We describe a learner-centered upper-level mathematics course where the students present the material to the class instead of the instructor, and the students make presentations on applied topics at the regional MAA meeting. After take-home examinations the students can discuss their answers one-on-one with the instructor. The students liked the…

Background/Context: Over the past 5 years, there has been a growing body of scholarship that examines the intersections of hip-hop culture and classroom pedagogy. Although recent scholarship has persuasively demonstrated the classroom potential of hip-hop texts for promoting student engagement, scaffolding sanctioned forms of knowledge, and…

Research has revealed an underlying link between identity construction and academic success for adolescents (Nasir & Saxe, 2003); however, research has not addressed how students' identities are formed and negotiated in the cultural practices of elementary school. This article examines how early elementary Mexican-origin bilinguals' racial,…

This study examines the problem of how teachers establish desirable positions of authority in their classrooms. The interpretive analysis draws on insights from narrative theory in order to consider the following question: How does one teacher establish authority in her classroom through the means of narrative performance? I articulate a…

In order to encourage students to be self-motivated, engaged, critical thinkers, instructors must shift away from the traditional teacher-centered class to one that allows students to take responsibility for their own learning. Instructors may be hesitant to change classroom power relationships due to students' resistance to assuming more…

The present article reports on a research project investigating the experiences of male primary teachers in Queensland, Australia. While its findings cannot be presented as indicative of all male teachers in all contexts, it does, however, send a warning to policy-makers that the employment of more male teachers may not be in the best interests of…

By using the fairy tale genre, one teacher was able to foster critical literacy in a first-grade classroom. By encouraging a critical perspective, the author reveals how the issues of identity, rules, and power were exposed to the students. The article also portrays how the author engaged in significant learning himself, realizing that to instill…

Early 21st-century cautions regarding student voice work in educational research echo in striking ways some poststructuralist feminist critiques of critical pedagogies that proliferated in the early 1990s. Both warn against totalizing, undifferentiated notions of and responses to oppressed, marginalized, and/or disempowered individuals or groups…

Because you can't possibly know exactly what will motivate every student, it's vital to have a reliable blueprint and a set of strategies that are proven to work across a broad spectrum of students. That's why you need this book from a teacher and psychologist with over 30 years of experience. Drawing from recent research of the concepts of…

Addresses and extends R. Garlikov's discussion (1998) of A. Rud's (1997) criticism of the Socratic dialogue to cover general notions of power and shows how these may affect Socratic discourse. In Socratic pedagogy the adverse effects of power are reduced, and the focus shifts from people to propositions. (SLD)

Authority, a fundamental part of the teaching-studying-learning process, is a problematic and poorly understood component of classroom life. It can be said, in practical terms, that pedagogical authority is constructed in classrooms, in teacher-student interaction and in the spirit of their physical presence, confidence, appreciation,…

This essay is a response to Barbara Applebaum's essay, "Engaging Student Disengagement: Resistance or Disagreement?" in which Applebaum explores privileged university students' "disengagement" when asked to confront institutionalized oppression. Applebaum analyzes and recommends Lynn Weber Cannon's rules for classroom discourse…

This study was an exploration of how high school language learners and their teacher jointly constructed word meanings through multimodal representation and the sociopolitical reality of learners' lives as mediating factors in the context of simultaneous multiple learning activities. Thirty-three high school Advanced ESL 3 students were taught…

This paper explores issues of critical literacy, gender justice and masculinity through "Mr A's" story. Mr A is head of English at "Grange College"--an all boys' school in a large urban centre in Queensland (Australia). The paper highlights how the privileging of rationality, control and "the masculine" within Mr A's…

The purposes of this investigation were to explore power and literacies in and surrounding local, Christian fundamentalist faith-based education space and to show how empirical data can be used to assemble literacies in a manner that is outside typical research frames and ways to display research. This qualitative space study addresses the…