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1.
Katherine Lewis 《Journal of educational administration and history》2016,48(4):324-341
The purpose of this article is to engage in an historical analysis of research about two concepts: social justice leadership and leadership for inclusion. Recent experiences have caused me to wonder about our interpretations of justice, equity, and inclusion. Analysis of the relevant literature revealed a lack of consensus among scholars as to a clear, operational definition of both social justice leadership and inclusion. I use a Foucauldian genealogical method to examine texts and uncover the historical development of social justice leadership and leadership for inclusion in the United States. Uncovering past meanings and contexts should help illuminate current meanings and uses of these concepts. It is recommended that leaders engage in critical reflection to uncover the common sense language of equity-oriented leadership practices and that researchers take a more critical, historical, open stance of social justice leadership, and inclusion. 相似文献
2.
Victoria Carrington 《British Educational Research Journal》2008,34(2):151-166
Discussions of text and the literate practices of the young have always taken place against larger backdrops painted in particular historical, cultural and ideological patterns. In the contemporary era, the emergence of weblogs (blogs) and their rapid uptake by young people all over the world provides an interesting insight into the tensions that emerge as views of children, technology and textual practice intersect in a particular historical, cultural and ideological moment. This article suggests that the emergence of new technologies and new textual practices poses a significant challenge to traditional views of literacy and childhood. It undertakes a textual analysis of samples of the ways in which blogging and bloggers are represented in the media and contrasts these discourses with the production, dissemination and use of blogs created by two young people. This small slice across blogging serves to highlight the deeply rooted tensions between some models of childhood and some contemporary practices around text, technology and information. 相似文献
3.
William DeGenaro 《Community College Journal of Research & Practice》2013,37(7):529-545
Community college practitioners frequently bemoan negative or stereotypical representations of community college students and community college life in general in the popular media. Saturday Night Live skits and satirical news reports in The Onion enjoy poking fun at community colleges, while mainstream news outlets often fail to challenge stereotypes of community colleges as lacking academic rigor. Those frustrated by these portrayals should know that the press overwhelmingly lauded 2 year colleges during the early decades of the “junior college” movement. Such reporting celebrated the new institutions' missions, and praised their speedy growth as components of public education. In fact, the press often implied that these new campuses reflected an inevitable step in the evolution of American higher education. This paper analyzes media reports about public 2 year colleges (at the time called junior colleges) published during the 1920s and 1930s. The term junior college is used in this historical review since the term was common during the era in question. 相似文献
4.
This paper examines the historical development of the term 'child-centred' in the discourse of early schooling in America. The discussion begins with the founder of the kindergarten, Friedrich Froebel, and traces the development of the kindergarten in the US until the 1930s. We explore how underlying meanings of the term child-centredness have changed - which were lost and which survived by tracing the educational and philosophical currents of each historical context. The term balances on many layers of complex and sometimes contradictory meanings that have been forged over the years by competing interest groups, each appropriating the term and, adding to and taking away from the existing meaning, moulding it to their own purposes. In the process, some underlying meanings were lost, others were added. Meanings were changed and then shared within and sometimes across groups. The term has masked complex and contradictory underlying assumptions about children and their learning and development that should be addressed. 相似文献
5.
Sheng Kuan Chung 《The International Journal of Art & Design Education》2007,26(1):98-107
Popular media such as films, television programmes/commercials and magazines have become the dominant source through which children learn about others and their world, develop attitudes and beliefs as manifested in media expressions, and formulate their sense of identity. Popular media have enormous influence on children who are constantly immersing themselves in value‐laden media images that perpetuate over‐generalised representations of cultural groups, in particular, lesbian and gay stereotypes. By critically examining media images in the art room, media literacy art education offers art teachers and their students an opportunity to nurture their aesthetic sensibilities, social awareness and the media literacy necessary to resist and challenge prejudiced, dehumanised or unjust social practices. This article explores issues of lesbian and gay stereotypes in the media, and proposes using media images as a pedagogical device to help students deconstruct them. 相似文献
6.
Shapiro Bonnie Richards Linda Ross Nita Kendal-Knitter Kim 《Learning Environments Research》1999,2(1):1-19
In this article, we explore questions related to the meaning and nature of time in schooling environments. Cultural, historical and ecological images inform our thinking, using concepts from postmodern perspectives such as semiotics and critical pedagogy. We begin by reviewing the historical development of conceptions of time and describe what is meant by framing our research and thinking in a postmodern vision of time. We examine ideas about other potential meanings of time using semiotic and critical pedagogical interpretations. As the research and recommendations are of value to professional educators and policy makers, we discuss the value of nurturing intellectual relationships, the value of collaboration, and the importance of developing new ways to give voice to teachers to allow them to articulate their views about what is most meaningful and significant in the organization of learning environments. 相似文献
7.
