The Psychology of Cinematic Popular Culture and Educators’ Reflective Practices


Book Description

This e-book presents a crucial work in the systematic study of educators’ cinematic reflections and to what extent could these be interpreted in terms of the theoretical framework of Habermas’s domains of reflection and discursive acts. The chapters in this volume altogether describe important theoretical developments, data analysis, and significant findings about the importance of popular film in pedagogy. The topics in this book present an exploratory view of reflective practices, cinematic experiences and journaling. Sample essays are also provided for the benefit of readers. It is through these converging possible cinematic explorations that we may be able to move from solitary/monologic reflective practices to a rational reconstructive educational pedagogy. This e-book will be of interest to students, researchers and teachers in the realm of psychology, education and pedagogy.




Blessed Are Those Who Ask the Questions


Book Description

Today’s organizational environment is characterized by high levels of cross-cultural, cross-national, and cross-religious communication, conflict, collaboration, and commerce. This environment produces myriad encounters between individuals who embrace different ideologies, religions and spiritual practices. As such, unanswered (and even unasked) questions about management, spirituality, and religion abound. This book, seeks to advance our understanding by asking the big questions. Blessed are Those Who Ask the Questions: What Should We be Asking About Management, Spirituality, and Religion in Organizations? is intended to be provocative in nature. Its chapters address novel ways that leadership, organizations, and organizational stakeholders mutually impact each other by their similarities and differences in religious, spiritual, and ideological traditions, cultures, and practices. Interdisciplinary in nature and firmly grounded in scholarly literature, this book identifies and maps out bold new trajectories for advancing the study of management spirituality, and religion (including but going far beyond Western, Christian conceptualizations of religion). Sometimes universal, sometimes quite specific, this volume identifies unexplored, underexplored, or unresolved issues in the field and proposes new streams of research. Diverse conceptual, empirical, theoretical, and critical treatments that honor a variety of inquiry styles and research methods push the boundaries of MSR research.




Teaching Racial Literacy


Book Description

Racial literacy, a collection of discursive and decoding skills that allow individuals to interrogate race and racism as well as representation and personal identity, is vital in a contemporary society that professes meritocracy and post-racialism yet where racism and racialism continue to give rise to fear, violence, and inequity. Because racial literacy requires individuals to develop a cache of discursive tools with which to critically read and respond to particular situations and broader societal practices as well as to investigate the rhetorical practices and power of racial ideology, there is no venue better fitted to the development of racial literacy than the college composition classroom. From the planning stages through the end of the semester, this book provides practical strategies for designing and implementing racial literacy curricula in the composition classroom and across the curriculum. Drawing upon an award-winning three-year ethnographic teacher research project, the author offers curricular suggestions and teacher resources instructors can use to increase student engagement, improve student writing, and help students harness the tools of racial literacy, including awareness of structural inequity and discursive modes with which to respond to social injustice.




The Good Teacher


Book Description

This book helps teachers, student-teachers, teacher trainers and others interested in the sociology and psychology of education to explore and make better sense of professional practice by examining that practice in the context of popular views.




Popular Culture and Critical Pedagogy


Book Description

This collection attempts to incorporate cultural studies into the understanding of schooling, not simply addressing how students read themselves as "members" of a distinct culture, but how they, along with teachers and administrators, read popular texts in general. The purpose of this book is to suggest some alternative directions critical pedagogy can take in its critique of popular culture by inviting multiple reading of popular texts into its analysis of schooling and seeing many forms of popular culture as critical pedagogical texts.







Affective Sexual Pedagogies in Film and Television


Book Description

Popular film and television hold valuable potential for learning about sex and sexuality beyond the information-based model of sex education currently in schools. This book argues that the representation of complicated—or "messy"—relationships in these popular cultural forms makes them potent as affective pedagogical moments. It endeavours to develop new sexual literacies by contemplating how pedagogical moments, that is, fleeting moments which disrupt expectations or create discomfort, might enrich the available discourses of sexuality and gender, especially those available to adolescents. In Part One, Clarke critiques the heteronormative discourses of sex education that produce youth in particularly gendered ways, noting that "rationality" is often expected to govern experiences that are embodied and arguably inherently incoherent. Part Two explores public intimacy, contemplating the often overlapping and confused boundaries between public and private.




Student Empowerment in Higher Education. Reflecting on Teaching Practice and Learner Engagement


Book Description

Student Empowerment in Higher Education brings together the accumulated knowledge and experience of many accomplished teachers and students from higher education institutions around the world, and has much to offer those who are engaged in higher education, as students, teachers or support staff. The authors offer personal reflections in teaching, learning, mentoring, assessment, hands-on activities, course design and student identities in higher education across the globe, supported by academic research and scholarship. Readers are provided with a window into tried and tested empowering practices in varying contexts, enabling them to see what works and what does not, alongside the challenges and possibilities. A distinctive feature of this book, and its paramount strength, is that it explores best practices in student empowerment, whilst reflecting on matters of teaching and learning that are familiar to students and teachers alike, and also explores practices in a variety of disciplines. The intention of these volumes, therefore, is not only to inform readers about the diverse learning and teaching approaches of the authors, but, most importantly, to facilitate processes of student empowerment and promote reflection on teaching and learning practices. "In recent decades, higher education policy discourse has persistently implied that a university education is 'delivered' to students under the impersonal banner of 'the student experience'. Not only does this commodify the diverse, individual experiences of students into one marketable product, it also creates false barriers and power dynamics between students and their teachers. In Student Empowerment in Higher Education, the students and lecturers who collaborated to write this important volume have literally blown such misleading notions out of the window! I highly recommend each varied and autonomous chapter to learn what really inspires confidence and success in university students." Professor Sarah Hayes, Professor of Higher Education Policy, University of Wolverhampton "The two volumes of Student Empowerment in Higher Education offer the reader rich and varied examples and understandings of student empowerment from around the world. The authors provide reflective accounts of learning and teaching from diverse perspectives and disciplines, which focus on many different areas of practice in higher education. It is this variety that will appeal to many readers, as the source of ideas and inspiration for numerous possible routes to empowerment. With many chapters co-authored by students and staff, the book models the collective responsibility students and staff have for enhancing student empowerment." Dr. Catherine Bovill, Senior Lecturer in Student Engagement, University of Edinburgh; Fulbright Scholar, Elon University, North Carolina, USA; Visiting Fellow (Knowledge Exchange), University of Winchester




Film Theory Goes to the Movies


Book Description

First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.




Communication in Theological Education


Book Description

Papers presented at the Consultation of Theological Educators and Communication Specialists, held at Bangalore in August 2003.