Education

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https://hdl.handle.net/20.500.12862/90

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Emotional and Social Geographies in Polish Literature: Spaces of Reflection and Transformation. Emotional and Social Learning through Literacy Education: Developing and Testing Materials for Schools, Universities and Self-Study in Transformational Projects
(2024-03-14) Painter, Janet
Abstract: Polish literature will be explored from the perspective of the three participating nations in its significance for pedagogical work with emotional and social themes, representative of other literatures that play a role in today's increasingly multicultural societies. This exploration is a further development of lifeworld (Lebenswelt)-oriented didactics and builds on earlier German-Polish projects during the Cold War. It addresses German-American scientific cooperation as well. The poster presents a selection of Polish literary works and illustrates how these selections can open learning spaces to emotional and social issues. the focus on life themes and techniques of existence of younger and older people in their living spaces is characteristic of lifeworld (Lebenswelt)-oriented didactics resulting in the creation of transitions into subject-oriented learning processes. Polish literature contains a wealth of emotionally and socially relevant topics that are suitable for linking subject-centered learning with curricular learning. The selection of literary texts within a school context requires attention to the target group and learning situation. The complexity of the content or the formal characteristics of a work in its entirety cannot be fully captured in a poster. However, a range of significant individual topics are provided on the poster with regard to emotional and social geographies.
Transformative community projects in East Germany's rural spaces: exploring more sustainable forms of learning, working, and living
(Frontiers, 2023-05-24) Painter, Janet; Broecher, Joachim
Increasingly people experience alienation in educational institutions, in work life, and fragmentation in their personal life. This study explores more self-determined, healthy, and sustainable forms of working, learning, and living through a dynamic process that began in 2020 with the purchase of an old homestead in Eastern Germany. Through the remodeling of the buildings and grounds, the first social and cultural references emerged. Along with practical uses, the farm project sees itself as a future workshop or think tank. The resulting consideration includes ideas of compulsory schooling woven into a self-designed format and the introduction of an unconditional basic income. These components could lead to thousands of such projects in rural and urban areas. Drawing from communitarianism, the belief is that an active civil society must take on social, economic, and educational responsibilities and offer children and young people improved conditions in which to grow up. Theory development on the individual components exists, such as entrepreneurship, transformation, community-building, basic income, or self-directed learning but not on the interaction of these variables in the overall context. We tentatively call this integrated design a transformative community project.
A Qualitative Case Study Exploring How Faculty Incorporate Equity in a Practice-Based Teacher Preparation Program
(2022) Thomas, Stephanie; Hart, Jaalil
There is a huge shift in teacher education to make it more practice-focused while also incorporating equity which has been elevated as a result of the pandemic. As teacher preparation programs evolve to prepare teachers for diverse classroom settings, the need for teacher preparation training that focuses on equity is becoming more apparent. This study seeks to expand the literature by exploring how teacher educators infuse equity in a practice-based teacher preparation program. Using a case study approach, two teacher educators from various backgrounds shared their experiences incorporating equity and social justice in their teacher preparation curriculum. Results indicate that the driving force behind their efforts is rooted in their upbringing and early and frequent exposure to equity and social justice before becoming teacher educators. Implications of these findings contribute to the ongoing professional development of teacher educators as well as suggestions on hiring practices to attract teacher educators from diverse backgrounds.
Engaging Students With College-Level Texts
(2010) Painter, Janet
This is a presentation provided at the Appalachian College Association Summit in October of 2010 in Abingdon, Virginia. A version of it was presented in 2006 to teachers at the NC Dept. of Juvenile Justice, Corrections in Albemarle, NC.
How Nurture Groups Can Facilitate Inclusive Practice in Primary and Secondary Schools: A Theory Map for Enriching the University Students' Learning Experience
(2018-05) Painter, Janet; Broecher, Joachim; Davis, Joyce Hubbard
Nurture groups originated in East London, in the 1960s. The first nurture groups provided education for multicultural migrant children, whose schools and parents were under enormous stress. Today, there are more than 1000 nurture groups in the UK across primary, secondary, and specialized schools. A key figure in the development of the model is Marjorie Boxall (1923-2004). The goals of a nurture group are to restore for the child the experiences of early nurture found in the child´s neighborhood school, to create an inclusive place within mainstreamed classes for children who are vulnerable to social, emotional and behavioral difficulties and to facilitate the successful return of children who have been separated from their mainstream classes due to social, emotional or behavioral difficulties. The nurture group is fully integrated within a supportive school which has a policy for nurture groups for the whole school. What are the principles of a nurture group? Growth is more important, than pathology. Enriching children´s learning is the focus, not to provide therapy. The nurture process is based in attachment, and is mediated within and through a secure relationship (Ainsworth, Bowlby). Children´s learning is best understood developmentally. Behavior of all kinds is a form of communication. The classroom offers a safe space to nurture self-esteem and encourage language, which is a vital means of communication. By recreating the process of earliest learning, children build concepts, skills, controls, and develop autonomy. Nurture group educators interact intuitively with children and one another, modeling learning experiences similar to those experienced by students in their earliest years.

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