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1.
Simon Catling 《Education 3-13》2017,45(3):354-364
ABSTRACTThe school inspectorates of the four jurisdictions of the UK are sources of evidence about the quality of humanities teaching, learning and curriculum in primary schools. The term ‘humanities’ usually refers to the subjects of geography, history and Religious Education, but here they are considered holistically, not separately. Discrete subject and inter-subject humanities inspection reports are used to identify what inspectors report to be high-quality practices in this curriculum area. Six themes are presented, which reveal that: the best humanities curricula are based on subject and cross-subject ideas and connections, with subject learning clearly visible; flexible but rigorous approaches to planning enable progression in children’s learning; strong teacher–child and teacher–humanities relationships reflect teachers’ evident enthusiasm, commitment and expectations; teachers use a diverse range of approaches and resources; active and enquiry-based learning approaches engage children in developing their studies; and strong humanities leadership and explicit emphasis in school development priorities underpin high-quality primary humanities. These features reflect the skills and qualities of expert primary teachers. 相似文献
2.
《师资教育杂志》2012,38(1):29-40
Abstract Feedback from educators in England, Scotland, and the Republic of Ireland was obtained regarding the performance of U.S. student teachers in the schools of these nations. Reported in this paper are the educators' observations and beliefs pertaining to topics such as the professional and cultural/social strengths of U.S. student teachers; major cultural/social ‘mistakes’ often made by U.S. student teachers; ways in which they could better prepare for classroom teaching assignments in overseas schools; goals motivating them to seek placements in overseas schools; and ways in which the foreign pupils benefitted from the U.S. student teachers. Based on the feedback, recommendations are offered to student participants and university/college faculty for the improvement of teaching experiences in overseas nations. In addition, the need for internationalizing teacher education programs in the United States is recognized. 相似文献
3.
ABSTRACTHow the humanities subjects are represented in primary schools in Wales has been influenced by curriculum developments including Curriculum Cymraeg, the Skills Framework and the Foundation Phase. A central tenet of Welsh Government policy has been to actively encourage schools to promote a sense of ‘Welshness’ through curriculum content, pedagogies and school policies. In addition, early years’ education has been extended to 5–7-year olds and at Key Stage 2 skills and competencies are priorities, with subject content providing the context for learning. In 2015, the Donaldson Review’s recommendations were fully implemented in the Government’s plans for a new 3–16 Curriculum for Wales to be fully implemented by 2021. Humanities became one of six Areas of Learning and Experience (AoLE) with the curriculum content to be developed by an all-Wales partnership team which includes the Pioneer Schools’ network. This article traces the post devolution build-up to this latest ‘radical change’. It suggests that for stakeholders developing the humanities curriculum the challenge will be considering how the key concepts of different ‘subject pedagogies’ are represented, while fulfilling the Government’s emphasis on early years’ pedagogy and its focus on a competency-led curriculum. 相似文献
4.
Dympna Devine 《International Studies in Sociology of Education》2013,23(1):49-70
Abstract Much of the research in the area of ethnicity and schooling is conducted in countries with a long tradition of immigration. The rapidity of social change in Ireland at a time of unprecedented economic growth is such that many schools, while still ‘mainly white’, are grappling with the particular challenges that are posed by new patterns of immigration. How these schools, and indeed the state, adapts to this changed social context has important implications for the transition of Irish society to a more multicultural state, which values and respects cultural and ethnic diversity in all its forms. This article considers these issues by exploring the responses of a sample of teachers to immigrant students in their schools. Central to the analysis is the role of the state through its action or inaction, in framing teacher discourses in inclusionary or exclusionary terms. State policies, it is argued, are underpinned by a particular conceptualisation of Irish and national identity which positions minority ethnic groups as ‘other’, with direct implications for both teacher perception and practice with immigrant students in schools. 相似文献
5.
Carmen Mills 《Educational Philosophy and Theory》2015,47(2):146-158
AbstractDrawing on the theoretical constructs of Pierre Bourdieu, this article explores implications of the Australian My School website for schools located in disadvantaged communities. These implications flow from the legitimisation of certain cultural practices through the hidden linkages between scholastic aptitude and cultural heritage and the resulting reproduction of social and cultural inequalities. Seeing transformative potential rather than determinism in Bourdieu’s theoretical constructs, the article also suggests ways forward for improving the educational outcomes of students in disadvantaged communities. A transformation of the ‘field’ is central to this. 相似文献
6.
