Engaging Graduate Education: A Pedagogy for Epistemological and Theoretical Diversity

Gunzenhauser, Michael G.; Gerstl‐Pepin, Cynthia

doi:10.1353/rhe.2006.0008

Cited by 16 publications

(21 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…M. Smith summarizes models of curriculum as falling along four trajectories: (1) curriculum as a body of knowledge to be transmitted, (2) curriculum as product, (3) curriculum as process, and (4) curriculum as praxis (p. 1). Like Peters (2009), we assert that doctoral curriculum should be anti-colonial, embodying both process and praxis, and oriented toward students' life projects (Gunzenhauser & Gerstl-Pepin, 2006). With this in mind, it is important to consider the idea of curriculum as hidden, as illustrated by the work of Eisner (1994) and Giroux and Penna (1979).…”

Section: Curriculummentioning

confidence: 91%

“…Key scholars whose work influences these concepts include Freire (1970Freire ( /2002Freire ( ), hooks (1994, McLaren and Kincheloe (2007), Noddings (1984Noddings ( /2003, Peters (2009), and Gunzenhauser and Gerstl-Pepin (2006). We aim to explore the fabric of liberatory pedagogy and curriculum in doctoral education and to emphasize the crucial role of mentoring in scholarly identity development.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Infame pedagogy results in a learning environment that reinforces damaging messages. Infame pedagogy also interferes with a student's desire and need to critically deconstruct questions from their life-projects (Gunzenhauser & Gerstl-Pepin, 2006).…”

Section: Infame Pedagogymentioning

confidence: 99%

“…Building upon critical, dialogic, caring, anti-colonial, and engaged pedagogies, we propose a framework for examining marginal spaces of teacher and student relationships that build upon life-projects (Gunzenhauser & Gerstl-Pepin, 2006) in learning spaces. We use the Spanish terms "alimentar" and "infame" pedagogy to capture dichotomous approaches to teaching at the doctoral level.…”

mentioning

confidence: 99%

See 3 more Smart Citations

Alimentar: Theorizing Pedagogy, Curriculum, and Mentorship for Democratic Doctoral Education

Howard

Turner-Nash

2011

Equity & Excellence in Education

View full text Add to dashboard Cite

This conceptual paper suggests ways in which pedagogical practices, curriculum, and mentorship could foster democracy in doctoral education. Building upon critical, dialogic, caring, anti-colonial, and engaged pedagogies, we propose a framework for examining marginal spaces of teacher and student relationships that build upon life-projects (Gunzenhauser & Gerstl-Pepin, 2006) in learning spaces. We use the Spanish terms "alimentar" and "infame" pedagogy to capture dichotomous approaches to teaching at the doctoral level. The challenge to linguistic borders should be read as a metaphor for the challenge of transcending ideological borders of doctoral pedagogy.Democracy must be reborn in every generation, and education is its midwife. (Dewey, 1916(Dewey, /1944 I wake up exhausted for more reasons than I can name. After a strong cup of coffee, I check my e-mail. To my delight, there's a note in my inbox entitled "Lunch?" from Dr. Luz. I know she's busy, but her mentorship and explicit guidance about how to navigate the academic system are my saving grace. At noon, I meet Dr. Luz. She greets me with a hug and a smile. In our conversation she throws out several names of journals in which I may consider publishing and offers critiques of my latest conference proposal. I must admit, the red pen stings my pride, but I tell myself that the correction will only improve my scholarship. As we say our goodbyes, Dr. Luz reassures me that I will make it through these growing pains. I walk to class with much more spring in my step this time. (Howard) This conceptual paper is about envisioning what is meant by pedagogy, curriculum, and mentoring for democratic purposes in doctoral education. As we conceive it, democracy is guided by principles that promote equity and social justice, 1 respect for human beings, improvement of the human condition, and the pursuit of knowledge. Accordingly, we envision democratic doctoral pedagogy, curriculum, and mentoring as dialogic processes that engage and liberate students, reciprocally generating knowledge through interactions within the social environment.Based on our experiential and theoretical knowledge of academia we explore our notion of alimentar, a teaching process that is both nurturing and dialogic. In contrast, we describe infame pedagogy as a practice that is harmful and debilitating to the growth of students. Our objective is to add to the scholarly conversation about doctoral education by creating theories about our experiences as in situ 2 doctoral students with untraditional epistemologies. 3 We hope to make

show abstract

Section: Curriculummentioning

confidence: 91%

Section: Review Of Literaturementioning

confidence: 99%

Section: Infame Pedagogymentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Alimentar: Theorizing Pedagogy, Curriculum, and Mentorship for Democratic Doctoral Education

