Pedagogy, Torture, and Exhibition: A Curricular Palimpsest

Goulding, Cathlin; Walter, Mia; Friedrich, Daniel

doi:10.1080/15505170.2013.849623

Cited by 4 publications

(2 citation statements)

References 15 publications

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“…Other studies (Cox & Barrow, 2000;Wright-Maley, Grenier, & Marcus, 2013) note that unique learning opportunities occur when participants interact with peers, professors, and ISHE educational experts at these sites. Previous findings, such as those reported in the work of Falk (2004), Goulding, Walter, andFriedrich (2013), andTrofanenko andSegall (2014), determined that "situating leaning from museums within enlarged scope and scale are not just abstract niceties; they are fundamental to validly determining what is or what is not learned from the museum experience" (Falk, 2004, p. 584). Based on this literature, this study sought to discover if the situated informal learning environment of the ISHE influenced the acquisition and/or refinement of historical disciplinary instructional practices of the pre-service teacher participants.…”

Section: Informal Learning Environmentsmentioning

confidence: 98%

“Putting it in Technicolor:”The influence of a pre-service teaching residency at a historic site, archive, library, or museum on in-service pedagogical practices

Coddington

2020

The Journal of Social Studies Research

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Over the last 30 years, colleges of education across the nation have examined and deliberated how best to educate pre-service history teachers for the challenges of the modern classroom. Specifically, they sought to create and refine teacher preparation programs that foster within the pre-service history teacher the propensity to use authentic teaching practices once they are licensed and instructing independently in the classroom. Using a situated learning theoretical framework, this research study adds to the literature on this topic by examining how a semester-long pre-service residency at a historic site, archive, library, or museum influences in-service history teacher pedagogy. Utilizing an ex post facto qualitative research methodology with a questionnaire, interviews, and analysis of lesson plans, this study pursued the objective of evaluating the nuances of a residency and how those experiences influence in-service pedagogical dispositions. The findings of the study conclude pre-service history teacher residencies offer valuable and unique learning spaces for the pedagogical development of pre-service history teachers by promoting authentic-based teaching models that participants carry into their in-service teaching.

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Section: Informal Learning Environmentsmentioning

confidence: 98%

“Putting it in Technicolor:”The influence of a pre-service teaching residency at a historic site, archive, library, or museum on in-service pedagogical practices

Coddington

2020

The Journal of Social Studies Research

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“…One of our visits included the Tuol Sleng Genocide Museum, a Cambodian high school that was converted into an interrogation center from 1976-1979 during the Pol Pot regime. One of my co-authored articles (Goulding et al, 2013) analyzes prisons in Argentina, Cambodia, and Haiti that, at one time in their existence, operated as schools and museums. The article looks at these sites as "curricular palimpsests, " or the overlapping and compatible tactics of prisons, schools, and museums as sites that shape learners through the representation of violence or the enactment of it.…”

Section: Place-based Pedagogy and The Prisonmentioning

confidence: 99%

The Prison Camp as Pedagogy of Place

Goulding

2021

ASSERT

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Place-based education usually refers to curricular work conducted in PK-12 settings that mobilizes local contexts to teach subject matter content. The education research reviewed here departs from this approach. Less interested in place as a means to transmit content, instead this article describes the often intangible learning that occurs in place. Place is a repository of lived experience, one in which the mind and body are intertwined. Place-based learning involves the knowledge and affective attachments provisioned by architectural arrangements and designs. Grounded in familial experience as Japanese Americans incarcerated in World War II-era prison camps, I research historic concentration camps, prisons, and other confinement spaces and how these sites educate contemporary audiences. Many of these historic prisons are places in which populations deemed security threats to the state were targeted, stripped of certain rights and obligations, forcibly removed, and sequestered. Treating these place-based projects as a kind of “curriculum,” my research also has implications for teaching and learning in K-12 classrooms.

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Living with Ghosts, Living Otherwise

Goulding

2017

(Re)Constructing Memory: Education, Identity, and Conflict

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Pedagogy, Torture, and Exhibition: A Curricular Palimpsest

Cited by 4 publications

References 15 publications

“Putting it in Technicolor:”The influence of a pre-service teaching residency at a historic site, archive, library, or museum on in-service pedagogical practices

“Putting it in Technicolor:”The influence of a pre-service teaching residency at a historic site, archive, library, or museum on in-service pedagogical practices

The Prison Camp as Pedagogy of Place

Living with Ghosts, Living Otherwise

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