The Personal, Place, and Context in Pedagogy: An Activist Stance for Our Uncertain Educational Future (Palgrave Studies in Educational Futures)

"This book is a call to arms and a plea for activism. It argues that human experience intersects with place. It endeavours to offer theoretical and practical responses to increasing complexity in the world and suggests ways in which education systems might respond. In doing so, it touches on contemporary, controversial, and often neglected issues such as mental illness, immigration, privilege, andragogy, and community." --Robin Precey, Senior Lecturer of Education, Canterbury Christ Church University, UK "Fischer and Mazurkiewicz utilize their more than two decades of personal and professional collaboration to share not only the impact of their collaborative and collective work, but more importantly the inquiry-based opportunities it created for themselves and their participants and colleagues. The narratives in this collection evidence the complexities and nuances of the personal, place, and context." --Sharon Subreenduth, Associate Dean and Professor of Education, University of Massachusetts, Lowell, USA This edited volume includes contributions on education within a world of challenges by authors with diverse experiences and perspectives. Together, the authors reflect on educational initiatives and life in democratic societies, arguing for an increased awareness of the educational processes at work within our contexts, places, and personal lives. Chapters argue that authority and knowledge belong to everyone and that these are found on every level of perceived educational hierarchies. This book calls for attention to be paid to the voices of teachers in school, students in the classroom, participants in a project, and researchers embedded in a community--highlighting that they all have something to teach about understanding the world all are working to create in an uncertain educational future. John M. Fischer is Professor of Social Studies Education and former Vice Provost of Academic Affairs at Bowling Green State University, USA. Grzegorz Mazurkiewicz is Director of the Institute of Public Affairs in the School of Management and Social Communication and Head of the Department of Leadership and Management in Education at Jagiellonian University, Poland Foreword: A way of being in the world Acknowledgments Praise for The Personal, Place, And Context In Pedagogy Contents Notes on Contributors List of Figures List of Tables 1 Introduction: Weaving the Pedagogical Fabric of Place, Context, and the Personal 1.1 Introduction 1.2 Our Context 1.3 Place 1.4 The Personal 1.5 A Theoretical Framework 1.6 What Do Projects and Efforts Look like? 1.7 Our Uncertain Educational Future 1.8 Conclusion References Part I Introduction to Part One: Voice and Communication in Contextual, Authentic, and Democratic Educational Practices 2 Lived Citizenship and Democracy in Times of Retreat and Resistance 2.1 Entering the Terrain: A Sense of Place 2.1.1 Acknowledgement of Country 2.2 So, Who Do We Think We Are? 2.3 Theories and Applications 2.3.1 Upon Whom Do We Draw? 2.4 Living in Times of Democratic Retreat and Resistance 2.5 Citizenship: The New Normal? 2.6 “Citizen Lisa” and “Citizen Marc” 2.7 In Conclusion References 3 Learning from Experience and Moments of Madness: Rethinking Our School System Through the Experience of Mental Illness 3.1 Introduction 3.2 Overview of My International Professional Experiences: Bright 3.2.1 Experiences Abroad During My Time at Secondary School 3.2.2 Experiences Abroad During My Undergraduate Studies 3.2.3 Experiences Abroad at Bowling Green State University, During My Graduate Studies 3.2.4 Traveling 3.2.5 My Experiences as a Teacher in Germany 3.3 Experiencing Mental Illness Within Educational Systems—DARK 3.3.1 First Major Episode: Being a Mentally Ill Student in Germany in 1999 3.3.2 Second Major Episode: Being a Mentally Ill International Student in the United States in 2011 3.3.3 Third Major Episode: Being a Mentally Ill Teacher at a Vocational School in Germany in 2018/2019 3.4 Manic Reflections on the School System References 4 The Personal Is Pedagogy 4.1 Introduction 4.2 Contextualizing and Disrupting Multicultural Courses in Higher Education 4.3 Terminology 4.4 Guiding Framework 4.5 Intersectionality and Immigration 4.6 “Say It Openly and Honestly”: Centering Community Counterstories 4.7 Car-Ride Counterstories 4.8 Final Thoughts: Personalizing Pedagogy References 5 Community Schools: A Comprehensive and Human-Centric Approach to School Reform 5.1 Introduction 5.2 Relevant Literature 5.2.1 Global Refugee Crisis and Education 5.2.2 Community Schools as Comprehensive School Reform (CSR) 5.3 Context of the Study 5.4 Methods 5.4.1 Sampling and Samples 5.4.2 Qualitative Samples 5.4.3 Quantitative Samples 5.5 Data Sources 5.5.1 Qualitative Interviews 5.5.2 Quantitative Parent Surveys 5.5.3 Quantitative Student Measures 5.6 Data Analysis 5.6.1 Qualitative 5.6.2 Quantitative 5.7 Results 5.7.1 Qualitative Findings Opportunities for Rebuilding Rebuilding with Purpose 5.7.2 Quantitative Findings Parent Survey Results Student Academic and Non-academic Outcomes 5.8 Discussion: Meta-Inferences 5.8.1 Enhancing Dimensions of Social Capital 5.8.2 Human-Centric Approach to Schooling 5.9 Concluding Thoughts References 6 Confronting Privilege with Community Awareness: How Art Walks Contradict or Support Current Ideologies 6.1 Positionality 6.2 Researcher Positionality 6.3 Background 6.4 Critical White Studies 6.5 Initial Attitudes 6.6 The Walk 6.7 Implications for Teacher Education References Part II Introduction to Part Two: Building an Activist Stance 7 Why Global Competence Matters References 8 Second Language Acquisition and Shifting Identities 8.1 Introduction 8.2 My Background 8.3 Theoretical Framework 8.4 Gender Role Differentiation 8.5 Space Distance 8.6 Individualism Versus Collectivism 8.7 Tight Versus Loose Cultures 8.8 Power Distance 8.9 Discussion 8.10 Conclusion References 9 Seeing the Whole Person: An Integrated Social Studies Approach to Intercultural Understanding and Civic Deliberation 9.1 Introduction 9.2 Motivation 9.3 Why Geography? 