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1.
Kirsten deFur 《American journal of sexuality education》2016,11(2):149-159
The Center for Sex Education recently published the fourth edition of Unequal Partners: Teaching about Power, Consent, and Healthy Relationships, Volumes 1 and 2. Included here are two lesson plans about sexual consent selected from each volume.1 “What does it take … to give sexual consent?” is reprinted from Volume 1; and “Enthusiastic consent: What is it and how do I do it?” is reprinted from Volume 2. 相似文献
2.
Scholars like J.H. Van den Berg and P. Ariès 2 — not professional historians by origin — introduced a dramatic innovation in historical approaches. Influenced by their pioneering research on children in the past, many modern psychologists, sociologists or historians don't consider childhood (or youth, old age, maternal love...) as a natural, universal, ageless and self‐evident “phenomenon “ anymore. For F. Musgrove, for example, the concept of youth as a separate age of man is fairly recent. This sociologist expresses his opinion in a radical way: “The adolescent as a distinct species is the creation of modern social attitudes and institutions. A creature neither child nor adult, he is a comparatively recent socio‐psycho/ogi‐cal invention, scarcely two centuries old. [...] The adolescent was invented at the same time as the steam engine. The principal architect of the latter was Watt in 1765, of the former Rousseau in 1762”. 3 Such statements are a simplification of historical reality. The view of A. Kriekemans is more balanced: depending on the cultural environment, the term “youth “ may cover a different period of life and may be more or less complicated, involving varying levels of conflict, having its own identity, its own way of living, its own status, and its own expectations. 4 Let us apply these. words to Roman antiquity and examine the place of youth in the human life span as well as the circumstances which made possible its existence as a separate entity. Before starting the exposition itself, it should be noted that we are dealing with upper‐class youth (we know a/most nothing about youth in the lower classes) and with the young man (girls mostly married between the ages of 12 and 15 and there was no real interval between childhood and adulthood). 相似文献
3.
Michael D. Davis Jill Englebright Fox 《Journal of Early Childhood Teacher Education》2013,34(3):259-263
Conflicting perspectives on the parent’s role in the infant/toddler classroom can play a significant role in early educational settings. A recent ethnographic study of an Early Head Start program in New York City focused on conflict of this nature and raised the following set of questions: What sort of power and privilege should parents be given in decisions about classroom practice? Who or what should have the final say in these decisions: parents, teachers, administrators, or early childhood research literature? Should teachers unhesitatingly instruct parents as to what constitutes “best practice” or should the parents’ position be given primary consideration? How much weight should culturally based beliefs about child-rearing and early education carry in these decisions? The theoretical framework for this study, following Lubeck (1994), challenges the notion that “disadvantaged” parents should be categorically dismissed as deficient in their thinking about what is educationally best for their children. The corollary notion that “disadvantaged” parents should be forced to defer to the assumptions of educators—most of whom are white and middle class—is similarly questioned. Greenman (1989) and Greenberg’s (1969/1991) assertions that conflicts that arise over teachers’, administrators’ and parents’ differing ideas about children, child-rearing, and early educational practice can be resolved in ways that are acceptable to all parties also inform this theoretical framework. An analysis of teacher interview data, coupled with classroom observational data, revealed four varying “theme perspectives.” 相似文献
4.
Lucinda A. Nolan 《Religious education (Chicago, Ill.)》2013,108(3):247-271
This article offers a brief theological biography of Sophia Lyon Fahs, a religious educator whose life and work unfolded during the first seven decades of the Religious Education Association and reflected many of the identity-bearing modalities that continue to give shape and continuity to the organization. In 1972, Boardman Kathan, the General Secretary of the Religious Education Association, described Fahs as “one of the truly great pioneers of religious education in the 20th century, in the company of Harrison Elliott, Frank McMurry and George Albert Coe.” 2 Fahs anticipated many theological challenges to religious education that were ahead of her time. 3 相似文献
5.
