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Disrupting Pedagogies in the Knowledge Society

Book Description

Disrupting Pedagogies in the Knowledge Society: Countering Conservative Norms with Creative Approaches examines a range of ‘disruptive’ approaches, exploring how challenge, dissonance, and discomfort might be mobilized in educational contexts in order to shift taken-for-granted attitudes and beliefs held by both educators and learners. As digital technologies transform both social norms and political resistance, and the imperative to think critically and disruptively is now more urgent than ever.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
    2. List of Reviewers
  5. Foreword
    1. DISRUPTING COMMON SENSE
    2. THE GENDERED CONSTRUCTION OF SCHOOLING AND EMOTIONS
  6. Preface
  7. Acknowledgment
  8. Chapter 1: Locating and Loving the Personal
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. A NARRATIVE ANALYSIS: SHARING AND DISCUSSING
    5. FUTURE RESEARCH DIRECTIONS
    6. CONCLUSION
  9. Chapter 2: Disrupting Relationships
    1. ABSTRACT
    2. THE SUMMER TEACHERS INSTITUTE
    3. THEORETICAL LENSES FOR THIS WORK
    4. THE STUDY
    5. DISRUPTING RELATIONSHIPS
    6. CONCLUSION AND IMPLICATIONS
  10. Chapter 3: “Critical Friendship” and Sustainable Change
    1. ABSTRACT
    2. INTRODUCTION
    3. CONCLUSION
  11. Chapter 4: Smart People Learning
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. SENSEMAKING
    5. A CLOSER LOOK AT CLASSROOM DYNAMICS
    6. CONCLUSION
  12. Chapter 5: Shushes in the Parlor
    1. ABSTRACT
    2. INTRODUCTION
    3. CONCEPTUAL METAPHOR
    4. BURKE’S CONVERSATION METAPHOR
    5. PREPARING STUDENTS FOR THE PARLOR
    6. DISCIPLINE AND PUBLISH
    7. BRUFFEE, CONVERSATION, AND GENRE
    8. IMPLICATIONS FOR PEDAGOGY
  13. Chapter 6: Tracing the Trope of Teaching as Transformation
    1. Abstract
    2. NOT YET LIBERATED
    3. “You Say You Want a Revolution?”: How Feminist Pedagogies Wanted to Change the World
    4. US AND THEM
    5. TEACHER AS LIBERATOR
    6. STILL SEARCHING FOR A SAFE SPACE?
    7. TRANSFORMATION REVISED
    8. TRADING TRANSFORMATION FOR A MUTUAL EXPLORATION OF STUDENT IDENTITY
    9. Disrupting the Binaries that limit student/teacher interaction
  14. Chapter 7: Web 2.0 and Conscientização
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. CRITICAL PEDAGOGY AND MULTI-MEDIA: REMIX AND REFLECTION
    5. MULTILITERACY IN PRACTICE
    6. FUTURE RESEARCH DIRECTIONS
    7. CONCLUSION
  15. Chapter 8: “I’m not Always Laughing at the Jokes”
    1. ABSTRACT
    2. INTRODUCTION
    3. WHY DO WE LAUGH?
    4. THE STUDY
    5. WHAT DO WE NEED TO KNOW IN ORDER TO GET THE JOKE?
    6. SATIRE: DISRUPTIVE OR SELF-SATISFIED?
    7. IMPLICATIONS FOR CROSS-CULTURAL COMMUNICATION
    8. CONCLUSION
  16. Chapter 9: Disrupting Disruption
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. DISRUPTING STUDENT RESISTANCE
    5. FUTURE RESEARCH DIRECTIONS
    6. CONCLUSION
  17. Chapter 10: Negotiating Disruption in Visual Arts Education
    1. ABSTRACT
    2. INTRODUCTION
    3. The Disruptive Possibilities of Arts Education
    4. Poststructuralist Perspectives
    5. Research Spaces
    6. Volatile Bodies and Sexualities
    7. Art as a Disruptive Process
  18. Chapter 11: Setting the Stage for Professionalism
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. CREATING A NEW SCENE AND A NEW ROLE
