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1.
《Educational Philosophy and Theory》2013,45(5):652-665
Differential academic language proficiency is an issue of major educational concern, bearing on problems varying from pupil performance, to social prospects, and citizenship. In this paper we develop a conception of the language‐acquiring subject, and we discuss the consequences for understanding differential language proficiency in schools. Starting from Wittgenstein's meaning‐as‐use theory we show that learning a language requires an activity that relates the subject both to the community of language users, and to the things language is about. In opposition to Luntley, we contend that this does not mean that linguistic development involves linguistic adjustment to the world ‘as it is’. It is argued that, in as far as linguistic development involves a process of adjustment, this concerns conceptions about the world as it is presupposed to be—a ‘world’ that is subjected to doubt and revision time and again. With respect to dealing with differential academic language proficiency, this approach to linguistic development suggests bringing pupils into situations which require active participation in processes of ‘negotiating meaning’, including negotiating the prevailing presuppositions about what the world is like. This also puts novices in a different position—less assimilatory—recognising their co‐constructive potencies at a more fundamental level. 相似文献
2.
RICHARD SMITH 《Journal of Philosophy of Education》2020,54(3):666-678
There is a marked tendency in educational research to marginalise the written word, and to be wary of what I here call its ‘writerliness’: its capacity to go beyond the prosaic and the utilitarian, where meaning is understood largely in terms of the success of language in reflecting reality. I note various symptoms of this in the world of educational research, but especially in standard textbooks of educational research method, where the ambition to eliminate writing is particularly evident. In its second half the paper turns to educational research as the investigation less of causes than of meaning. Here writing—finding the right words—is itself research, rather than a process that is first performed according to various protocols of method and then ‘written up’. I draw on an illuminating discussion of this in Raimond Gaita's Introduction to recent editions of Peter Winch's The Idea of a Social Science and apply it to current debate over discipline in UK schools. 相似文献
3.
Patricia Velasco Herlinda Cancino 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(5):649-674
The challenges of bilingual education in English and Spanish in public schools of New York: Objectives, models and curricula – The first section of this article describes the conceptual differences between educational objectives, educational model (context and structures) and curriculum (units of study or sequential study guides). The second section analyses how these three concepts were put into practice in five bilingual elementary schools serving immigrant students in New York City. The educational objectives reflect the leadership and work expectations which the principal establishes within the school and with the community. The educational model is translated into a clear language allocation policy that is reached by consensus between the principal and the teachers. The curriculum adaptations reflect the context and culture of the students, but without neglecting the educational objectives. The development of academic language (the language based on academic texts) is an element that attracts vast interest in American schools, but is ignored in many bilingual ones. The development of academic language occupies a central role in the curriculum of these five schools. This is, to a great extent, the result of the limited exposure to literacy that many students have had outside of the school environment. The final section of this article describes how these schools disregard the antagonism towards immigrants and bilingual education that is currently characteristic of the United States and focus on the quality of their programmes. 相似文献
4.
ABSTRACTMigration-related multilingualism is a core issue of academic discussion regarding educational inequality in German schools. While existing studies have analysed the discrimination against children’s languages from linguistic minorities in school, this paper focuses on social practices in a primary school that seeks to recognise and value multilingualism. The aim of this article is to investigate the extent to which the inclusion of migration-related multilingualism can transform language orders in school and classroom. For this purpose, we examined linguistic practices on the micro-level of the classroom based on lesson protocols. The observed practices indicate that the inclusion of the children’s languages is meant both as a means of valuing and acknowledging the children’s multilingualism and as part of comprehensive language teaching and learning. The question as to the scope of individual schools for overcoming monolingual ideologies within the structural context of the national educational system and dominant societal discourses remains, however. 相似文献
5.
