Productions of space: civic participation of young people at university

Ryan, Mary

doi:10.1080/01411926.2010.517827

Cited by 22 publications

(23 citation statements)

References 36 publications

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“…In this connection, the textbooks and the teacher's guides have demonstrable weaknesses. Specifically, both curriculum materials are found to give limited opportunities for off campus tasks that can help students get the real sense of what it means by civic participation which is critical to nurture active citizens (e.g., Ryan, 2010;Galston, 2001). On the other hand, it is important to note that there are situations whereby the selection of learning experiences rather than the choice of teaching strategies that impose restrictions on the possibilities of active learning.…”

Section: The Ramifications Of Philosophy On Pedagogy Of Civic Educationmentioning

confidence: 97%

Civic education in Ethiopian schools: Adopted paradigms, instructional technology, and democratic citizenship in a multicultural context

Semela

Bohl

Kleinknecht

2013

International Journal of Educational Development

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Section: The Ramifications Of Philosophy On Pedagogy Of Civic Educationmentioning

confidence: 97%

Civic education in Ethiopian schools: Adopted paradigms, instructional technology, and democratic citizenship in a multicultural context

Semela

Bohl

Kleinknecht

2013

International Journal of Educational Development

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“…She argues that even if individual teachers attempt to introduce new ideas based on their 'thirdspace' ideologies, unless they can play along with the ideologies of the institutional space and point in history they have little chance of take-up or success. Ryan (2010b) argues that the civic participation of young people at university is greatly influenced by the 'secondspace' of corporatised educational institutions. This intersection and phasing of space and time, the chronotope, is crucial in analysing the evolving identities of pre-service teachers.…”

Section: Lived Space (Thirdspace; Heterotopia)mentioning

confidence: 99%

Spaces of possibility in pre-service teacher education

Ryan

2011

British Journal of Sociology of Education

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Pre-service teacher education is a spatialised enterprise. It operates across a number of spaces that may or may not be linked ideologically and/or physically. These spaces can include daily practices, locations, infrastructure, relationships and representations of power and ideology. The interrelationships between and within these (sometimes competing) spaces for pre-service teachers will influence their identities as teachers and learners across time and space. Pre-service teachers are expected to make the connections between these often-contradictory spaces with little or no guidance on how to negotiate such complex relationships. These are difficult spaces, yet the slippages and gaps between these spaces offer generative possibilities. This paper explores these spaces of possibility for pre-service teacher education, and uses the spatial theories of Lefebvre and Foucault to argue that critical reflective practice can be used to create Soja's 'thirdspace' for reconstructing future practice.

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“…From the body pedagogics perspective of this article, the analysis of how human beings polyrhythmically adapt to different circumstances is posed as an educational research problem (e.g., Ryan 2011). …”

Section: Introductionmentioning

confidence: 99%

Embodying Teaching: A Body Pedagogic Study of a Teacher’s Movement Rhythm in the ‘Sloyd’ Classroom

Andersson

Risberg

2018

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The article draws on body pedagogics and considers that teaching and learning experiences and outcomes are directly related to the different characteristics of movement behaviour. In this article movement behaviour specifically centres on a sloyd (handicraft education) teacher's walk through the classroom. The analysis illuminate the specific teaching use of the body as a spatial, temporal and situational movement rhythm in the classroom and how teachers and pupils tune into educational discourses by means of different body techniques. A wireless GoPro camera was attached to the teacher's chest in order to gain detailed view of pupil-teacher-body-material-tool encounters and a specific visual perspective of the sloyd teacher's walk. During a 2.5 years fieldwork, 25 wood-metal sloyd lessons were observed and recorded (circa 50 h of video). The study is informed by Dewey's embodied theory of learning and focus the alternation between active and passive phases in the stream of experience. From such Deweyan perspective the rhythm of an activity for organising experience, is fundamental to the creation of intelligent moving habits. The results show the body pedagogic experiences, outcomes and means by highlighting the teacher's (a) spatial path by describing mutual relationships between the material arrangement of the classroom, the teacher's bodily movements and the pupils' participation in the lesson, (b) temporal pace by his 'flights and perchings' through the lessons and how he moves from pupil to pupil and assignment to assignment, (c) specific pacts by describing body techniques and situated teacher-pupil encounters that terminate in an agreement about how to proceed.

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Productions of space: civic participation of young people at university

Cited by 22 publications

References 36 publications

Civic education in Ethiopian schools: Adopted paradigms, instructional technology, and democratic citizenship in a multicultural context

Civic education in Ethiopian schools: Adopted paradigms, instructional technology, and democratic citizenship in a multicultural context

Spaces of possibility in pre-service teacher education

Embodying Teaching: A Body Pedagogic Study of a Teacher’s Movement Rhythm in the ‘Sloyd’ Classroom

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