Broad (1999) observed that “troubled borders crisscross the geography of teacher preparation in English” (p. 373), calling for collaboration where preparation is a university responsibility (Gregorian, 2001). This research documents a three-year complex case study that addressed the question: What happens when English, education, and high school faculty cross borders to prepare secondary English teachers to teach in urban schools? This study looked at faculty mentors and preservice teacher mentees as they collaborated on multi-leveled projects to improve teacher preparation of secondary English teachers. Interventions included collaborative seminars, collaborative mentoring, and individual mentoring of preservice English teachers by English, education, and high school faculty. Results indicate that interventions challenged biases of stakeholders, enhanced the quality of teacher preparation, and revised instructional practices of university English and education faculty and preservice teachers. Results indicate that mentees incorporated suggestions made by mentors that reinforced pedagogical content knowledge. Most mentees regarded content mentors favorably, noting that their focus of observation was different from those of clinical supervisors and cooperating teachers. English and education mentors assimilated changes in personal pedagogy based on observations and discussions with urban high school teachers. Such discussions also challenged personal beliefs about urban students and schools. Content mentors also adjusted syllabi to include materials used in high school curricula. The implication of this study is that “crossing borders” improves and alters how university faculty can better prepare preservice teachers. 相似文献
6.
Victor Edward Marriott 《Religious education (Chicago, Ill.)》2013,108(9):942-949
If we may attempt a summation of the “progressive” movement as regards character education, we would say that these educators are of the earnest group which is seeking a new discipline for the individual and society. The old control of command and threat of punishment is giving way. “Europe, like America, is discarding the traditional idea of discipline through coercion or blind obedience, and is looking for a new technique through which children may be helped to become self‐directing personalities using freedom intelligently.” 14 It is not merely a question of interest and of project method. It is a problem of developing a new system of control in place of the old paternalistic and militaristic discipline that finds its last resort in the employment of force. In place of the domination by force, the newer “voice of conscience” says to give every individual a chance to develop an inner control. In place of punishment for those who do not abide by the norm of society, it seeks to substitute diagnosis. Seek first for an understanding of the individual, giving to the genius large leeway in working out! his original ideas, and, to the sub‐normal person, treatment such as the doctor gives to his patient. “Progressive” educators are, of course, not the only ones contending for this new discipline, but they seemingly have taken the lead in working out a process of education to secure it. In this process the work of the teacher is not minimized but greatly exalted. In this undertaking to produce a more finely integrated person, the teacher must enter as a highly skillful guide and friend. What more “religious” conception of the function of the teacher can be found than this given by a “progressive” educator. “It is the teacher's business to live with the child, as the refreshing shadow of a great rock in a weary land, as a spring of water for a thirsty soul, as an ever‐present help in time of trouble, as a lamp in the darkness, as a guide to little feet that stumble, and to little hearts that err; as a loving local Providence winning their affection and loyalty.” 相似文献
7.
This article summarizes the literature concerning the use of visual and textual metaphors and describes outcomes of a project designed to help teacher education candidates begin integrating their personal beliefs about teaching with their growing professional knowledge and emergent practice. By using metaphors, teacher educators have the opportunity to help candidates solidify convictions and meanings and uncover “tacit or unarticulated” beliefs (Clandinin & Connelly, 1995, p. 6) that can lead to frame conflict (Reddy, 1993), that is, dueling metaphors. For example, there is a frame conflict in the conception of student value in the metaphors of teacher-as-police-officer and teacher-as-gardener. In one metaphor, students are perceived as deficit “others” who must be carefully watched by authorities; in the gardening metaphor, student potential is recognized as “more than” what can be seen on the surface. This article demonstrates how one university faculty explores textual and visual metaphor to encourage discourse among the candidates, other peers, and professors in a school of education. This extended dialogue gives candidates the opportunity to “compare their own characterizations to those of their peers, and depending on the responses of others, either maintain their own construals or bring theirs in line with those of the others” (Petrie & Oshlag, 1993, p. 602). This is the educative process of frame restructuring. As an added benefit of this project, the authors have found that using an artistic format combined with a written explanation of their work requires candidates to become more thoughtful, reflective practitioners. 相似文献
8.
Heinz Streib 《Religious education (Chicago, Ill.)》2013,108(2):227-244
“. . . human experience is shaped, molded, and in a sense constituted by cultural and linguistic forms. There are numberless thoughts we cannot think, sentiments we cannot have, and realities we cannot perceive unless we learn to use the appropriate symbol systems ... to become religious involves becoming skilled in the language, the symbol system of a given religion.” — George Lindbeck 1 “My child is not learning anything. All they do in there is play.” — disgruntled parent after observing a preschool church school class. 相似文献
9.
