This paper (1) draws on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and (2) provides anecdotal evidence to explore the potential of instructional video in an asset-focused, transformative, and responsive model of professional development in culturally responsive teaching. The paper concludes that instructional video can be an effective tool for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible.
PAPER TWO: “LISTEN THEN, OR, RATHER, ANSWER”: CONTEMPORARY CHALLENGES TO SOCRATIC EDUCATION
The popularity of Jacques Rancière in recent work in educational philosophy has rejuvenated discussion of the merits and weaknesses of Socratic education, both in Plato’s dialogues and in invocations of Socrates in contemporary educational practice. This paper explores the implications of this trend through comparing Rancière’s educational thought to an analysis of Socratic education in Plato’s Republic. The paper also draws on the educational literature on Socratic education to provide further context to explore the usefulness of both Rancière and Socrates for contemporary teaching.
PAPER THREE: PEOPLE MAKE REVOLUTIONS, NOT TECHNOLOGY: THE ROLE OF FACEBOOK, TWEETS, AND TEXTING IN THE DEVELOPMENT OF YOUTH ACTIVISM
This paper explores one teen’s experience using social media to organize a high school walkout. Jonathan Ortiz learned about education budget cuts from his teacher, and leveraged social media and texting as political organizing tools. The paper explores what it meant for Jonathan to develop as a youth activist during a time when social media and texting have made organizing faster and more efficient. The paper concludes (1) face-to-face relationships provided the most impactful developmental opportunities for Jonathan as he came of age as a youth activist, and (2) social media may be more likely to support the development of youth activism when adult mentors intervene with strategies of facilitation and teaching.
|Advisor:||Noguera, Pedro A.|
|Commitee:||Anderson, Gary, Arcilla, Rene|
|School:||New York University|
|Department:||Teaching and Learning|
|School Location:||United States -- New York|
|Source:||DAI-A 77/12(E), Dissertation Abstracts International|
|Subjects:||Teacher education, Education philosophy|
|Keywords:||Culturally responsive, Instructional video, Jacques rancière, Professional development, Socratic teaching, Youth activism|
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