Skip to main content
SpringerLink
Log in

Cultural Narrations

Coherence in Complex Times

  • Chapter
Critical Pedagogy for a Polymodal World

  • 443 Accesses

Abstract

We argue this same notion regarding conversation and the engagement of ideas applies to the learning process. We want our students to engage with the ideas we present in class and discuss their practical and philosophical viability. Looking for converts, as Gladwell calls it, results in marginalizing and eventually silencing students who disagree with us, and contributes to the vitriolic discourse that pervades political, religious, and educational discourse at a broader level.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Anyon, J. (2005). Radical possibilities: Education and a new social movement. New York, NY: Routledge.

    Google Scholar 

  • Anzaldúa, G. (1987). Borderlands/La frontera. The new mestiza. San Francisco, CA: Aunt Lute.

    Google Scholar 

  • Apple, M. W. (1999). Power, meaning, and identity: essays in critical educational studies. New York, NY: Peter Lang.

    Google Scholar 

  • Aronowitz, S. (1993). Paulo Freire’s radical democratic humanism. In P. McLaren &P. Leonard (Eds.), Paulo Freire: A critical encounter (pp. 8–24). New York, NY: Routledge.

    Google Scholar 

  • Bakhtin, M. M. (1981). The dialogic imagination (M. Holquist, Ed.; C. Emerson & M. Holquist, Trans.). Austin, TX: University of Texas Press.

    Google Scholar 

  • Bartolomé, L. (2007). Critical pedagogy and teacher education: Radicalizing prospective teachers. In P. McLaren and J. Kinceloe (Eds.), Critical pedagogy: Where are we now (pp. 263–86). New York, NY: Peter Lang.

    Google Scholar 

  • Berman, S. (1997). Civil society and political institutionalization. American Behavioral Scientist, 40(5), 562–574.

    Article  Google Scholar 

  • Bhabha, H. K. (1990). Nation narration. New York, NY: Routledge.

    Google Scholar 

  • Bloom, J. (2013). The nature and dynamics of teaching and learning. In B. Griffith & D. J. Loveless (Eds.), The interdependence of teaching and learning (pp. 3–20). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Boler, M. (2004). Democratic dialogue in education: Troubling speech, disturbing silence. New York, NY: Peter Lang.

    Google Scholar 

  • Borg, E. (2003). Discourse community. The ELT Journal, 57(4), 398–400.

    Article  Google Scholar 

  • Borges, J. L. (1964). Labyrinths; Selected stories & other writings. New York, NY: New Directions.

    Google Scholar 

  • Bridges, D. (1979). Education, democracy and discussion. Atlantic Highlands, NJ: Humanities Press.

    Google Scholar 

  • Cahnmann, M. (2003). The craft, practice, and possibility of poetry in educational research. Educational Researcher, 32(3), 29–36.

    Article  Google Scholar 

  • Cazden, C. B. (1988). Classroom discourse. Portsmouth, NH: Heinemann.

    Google Scholar 

  • Collingwood, R. G. (1927). The idea of a philosophy of something, and, in particular, a philosophy of history. Unpublished lecture notes, Bodleian Library, Oxford University.

    Google Scholar 

  • Dewey, J. (1904). The School and society and the child and the curriculum. Chicago, IL: University of Chicago Press.

    Google Scholar 

  • Dewey, J. (2007). Democracy and education. Middlesex, U.K.: The Echo Library. (Original work published 1916)

    Google Scholar 

  • Dirkx, J. M. (2000). Transformative learning and the journey of individuation. ERIC Digest, 20. Retrieved from http://www.ericdigests.org/2001–3/journey.htm

  • Doll, W. (1993). A post-modern perspective on curriculum. New York, NY: Teachers College Press.

    Google Scholar 

  • Doll, W., Fleener, M. J., Trueit, D., & St. Julien, J. (Eds.) (2005). Chaos, complexity, curriculum and culture: A conversation. New York, NY: Peter Lang.

    Google Scholar 

  • Duncan-Andrade, J., & Morrell, E. (2007). Critical pedagogy and popular culture in an urban secondary English classroom. In P. McLaren & J. L. Kincheloe (Eds.), Critical pedagogy: Where are we now (pp. 183–200). New York, NY: Peter Lang.

    Google Scholar 

  • Fleener, M. J. (2005). Introduction: Chaos, complexity, curriculum, and culture: Setting up the conversation. In W. Doll, M. J. Fleener, D. Trueit, & J. St. Julien (Eds.), Chaos, complexity, curriculum and culture: A conversation (pp. 1–21). New York, NY: Peter Lang.

    Google Scholar 

  • Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Continuum.

