共查询到20条相似文献，搜索用时 796 毫秒
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Evariste Karangwa Ingrid Lewis 《International Journal of Disability, Development & Education》2010,57(3):267-278
This article explores the meaning of community and perceptions of disability in Rwanda, as revealed through a community‐based ethnographic study. This study took place in Rwanda in an educational policy context driven by international rhetoric about human rights, inclusion and the arguably unachievable Education for All targets. We argue that the emphasis on the inclusion of marginalised groups in Rwanda’s current education policy is a reality on paper, but not in practice. However, we explore the potential for a deeper understanding of community responses to disability, and ways in which the rhetoric and reality gap can be bridged. We consider some of the attitudinal and infrastructural barriers in educational settings and argue that Rwandan communities are resourceful, and can be supported to respond appropriately to children with disabilities. 相似文献
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Toni Morrison’s Sula was published in 1973.It portrays a black woman who quests for self under the strick doctrines of black community.The novel puts forward a complexed contradiction of identity and black community in the historical context of black community and protagonist Sula’s change,rejection,awareness of self and death.The overall challenges of Sula pays her life as a price.Morrison,through this piece of work,reveals the conflicts between Sula’s self and black community.Sula’s tragic ending voices an unchanged fact that self must be developed within the black community. 相似文献
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The disruption of the biological family unit due to divorce or separation followed by remarriage or re-partnering has a profound impact on every family member, including extended family members. An individual becomes a stepgrandparent through later life re-partnering, when an adult child becomes a stepparent, or when a stepchild becomes a parent. In order to gain a greater understanding of the communication influencing the development and maintenance of stepgrandparent roles and identity, a qualitative interpretive analysis method was employed as a guide for interviews with 41 adult stepfamily members across two generations of stepfamily membership: stepparents and stepgrandparents. 相似文献
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The paper is to find out whether the college students have the appropriate culture awareness, which helps intercultural communication and promote the transformation of cultural identity. 相似文献
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Cultural identity in Geiogamah’s play 49 represented a common concern of contemporary American Indian writers.Geiogamah highlighted the renewal and reconstruction of tribe tradition and cultural identity for native Indians.He stressed the imperative of maintaining ethnic tradition in identity quest by way of cultural rejuvenation,and ritual experience.The play dem onstrated that the way for the Indians in the modernization is to protect national culture,return to the tribe tradition and face the social reality. 相似文献
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The paper is to find out whether the college students have the appropriate culture awareness, which helps intercultural communication and promote the transformation of cultural identity. 相似文献
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Simoni Symeonidou 《欧洲特需教育杂志》2019,34(1):50-65
This paper reports on the findings of a study that sought to examine firstly, the themes expressed in the art of disabled people in Greece and Cyprus and in interviews with these artists, and secondly, the ways that such art can serve the school curriculum. To this end, an electronic archive of the life stories and art of interest was analysed. The findings suggest that both the art and the interviews cover issues that are directly related to disability, and issues of general interest. A detailed analysis of two cases seeks to provide an in-depth understanding of the relevance of disabled artists and their work within the curriculum. The discussion focuses on issues emerging from the analysis, such as the potential of this art to enrich the school curriculum and promote inclusive education, and identifies the study’s contribution to the international literature about disability, the arts and the curriculum. 相似文献
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Rebecca Beaulieu-Bergeron Diane Morin 《International Journal of Disability, Development & Education》2016,63(5):514-528
Research suggests that attitudes of typically developing children towards intellectual disability (ID) play an important role in the social integration and acceptance of children with IDs. To date, however, few studies have investigated children’s attitudes towards ID. The primary objective of this study was to examine the cognitive, affective, and behavioural components of children’s attitudes towards ID. Thirty-nine (14 boys, 25 girls) fifth- and sixth-grade elementary school students participated in the study. Seven focus groups were created in five different schools. Results suggested that inaccurate beliefs and negative emotions regarding ID may contribute to social and school integration problems experienced by children with IDs. The findings of the present study could be useful for the development of education and awareness programs that promote the development of more positive attitudes towards ID. 相似文献
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Kelly Regina Garr Oliver Mc Leahy Keelin Goos Merrilyn 《Journal of Science Education and Technology》2020,29(4):536-546
Journal of Science Education and Technology - Set amidst the backdrop of concerns related to the entry of students to Science, Technology, Engineering, and Mathematics (STEM) careers, this study... 相似文献
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In her highly publicised polemic, All Must Have Prizes (1996), Melanie Phillips launches a scathing attack upon the British educational establishment and various facets of policy and practice during the past three decades. She is especially critical of progressivism and approaches to teaching and learning supposedly predicated upon relativist principles (e.g. multicultural education). Our own research on primary‐school children's constructions of British identity (Carrington, B. & Short, G. (1995): What makes a person British? Children's conceptions of their national culture and identity, Educational Studies, 21, pp. 217‐238) is singled‐out for criticism.
We begin this paper with a rejoinder to Phillips. Among other things, we take issue with her defence of an assimilationist approach to the curriculum. In the second part of the paper, we present the findings of a recently completed case‐study of 12‐ and 13‐year‐olds’ constructions of their national identity, which replicates the earlier work (criticised by Phillips) with 8‐ to 11‐year‐olds. We show that the young adolescents, in common with their counterparts in primary schools, tended to adopt a pluralist viewpoint. Once again, there was an almost complete dearth of comments that were racist or nationalistic. We conclude by briefly exploring the policy implications of the findings.
