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LevelApplied Pedagogy and Socio-Cultural Theories (B-KUL-L02K7A)
Cannot be taken as part of an examination contractAims
The aim of this module is that the students develop their knowledge concerning pedagogical work and knowledge (re-)production in different APA settings. This is supported by gaining insight into socio-constructivist, phenomenological and ethical perspectives of pedagogical work. In addition, the students will gain insight into the methodological approaches to make sense of the stories provided by participants in pedagogical settings of APA. Finally, the students will learn how the politics of disablement is inflicted upon participants in various settings of APA.
Previous knowledge
Holistic approach to APA, pedagogy / education + socio-cultural theories
Course material
Articles and literature
Multimedia
Toledo / e-platform
Activities
2.0 ects. Pedagogy, Socio-Cultural Theories and Ethics (B-KUL-L02K8a)
Content
Establish a sound understanding of pedagogy in APA
Discussions of professional practice in APA as a pedagogical encounter
Draw out the pedagogical implications of socio-cultural theories and phenomenology for pedagogical work and professional practice in APA
Examine ethical aspects of professional practice in APA.
Aims
to understand the pedagogical implications of socio-cultural and phenomenological theories
to be able to critically reflect over professional practice in APA in pedagogical domains
to be able critically examine ethical aspects of pedagogical work in APA
Description of learning activities
Lectures and students active engagement in group presentations and discussions.
Course material
Articles and books
Allen, (2005). Inclusion as an ethical project. In S. Termain (Ed.), Foucault and the government of disability (pp. 281-297). Ann Arbor, MI: University of Michigan Press.
Anderson, (2006). Teaching (with) disability: Pedagogies of lived experience. The Review of Education, Pedagogy, and Cultural Studies, 28, 367-379.
Austin, W. (2007). The ethics of everyday practice. Advances In Nursing Science, 30, 80-88.
Beauchamp, T.L. (2003). The nature of applied ethics. In R.G. Frey & C.H. Wellman (eds): A companion to applied ethics. (pp. 1-16). London: Blackwell Publishing
DePauw, K (2009). Ethics, professional expectations, and graduate education: Advancing research in kinesiology. Quest, 61, 52-58.
Dunne, J. (2005). An intricate fabric: understanding the rationality of practice. Pedagogy, Culture and Society, 13, 367-388.
Goodwin, D. (2001). The meaning of help in PE. Perceptions of students with physical disabilities. Adapted Physical Activity Quarterly, 18, 189 303.
Goodwin, D. (2008). Self-Regulated Dependency: Ethical Reflections on Interdependence and Help in Adapted Physical Activity. Sport, ethics & philosophy 2; 172-184.
Goodwin, D. L. (2009). The voices of students with disabilities: Are they informing inclusive physical education? In H. Fitzgerald (Ed.), Disability and Youth Sport (pp. 53-75). London: Routledge.
Grenier, M. (2007). Inclusion in physical education: From the medical model to social constructionism. Quest, 59, 298-310.
Standal, Ø. F. (2008). Celebrating the insecure practitioner. A critique of evidence-based practice in adapted physical activity. Sport, Ethics and Philosophy, 2, 200-215.
Tinning, R. (2008). Pedagogy, sport pedagogy, and the field of kinesiology. Quest, 60; 405-424
Updale, E. (2008).
The ethics of the everyday. Problems that professors are too posh to ponder. Clinical Ethics, 3, 34-36
2.0 ects. Phenomenology (B-KUL-L02K9a)
Content
Phenomenological concepts (intentionality and perception, body and world, self and others)
Meaning in movement
Lived experiences
Phenomenological orientations in pedagogy and teaching
Aims
to acquire a basic understanding of phenomenological concepts
to understand that movement always involves a meaning for the moving subject
to be acquainted with and share lived experiences in movement activities
to know about phenomenological orientations in pedagogy
Description of learning activities
Lectures and students active engagement in group presentations and discussions.
Course material
Course material
Cole, J. (2009): Impaired embodiment and intersubjectivity. Phenomenology and Cognitive Sciences 8: 343-360.
Connolly, M. (1995): Phenomenology, Physical Education, and Special Populations. Human Studies 18: 25-40.
