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Descriptors:
Outcomes of Education; Service Learning; Writing Instruction; Inquiry; School Community Relationship; Educational Objectives; Adjustment (to Environment); Reflection

Abstract:
This article argues for approaching pedagogical outcomes as ends-in-view that guide, but do not determine or limit, pedagogical possibilities. In this article, the authors draw from their experience in a senior-level, interdisciplinary service-learning course called Literacy and Community to demonstrate that the moments of conflict generated by service-learning pedagogy are as, or even more, rich with learning potential as are the oft-promised outcomes. Ultimately, they contend that "excellence" in service-learning-based writing courses, and the scholarship that investigates them, require that one retains a consciousness of discord that accompanies service-learning, lest it become another streamlined, institutionally sanctioned pedagogical technique that tidily positions students to produce a certain kind of written product or to occupy a prescribed identity. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Critical Theory; Philosophy; Religious Factors; Beliefs; Marxian Analysis; Catholics; Christianity

Abstract:
In this essay, the author argues that the potential for achieving the goals of critical pedagogy would be enriched if teachers had a fuller understanding of the ties between critical pedagogy and Christian liberation theology. While many are familiar with Paulo Freire's roots in Marxism, the fact that his vision of praxis and conscientization relies as much upon Catholicism and liberation theology is often overlooked in critical pedagogy discourse. However, because of the deep chasm between intellectualism and spirituality, many of the values from which Freire wrote have been severed from critical pedagogy discourse in the United States--a split that the author contends, limits the potential of effectiveness of critical pedagogy's work. In this article, the author offers a brief examination of why the distinction emerged--and endures--in the first place, and examines how critical pedagogy could benefit from placing the goals of the prophetic tradition in dialogue with critical pedagogy. She demonstrates how key tenets of the prophetic tradition of liberation theology could complement critical pedagogy, offering examples of what it might look like to place these traditions (back) in dialogue. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Curriculum Development; Teacher Education; English Teachers; College Faculty; Teacher Educators; Teacher Researchers; English Instruction; Educational History; Educational Change

Abstract:
The recent pedagogical "boom" in English studies and the seeming omnipresence of the term pedagogy have not been matched by a correspondingly radical shift in how educators prepare professors of English. Instead, Shari J. Stenberg argues, "professing" remains primarily defined by conceptions of research. Stenberg insists that pedagogy will not be rightfully valued until educators confront the disciplinary model that diminishes it. She offers a compelling historical account of how teacher preparation has been shaped by entrenched notions of the research professor and then examines and critiques four major contemporary metaphors for the professor in training and the teacher-preparation methods that result: the teacher as scholar, the teacher as trainee, the teacher as owner, and the teacher as learner. To promote a shift from teacher training to true pedagogical development, Stenberg provides conceptual revisions and suggests specific pedagogical changes designed to influence how we understand and practice disciplinarity at each point in pedagogical development. Offering rich examples that illustrate the praxis of teacher development, Stenberg argues for and enacts pedagogical inquiry as disciplinary work by drawing from her experience as student, teacher, and writing program administrator. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Classroom Communication; Cultural Differences; English Instruction; Feminism; Higher Education; Postmodernism; Student Attitudes; Teacher Student Relationship

Abstract:
Explores the tendency to deny embodiment in scholarly and pedagogical sites and the related tendency to conflate disembodiment with authority and freedom. Argues that while feminism has a long tradition of examining the body as a material, political site, "new" postmodernist scholarship has tended to "textualize" the body. Examines critical pedagogy's insistence that teachers recognize the lived experience and embodiment of students. (SG) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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