Robyn Ilten-Gee
Biographic Data
| ID | 6807639 |
|---|---|
| NAME | Robyn Ilten-Gee |
| GIVEN NAMES | Robyn |
| FAMILY NAME | Ilten-Gee |
| SIGNATURE | ILTEN-GEE R |
| AFFILIATIONS | University of California, Berkeley |
| ORCID | 0000-0002-0963-7580 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Connecting moral development with critical pedagogy
Winston C. Thompson’s review of Moral Education for Social Justice by Larry Nucci and Robyn Ilten-Gee accurately captures the effort to integrate critical pedagogy with domain-based moral education. A core element is student participation in domain-based discourse entailing responsive engagement that transcends the cognitive activity of individuals. Those discussions may lead to action projects (praxis). Replying to Thompson’s review, Nucci and I…
Using social domain theory to seek critical consciousness with young children
The question of ‘developmental appropriateness’ in education can be both empowering and inhibiting. When are students ‘ready’ to talk about social injustices and systemic inequalities? How might educators introduce social inequities using developmental findings about reasoning? This article presents social domain theory as a lens through which educators can approach critical consciousness education with young children. An overview of Freire’s cri…
Complicating moral messages through multimodal composition
This study is an exploratory analysis of the multimodal composition practices of adolescents and young adults in a free after-school drop-in programme called the Workshop, and the moral development opportunities afforded by these practices. Pasupathi and Wainryb’s [(2010). “Developing Moral Agency Through Narrative.” Human Development 53: 55–80. doi:10.1159/000288208] theory of narrative moral agency is invoked to interpret participants’ composit…
Contents Vol. 59, 2016
In-Human Development
In the intricate process of human development, the social construction and imposition of the idea of race and its hierarchy of categories contributes to “in-human” development. In the USA particularly, racial categories have been delineated around certain identity contingencies [Steele, 2010], and despite being inaccurate and unscientific, they are used to forcefully, yet problematically shape human identities and development. Nearly two decades …
No prominent works on this page.
Contents Vol. 59, 2016
In-Human Development
In the intricate process of human development, the social construction and imposition of the idea of race and its hierarchy of categories contributes to “in-human” development. In the USA particularly, racial categories have been delineated around certain identity contingencies [Steele, 2010], and despite being inaccurate and unscientific, they are used to forcefully, yet problematically shape human identities and development. Nearly two decades …
Complicating moral messages through multimodal composition
This study is an exploratory analysis of the multimodal composition practices of adolescents and young adults in a free after-school drop-in programme called the Workshop, and the moral development opportunities afforded by these practices. Pasupathi and Wainryb’s [(2010). “Developing Moral Agency Through Narrative.” Human Development 53: 55–80. doi:10.1159/000288208] theory of narrative moral agency is invoked to interpret participants’ composit…
Using social domain theory to seek critical consciousness with young children
The question of ‘developmental appropriateness’ in education can be both empowering and inhibiting. When are students ‘ready’ to talk about social injustices and systemic inequalities? How might educators introduce social inequities using developmental findings about reasoning? This article presents social domain theory as a lens through which educators can approach critical consciousness education with young children. An overview of Freire’s cri…
Connecting moral development with critical pedagogy
Winston C. Thompson’s review of Moral Education for Social Justice by Larry Nucci and Robyn Ilten-Gee accurately captures the effort to integrate critical pedagogy with domain-based moral education. A core element is student participation in domain-based discourse entailing responsive engagement that transcends the cognitive activity of individuals. Those discussions may lead to action projects (praxis). Replying to Thompson’s review, Nucci and I…
Psychology (5 works) · Social Psychology (4 works) · Sociology (4 works) · Epistemology (3 works) · Education and Critical Thinking Development (2 works) · Gender Studies (2 works) · Law (2 works) · Literacy, Media, and Education (2 works) · Pedagogy (2 works) · Political science (2 works)