Transformative pedagogy

Επιδίωξη του κειμένου είναι να παρουσιαστούν οι βασικές συνιστώσες της θεωρίας της
μετασχηματίζουσας μάθησης (καταβολές, βασικές ιδέες, κύριες έννοιες, κριτικές, και
εναλλακτικές προσεγγίσεις) καθώς και να γίνει μια αποτίμηση της σημασίας, της εμβέλειας
και των δυνατών/αδύνατων σημείων της. Επιπλέον, θα  καταγραφούν οι δράσεις πρόσληψης και προώθησης της συγκεκριμένης θεωρίας στο ελληνικό περιβάλλον
της εκπαίδευσης ενηλίκων .

This article examines how teachers and students make meaning of their experiences transitioning away from high-stakes standardized tests to Project-Based Assessment Tasks (PBATs) and specifically considers the role that PBATs might play in shaping school culture. Drawing from three years of data collection at 10 public high schools engaged in this process, we discern how students and teachers negotiate this shift, paying attention to the ways in which PBATs may (or may not) cultivate more transformative and humanizing pedagogies and practices. The data show promise that PBATs are a useful tool to engage students and teachers more actively as participatory actors in the school environment, particularly when overall school structures collectively support its integration. Our data also show there were inevitable challenges in the process of transition and suggest that the school actors mediated some of these tensions, and ultimately felt that PBATs helped create more dignified spaces for youth. By anchoring the assessment process in the concept of transformative agency, we consider how the transition to PBATs might reinvigorate school culture, redress harmful systemic and structural injustices, and serve as a necessary part of school reform and education policy.

Salama, A. M. (2013). Seeking Responsive Forms of Pedagogy in Architectural Education, Field Journal – University of Sheffield, 5(1), pp. 9-30. ISSN # 1755-068.

Seeking responsive forms of pedagogy in architectural education, this paper responds to some of the negative tendencies that continue to characterize the delivery of knowledge content in lecture-based courses. Such tendencies are identified under the headings of: a) science as a body of knowledge versus science as a method of exploration, and b) learning theories about the phenomena versus getting the feel of the behaviour of the phenomena. The paper underscores the shift from mechanistic pedagogy to systematic pedagogy and the characteristics of each. Building on critical pedagogy and the hidden curriculum concept transformative pedagogy was introduced as a form of pedagogy that can be intertwined into mainstream teaching practices. Translating the premises underlying systemic and transformative pedagogies, inquiry-based, active, and experiential learning were identified as learning mechanisms amenable to work against the two identified negative tendencies. These mechanisms were implemented through a series of exercises in a lecture-based course, I have taught in spring 2010 and 2011: ARCH 313- Community and Neighbourhood Design Workshop, offered as part of the core architecture professional program at Qatar university. The exercises involved a) critical reflection as a form of in-class active learning, b) a walking tour-PLADEW as an experience-based mechanism for learning from the environment, and c) a design game as form of collaborative learning for students’ active engagement in a classroom setting. While each exercise has its own contribution, they offer students multiple learning opportunities while fostering their capabilities to shift from passive listeners to active learners, from knowledge consumers to knowledge producers, while engaging in a wide spectrum of mental activities.

