Sarah R Hobson
Biographic Data
| ID | 6556224 |
|---|---|
| NAME | Sarah R Hobson |
| GIVEN NAMES | Sarah R |
| FAMILY NAME | Hobson |
| SIGNATURE | HOBSON S R |
| AFFILIATIONS | SUNY Cortland |
| ORCID | 0000-0003-2795-7198 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 0 |
Architecting Multimodal Spaces for Hard Talk in a Graduate Course on Adolescent Literacy Education
This inquiry into a course on adolescent literacy education uses a case-study and descriptive review analysis to understand how multimodal spaces engage preservice and in-service teachers’ sense making around concepts of race, language, and culture. Drawing on critical feminist and practitioner inquiry frameworks, this article presents what a teaching team learned when designing, enacting, and reflecting on efforts to engage students in hard talk…
Urban special edition
Currently, neoliberalism serves as the foundation for the majority of educational reform efforts. Neoliberal approaches repeatedly privilege the value of ‘expert’ knowledge in framing policy and practice, resulting in limited opportunities for the impact of local community knowledge and experience on teaching and learning. While the neoliberal context narrows what counts as learning, participatory action research (PAR), youth-led participatory ac…
There Is Enough Time
This paper draws upon an explanation of the proleptic, an understanding of time as being socially constructed within specific contexts, to interpret a series of dramatic sequences enacted in ethnodramatic pedagogy. The authors present two major arguments: (1) teachers can help students analyze the processes that influence and shape their identities by adopting a proleptic framework; (2) ethnodrama, a dramatic and dialogic approach to interpreting…
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There Is Enough Time
This paper draws upon an explanation of the proleptic, an understanding of time as being socially constructed within specific contexts, to interpret a series of dramatic sequences enacted in ethnodramatic pedagogy. The authors present two major arguments: (1) teachers can help students analyze the processes that influence and shape their identities by adopting a proleptic framework; (2) ethnodrama, a dramatic and dialogic approach to interpreting…
Architecting Multimodal Spaces for Hard Talk in a Graduate Course on Adolescent Literacy Education
This inquiry into a course on adolescent literacy education uses a case-study and descriptive review analysis to understand how multimodal spaces engage preservice and in-service teachers’ sense making around concepts of race, language, and culture. Drawing on critical feminist and practitioner inquiry frameworks, this article presents what a teaching team learned when designing, enacting, and reflecting on efforts to engage students in hard talk…
Urban special edition
Currently, neoliberalism serves as the foundation for the majority of educational reform efforts. Neoliberal approaches repeatedly privilege the value of ‘expert’ knowledge in framing policy and practice, resulting in limited opportunities for the impact of local community knowledge and experience on teaching and learning. While the neoliberal context narrows what counts as learning, participatory action research (PAR), youth-led participatory ac…
Pedagogy (3 works) · Sociology (3 works) · Mathematics education (2 works) · Psychology (2 works) · Action research (1 work) · Aesthetics (1 work) · Citizen journalism (1 work) · Course (navigation (1 work) · Dialogic (1 work) · Digital Storytelling and Education (1 work)