Sonya Douglass Horsford 《理论付诸实践》2014,53(2):123-130
This article explains (a) why racial literacy—an understanding of the origins and function of race in US schools and society—is essential to the work of educational leaders, and (b) how educational leaders can improve their leadership through racial literacy. It introduces the concept of racial literacy as a first step to improving school leadership practices, to be followed by racial realism, racial reconstruction, and racial reconciliation in racially diverse school communities. The article concludes with recommendations and resources designed to advance the racial literacy of educational leaders and their teams as part of a broader commitment to inclusion and social justice in US schools. 相似文献
6.
Over the last decades, migration across Europe has continued to increase. Consequently, offering educational support for migrant students in the schools of host countries has been an extensively debated issue across Europe and further afield, especially in countries with a history of immigration. However, less is known about how education systems in the ‘new’ immigration countries have responded to the needs of recently arrived migrants. This article focuses on language support measures set up for migrant students in state-funded schools in the Republic of Ireland and Spain – both multilingual countries with more than one official language and with a heterogeneous migrant population. In reviewing educational policy and practice in these jurisdictions in the areas of language support for migrants, this article seeks to contribute to the debate on challenges involved in supporting language acquisition by migrant students in formal educational settings. 相似文献
7.
Non-government education is often a highly emotive and frequently irrational area of educational debate, especially when it centres on the degree of government funding and support. Frequently people take fortified positions, being either for or against it, often on political grounds and often without taking into account the cultural contexts and complexities involved. The purpose of this article is to look beyond these confines. It is based on a research project focusing on ‘whole’ curriculum policy at the individual school level in non-government schools in a variety of English-speaking countries in the developed world. The article is in three parts. The first part outlines the conceptual framework employed to guide our research project on curriculum policy. The second part presents a case-study of Chinese High School (CHS) in Singapore. This is an exemplar of the type of case-study of curriculum policy in non-government schools being undertaken as part of our research. Also, it is an interesting case in its own right; while the school has developed a global orientation to its curriculum policy and has incorporated ‘the global’ into ‘the local’ extremely rapidly, this curriculum transition has not been without its tensions and costs. The third part of the article offers a discussion of the ‘bigger picture’ implications of the findings. 相似文献
8.
9.
Jerald Isseks 《Educational Studies A Journal of the American Educational Studies Association》2017,53(1):49-62
Increasingly over the past 50 years, the mission statement of schooling in dominant US-American discourse has coalesced around a Great Equalizer narrative of education; that is, it has identified schools as the primary means through which individuals can achieve social mobility. In this article, I employ a Gramscian framework to describe how this dominant yet illusory definition of purpose disorients well-intentioned educational actors and often pits them unwittingly against each other. I show that as a result of a false narrative about what schools do for society, a fragmented common sense has arisen amongst teachers, politicians, scholars and activists to the detriment of a collective theory of change. To guard against fragmentation and avert educational actors' consent to a hegemonic social order, I argue that the first step toward collective resistance is acknowledging the limited impact schools have on the socioeconomic layout of society. Accordingly, educational actors hoping to ameliorate inequality must agree upon more realistic—and less tangible—cultural goals for schooling, such as inculcating critical citizenship and fostering civic participation. 相似文献
10.
This article examines the way in which socially constructed notions of ‘language’, ‘social cohesion’ and ‘diversity’ create tensions within different educational arenas, particularly concerning educational policies developed at administrative levels and the subsequent interpretation of these policies in the classroom. Specifically, the article looks at the different production and reproduction processes of an official policy concerning ‘language and integration’, aimed at the immigrant population in Catalonian schools (Spain). The method used combines conversation analysis with text analysis of official documents in order to find traces of interdiscursivity between texts and practices. While the focus of the article is based on a case study of conceptualisations of languages, social cohesion and cultural diversity in two classrooms in Barcelona, it is generally relevant to the world of education, especially as the rate of population movements worldwide has increased significantly in recent years. 相似文献
11.