"Table of Contents / Pagination is incorrect:
THE WAYS OF ARISTOTLE – ARISTOTELIAN PHRÓNÊSIS, ARISTOTELIAN PHILOSOPHY OF DIALOGUE, AND ACTION RESEARCH
Olav Eikeland
Preface 1
PART 1 – ARISTOTLE, SOCIAL RESEARCH, AND ACTION RESEARCH 3
1. Introduction – The Challenge of Phrónêsis 3
1.1 Three Kinds of General Theory 10
1.2 Aristotle and Critical Action Research 17
2. Action Research Approaching Phrónêsis 20
2.1 A Philosopher Defending Action Research 21
2.2 Making Social Science Matter 23
2.3 Abandoning Techniques 25
PART 2 – READING ARISTOTLE – LIMITS AND POSSIBILITIES FOR PHRÓNÊSIS 27
3. Virtues – Intellectual and Ethical 29
3.1 Particulars of Ethical Virtues 34
4. Phrónêsis and the Other Intellectual Virtues 38
4.1 Theoretical Knowledge, and Knowledge about Things We Influence 40
4.1.1 Overlaps and Intermeshes 45
4.2 Phrónêsis as an Intellectual Virtue 48
4.2.1 Excursus: Knowledge Forms and Ways of Knowing in Aristotle 49
4.2.1.1 Praxis, Poíêsis, Khrêsis, Páthos – And the Various Forms of the Epistêmai 50
4.2.1.2 Theoretical and Practical Truth 61
4.2 (Continued) Phrónêsis as an Intellectual Virtue 64
4.3 Phrónêsis and Rhetoric, Phrónêsis and Practical Syllogisms 70
4.3.1 The relationship to rhetoric 70
4.3.2 The relationship to practical syllogisms 75
5. Phrónêsis on Means and Ends, Phrónêsis and General Knowledge 76
5.1 Means and Ends, and Kinds of Causes 76
5.1.1 Poíêsis Makes Things, Praxis Makes Perfect 81
5.1.2 “Professional” Deliberations and Deductions 89
5.2 Knowledge, General and Particular 94
5.2.1 General Knowledge, Appropriate Knowledge, Knowledge in Action 94
5.2.2 Héxis (Habitus), and Empeiría (Experience) 103
5.2.3 Knowing Particulars 109
5.2.3.1 By What? 110
5.2.3.2 How? 111
5.2.3.3 Preconditions for a Universally Flexible Consideration 115
6. Developing and Defining Virtue 126
6.1 Developing Virtue 127
6.1.1 Epistêmê and Virtue through the Formation of Habit, Once More 130
6.1.2 What “Means” Means 136
6.1.3 Practical Development with a Hinge to It, the Question of Standards Again 138
6.2 Defining Virtue 145
6.2.1 Nóêsis as Dialogue, or, the Reason Why Aristotle Insists on Letting Phrónêsis Deliberate about Means Only 150
6.2.1.1 The Unfolded Know-How of Nous 152
6.2.1.2 The Topica and the Enfolded Habitus of Dialectics 154
6.2.1.3 The Philosopher, the Dialectician, and Experience 160
6.2.1.3.1 Dialogical Peculiarities 165
6.2.1.3.2 Dialogue and Experience 170
6.2.1.3.3 Basic Principle, Beginning, Medium, and End 182
6.2.1.4 Ways of Learning 185
6.2.1.5 Self-Evident First Principles? 191
6.2.1.6 Praxis1, and Praxis2 194
6.2.2 The Ethical Works do not Deliberate about Means, They Develop and Define Ends 198
6.2.3 Epistêmê, Virtue, and Phrónêsis Defined 205
6.3 Who Develops and Defines? The Art and Practice of Architectonics 214
7. Eudaimonía and Wisdom as “The Highest Practical Good”; Aristotelian Phron-Ethics, Theor-Ethics, and the Way of the Intellectual Commons 219
7.1 Kinds of Theory, Kinds of Practice 220
7.2 Ethics and Politics as Methodological Guidelines for Autonomous Practitioners 230
7.2.1 The Laws of Virtue 233
7.2.2 Tékhnê and Phrónêsis – At the Parting of the Ways 239
7.3 The Wisdom of the Commons – Common Wisdom 242
7.3.1 Tà Koiná – The Commons 247
7.3.2 The Common Skholê 252
7.4 Theor-Ethics and Primary Friendship 254
7.4.1 The Noetic “I” and the Psychological “Me” 259
7.4.2 Theorethical Interventions? 268
7.5 The Way of Theor-Ethics 269
7.5.1 Ethical Excellence – Settling with the Best “for Us”, i.e. for the Second Best “Absolutely” 277
7.6 The Ways of Politics – Continuous Learning in Common 288
7.6.1 Community: What Are the Things Common? 289
7.6.2 Oikos, Pólis, and Constitutions 294
7.6.3 Developing Concord – The Ethico-Political Role of Dialogical Gatherings 299
7.6.4 Different Concepts of Politics 310
7.6.5 Unity and Diversity in the Pólis 318
7.6.6 The Koinópolis as Panarchy – Aristocracy Suspended and Transcended 328
7.6.7 Religious Politics? 338
PART 3 – ARISTOTELIAN ACTION RESEARCH – WISDOM AND EUDAIMONÍA TRANSPOSED, SOCIAL RESEARCH TRANSFORMED 344
8. Neo-Epistemic, Dialogical Action Research 344
9. From Oikos to Pólis, and Beyond 349
10. Aristotle, Marx, and Modern Work Life 359
11. Aristotle Suspended 370
12. Epilogue 376
REFERENCES 381
Appendix 394"

The UK Government requires all schools in England to promote ‘Fundamental British Values’. These include democracy, and as Hart (1992) states: ‘A nation is democratic to the extent that its citizens are involved’. My research questions how ’involved’ pupils are within schools and how democratic our schools are. Recent findings from Robinson (2014) found that pupil participation in schools is not as effective as believed. Hart (1992) developed a Ladder of Participation to illustrate the levels of participation and non-participation of young people in schools. This has been used for developing and enhancing the work of school councils for many years, though arguably much of the work can still remain around the lower, tokenistic or ‘consultation’ levels. My research aims to explore pupil participation and voice within the classroom, and within teaching itself. Education has the potential to be socially transformative when that education system actively recognises and engages the learners as agents for their own learning. James and Pollard (2011) argue that pedagogy could influence social aspects such as increased social justice or economic prosperity. Further to that I would argue that engaging in a transformative, ‘participatory’ pedagogy utilises critical, creative and collaborative thinking to greater effect, enabling learners to become ‘transformers of their world’ (Freire, 1968, cited in Robinson & Taylor, 2007: 12). Through this research I have been able to develop a Participatory Pedagogy Framework based on Hart’s ‘Ladder of Participation’ (1992) and, by incorporating the work of Florian and Linklater (2010), adapt it for use within general classroom practice as an approach to developing pupil voice and engagement in learning.  My paper will endeavour to outline the key aspects of the theory around the development of my Participatory Pedagogy Framework and the initial outcomes from a small-scale action research project exploring the educational effectiveness and practicality of employing the framework in a primary classroom.

Έκδοση της Επιστημονικής Ένωσης Εκπαίδευσης Ενηλίκων
Περιεχόμενα
Το θεωρητικό τοπίο της εκπαίδευσης ενηλίκων
Η θεωρία του Jack Mezirow για τη μετασχηματίζουσα μάθηση
Η οργάνωση της έρευνας
Παρουσίαση των αποτελεσμάτων αναφορικά με τον κριτικό στοχασμό και τον ορθολογικό διάλογο
Επίλογος και θέματα για περαιτέρω έρευνα
Βιβλιογραφία
Παραρτήματα

Salama, A. M. (2015). Spatial Design Education: New Directions for Pedagogy in Architecture and Beyond, Ashgate Publishing Ltd, Surrey/London, United Kingdom. ISBN # 978-1-4724-2287-3 (Routledge New Edition).