    5. OVERCOMING OBSTACLES
    6. THE PAYOFF? IT WORKS.
    7. CLASSROOM RECOMMENDATIONS
  19. Chapter 12: Pre-Service Learning and the (Gentle) Disruption of Emerging Teaching Identity
    1. ABSTRACT
    2. INTRODUCTION
    3. TEACHER IDENTITY AND PRE-SERVICE TEACHER LEARNING
    4. RESEARCH APPROACH AND DESIGN
    5. DISCUSSION
  20. Chapter 13: The Emotional Labor of Imagining Otherwise
    1. ABSTRACT
    2. INTRODUCTION
    3. MATHEMATICS TEACHER IDENTITY AND LANGUAGE
    4. EMOTIONAL ATTACHMENTS
    5. CRITICAL LITERACY IN MATHEMATICS
    6. PEDAGOGICAL POSSIBILITIES FOR DISRUPTION
    7. CONCLUSION: TEACHER POWER
  21. Chapter 14: “Are you Married?”
    1. ABSTRACT
    2. INTRODUCTION
    3. NARRATIVE SCENE 1
    4. NARRATIVE SCENE 2A
    5. NARRATIVE SCENE 2B
    6. NARRATIVE SCENE 2C
    7. LIMITATIONS
  22. Chapter 15: Disruptive Relation(ship)s
    1. ABSTRACT
    2. INTRODUCTION
    3. THE PERSONAL-SOCIAL MATRIX: THINKING CRITICALLY, THINKING RELATIONALLY
    4. THE HEART OF THE MATTER: FROM SHARED TO RELATIONAL SELF
    5. LOVE COMES WALKIN’ IN: PEDAGOGICAL POSSIBILITIES
    6. CONCLUSION; OR, WHY I STILL LOVE YOU
  23. Chapter 16: Performing Dissident Thinking through Writing
    1. ABSTRACT
    2. PRELUDE
    3. THE PERFORMANCE
    4. CODA
  24. Chapter 17: Countering Conservative Norms with Creative Approaches The Risk of Rhetorical Inquiry
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. THREE CONDITIONS FOR RHETORICAL INQUIRY
    5. FUTURE RESEARCH DIRECTIONS
    6. CONCLUSION
  25. Chapter 18: Teachers of Young Children
    1. ABSTRACT
    2. INTRODUCTION
    3. ARTICULATED EARLY CHILDHOOD PROGRAM
    4. HABITUATED ASSUMPTIONS AND TRANSFORMATIONS
    5. PRACTICING AS AGENTS OF CHANGE
    6. CONCLUSION
  26. Chapter 19: Creating Tension
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. INITIATION: BUILDING LATHNER PRIMARY
    5. TRANSITION STAGE
    6. EXTENSION PHASE: NEW SCHOOL NARRATIVES
    7. CONCLUSION
  27. Chapter 20: Coevolving through Disrupted Discussions on Critical Thinking, Human Rights and Empathy
    1. ABSTRACT
    2. BACKGROUND
    3. CONCLUSION AND RECOMMENDATIONS
  28. Chapter 21: The New Public Management of Higher Education
    1. ABSTRACT
    2. HIGHER EDUCATION AS THE OBJECT OF GOVERNMENTAL CONTROL
    3. THE SELF-GOVERNMENT OF THE UNIVERSITY STUDENT AND TEACHER
    4. ETHICS: A PEDAGOGY OF DISCOMFORT
    5. THE DISSIDENCE OF INTELLECTUALS
  29. Chapter 22: Disrupting the Utilitarian Paradigm
    1. ABSTRACT
    2. INTRODUCTION
    3. THE UTILITARIAN PARADIGM
    4. CURRICULUM INQUIRY
    5. INTERROGATING THE UTILITARIAN PARADIGM
    6. BECOMING CURRICULUM WORKERS
    7. TRANSCENDING THE UTILITARIAN PARADIGM
    8. CONCLUSION
  30. Compilation of References
  31. About the Contributors
  32. Index