Lydia Arantes
Biographic Data
| ID | 4047501 |
|---|---|
| NAME | Lydia Arantes |
| GIVEN NAMES | Lydia |
| FAMILY NAME | Arantes |
| SIGNATURE | ARANTES L |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
The Craft of Teaching. Cultivating Uncertainty and Moving in Playfulness as Pedagogical Strategy
I have long tried to move away from teaching as “passing on knowledge” and moved towards practicing teaching as co-creating knowledge. I have come to regard teaching as a joint act of exploration, also taking into account students’ everyday life experiences. In the last academic year, I decided to expand my pedagogy by including playfulness. This required openness and vulnerability on behalf of me as the person developing the course as well as a …
From practice to theory and back again
Having been socialised at a crossroads of peasant, working and (ascending to) middle class, resulted in frictions between theory and practice (also described by Willis 1977), mind and body or science and ‘real life’ building themselves into the way I think and work to this day. Engaging in an internal dialogue and refraining from delivering my insights on a silver platter, I take the reader on the journey of trying to understand my class (non-)be…
No prominent works on this page.
The Craft of Teaching. Cultivating Uncertainty and Moving in Playfulness as Pedagogical Strategy
I have long tried to move away from teaching as “passing on knowledge” and moved towards practicing teaching as co-creating knowledge. I have come to regard teaching as a joint act of exploration, also taking into account students’ everyday life experiences. In the last academic year, I decided to expand my pedagogy by including playfulness. This required openness and vulnerability on behalf of me as the person developing the course as well as a …
From practice to theory and back again
Having been socialised at a crossroads of peasant, working and (ascending to) middle class, resulted in frictions between theory and practice (also described by Willis 1977), mind and body or science and ‘real life’ building themselves into the way I think and work to this day. Engaging in an internal dialogue and refraining from delivering my insights on a silver platter, I take the reader on the journey of trying to understand my class (non-)be…
Aesthetics (1 work) · Art (1 work) · Class (philosophy (1 work) · Computer Science (1 work) · Craft (1 work) · Crafts, Textile, and Design (1 work) · Education and Technology Integration (1 work) · Educational and Social Studies (1 work) · Educational Games and Gamification (1 work) · Environmental Science (1 work)