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1.
Gillian SKYRME 《Frontiers of Education in China》2014,9(3):303-326
Myths about “the Chinese learner” developed from an outsider perspective abound in the Western world. The focus of this article, however, is how discourses of Chineseness were used by the Chinese international students themselves who, as undergraduate students in a New Zealand university, were the subjects of my doctoral research. It examines the students’ notions of Chineseness and how these served in explaining their own narratives, either through identifying with, or distancing themselves from, “Chinese” traits, indicating alternatively a shared experience of the challenges of the new academic culture, or marking themselves out as having a special ability to thrive within it. Whichever way they used them, the discourses seemed to serve a purpose of fortifying their sense of identity and membership. By the end of their study, they were able to reflect carefully on their experiences and discuss new third space identities in which both Chinese and New Zealand values were forging new realities for them. 相似文献
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Knowing that grades can have long-term consequences for students, teachers voice concern about being fair in the grading process. However, their interpretations of fairness are varied and sometimes contradictory. This study looked at how teachers in one standards-based educational system determined secondary students’ grades, focusing specifically on the extent to which they followed a specific set of principles for grading. The results support previous research, and suggest that a better understanding of essential principles is needed for grades to accurately reflect students’ achievement. 相似文献
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《Educational Philosophy and Theory》2013,45(3):270-286
This paper employs an eclectic mix of paradigms in order to discuss constituting characteristics of young children's learning experiences. Drawing upon a phenomenological perspective it examines learning as a form of ‘Being’ and as the result of learners’ engagement with the world in their own, unique, intentional manners. The learners’ intentions towards their world are expressed in everyday activity and participation. A social constructivist perspective is thus employed to present learning as situated in meaningful socio‐cultural contexts of the everyday, lived world and as a form of participation in those settings. These characteristics of learning are brought together into a holistic, synthesised model, a Gestalt of learning. The proposed synthesis has relevance for and is applicable to educational contexts as a means of making sense of children's learning experiences and of promoting and facilitating them. 相似文献
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Ralph Ellison’s great work Invisible Man explores the theme of man’s search for his identity and place in society,as seen from the perspective of an unnamed black man.The narrator is"invisible"because he finds out that"people refuse to see"him,and thus experiences a kind of dissociation and disconnection with the reality.The narrator finally wakes up from the disillusionment and begins to ask himself questions which reflects his inner force of liberating himself from the outer force and become essentially self-freeing.This paper intends to discover the reason of the narrator’s changes and its meaning to the improvement of the human beings and society as well. 相似文献
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《Journal of moral education》2012,41(4):473-489
Recent research suggests that social cognition may play a role in the connections among gendered experiences of teasing within the grade school classroom. Within the framework of social-cognitive developmental theory, this qualitative research study investigates how gender may influence young children’s experiences and perception of teasing within the context of peer relationships. The present study explored the role gender plays in 89 Canadian children’s (4–9 years of age, 39 girls, 50 boys) perceptions of peer teasing through participants’ drawings and accompanying narratives. Results indicate that gender may help shape girls’ and boys’ perceptions of peer teasing in the classroom and suggest the need for educators to build a school culture of kindness, peace, and compassion to enhance children’s social-emotional lives. 相似文献
6.
Carrie Paechter Sheryl Clark 《Discourse: Studies in the Cultural Politics of Education》2016,37(3):457-471
In this paper we consider discourses of friendship and belonging mobilised by girls who are not part of the dominant ‘cool’ group in one English primary school. We explore how, by investing in alternative and, at times, resistant, discourses of ‘being nice’ and ‘being normal’ these ‘non-cool’ girls were able to avoid some of the struggles for dominance and related bullying and exclusion found by us and other researchers to be a feature of ‘cool girls’ groupings. We argue that there are multiple dynamics in girls' lives in which being ‘cool’ is only sometimes a dominant concern. There are some children for whom explicitly positioning themselves outside of the ‘cool’ group is both resistant and protective, providing a counter-discourse to the dominance of ‘coolness’. In this paper, which is based on observational and interview data in one school in the south of England, we focus on two main groupings of intermediate and lower status girls, as well as on one ‘wannabe’ ‘cool girl’. While belonging to a lower status group can bring disadvantages for the girls we studied, there were also benefits. 相似文献
7.