Edwards, S. D. (1998): The body as object versus the body as subject: The case of disability. Medicine, Health Care and Philosophy 1: 47-56.
Fitzpatrick, D. A. & Watkinson, E. J. (2003): The Lived Experience of Physical Awkwardness: Adults Retrospective Views. Adapted Physical Activity Quarterly 20 (3): 279-297.
Gallagher, S. & Cole, J. (1995): Body Image and Body Schema in a Deafferented Subject. The Journal of Mind and Behavior 16 (4): 369-390.
Kono, T. (1998): Merleau-Ponty and Special Education for Motor Disability. Analecta Husserliana LVIII: 219-234.
Paterson, K. & Hughes, B. (1999): Disability Studies and Phenomenology: the carnal politics of everyday life. Disability and Society 14 (5): 597-610.
Toombs, S. K. (1995): The lived experience of disability. Human Studies 18: 9-23.
Further reading
Carman, T. (2008): Merleau-Ponty. London and New York: Routledge.
Jespersen, E. & McNamee, M. (2009): Ethics, Dis/ability and Sports. London and New York: Routledge.
Manen, Max van (1992): The Tact of Teaching. The Meaning of Pedagogical Thoughtfulness. Albany: State University of New York Press.
2.0 ects. Researching Lived Experience (B-KUL-L03K0a)
Content
Establishing sound critical understanding of critical theoretic analysis of power and empowerment in research from a Focauldian perspective.
Critical analysis of the process of knowledge production and the functions of elitism in knowledge generation.
Critical examination of the role of technical rationalism in the production of knowledge.
Critical examination of structural reproduction and the role of research in reinforcing dominant ideologies.
Critical examination of the role of reflexivity when researching lived experience.
The importance of participant voice and empowering research strategies as a strong basis for ethical research practice.
Aims
On completion of this section of the module students will be able:
to assess the implications of critical theory for research practice in APA
to apply principles of empowerment and reflective practice in their research design and implementation.
to apply critical theoretic research methodological perspectives into research design and implementaion and analysis with particular emnphasis on the lived experience of research participants.
To apply the pinciples of crtical pedagogy to researching peoples lives.
Description of learning activities
Lectures. Group work consisting of planning a phenomenologically oriented research project within APA.
Course material
Course material
Aronowitz, S. (2003) How class works: Power and social movement, New Haven, CT: Yale University Press.
Bohm, D. (1996) On Dialogue London Routledge.
Bourdieu P. and Passeron, J. (1990) Reproduction in Education, Society and Culture (Theory, Culture and Society Series) London: Sage,
Bourdieu, P. (1998) Practical Reason: On the Theory of Action, Stanford University Press, 1998.
Darder, A. (2002) Reinventing Paulo Freire: A Pedagogy of Love, Boulder: Westview.
Freire, P. (1970) Pedagogy of the Oppressed, New York: Herder & Herder.
Foucault, M. (1972) The Archaeology of Knowledge, translated by A. Sheridan Smith, New York: Harper and Row.
Foucault, M. (1977) Discipline and Punish, translated by Alan Sheridan, New York: Pantheon.
Habermas, J. (1984/1987) The Theory of Communicative Action, Vol.s I & II. Boston:Beacon.
Heikkinen, H., Kakkori, L. & Huttunen, R. (2001) This is my truth, tell me yours: some aspects of action research quality in the light of truth theories. Educational Action Research 1/2001. http://www.informaworld.com/smpp/content~content=a739035953
Heron, J. 1996. Cooperative Inquiry: Research into the human condition. London: Sage
Hill, D., Macrine, S., and McLaren, P. (eds.) (2010) Critical Pedagogy: Theory and Praxis. London: Routledge
Hill, D. and Cole, M. (eds.) (2001) Schooling and Equality: Fact, Concept and Policy London: Kogan Page
Kincheloe, J. (2008) Critical pedagogy, (2nd ed.) NY: Peter Lang.
Macrine, S., McLaren, P. and Hill, D. (eds.) (2010) Revolutionizing Pedagogy: Education for Social Justice Within and Beyond Global Neo-Liberalism. London: Palgrave Macmillan.
Macedo, D. (2006) Literacies of power: What Americans are not allowed to know, (2nd ed.) Boulder, CO: Westview.
