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Vincent Lyon-Callo

Corporatisation of universities and restructurings of K-12 schooling in the United States occurred during a period of broad economic, social and political restructurings, which have transformed the lives of middle-class Americans. Community and individual level investments in education are frequently represented as antidotes to increased insecurities confronting these subjects. This paper draws upon my interactions within both the school system and the university in which I work to explore how such practices continue to make sense to students, parents, and policy makers despite the lack of evidence demonstrating that such strategies overcome declining economic security and to suggest possibilities for alternative practices to produce collective mobilisations against inequality.

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Naïve scientists and conflict analysis

Learning through case studies

R. William Ayres

sources of ideas and inspiration for reforming it. That is followed by a description of the revised course and the presentation of some data comparing the old and new versions of the class. I will then end with some concluding thoughts about what lessons

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Minestrone Stories

Teaching anthropology through serendipitous cultural exchanges

Regnar Kristensen

ethnographic fieldwork and increasing numbers of students in their classes. This loss of time for ‘deep hanging out’ in the field and writing-up, as well as for peer-tutoring, has – to some extent –been counterbalanced by more rigorous methodological group

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Alienating students

Marxist theory in action

Megan Thiele, Yung-Yi Diana Pan, and Devin Molina

termed their ‘species-being’. Finally, workers are forced to compete against one another for higher wages, thus alienating them from their shared interests as a class. Alienation from one’s labour product, alienation from the production process and

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Daring spaces

Creating multi-sensory learning environments

Sabine Krajewski and Matthew Khoury

booked for Yoga classes, student association meetings and one-off casual meetings, but less and less for scheduled classes. Oliver (2018) pointed out that the execution of the room as well as the lack of maintenance of the room limited its potential

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Jacqui Close

measures, in the context of this discussion it is worth noting that most of the panel members embodied ‘non-traditional’ characteristics. Angus is the first member of his working-class family to go to university; Denise and Jacqui are both mature students

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Riding alone on the elevator

A class experiment in interdisciplinary education

Anna M. Frank, Rebecca Froese, Barbara C. Hof, Maike I. E. Scheffold, Felix Schreyer, Mathias Zeller, and Simone Rödder

thought to empower joint conceptual thinking at a point in time of an academic career when disciplinary socialisation is not yet strongly developed. In this article, the students and the lecturer jointly document how the class ‘Introduction to the social

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Katie Kirakosian, Virginia McLaurin, and Cary Speck

a variety of undergraduate students from schools and colleges across the university, this class fulfils a ‘global diversity’ degree requirement and is intended to provide breadth and depth to a student’s early course of study. This course is taught

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Annika Strauss

thesis, I started teaching classes and supervising an exchange programme between my social anthropology department and an Indian university. During my first year, some of the students taking part in the programme showed major problems in adjusting. They

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Jakob Krause-Jensen

At the Danish University School of Education we have experimented with a form of assessment called 'active participation'. A week before each class students are given reading guidelines and questions to help them approach the texts, and on the basis of one of those questions the students each write a two-page essay. The students are given electronic feedback on their essays (and might have to revise and resubmit them if they do not meet requirements). Among other things, the advantages of this type of examination are: that the students practise academic writing on a regular basis; that feedback becomes an integral part of teaching; that the students must read steadily over the whole semester; and that they are encouraged to take part in all the classes.