ABSTRACTThis article reflects on the implications for practitioners, researchers and policy-makers of the future of the humanities in primary schools in the light of the challenges facing future generations. There is wide divergence in the four jurisdictions of the UK. The humanities are perceived as important, in principle, though curriculum frameworks differ. However, the status of the humanities is often uncertain, in practice, given the current emphasis on outcomes in literacy and numeracy. There is a lack of robust research on how, and by whom, the humanities are taught. The more theoretical articles suggest that the humanities, broadly conceived, are an essential aspect of young children’s education – to enable a deeper understanding of human culture and identity, and to develop the qualities and values needed in a diverse world. Additionally, curricular breadth is required alongside a realisation that narrowly focusing on propositional knowledge is limiting. While this has implications for the whole curriculum, History, Geography and Religious Education have key roles in meeting these aims and in engaging and motivating young children. A stronger policy steer is called for, to ensure that schools give more priority to humanities education, with greater investment in professional development in Initial Teacher Education and beyond. 相似文献
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8.
Kathryn Struthers Ahmed 《Teaching Education》2020,31(3):245-259
ABSTRACT This study utilized cultural historical activity theory to explore the evolution of nine preservice teachers’ (PSTs’) conceptions of social justice teaching while enrolled in a social justice-oriented teacher education program. From three interviews conducted over one year, findings show that tensions PSTs encountered while student teaching in high-poverty schools predominantly shaped their thinking. PSTs’ conceptions of social justice teaching evolved to include navigating inequitable systems, loving students critically, and viewing social justice teaching as uniquely personal. Implications include the importance of teacher educators leveraging inevitable student-teaching tensions as learning opportunities to further PSTs’ commitment to social justice teaching. 相似文献
9.
Jenny Chesters 《教育政策杂志》2019,34(3):331-350
ABSTRACTOpportunities for social mobility are generated by education systems designed to alleviate the effects of social origin by providing equality of opportunities and resources. The persistence of the strong association between socioeconomic status (SES) and child’s educational achievement and attainment suggests that social origin continues to play an integral role in the educational outcomes of successive generations of Australians. Sociologists draw on a range of theoretical perspectives to explain this association including Bourdieu’s cultural and social capital theories. Using data collected by the Longitudinal Survey of Australian Youth 2009 (LSAY09) project, I examine the associations between student SES, school SES and two outcome variables: Programme for International Student Assessment (PISA) score and university enrolment. The results indicate that low SES students attending high SES schools perform better on PISA tests than low SES students attending low SES schools. After controlling for PISA score, low SES students were less likely than their high SES peers to enrol at university. Furthermore, students attending low SES schools were less likely than their peers attending high SES schools to enrol at university, net of their individual SES and their PISA scores. 相似文献
10.
ABSTRACTFor youth in disadvantaged schools, university expectations and participation are often limited by access to social and cultural capital that support expectations. This study investigated the utility of creative arts outreach initiatives (CAI) in supporting students’ university expectations and building cultural capital in homes, schools and neighbourhoods in the southwest corridor of Perth, Western Australia. Cultural capital was operationalised as discussions about university with parents, teachers and friends as important socialisers. The CAI provided task-based programs that connected students with industry professionals and university academics to access new social and cultural capital, develop skills that satisfied learning objectives and increase navigational capacity for higher education participation. Multi-group latent growth models were estimated for university expectations across 3 time points and university discussions with important socialisers at time 3 using a propensity-score matched sample comprising 176 students aged between 11 to 18 years from eight high schools (program group?=?88, control group?=?88, females?=?64%). Results indicated stability in levels of university expectations for program participants and increased discussions about university with parents, teachers and friends. Findings support the inclusion of people-rich, co-curricular creative arts programs such as CAI in disadvantaged schools to build social and cultural capital that supports and potentially widens higher education participation in this region. 相似文献
11.
