Adorno in the Classroom: How Contesting the Influence of Late Capitalism Enables the Integrated Teaching of Academic Literacies and Critical Analysis and the Development of a Flourishing Learning Community

Autor/inn/en	Fox, John G.; O'Maley, Pauline
Titel	Adorno in the Classroom: How Contesting the Influence of Late Capitalism Enables the Integrated Teaching of Academic Literacies and Critical Analysis and the Development of a Flourishing Learning Community
Quelle	In: Studies in Higher Education, 43 (2018) 9, S.1597-1611 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2016.1269314
Schlagwörter	Social Systems; Critical Thinking; Critical Theory; Social Theories; Critical Reading; Higher Education; Critical Literacy; Philosophy; Teaching Methods; Concept Formation; Cultural Capital; Social Work; Epistemology + Suchen Sie Ihr Suchwort? Social system; Soziales System; Kritisches Denken; Kritische Theorie; Gesellschaftstheorie; Kritisches Lesen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Philosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Soziale Arbeit; Erkenntnistheorie
Abstract	We discuss how making the influence of late capitalism overt not only better enables the integration of academic literacies support and strengthens the development of critical analysis skills, but better enables students to actively participate in the construction of both knowledge and a vibrant, joyful learning community. Drawing on the work of the social theorist, Theodor W Adorno, enables students to challenge the treatment of anything--whether a word or a person--independently of its context. Adorno's approach explores an object's multiple connections to context by experimenting with varying combinations (or 'constellations') of concepts and discourses. His technique, applied in the analysis and critique of readings, whereby students using wall-to-wall whiteboards draw (and re-draw) constellations of their interpretations of those readings, enables them to actively engage in the construction of contextualised knowledge, and to develop their learning and professional identities, in playful, promising, creative ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01