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Noah De Lissovoy 《教育政策杂志》2018,33(2):187-205
Critical pedagogy, and the work of Paulo Freire in particular, understands the struggle for emancipation as involving the emergence, as historical subjects, of those who have been marginalized. In this regard, this tradition could be said to foreground a politics of the subject as central to its philosophy. However, scholars of critical pedagogy have not adequately attended to the reorganization of subjectivity that neoliberalism itself proposes. In the context of a pervasive anxiety produced by contemporary processes of precarity and fragmentation, neoliberalism asks us to understand ourselves on the basis of principles of individual responsibility, autonomy, and competition. Starting from the Foucauldian notion of governmentality and the Lacanian notions of drive and desire, I describe how this neoliberal recomposition of the subject poses a challenge to key principles in critical pedagogy. Thus, Freire’s account of the paralysis that characterizes the oppressed stands in contrast to the particular autonomy and hypermobility that neoliberalism demands. Likewise, the privileging of the sphere of consciousness in Freire overlooks the structure of libidinal investments within neoliberal circuits of consumption and communication. This interrogation has implications for critical education in the present, which I argue should invite students to betray the compulsions of their anxious autonomy in favor of a collective commitment and enlivened agency. 相似文献
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Recent reports identify a problem concerning university libraries—that of trending toward the disintermediation from the research process. Many experts have called for libraries to begin leading scholarship and to keep themselves relevant to faculty and students in light of recent work illustrating that within the hierarchy of answering questions regarding information evaluation and searching, librarians fall below Internet search engines, instructors, and even friends. In order to be successful and stay relevant, libraries must be reestablished as leaders within the university community. McMaster University in Hamilton, Ontario, Canada has taken the approach of “library as lab” by matching the needs of the library with the interests of an emerging scholar. This has led to the creation of three library-funded postdoctoral fellowships in a program sponsored by the Council on Library and Information Resources. The new positions have been successful in facilitating a greater number of university partnerships in both teaching and research through such initiatives as the creation of the Virtual Museum of the Holocaust and the Resistance and the opening of the Lyons New Media Center. The ongoing success of the postdoctoral initiative is insured with the creation of the McMaster Centre for Digital Scholarship. 相似文献
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Noah Arceneaux Ph.D. 《广播与电子媒介杂志》2013,57(1):76-89
Between 1920 and 1922, the number of radio stations in the United States mushroomed from a handful to almost 600. Department stores operated 30 of these stations, using the airwaves to stimulate the sale of receivers, to advertise the store, and to promote merchandise. This research analyzes the phenomenon of department store radio stations, with a particular focus on Philadelphia. In contrast to historical accounts of radio that stress the dramatic commercialization of the industry in the late 20s, this research argues that advertising has always been a defining element of the American approach to broadcasting. 相似文献
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This paper argues that antiracist solidarity in education remains urgent, but that in framing solidarity projects critical educators have not been sufficiently attentive to the shape and extent of racism as a global ordering of social life. We describe the paternalism that has determined historical efforts at solidarity between African Americans and Whites and then extend our analysis of whiteness to the contemporary context, outlining its expressions in schooling and the challenges they pose for solidarity projects. Drawing on recent work in cultural studies and philosophy, we describe whiteness as a basic ordering of human being as well as a system of material and cultural oppression, and suggest that antiracist solidarity has to involve a reorganization of ways of being and knowing as well as a vision of global coexistence that respects epistemological difference and autonomy. On this basis we identify several key principles that should guide projects of antiracist solidarity in the present. The paper describes the most important implications of these principles for teaching, focusing in particular on the differing costs to teachers of color and White teachers of participation in antiracist activism, and outlining a form of solidarity without guarantees that can orient critical work in schools. 相似文献
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Noah L. Schroeder Adrienne L. Traxler 《Journal of Science Education and Technology》2017,26(3):269-278
Many instructors in science, technology, engineering, and mathematics fields are striving to create active learning environments in their classrooms and in doing so are frequently moving the lecture portion of their course into online video format. In this classroom-based study, we used a two group randomized experimental design to examine the efficacy of an instructional video that incorporates a human hand demonstrating and modeling how to solve frictional inclined plane problems compared to an identical video that did not include the human hand. The results show that the learners who viewed the video without the human hand present performed significantly better on a learning test and experienced a significantly better training efficiency than the learners who viewed the video with the human hand present. Meanwhile, those who learned with the human hand present in the instructional video rated the instructor as being more humanlike and engaging. The results have implications for both theory and practice. Implications for those designing instructional videos are discussed, as well as the limitations of the current study. 相似文献
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This article reviews current scholarship about how to promote change in instructional practices used in undergraduate science, technology, engineering, and mathematics (STEM) courses. The review is based on 191 conceptual and empirical journal articles published between 1995 and 2008. Four broad categories of change strategies were developed to capture core differences within this body of literature: disseminating curriculum and pedagogy, developing reflective teachers, enacting policy, and developing shared vision. STEM education researchers largely write about change in terms of disseminating curriculum and pedagogy. Faculty development researchers largely write about change in terms of developing reflective teachers. Higher education researchers largely write about change in terms of enacting policy. New work often does not build on prior empirical or theoretical work. Although most articles claim success of the change strategy studied, evidence presented to support these claims is typically not strong. For example, only 21% of articles that studied implementation of a change strategy were categorized as presenting strong evidence to support claims of success or failure of the strategy. These analyses suggest that the state of change strategies and the study of change strategies are weak, and that research communities that study and enact change are largely isolated from one‐another. In spite of the weak state of the literature, some conclusions related to the design of change strategies can be drawn from this review. Two commonly used change strategies are clearly not effective: developing and testing “best practice” curricular materials and then making these materials available to other faculty and “top‐down” policy‐making meant to influence instructional practices. Effective change strategies: are aligned with or seek to change the beliefs of the individuals involved; involve long‐term interventions, lasting at least one semester; require understanding a college or university as a complex system and designing a strategy that is compatible with this system. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 952–984, 2011 相似文献
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Noah De Lissovoy 《Discourse: Studies in the Cultural Politics of Education》2010,31(3):279-293
An ethical and democratic globality, and the kind of education that would contribute to it, are only possible in the context of a recognition of the relations of power that have shaped history, and in particular the political, cultural, economic, and epistemological processes of domination that have characterized colonialism and Eurocentrism. Imagining an ethics of the global in this context means articulating a decolonial perspective. Starting from recent work in philosophy and cultural studies, this paper describes key principles of such an orientation to globality, and develops a reconceptualization of education in the context of this framework. The article proposes in particular a curriculum against domination, oriented against the epistemic and cultural violence of Eurocentrism that underlies the politics of content and knowledge in education, and a pedagogy of lovingness, committed to building global solidarity based on non-dominative principles of coexistence and kindredness. 相似文献
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Noah Lenstra 《Public Library Quarterly》2014,33(1):1-22
Trends from both within and without public librarianship create new opportunities for libraries to serve the public’s interest in heritage information. Based on a workshop series in Illinois, this article presents exploratory findings on existing public library heritage services and how cyberorganizing can enhance these services. Public libraries offer heterogeneous heritage services in local contexts composed of multiple actors and institutions. Improving this service area involves organizing within libraries, across local institutions, and among individuals with diverse interests. Part of this organizational work involves digital technologies, but people are the core element in organizing everyday heritage services. 相似文献