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Publisher: University Library System, University of Pittsburgh (Total: 2 journals) [Sort alphabetically]

Showing 1 - 2 of 2 Journals sorted by number of followers
	Radical Teacher (Followers: 6)
	Pennsylvania Libraries : Research & Practice (Followers: 4)

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Radical Teacher
Number of Followers: 6

This is an Open Access Journal

Open Access journal
ISSN (Print) 0191-4847 - ISSN (Online) 1941-0832
Published by University Library System, University of Pittsburgh

[2 journals]

Incomprehensible Concepts and Contexts: Teaching The Duchess of Malfi in
Bhutan
- Authors: Babu Shankar Rao Kuruvella
  Abstract: Teaching a Jacobean British text such as The Duchess of Malfi by John Webster to the Bhutanese students was a real challenge as the text deals with a world of class and gender hierarchy. Living in a Buddhist country, where even the killing of animals for food is prohibited and the Gross National Happiness is prioritized, the psychological trauma and the violent and gory events portrayed in the play appalled the students. The students could not imagine a world of female subjugation, gory, and bloodshed. Therefore, the teacher takes caste and community-based honor killing contemporary examples from their neighboring country, India, to explicate the world of the Duchess. Thus, they could understand a culturally different text via examples from India.
  PubDate: 2023-05-17
  DOI: 10.5195/rt.2023.1084
  Issue No: Vol. 125 (2023)
Teaching Subjectivity, Intersectionality, and Personal Politics with Audre
Lorde’s Zami
- Authors: Katy Hull
  Abstract: A teaching note on Audre Lorde's Zami, pitched for undergraduates.
  PubDate: 2023-05-17
  DOI: 10.5195/rt.2023.1108
  Issue No: Vol. 125 (2023)
Critical Creativity
- Authors: Sophie Bell
  Abstract: This is the introduction to Issue 125, which honors Radical Teacher editorial board member Saul Slapikoff and explores the theme of critical creativity in his work and other essays that appear in the issue.
  PubDate: 2023-05-17
  DOI: 10.5195/rt.2023.1147
  Issue No: Vol. 125 (2023)
Remembering Saul Slapikoff
- Authors: Susan Gushee O'Malley
  Abstract:
  PubDate: 2023-05-17
  DOI: 10.5195/rt.2023.1132
  Issue No: Vol. 125 (2023)
A Course on Bio-Social Problems and How I Came to Teach It
- Authors: Saul Slapikoff
  Abstract:
  PubDate: 2023-05-17
  DOI: 10.5195/rt.2023.1128
  Issue No: Vol. 125 (2023)
Introduction: Health Care and Science Teaching
- Authors: Saul Slapikoff
  PubDate: 2023-05-17
  DOI: 10.5195/rt.2023.1129
  Issue No: Vol. 125 (2023)
Teaching Note: Song of the Canary
- Authors: Saul Slapikoff
  PubDate: 2023-05-17
  DOI: 10.5195/rt.2023.1130
  Issue No: Vol. 125 (2023)
Teaching Note: Ecology as Politics
- Authors: Saul Slapikoff
  Abstract:
  PubDate: 2023-05-17
  DOI: 10.5195/rt.2023.1131
  Issue No: Vol. 125 (2023)
Zine Pedagogies: Students as Critical Makers
- Authors: Jeanne Scheper
  Abstract: In this essay, I talk about what zines are, why zine-making fosters an “ethos” which is a particularly good fit for the feminist critical cultural studies classroom, and how I utilize zines in gender and sexuality studies in order to teach about the value and existence of community archiving practices and queer history-making. I share both the theoretical underpinnings of this pedagogical work, as well as the practical “how-tos” of teaching with zines, including the application of five key principles to scaffolding learning and developing the analytic tools of cultural critique through the zine project assignment.
  PubDate: 2023-05-17
  DOI: 10.5195/rt.2023.963
  Issue No: Vol. 125 (2023)
Power Relations and Experiential Education: Facilitating Conscientization
in the Humanities
- Authors: Daniel Hengel
  Abstract: This article discusses the value of experiential education in the Humanities as a way to foster conscientization in the classroom. It begins by briefly introducing experiential education and its relationship to critical pedagogy, before detailing one way the author employs experiential learning in the classroom through a semester-long, multi-modal, digital project the author calls, “Power Relations: The New York City Experience.”
  PubDate: 2023-05-17
  DOI: 10.5195/rt.2023.895
  Issue No: Vol. 125 (2023)
Disrupting Data: Developing Technology Integrated Assignments to Teach
about Race and Racism
- Authors: Vanessa Rosa, Caro Pinto
  Abstract: Drawing on the lineage of liberatory pedagogy and critical information literacy, Professor Vanessa Rosa and research librarian Caro Pinto created the Disrupting Data Project. While teaching about race and inequality in higher education can be a challenging endeavor, Disrupting Data allowed the authors to encourage students to both think critically about the role of “data” in the history of race science alongside the perceived value of data science, data visualization, and data-driven decision making to challenge the notion that data is neutral or objective. This reflective essay focuses on the collaborative development process, different possibilities for engaging with students about the histories of race and racism, as well as the importance of creating and supporting collaborative learning spaces. The authors shed light on how equitable and collaborative partnerships can decenter hierarchies and positivist learning frameworks in higher education within the United States.
  PubDate: 2023-05-17
  DOI: 10.5195/rt.2023.972
  Issue No: Vol. 125 (2023)
Toward a Grotkean Pedagogy: Teacher as Political
- Authors: Sean Cameron Golden
  Abstract: Teachers, and teaching, are not supposed to be political. For years this mantra was said and believed to be true. Whenever political queations were encountered in the classroom, teachers, according to the white male patriarchy that shaped modern day schooling, were expected to push those questions aside and continue to teach the "content" dictated by the heteropatriarchal system of public schools. Inspired by Miss Alordayne Grotke's teaching from the Disney show Recess!, this autoethnographic work explores how and why I chose to practice being teacher as political. This article narrowly focuses on specific political choices made inside the classroom and debunks the myth that a teacher should be politically neutral in the classroom.
  PubDate: 2023-05-17
  DOI: 10.5195/rt.2023.969
  Issue No: Vol. 125 (2023)
It's Different Now
- Authors: Christopher Clauss
  Abstract: A poem about teaching public school in a post-Columbine world.
  PubDate: 2023-05-17
  DOI: 10.5195/rt.2023.1134
  Issue No: Vol. 125 (2023)
Inequality
- Authors: Paul Buchheit
  Abstract: Poetry
  PubDate: 2023-05-17
  DOI: 10.5195/rt.2023.1136
  Issue No: Vol. 125 (2023)
A Worthy Piece of Work: The Untold Story of Madeline Morgan and the Fight
for Black History in Schools
- Authors: Susan Klonsky
  Abstract: Review of Michael Hines. The Untold Story of Madeline Morgan and the Fight for Black History in Schools.
  PubDate: 2023-05-17
  DOI: 10.5195/rt.2023.1138
  Issue No: Vol. 125 (2023)
Rethinking America’s Past: Howard Zinn’s A People’s History of the
United States in the Classroom and Beyond
- Authors: Barbara Winslow
  Abstract: Review of Robert Cohen, and Sonia Murrow, Rethinking America’s Past: Howard Zinn’s A People’s History of the United States in the Classroom and Beyond.
  PubDate: 2023-05-17
  DOI: 10.5195/rt.2023.1137
  Issue No: Vol. 125 (2023)