Monica Brady 《Changing English: An International Journal of English Teaching》2014,21(4):334-347
How do students draw on texts read in class to explore and make sense of the world? How does role-play open up the possibilities of utilising these resources, remaking them for their own purposes? How does play, as Vygotsky suggests, enable students to achieve more? And how does being in role change the character of social relations in the classroom, enabling students to shed new light on their lives, their experiences. This essay focuses close attention on two role-plays, both involving the same pair of 11th-grade students from a school in Ramallah. The role-plays arose out of, and enabled the students to explore, literary texts that they had been studying in class: Ibsen’s A Doll’s House and Steinbeck’s Of Mice and Men. The article argues that what the students accomplished in this work is complex and needs to be understood in context. Through this account, the essay seeks to challenge those (currently fashionable) models of pedagogy that are insufficiently attentive to the histories, identities and interests of particular learners. 相似文献
8.
《Educational Philosophy and Theory》2013,45(10):1080-1092
It is common to hear Māori discuss primordial states of Being, yet in colonisation those very central beliefs are forced into weaker utterances. In this process those utterances merely conform to a colonised agenda. ‘Mātauranga’, a tidy term that overwhelmingly refers to an epistemological knowing of the world, colludes nicely with its English equivalent, ‘knowledge’, to further colonise those core contemplations of Being. Its plausibility relies on an orderly regard of things in the world. In education, historical and current practices of schooling pave the way for things in the world so that they amount to mātauranga for Māori, and even the term ‘ako’ will conspire in its own way. Both Novalis and Heidegger have the ability to identify subtly colonising philosophies, and may even propose some theoretical solutions for Māori. 相似文献
9.
This paper considers how online, distance students enact the space of ‘the university’, in the context of the rise of distance education within a traditional, ‘elite’ institution. Aiming to provide insight into how students translate into distance the space of a university which has traditionally had its basis in conventional on-campus education, it locates itself within the ‘new mobilities’ paradigm (Urry in Mobilities. Polity Press, Cambridge, 2007), drawing on four different kinds of social space delineated by Mol and Law (Soc Stud Sci 24(4):641–741, 1994) and Law and Mol (Environ Plan D 19:609–621, 2001) in order to analyse narrative and visual data generated with distance students at the University of Edinburgh. The paper shows that the material campus continues to be symbolically and materially significant for a group of students who may never physically attend that campus. Distance students, we find, need their own version of the ‘spatial certainties’ of bounded, campus space. Yet, in exploring the ‘new proximities’ of online distance education, we also argue that to define institutional and academic authenticity solely in terms of this bounded, ‘regional’ space is inadequate in the face of the other topologies which also come into play throughout distance students’ accounts of what it means to be ‘at’ university. 相似文献
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Cailin O’Mara 《Communication quarterly》2017,65(5):565-579
This study tested the degree to which the perceived appropriateness of parents’ negative relational disclosures moderated the association between such disclosures and young adult children’s feelings of being caught between their parents. Participants included 241 young adult children who completed online surveys. Whereas negative relational disclosures received from both mother and father positively predicted children feeling caught, the perceived appropriateness of those disclosures inversely predicted their feelings of being caught. After controlling for divorce status, the positive association between negative relational disclosures and feelings of being caught depended upon the perceived appropriateness of the disclosures for fathers but not for mothers. 相似文献
12.
Rachel Burr 《Journal of moral education》2014,43(2):156-168
In this article I examine what it means to be a good child in Vietnam. Throughout the country ancestral worship is widely practiced. This traditionally places emphasis on the need for a boy child to continue the practice of worship into the next generation. Because of this, while the high value placed on the boy child has been tempered by the influence of communist rule and modernity, the eldest boy still often holds preferential status. Under such circumstances the good child is one who accepts his or her position within the hierarchical structure of the family and is also willing to subjugate his or her individual needs to the greater collective good. This might manifest itself in a child’s ‘choice’ to work on the streets so that their earnings can be sent home to support other siblings through their schooling. Or it might show itself in the practice of children accepting and apparently supporting that fact that they have been sent to an orphanage or ‘hidden’ so that a parent can try for more male children. It would be naive though to conclude from this that boys and girls are automatically raised within separate moral frameworks. Instead this article proposes that at the local level what it means to be a good child is even more complex because the notion of the good, moral and filial child is shaped as much by family circumstances and expectation as it is by the mores and values of the wider society. 相似文献
13.