《Paedagogica Historica: International Journal of the History of Education》2012,48(1-2):211-222
The use of radio for educational purposes in high schools expanded considerably between 1920 and 1970. Education scholars generally qualify radio for schools as a failure. This conclusion is based on the accessibility of radio sets in schools, the interest of teachers in radio for schools, and the budgets allocated for the purchase of radio sets. A wider investigation shows that educational radio resulted from collaboration among school personnel, radio broadcasters and the political authorities. We agree with communication scholars that using a means of communication for educational purposes involves many spheres of society. An examination of the origins, development and decline of radio broadcasting for schools also reveals that this was a technical substitution phenomenon; one means of communication was replaced by another. The use of radio in schools gradually declined, following the introduction of television in schools during the 1960s. Taking all these aspects into account, our study identifies the social mechanisms whereby radio was used for teaching in high schools. This clearly illustrates on a more general level the change in use of audiovisual tools in schools. The Montreal Catholic School Board (CECM) — the largest French‐language school board in Canada — is an institution of particular interest for the study of radio broadcasting for schools. Because of it size, the CECM had sufficient resources and personnel to be a pioneer in education. From 1931, CECM personnel went on the air on CKAC radio to popularize instruction in music, literature and language. Members of Montreal's educational community, parents and students alike, and listeners interested in learning, began to view radio as a means of conveying knowledge. In 1936, Société Radio‐Canada (SRC), the French‐language section of the Canadian Broadcasting Corporation, appeared on the Quebec radio scene, and educational radio gradually became more clearly defined. The programs that were aired, of which the best known was Radio‐Collège, gave the green light to educational radio in francophone Quebec. Before emulating SRC initiatives, the CECM used radio as a tool for social communication. In the early 1950s, the school board used radio mainly as a forum for explaining educational issues to the public; for example, teachers' salary negotiations. From autumn 1950, the CECM School and Family Committee aired a series of ten programs about the role of the school in society. Post‐war Montreal society was in a state of flux. Urbanisation and the emergence of mass communication and consumption were transforming the entire social structure. The francophone elite was starting to question traditional values taught by the Church, and religious practice was declining. Reacting to these new realities, the CECM appealed to parents for their help to ensure that together, family and school would succeed in the task of educating children. The board also used CKAC to discuss the shortage of schools. When parents demanded schools for their children, speakers from the School and Family Committee explained how the problem would be solved. As these examples show, Montreal schools initially made use of radio for social communication. In 1954, following the third congress on the French language in Canada (Troisième congrès de la langue française au Canada), the CECM devised a wide‐ranging campaign to improve the spoken language of students. This was the beginning of educational radio. With the help of executives at CKAC radio, the board created school broadcasting designed to improve everyday language in students from grades 1 to 12. After the first series of programs proved a success, the board repeated the project the following year, broadcasting twice as many lessons. The glory years of Améliorons notre langue parlée would follow, with the series airing continuously from 1954 to 1963. As a result of this enduring venture, the government extended teaching by radio to other school boards across the province of Quebec. This marked the institutionalization of school radio broadcasting. Transistor radios, the democratisation of high school teaching and active pedagogy were all elements that boosted the use of radio in schools. Radio was now present in every classroom, but television was also being introduced. Radio had earned pride of place but was gradually superseded by television. The range of academic subjects widened, and the numbers of hours set aside for television broadcasting increased. Meanwhile, the use of school radio broadcasts gradually diminished. We therefore attribute the decline in radio broadcasting for schools to the emergence of television for schools, in other words, a phenomenon of technical substitution. Finally, our research shows that the contribution by social agents incidental to schools and the influence of various factors external to schools are of major importance in explaining the mechanisms whereby educational radio became part of school life. It shows that radio changed in status from a public communication tool in the 1930s, to a pedagogic tool supporting the teaching of French twenty years later. Our study also shows that radio for schools was created not only by school‐related actors and institutions but also by the mass media and government. Far from being a failure, as education scholars maintain, educational radio was a success, but was replaced by television in the late 1960s. 相似文献
12.
