Famous statement by Pastor Niemoller

This was mentioned in class tonight and here are the details — Pastor Martin Niemöller (1892–1984) about the inactivity of German intellectuals following the Nazi rise to power and the purging of their chosen targets, group after group.

“First They Came for the Jews”
By Pastor Niemoller

“First they came for the Jews and I did not speak out because I was not a Jew.

Then they came for the Communists and I did not speak out because I was not a Communist.

Then they came for the trade unionists and I did not speak out because I was not a trade unionist.

Then they came for me and there was no one left to speak out for me.”

An interesting resource: Journal of Teaching and Learning in Higher Education

Greetings all. I found this link below and information about a journal that would be of interest to all of us.  A faculty member of the Political Science (PSCI) department here at VT is one of the editors, Professor C. Brians.  All the best wishes.

http://www.isetl.org/ijtlhe/
The International Journal of Teaching and Learning in Higher Education (ISSN 1812-9129) provides a forum for higher education faculty, staff, administrators, researchers, and students who are interested in improving post-secondary instruction. The IJTLHE provides broad coverage of higher education pedagogy and the Scholarship of Teaching and Learning (SoTL) across diverse content areas, educational institutions, and levels of instructional expertise. The specific emphasis of IJTLHE is the dissemination of knowledge for improving higher education pedagogy. Electronic distribution of IJTLHE maximizes global availability.

Paulo Freire and Empowerment of Women Workers in Morocco

Freire and his critical pedagogy philosophy were our guiding light in working with women workers at a canning factory in the city of Agadir on the Atlantic ocean in Morocco.  These women worked long days (14 hours or longer) in horrible working conditions without the necessary safety equipment to protect them from injuries.  They complained bitterly about their working conditions, high level of disease and debilitating injuries.  So at my previous job, we embarked on a two-year empowerment and learning journey using Freire pedagogy and adapting it to women who did not know how to read and write.  We worked very closely on practically a daily basis with these women and built the trust between us. This project culminated in that the women were able to identify the issues at work and articulate them in a successful manner to the management to make significant changes. We took theory with practice and made teaching into a process of learning reflection. It brought in the women’s experiences with the effective pedagogy theories. The women learned that they were indeed powerful and they learned that they could reflect, act and then reflect again. The women became even more creative and saw that these methods were successful in improving their working lives and ultimately their lives.  This is particularly instructive since Moroccan culture is very hierarchical and these women were on the lowest rungs of society.  They moved from the “naive to a critical consciousness” as Kincheloe wrote in Critical Pedagogy.  I believe that we learned as much even more from these gutsy courageous Moroccan working women.

 

Resource: Rethinking Doctoral Education for the Twenty-First Century

The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century

http://www.carnegiefoundation.org/publications/formation-scholars-rethinking-doctoral-education-twenty-first-century

Publisher:San Francisco: Jossey-Bass
Publication Author:George Walker, Chris M. Golde, Laura Jones, Andrea Conklin Bueschel, Pat Hutchings

Abstract:This groundbreaking book explores the current state of doctoral education in the United States and offers a plan for increasing the effectiveness of doctoral education. Programs must grapple with questions of purpose. The authors examine practices and elements of doctoral programs and show how they can be made more powerful by relying on principles of progressive development, integration, and collaboration. They challenge the traditional apprenticeship model and offer an alternative in which students learn while apprenticing with several faculty members. The authors persuasively argue that creating intellectual community is essential for high-quality graduate education in every department. Knowledge-centered, multigenerational communities foster the development of new ideas and encourage intellectual risk taking.
Citation:

The Formation of Scholars: Rethinking Doctoral Education for the Twenty-First Century
Related Scholars: Pat Hutchings
Notes: A book highlights publication (PDF) is also available. The table of contents and a chapter excerpt are available from the publisher’s Web site.