共查询到20条相似文献，搜索用时 26 毫秒
1.
Denise F. Blum 《International journal of qualitative studies in education》2013,26(2):255-273
In this paper the author offers a reflective perspective of her experiences while conducting research in Cuba in 1995 and 1996, and upon her return to the United States, teaching Cuban culture and history in a public school. In particular, she discusses the challenges surrounding her positioning, location, and accountability as author, researcher, teacher, and comparative educator. She explores the interaction of cultural identities faced as a researcher from the United States and the ideologically charged ironies that teaching Cuban history and culture evoke in an American middle school. Moreover, she chronicles her shifting perceptions of cultural identity and interfacing with the opposing responses between suspicion and acceptance in both countries. While negotiating between these two cultures, the repositioning on the continuum of critical pedagogy offers insight into the problems inherent in these situations. 相似文献
2.
于艳平 《河南科技学院学报》2012,(3):80-84
赛珍珠拥有多重身份:她是父母不幸婚姻的见证者,是不幸婚姻的受害者,是智障儿童的母亲,是通晓中西文化却不被任何一方所接受的文化边缘人。这种多重身份无不例外的将赛珍珠置于一个令人尴尬的边缘人状态。作为一个边缘人,她关心同样处在社会边缘地位的人们———女人、儿童和包括中国、日本等在内的处于弱势地位的亚洲国家的人们。女性文学作品的创作,寄予了她对女性的同情与期望;儿童文学的创作,表明她对儿童的关心与厚爱;东西文化交流题材的写作,折射出她对中西文化平等对话的渴望。一切为了边缘人,为了边缘人的一切,是赛珍珠文学创作动因的真实写照。 相似文献
3.
陈方竞 《海南师范大学学报(社会科学版)》2005,18(4):40-47,72
论文是对我二十多年来的中国现代文学研究的总结。注重对历史的“整体感受”、在研究框架设置中实现微观层面的文学史感受向宏观视野中的文学史话语的转换、“内向”思维方式和“剥离”的研究方法,是我的研究的突出特点,由此又反映出我的研究局限。分析这种局限产生的原因及表现,提出研究应具有参与当代文化建设的明确意识,在研究格局、思维方式和研究方法上进行相应地调整,以使中国现代文学研究在自身性质和特征之上得到深化。’ 相似文献
4.
李晓梅 《佳木斯教育学院学报》2012,(6):72-73
在《红字》中,纳撒尼尔·霍桑刻画了一个深入人心的形象——珠儿。该人物在展现该作品主人公海斯特的形象中发挥了重要作用。本文通过对珠儿在小说中的身份的分析,探讨了她的多重身份对于海斯特形象的刻画和小说中多重信息传递的作用。 相似文献
5.
Rev. Dewitt D. Forward 《Religious education (Chicago, Ill.)》2013,108(4):378-379
This article reports the ways five leaders situated within academic institutions widened the imagination of the role of religious education. From their own contexts and evolving vocations, they led a conversation hosted by the Forum on Religious Education and Academic Institutions. As they shared challenges and opportunities they see, they also showed how their lives prototyped diverse roles for religious educators. In so doing, they create multiple pathways for others to imagine new ways of adapting the field. The author ends with her own conclusions about how robust conversations such as this—across multiple religious traditions and diverse contexts of practice—might contribute meaningfully to the vocational identities of individual religious educators and to new, adaptive networks that may express collective vocations evolving within the field. 相似文献
6.
This article presents a self-reflexive analysis of the situatedness of the author and her work - research and writing - as a woman of color in the academy. The author critically examines self-reflexivity in relation to her research by drawing on her lived experiences as academic Self-woman of color Other, first as an international doctoral student and now as a junior faculty member. Drawing on critical and feminist perspectives, she argues that such self-reflexivity allows for an openness which eliminates the apparent dichotomy of Self-Other and offers new spaces for re-presenting difference(s). In particular, she construes her writing as a self-renewing site of activism and resistance to Othering and her teaching as praxis and self-assessment. She concludes that cutting-edge research and writing, when rigorously self-reflexive, are beyond "cool" and "hip," allowing us to maintain integrity and agency as educators and researchers. 相似文献
7.
Sally Brown 《Early Childhood Education Journal》2011,39(4):257-265
The United States is becoming more multilingual with globalization. Public schools continue to enroll increasing numbers of
students who speak a language other than English. This adds to the rich diversity of classrooms while at the same time offers
challenges for educators. This collaborative-ethnographic style research study investigates the ways in which identities are
constructed for and by an English language learner (ELL) as she uses language at school. The author explores classroom reading
events and the ways one ELL negotiates these events with her peers in an English dominant classroom. Results reveal the fluidity
of identities across classroom curricular structures at school. 相似文献
8.
