Kim Senior

Appearing pedagogy: from embodied learning and teaching to embodied pedagogy

In this paper images are used to support the conceptualisation and recognition of embodied pedagogy. Analysis of data gathered during an arts-based teaching project in pre-service teacher education revealed the presence of an embodied pedagogy and supports the further deployment of embodied teaching and learning in teacher education. Embodied pedagogy includes embodied teaching and embodied learning but is conceptualised through ‘pedagogy as relational’ – between teaching and learning and between teacher and learner. Through image this paper presents traces of embodied pedagogy from the classroom. These tracings of embodied pedagogy in classrooms defy baseline certainty and instead assert Benjamin’s thesis that knowledge can only ‘stand up’ through multiplicity, through all acts of knowing.

Making a visible difference: overcoming barriers using arts-based learning

This paper reports on a small-scale action research project conducted by two university-based researchers using a visual arts method. The seven-week drawing programme was the second cycle of an action research project. The participants were nine boys of primary school age variously identified by their teachers as reluctant readers and/or as struggling with print literacy. The thematic concerns addressed in the paper fall into two broad categories: motivating learners by drawing on their popular cultural capital and interests, as well as tracing the construction of visual texts as data in action research. Findings are presented in response to the following research questions: What happens to those students who do not or cannot meet the required standards in literacy? What kind of research approach can be utilised or adapted to respond to the literacy practices and behaviours of young people?

Orbiting Data Inciting Centrifugal Questions About Embodied Learning in Science

In this paper we explore how reanimating a video data sequence with editing and creative software provided an opportunity for the data to speak and to demand new and surprising responses from us. Our data-ing brought new lines and spaces to the fore, through a process of refraction and re-animation which forced a focus on embodied inter-relationships and impeded precipitous analytical thought on the part of the researcher. We note how the aesthetic of the new images evoked awareness of our own part in the production of the object of our research. In particular, our own collegial interchange, punctuated by time and distance due to our respective locations on oppositesides of the globe, opened up a space for data-lingering in the intervening silences and pauses. Our choice of images engenders and reflects our sense of movement between the `I’ and the `we’ in their depiction of students’ learning about space.

Japanese Students’ Experiences of the Internationalization of Education in Japan

Individual pedagogical experiences can shape how learners regard themselves and their place within the world. When this process is enacted within a critical framework, a pedagogical awakening is possible. We are particularly interested in how this awakened state is a potent moment for change within all students. Japan’s present public policy outlook is clearly concerned with developing or acquiring a robust international focus.

The Use of the Visual to Interpret School Cultures: Producing Knowledge and Knowing When You Are Learning to Teach

Researching teaching and learning in education presents with its own problematic issues and struggles. In this century, persistent neoliberal attacks on teachers, teacher education and schools has led to fragmented realities in the doing of educational research. In the knowledge-based and knowledge-driven global economy, the healthy cacophony of educational debate and research is reduced to metred discussion upon those things that are tangible, measurable and scientific. Teaching and learning is reduced to a representational practice (Ellsworth 1997) that can be ascribed to, and accounted for, by specific agents.

Confirming and assuring within the unspoken: the influence of Joe L. Kincheloe in additional language education and teacher education in Australia

We describe our circumstances in the teaching of languages other than English and English within the Australian policy environment. The politics of language are juxtaposed to economic policy and vocationalism, as the turning tide of economic prospects determined which foreign language was important to teach and learn. As novices who learned the hard way about the politics and Politics of education, we lament that we did not encounter the works of Joe L. Kincheloe during our teacher education preparation programs.

Jumping to the end

‘Jumping to the end’ is the final encounter at the Secondary school in which the researcher shares the graphic novel stories with the student mentors one year after the beginning of the project.

Getting all the ‘students’ onside

The opening chapter of the graphic novel introduces the reader to the background of this research project. A cohort of primary and secondary pre-service teachers chose to work along-side Year 8 and 9 student mentors exploring how people learn to teach.

Forging a capacity to love

In this final chapter the reader glimpses the complex worlds that intersect within this study of learning to teach.

Early days at Pasture Flats

In chapter 3 all thirteen student mentors from Pasture Flats Secondary School are introduced including their initial thoughts about teaching and teachers. Some of the pre-service teachers share their experience of school and how they imagine themselves as teachers in the future.