Zambrana-Ortiz Pedagogy in (E)Motion

Rethinking Spaces and Relations
1. Auflage 2011
ISBN: 978-94-007-0665-1
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 16, 314 Seiten

Reihe: Explorations of Educational Purpose

This personal, creative, critical work from a leading scholar of psychology is rooted in three novel concepts and aims to share critical pedagogy in the spirit of nascent potential found in the context of a colonial Puerto Rico. First comes the idea of 'pedagogy in (e)motion', or the emotional matrix of the teaching and learning process. Secondly, the author explores the notion of 'street pedagogy' as a genuine and powerful professional tool. And thirdly, the book underscores what Zambrana-Ortiz calls 'the interconnection of the artscience within the political and biographical act of teaching'.The purpose is to inform education teaching practice with the radical framework that, like the neurosciences, believes emotions to be a vital precursor to the planning of action, the process of decision-making and the broadening of our cognitive parameters. The chapters focus on different and yet complementary dimensions of a college teaching initiative boasting a unique interplay between a transgressive narrative, reinvented methodology and authentic samples of students' contributions to the project.  Traditionally, emotional and visceral experiences have been downplayed and rejected as fundamental components of knowledge. This book makes the case for their reinstatement, and proposes that the pleasure and commitment of teaching itself can be seen as resistance given the challenging social and political context, the bureaucracy of the Puerto Rican higher education system, and the cynicism of the self-confessed cognoscenti who think that little political progress can come from within the university system. Such resistance has proved for the author a source of inspiration and has contributed to her creation and reconceptualization of approaches to critical and useful pedagogy.D edicationTo my students who inspire many stories and provoke many emotions and challenge my capacities...To  Aura, Ignacio and Jaime for their unconditional love and their everyday  lessons... A cknowledgmentsMany friends, mentors and colleages from the University of Puerto Rico and United States were very important pieces to my creative work.  Thanks to Donaldo Macedo who encouraged the initial proposal and to Joe Kincheloe for accepting it and bringing guidance in the right moment. Colleages like Roamé Torres and Angeles Molina, from their directive positions, were extremely supportive while Sandra Macksoud, José Solís, Pedro Subirats, and Ada Prabhavat gave me guidance and constant insights in editing and translation, as well as crucial material for my narrative.  Juan Vadi enhanced my graphic elements with his talent; while college mentors, current colleages, teachers, and former graduate and undergraduate students allowed me to write their stories and reflections binging fresh accents and life to the book. Thanks for ever! 

Autoren/Hrsg.

Zambrana-Ortiz, Nellie J.