Cultures Matter 总被引：1，自引：1，他引：0
Charles R. Foster 《Religious education (Chicago, Ill.)》2013,108(2):120-123
“The center of gravity of our culture is shifting from a culture of labor to a culture of play, yet we are totally unprepared for this step. Our educational policies practically ignore the problem. . . If ever any great human emergency demanded statesmanlike management and the self‐sacrificing labor of men of goodwill, the coming of the tidal flood of leisure, the first dripples of which are already lapping at our doors, is such an emergency.” 1 相似文献
10.
Performativity,guilty knowledge,and ethnographic intervention 总被引：1，自引：0，他引：1
Steven Puttick 《Ethnography and Education》2017,12(1):49-63
This paper applies Dennis’ [(2009). “What does it Mean when an Ethnographer Intervenes?” Ethnography and Education 4 (2): 131–146] modes of ethnographic intervention to a fieldwork experience of an observed secondary school lesson in England. Ethnographic research raises numerous ethical dilemmas, in the face of which ‘intervention’ is unavoidable. The observed lesson – in which a teacher was judged as ‘Requiring Improvement’ – left me with ‘guilty knowledge’. The performative nature of observed lessons constructs highly charged events. Drawing particular attention to the power imbalances between observer and observed, ethical deliberation about the event is considered, and subsequent ‘interpersonal’ and ‘administrative’ intervention is presented. As ethnographers, it is impossible to avoid intervening in some sense. I conclude that performativity raises ethical issues which may demand particular responses from ethnographic researchers, whose empathetic intention places them well to explore – and critically engage with – the workings and effects of performativity. 相似文献
11.
This article identifies strengths and weaknesses in the introductory course sequence in computing, 1 and proposes an alternative sequence using a “breadth‐first” approach. This approach integrates theoretical material, includes scheduled laboratory work, and covers a broad range of subject matter in the discipline of computing. We also summarize our early experience teaching the first course in this sequence. 相似文献
12.
In 1874 the eminent Scottish scientist, James Clerk Maxwell, said of Mary Somerville's On the Connexion of the Physical Sciences that it was one of those “suggestive books” which communicate intelligibly the “guiding ideas” already in the minds of “men of science” and so lead the latter to further discoveries. 1 Mary Somerville's three main publications, all of them updated and reedited a number of times, had a significant impact upon the scientific world of Britain in the nineteenth century. She was seen and, indeed, saw herself, as an expert expositor of science rather than a scientist in her own right. Unusually for a woman, however, she wrote for adults ‐ students and practitioners of science ‐ not children. This paper will explore how influential her scientific writings were in the nineteenth‐century, how and why they came to be written,for whom they were intended and what were the reactions to their publication. This case study will be used as an exemplar of how far, as authors of influential books, women could find a niche in science education or the academic world, or even within the changing cultural construct of “science” itself. 相似文献
13.
《Paedagogica Historica: International Journal of the History of Education》2012,48(2-3):467-474
If we consider the shape of the criminal field during the Third Republic, we observe quite a sophisticated architecture which is due to the creation of intermediary spaces such as the Conseil supérieur des prisons or the Société générale des prisons. As a laboratory for criminal law, the Société established itself as a kind of private and extra‐parliamentary commission, permanently in session. Consideration of these spaces will enable us to reflect upon the sociopolitical ways of elaborating law, the networks of social reform or public action and the different development “schemes” of the political aspects in the criminal domain. 1 相似文献
14.
Ever since the 19th century–when the Unitarian state came to be–Western countries have accepted the principle of (state) intervention in the interest of the child.1 This readiness to intervene has led to an ever expanding and increasing interventionism in the actual development of youth care.2With respect to any of these interventions, one can distinguish specific environmentally related effects.3Lower or unskilled working‐class children in particular tend to be highly “socially vulnerable’.4Findings like these raise questions as to the processes through which youth care has developed, as well as to the processes which contribute to the preservation of these specific environmentally related effects. 相似文献
15.
Teaching with the Flow: Fixity and fluidity in education 总被引：1，自引：0，他引：1
In this paper I suggest that as educators we need to understand that the spaces and cultures our students inhabit are to be found not so much in predefinitions of cultural background or in studies of classrooms as cultural spaces as in the transcultural flows with which our students engage. Thus, my argument is not only that, as Singh and Doherty (2004) suggest, the flow of “international” students turns many classrooms into “global education contact zones” (p. 11), but also that the global flows of English and popular culture turn classrooms in many parts of the world into spaces of transcultural contact. Students can no longer be understood as located in a bounded time and space in and around their classrooms but rather are participants in a much broader set of transcultural practices. Taking the global culture of hip-hop as an example, with a particular focus on hip-hop in parts of East and Southeast Asia, I argue that with English increasingly becoming the medium of global transcultural exchange, we need to understand the relations between English, popular culture, education and identity, or the ways in which global Englishes become a shifting means of transcultural identity formation. What I want to suggest here, then, is that in order to be attentive to the politics of location in the global context, we need a pedagogy of flow. 相似文献
16.
