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1.
In the eighteenth century, the German pedagogical discourse took place within the broader framework of an international circulation of pedagogical concepts and ideas. The trans-cultural nature of these intellectual exchanges is particularly evident in the thoughts and writings on female education. Translations of books and essays played a significant role in this transfer of pedagogical knowledge. The article focuses on the manner in which educational thought circulated across borders by studying one case in detail. The examination of John Burton’s Lectures on Female Education and Manners (1793), which was published in German in several editions, will place particular emphasis on the manner in which educational ideas emerging from a specific cultural context are adopted into a different discursive system. The research methodology is based on the concept of “cultural transfer”, an approach that has proven fruitful in transfer and comparative studies in recent years. It refers to key aspects of transfer theory, especially the consideration that ideas do not spread autonomously, but must be carried by intermediaries. Thus, the mechanisms of importing foreign cultural assets and the context of its reception will be at the core of this work. 相似文献
2.
Judith L. Green Gregory J. Kelly Maria Lucia Castmheira Julie Esch Carolyn Frank Marli Hodel 《教育心理学家》2013,48(3-4):227-234
The purpose of our commentary is to offer ways of understanding the differences in theoretical positions and of exploring what difference the differences make. To conceptualize a basis for understanding the theoretical transformation currently taking place in the field of educational psychology, we bring two constructs from the philosophy of science to bear. We suggest that one way to understand the differences is to consider the expressive potential of the research programs. In so doing, we suggest that the research programs be seen as intellectual ecologies created by members within these traditions. We argue that to understand the emic point of view of a tradition, one must become initiated into the discourse within that community and understand the historical development of the ideas within that intellectual ecology. 相似文献
3.
Robert Cowen 《比较教育学》2014,50(3):282-301
Comparative education as a field of study in universities (and ‘comparative education’ as practised by nineteenth-century administrators of education in Canada, England, France and the USA) has always addressed the theme of ‘transfer’: that is, the movement of educational ideas, principles and practices, and institutions and policies from one place to another. The first very explicit statement of this way of thinking about ‘comparative education’ was offered in the early nineteenth century in France and was expressed in terms of the expectation that if comparative education used carefully collected data, it would become a science. Clearly – about 200 years later – a large number of systems of testing and ranking, based on the careful measurement of educational processes and product, have provided us with hard data and these data are being used within the expectation that successful transfer (of educational principles and policies and practices from one place to another) can now take place. A transferable technology exists. This article argues that this view – that ‘we’ now have a successful science of transfer – ignores almost all of the complex thinking in the field of ‘academic comparative education’ of the last 100 years; and that it is likely to take another couple of hundred years before it can approximate to being a science of successful social and educational predictions. However, what shapes the article is not this argument per se, but trying to see the ways in which the epistemology of the field of study (academic comparative education) is always embedded in the politics of both domestic educational reform and international political relations – to the point where research in the field, manifestly increasingly ‘objective’ is also de facto increasingly ‘political’. The article is about the ‘how’ and ‘why’ of that and what has been forgotten and what has not yet been noticed. 相似文献
4.
Rupert Wegerif Karen Littleton Ann Jones 《International Journal of Educational Research》2003,39(8):851
This paper focuses on three distinctive ways in which educational software can support learning dialogues in primary classrooms. After a re-capitulation of published research on Initiation, Discussion, Response, Feedback (IDRF) exchanges, where the computer is used to stimulate discussion and then direct it through using feedback, we ask if there are other ways in which educational software and pedagogy can combine to support learning dialogues. We describe the effect of combining preparation for exploratory talk at the computer with group strategy games played against the computer and then we discuss, with examples, the role of software (in this case Bubble Dialogue) that allows groups to externalise their thoughts in order to reflect upon them. We argue that these three types of educational activity exemplify distinctive ways in which the computer enters into and supports educational dialogues. 相似文献
5.
Sophina Choudry Julian Williams Laura Black 《British Journal of Sociology of Education》2017,38(7):1037-1053
The aim of this article is to explore the structure of social capital in peer networks and its relation to the unequal access of educational resources within mathematics classrooms. We hypothesise that learners can gain access to mathematics through friendship networks which provide more or less help from peers that might sustain (or curtail) their mathematics learning based on a Bourdieusian framework. We report a social network analysis of mutually-recognised helping within friendship groups. This is complemented by observation and interviews that illustrate how different classrooms have different network structures, positioning learners of different ethnic minorities and genders in significantly different ways regarding access to learning. We argue that friendship networks mediate social capital and access to further cultural capital, and that this may help explain structural differences in attainment. Because ethnicity and gender, inter alia, mediate friendship networks, they also mediate access to capital in the classroom. 相似文献
6.