Paul Tarc Aparna Mishra Tarc Xi Wu 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):666-681
ABSTRACTThis exploratory study on the global middle class (GMC) examines three representative experiences of the tens of thousands of Anglo-Western international schoolteachers (ISTs), who teach in private, K-12, English-immersion international schools for extended periods of time. The notion of GMC provokes consideration of social class making and forms of belonging of professional and managerial service workers who are ‘middling actors’ in the flows of transnational migration. We ground our analysis by examining three IST families as a unique group within the GMC. We find that ISTs, oriented by pre-sojourn middle-class histories, differentially (re)fashion their social class locations in the more elite transnational milieu of the international schools. These families accumulate and exchange economic, cultural and social capital under their transnational routes, connections and returns. Their children’s access to an elite international education as a condition of their international employment represents a unique form of school choice. 相似文献
12.
Morris Siu-yung Jong Gaowei Chen Vincent Tam Ching Sing Chai 《Interactive Learning Environments》2019,27(8):1222-1238
ABSTRACTFIBER (Flipped Issue-Based Enquiry Ride) is a teacher-facilitated interactive pedagogic framework that the authors propose to integrate flipped learning into social humanities education. This paper reports a quasi-experimental study (with mixed methods) which examined the pedagogic effectiveness of FIBER in the authentic setting of formal curriculum learning and teaching. The study involved totally 611 Secondary-4 students from academically top, middle and bottom schools in Hong Kong. In comparison with the conventional issue-based enquiry learning approach, FIBER had different intensity of positive effects on the high, moderate, and low academic-achieving student participants. This paper provides researchers and educational practitioners with empirical evidence for supporting wider adoption of FIBER in social humanities education, as well as harnessing flipped learning in formal schooling. Apart from discussing the benefits, the authors also underline the challenges of FIBER and suggest future work. 相似文献
13.
ABSTRACTThe word ‘humanities’ does not appear in the current Northern Ireland Curriculum (NIC). Geography and history are taught within an Area of Learning called ‘The World Around Us’ which also contains science and technology. The curriculum has a strong emphasis on an integrated, ‘connected learning’ way of teaching and learning. Religious Education is a separate subject that stands alongside, rather than within, the NIC, and the curriculum also includes a new Area of Learning – ‘Personal Development and Mutual Understanding’. The distinctive content and modes of teaching which the humanities subjects tend to encourage ought to be seen as particularly important in Northern Ireland – a part of the UK which has endured a complicated past and remains to a large extent segregated, both socially and educationally. This complicated past means that there is often wariness and reluctance on the part of teachers towards tackling controversial personal and social issues in the primary school. 相似文献
14.
ABSTRACTThe increased pluralism in today’s United States society, including our public school student population, has called for physical education teacher education (PETE) programs to train teachers who can respond to the educational needs of students from diverse backgrounds. However, concerns have been raised with educator preparation programs’ ability to prepare teachers to address diversity in our schools. Therefore, the purpose of this article is to discuss the movement toward teaching for social justice in PETE with focus on preparing teachers for cultural diversity; this includes special attention to cultural humility as a missing component in physical education teacher preparation. We discuss the current state of diversity in PETE, leading to a discussion of social justice as a theme in teaching and teacher education in physical education. Next, we detail the underpinnings of social justice pedagogies in physical education and the need for infusing cultural humility in PETE. 相似文献
15.
Charlene Tan 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):443-457
ABSTRACTDrawing upon Aihwa Ong’s concept of ‘neoliberalism as exception’, this paper explores how the education authority in Shanghai capitalises on neoliberal knowledge, techniques and logics to address local challenges. Through the creation of ‘new high-quality schools’ that is accompanied by a new assessment system, the authority hopes to persuade parents to choose non-elite schools instead of prestigious schools that excel in academic performance. The neoliberal strategy of school choice is supported by the policy of school autonomy for educators to go beyond test scores to promote holistic development in students. The paper underlines the indigenisation of neoliberalism through policy dynamics where multiple educational stakeholders interact with and mutually influence one another. By highlighting ‘neoliberalism with Chinese characteristics’ in Shanghai, this study demonstrates how neoliberalism coexists with state forms, cultural norms and social practices in a particular locality. 相似文献
16.