This article reports a study of parents’ management of the education of primary school‐aged children in their care in remote and rural locations of Western Australia. It presents a theory of the ways in which these parents, in the role of home tutors, “manage” the schooling of their children in a distance education regime in isolated settings. The home tutors in this study were mothers in families isolated by physical distance from centres in Western Australia, which usually provide educational, medical, financial, and retail services. In this environment, at the time of data collection, schooling was supported by print, that is, “sets” of learning materials, and by a regular schedule of interactive lessons through Schools of the Air when atmospheric conditions permitted. The conditions of outback Western Australia “present some of the worst conditions for use of electronic equipment” (Tomlinson, Schooling in rural Western Australia: The ministerial review of schooling in rural Western Australia. Perth, Australia: Education Department of Western Australia, 1994, p. 91). Moreover, the nature of station life on isolated sheep or cattle properties (stations) is such that mothers frequently have multiple and sometimes conflicting roles (that is, cook, housekeeper, station hand, business partner, accountant, first aid officer, wife, mother, and teacher). This qualitative study was concerned with how parents “manage” their schoolroom work as “home tutors,” using grounded theory techniques for gathering and analysing data. The term “manage” comes from the theoretical framework of symbolic interaction (Blumer, Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice Hall, 1969), and in this article refers specifically to the ways in which the home tutors juggle their multiple roles. 相似文献
17.
Eric Hoyle 《课程研究杂志》2013,45(3):230-239
An earlier article in this journal 1 discussed two aspects of curriculum change: the relationship between social change and educational change, and the diffusion of innovation in education. The present article focusses upon two further aspects of curriculum change: the innovativeness of schools and strategies of planned curriculum change. 相似文献
18.
Henry B. Robins Ph.D. 《Religious education (Chicago, Ill.)》2013,108(1):29-35
Human beings whose primal impressions come from a machine — it's the first time in history this has occurred ... a cloud settles over the country from coast to coast, a cloud of visual and aural symbols creating the new kind of thought‐environment in which Americans now live. 1 The ubiquitous box influences what we squirt, squeeze, smear. It has become the predominant inculcator of values. It has changed the long standing institutions of government, religion, and family. 2 相似文献
19.
John Kerrigan 《College Teaching》2018,66(1):35-36
Active learning involves students engaging with course content beyond lecture: through writing, applets, simulations, games, and more (Prince, 2004). As mathematics is often viewed as a subject area that is taught using more traditional methods (Goldsmith &; Mark, 1999), there are actually many simple ways to make undergraduate mathematics courses more active, starting with the discussion of the syllabus. This article describes simple ways to turn course introductions, review of prior knowledge, and formative assessment into active learning experiences for students. 相似文献
20.
Kate Hoskins 《Gender and education》2015,27(4):393-411
This article draws on findings from my doctoral research to exemplify some of the difficulties I encountered when interviewing 20 female professors1 and subsequently writing about their life histories. In this article, I discuss how I addressed the issues of representing and positioning my participants, and I reflect on the power dynamics present in the research process. The article contends that by drawing on Bourdieu and Wacquant's [An Invitation to Reflexive Sociology. Chicago, IL: University of Chicago Press] understanding of reflexivity and feminist interpretations of their work including McNay [“Gender, Habitus and the Field: Pierre Bourdieu and the Limits of Reflexivity.” Theory Culture Society 16: 95] and Adkins [“Reflexivity Freedom or Habit of Gender?” Theory Culture Society 20: 21], valuable research can be produced, despite the difficulties. A related aim of this paper is to reflect back after four years in an academic post on my position as a novice researcher, and some of the associated issues facing doctoral students, particularly the problems with researching upwards [Walford, G. 2011. “Researching the Powerful. British Educational Research Association On-line Resource.” Accessed March 17, 2014. www.bera.ac.uk/system/files/Researching%20the%20Powerful.pdfWalford 2011]. 相似文献