Differential academic language proficiency is an issue of major educational concern, bearing on problems varying from pupil performance, to social prospects, and citizenship. In this paper we develop a conception of the language-acquiring subject, and we discuss the consequences for understanding differential language proficiency in schools. Starting from Wittgenstein's meaning-as-use theory we show that learning a language requires an activity that relates the subject both to the community of language users, and to the things language is about. In opposition to Luntley, we contend that this does not mean that linguistic development involves linguistic adjustment to the world 'as it is'. It is argued that, in as far as linguistic development involves a process of adjustment, this concerns conceptions about the world as it is presupposed to be—a 'world' that is subjected to doubt and revision time and again. With respect to dealing with differential academic language proficiency, this approach to linguistic development suggests bringing pupils into situations which require active participation in processes of 'negotiating meaning', including negotiating the prevailing presuppositions about what the world is like. This also puts novices in a different position—less assimilatory—recognising their co-constructive potencies at a more fundamental level. 相似文献
13.
Roz Sunley Rachel Locke 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):409-425
Background:?Professional commitment from teachers requires more than contractual compliance as personal and professional values are integral to teaching practice. Secondary school teachers are expected to act as role models and demonstrate positive attributes and attitudes in an evolving educational context. Little is known about how they understand or interpret their own values, or realise the shared values that lie at the heart of a school community. Purpose:?The purpose of this review is to summarise the literature relating to values that teachers hold. The review is concerned with theoretical and empirical studies in which such values are considered, and also any tensions identified between the personal values of teachers and organisational values of the schools reflected in professional practice. This scoping exercise is part of two-year funded empirical research carried out by the authors in five secondary schools in England, using data from individuals, groups and schools on the personal values of teachers and head teachers. This research explored whether these values are congruent with the organisational values schools seek to establish. Design and methods:?An extensive literature review was undertaken relating to the values held by secondary school professionals. The search was restricted to more recent works (i.e. the year 2000 onwards), and was mainly UK and secondary education focused. The search was conducted using the educational database, Education Indexes on Dialog, and the Electronic Journal Service which is a database covering wider disciplines. To reach harder-to-find research reports, additional strategies were adopted including hand searching of key journals and reference to existing publication lists. The review generated over 1000 published references that were then screened to determine whether publications were based on empirical research conducted in schools, and/or helped a deeper theoretical understanding about the meaning of values. Conclusion:?The review highlights the integral part values continue to play in education. This article presents a framework of understanding derived from the literary contexts in which values are discussed. There is little empirical data to support current understanding about the values that secondary teachers hold, and how these fit with the organisational values of the schools in which they work. Studies in the context of values and professionalism stress the need for dialogue and reflection so that ‘implicit’ values that teachers hold become explicit, and refined through practice. 相似文献
14.
Charlene Tan 《British Educational Research Journal》2020,46(6):1391-1405
This article analyses a Chinese approach to social justice in education using the example of Shanghai. In addressing schooling inequalities, Shanghai illustrates social justice education with Chinese characteristics, which revolves around the ideal of ‘educational balance’ (jiaoyu junheng). The ‘balance’ in question is about achieving a values-centred and all-round education in and across all schools through the cultivation of a school’s ‘inner quality’ (neihan). This Chinese formulation of social justice education is manifested through two representative policy measures: creating and strengthening ‘new high-quality schools’ and helping weak schools to level up. The Chinese characteristics of these action plans are seen in two ways: a focus on social justice between schools rather than between students; and an emphasis on the moral cultivation of students. It is argued that a Chinese model of social justice education promotes educational equity to some extent through the politics of redistribution, recognition and representation. However, a major critique is its hegemonic and top-down nature, which overlooks alternative and competitive voices—especially those of migrant children—as part of a politics of representation. 相似文献
15.