Terri Seddon Dawn Bennett Sue Bennett Janette Bobis Philip Chan Neil Harrison Sue Shore 《The Australian Educational Researcher》2013,40(4):433-451
Processes of national research assessment, such as Excellence in Research for Australia (ERA) are a type of audit technology that confronts and steers established institutional identities and traditions. This nexus between policy and practice drives boundary work that diffracts prevailing policy logics, organisational practices, and habits of mind. We use this notion of ‘boundary work’ as an analytical lens for understanding the nature and effects of ERA in the Australian educational research space. This paper explains the methodology that informed the AARE–ACDE research reported in Strategic Capacity Building for Australian Educational Research. It documents the policy logic of ERA and the way it cuts across the established ecology of educational research, revealing social and symbolic work that is remaking the boundaries of educational research. We report on the historical trajectory of Australian educational research, the way ERA codes research outputs, and how educational researchers are repositioning in this shifting research space. We argue that there are specific loci of boundary work where capacity building in Australian educational research can make a difference to future educational knowledge building. 相似文献
7.
Elia Fernández-Díaz Carlos Rodríguez-Hoyos Adelina Calvo Salvador Gloria Braga Blanco Lorea Fernández-Olaskoaga Prudencia Gutiérrez-Esteban 《Educational Action Research》2019,27(3):362-378
ABSTRACTThis article focuses on the deconstruction of an inter-university action research project that has allowed us to rethink our teaching and research, questioning the social, political and ethical dimensions of the university. Following the pre-assembly proposal to promote participatory convergence, organized within the framework of the 1st Global Assembly for Knowledge Democracy (2017), an action research process was implemented in order to generate systematic inquiry around the current situation of the university and the need to act and rethink our commitment to promoting changes in this context. We have reflected on the meaning of democratization, rethinking the pedagogical relationship with our students and how we critically commit them to promote activism. We generated an environment where we look for the meaning of our practices by means of a visual narrative which has enabled us to weave and identify our own biography and become aware of where we are and why we act in one way or another. We have also focused on the search for the meaning of our actions in relation to the community we belong to and how to deal with the challenges of social justice, encouraging collaboration with other networks in a wider inter-university framework. 相似文献
8.
Oren Ergas 《课程研究杂志》2018,50(1):77-95
Curriculum discourse focuses understandably, on the formal and enacted curriculum; however, studies demonstrate that much of individuals’ waking hours are spent in task-unrelated thinking and mind-wandering. No less, this pervasive phenomenon has been shown to affect us in many ways that can be linked to education. This paper examines this null-hidden inner curriculum that is enacted within students’ minds when they are not attentive to the formal/enacted curriculum. Drawing on a review of research in cognitive science, the paper develops a theory of ‘the mind as a curriculum deliberator’ and explains how the mind can be seen as ‘schooling itself’. Different states of mind such as mind-wandering, rumination and mindfulness are discussed in terms of their educational effects and a systematic framework that renders them in curricular terms is suggested. Based on this analysis, the paper aims to mobilize this inner curriculum from opaqueness and absence to a more explicit presence in curricular discourse, in an attempt to broaden our understanding of how the mind can both enhance and hinder education. 相似文献
9.
本文从词源学、哲学、学科和方法等维度去认识"比较",认为教育的比较研究是依据一定的参照点或框架,遵循基本法则,展开对任何两个或两个以上的教育事物进行研究。比较教育研究是具有确证身份的比较教育研究者在遵照教育的比较研究的共性下,对民族国家边界内的两个或两个以上民族国家的教育进行跨国性、跨文化性、跨学科性的学科逻辑的研究。 相似文献
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The notion of place, as in place-based education, has received considerable attention in educational theorizing because of its potential to link students, their lifeworlds,
and their experiences in particular settings to formal education. However, in current debates of place-based education, the
notion of place is emerging as problematic. The purpose of this study is to contribute to a rethinking of place in a form that is appropriate
for describing and theorizing its occurrence in a world we share with others. We understand place as the result of a dialectical
and dialogical relation of the material world and its chronotopic (time–space) nature in the various conversations (discourses)
in which it is constituted as this place; that is, we view place as a lived entity that results from a dialogical transaction between a community and its material
environment at a particular moment in cultural-historical time and which hence shapes and is shaped by the identity of the
people. We exemplify our rethinking with a case of an environmental education project in which place unfolds as a chronotope
from a dialogue between scientific and indigenous voices. The implications of this rethinking of place for place-based education
are discussed. 相似文献
12.
Miriam Heller Stern 《Journal of Jewish Education》2019,85(4):429-446
ABSTRACTProponents of building a “creative society” through educational innovation are calling for engaging learners in new modes of collaboration, problem solving, and original thinking. How might the enterprise of Jewish education contribute to this evolution in creative thinking and action? This article explores how “the Jewish sensibilities” can be adapted into a framework infusing Jewish “ways of seeing and being” into a vision of “Jewish education for a creative society.” The proposed conceptual framework aims to spark conversation, experimentation, research, and inquiry within the broader discourse of rethinking the aims of Jewish education for the future. 相似文献
13.