Howard

Turner-Nash

2011

Equity & Excellence in Education

View full text Add to dashboard Cite

show abstract

“…Much in the spirit of Gunzenhauser and Gerstl-Pepin (2006), the teaching and supervision practices trialled in this project reflect the prioritising of 'an engaged pedagogy, which represents a shift in emphasis from instrumental training in research methods to an approach in which students develop appreciation for complex possibilities' (p. 319). In the activities described in what follows these 'complex possibilities' include engagement with a step-by-step growing multiplicity of resources, as for example, evident in Activities 1 and 3.…”

Section: Considerations and Principlesmentioning

confidence: 99%

“Not Like a Big Gap, Something We Could Handle”: Facilitating Shifts in Paradigm in the Supervision of Mathematics Graduates upon Entry into Mathematics Education

Nardi

2015

Int. J. Res. Undergrad. Math. Ed.

View full text Add to dashboard Cite

Mathematics is the discipline that a significant majority of most incoming researchers in mathematics education have prior qualifications and experience in. Upon entry into the field of mathematics education research, these newcomers–often students on a postgraduate programme in mathematics education–need a broadened understanding on how to read, converse, write and conduct research in the largely unfamiliar territory of mathematics education. The intervention into the practices of post-graduate teaching and supervision in the field of mathematics education that I describe here aims at fostering this broadened understanding and thus facilitating newcomers’ participation in the practices of the mathematics education research community. Here I outline the theoretical underpinnings of the intervention and exemplify one of its parts (an Activity Set designed to facilitate incoming students’ engagement with the mathematics education research literature). I supplement the discussion of the intervention with comments sampled from student interview and student written evaluation data as well as observations of the activities’ implementation. The main themes touched upon include: learning how to identify appropriate mathematics education literature; reading increasingly more complex writings in mathematics education; coping with the complexity of literate mathematics education discourse; working towards a contextualised understanding of literate mathematics education discourse. I conclude with indicating the directions that the intervention, and its evaluation, is currently taking and a brief discussion of broader implications, theoretical as well as concerning the supervision and teaching of post-graduate students in mathematics education

show abstract

2012

ASHE Higher Education Report

View full text Add to dashboard Cite

Qualitative Inquiry for Equity in Higher EducationOn EquityOn DangersResponding to DangersOutline of the MonographChallenge to the ReaderConfronting Qualitative Inquiry in Higher EducationBrief Notes on Qualitative Research in Higher Education ScholarshipBeyond Method: Matters of Ontology, Epistemology, Axiology, and MethodologyParadigms and WorldviewsThe Promise and Hope of Critical Qualitative InquiryInnovation as Research RevolutionsConcluding ThoughtsCritical Concerns for Qualitative Inquiry in Higher EducationCritical Qualitative Higher Education Research in the Era of Methodological ConservatismWhat Is at Stake in the Era of Methodological Conservatism?Opportunities for Resisting Methodological Conservatism: A Call to ActionReflexivity as InterventionInstitutional and Organizational InterventionIntervention Through the Socialization of New Educational ResearchersIntervention Through Working and Speaking with Multiple Educational Research ConstituenciesConclusionNotesReferencesName IndexSubject IndexAbout the Authors

show abstract

Engaging Graduate Education: A Pedagogy for Epistemological and Theoretical Diversity

Cited by 16 publications

References 50 publications

Alimentar: Theorizing Pedagogy, Curriculum, and Mentorship for Democratic Doctoral Education

Alimentar: Theorizing Pedagogy, Curriculum, and Mentorship for Democratic Doctoral Education

“Not Like a Big Gap, Something We Could Handle”: Facilitating Shifts in Paradigm in the Supervision of Mathematics Graduates upon Entry into Mathematics Education

Table of Contents

Contact Info

Product

Resources

About