Inhaltsverzeichnis

1;Contents;6
2;1 Pedagogy in (E)Motion: Bridges Across Cognition, Cultural Mediation, and Sociopolitical Action;12
2.1; Authentic Learning Is a Crossover of Emotions;13
2.1.1; Why to Engage in Pedagogy with Emotions in Mind and Body;15
2.1.2; Cognition Without Emotions Is a Limited Construct;17
2.1.3; The Construct When Deconstructed: More Space for Interpretation and Political Action;19
2.2; Cognition and (E)Motion: Always Together?;21
2.3; The Importance of Revisiting Ourselves;23
2.4; Pedagogy in (E)Motion: Making Bridges Across Cognition, Culture Mediation, and Sociopolitical Action;25
2.4.1; Emotions Are Bridges for Meaning and Deep Learning;26
2.4.2; Deep Learning: Time and (E)Motion in Learning Contexts;28
2.4.3; Making a Meaningful Relationship with Students Takes Emotions;30
2.5; A Political Warning Nothing Escapes Interpretation;32
2.5.1; Bridge to Political Refle-action;33
2.5.2; Thinking in (E)Motion Needs Courage and Action;34
2.6; (E)Motion and Education: Experience and Mind Threading;36
2.6.1; Reflection and Be (E)Motioned to Unfold Reality;38
2.6.2; Emotion Nurtures the Intellect: Cultural Mediation for the Mundillo Craft ;39
2.6.3; If There Is a Broken Bridge, We Can Reinvent a Healing One;41
2.7; Notes;42
2.8;References;43
3;2 Street Pedagogy and the Power of Street Stories: Complicity and Convergence Among Freire and Vygotsky's Ideas;45
3.1; The Origin of an Idea: From Hope to Potentiality;46
3.2; Freire the Educator and Vygotsky the Psychologist;48
3.3; Two Wonderful Life Histories: Similar in the Difference;50
3.4; Vygotsky: His Drama as Human Was His Cause as Scientist;50
3.5; Paulo Freire: The Power of Risk and Hope;52
3.6; Some of Their Legacies: Zones of Possibilities and Defeats;53
3.7; Goals to (E)Motionally Direct the Process of Knowing and Liberation;55
3.8; Culture, Learning, and History;56
3.9; Permanent Process in Their Dynamic Conceptions of Being Human: Cultural Action and (E)Motional Mediation;57
3.10; Street Pedagogy: Connections in a Happily Surprising Place;58
3.11; "Be Honest: Educate";58
3.12; Death Penalty: What for?;59
3.13; Being a Mother vs Been a Wife;59
3.14; Solidarity Takes Two: The Dialectical Relation of Love;60
3.15; Street Pedagogy Reveals Who Is Educated: More Stories;61
3.16; Small Wonders from Normal People and the Power of Experience: The Struggle for Vieques from the Soul of My Family;62
3.17; Learning from the Street: The Teacher's Strike and Its Pedagogy;66
3.18; Ethical and Political Dilemmas in Education: We Need More Street Pedagogy;68
3.19; Lessons to Learn: Today's Class Will Be at the Street;69
3.20; Conclusions: Praxis of Knowledge Reinvention Is to Reinvent the Future;71
3.21; Notes;73
3.22;References;74
4;3 Pedagogy as Critical Artscience: A Proposal, a Breakthrough;76
4.1; Artscience and Pedagogy;76
4.2; Teaching and Technique;79
4.3; Vygotsky, Emotions, and the Critical Artscience;81
4.3.1; Paradigmatic Explosions: Precedent of the Creative Process;83
4.4; Artscience Is Not Neutral;85
4.4.1; Two Cultures or Two Cultural Languages;86
4.4.2; An Art, A Science: Teaching Is Both---in a Critical and Sensible Way;88
4.5; Flexible and Elastic Thinking, Not Rigid Thinking;90
4.6; Science-h-Art: Linked by Emotions and Experiences;92
4.7; Notes;97
4.8;References;98
5;4 Sewing an Authentic Text or Mundillo Within College Contexts;100
5.1; Sewing a Text Within the Classroom: Emotions and Creative Tensions;101
5.2; The Active and Creative Learning Needs (E)Motion and Intention;103
5.3; Love + Emotion + Wisdom = Radical Love;104
5.4; Being Subversive and the Sum of Emotions with Reason;107
5.5; Intentionality: It Takes an Initial Proposal;109
5.6; Unendless Weaving of the Mundillo for Good Discussions;110
5.6.1; Accompaniments to Generate Zones of Proximal Development;112
5.6.2; Accompanying and Mentoring University Students;112
5.6.2.1; The Dialectic Activist's Focus and Educational Practice;113
5.6.3; Teaching-Student Project: Space in the Classroom;113
5.6.3.1; Practices and Concrete Examples of a Community of Learners;114
5.6.3.2; Peer Coaching;115
5.6.3.3; Mentoring Among Undergraduate and Graduate Students;115
5.6.4; Online Forums---Learning in Pairs, Mediation, and Frameworking;116
5.6.4.1; Special Exam and the Complexity of Ideas;117
5.7; Tensions: Necessary to Save the Play;119
5.8; The Letter: A Writing of the Being: An Exercise in (E)Motion;123
5.9; Feeling the Joy of Learning, Debating, and Interpreting;125
5.10; To Reflect ... Or the Acts of Rethinking: For What?;127
5.11; From the University to the Fields;128
5.12; The Stories of Development and Other Insurgencies:The Use of the Word and the Question;129
5.13; Lessons Learned in the Sewing Process;130
5.14; Notes;132
5.15;References;132
6;5 Ideas in Motion Within a Classroom in E-motion: Creating Environments for Meaningful Projects;134
6.1; E-motional Reflections of Pedagogical Processes;138
6.2; A Kaleidoscope: Students, Teacher, and Content Exploring Imagination;140
6.3; My Best Project Is to Let Them Think About Themselves with Hope;142
6.4; Poetry Works for Reflection;147
6.5; Metaphors and Poetry in Students' Reflections;149
6.6; Group Dynamics and Play with Young Souls;151
6.6.1; Students' Narratives: The Power of the Anecdotes to Revisit Society and Schooling;154
6.7; Research Projects, Field Experiences, and Community Workshops;158