    Google Scholar 

  • Freire, P., & Macedo, D. (1987). Literacy: Reading the word and the world. London, UK: Bergin & Garvey.

    Google Scholar 

  • Fry, R. (2007). The changing racial and ethnic composition of U.S. public schools. Washington, DC: Pew Hispanic Center.

    Google Scholar 

  • Gladwell, M. (2013, October 16). David and Goliath. Talks at Google. Retrieved from http://www.youtube.com/watch?v=5L0GGfQblrc

  • Giroux, H. (2005). Border crossing: Cultural workers and the politics of education (2nd ed.). New York, NY: Routledge.

    Google Scholar 

  • Griffith, B. (2007). A philosophy of curriculum: The cautionary tale of simultaneous languages in a decentered world. Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Griffith, B. (2008). Cultural narrations. Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Griffith, B., & Loveless, D. J. (2013). Introduction: Teaching, learning, and a politics of education. In B. Griffith & D. J. Loveless (Eds.), The Interdependence of teaching and learning (pp. vii-xi). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Haroutunian-Gordon, S. (2010). Listening to a challenge perspective: The role of interruption. Teachers College Record, 112(11), 2793–2814.

    Google Scholar 

  • Harwood, J. T. (1986). The rhetorics of Thomas Hobbes and Bernard Lamy. Carbondale, IL: Southern Illinois University Press.

    Google Scholar 

  • Hyvärinen, M., Haydén, L., Saarenheimo, M., & Tamboukou, M. (2010). Beyond narrative coherence. In M. Hyvärinen, L. Haydén, M. Saarenheimo, & M. Tamboukou (Eds.), Beyond narrative coherence: Studies in narrative (pp. 1–16). Amsterdam, The Netherlands: John Benjamins Publishing Company.

    Chapter  Google Scholar 

  • Jacobson, D. (2007, October 31). Wordsworth’s hidden arguments: From egotism to epic: How the poet’s inspired ‘breathings’ contain the world that surrounds him. The Sunday Times. Retrieved 4/6/2011 from http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/the_tis/article2779499.ece

  • Jefferson, T. (1954). Notes on the state of Virginia. New York, NY: Norton (original work published in 1987).

    Google Scholar 

  • Kincheloe, J. L. (2007). Research in educational psychology: The bricolage and educational psychological research methods-part 2. In J. L. Kincheloe & R. A. Horn (Eds.), The Praeger handbook of education psychology, volume 4 (pp. 950–959). Westport, CT: Praeger Publishers.

    Google Scholar 

  • Kincheloe, J., & Steinberg, S. R. (1997). Changing multiculturalism. Bristol, PA: Open University Press.

    Google Scholar 

  • Kirkland, D. E., & Jackson, A. (2009). “We real cool”: Toward a theory of black masculine literacies. Reading Research Quarterly, 44(3), 278–297. doi 10.1598/RRQ.44.3.3

    Article  Google Scholar 

  • Knoespel, K. J. (1991). The employment of chaos: Instability and narrative order. In N. K. Hayles (Ed.), Chaos and order: Complex dynamics in literature and science (pp.100–122). Chicago, IL: University of Chicago Press.

    Google Scholar 

  • Kuhn, T. (1962). The structure of scientific revolutions. Chicago, IL: The University of Chicago Press.

    Google Scholar 

  • Lankshear, C., Snyder, L., & Green, B. (2000). Teachers and technoliteracy: Managing literacy, technology and learning in schools. St. Leonards, New South Wales, Australia: Allen & Unwin.

    Google Scholar 

  • Lemke, J. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex

    Google Scholar 

  • Lessig, L. (2008). Remix: Making art and commerce thrive in the hybrid economy. New York, NY: Penguin Press.

    Book  Google Scholar 

  • Loveless, D. J., & Griffith, B. (2012a). The search for questions and tellings of silenced students. In C. Clark, M. Brimhall-Vargas, & K. Fasching-Varner (Eds.), Occupying the academy: Just how important is diversity work in public higher education? (pp. 106–114). Plymouth, UK: Rowman & Littlefield Publishers, Inc.

    Google Scholar 

  • Loveless, D. J., & Griffith, B. (2012b). Facebook and remedial reading: Blurring borders of self, others, and multimodal texts. In E. Ortlieb & R. Bowden (Eds.), Educational research and innovations (pp. 141–155). Corpus Christi, TX: Consortium for Educational Development, Evaluation, and Research, Texas A&M University-Corpus Christi.

    Google Scholar 

  • Loveless, D. J., & Griffith, B. (2014). Afterword: Teaching and learning in a polymodal age of digital information. In D. J. Loveless, B. Griffith, M. Berci, E. Ortlieb, & P. Sullivan (Eds.), Academic knowledge construction and multimodal curriculum development (pp. 395–406). Hershey, PA: IGI Global.

