Journal article
Killing Victoria: improvisational and emergent teaching and learning
Ethnography and education, Vol.12(3), pp.367-380
09/02/2017
DOI: 10.1080/17457823.2017.1287581
Abstract
This manuscript uses narrative practices of autoethnography to consider the potential of improvisational, emergent pedagogy. The author explores this concept by examining the participation of a student in a yearlong, ethnographic teaching project. A group of mostly white high school students voluntarily engaged in practices of Youth Participatory Action Research (YPAR) in concert with playbuilding to investigate whiteness. The author positions this pedagogical project in relation to second-wave critical whiteness studies and improvisation. Critical whiteness studies are a theoretical move towards more complicated framings of whiteness. Improvisation creates a particular way to consider the story of the author's teacher-researcher work with one of his students during this implementation of second-wave whiteness pedagogy. Finally, the author shares general implications about improvisational teaching and learning, especially in terms of whiteness pedagogy.
Details
- Title: Subtitle
- Killing Victoria: improvisational and emergent teaching and learning
- Creators
- Samuel Jaye Tanner - Pennsylvania State University
- Resource Type
- Journal article
- Publication Details
- Ethnography and education, Vol.12(3), pp.367-380
- Publisher
- Routledge
- DOI
- 10.1080/17457823.2017.1287581
- ISSN
- 1745-7823
- eISSN
- 1745-7831
- Language
- English
- Date published
- 09/02/2017
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371272402771
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