B Harry 《Exceptional children》1992,59(1):27-40
This article reports findings from an ethnographic study of the views of 12 low-income Puerto Rican parents whose children were classified as learning disabled or mildly mentally retarded. Different cultural meanings of disability and normalcy led parents to reject the notion of disability and focus on the impact of family identity, language confusion, and detrimental educational practices on children's school performance. Parents' views were in line with current arguments against labeling and English-only instruction. 相似文献
8.
音韵铿锵神威赫赫 --谈布莱克《老虎》的音义同构 总被引：1，自引：0，他引：1
刘富丽 《廊坊师范学院学报》2005,21(1):32-36
威廉·布莱克(William Blake)是英国前浪漫主义时期一个重要诗人,他的名篇<老虎>中贯穿全诗的"大型扩展隐喻"老虎意象和铿锵有力的节奏"铁砧乐音(anvil music)"交相辉映,音义有机结合,同构了一个"铸造老虎"的宏伟场面.本文从音义同构的心理基础谈起,试分析<老虎>中音韵、节奏的表义功能. 相似文献
9.
HANAN A. ALEXANDER 《Journal of Philosophy of Education》2006,40(2):205-221
In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. Only within the context of what I call a transcendent view from somewhere—higher ideals that govern human activities—can we make sense of quantitative as well as qualitative research findings. 相似文献
10.
陈学君 《泉州师范学院学报》2010,28(5):95-99
虎形象塑造在人类早期就具有漫画夸张、想象的特征,并且在数千年的历史文化流播中扮演着多样的角色,象征着不同的含义。严格意义上的漫画诞生以来,虎形象同样成为漫画创作中象征各种含义的载体,同时演绎着更为生动、更为精彩的故事。 相似文献
11.
One issue of interest to practitioners and researchers in science centres concerns what meanings visitors are making from their interactions with exhibits and how they make sense of these experiences. The research reported in this study is an exploratory attempt, therefore, to investigate this process by using video clips and still photographs of schoolchildren’s interactions with science centre exhibits. These stimuli were used to facilitate reflection about those interactions in follow‐up interviews. The data for this study were 63 small group interviews with UK primary school children (129 students, ages 9–11). Interviews were transcribed and then analysed for common themes. The analysis presented here explores how students explain or interpret particular exhibits and the extent to which they were cognitively engaged by the process of observing their interactions with exhibits. The findings show that digital media enable students to re‐visit their experience and engage them with the content underlying science centre exhibits. There was, however, little difference between the patterns of response stimulated by video as opposed to photographs. It seems that such “re‐visitations” of exhibit interactions could serve as a valuable means of developing further students’ scientific concepts and exploiting the value for learning from the experience afforded by informal contexts. 相似文献
12.
Michelle Cannon John Potter Andrew Burn 《Changing English: An International Journal of English Teaching》2018,25(2):180-197
This paper reflects on recent projects in a variety of media forms, in both formal and informal educational settings, discussing ways of expanding our notions of literacy practices which reflect their place in the wider lived experience of digital culture. We have collected these reflections under three headings. The first of these, Dynamic Literacies, presents an overarching view of literacy as both ideological, following the ‘new literacy studies’, and dynamic, incorporating both semiotic and sociocultural versions of literacy in ways which reflect the changing nature of lived experience in the digital age. The second strand, Productive Literacies, constructs an argument around digital making practices with younger learners which views these as media crafting, critique and artistry. The third strand, Playful Literacies, explores recent projects which are located in games and game-authoring practices as a specific example of connecting pedagogy to contemporary media forms and learner agency in formal and informal settings. Taken together, the three perspectives allow for common ground to be established between multimodal production practices, whilst providing suggestions for framing literacy pedagogy in response to the pervasive use of media and technology in contemporary digital culture. 相似文献
13.
郭晓妮 《合肥教育学院学报》2009,(5):63-68,84
词的多义义场是一个系统,运用“概念要素分析法”来分析常用词多义义场中各义项之间的异同,可以厘清常用词词义历史发展的脉络,还可以揭示词义演变的规律,是研究词汇系统历史演变的一种有效的方法。 相似文献
14.