针对莆田市中小学教育提出一个教育信息网建设研究方案。主要从建设教育信息网的目标、教育信息网总体结构、教育信息网的中心网站的功能及要求、内容设置以及网站建设的基本原则等几方面,介绍了利用先进的信息技术手段和网络资源,建设莆田市现代化教育信息网的方案。 相似文献
16.
《欧洲教育》2013,45(4):31-59
Most European teachers would agree that Asia is an important part of the world. Further, many European educators would concur with a majority of the arguments for teaching about Asia put forward in the second chapter of this study [not reprinted here—Ed.]. Why then does Asia not play a more important role in European classrooms? The answer, of course, is that numerous problems and constraints stand in the way of expanding and improving coverage of Asia in schools. In examining these, we might begin with the words of that great Asian, Chairman Mao Tse-tung, who said that "in the problem of changing education, it is the teachers who are the main problem." 相似文献
17.
We begin this paper by considering a practice that is not normally thought of as ‘environmental education’. That is, the land acknowledgement. In recent years, it has become standard for schools and other public institutions in British Columbia (BC) to acknowledge that they are situated on Indigenous land, especially when hosting events and presentations. And yet, as the paper continues, we are challenged to consider the greater implications these acknowledgements might bear for educators beyond simply a speaking of the words. In order to do this work, we focus on three strands—land, language and listening—which we suggest arise directly from careful consideration of the contents and goals of these acknowledgements. Drawing from Indigenous, philosophical, experiential and political sources, we explore the strands and posit that they may become important educational well-springs for transforming human and more-than-human relationships. We end this paper with a short discussion of some work currently under way in BC. 相似文献
18.
Michael Evans 《British Educational Research Journal》2009,35(3):469-485
This article demonstrates how evidence related to performance in computer mediated communication (CMC) can be used as a vehicle for researching pupils' thinking about using and learning a foreign language. The analysis is based on a qualitative study of pupils from two contrasting schools who had taken part in a multinational CMC project involving learners of French and English as a foreign language. The analysis focuses on the pupils' explanations and intuitions about their decisions with regard to two areas of their interaction in particular: code‐switching and pronominal address. The findings suggest that the English learners of French had an implicit set of communicative priorities in which interpersonal objectives tended to dominate over ideational objectives. Evidence from the study indicates the need for further research‐informed educational development in two areas: a reappraisal of the framework for foreign language teaching in England on the basis of greater emphasis on second language (L2) use within the framework; and more developed theoretical understanding of pupil cognition in relation to foreign language learning. 相似文献
19.
整体语言教学初探 总被引：2，自引：0，他引：2
侯彤 《沈阳教育学院学报》2004,6(3):79-81
整体语言教学作为一种教育理念对语言教学产生了巨大的影响，同时，也引起了世界教育界的关注．本文从整体语言教学的内涵、理论依据与教学原则、教学实践及其合理性与局限性等方面对整体语言教学进行了初步探索，目的在于促进英语教学改革的发展。 相似文献
20.
Soon Ye Hwang 《Educational Philosophy and Theory》2017,49(3):220-230
Often defined as originality and innovation and desired for the economic profits it can produce for both individuals and their societies, creativity has been examined in order to find ways in which it can be promoted through various instructional practices in and beyond schools. Nonetheless, creativity as a fundamental basis of human existence and learning in a shared world is largely understudied. In this article, I examine the commonly held assumptions of creativity as it is incorporated into educational practices—that is, the notion of creativity as developable and achievable, and often as measurable and evaluable. I explore some of the (negative) consequences of understanding creativity in this way and assert the need to reclaim the notion of creativity in order to recognize the ways in which creativity is a part of our everyday lived experiences, always including interactions with the bodily self, co-existing others, and the phenomenal world. Understanding creativity as an expressive mode and way of being in the world encourages a rethinking of creativity in education, positioning creativity as implicitly interwoven in the act of expression as it is undertaken in a community and advocating that this expression ought to be encouraged in both processes and products of learning. 相似文献