Search results for: DePalma Renée
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In this article, the authors analyze ways in which institutional heteronormativity operates in primary schools. The authors report results from their research in UK schools that culminated in a Participatory Action Research project in which practicing teachers explored possibilities for disrupting dominant discourses of sexuality and gender expression.
Updated: Apr. 26, 2011
In this article, the author has attempted to guide her students in critiquing and reconceptualizing the deficit view of students, particularly minority students, endemic to the American school system. Using a self-study methodology, this article analyzes ways in which adopting a pedagogy based on Bakhtin's notions of dialogism and polyphony has shifted the author’s own and her students' participation patterns and describes some of the challenges the author faces in the continuous process of reflection on and redesign of her own teaching practice.
Updated: Nov. 23, 2010
Smuggling Authentic Learning Into the School Context: Transitioning From an Innovative Elementary to a Conventional High School
“Conventional schooling” is characterized by underlying values of competition and credentialism implicit in an unconscious, cultural framework for U.S. institutional schooling. Schools that define themselves in opposition to this cultural heritage consider themselves innovative schools and tend to use collaborative learning environment. The authors examined how students who had attended an innovative collaborative elementary school interpreted their former innovative and current conventional schools. They also examined how these students used these interpretations to form coping strategies for success in the new environment.
Updated: Mar. 16, 2009