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1.
Many school literacy practices ignore adolescents' new digitally mediated subjectivity as it has been shaped by the new media age. Youth possess often unappreciated repertories of practice which allow them to use their imagination and creativity to combine print, visual and digital modes in combinations that can be applied to new educational, civic, media and workplace contexts. This paper reports on research in two middle years classrooms in New York City's Chinatown, where students' design skills were recognised and validated when they were encouraged to critically re‐represent curricular knowledge through multimodal design. The curriculum, rather than privileging print‐only representations, recognised the linguistic, social, economic and cultural capital that different students brought to school. The findings suggest schools should harness youths' creativity – that often manifests itself through their capital resources – as they integrate and adapt to the new digital affordances acquired through their out‐of‐school literacy practices.  相似文献   

2.
One of the most interesting areas of study for both education and anthropology is the impact of culture on the formation of societal institutions and the human personality. This paper explores the impact of Jewish culture and the Jewish cultural heritage on the structure of the Jewish school and the nature of the Jewish school experience.  相似文献   

3.
Abstract

The goal of this article is to reveal how through school theatre activities under authoritarian rule, changes took place in pupil knowledge, skills, attitudes, and behaviour regarding culture, namely, how the process of cultural learning occurs. I use a historical case study, specifically the case of the Valmiera School Theatre, which was the leading theatre group, not only in Soviet Latvia, but also in the entire Soviet Union. My primary sources are eight unstructured interviews, 20 published memoirs, articles in the press, theatre programmes, and photographs. One part of Soviet pedagogy was aesthetic upbringing, which was implemented through state-funded collectives, including school theatre groups. By participating in theatre activities, students gained knowledge of cultural heritage (literature, theatre, art, etc.), the ability to perform and acquire skills in other practical fields, and developed an appreciation of culture as a value. I argue that cultural learning through theatre was demonstrated by the fact that the students transferred their knowledge, skills, and attitudes to a new context, namely, their places of work and public cultural activities (e.g. amateur theatres). This case study also reveals the specific role of school theatre in the process of cultural learning, as well as some sensitive issues in the relationship between knowledge-orientated or formal educational environments, and the informal creativity of school theatre.  相似文献   

4.
Schools today represent students from diverse racial, linguistic, and other cultural backgrounds. Teacher-preparation institutions have the responsibility of providing prospective teachers with the skills necessary to meet the intellectual, social, and personal needs of these diverse learners. This article examines the rationale for a multicultural curricular transformation in Teacher Education programs. The author maintains that contrary to the single-subject approach that obtains in many institutions, pedagogical approaches should be re-conceptualized to embrace diverse perceptions in content, methods and assessment tools across all disciplines. The leadership in teacher training institutions also has the responsibility of creating positive environments where multicultural initiatives can thrive. Such transformative approaches will foster multicultural appreciation in pre-service teachers and provide them with the competences necessary to effectively meet the challenges of the changing school demographics.  相似文献   

5.
In our post-modern, globalised world, there is a risk of unique cultural heritages being lost. This loss contributes to the detriment of civilization, because individuals need to be rooted in their own specific identity in order to actively participate in community life. This article discusses a longitudinal case study of the efforts being made by Australian Jewish schools to maintain Jewish heritage through annual experiential religious education camps, coordinated in a programme called Counterpoint. The researchers’ aim was to analyse how a school youth camp can serve as a site for socialisation and education into a cultural and religious heritage through experiential learning and informal education. During research trips which took place over several years, interviews enabling insights into the process of experiential education were conducted with a total of three different Directors of Informal Jewish Education, two Jewish Studies heads, five participating teachers, seven youth leaders, as well as seven student focus groups. In their analysis of the semi-structured interviews, the authors of this article employed a grounded theory approach using a constant comparative method, which enabled a more nuanced understanding of the main phenomenon investigated. Over the years, they were able to observe two philosophical approaches, one of which focused more on socialisation, with immersion into experience, while the other focused on education, with immersion into Jewish knowledge. Their findings reveal that some educators aim to “transmit” knowledge through “evocation”, with the students involved in active learning; while others focus more on students’ “acquisition” of knowledge through transmission. Experiential learning activities were found to be more meaningful and powerful if they combined both approaches, leading to growth.  相似文献   

