In an exciting, non-academic, and transformative manner, college professor and literacy researcher Dr. Uju C. Ukwuoma takes readers on an adventure on how to fulfill their desires. The procedure for accomplishing our aspiration is so uncomplicated that we often consider it unauthentic.
We have to adjust our thinking, to change what we believe and take action until our attitude mirrors our target. Thanks to the use of teaching plans and lesson notes, effective educators have been using such practices to drive instruction. Such teachers regulate their thought-process to enable them to arrive where they want learners to be even before they start teaching.
Similarly, engaged learners engross themselves in the contents of their syllabuses and follow this approach to reach an expected level of performance in their minds before encountering their teachers. However, everyone has first to identify the foundation on which they anchor their thoughts and beliefs. What principles drive me is the question we should ask and answer individually.
Uju uses unstructured stories to share lessons he learned from over 25 years of teaching. He points out strategies that have helped him and others to regulate their thought processes, improve decision making, and expand worldviews to inspire new ideas for changing lives. From exploring various belief systems to going with the flow of life, this book points the way to finding fulfillment in life by consciously taking Belief Literacy Steps daily.
Автор: Justin B. Hopkins Название: Autoethnography in Undergraduate Writing Courses ISBN: 1433181436 ISBN-13(EAN): 9781433181436 Издательство: Peter Lang Рейтинг: Цена: 6826.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание:
Autoethnography in Undergraduate Writing Courses blends narrative and analysis in an engaging and applicable account of how the genre of autoethnography can be a valuable addition or alternative to traditional research assignments.
Many writing teachers struggle to motivate and equip students to conduct meaningful and effective research. Practicing autoethnography—the scholarly combination of personal reflection, artistic representation, and social/cultural research—provides an opportunity for students to research and write about something that genuinely interests them: their own experiences.
A genre of personal writing, autoethnography is comparable to pedagogy pioneered by expressivists like Donald Murray, Peter Elbow, and Wendy Bishop, among others. However, combining personal writing with research—as autoethnography does—is more rare. Some compositionists have already used autoethnography in their own research and teaching, but this book demonstrates why more compositionists should consider adopting autoethnography into their pedagogy.
The author shares his own experience teaching autoethnography at the undergraduate level, modeling its potential and demonstrating its impact. Written in a lively, conversational voice, the book presents substantial qualitative research, including samples of student writing, supplemented by student interviews and surveys.
These data indicate that practicing autoethnography can have unusually, if not uniquely, positive effects on students’ lives. Specifically, the author identifies and illustrates eight outcomes of practicing autoethnography: increased reflexivity, improved research and writing skills, greater awareness of ethical issues, critical empowerment, therapeutic catharsis, enjoyment, and the development of a sense of community.
Автор: Stacy Holman Jones; Marc Pruyn Название: Creative Selves / Creative Cultures ISBN: 3319475266 ISBN-13(EAN): 9783319475264 Издательство: Springer Рейтинг: Цена: 12577.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book addresses and demonstrates the importance of critical approaches to autoethnography, particularly the commitment that such approaches make to theorizing the personal and to creating work that embodies a social justice ethos.
Автор: Stacy Holman Jones; Marc Pruyn Название: Creative Selves / Creative Cultures ISBN: 3319837591 ISBN-13(EAN): 9783319837598 Издательство: Springer Рейтинг: Цена: 12577.00 р. Наличие на складе: Поставка под заказ.
Описание: This book addresses and demonstrates the importance of critical approaches to autoethnography, particularly the commitment that such approaches make to theorizing the personal and to creating work that embodies a social justice ethos. Arts-based and practice-led approaches to this work allow the explanatory power of critical theory to be linked with creative, aesthetically engaging, and personal examples of the ideas at work. By making use of personal stories, critical autoethnography also allows for commenting on, critiquing, and transforming damaging and unjust cultural beliefs and practices by questioning and problematizing the relationships of power that are bound up in these selves, cultures and practices. The essays in this volume provide readers with work that demonstrates how critical autoethnography offers researchers and scholars across multiple disciplines a method for creatively putting critical theory into action. The book will be vital reading for students, researchers and scholars working in the fields of education, communication studies, sociology and cultural anthropology, and the performing arts.
Mapping the Terrains of Student Voice Pedagogies is an autoethnography of McDermott’s experiences with student voice reforms. Ultimately, the author is concerned with better understanding the possibilities for student voice as a transformative teaching and learning practice within the context of neoliberal education. The discussion is anchored in two past student voice projects in which McDermott was involved, one as a researcher and one as a facilitator. As method, the author revisits these experiences through memory and various artifacts to unpack embodied voices of difference. More specifically, McDermott is concerned with how teachers take up student voice in their pedagogies, how teachers come to understand themselves and their students in terms of student voice, and how social differences contour student voice pedagogies. The author queries: How do experiences with student voice inform teacher <-- --> student relationships? And, how are student voice practices shaped, organized, and inscribed through social difference? Grounding this inquiry is post-structural feminist anti-racism as an interwoven discursive orientation and politics for troubling and transforming schooling and education. Analyses address how McDermott’s presence as an individual and as a member of socio-historical groups in the student voice initiatives affected the projects’ dynamics. The findings amplify the necessity of time and space for educators to critically reflect on their practices when implementing reforms, time and space that were provided by engaging autoethnography. The book contributes important strategic processes towards realizing the necessary goals of critical reflexive practices in teaching and learning, addressing the question of ‘how’ one might do critical reflection through autoethnography.
Mapping the Terrains of Student Voice Pedagogies is an autoethnography of McDermott’s experiences with student voice reforms. Ultimately, the author is concerned with better understanding the possibilities for student voice as a transformative teaching and learning practice within the context of neoliberal education. The discussion is anchored in two past student voice projects in which McDermott was involved, one as a researcher and one as a facilitator. As method, the author revisits these experiences through memory and various artifacts to unpack embodied voices of difference. More specifically, McDermott is concerned with how teachers take up student voice in their pedagogies, how teachers come to understand themselves and their students in terms of student voice, and how social differences contour student voice pedagogies. The author queries: How do experiences with student voice inform teacher <-- --> student relationships? And, how are student voice practices shaped, organized, and inscribed through social difference? Grounding this inquiry is post-structural feminist anti-racism as an interwoven discursive orientation and politics for troubling and transforming schooling and education. Analyses address how McDermott’s presence as an individual and as a member of socio-historical groups in the student voice initiatives affected the projects’ dynamics. The findings amplify the necessity of time and space for educators to critically reflect on their practices when implementing reforms, time and space that were provided by engaging autoethnography. The book contributes important strategic processes towards realizing the necessary goals of critical reflexive practices in teaching and learning, addressing the question of ‘how’ one might do critical reflection through autoethnography.
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