Design education in architecture and allied disciplines is the cornerstone of design professions that contribute to shaping the built environment of the future. In this book, design education is dealt with as a paradigm whose evolutionary processes, underpinning theories, contents, methods, tools, are questioned and critically examined. It features a comprehensive discussion on design education with a focus on the design studio as the backbone of that education and the main forum for creative exploration and interaction, and for knowledge acquisition, assimilation, and reproduction. Through international and regional surveys, the striking qualities of design pedagogy, contemporary professional challenges and the associated sociocultural and environmental needs are identified. Building on twenty-five years of research and explorations into design pedagogy in architecture and urban design, this book authoritatively offers a critical analysis of a continuously evolving profession, its associated societal processes and the way in which design education reacts to their demands. Matters that pertain to traditional pedagogy, its characteristics and the reactions developed against it in the form of pioneering alternative studio teaching practices. Advances in design approaches and methods are debated including critical inquiry, empirical making, process-based learning, and Community Design, Design-Build, and Live Project Studios. Innovative teaching practices in lecture-based and introductory design courses are identified and characterized including inquiry-based, active and experiential learning. These investigations are all interwoven to elucidate a comprehensive understanding of contemporary design education in architecture and allied disciplines. A wide spectrum of teaching approaches and methods is utilized to reveal a theory of a ‘trans-critical’ pedagogy that is conceptualized to shape a futuristic thinking about design teaching. Lessons learned from techniques and mechanisms for accommodation, adaptation, and implementation of a ‘trans-critical’ pedagogy in education are conceived to invigorate a new student-centered, evidence-based design culture sheltered in a wide variety of learning settings in architecture and beyond.

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Review by Halina Dunin-Woyseth, Oslo School of Architecture, Norway

This is indeed an inspiring and thought provoking contribution to the field of design pedagogy in its fullest sense. Calling for new forms of pedagogy, the argument for civic engagement, critical inquiry, and reflective design practices is elucidated to reflect emerging understandings of design education. With substantial international experience, the author offers an authoritative account of spatial design pedagogy with a focus on architectural and urban design education, covering a diverse range of topics in a wide variety of contexts. Tracing evolutionary theories and approaches of education from the second half of the 20th century to the present is a commendable aspect of this work. This is a must-have book for both design students and built environment professionals, but most importantly, it is essential reading for every design educator worldwide.

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Review by Tammy Gaber, Laurentian University School of Architecture, Canada

Spatial Design Education: New Directions for Pedagogy in Architecture and Beyond is a proactive book that transparently presents promising approaches to tap into latent potentials and exciting opportunities in teaching architecture. Salama's candid review and analysis importantly fills a gap in literature on architecture pedagogy. The book is comprehensive, critical and experimental and very much analogous to the way we all want to teach architecture.

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Review by Michael J. Crosbie, University of Hartford, USA

No other profession has undergone as dramatic a transformation in the past decade as architecture. In this well-researched, intelligent, and provocative examination of the history, current state, and future prospects of architectural pedagogy on a global scale, Ashraf Salama challenges us to both broaden and deepen the debate about how professional education might, indeed must, change.

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Review by Jeff Hou, University of Washington, USA

With the voice of an experienced educator on the frontline of architectural education, Ashraf Salama offers an audacious yet thoroughly researched examination of design pedagogies and ethics in a changing world. More than just a condemnation of outmoded studio culture, this book presents insightful accounts of both historic development as well as past and emerging innovations in design education. An extraordinary sourcebook for design educators and students.

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Review by Karen Keddy, Ball State University, USA

Building on a rigorous and critical examination of a wide spectrum of architectural design pedagogies over time, Ashraf Salama constructs a convincing argument for the need for a design pedagogy that is more responsive to today's social and environmental demands. Salama's well-articulated description of a multi-layered trans-critical pedagogy that promotes a democratic and inclusive theory of education couldn't be more timely. This book is ground breaking in its attempt to identify pedagogical approaches to the challenges faced in the profession by the changing role of the architect and is invaluable for researchers, practitioners, graduate students and educators in architecture.

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Review by Harriet Harriss, Oxford Brookes University, UK

Due to EU directives, UK architectural education is facing imminent change - specifically, to become shorter, more affordable, and more practice integrated - so that it matches the programs offered by its EU university counterparts/competitors. What Professor Salama's book offers is a methods statement - an invaluable resource book for educators needing to rethink their curricula to meet this demand for change. It provides passionate educators, participation-inclined practitioners and engaged students with practical inspiration from a range of excellent case studies that demonstrate experimental, spatially and socially innovative pedagogies.

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Review by Jeffrey Haase, The Ohio State University, USA

As a professor who constantly looks to unlock the doors of innovative thought and practice in the studio-based classroom, this book, Spatial Design Education by Ashraf Salama, is the master key. Salama creates the convincing argument for pedagogical change and then systematically evaluates examples of current evolving paradigms that are making that change happen. If you want to be part of that change then this book should be your guide.

Salama, A. M. (2009). Transformative Pedagogy in Architecture and Urbanism. Umbau-Verlag, Solingen, Germany ISBN # 978-3937954-042.

As a new round of pedagogical dialogue on architecture and urbanism it resets the stage for debating future visions of transformative pedagogy and its impact on design education. This is a forward looking effort that comes to amalgamate concerns, concepts, and practices that Ashraf M. Salama has explored and introduced over a period of two decades. It is about balancing the creative act required for creating responsive environments and the social and environmental responsibilities that should be embedded in this act. It is also about understanding how knowledge is produced, what the components of such knowledge are, and what are the learning processes and social practices that can be used to transmit it. Structured in five chapters the book presents a wide range of innovative and practical methodologies for teaching architectural and urban design. It traces the roots of architectural education and offers several contrasting ideas and strategies of design teaching practices. The book includes five chapters:

1) A New Theory for Transformative Pedagogy in Architecture and Urbanism
2) The Architect, the Profession, and Society
3) The Conventional Approach to Studio Teaching Practice
4) Against the Conventional Studio Pedagogy
5) Empowering Transformative Pedagogy

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Review by Nikos A. Salingaros, University of Texas at San Antonio, USA

Professor Salama brings here a career's worth of insights into architectural education. Most importantly, his experience spans across many continents and cultures, and is thus extremely valuable for world architecture... And so we have at hand a vast new resource for adapting the design studio to the real needs of architectural education.

