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"Let Us Leave Changed": Education fo...

Argentieri, Paula Lynne.

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"Let Us Leave Changed": Education for Personal and Social Change Through an Undergraduate Course on Education and Democracy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"Let Us Leave Changed": Education for Personal and Social Change Through an Undergraduate Course on Education and Democracy./
作者:	Argentieri, Paula Lynne.
面頁冊數:	295 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
Contained By:	Dissertation Abstracts International76-08A(E).
標題:	Educational sociology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3686172
ISBN:	9781321629200

"Let Us Leave Changed": Education for Personal and Social Change Through an Undergraduate Course on Education and Democracy.
Argentieri, Paula Lynne.

"Let Us Leave Changed": Education for Personal and Social Change Through an Undergraduate Course on Education and Democracy. - 295 p.

Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.

Thesis (Ph.D.)--University of California, Berkeley, 2014.

This dissertation responds to a call for a model of education in the 21st century that allows students to become the globally responsible, critically engaged, and caring citizens our world needs now. The question remains, how do we move beyond good ideas, strong philosophies, and powerful messages to answer this call in practice? That question is of great concern now and thus is central to my motivation for conducting research on an existing pedagogical model in higher education---one that might convert these sound ideas into a lived reality for our future.

ISBN: 9781321629200Subjects--Topical Terms:

519608
Educational sociology.

"Let Us Leave Changed": Education for Personal and Social Change Through an Undergraduate Course on Education and Democracy.
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100 1 $a Argentieri, Paula Lynne. $3 3183426
245 1 0 $a "Let Us Leave Changed": Education for Personal and Social Change Through an Undergraduate Course on Education and Democracy.
300 $a 295 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-08(E), Section: A.
500 $a Advisers: John Hurst; Paul Ammon.
502 $a Thesis (Ph.D.)--University of California, Berkeley, 2014.
520 $a This dissertation responds to a call for a model of education in the 21st century that allows students to become the globally responsible, critically engaged, and caring citizens our world needs now. The question remains, how do we move beyond good ideas, strong philosophies, and powerful messages to answer this call in practice? That question is of great concern now and thus is central to my motivation for conducting research on an existing pedagogical model in higher education---one that might convert these sound ideas into a lived reality for our future.
520 $a At theUniversity of California, Berkeley, Education 190: Current Issues in Education has fostered a rigorous experiential inquiry into our nation's education system. One former student reflected, "In our desire to change society, we began by changing ourselves: WE deconstructed our own educational experiences and reconstructed them in the context of one another's, creating a community whose stories brought to life the abstract theories in the literature." The emerging pedagogy of this course, founded on theories of more popular and democratic education, eventually spawned a transformative educational program at Berkeley and a non-profit organization in the state of California.
520 $a The pedagogy in motion is a focus of this study, along with the students' conceptualizations of the learning experience, as many said it represented a "visceral change" in their lives, and a "monolithic milestone" in their education and careers. Over the course of a decade, I conducted an ethnographic and participatory longitudinal research project on this democratic pedagogy that I engaged in as educator from 2002-2010. I catalogued student written reflections (journal entries, papers, portfolios) for 18 semesters. During Spring 2007, I engaged in the course as participant-observer and captured field notes and in-class interviews. I continued research from 2010-2014 by conducting post-class interviews with the students. My findings are based on their voices and take-aways 5 to 7 years after the experience, as well as my own reflection.
520 $a My conclusion after researching this pedagogical phenomena in practice is, in the 21st century, we must provide a practice in the higher education classroom that matches the moral and biological imperatives of humanity and of the planet we co-inhabit. We must problematize antiquated ideas and practices regarding epistemology and pedagogy and move beyond an over-emphasis on evaluative grading, competition, sorting, comparing, and regurgitating. We need new forms of knowledge production and new teaching practices in higher education that meet the demands of human development toward an emerging global awareness, with interdependence and cooperation as central principles. The findings of this study demonstrate that this type of education- the type practiced in Ed 190- fosters leaders who have the skills and motivation needed to make the types of changes we envision for our shared humanity.
590 $a School code: 0028.
650 4 $a Educational sociology. $3 519608
650 4 $a Womens studies. $3 2122688
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710 2 $a University of California, Berkeley. $b Education. $3 1670269
773 0 $t Dissertation Abstracts International $g 76-08A(E).
790 $a 0028
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3686172