate agency and structure (Goodley, 2004). At the same time, Atkinson (2004) used narrative approaches with
Trauma and Adult Learning Effects of Trauma on Learning Adults experiencing the effects of past or current trauma may display such symptoms as difficulty beginning new tasks, blame, guilt, concern for safety, depression, inability to trust (especially those in power), fear of risk taking, disturbed sleep, eroded self-esteem/confidence, inability to concentrate, or panic attacks (Mojab and McDonald 2001). Some people may manifest no symptoms; at the other end of the spectrum is Posttraumatic
Narrative research is a form of inquiry in which the researcher studies the lives of individuals, through the collection of life stories so as to provide a detailed picture of an individual’s life (Creswell, 2008). In recent years narrative research has become increasingly visible within disability studies (Goodley et al. 2004; Smith & Sparkes, 2005; Todd, 2006). Narrative research is an overarching category for a variety of research practices i.e. autobiographies, biographies, life stories, life
Education, Inc. Padgett, D. (2004). The qualitative research experience. Belmont, CA: Wadsworth/Thomson Learning. Palloff, R. M., & Pratt, K. (2009). Assessing the online learner: resources and strategies for faculty. San Francisco, CA: Jossey-Bass. Riessman, C. K. (2008). Narrative methods for the human sciences. Los Angeles, CA: Sage Publications. Trochim, W., & Donnelly, J. (2008). The research methods knowledge base Mason, OH: Cengage. ISBN: 9781592602919
Definitions Historically, feminist pedagogy has emerged from the women’s movement (Briskin, 1990; hooks, 1994). In this historical context, feminist pedagogy cannot be defined as a mere instructional principle, strategy, or method. Feminist pedagogy is a praxis of social change that is rooted in a concept of education as the practice of freedom (Freire, 1988) from all forms of oppression, violence, domination, discrimination, and phobia. According to Briskin (1990), “The intrinsic link between feminist