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Review by Henry Sanoff, North Carolina State University, USA

Ashraf Salama aggressively identifies the ritualistic aspects of architectural education that act as constraints to innovation. this is an important book because it probes into the motivations of design educators by placing a mirror before them and allows for a critical examination of the design studio. Dr. Salama paves the way for design educators to openly discuss and debate the delivery system of architectural education and its impact on the future role of the architect.

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Review by Amira Elnokaly
http://archnet.org/publications/5355

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Review by Smita Khan
http://archnet.org/publications/5468

Routledge Revivals Edition
Salama, A. M. (2021). Transformative Pedagogy in Architecture and Urbanism. Routledge-Taylor and Francis Group,  London. ISBN: 978-3937954-042 (print) - 9781003140047 (eBook)

Earlier Edition
Salama, A. M. (2009). Transformative Pedagogy in Architecture and Urbanism. Umbau-Verlag, Solingen, Germany ISBN # 978-3937954-042.

Research developed over the past two decades indicates that many problems that exist in the built environment have their roots in the current educational system of architecture and urbanism. Since architectural and urban education is the backbone for the practice of producing meaningful environments and since architectural and urban design is the main concern of educators, it is essential to encounter their pedagogical aspects while dealing with the subject as a rich field of research whose con­ tents, methods, techniques, and tools should be examined and questioned. __________

This book introduces a new form of pedagogy in architecture and urbanism; trans- formative pedagogy — a term that refers to interactional processes and dialogues be­ tween educators and students that invigorate the collaborative creation and distribution of power. As a concept, it is based on the fact that the interaction between educators and students reflects and fosters the broader societal pattern. Transformative pedagogy in architecture and urbanism is about balancing the creative act required for successful design and the social and environmental responsibilities that should be embedded in this act. While transformative pedagogy as a concept is not confined to a static definition, it builds on the perspectives of critical pedagogy and its under­ lying hidden curriculum concept. __________

Critical pedagogy aims at reconfiguring the traditional student/teacher relation­ ship, where the teacher is the active agent — the knowledge provider — and the students are the passive recipients of the teacher’s knowledge. Grounded on the experiences of both students and teachers new knowledge is produced through the dialogical process of learning. The hidden curriculum concept is thus concerned with questions that pertain to the ideology of knowledge and the social practices that structure the experiences of educators and students. Adopting transformative pedagogy enhances the capability of educators in architecture and urbanism to interpret the relationship between knowledge and power. In this respect, one should recognize that educational settings — whether studios or classrooms — are not neutral sites; they are integral to social, cultural, and political relations that characterize real life conditions. Transformative pedagogy is about understanding how knowledge is produced, what the components of such knowledge are, and what are the learning processes and social practices that can be used to transmit it. __________

The broad goal of this book is to establish methods and approaches for ameliorating the current design studio pedagogy. The overall argument is based on the importance of internalizing relevant social and ethical approaches to the design studio that elucidate the role of the architect-planner or urbanist in society and that form a basis for future professional judgment. The argument conceives the present value system imbibed in the design studio, based on self-expression and the exclusion of many other important factors, as inappropriate to the present professional milieu, which, in turn, results in the reduction of the influence of the architect-planner in shaping the built environment and of the effectiveness of the profession in society. __________

As a new round of pedagogical dialogue on architecture and urbanism it resets the stage for debating future visions of transformative pedagogy and its impact on design education. This is a forward looking effort that comes to amalgamate concerns, concepts, and practices that Ashraf M. Salama has explored and introduced over a period of two decades. It is about balancing the creative act required for creating responsive environments and the social and environmental responsibilities that should be embedded in this act. It is also about understanding how knowledge is produced, what the components of such knowledge are, and what are the learning processes and social practices that can be used to transmit it. Structured in five chapters the book presents a wide range of innovative and practical methodologies for teaching architectural and urban design. It traces the roots of architectural education and offers several contrasting ideas and strategies of design teaching practices. The book includes five chapters: 1) A New Theory for Transformative Pedagogy in Architecture and Urbanism 2) The Architect, the Profession, and Society 3) The Conventional Approach to Studio Teaching Practice 4) Against the Conventional Studio Pedagogy 5) Empowering Transformative Pedagogy ..

Education is intended to be a transformative experience for the student. In the practice of transformative pedagogy, instructors provide students with the time and space to explore their own sets of beliefs, values and standards and how they incorporate those beliefs into their work, subconsciously and consciously.
At times, transformative pedagogy can be uncomfortable. However, the value of discomfort in the pedagogical process of a design course is the ability to acknowledge a knowledge gap between one’s social experiences and the experiences of other social identities. This paper focuses on the value of transformative pedagogy in working through discomfort when learning about limit situations, developing
a foundation for transformative pedagogy in a course setting, the importance of critical thinking in transformative pedagogy and how transformative pedagogy is presented with a focus on ethics, disability and responsible design. By embedding ethics, critical consciousness and strategic thinking, the process translates into a transformative practice of design and innovation. Students learn new emerging ways
of affecting change with a multiplicity of ideas when educators engage in transformative pedagogy.
It is also to ascertain what kind of learning enables people to create solutions for communities involved in a continuously ongoing process of defining sustainable development.

In an earlier article in this journal, C. A. Bowers suggests that transformative learning, particularly Paulo Freire’s pedagogy, is a Trojan horse of western globalization, by deepening the ecological crisis and colonizing indigenous cultures. He charges that critical pedagogues avoid their own complicity in neoliberal globalization; he advocates for an alliance between conservative politics and environmentalism; and he promotes a ‘‘conserving education.’’ This article will critique the first three facets of Bowers’ argument: first, by agreeing with the critique of the enlightenment underpinnings in transformative learning theory but resolving them in more nuanced ways; second, by explaining the ontology implicit in Freire that Bowers misunderstands; and third, expanding the critical stream of transformative learning by arguing that every sustainability educator needs a strong political economic as well as cultural analysis, combined with honoring local contexts, including indigenous traditional knowledge.

