Reflective Inquiry on Pedagogy
The Reflective Inquiry on Pedagogy course is designed so that students will explore, reflect upon, and apply educational theory to individual experiences in a secondary classroom. Inquiry involves discovery through self-directed research and observation on a topic or topics related to pedagogical practices and education related issues of one’s choosing. The course provides opportunity for students to develop a sophisticated understanding and plan of study to be implemented and presented in relation to completion of a Master’s of Education. Students select a theoretical framework to combine with an area of study applicable to the social studies to complete a literature review and a research plan to be implemented during student teaching. Examples of student designed projects include: feminist perspectives to integrate the voices of African American women in American history, anti-racist education for social justice education in the social studies, taking a global education approach to advance citizenship education, critical approaches to service learning for social justice education, infusing critical media literacy to foster global perspectives, and a critical race theory approach for anti-racist pedagogy in a U.S. history class to name a few. Each student selects the readings for the class to complete in advance of their presentation on the theory and area of study in the social studies. The literature review that students complete becomes the first part of their final thesis, which is complete during the Spring semester.
Culture, Community, and Critical Pedagogy
This summer seminar for pre-service teacher candidates was designed to foster new understandings and tools for analyzing intersections of pedagogy, citizenship, culture, economics, community, education, and more. Class sessions were held throughout the city of Columbus as part of a place-based, cross-cultural learning approach to teacher education. The indoor market was used as a metaphor for teaching about multiculturalism and preceded a visit to a local Mosque. Our class session at Westgate Park (an area that served as a civil war prison) focused on critical pedagogy, incorporated QR codes for viewing videos using tablets and smartphones, and a discussion of Paulo Freire's Pedagogy of the Oppressed under the trees. The photograph to the left was taken during our full day experience in Weinland Park. Students were led on a walking tour by a local historian, visited with neighborhood leaders, attended a presentation by representatives of a local non-profit revitalization organization, and met with staff at a family service center as part of a day dedicated to learning from residents about the importance of connecting classrooms with the local community.
Secondary Social Studies Methods
Powerful social studies engages students in analyses of the past to not only make connections to the here and now, but so students can reflect on how their habits of mind and actions impact our collective future. To achieve these goals, teacher candidates and social studies professionals need to identify views and voices that are not represented in the curriculum and incorporate resources that assist students in developing a more informed perspective consciousness regarding the complexities of history and contemporary issues. I value the incorporation of technologies and media in these processes and believe that the increased use of these resources carry with them a responsibility to examine the impact of a digital divide; develop media literacy skills so students think critically about sources, motive, and context; and foster discussions about the responsibilities students have as digital citizens in an interconnected world. Pictured right: Students collaborate with a colleague in Japan using Skype.