This paper builds on previous work (Black et al., Educational Studies in Mathematics 73(1):55-72, 2010) which developed the notion of a leading identity (derived from Leont’ev’s concept of ‘leading activity’) which, we argued, defined students’ motive for studying during late adolescence. We presented two case studies of students in post-compulsory education (Mary and Lee) and highlighted how the concept of a leading identity might be relevant to understanding motivation in mathematics education and particularly the ‘exchange value’ or ‘use value’ of mathematics for these students. (Lee’s identity was mediated by mathematics’ potential exchange value in becoming a university student, and Mary’s more by its perceived use value to her leading identity as an engineer.) In this paper, we follow up Mary’s story as she progresses to university, and we see how she is now ‘led’ by contradictory motives and identities: Mary’s aspirations and decisions seem to be now as much related to her identity as a Muslim woman as to her identity as an engineer. Therefore, we argue that more than one identity/activity may be considered as ‘leading’ at this point in time—e.g. work versus motherhood/parenting, for instance—and this raises conflicts and tensions. We conclude with a more reflexive account of leading identity which recognises the adolescent’s developing awareness of self—an ongoing process of organisation as they experience contradictions in managing their education, work, domestic, community and other lives. 相似文献
9.
Birgit Brock-Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(6):713-735
This article has its basis in the author’s own growing annoyance at so-called “sandwich” programmes, where young academics from developing countries study and learn theories at universities in the Global North, then go to their own countries for fieldwork – only to return to the host country to fit their data into the theories of the Global North. The purpose of this article is twofold. The author’s first aim is to demonstrate that the thinking and concepts of some African educational thinkers such as, for example, Julius Nyerere, fit the educational reality in Africa better than those of Western thinkers, and that these concepts should therefore be used. Second, she argues that when it comes to building theories from the ground, the life experiences of Africans (in terms of everyday reality, indigenous knowledge, cultural transmission, community engagement etc.) should be taken into account. She explains why, through her own teaching at the University of Dar es Salaam in Tanzania, she became interested in the qualitative research method called autoethnography. She also draws on her experience of teaching qualitative research methods at a number of historically black universities in South Africa. She notes a recent positive development in the availability of a promising postgraduate programme with an authoethnographic approach. Entitled “The Narrative Study of Lives” and launched by the South African University of the Free State (UFS) Department of Sociology in 2012, this Master’s and PhD programme builds entirely on African experiences. In the last part of her article, the author applies an autoethnographic approach to the study of languages in Africa. She explains that some of her Tanzanian students grew up with several Tanzanian languages simultaneously, so that Western linguists’ terms like “mother tongue”, first and second language do not make sense to them. She also introduces the concept of ubuntu translanguaging, an effective practice of purposeful juxtaposition of languages observed in African empirical research. 相似文献
10.
Dori Grinenko Baker 《Religious education (Chicago, Ill.)》2013,108(3):320-339
Abstract Girlfriend Theology is a method of religious education by which women who have found power, voice, and authority might nurture resilience in adolescent girls within faith communities. This essay relates one portion of a larger project involving ethnographic research with fifteen females. These females gathered in small groups and followed a four‐part method that began with one person telling a story from her life. This paper shares one of these ninety‐minute story sessions in which a religiously diverse group engages in God‐talk. From four such Girlfriend Theology sessions arose seven theological assertions—statements about God, humanity, and communities of faith—that sometimes affirmed and sometimes challenged traditional interpretations. These assertions reflect emancipatory theological motifs when analyzed through the lens of womanist, mujerista, and Asian‐feminist theology. This essay draws connections between the story session reported and two of the seven theological assertions of Girlfriend Theology. What would it mean for a girl—against the stories read, chanted, or murmured to her—to choose to tell the truth of her life aloud to another person at the very point at when she is invited into the larger cultural story of womanhood—that is, at . . . adolescence? —Lyn Mikel Brown, Telling a Girl's Life 相似文献
11.
王程 《读与写:教育教学刊》2011,(5):10+22
Through the study of The Memoirs of a Survivor,This paper attempts to analyze her magnificent frame-shifting narrative technique,unifying the author’s vision and the real world.Chapter one briefly introduces Lessing’s background,including her scholarship,recent studies on her book and the arguments about it.Chapter two explains the narrative theory of frame-shifting and its application in The Memoirs of a Survivor.Chapter three focuses on the magic gate between the two worlds- the "wall" playing a space-time medium.This internationally renowned writer,with her amazing words and dramatic writing skills,brings us into her imaginative world and imbues us with her glamorous thoughts. 相似文献
12.
This article examines how teacher thinking is socially negotiated yet individually enacted. Through a case study approach, the author explores how the identities of a first-year kindergarten teacher were fashioned linguistically as she moved through the contexts of her teacher education program, the elementary school in which she taught and the personal aspects of her life. Using ethnographic techniques, multiple layers of data were gathered in nested contexts. A theoretical framework was developed by juxtaposing the work of the Russian theorists Valentin Volosinov on the concept of ideologies and M.M. Bakhtin on his notions of language to guide the analysis of data. Findings indicate that by providing prospective teachers with the tools for conceptualizing teacher thinking as social, teacher educators can provide future educators with alternative ways to author their identities and help them to understand that they can create possibilities for all children. 相似文献
13.