This thesis is located within the social and political context of Indigenous education within Australia. It is an area fraught with competing readings of education, as either an instrument for the further colonisation and oppression or the emancipation and empowerment of Indigenous Australians. While intellectuals contest theories, representations and standpoints, appropriate curriculum approaches and pedagogy, and while policymakers debate the reasons for persistent poor academic outcomes (DETYA 1999; Encel 2000) Indigenous people continue to experience unacceptable levels of disadvantage and social marginalisation. The struggle for Indigenous students individually and collectively lies in being able to
determine a direction which is productive and non-assimilationist  which offers possibilities of social and economic transformation, equal opportunities and cultural integrity and self-determination. The challenge for teachers within the constraints of the academy is to develop strategies that are genuinely transformative, empowering and contribute to decolonisation and positive social change. From the micro level of an Indigenous Centre, situated in a specific university with a particular group of individuals developing a particular transformative curriculum project and pedagogy, this thesis brings everyday life to bear on the diverse knowledge systems and theories regarding emancipatory education, individual agency, race, class and gender relations and their interplay with various levels and spheres of the institutional state apparatus. This thesis explores how the construction of two theoretical propositions — the Indigenous Community Management and Development (ICMD) practitioner and the Indigenous/non-Indigenous Interface — are decolonising and transformative strategies. The interface is revealed as the site of turbulence, negotiation and possibility, in which the ICMD practitioner works to provide/mediate the space to incorporate Indigenous ways of knowing, being and doing in highly productive and transformative ways. It investigates how these theoretical constructs and associated discourses are incorporated into the Centre’s policy processes, curriculum, and pedagogy to influence and interact with the everyday lives of students in their work and communities and the wider social institutions. It charts how a group of Indigenous and non-Indigenous staff interact with these propositions and different ideas and discourses interrupting, re-visioning, reformulating and integrating these to form the basis for both Indigenous and non-Indigenous futures in Australia.

Abstract
Undergraduate students lack the opportunity and environment to contemplate and develop ecoliteracy skills that serve to integrate subject matter into their everyday experiences. Ecoliteracy is grounded in Capra's web of life theoretical framework and represents students' capacities to read world systems objectively with their head, heart, hands, and spirit. Contemplative pedagogy provides educators with exercises that give students time to reflect on the integration of learning. Ecoliteracy and contemplative pedagogy research has shown little quantitative data pertaining to how contemplative pedagogy affects undergraduate student ecoliteracy. To address that gap, this causal-comparative study measured the use of contemplative pedagogy exercises relative to undergraduate student ecoliteracy. A convenience sample of 150 undergraduate students who did and did not experience contemplative pedagogy exercises completed the New Ecological Paradigm Scale and Self-Compassion Scale Short Form. Independent-samples t tests measured the differences between the 2 groups. Findings indicated that students who did not experience contemplative pedagogy exercises in the classroom were more likely to self-report higher ecoliteracy. A possible interpretation of these findings is that current contemplative pedagogy exercises may focus students' attention internally and not adequately promote the world-centered view that would more readily advance student ecoliteracy skills. Results of this study provide further insight that may inform professional development and contemplative pedagogy exercises that empowers students' ecoliteracy skills by encouraging critical thinking, action, and compassion towards positive social change.

This thesis is based on action research undertaken in Spain at the Faculty of Education of the University of Granada. The main research objective was to demonstrate the need to train and empower pre-service and in-service teachers so as to enable them to take pedagogical action in favour of LGBTI (Lesbian, Gay, Bisexual, Trans and Intersexual) and queer persons’ equity in education.
In order to fulfil this aim, a pilot study on sexual identity issues with pre-service and in-service primary school English-language teachers was organised, resulting in requests for training in this area. Consequently, two teacher training courses were offered at the same university faculty. The first, in 2011, was given in English and aimed at pre-service primary and secondary school English-language teachers. The second, in 2013, was offered in Spanish to pre-service and in-service teachers, as well as university students, of different educational levels and disciplines.
In the training process, emphasis was put on practical activities and classroom interaction based on queer theory, critical and transformative pedagogy, as well as fuzzy set theory applied to sex and gender. This process helped raise the participants’ consciousness of the ongoing complex reality of LGBTI and queer identities in education, and, through introspective personal reflections, to recognise that homotransphobia and heterosexism can affect anybody. Furthermore, they were empowered to take queer pedagogic action into their schools, despite having to face barriers and limitations at both social and institutional levels.
This research has contributed to queer pedagogy and literature by creating new knowledge, presenting the theory of sex and gender fuzzy sets for the first time in an academic context and by developing pedagogic strategies to counter gender binarism, homotransphobia, heterosexism and cissexism in education. Moreover, original queer teaching materials were created by the participants of the two courses, both in English and in Spanish.
The results of this research also suggest that training on gender and sexual identities should begin from early childhood education in order to be most effective and that it is fundamental to involve in the process not only school staff and students’ parents/ guardians, but also local and national education authorities and society at large, thus transcending academia. Finally, this study highlighted the fact that the existence of progressive Spanish legislation for LGBTI persons is not sufficient in itself unless it is adequately implemented in education.
It is therefore necessary to promote teacher training programmes at all educational levels and disciplines through critical analysis and discussion in order to contribute to social and institutional transformation in support of gender and sexual equity.

Keywords: action research, cissexism, EFL, heteronormativity, homotransphobia, queer theory, sex and gender fuzzy set theory, sexual identities, Spanish education, teacher training.

