The Vulnerability of Teaching and Learning in a Selfie Society

Loveless, Douglas J.; Beverly, Cheryl L.; Bodle, Aaron; Dredger, Katie; Foucar-Szocki, Diane; Harris, Teresa; Kang, Shin Ji; Thall, Jane B.; Wishon, Phillip M.

doi:10.1007/978-94-6300-812-9

Cited by 9 publications

(2 citation statements)

References 19 publications

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“…The degree to which instructors are authentic and transparent reflects humanizing marketing education and therefore provides the academic context for students to feel safe and encouraged to learn and grow as established in prior research (Cajete, 2010). The pedagogy of vulnerability runs counter to the traditional thought that self-disclosure is a display of weakness that can be exploited in social media (Loveless et al, 2016). The results of this study demonstrate that vulnerability and relatedness are beneficial for students and future research should identify areas that improve for instructors as well.…”

Section: Discussionmentioning

confidence: 99%

The Pedagogy of Vulnerability and Marketing Education: Cultivating Self-expansion in a Time of Separation

Syrdal

Schee

VanMeter

et al. 2021

Journal of Marketing Education

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Applying the pedagogy of vulnerability and self-expansion theory, the exercise known as the Know Me Activity (KMA) enhances self-expansion by encouraging connections between students and the instructor. The pedagogy of vulnerability is premised on risking self-disclosure as an act of courage. Self-expansion theory is grounded in personal relationships whereby individuals are motivated for personal growth and identify with others to gain access to their resources. In the context of marketing education, self-expansion stems from enhancing student self-awareness for personal growth as well as perceived vulnerability and relatedness of the instructor to encourage access to expertise. The KMA was conducted at three universities and assessed to determine its usefulness as a self-expansion exercise. Survey results indicate that students found the activity contained self-expansion characteristics, and they recommend it for future use. The results of the pretest and posttest analyses also demonstrated an increase in student self-awareness, perceived instructor vulnerability, and perceived instructor relatedness. Self-expansion activities enhance relationships by design and participating in them can lead to increased student effort and persistence. Marketing educators can, therefore, have confidence in utilizing the KMA as a means for mitigating social isolation and encouraging perseverance.

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Section: Discussionmentioning

confidence: 99%

The Pedagogy of Vulnerability and Marketing Education: Cultivating Self-expansion in a Time of Separation

Syrdal

Schee

VanMeter

et al. 2021

Journal of Marketing Education

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“…"Recognition." These are significant existential themes that pervade educational relations and which often evoke some sort of anxiety for newcomers to the teaching profession (Loveless et al, 2016). Yet, too often students are unaware of the historical sources -personal, cultural, and structural -of these themes and their associated anxieties.…”

Section: Compiling and Theorizing A Practicum Eventmentioning

confidence: 99%

Reclaiming Agency and Appreciating Limits in Teacher Education: Existential, Ethical, and Psychoanalytical Readings

Phelan

Hansen

2019

mje

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A basic premise of teacher education is the value of teacher agency, that is, the teacher’s capacity to take responsibility for one’s knowledge, beliefs, judgements, and relationships. How can teacher educators sustain a commitment to agency in light of critiques of western modernity, specifically in relation to the existence of a rational autonomous subject, the erasure of history, and the opacity of language? Drawing on existentialism, ethics, and psychoanalysis, we discuss three practicum vignettes to illustrate what we are calling “the chiastic complexity” of agency within the field of teacher education. We argue that admission of the limits of teacher agency may be the source of ethical insight, educational opportunity, and political resistance for student teachers and teacher educators.

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(Re)framing vulnerability as social justice work: Lessons from hacking our teacher education practices

Andrzejewski

Baker‐Doyle

Glazier

et al. 2019

Review of Education, Pedagogy, and Cultural Studies

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The Vulnerability of Teaching and Learning in a Selfie Society

Cited by 9 publications

References 19 publications

The Pedagogy of Vulnerability and Marketing Education: Cultivating Self-expansion in a Time of Separation

The Pedagogy of Vulnerability and Marketing Education: Cultivating Self-expansion in a Time of Separation

Reclaiming Agency and Appreciating Limits in Teacher Education: Existential, Ethical, and Psychoanalytical Readings

(Re)framing vulnerability as social justice work: Lessons from hacking our teacher education practices

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