For discussion & sharing of materials and methods of digital pedagogy and technology-enhanced learning.
Thinking about teaching, learning, and study.
Resources for teaching Italian language and Italian culture courses.
The following paper explores classical Tibetan language pedagogy as it’s generally practiced in the West, while suggesting a radical reinterpretation to that approach by providing alternatives based on the consensus of multidisciplinary research from second language education and linguistics, among others. Especial attention is paid to the importance of production processes (speaking and writing), phonology (listening and speaking), and environment (language exposure) and their roles in language learning contexts; these concerns lead us to the conclusion that the spoken language ought to be the basis for the study of sophisticated literature, even in a classical language context. We then turn toward the specific issues of Tibetan language literacy: the language diglossia; its history; why “classical” Tibetan is not a classic example of a classical language; and, briefly, how to overcome these obstacles in a Tibetan as a Second Language (TSL) educational context.
Horizontal pedagogy is an approach to learning with roots in the work of many activists, scholars, and educators through their various encounters within teaching and learning (Freire, 1972/2000, Guattari 2005).1 This chapter presents horizontal pedagogy as a prefigurative educational experiment that emerged from the Occupy University in New York City’s General Assembly. This experiment drew together several traditions of facilitation practice in order to work against neoliberal-capitalist relations of production, but also to learn what other kinds of relations of knowledge production might be possible. The following chapter offers one description of the pedagogy’s history and practice during 2011–2012. The chapter first outlines the emergence of the horizontal pedagogy (HP) group in the Occupy Wall Street movement (OWS), followed by an annotated dialogue from a horizontal pedagogy session which occurred in 2014. Through this history and dialogue, the chapter addresses the question: What is Horizontal Pedagogy?
This essay explores the role of love, as defined by bell hooks, in pedagogy as well as how it plays into anxiety in our current moment.
On July 29th, 2016 the Women’s Classical Committee UK, with the support of the Council of University Classics Departments, hosted a workshop at the University of Birmingham titled ‘Classics and Feminist Pedagogy: Practical Tips for Teaching’ workshop. This is one of two reports that came out of that workshop and presents some practical tips for teaching, aimed primarily at PhDs and ECRs.
Podcasting inherits both the potentials for domination and for liberation in these previous forms of media, and it also contains new potentials by virtue of being a new medium. Podcasting is like radio, for example, but podcasts are importantly not radio programs. To uncover what exactly is (or could be) radical and pedagogical about podcasting, a look at other forms of media and how theorists have thought about them helps to articulate continuities and discontinuities.
A conversation with Ellen Samuels about disability studies and its relationship to pedagogy.
This pedagogical resource is based on a recent guest lecture I gave for an undergraduate course in piano performance pedagogy. I was asked to focus on disability issues, in particular. This resource is a work in progress, and is intended to be collaborative and exploratory. Please feel free to contact me if you would like an editable version of this resource.