This PowerPoint presentation lays out the ASSC School Effectiveness Roadmap. All schools can be placed on this roadmap that represents any schools function level by its orientation. The roadmap can predict the levels of achievement, school climate and common practices at any school. Research from over 300 schools has confirmed the model.
In the process of school improvement, it is critical that a school knows where it is on the roadmap and also where it is intending to go. Without a roadmap how can a school improvement process move confidently toward a better place?

“A Letter From My Students” is a performance that weaves intertextual narratives drawn from whiteness studies, personal experiences in the classroom, and qualitative course evaluation data through four critical junctures of whiteness. Between 2012-2013, this letter was embodied as a one-man staged performance performed at a communication studies regional conference, at black box theaters and open mic nights, and at fundraisers across the U.S. Southwest. This is a critical intervention that advocates for new metaphors to address higher education spaces, and the aim of this work is to open up conversations on the way(s) power and privilege move through the classroom. If students are able to finally voice their classroom concerns/traumas or teachers are able to make the critical changes needed to their courses/programs because of the discussions that arise out of this performance and auto/ethnographic report, then the vision of an academy that empowers both students and teachers will be that much more achievable. In the end, trickster performances and nagualismo offer an alternative approach to the classroom that embraces failure as a process not a product, which is a necessary tool for transforming the education system towards social justice.

This paper considers the role of dialogue in the participation of children and examines the extent to which Philosophy for Children can be conceptualised as a dialogic participatory mechanism. It examines ways in which dialogue has been linked to participation in the literature and differentiates between those approaches which focus on dialogue as pedagogic device and those which emphasise its participatory potential. A theoretical exploration of dialogue is pursued using three questions to interrogate the complex and contested body of literature exploring dialogic approaches. These focus on the possibility that dialogue offers an alternative philosophical approach to children’s voice, mechanisms of transformation in dialogic encounters, and the problems posed by inequality between dialogic partners. This exploration prepares the ground to consider Philosophy for Children’s potential as a dialogical participatory mechanism. It is concluded that where practitioners are able to tolerate the perplexity and discomfort of genuinely open dialogue, then Philosophy for Children can be regarded as dialogic. It is recognised that the many competing agendas operating in schools might influence the extent to which dialogue can remain open. If Philosophy for Children is to operate as a participatory mechanism, then it is argued that there is a need to develop a praxis focus within communities of philosophical inquiry.  Political difficulties resulting from inequalities between the participants in a community of inquiry are acknowledged. It is concluded that practitioners need to adopt and maintain critical reflexivity if they are to avoid an instrumental approach to the practice of Philosophy for Children and ensure that its dialogic and participatory potential is developed.

https://rc-aegs.blogspot.com is an online platform for in-progress manuscript of the book “The Routledge Companion to Architectural Education in the Global South” which is being developed by Ashraf Salama and Harriet Harriss and will be published by Routledge in 2021.

The Routledge Companion to Architectural Education in the Global South, Professor Ashraf M. Salama  -- Professor Harriet Harriss

Our aim is to develop a responsive discourse that acknowledges opportunities for (a) the recognition of historic, regional pedagogic traditions that have been overlooked or undervalued within Western knowledge frameworks, (b) the emergence of counterpoints to Western pedagogic hegemonies, and (c) pedagogies that respond directly to the unique and context specific values, opportunities and challenges facing schools of architecture and the societies that their graduates seek to serve.

While the premise of the book is to contribute a new contextualised knowledge on architectural education in the Global South, the following fundamental objectives are identified:

- Fills a crucial knowledge gap in the contemporary discourse on the education of future architects and urban designers in the Global South
- Offer analyses of successful pedagogical practices and experiments undertaken by academics in the Global South as well as in partnerships with academics and students in the Global North and the way in which they develop architectural and urban responses to the contextual qualities of locales within which they operate
- Articulates models, adaptations, and variations in architectural and urban design teaching practices that are taking place within Global North addressing contexts in the Global South
- Examines the way in which international professional and ethical standards including international validation/accreditation approaches and processes address and adapt to the particularities of the Global South

This thesis is located within the social and political context of Indigenous education within Australia. Indigenous people continue to experience unacceptable levels of disadvantage and social marginalisation. The struggle for indigenous students individually and collectively lies in being able to determine a direction which is productive and non-assimilationist – which offers possibilities of social and economic transformation, equal opportunities and cultural integrity and self-determination. The challenge for teachers within the constraints of the academy is to develop strategies that are genuinely transformative, empowering and contribute to decolonisation and positive social change. This thesis explores how the construction of two theoretical propositions – the Indigenous Community Management and Development (ICMD) practitioner and the Indigenous/non-Indigenous Interface – are decolonising and transformative strategies. It investigates how these theoretical constructs and assoc...

Learning is happening every day whether you want it or not. Successful mentors don’t treat learning as an event to be scheduled but rather an unlimited resource to be enhanced.
Learning is happening every day whether you want it or not. Successful mentors don’t treat learning as an event to be scheduled but rather an unlimited resource to be enhanced.
A culture of teaching and learning is collaboratively created by students and teachers who demonstrate their expectations of what must be learned and who should know it.

In this proceedings paper, self-study research methodology is applied toward an understanding of social presence as transformative learning in my educative practice online with graduate adult education students. The paper offers a brief account of social presence and transformative learning theories in response to research questions about adult educator roles in support of transformative learning through social presence, and the educator's transformative process with attention to an integrative, or holistic, approach to transformative learning, inclusive of its extrarational and spiritual realms.

When everything in education seems lost to the accountability and the unprecedented control of public schools mandated by the NCLB and its state replications, Freire’s philosophy gives us a hopeful vision of education as a universal right and a liberating project.  We consider Paulo Freire’s pedagogy of liberation as one of the most influential philosophies of education of the 20th Century, and it continues to be highly relevant for the 21st Century.  The main thesis of this chapter is that the hope founded on Freire’s ideas of radical democracy, as enacted by his liberating teaching and participatory action research, can energize the building of grassroots movements aimed at taking back public education from the devastating attack from the right wing, from Reagan’s through NCLB’s marketization of education.