ABSTRACT Students of color in urban areas experience a multitude of intersecting oppressive structures that influence their behavior in schools. As a result, teachers in these schools often face distinct student behavior challenges to which they are often ill-equipped to respond. Colorblind approaches to student misbehavior, those that do not acknowledge students’ environments and cultures, are often punitive in nature and result in consequences that are not in students’ best interests. We propose, then, that preservice teachers who aim to teach in urban schools are required to consider contextual and cultural influences on student behavior as part of their teacher preparation coursework. Drawing upon existing scholarship, we propose a course framework that focuses exclusively on techniques that cultivate strong student-teacher relationships and academically supportive student behaviors. The framework consists of five thematic units: 1) trauma-informed and trauma-sensitive classrooms, 2) facing cultural conflicts, 3) culturally informed care, 4) culturally relevant/responsive classroom management, and 5) restorative discipline philosophy and practices. 相似文献
17.
《The Journal of educational research》2012,105(5):408-416
ABSTRACT In the last 15 years, social and community cohesion have become key concepts in European social, migration, and education policy. Although their definitions often remain ambiguous, social and community cohesion typically refer to harmonious coexistence of individuals of all cultural backgrounds within a community. Frequently connected with education at the elementary and secondary level, they are regarded a desirable outcome of compulsory schooling. Drawing on longitudinal data from 2 schools in England, the authors analyze the interplay between national policies of community cohesion and local level practices. In a discussion of the findings, the authors show that, despite the gaps between national policy and local practice, parental and community members’ involvement in school and family education are efficient tools to enhance community cohesion at the local level. 相似文献
18.
Sue Cox 《Education 3-13》2017,45(3):375-385
ABSTRACTIn this article, I discuss how the context of children’s classroom activities and the quality of their participation and agency are key to learning around values. These pedagogical approaches lie in a socio-cultural theoretical framework which I use to show how ‘empowered’ participation in classrooms and in enquiry activities in curriculum areas is bound up with learning democratic values. Focusing on humanities subjects, I show how such values-based democratic pedagogical approaches in these areas of the curriculum (along with others) can be transformative, promoting values education, personal agency and social change. 相似文献
19.
AbstractThis paper focuses on the ‘mainstreaming’ of charities into schools. There have been growing concerns about the permeation of business and business values in education, but relatively little attention has been paid to the ways in which schools are increasingly engaged in the ‘business’ of fundraising for charities. Drawing on survey data from the WISERDEducation Multi-Cohort Study (WMCS), the paper outlines young people’s relationship with charities. The data show that young people have a high degree of engagement with charities, in which schools play a significant part. There are likely to be many positive aspects to this engagement, inasmuch as it fosters and reflects young people’s sense of collective responsibility. However, there are also issues about the extent to which this high level of involvement marginalises other approaches to promote the social good and increases the permeation of business values and business into school. The paper concludes that the current mainstreaming of charities into schools is not necessarily a self-evident ‘good’ and that this under-researched phenomenon deserves greater critical attention within and outwith schools. 相似文献
20.
Charlotta Hilli 《Educational Action Research》2020,28(1):38-52
ABSTRACTThe aim of the study is to identify and examine the distance teaching practices of four teachers in three small, rural primary schools in Finland – small in the sense that the schools consists of between 20–50 pupils and between 3–12 teachers. The schools have experienced a decline in pupil numbers, thus, they are not able to employ teachers full-time. The participating teachers imagined distance education as one solution to extend the classroom and faculty. Practice architectures is used as a theoretical and analytical framework to answer the question ‘What cultural, material, and social discourses constitute the development of the practice around distance education in small, rural primary schools?’ The data consists of interviews with and video blogs by the teachers recorded during 2016–2017. The implications are that cultural-discursive, material-economic, and social-political arrangements surrounding distance education are intertwined in small schools. Architectural arrangements enabled flexible solutions when developing distance education. The same arrangements proved to be material and cultural constraints as the teachers had many responsibilities in their everyday practice and support from the faculty was sometimes lacking. The teachers felt constrained by the technology and communicating with pupils at a distance meant they had to develop new teaching strategies. 相似文献