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Visible on Our Own Terms

Evoking Girlhood Self-Images Through Photographic Self-Study

Rosalind Hampton and Rachel Desjourdy

Photographic self-study can promote professional growth and deepen analysis of how girlhood experiences such as those related to ability, class, gender, and race are conditioned by and inform our multiple, shifting identities as women. This article presents excerpts from three women's experiences of photographic self-study, highlighting the possibilities of this method as a malleable, feminist approach to critical reflexive practice. Our stories demonstrate how a creative process of self-interpretation, self-representation, and self-knowing can draw oppressive categories of self-identification-carried from girlhood-to the surface and expose them to critique and deconstruction.

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Ethan Lowenstein

This article seeks to build on current and emerging conceptions of teacher expertise as they relate to education for civic engagement and social awareness in the university classroom context. I explore the notion of teaching tensions between vulnerability and authority, authenticity and distance, safety and challenge, disclosure and neutrality, and social transformation as against individual agency. I argue that these tensions and the teacher decision-making processes involved in their navigation can add to university instructors' capacity to reflect on and evaluate curriculum design decisions when aiming to impact student social and civic identity development. I examine teaching tensions and their dynamic interaction through a self-study of my own teaching and of involving the students in a structured academic service-learning partnership with school pupils in a social studies methods course for pre-service teachers in the United States.

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Creating a reflective space in higher education

The case of a Swedish course for professional principals

Katina Thelin

participants to engage in such practices is, in this article, seen as one way to nurture praxis in higher education. Inspired by research on professional self-study ( Darling-Hammond 2006 ; Loughran et al. 2004 ; Russell and Loughran 2010 ) and the theory

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Fatima Khan, Claudia Mitchell, and Marni Sommer

Entanglements and Learning Conversations in the Supervision Process .” In Polyvocal Professional Learning through Self-Study Research , ed. Kathleen Pithouse-Morgan and Anastasia P. Samaras , 75 – 91 . Rotterdam. Sense . 10

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Stiles X. Simmons and Karen M. Feathers

personal biases before they could effectively engage their students in critical literacy activities. Similarly, in a self-study, when Rebecca Rogers (2002) , a Caucasian female teacher working with low-income African American students, studied her

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Higher education in the paradigm of speed

Student perspectives on the risks of fast-track degree completion

Laura Louise Sarauw and Simon Ryberg Madsen

addressing ‘the time students typically need to complete all learning activities (such as lectures, seminars, projects, practical work, self-study and examinations) required to achieve the expected learning outcomes’ ( EU 2015: 36 ). In the Bologna Process

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Multidisciplinary peer-mentoring groups facilitating change?

A critical educational praxis perspective

Melina Aarnikoivu, Matti Pennanen, Johanna Kiili, and Terhi Nokkala

.1108/13620431111167760 . 10.1108/13620431111167760 Bristol , L. , A. E. Adams and B. G. Guzman Johannessen ( 2014 ), ‘ Academic life-support: The self study of a transnational collaborative mentoring group ’, Mentoring & Tutoring: Partnership in Learning 22 , no

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Haifaa Majadly and Aharon Geva-Kleinberger

example, a curriculum that states as a goal “that pupils acquire self-study skills” requires teachers not merely to transmit knowledge but also to direct pupils to other sources of knowledge. Such a goal has a fundamental effect on the functional role of

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Z. Hidayat and Debra Hidayat

generation acknowledge the need to control their business as techno-entrepreneurs in the new era of technology industry. 14 Self-study activities in the field of social media are intended to complement the face-to-face learning component as a formal