    Google Scholar 

  • Loveless, D. J., Sturm, D. C., Guo, C., Tanaka, K., Zha, S., & Berkeley, E. V. (2013). Cross-disciplinary collaboration to engage diverse researchers. The Journal of Faculty Development, 27(2), 11–18.

    Google Scholar 

  • Majors, Y. J. (2014). Joy and the “smart kids”: Competing ways of being and believing. Journal of Adolescent and Adult Literacy, 57(8), 633–641.

    Article  Google Scholar 

  • Macedo, D. (2007). Deconstructing the corporate media/government nexus. In D. Macedo & S. Steinberg (Eds.), Media literacy: A reader (pp. xvii–xxxvii). New York, NY: Peter Lang.

    Google Scholar 

  • McLaren, P. (1995). Collisions with otherness: “Traveling” theory, postcolonial criticism, and the politics of ethnographic practice – the mission of the wounded ethnographer. In P. McLaren & J. Giarelli (Eds.), Critical theory and educational research (pp. 271–300). Albany, NY: State University of New York Press.

    Google Scholar 

  • McLaren, P. (1998). Life in schools: An introduction to critical pedagogy in the foundations of education. New York, NY: Longman.

    Google Scholar 

  • Miller, J. & Pinar, B. (2013). Ethical engagement among communities without consensus. Symposium at the annual conference for the American Association for the Advancement of Curriculum Studies. San Francisco, CA. April 24–27.

    Google Scholar 

  • Mitra, S. (2013). Build a school in the cloud. TED Talk. Retrieved from http://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud.html

  • Narayan, U. (1988). Working together across difference: Some considerations on emotional and political practice. Hypatia, 3(2), 31–47.

    Article  Google Scholar 

  • Ochs, E. & Capps, L. (2001). Living narratives: Creating lives in everyday storytelling. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Orfield, G., & Gordon, N. (2001). Schools more separate: Consequences of a decade of resegregation. Cambridge, MA: Civil Rights Project, Harvard University.

    Google Scholar 

  • Palfrey, J., & Gasser, U. (2008). Born digital: Understanding the first generation of digital natives. New York, NY: Basic Books.

    Google Scholar 

  • Parker, W. ( 2010). Listening to strangers: Classroom discussions in democratic education. Teachers College Record, 112(11), 2815–2832.

    Google Scholar 

  • Pinar, W., Reynolds, W., Slattery, P., Taubman, P. (2004). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses. New York, NY: P. Lang

    Google Scholar 

  • Pratt, M. L. (1991). Women, culture and politics in Latin America. Berkley, CA: UCLA Press.

    Google Scholar 

  • Pratt, M. L. (1992). Imperial eyes: Travel writing and transculturation. London, UK: Routledge.

    Google Scholar 

  • Robinson, K. (2009). The element. New York, NY: Penguin Group.

    Google Scholar 

  • Rosenblatt, R., & Fish, S. (2011, April 1). Interview by C. Rose [Video recording]. Charlie Rose, LLC, New York, NY. Retrieved 4/6/2011 from http://www.charlierose.com/view/interview/11590

  • Said, E. (1994). Representations of the intellectual. New York, NY: Vantage.

    Google Scholar 

  • Schultz, K. (2010). After the blackbird whistles: Listening to silence in classrooms. Teachers College Record, 112(11), 2833–2849.

    Google Scholar 

  • Shaftesbury, A. (1711). Characteristics of men, manners, opinions, times. Retrieved from http://books.google.ca/books?id=pZQTAAAAQAAJ&source=gbs_navlinks_s

  • Stuckart, D. (2014). Philosophical guidelines for the Social Studies: Enhancing intelligence with digital tools and artifacts. In D. J. Loveless, B. Griffith, M. Berci, E. Ortlieb, & P. Sullivan (Eds.), Academic knowledge construction and multimodal curriculum development (pp. 53–70). Hershey, PA: IGI Global.

    Google Scholar 

  • Wordsworth, W. (1996). Preface to lyrical ballads. In M. H. Abrams (Ed.), Norton anthology of English literature: The major authors (6th ed, pp.1341–1352). New York, NY: Norton. (Original work published 1802)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. James Madison University, USA

    Douglas J. Loveless

  2. Texas A&M University, Corpus Christi, USA

    Bryant Griffith

Authors
  1. Douglas J. Loveless
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Bryant Griffith
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Sense Publishers

About this chapter

Cite this chapter

Loveless, D.J., Griffith, B. (2014). Cultural Narrations. In: Critical Pedagogy for a Polymodal World. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-827-5_2

Download citation

Publish with us

Policies and ethics

Search

Navigation