2007 AESA Presidential Address Conflict of the Faculties: Democratic Progressivism in the Age of “No Child Left Behind”

AESA 2009 Presidential Address Cultivating Hope and Building Community: Reflections on Social Justice Activism in Educational Studies

“…We have offered visions of democratic practices and schools, providing rich and compelling alternatives to the high stakes, standards-driven status quo. Drawing from John Dewey, Maxine Greene, and Paulo Freire, Dennis Carlson (2008), in his presidential address two years ago, talked about how one of the central roles of foundations faculty "is to keep the promise of democratic public education alive" (95) in these increasingly conservative and neoliberal times. He argued that we do this through "critical, deconstructive questioning" of current education practices (110) and through building counterhegemonic coalitions and alliances among progressive educators.…”

“…At their home institutions, in their homes states, faculty who focus on foundations of education often feel isolated, marginalized, and occasionally under siege" (247). In his presidential address two years ago, Dennis Carlson (2008) used metaphors of crisis, assault, and battle as he argued that foundations scholars must engage in a war against neoliberalism and neoconservatism, and hold our "ground against attack from the threatening forces 'outside'" (111).…”

Mídias sociais, uma questão a ser enfrentada: a percepção dos alunos sobre as abordagens metodológicas e os princípios do conectivismo

“…A percepção dos alunos sobre a abordagem comportamentalista possui efeito positivo sobre as percepções referentes à teoria do conectivismo nas mídias sociais. Destarte os acadêmicos se sentem envolvidos no processo de aprendizagem (HARRIS; REA, 2009), pois são estimulados a adotar práticas de estudo autodirigido (LUKE, 2006), criando-se um espaço mais participativo e reflexivo dentro da sala de aula (CARLSON, 2008). Por ser um espaço de reflexão, é possibilitado ao acadêmico a obtenção do conhecimento através das preferências múltiplas, flexibilizando-se o processo de aprendizagem (BARRON, 2006;GREENHOW, 2011; CAO; AJJAN; HONG, 2013).…”

Faculty Animosity: A Contextual View

“…There are tales of life long rivalries between academic titans-for example, Kant's dispute with the theological faculty (Carlson 2008)-and I suspect many of us lesser beings have observed or experienced the adverse consequences of professorial disputes. For some of us, interpersonal conflicts have grave consequences and the costs are high.…”