Given the Cartesian influence in mainstream American education, writing instruction has come to reflect a dualistic worldview, with the writer understood as an autonomous observer/knower. As such, writing instructors have the potential to convey problematic lessons about the self as entirely separate from the world. This essay delineates a corrective to the Cartesian mindset in mainstream writing instruction: Yagelski’s ontological theory of writing as a way of being-in-the-world. In the spirit of connectedness Yagelski espouses, I consider the ways in which Yagelski’s ontological theory of writing might work in tandem with Rosenblatt’s transactional theory of reading. Together, Yagelski and Rosenblatt allow English educators to reimagine reading and writing as activities with the ethical potential to repair the rifts of a dualistic worldview, and ultimately to reimagine English education as a field that breaks the Cartesian frame. 相似文献
14.
《Educational Philosophy and Theory》2012,44(2):149-158
AbstractThis article draws on a study of infant participation in research, and work in philosophical-empirical inquiry, to illuminate some of the inexhaustible entanglements constituting the collective relational landscape of educational research of particular encounters, which have been called moments of wonder. Working with Merleau-Ponty’s philosophical notions of wild Being and flesh, I look closely at one such ‘moment’, as lived as an entanglement of embodied self, worldly things, and other selves that collectively comes into being whilst opening onto time and space. I see this account as demonstrating the value of learning to see the ‘collective’, wherein individualities are engendered, for developing new understandings of early childhood education (ECE) relational landscapes, specifically in relation to ‘participatory’ research with very young children – and educational research more generally. 相似文献
15.
Rebecca Webb 《Gender and education》2019,31(2):258-273
This paper engages with some everyday ways of doing and being gender which proceed from a dominant liberal rights policy and practice discourse within one English ‘rights-respecting’ primary school in England. Drawing on three ethnographic vignettes of data from different spaces within the school, it utilises a Butlerian analytic to interrogate the kinds of subjects that children are entitled and obliged to be as they take up different subject positions proposed to them in the school. The paper engages with this empirical data, to foster and ignite critical sensibilities, especially as these relate to ‘taken-for-granted’ discourses of children’s rights which presume the participation of all children regardless of their differently gendered subjectivities. This analysis puts in question the universal, normative and essentialising effects of the category of the rights-respecting child as always unproblematic and forever productive. 相似文献
16.
Georgina Tsolidis Vikki Pollard 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):427-442
The Greek community in Melbourne, Australia, is large and has a long history in the city. It is diverse and associated with a range of cultural, social and political structures. It has strong transnational links and in many ways exemplifies ‘diasporic’ in contradistinction to ‘migrant’. This paper focuses on young people from this community, particularly those who attend schools established to promote Greek language and cultural maintenance. In this paper, we examine such students’ explorations of their cultural identifications, most specifically how they adopt the term ‘wog’. This term is complex and its place in Australian discourse has shifted over time. Tracking these shifts and considering them as a context for these young people's use of the term allows us to consider the processes involved in their self-fashioning. We argue that their uptake of ‘wog’ involves the deployment of irony, given their awareness of its strong association with racism. We are also interested in the potential for women's experience to be silenced through the common association between ‘wog’ and protest masculinities. We argue that these students’ use of the term illustrates self-fashioning that provides insights into the complexities that surround cultural identification at the micro level, including schooling, but also in the broader context of globalisation. 相似文献
17.
《小雪花(小学生成长指南)》2004,(25)
Teacher: Why areyou late forschool?Boy:It was late when I started from home.Teacher:Then why didn’t you start early?Boy:It was alreadytoo late to startearly,sir.注释:be late for school上学迟到start v出发already adv已经too…to 太……以至于不能… 相似文献
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To me, being perfect is not about that scoreboard out there. Being perfect is about being able to look your friends in the eye and know that you didn't let them down. Because you told them that you did everything you could. 相似文献
20.
李启东 《中国校外教育(理论)》2007,(4):115
This is an attempt to analyse the cultural differences between China and those countries whose people speak English as their mother tongue.The analysis is made here to caution that enough emphasis should be placed on this very difference in the teaching of the English language. 相似文献