Más allá de la renovación pedagógica, se necesita una profunda transformación socioeducativa. Se defiende así, desde la praxis, la necesaria inserción de la educación en una trama cultural sociocrítica, en que intervienen como agentes clave los movimientos sociales y educativos, con una tarea común: la construcción de una `cultura transformadora´. Pensando en nuestra propia capacidad de actuación (incluyendo las iniciativas no plenamente coincidentes entre sí), se realiza finalmente una propuesta para conjugar las potencialidades de las redes y de los movimientos (educativos y sociales) e interactuar en espacios amplios de encuentro.

Further from a pedagogical renewal, there is a clear need of deep socio-educative transformation. We could base on praxis the necessary inclusion of Education within a sociocritic cultural frame, where social and educational movements take part as key agents to fulfill a common task: building a `transforming culture´. Thinking of our own capacity of acting upon a society (including initiatives which do not have the same exactly the same goals), the present article includes a proposal to combine the possibilities offered by networks and social and educative movements as well as interacting using wide meeting places.

Abstract: Information Technology is driving transformative pedagogy in both lower and higher education institutions. This paper discusses internet usage patterns among university academics before advancing to explore how to improve these aspects in the context of education. This descriptive survey collected data from a random sample of 440 university academics in Zimbabwe. Academics use the internet for research more than they did for teaching purposes. Statistical analysis of data revealed gender differences in internet access. Age and experience were found to explain differences in usage among university academics. Educational implications of these findings in relation to advancing development of 21st century skills through Information Technology in tomorrow’s leadership and drivers of country’s economic growth were highlighted. The study recommends a transformation of university teaching practice through technology based holistic models that encompass creative and innovative Webo...

This article is principally inspired by queer theory and is based on the evaluation of a questionnaire on sexual identity issues directed to ten Spanish pre-service primary school EFL teachers. It aims to show their knowledge of queer issues and their opinion on introducing and discussing sexual identities in EFL at primary school level. The main results highlight the participants' lack of training in this field and a willingness to treat these issues in primary school education. In the paper, sexual identities are generally referred to as lesbian, gay, bisexual, trans, intersexual as well as heterosexual people. It is the first research study realised in Spain that combines primary school education within sexual identity issues in English language teaching.

Keywords: English as a Foreign Language (EFL); primary school education; queer theory; homophobia; heteronormativity. Identidades sexuales en inglés lengua extranjera de Primaria: Perspectivas de docentes españoles en formación

RESUMEN: Este trabajo está principalmente inspirado en la teoría queer y se basa en la evaluación de un cuestionario sobre temáticas relacionadas con las identidades sexuales dirigido a diez docentes en formación de Primaria de lengua inglesa. El objetivo de este estudio es mostrar cómo se perciben estos temas y qué opinión tiene el grupo participante sobre la introducción y la discusión de temáticas queer en inglés lengua extranjera (EFL) de primaria. Los resultados principales destacan la ausencia de formación en este campo y la voluntad por parte del grupo parti-cipante de tratar las temáticas queer en la educación primaria. En el artículo las identidades sexuales se refieren principalmente a lesbianas, gays, bisexuales, trans, intersexuales y también heterosexuales. Es el primer estudio realizado en España que combina la educación primaria con las identidades sexuales en la enseñanza de la lengua inglesa.

Palabras clave: Inglés como lengua extranjera (EFL); educación primaria; teoría queer; homofobia; heteronormatividad.

This paper is aimed at clarifying whether CLIL should adopt a specific pedagogy, as often implied in the literature, like the primary Social-Constructivism, or whether both the same literature and practitioners would pave the way for the adoption of CLIL as an open environment for various pedagogies. Indeed, this question seems crucial, because, if different pedagogies are known by teachers, CLIL would become flexible to the needs of different stakeholders in practice. Moreover, CLIL teacher training should include this broad pedagogical competence, converging with that concerning different linguistic approaches, in order to make teachers aware of their options in relation to the needs of their classroom. An earlier study on the training gaps of CLIL teachers indicated a great need for pedagogical foundations and then specifically for pedagogy and didactics for CLIL. Based on these findings, there was the preparatory training of three groups of teachers from three Italian Licei Linguistici, engaged in critical participatory action research, left free in their pedagogical and linguistic choices for their implementations, alone or through teams, after a blended short training. During their implementations, they varied the pedagogy along with the linguistic approaches to CLIL depending on the attitudes of their students, their own or those of the team involved, confirming the rare voice of practitioners in the literature and calling for this broader possibility, in contrast to the majority of CLIL research which tends to recommend one specific pedagogy or another.

Σκοπός του άρθρου είναι να θέσει προς συζήτηση ορισμένους επίκαιρους λόγους για τους οποίους είναι ανάγκη η πρακτική της εκπαίδευσης ενηλίκων να μετακινηθεί προς μια κριτική και χειραφετική θέση. Σημείο αφετηρίας θα αποτελέσει η αξιολόγηση της θεωρητικής τροχιάς μιας από τις σημαντικότερες προσεγγίσεις στο πεδίο της εκπαίδευσης ενηλίκων, της θεωρίας της μετασχηματίζουσας μάθησης. Δεδομένου ότι μια συνολική αποτίμηση της θεωρίας θα ήταν αδύνατη στο περιορισμένο πλαίσιο του παρόντος κειμένου, η κριτική εξέταση θα εστιάσει στη χρήση της κομβικής για τη συγκεκριμένη θεωρία έννοιας του μετασχηματισμού. Στη συνέχεια, και αφού θα έχει επιχειρηθεί η κατάδειξη της ελλειπτικής και συχνά αποπροσανατολιστικής χρήσης της έννοιας του μετασχηματισμού, θα επιχειρηθεί η ανάδειξη της σημασίας της κριτικής θεώρησης των πραγμάτων, αλλά και η ανάγκη ανάληψης χειραφετικών δράσεων και πρωτοβουλιών στο πλαίσιο της εκπαίδευσης ενηλίκων, σε συνδυασμό με τις βασικές διακυβεύσεις των εκπαιδευτικών πολιτικών και με τις τρέχουσες κοινωνικές εξελίξεις. Τέλος, θα επισημανθούν ορισμένα από τα εμπόδια που δυσχεραίνουν και συχνά αποτρέπουν τους εκπαιδευτές ενηλίκων να υιοθετήσουν, στο πλαίσιο του εκπαιδευτικού διαλόγου, κριτικές, αναστοχαστικές, εξανθρωπιστικές και απελευθερωτικές πρακτικές.