陆嘉明 《苏州教育学院学报》2006,23(2):83-86
作者写虎丘,取景独具只眼,立意奇警,其浓彩泼墨的焦点不在林泉幽壑,名胜古迹,而重在市民郊游和中秋度曲、听曲的世俗风情.句句写实,却见翻变妙构和奇思神韵,富有雅、俗得兼的美致.俗之美,在人众,在繁闹,在入情,在新艳;雅之美,在曲高和寡,在寂然幽静,在陶醉销魂,在清声响彻.作者“信口而出,信口而谈“,表现了“独抒性灵,不拘格套“的创作风格和审美指向. 相似文献
15.
Sanne Parlevliet 《Paedagogica Historica: International Journal of the History of Education》2018,54(4):485-501
Historical fiction is a powerful way of transmitting national history to later generations. It emerged in the nineteenth century as a means of building identity and fostering solidarity. However, in the 1960s and 1970s, former representations of history were deconstructed. Instead of glorifying the nation, social evils were exposed. As a consequence of this, western European histories of children’s literature claim a shift in children’s books from an emphasis on political to social history. Historical heroes and triumphs were replaced by accounts of the lives of common people and how they were touched by great events. This article investigates the influence of this changed perception and representation of history on images of nationality in Dutch historical children’s books. Two groups are identified: a group of books that are critical of historical practices and events, focus on the lives of common people, and project emancipatory ideals on historical characters; and a group of books that transmit a conventional image of the past which was introduced in former periods, in which nation-building and the formulation of a national character reigned. However, images of nationality transgress these categories. 相似文献
16.
Stephen Lerman 《Educational Studies in Mathematics》2001,46(1-3):87-113
From a sociocultural perspective an object of research on mathematics teaching and learning can be seen as a particular moment in the zoom of a lens. Researchers focus on a specific part of a complex process whilst taking account of the other views that would be obtained by pulling back or zooming in. Researching teaching and learning mathematics must be seen in the same way. Thus in zooming out researchers address the practices and meanings within which students become school-mathematical actors, whilst zooming in enables a study of mediation and of individual trajectories within the classroom. In each choice of object of research the range of other settings have to be incorporated into the analysis. Such analyses aim to embrace the complexity of the teaching-learning process. This article will present a cultural, discursive psychology for mathematics education that takes language and discursive practices as central in that meanings precede us and we are constituted within language and the associated practices, in the multiple settings within which we grow up and participate. 相似文献
17.
运用认知推理的手段，阐释布莱克的《老虎》在社会生活、宗教、神话、政治、哲学和文学创作领域所表现的多维性。 相似文献
18.
“虎台”遗址(亦被称作南凉“点将台”)是西宁古城的标志性建筑,明清以来对其归属多认为是南凉王秃发傉檀子(其名虎台)所筑,通过实地考察和梳理河湟地区的文献资料,借助历史人类学等学科的研究方法,认为西宁“虎台”遗址非南凉时期所建造的军事防御工程“点将台”,而是汉至魏晋时期公共信仰建筑“祭祀坛”的历史遗孑. 相似文献
19.
Using Marton's theory of the structure of awareness as a theoretical framework, this study investigated the aspects that students discerned and brought into their focal awareness while they studied four science stories in an instruction designed for fostering understanding of the nature of science (NOS). The data showed that when students studied the stories many focused only on one or two aspects, from among a range, presented in the stories. Further, the aspects of the stories in the students' focal awareness were closely linked to the views of NOS that they developed subsequent to the instruction. Students who focused on certain appropriate aspects acquired adequate views of NOS while those who focused on other aspects acquired inadequate views of NOS. The theory therefore offers a viable explanation for why students often construct idiosyncratic meanings from learning experiences that differ from those intended – by attributing it to students attending to certain aspects rather than others. However, the data also show that students' prior conceptions strongly influence their construction of meanings from the learning experiences. The complementarity of the theory of the structure of awareness and the constructivist view of learning are considered. Implications for classroom practices are discussed. 相似文献
20.
Lena Fung Lina P.Y. Chow 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):313-321
An understanding of student teachers' pedagogical images plays an important role in helping teacher educators plan learning experiences. The purposes of this study were to obtain a profile of pedagogical images of a group of student teachers, and to assess whether there is congruence between their pedagogical images and classroom practices. Applying the conception of teaching model proposed by Pratt, Chan developed a questionnaire to evaluate teachers' views about teaching, which was modified here and administered to 59 first-year student teachers before and after their teaching practicum in physical education for secondary schools. Results indicated that the student teachers possess a Nurturing image, whereas in actual classroom practices, their approach was a mix between the Apprenticeship and the Transmission approaches. In other words, whereas student teachers conceive themselves as having a more child-centred approach to teaching, in reality, their practices constituted more a teacher-centred approach. The investigators considered that this type of information would be helpful for teacher educators when planning learning experiences. 相似文献