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Our focus in this chapter is how we can adopt an attuned teaching approach and why this would be supportive of all children and young people. We explore its significance for children who may have experienced trauma through loss of, or separation from, birth family or other significant life experience causing vulnerability. We have chosen to write as if we are in a shared space with you; perhaps you can imagine a conversation in the staff room. We are hoping our experiences and knowledge help you to reflect and provide you with ideas of how to develop your professional practice and to gain confidence.

The time is ripe for a pedagogy of appreciation. This chapter is a cross pollination of the positive philosophies and visions of educators such as Dewey, Freire, Kolb, and Handy with the vibrant and emerging organizational change ideas and processes of Appreciative Inquiry. This pedagogical stance is values driven and embraces the relevance of personal experience. There is a distinct bias towards success and positive change through supportive relationships and dialogue in the creation of knowledge. This chapter details step-by-step classroom applications that follow the 4-D model (Discover, Dream, Design, Destiny) and extend the experiential learning cycle. For the student, these applications have led to more energized and sustained interactions, an increase in positive attitudes towards other students and the professor, more relevant and personally meaningful concepts, and a fuller and more hopeful view of the future. For the professor, a deeper engagement with the students and their stories leads to a stronger connection with the values, concepts and models of the course. The chapter concludes by identifying some challenges in applying and extending an appreciative approach to educational systems as a whole.

The purpose of this paper is to present analysis of the role of the branch librarian as a valuable paradigm for embedded librarianship. Branch librarians develop strong connections to specialized client groups and build programs and services in response to their unique environments.

A review of research in embedded librarianship was conducted with particular emphasis on branch librarians. This article provides critique of research on embedded librarianship from the perspectives of branch management and an overview of strategies typically employed.

In important ways, branch librarians present an ideal model for embedded librarianship. They work toward close communication with the faculty and students of their academic unit, and are on location, identifying the specific needs and customizing services for patron groups in their academic settings.

The authors are Coordinators of Branch Library Services at Mississippi State University for the College of Architecture, Art, and Design and the College of Veterinary Medicine. The authors’ experiences as branch managers and immersion within their academic units provide a unique and more comprehensive analysis of embedded librarianship, one that has been overlooked.

In this paper, the authors engage with embodied critical literacies through an exploration of the possibilities provided by the use of improvisational comedy (improv) in the classroom. The purpose of this paper is to extend understandings of critical literacy to consider how embodied critical literacy may be transformative for both individual students and classroom assemblages. The research question asks: how might improv, as an embodied literacy practice, open up spaces for critical literacy as embodied critical encounter in classroom assemblages?

The authors used case study methodology informed by post-qualitative research methods, and in particular, posthuman assemblage theory. Assemblage theory views the world as taking shape through the ever-shifting associations among human and more-than-human members of an assemblage. The case study took place in a sixth-grade classroom with 28 11-year-olds over a four-month period of time. Audio and video recordings provided the empirical materials for analysis. Using Bruno Latour’s three stages for rhizomatic analysis of an assemblage, the authors mapped the movements of participants in an assemblage; noted associations among those participants; and asked questions about the larger meanings of those associations.

In the sixth-grade classroom, the dynamic and emerging relations of the scene work and post-scene discussion animate some of the ways in which the practice of classroom improv can serve as a pedagogy that involves students in embodied critical literacy. In this paper, the authors are working with an understanding of critical literacy as embodied. In embodied critical literacy, the body becomes a resource for that attunes students to matters of critical importance through encounter. With this embodied attunement, transformation through critical literacy becomes a possibility.

The case study methodology used for this study allowed for a fine-grained analysis of a particular moment in one classroom. Because of this particularity, the findings of this study are not considered to be universally generalizable. However, educators may take the findings of this study and consider their application in their own contexts, whether that be the pedagogical context of a classroom or the context of the empirical study of language and literacy education. The concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embodied critical literacies might look, sound and unfold in a classroom setting. It also provides ideas for classroom teachers considering working with improv in their language arts classrooms.

The concept of embodied literacies, while advocated in current literacy research, may not be easy to imagine, in terms of classroom practice. This paper provides an example of how embodied critical literacies might look, sound and unfold in a classroom setting. It also provides ideas for classroom teachers considering working with improv in their language arts classrooms.