As has been stressed already, dialoguing can be considered a milestone for identity and community formation (Hosokawa, Otsuji, Mariotti 2016; Council of Europe Language Policy Division 2009). Previous studies have shown how a classroom of Japanese language can be a stimulus to dialogue and reciprocal exchange of values for all participants, no matter their native language (Miyo 2011; Shimazu 2017). Still, several fundamental questions have remained unanswered: is such a formative dialogue feasible in a class of zero beginners of Japanese learners? How can they step up from ‘words-only communication’ to the construction of meaningful sentences, during a workshop of 15 meetings focusing on ‘contents – self-expression – citizenship formation’ instead of classes focusing on grammar only? Previous research on zero-beginners of Japanese language as second language (Kim, Take, Furuya 2010) has shown that this is feasible, but what kind of processes do learners go through? Does having the same native language influence these processes? If so, in which way? Who has the right to evaluate the outcome of such an ‘identity formation’ process, and how is this done? We decided to pursue these questions through a joint research project: Action Research Zero. We had conducted it at Ca’ Foscari University of Venice between September and December 2016, together with 15 voluntary learners and 4 tutors. This panel provides answers to the above research questions, showing that even dialoguing between absolute beginners of Japanese Language can reach the very aim of identity formation, but only if teachers serve as ‘maieutic facilitator’.
* ARZ workshop has been funded by Akita University and Ca’ Foscari University of Venice, as a joint research project conducted by M. Mariotti and N. Ichishima, and supervised by H. Hosokawa. We thank all participating students and tutors for their collaboration and understanding of the research aims.

MIND LAND SOCIETY - 17th INTERNATIONA CONFERENCE
ARQUITECTONICS NETWORK
29-31 May 2019
https://pa.upc.edu/ca/Varis/altres/arqs/congresos
https://etsab.upc.edu/ca/noticies/mind-land-society

FREEDOM TO DESIGN!
ARCHITECTURE AS BRIDGE BETWEEN NATURE AND CULTURE

The title of the keynote:
Ashraf M. Salama (UK) - “Transformative Design Pedagogy: From Priori and Posteriori Knowledge to Trans-disciplinary Production of Architecture”

The relatively few studies focused on the inter-ethnic/inter-religious encounter/dialogue initiatives between Israel and Palestine emphasize the failure of these efforts in promoting tolerance and mutual respect. However, with all the tools of the 21 st century to change the recurrent history, we have every reason to be hopeful for a peaceful future. This paper presents an overview of Arab-Jewish dialogue projects in order to reveal future directions towards achieving critical dialogue as a foundation for peace education from the grassroots. For this purpose, the dialogue encounters in the Israel and Palestine are portrayed as they are operated by non-governmental organizations, international third-party interventions, and schools. Next, drawing from a number of dialogue scholars, the notion of Freirean dialogue is presented. Finally, Freirean dialogue is proposed as an effective pedagogy in order to eliminate the barriers undermining dialogue between the two groups for a grassroots peace movement. Özet: İsrail ile Filistin arasındaki etnik/dinler arası karşılaşma/diyalog girişimlerine odaklanan nispeten az sayıda çalışma, bu çabaların hoşgörü ve karşılıklı saygıyı teşvik etmedeki başarısızlığını vurgulamaktadır. Bununla birlikte, 21. yüzyılın tarihi değiştirecek tüm araçlarıyla, barışçıl bir gelecek için umutlu olmak için her türlü nedenimiz bulunmaktadır. Bu makale, halkın arasından yeşerecek ve sürdürülebilir barış eğitimi için bir temel olarak eleştirel diyaloğu etkin şekillerde uygulamaya yönelik imkanları ortaya çıkarmak için Arap-Yahudi diyalog projelerine genel bir bakış sunuyor. Bu amaçla İsrail ve Filistin'deki diyalog karşılaşmaları, sivil toplum örgütleri, uluslararası üçüncü taraf müdahaleleri ve okullar tarafından işletildiği şekliyle tartışılmaktadır. Daha sonra, önde gelen diyalog akademisyenlerinin uluslararası alanyazında kabul gören yaklaşımlarından hareketle, Freire diyaloğu kavramı sunulmaktadır. Son olarak, Freire diyaloğu, halkın arasında filizlenecek bir barış hareketi için iki grup arasındaki diyaloğu zayıflatan engelleri ortadan kaldırmak doğrultusunda etkili bir pedagoji olarak önerilmektedir.

This article explores problems and possibilities in teaching courses that raise deep emotional issues for the participants. Two courses were developed to examine violence in South Africa, and provide social and psychological support for victims. It became clear that most of the students were themselves survivors of violence, and that the courses triggered powerful emotional reactions and shifts in self-understanding. This presented a danger that the participants would be overwhelmed by negative emotional responses to the course materials in ways that could be psychologically traumatic and also undermine the potential learning experiences offered by the courses. The challenge was thus to develop a pedagogical model which enhanced the positive potential for emotional engagement with the course materials. Here both the notions of critical pedagogy as personal transformation and empowerment, and the traditional psychotherapeutic ideas emotional containment and working through, were expl...