6.8; The Opening for More ...;161
6.9; Notes;162
6.10;References;162
7;6 Ideas in Motion: Students as Researchers, Tourists, Artisans, Storytellers and Bricoulers;164
7.1; Michelangelo's Personal Project: The Rise of the Writer Within;167
7.2; Storytellers and the Metaphor "Maestra-Cuento"5: Children and Juvenile Literature;170
7.2.1; Children's Literature: Rich and Diverse;173
7.2.2; Using the Biography;174
7.2.3; Problematizing Texts Made for Children: Agenda for Critical Teachers;175
7.2.4; Classroom-on-the-Road: In Motion ;176
7.2.5; Problem-Based Learning: (E)Motion in All Directions;177
7.2.6; Tourists on Our Own Campus: Recapturing Lost History;179
7.2.7; Talking Walls, Stories to Tell, Spaces to Explore: The University ''Edited'';181
7.2.8; Building ''Hyperconscience'' Through an Unusual Journey;183
7.2.8.1; Un impacto en mi vida;185
7.3; Pedagogy in Movement: Pedagogy in (E)Motion for Real Development;186
7.3.1; The Postmodern Student as a Bricoleur;187
7.3.1.1; !Que vivan los estudiantes!;189
7.4; Epilogue;190
7.5; Notes;191
7.6;References;191
8;7 Issues of Trust and Doubt: Constant Movement;193
8.1; Trust and Doubt;194
8.2; Who I Am Informs My Ideas and My Pedagogy;195
8.2.1; Trusting Their Talents and Spirit;197
8.2.2; Trusting Themselves as a Collective Solidarian;198
8.3; Unconformities: When Doubt Triggers Trust;200
8.3.1; Their Unconformities: From the Passivity of Modeling to the Request;202
8.3.2; ''Professional Development'': Under Suspicion;204
8.3.3; Pedagogy of Silence: Much to Doubt About;206
8.3.4; Mail Solidarity: Trust Our E-motion;210
8.3.5; Trust Busters: ''The Law for the Least Effort'';211
8.3.6; Trusting Participation and Struggle;213
8.4; Trusting Social and Emotional Interconnections;216
8.5; Not a Teacher! A Good Reason to Quit;219
8.6; Letters from Those Who Dare to Intervene with Children;220
8.7; Partnerships in a Legal Case;222
8.8; Trusting Teachers' Questions: Action Research in (E)Motion;223
8.9; Children's Literature: For Teachers to Trust;225
8.10; Pedagogy in (E)Motion: Between Trust and Doubt;226
8.11; Notes;227
8.12;References;228
9;8 Resilience, Resistance, and Reinvention;229
9.1; Resilience Starts with R ... as Does Resistance and Reinvention;229
9.2; Resilience Needs Stimulus and Affect;231
9.3; A Resilient Teacher: A Quixote in the Public School;232
9.4; Resiliency Means Roots for Youngsters;234
9.5; Peace Culture: The Heart of Resiliency and Resistance;235
9.6; From the Culture of Violence to Resistance in (E)Motion;236
9.7; Seven Lessons Learned from the Resilience of a National Heroin4;238
9.8; Pedagogy for Sustainability Takes Political Clarity;239
9.8.1; I Learn from Questions, not from Answers, Please ...!;240
9.9; The Need to Interrogate; to Rescue the Historical Memory;242
9.10; Communities Have Their Pedagogy;244
9.10.1; A High Schooler's Wish List;245
9.11; Illusion of Power and Control;247
9.12; Reinvention Must Meet Hope;249
9.13; Epilogue: The 3Rs;250
9.14; Notes;252
9.15;References;252
10;9 Pedagogy of Solidarity: Where Pain Meets Hope;254
10.1; Solidarity: The Project;255
10.2; Ruptures That Multiply Efforts in the Halls of the Academia;256
10.3; The Political Prisoner: The Person;260
10.3.1; Schools and the Pedagogy of Conscientization: A Political Project;261
10.4; A Premonition of the Pain and Suffering: The Beginning;263
10.5; Conversations and Actions for Possibility: How We Did It, What We Did;265
10.5.1; Solidarity Gets Organized;265
10.5.2; The Pedagogy During the Legal Process (Excerpt by Magda Sagardía);266
10.6; From the "Art" of Cultural Workers;267
10.7; Multiple Interpretations of the Same Theme;268
10.7.1; ''Seamos patriotas del amor'' (Let Us Be Patriots of Love);268
10.8;Interview with José Solís;270
10.8.1; First Thoughts;270
10.8.2; Reducing the Human Tissue to Trash vs Pedagogy in (E)Motion;272
10.8.3; Reunion and Communion;272
10.8.4; Pedagogy in (E)Motion Inside the Lion's Mouth;273
10.8.5; Educating the Oppressor;274
10.8.6; Education vs Terror: Decriminalizing Knowledge;274
10.9; Epilogue;275
10.10; Notes;276
10.11;References;278
11;10 E-motioned Teachers Who Dare to Teach!;279
11.1; Teachers in (E)Motion: Histories Thought--Felt by the Educators ;280
11.2; Narratives: Mundillo Threads in History;281
11.3; The Making of This Essay: The Interviewer and Her Cause;282
11.4; Organization and "Anti-format";284
11.5; Letty Herrans: Her Trajectory as Beacon;284
11.6; Doa1 Carmen Turull: A Voice Made Verb;285
11.6.1; To Teach Is to Share; to Share Is to Vibrate!;287
11.6.2; Hope Came Dressed as a Woman and a Teacher;288
11.6.3; Text, Word, and Life;289
11.7; Be a Student and Let Yourself Be Taught;291
11.8; Resilience, Affect, and Attachment;291
11.9; Integrity and Transformation;293
11.9.1; The Best of Private Practice: New Horizons;294
11.9.2; From Psychologist to Educator! I Was Frightened!;295
11.9.3; Her Students and Disciples;295
11.9.4; Department Director: I Enjoyed It!;296
11.9.5; A Cultural Worker in Psychology and Students' Advocate;297
11.9.6; Writing and Researching to Generate Justice;298
11.9.7; What Moves Me and Shakes Me;300
11.10; Interconnections Among Educators' Precepts: The Nature of Teaching: A Work in Process;301
11.10.1; The Educational Nature of Mistakes: Valuable Lessons;301
11.11; Epilogue;302
11.12; Notes;303
11.13;References;304
12;Name Index;305
13;Subject Index;310