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Recommended Reading for Engaged Scholars #fight4edu #engagedscholar

I've put together a "quick and dirty" bibliography of some of my favorite readings on engaged pedagogy.  It's quick and dirty because I did it on the flight to Durham and with a lot of cut-and-paste from previous bibliographies of mine and so I cannot confirm consistent style, proper alphabetic order, or perfect citation:  check everything!  

And because it is preliminary, you are invited to add your own favorite articles in the Comments below and then we'll clean this up and do a proper bibliography later, including all your additions.

Here's a recommendation.  If you only have time to read one article, here's the one to start with: 

Vianna, Eduardo and Anna Stetsenko, “Research with a Transformative Activist Agenda:  Creating the Future Through Education for Social Change,” National Society for the Study of Education.    Volume 113, Issue 2, ppp. 575-602.  

It's a primer in "TAS" (Transformative Activist Stance), an engaged and activist pedagogy inspired by Vygotsky and Bakhtin, and that goes beyond the usual "starting point" or experiential modes of learning to say that truly engaged learning actually begins with an "end point."  The end point always changes and is always reached in collaboration with one's research "subjects" or, in the classroom, with one's students.   It is a beautiful explanation, with the history and the theoretical and pedagogical research context clearly drawn, and with a stunning ending of how this TAS approach worked in a foster home for adolescent boys.

It's informative and inspiring. My favorite moment is when the first author (Eduardo Vianna) realizes that one reason the teenagers are protesting their instruction so much is they know that the vocational education being proposed for them consigns them to a life of povert.  They are savvy and realistic about the world.  One young man says:  "I refuse to spend my life asking 'paper or plastic?'"  The disruptive behavior was a protest against a script for a life that he did not want to live.   It's a great turning point moment in pedagogy for everyone--including for this reader.  The article is an ideal combination of theory and practice, ideal for anyone just beginning to think about the purpose of teaching and learning together. --Cathy Davidson




The Engaged Scholar:  Selected Bibliograph

Bakhtin, M. M. Art and Answerability:  Early Philosophical Essays by M. M. Bakhtin.  Austin, TX: University of Texas Press, 1993.

Barnett, Fiona, ed. "The Pedagogy Project." HASTAC, 2015. (A collaborative online resource for student-centered pedagogy, created by over seventy-five HASTAC graduate students teaching undergraduate humanities courses).

Baxter Magolda, M. B., & King P. M. (2004).  Learning partnerships: Theory and models of practice to educate for self-authorship. Sterling, VA: Stylus.

Bérubé, Michael, and Jennifer Ruth. The Humanities, Higher Education, and Academic Freedom: Three Necessary Arguments. Palgrave Macmillan, 2015.

Bozeman, B.; Feeney, M. K. "Toward a Useful Theory of Mentoring A Conceptual Analysis and Critique." Administration & Society 39.6 (October 2007): 719–739. doi:10.1177/009539970730411

boyd, danah. It's Complicated: The Social Lives of Networked Teens. New Haven: Yale University Press, 2014.

Budge, Stephanie. "Peer Mentoring in Postsecondary Education: Implications for Research and Practice." Journal of College Reading and Learning 37.1 (2006): 71–85.

Clinard, Linda McCorkel, and Tamar Ariav. “What Mentoring Does for Mentors: A Cross-Cultural Perspective.” European Journal of Teacher Education 21.1 (1998): 91–108. doi:10.1080/0261976980210109.

Daiute, C.  Human Development and Political Violence.  New York:  Cambridge University Press, 2010.

Davidson, Cathy N., and David Theo Goldberg. The Future of Thinking: Learning Institutions in a Digital Age. Cambridge, Mass: The MIT Press, 2010.

Davidson, Cathy N.  Now You See It:  How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn.  Viking Penguin, 2012.

Dewey, John. Democracy and Education. New York: The Macmillan Company, 1916.

Dweck, C.S. Mindset. New York: Random House, 2006. 

Dweck, C.S., N. Naidu, A. Rattan, and K. Savani. "Can Everyone Become Highly Intelligent? Cultural Differences in and Societal Consequences of Beliefs about the Universal Potential for Intelligence." Journal of Personality and Social Psychology 103 (2012): 787- 803.

Dweck, C.S., and D.S. Yeager, D.S. "Mindsets that Promote Resilience: When Students Believe that Personal Characteristics can be Developed." Freire, Paulo. Pedagogy of the Oppressed. Seabury Press, 1970.

Freire, Paulo et al., eds. Mentoring the Mentor: A Critical Dialogue with Paulo Freire. New York: Peter Lang AG, 1997. Counterpoints: Studies in the Postmodern Theory of Education.

Giroux, Henry.  “Doing Cultural Studies:  Youth and the Challenge of Pedagogy,” Harvard Educational Review, 64 (3) 278-309.

hooks, bell.  Teaching to Transgress:  Education as the Practice of Freedom.  New York:  Duke University Press, 1994.

Howard, Rebecca Moore. “Collaborative Pedagogy.” A Guide to Composition Pedagogies. New York: Oxford University Press, 2001.

Knight, M. G., and V.W.M Watson. “Toward Participatory Communal Citizenship: Rendering Visible the Civic Teaching, Learning, and Actions of African Immigrant Youth and Young Adults.” American Educational Research Journal 51 (2014): 539–566.

Mlynarczyk, Rebecca Williams and Marcia Babbitt. “The Power of Academic Learning Communities.”          Journal of Basic Writing 21.1 (2002): 71-89.

Prince, Michael J., Richard M. Felder, and Rebecca Brent. “Does Faculty Research Improve Undergraduate Teaching?” Journal of Engineering Education (2007): 283–294.

Pinkard, Nichole. “Preparing Urban Youth to Be Multiliterate.” Macarthur Foundation: Spotlight on Digital Media and Learning. 2007.

Sanchez, Rudolph J., Talya N. Bauer, and Matthew E. Paronto. “Peer-Mentoring Freshmen: Implications for Satisfaction, Commitment, and Retention to Graduation.” Academy of Management Learning & Education 5.1 (2006): 25–37.

Vianna, Eduardo and Anna Stetsenko, “Research with a Transformative Activist Agenda:  Creating the Future Through Education for Social Change,” National Society for the Study of Education.    Volume 113, Issue 2, ppp. 575-602.

Vygotsky, L. S., “The History of the Development of Higher Mental Functions,” in R. W. Rieber, ed, The Collected Works of L. S. Vygotsky. Volume 4 (pp 1-278).  New York: Plenum Press, 1997.


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