9.4 Why Economics? 9.5 Why History? 9.6 Why Civics? 9.7 Conclusions Appendix References 10 How to Use Experience in Teaching Adults 10.1 Introduction 10.2 Is Adult Learning Different from Young People Learning? 10.2.1 Estimating Resources 10.2.2 Acquiring New Competencies 10.2.3 Practicing Skills and Their Use 10.3 What Is the Role of Previous Experience in Adult Learning? 10.4 How Can You Use the Experience Adults Have? 10.5 How to Organize Learning Through Experience in Working with Adults? 10.6 Do You Need the Same Skills to Work with Adults as You Need to Work with Youth? 10.7 What Conditions Must Be Met for Adults to Learn from Experience? 10.8 What Difficulties Are Involved in Adults Who Are Learning Through Experience? 10.9 Post Script 10.10 What Important Principles in Remote Adult Learning Can and Should Be Kept in Mind? References 11 Twenty-First-Century Skills in the Social Studies Classroom 11.1 Introduction 11.2 Twenty-First-Century Skills 11.3 The Impact of Social Media 11.4 The Flipped Classroom 11.5 Discussion References 12 From Listening and Speaking to Taking Action: Expeditionary Learning Profiles of the Craft of Council and the UPstander Project 12.1 Craft of Council in Theory and Practice: Speaking and Listening from the Heart 12.2 The UPstander Project in Theory and Practice: Bearing Witness and Taking Action 12.3 Conclusion References Part III Introduction to Part Three: Experience Intersects with Place, Context and the Personal 13 Expedition Inside Culture: Putting Pedagogy into Action 13.1 Introduction: Building Toward Experience 13.2 Experiential Education Is Meaningful Learning 13.3 Expeditionary Learning 13.4 Expedition Inside Culture 13.5 Objectives of EIC 13.6 The Steps of Expedition Inside Culture 13.7 Developing Cultural Competence: Identity, Diversity, Equity 13.8 Building and Navigating the Learning Environment 13.9 Setting Challenges for the Future, Implementation, and Sustaining Efforts 13.10 Inspiring and Facilitating Deliberation and Reflection 13.11 Supporting and Motivating Experiences and Learning 13.12 Working to Put into Practice a Pedagogy of Context, Place, and the Personal References 14 Leading and Learning: How Becoming Better People Fosters Reimagined Roles of Leaders 14.1 Introduction 14.2 Conceptual Framework of Expeditionary Learning 14.3 Leaders’ Experience: A Narrative Inquiry 14.4 Results and Interpretation 14.4.1 Democratic Values 14.4.2 Growth of Leaders 14.4.3 Role of Leaders 14.4.4 Interactions 14.5 Discussion 14.6 Conclusions References 15 Winter Is Coming, Yet Students Are Building the Walls of Human Rights References 16 Human Library: ‘How a Dialogue Might Cause Understanding’ 16.1 Introduction 16.2 A Short History and the Goal of the Method 16.3 How Does It Work? 16.4 The Backstage of the Human Library 16.5 A Human Library in Zabrze 16.6 Positive Effects of Our Work? 16.7 Conclusion References 17 EIC and the Role of Informal Education: A Personal Account 18 My Expedition Inside Culture Souvenirs 18.1 Now, Add 5 Years to My Story... 18.2 Now Add 5 More Years to My Story 19 Impact of Art Within a Community 19.1 Pride in Art 19.2 Involvement Expectations 19.3 Leadership Values: Expectations from Leaders 19.4 Performance Demands 19.5 Community Perception 19.6 Community Foundation References 20 A Democratic Approach to Leadership Opportunity References 21 Teach Your Students to Think Like a Gambler, Not Like a Fan: How I Use EIC to Prepare My Students for the Future 21.1 Introduction 21.2 Our Students Are Fans: We Should Be Turning Them into Gamblers References 22 Conclusion: Leadership as Activism. What Do You Do When Tomorrow Looks so Dark? 22.1 Where Are We? 22.2 Building a Dialogic Future 22.3 Where Are We Going? 22.4 How Will We Move and Change? 22.5 Conclusion References Index "This edited volume includes contributions on education within a world of challenges by authors with diverse experiences and perspectives. Together, the authors reflect on educational initiatives and life in democratic societies, arguing for an increased awareness of the educational processes at work within our contexts, places, and personal lives. Chapters argue that authority and knowledge belong to everyone and that these are found on every level of perceived educational hierarchies. This book calls for attention to be paid to the voices of teachers in school, students in the classroom, participants in a project, and researchers embedded in a community--highlighting that they all have something to teach about understanding the world all are working to create in an uncertain educational future."--Publisher's website