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Sara Docan-Morgan 《Communication quarterly》2017,65(5):523-548
Framed by a social constructionist approach to language, this study explored Korean adoptees’ naming and labeling practices for members of their birth family and the motives underlying these choices. In-depth interviews were conducted with 19 Korean adoptees who had reunited with at least one member of their birth family. Participants discussed how they addressed (named) and referred to (labeled) members of their birth family, and explained why these names and labels were used. Most participants used Korean terms of address (e.g., ??: omma for mother, ??: appa for father) to address members of their birth family. Other participants used labels from their own “native” (i.e., their adopted country’s) language, avoided addressing their birth parents, or, occasionally, used their birth parent’s first name. Participants tended to refer to their birth families as their birth/biological family, or Korean family; however, some participants stated that their terms of reference depended on context. Participants’ naming choices reflected three main motives: an appeal to family identity (relative closeness to their birth or adoptive family), an appeal to outsiders (to protect the feelings of their adoptive family), and an appeal to pragmatism (for clarity). Theoretical and practical implications are discussed. 相似文献
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Sports media depictions of the Yankees and Red Sox have produced ironic team personae that can best be understood through the lens of Fisher's (1973) materialistic and moralistic American dreams. In this article, the author traces the interaction of Burke's first three tropes—metaphor, metonymy, and synecdoche—in sports news coverage of the Yankees and Red Sox from 2000–2010 to explain the discursive construction of the teams' ironic personae. Collectively, media emphasis on money metaphors, the Yankees' lucrative 21st century stadium, and a militaristic owner align the team persona with a materialistic, aggressive economic competition model, whereas the Red Sox are represented by metaphors of frugality, a classic stadium, and familial “Idiots” to create a moralistic, cooperative image of the organization. The teams' personae are ultimately created and sustained through the tropological cycle and the dialectical interaction of the rivals. 相似文献
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Katharine H. Zeiders Sara D. Bayless Chelsea L. Derlan Adriana J. Umaña-Taylor Kimberly A. Updegraff Laudan B. Jahromi 《Child development》2019,90(3):e373-e385
Ethnic–racial identity (ERI) development and ethnic–racial discrimination are two salient experiences among adolescents in the United States. Despite growing awareness of the costs and benefits of these experiences individually, we know little about how they may influence one another. The current study examined competing hypotheses relating discrimination and components of ERI (i.e., exploration, resolution, affirmation) among a sample of Mexican-origin adolescent mothers (N = 181; Mage at Wave 1 = 16.83, SD = 1.01) across six waves of data. Findings revealed that within-person changes in discrimination predicted subsequent ERI resolution and affirmation; however, ERI did not predict subsequent discrimination. Between-person effects of discrimination on affirmation were significant. Our findings underscore the importance of discrimination experiences in shaping Mexican-origin adolescent mothers’ normative developmental competencies. 相似文献
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Identity and biography as mediators of science and mathematics faculty’s involvement in K-12 service
This article explores aspects of science and mathematics faculty identities and biographies that mediated their involvement
in K-12 service. Faculty expressed five motivations for participating in K-12 service—advancing their research agenda, advocating
environmental consciousness, desiring to be involved in their children’s schools, aspiring to improve their pedagogical practices
and promoting equity and social justice. 相似文献
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John Trent 《Journal of Language, Identity & Education》2016,15(5):306-320
Despite widespread acknowledgement of the contribution of nonnative English-speaking teachers (NNESTs) to teaching English as an international language, the privileging of native English-speaking teachers (NESTs) and native-speaker competency, and concomitant marginalization of NNESTs, continues in many countries. To investigate and problematize the role the NEST-NNEST dichotomy plays in teachers’ professional identity construction, this article explores the ways in which multiple discourses interact to enable and constrain opportunities for such construction through in-depth interviews with teachers in Hong Kong. It raises questions about the failure of previous investigations to adequately problematize discourses that establish and support divisions between Hong Kong teachers and also questions the assumption that such divisions are necessarily associated with perceptions of marginalization among those positioned as NNESTs. This article presents suggestions for contesting discourses that establish and support hierarchical relations between teachers and discusses the implications for future research. 相似文献
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Laura Guglani 《Journal of Language, Identity & Education》2016,15(6):344-360
This article explores Hispanics’ concepts of cultural and linguistic identity. It is based on the findings of a recent study conducted by the author in Iglesia hispana de Cristo,1 a Hispanic church community in Western New York. Data come from ethnographic interviews conducted with 48 participants aged 13 to 80 years and with church leaders and from participant observation. Findings indicate that conceptions of identity vary according to age and generation of immigration. Older, first-generation immigrants view language and culture as inextricably linked, and believe that passing on the Spanish language to their children is an essential parenting responsibility. Younger, U.S.-born Hispanics and those who immigrated at a young age, on the other hand, tend to prioritize Hispanic culture over the Spanish language. 相似文献
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Two and a half years after the July 2011 massacre on the Norwegian island of Utøya, 68 of the adolescent survivors were interviewed about their everyday life at school. The interviews revealed changes in the interplay and counterplay between student identity and social identity when new identities connected to the massacre were introduced in the school arena. This dynamic has two prominent contradictory aspects: (1) the strong need to avoid being associated with the massacre, yet (2) they also experience a high degree of imposed external framing of identity configuration. This article investigates school as an arena where unwanted identity changes are played out. School emerges as an arena that can complicate the rehabilitation process by confirming and specifying the changes caused by exposure to trauma. Implications for what trauma support at school could entail for trauma-exposed adolescents are indicated. 相似文献