6.
This study reveals the views of future teachers from Israeli-Jewish and Palestinian-Arab communities regarding the desired school history curricula. We applied a quantitative and qualitative survey to a sample of 528 students studying in teachers’ preparation programmes in three higher education institutions: one research university with a large Jewish majority and only Jewish respondents to our survey, one Palestinian-Arab college and one Jewish secular college. In both Jewish and Arab sectors, we found a major gap between teachers’ perceived desired curriculum and the official (nationalistic) one. The results indicated that the university students, who come from higher socio-economic backgrounds, prefer significantly more internationally oriented curricula than Palestinian-Arab students and Jewish students in colleges. In addition, students who are studying in the university were found to attribute more importance than all college students to globally oriented curricular content for their pupils’ future success. Notably the Jewish students choose to include more globally oriented subjects than are currently found in the official curriculum. On other measures, there was less difference between Jewish and Palestinian-Arab students. The qualitative phase of our research revealed that this seeming anomaly is due to the relative lack of sector-specific content in the formal curriculum covering the history of Palestinian-Arab population. This study yields important implications for history curricular design in the context of the global-local nexus, particularly within conflict-ridden societies.  相似文献   

7.
In recent years, the predominance of the nation-state as the sole arbiter of curricular matters has eroded. New actors and organizations, especially local schools, have acquired greater discretion over the definition of school subjects and curricular emphases. This study investigates whether and how different patterns of educational governance influence the actual curriculum that local schools put into place. It is argued that uniformity/diversity in the implemented curriculum reflects macro-level factors (i.e. structural and institutional characteristics of national educational systems), and meso-level factors (i.e. community and local school characteristics). Specifically, it investigates between-school variation in curricular implementation in two major sectors of the Israeli public educational system: Jewish (secular), and Arab. School-based differences are reported in course offerings and time-allocations to subject areas in each sector. In addition, it compares actual curricular implementation in relation to official guidelines established by central authorities. Implementation patterns between and within sectors are discussed in light of educational governance differences and key macro- and local-level factors.  相似文献   

8.
The popular image connoted by the term “Jewish education” is the teaching-learning process in the classroom of an all day school, yeshiva, and afternoon school. The students are typically children of elementary school age. As the image expands, it includes adolescents in the high school, college students in special courses, and adults in synagogue-sponsored adult education courses. Jewish education for professionals in Jewish communal service agencies has not been part of the public's perception of Jewish education. To be sure, the professional's primary concern is helping clients with their problems and his knowledge base is primarily geared toward that objective. The “Jewish” component in the preparation for professional practice has not been a primary concern of Jewish educators.  相似文献   

9.
In recent years, a number of studies have explored the link between Zionism and the latent racism prevalent in Israeli society. As a result of these studies, it has become clear that successive generations of Israeli citizens (and non-citizens) are exposed to a single historical and cultural narrative. Such a narrative is intentionally designed to strengthen the emergent ethno-national character of Israeli democracy. This study examines a selection of Jewish–Israeli teachers’ reflections on teaching in Israeli high school history and civics classrooms, and the institutionalized racism that they encounter both within the textbooks and from their students. I will demonstrate that these reflections are examples of negotiating dilemmatic spaces, resulting from the unique ‘structural conditions and relations to everyday practices’ that Israeli educators must face. Israeli teachers must mediate the curricular materials vis-à-vis the degrees of freedom they are provided to teach counter-historical narratives and their own emotional responses to both the content of the textbooks and their students’ reactions to the dominant national narrative presented therein.  相似文献   