《British Educational Research Journal》2003,29(2):175-187
This article is written in a personal capacity; it is based on a presentation entitled ‘If the child is father to the man, can the researcher be mother to the poet?’ given as part of the ECER symposium, ‘Telling stories: truth and fiction in educational research’ hosted by David Bridges, at the European Conference on Educational Research, University of Edinburgh, 23 September 2000. It is meant as a stimulus to discussion about the relationship between poetry as a species of ‘creative’ writing, and research writing—how and why they might be complementarities as well as opposites. Rather than attempting a theoretical paper, the author uses excerpts from her own poetry—and those of the prize‐winning poet, Jane Draycott, with whom she recently co‐authored a book, and whose ideas have contributed to this article—to explore these ideas. 相似文献
14.
15.
冯延巳《谒金门》(风乍起)词中的“斗鸭阑干”,是指圈养斗鸭的栅栏;斗鸭习俗至少于西汉中即风行,直至宋末始式微;《谒金门》是以实写吴中思妇“斗鸭阑干独倚”来表达其“望君”情结,也寄寓了冯延巳本人的一种人生体悟:“经过反省、挣扎的苦熬以后的一种无法解脱的执着。” 相似文献
16.
杨海燕 《辽宁师范大学学报(社会科学版)》2007,30(4):98-101
《嘉丽妹妹》讲述的是一个贫穷、充满欲望的农村女孩来到城市谋生,通过“堕落”的途径而“成功”地当上了名演员的故事;《珍妮姑娘》则叙述了一个贫穷、天性善良、甘愿牺牲自我的故事。她的“堕落”是为了拯救困境中的家庭。这两部小说虽然都是描写在商品社会、市场经济大潮下,两位女主人公人性的追求及其命运,揭露美国社会的贫富悬殊和道德沦丧。然而,德莱赛塑造的这两位女主人公:嘉丽和珍妮蕴含了两种不同的西方文学渊源,代表了西方文学传统中两种截然不同的女性自我意识的文学形象。 相似文献
17.
When I had to reapply for my own position as principal I felt as if I was facing the prospect of losing a part of myself. Conversations with other women colleagues confirmed that I was not alone in this response. Taking this as my cue, I explore the notion of principal “identification” practices—that is the continuing process of forming a “principal identity”—through personal narrative, a Cartesian metaphor and emerging research evidence. In particular, I focus on how conditions of entrepreneurial governance change a continuing policy commitment to heroic leadership, and how principal and school identities are conflated through accountability regimes, marketing requirements and work intensification. I propose that a study of changing principal identities might fruitfully add to critical leadership and management scholarship, complementing the emergent corpus on emotions in leadership.
I am telling you stories. Trust me. (Winterson, 1988, p. 160) 相似文献
18.
王桂林 《湖北广播电视大学学报》2011,31(2):78-79
《纪念爱米丽的一朵玫瑰花》是美国著名作家福克纳一篇很有特色很具阅读性的短篇小说,评论界对其痴迷程度远远超出作者的想象。其中所运用的象征主义一向为人称道。本文从小说中最有典型意义的三个具有象征意义的画面谈起,从艾米丽其人、其家庭环境和其文化出身三个方面层层跌进阐述了艾米丽这一大家闺秀悲剧一生的根源。 相似文献
19.
C.T. Patrick Diamond 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):199-209
The author’s academic journey in learning to mentor and be co‐mentored involved three rites of passage. In this reflective essay (invited paper), the author acknowledges his most influential co‐mentors—former dissertation supervisees and long since colleagues—who helped form the “we” that is him. The first phase coincided with a constraining time in research and supervision. The author co‐published only a few journal articles and mainly with one mentee. During his second stage in Toronto, Canada, he experienced an exponential increase in co‐publication. This was a natural extension of mutually beneficial working relationships and successful doctoral defenses. Like a trusted friend, a mentor can guide his or her charges as they set out to discover and realize the potential within. The responsive form of learning in partnership enacted a version of collective action among equals. The author became a collaborative arts‐based‐educational researcher‐mentor: a hyphenated collection of selves. Since having returned to Australia, he co‐mentors early career academics seeking to publish and use writing as and for their professional development. 相似文献
20.
The assault on the professions and the restructuring of academic and professional identities: a Bernsteinian analysis 总被引：1，自引：3，他引：1
John Beck 《British Journal of Sociology of Education》2005,26(2):183-197
This paper draws upon a range of ideas and concepts developed by the British sociologist Basil Bernstein to examine recent challenges and changes encountered by members of professional occupations, including those who teach and research in higher education. The paper discusses and seeks to develop Bernstein's analysis of how particular structurings of knowledge may be related to the formation of occupational identities centred in what Bernstein refers to as ‘inwardness’ and ‘inner dedication’. It then examines a range of challenges to such identities—particularly those arising from the ‘regionalisation’ of knowledge and from ‘genericim’. The paper concludes by assessing the prospects for perpetuating such identities in an era of increasing marketization and managerialism. 相似文献