Nienke van Atteveldt Geertje Tijsma Tieme Janssen Frank Kupper 《Mind, Brain, and Education》2019,13(4):279-287
We propose a Responsible Research and Innovation (RRI) framework to improve the alignment between mind, brain, and education (MBE) research, the educational practice, and other societal stakeholders. RRI is an approach that has successfully been used in different research fields, but not yet in MBE research. After substantiating the need for, and possibilities of using this framework within MBE research, we report a case study to demonstrate the feasibility and benefits of RRI within an MBE context. This case study entails developing an educational intervention to improve learners' sense of agency regarding their own learning processes using neurofeedback. Using RRI, we found that societal stakeholders (teenagers, parents, and teachers) anticipate different potential impacts of this neurotechnology‐based intervention than researchers did, enabling us to adapt the intervention according to these perspectives. This example demonstrates that RRI enables researchers to be reflexive and responsive to the stakeholders needs and values, to ultimately improve the educational and societal value of MBE research. 相似文献
14.
Chrysi Rapanta Mark Felton 《International Journal of Research & Method in Education》2019,42(3):288-304
ABSTRACTThis integrative literature review takes up the ongoing discussion about the place of mixed methods designs in educational research. We focus on studies that investigate the role of argumentation in inquiry-based learning, either as a means for enhancing inquiry (argument-based inquiry) or as a learning outcome (inquiry-based argument). We argue that this field of research offers a perfect example of the ways in which a paradigm and its research questions call for mixed-methods designs. We then present an integrative review to explore patterns and identify gaps in the literature, asking: (1) How frequently and in what ways are mixed methods used in the field? (2) What rationales are driving the use of mixed methods? and (3) To what extent is the potential of mixed methods research being realized in the field?. For readers studying argumentation in inquiry-based instruction, we hope to open up a critical dialogue about aims and methodologies in the field. For readers interested in mixed-methods designs we hope to offer a case study of how to build a rationale from within a discipline for leveraging the range of mixed methodologies to study a problem. We conclude with recommendations for further research. 相似文献
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自近代以来中国社会进步与教育发展密切相关,而中国教育的现代转变则与比较教育发展相一致。因此,积极吸收国际教育改革成果,转变那种单一移植和单纯介绍外国教育的传统比较教育学科概念,创建以理性借鉴为主导的比较教育研究分析框架,从探讨教育发展的规律上来把握当代教育改革,是比较教育学科走出发展危机的关键,也是中国现代教育所必需的。 相似文献
17.
《Critical Studies in Education》2013,54(2):209-221
Recently critical scholars have shown a renewed interest in spatial relations in educational contexts. In this essay we use selections from Gulson and Symes's edited volume Spatial theories of education as a point of departure to examine what spatial analysis can contribute to the critical education traditions. We argue that, when done thoughtfully, spatial theory can shed new light on existing and taken-for-granted social relations in education, though we raise cautions regarding particular forms of its application. In the process we connect the more recent attempts to ‘spatialize’ critical education to the ways in which space has been dealt with in past moments of critical work. Finally, we conclude by advocating for the expansion of the types of methodological tools used by critical theorists of spatial relations and of critical projects more broadly. 相似文献
18.
在经济层面的数学运算是当前教育成本核算的主要研究内容。但教育作为准公共事业,还需要对其成本进行教育学考察,以明确所投入的成本是否具有合理性,同时也需要对其进行社会学考察,以检视所投入的成本是否符合社会文化发展的时代特征。建立这种多层次多维度的成本分析框架对正确认识远程网络教育具有方法论的指导意义。 相似文献
19.
This article traces the emergence of the world culture theory in comparative education using critical discourse analysis. By chronicling the emergence and expansion of world culture theory over the past four decades, we highlight the (unintended) limitations and exclusive regimes of thought that have resulted. We argue that the theory's telos of a ‘world culture’ neglects the notions of power and agency, and continues to use discourses of modernism and ‘scientific’ methodology to justify conformity as the reigning global ‘norm’. The world culture theory ultimately results in an unwitting legitimisation of neoliberal policies and its varied educational projects. Drawing on the micro-, meso- and macro-levels of discourse analysis, we examine how the semantics and content of the world culture theory have evolved as it embraced an increasingly large and diverse community of scholars aligned with it. By highlighting some significant semantic shifts during the last four decades, we explore how the world culture theorists forged a relatively new (privileged) space in comparative education – a space that has increasingly turned deterministic and normative. Through a careful deconstruction of some of the basic assumptions of world culture theory, we call for reopening of an intellectual space for new ways of thinking about educational phenomena in the context of globalisation. 相似文献
20.
Michael Crossley 《Compare》2019,49(2):175-191
As comparative and international researchers in education we are especially well placed to contribute to the analysis and understanding of global trends in both education and international development. In times of ever increasing complexity and uncertainty it can also be argued that we have a responsibility to do so, and to do so in rigorous but accessible ways. In this Presidential Address I: (1) consider how we might do this in the light of the BAICE 2018 Conference theme; (2) argue how and why the critical interrogation of the processes of educational policy transfer lie at the heart of this; and (3) draw upon work inspired by BAICE during its first 20 years, along with my own related research in a diversity of contexts worldwide. 相似文献