Noffke, S. & Somekh, B. (Ed.) (2009) The SAGE Handbook of Educational Action Research, London: Sage
Polanyi, M. (1958) Personal Knowledge. New York: Harper.
Rabinow, P (1997) Ethics, Subjectivity and Truth, Vol. 1 of The Essential Works of Michel Foucault 1954-1984, Series editor and editor of Vol. 1. The New Press.
Rabinow, P. (1984) The Foucault Reader, Pantheon Books.
Rabinow, P. and Dreyfus, H. (1983) Michel Foucault, Beyond Structuralism and Hermeneutics, University of Chicago Press, 1983 (2nd edition).
Reason & Bradbury, (2007) Handbook of Action Research, 2nd Edition. London: Sage.
Ryan, D., Mannix McNamara, P. and Deasy, C. (2006) Health Promotion in Ireland: principles practice and research, Dublin: Gill and MacMillan
Senge, P. (1990) The Fifth Discipline, New York: Doubleday Currency. Whitehead, J. & McNiff, J. (2006) Action Research Living Theory, London; Sage.
2.0 ects. Bourdieu and Foucault (B-KUL-L03K1a)
N.
Content
Using Foucaldian historical methods to map trends in concepts central to disability studies such as stigma and normalisation
Bourdieus concepts (capital, habitus and field) and how shape our understanding of the world and may impact upon the methods we use for investigating disability
Mapping of the APA landscape in relation to the positions take by both Bourdieu and Foucault.
Bourdieus and Foucaults contribution to pedagogy.
Aims
to acquire a basic understanding of the socio-cultural theories of Bourdieu and Foucault
to understand the importance of history and discourse in making sense of the social cultural world
to understand the importance of the structure agency debate in exploring the social-cultural world
to know how the work of Bourdieu and Foucault can be applied critically in a pedagogical context.
Description of learning activities
Lectures and critical reflections on the topics raised in the literature and the lectures.
Course material
Allan, J. (1996). Foucault and special education needs: A 'box of tools' for analyzing children's experiences of mainstreaming. Disability and Society 11(2): 219 - 233.
Andrews, D.L. (1993)Desperately Seeking Michel: Foucault's Genealogy, the Body, and Critical Sport Sociology, Sociology of Sport Journal Vol. 10:148-167.
Brown, D. (2005) 'An economy of gendered practices? Learning to teach physical education from the perspective of Pierre Bourdieu's embodied sociology', Sport, Education and Society, 10: 1, 3-23.
Edward, C and Imrie, R. (2003) Disability and Bodies as Bearers of Value Sociology Vol. 37 (2) pp. 239-256.
Erevelle, N. (2002) Voices of Silence: Foucault, Disability, and the Question of Self-Determination, Studies in Philosophy and Education. Vol. 21 (1) pp.17-35.
Markula, P. (2003) The technologies of the self: Sport, feminism, and Foucault
Sociology of Sport Journal, Vol. 20 (2) pp. 87-107.
Markula, P. and Pringle, R. (2006) Foucault, Sport and Exercise: Power, Knowledge and Transforming the Self. London: Routledge.
Williams, S.J. (1995) Theorising class, health and lifestyles: can Bourdieu help us? Sociology of Health and Illness. Vol. 17 (5) pp. 577-604.
Further reading
Bourdieu, P. (1977) Outline of a Theory of Practice. Cambridge: Cambridge University Press.
Foucault, M. (1977) Discipline and Punish: The Birth of the Prison. London: Hammonworth.
Howe, P.D. (2008) The Cultural Politics of the Paralympic Movement: Through the Anthropological Lens. London: Routledge.
Petersen, A. & Bunton, R. (eds.) (1997) Foucault: Health and Medicine. London: Routledge.
Striker, H-J. (1999) A History of Disability. Ann Arbor: University of Michigan Press.Tremain, S. (ed.) (2005) Foucault and the Government of Disability. Ann Arbor: University of Michigan Press.
Evaluation
Evaluation: Applied Pedagogy and Socio-Cultural Theories (B-KUL-L22K7a)
Explanation
The assignment entails open questions and multiple choice questions from the four OLA's.
