Showing 4 results for Pedagogy
Prof. Peter McLaren,
Volume 2, Issue 1 (3-2021)
Abstract
Interview with Prof. Peter McLaren
Dr. Kathy L. Guthrie, Dr. Vivechkanand S. Chunoo, Dr. Trisha Teig,
Volume 2, Issue 3 (9-2021)
Abstract
Offering leadership learning opportunities for students is a goal of higher education, in which skills, such as resilience can be taught. One way of offering such learning is through academic programs. This qualitative study explored whether capacity for resilience was learned from a leadership studies program. Institutional and undergraduate certificate in leadership studies alumni (n=23) were interviewed to understand if and how they articulated learned capacity for resilience in personal and professional environments as a result of completing the program. Students highlighted that the Leadership Certificate provided them with skills to overcome personal challenges and the positive role of personal reflection in their successes.
Prof. Henry A. Giroux,
Volume 3, Issue 3 (9-2022)
Abstract
This article argues that education is under siege in the United States by a right-wing Republican Party that wants to turn it into a propaganda tool for promoting its white supremacist ideology and updated version of fascist politics. Its aim is to use public and higher education in order to prevent young people from thinking critically, learning how to hold authority and power accountable, and to imagine a future different from a present that is sliding into tyranny. History serves as a warning sign which clearly shows that this current attack on education by the far-right in the United states has similarities to this pedagogical practices and educational policies used in Nazi Germany. The article calls for educators across the globe to analyze the current attacks on education through a historical lens that offers the tools to both understand its threat to democracy and in the midst of this urgency to find ways to fight it.
Dr. Daniel Olmos, Dr. Stevie Ruiz, Prof. Aimee Carrillo Rowe, Prof. Martha Escobar,
Volume 4, Issue 2 (6-2023)
Abstract
As U.S. colleges and universities experience increasing diversity and contend with various socio-economic inequities, the university is becoming a site of struggle for reclaiming higher education as a democratic public sphere for social justice. We reflect on the institutional articulation of social justice in higher education by examining a multi-year effort by faculty in various departments to promote social justice education and activism across a large regional public Hispanic Serving Institution (HSI) university in Southern California. While addressing the tensions between social justice and the neoliberal university, we explore the organizational and pedagogical dimensions of the faculty-led social justice initiative and examine its curricular and cocurricular educational impacts on critical thinking, democratic engagement, and anti-oppressive transformational consciousness among traditionally underserved university students of color. We conclude by discussing implications for social justice-oriented faculty leaders seeking to promote social justice within the neoliberal university which is increasingly under assault by authoritarian forces opposed to democratically engaged and anti-oppressive education. We hope that our social justice project provides lessons on how a coalition of interdisciplinary faculty can effectively push universities to meaningfully embrace social justice education and activism.