The authors argue that providing students with critical encounters is an important enterprise for 21st-century classrooms and improv is one means for doing so. As an embodied literacy practice, improv in the classroom teaches students to listen to/with other players in the improv scene, become attuned to their movements and move responsively with those players and the audience. It opens up spaces for critically reflecting on ways of being and doing, which, in turn, may inform students’ movements in further associations with each other both in class and outside the walls of their school.

In this paper, building on work conducted by Author 1, the authors extend traditional notions of critical literacy. The authors advocate for developing critical learning opportunities, such as classroom improv, which can actively engages students in critical encounter. In this vein, rather than viewing critical literacy as critical framing that requires distancing between the learner and the topic, the posthuman critical literacy the authors put forward engages the learner in connecting with others, reflecting on those relations, and in doing so, being transformed. That is, through critical encounter, rather than only enacting transformation on texts and/or material contexts, learners themselves are transformed.

The purpose of this paper is to address the recent development of heutagogy in the domain of enterprise and entrepreneurship education (EE). Responding to recent thinking within our domain of education, this paper discusses the origins of heutagogy, its adoption within enterprise and EE and offers suggestions as to the further development of such thinking in this domain.

This conceptual paper revisits the original thinking that developed the process of heutagogy, or self-determined learning. Revisiting the conceptual foundations of heutagogy, comparing it to andragogy and to the idea of academagogy enables the process of academagogical process knowledge (APK) to be outlined. Through this process, the authors argue it is possible to envisage the real potential value of heutagogy to enterprise and EE.

In advocating for the development of APK, the authors highlight the importance of six specific knowledge bases; knowledge of self, knowledge of entrepreneurship theories, knowledge of transformational learning approaches, knowledge of authentic assessment processes, knowledge of student engagement and knowledge of how to scholarly lead. The authors argue that the development of scholarship of teaching and learning for enterprise and EE can be advanced through these six knowledge bases.

There are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here, especially if we consider entrepreneurial approaches within disciplines and interests that anchor the studies, as opposed to more generic approaches found in entrepreneurship courses. Most importantly, that heutagogy must be evaluated alongside the blended contributions of pedagogy, andragogy and academagogy.

This paper advances the readers’ understanding of the potential role of heutagogy in enterprise and EE. In doing so, differing opinions related to the use of heutagogy in the domain have been addressed, and a developmental pathway outlined.

This paper aims to explore the contextual problems and priorities that create tensions in the implementation of activity-based learning reforms such as learning enhancement through active pedagogy in Jammu and Kashmir (J&K). By doing so, it aims to understand the relevance of activity-based learning (ABL) in diverse contexts as perceived by stakeholders.

Using qualitative data drawn from semi-structured interviews with 29 teachers, this study uses an anthropological approach to policy implementation to unleash factors creating a disjunction between policy text and policy practice.

Narratives from teachers reveal how critical awareness about context raises tensions and shapes beliefs about ABL. Their beliefs about ABL can be summed as “pedagogy for its own sake”, reflecting the perceived ineptness of ABL in bringing about considerable improvements in students learning outcomes. Reference to “outcomes” was invoked as a crucial recontextualising discourse in teacher’s pedagogic orientation which resulted primarily from the poor learning attainments of rural children in the prevalent outcome-focussed educational setup.

The study is the first of its kind conducted in J&K and amongst very few around the world elucidating tension around the implementation of pedagogic reforms in underserved areas. This is the only study providing a critical analysis of pedagogic reforms in the school education system in J&K.

The study has significant implications in terms of helping immediate functionaries such as headmasters, teacher trainers and administrators and policy planners in understanding the dilemmas faced by teachers in enacting pedagogic reforms. It also adds to the field of policy implementation in terms of understanding the tensions of policy implementation at peripheries.

The study is the first of its kind conducted in J&K and amongst very few around the world elucidating tension around the implementation of pedagogic reforms in underserved areas. This is the only study providing a critical analysis of the school education system in J&K.

Research reveals very little about how the supervision of social studies student teachers ought to be enacted. The paper aims to discuss this issue.

Based on the broader arguments for the democratic purposes of social studies, the author argues for the development of the democratic capacities of teacher citizens by creating deliberative and dialogic spaces in social studies field-based teacher education.

Four conceptual dimensions of dialogic pedagogy in the supervision of social studies student teachers are explored: questioning, listening, negotiation, and self-critique.

Because supervision of student teachers is a pedagogical interaction, a pedagogy of social studies field-based teacher education must be grounded in dialogue and deliberation.