10.
The 1000 primary school students in this study included a minority population of nine deaf children. The underlying foundation of this mainstream environment allowed for accommodations, but only to the extent that the non‐deaf majority was not overtly impacted. Explicit messages of equality and implicit notions of normal were often in conflict. Deaf students learned that acceptance was granted to those who complied with the mores of the majority. The author draws on current pedagogical theory and study findings to offer four principles that will help insure a more inclusive educational experience for deaf and non‐deaf students as they are educated together: (1) care must be taken to understand the lived experience of all students; (2) consideration must be given to scheduling issues; (3) sign language interpreters must be provided for all curricular activities; and (4) all students should be acculturated in the dynamics and issues pertaining to a cross‐cultural learning experience.  相似文献   

11.
Because workers must be prepared to constantly update their skills and reeducate themselves for new skills, lifelong learning must be a goal for every teacher and student. The curriculum provided during educational experiences should pave the way for attainment of this goal. This is particularly true for deaf and hard of hearing students. School-to-work (STW) has become an umbrella term for activities, experiences and opportunities that prepare students for the world of work, such as youth apprenticeships, mentoring, internships, job shadowing, career exploration, and integration of academic and vocational curriculum. This article provides historical background on STW, laws shaping requirements for STW programs, and research supporting STW components. Recommendations are provided for curricular elements of an STW program, and trends in STW are forecast.  相似文献   

12.
The rabbi-educator relationship is a major concern to the Jewish educator. The quality of the working relationship fluctuates from synagogue to synagogue. In some congregations it is excellent. However, in most synagogues the rabbi-educator working relationship is far from satisfactory. Many talented and creative educators have left congregational education in order to escape the tension and frustration associated with congregational school administration.  相似文献   

13.
基于职业岗位分析并以培养职业核心技能为目标来构建高职课程体系,是国际倡导和流行的高职教育理念。根据社会、经济、文化发展需要,坚持“以人为本”,重在培养高职生就业能力和职业生涯可持续发展能力的“有机课程”体系的构建,是当今高职课程体系构建的题中之义。  相似文献   

14.
We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empirically derived account for Nahua students' cultural cognition, socialization, and cultural narratives, thus supporting Indigenous students in navigating the differences between their culture and the culture and language of school while learning complex science concepts such as natural selection. The process of curricular contextualization we propose is empirically driven, taking culture and socialization into account by using multiples sources (cognitive tasks to explore teleology, ethnographic observation of students' community and classroom, and interviews with students and community members) and builds on the scholarship in Culturally Relevant Pedagogy and Indigenous Education. We used these principles to redesign a middle school biology unit on natural selection to make it more culturally relevant for Nahua students. The enactment of this unit resulted in students being engaged in science learning and achieving significant learning gains. The significance of this study lies in presenting evidence that learning science in culturally relevant ways supports the learning of challenging biology concepts. We provide evidence that Western science can be learned in ways that are more aligned with Indigenous students' Traditional Indigenous Knowledge, thus informing the implementation of educational policies aiming to improve the quality of secondary education for Indigenous adolescents. Our proposed contextualization principles can benefit students of all cultural identities who feel that their religion, language, or traditional knowledge are not aligned with school science, facilitating their access to culturally relevant science education.  相似文献   

15.
Curriculum content, the issue of what to teach is fundamental. For students with intellectual disabilities (ID), the choice of educational content is crucial in a life span perspective. Curriculum research for this learner group is sparse. Drawing on a curriculum approach, the purpose of this content analytic reviw study is to analyse trends in curricular research, and discuss implications for further curricular research and policy. Curricular research articles from 1994 to 2016 were identified from databases, using systematic search procedures and specific criteria for inclusion and categorisation of the literature. Based on prior review studies, functional life skills and cognitive academic content formed the analytical fulcrum. The results showed that cognitive academic articles had the highest coverage in the literature and showed a steep increase in publication frequency compared to functional life skill articles. If curricular research on functional life skills stagnates, curriculum policy and practice may fail to provide students with ID the skills necessary for social and practical adaption in their communities. A discursive connection to normative curricular frameworks is essential to analyse and guide curricular choices. This article provides analytical insight and directions for future research in the field of curriculum research for students with ID.  相似文献   

16.
音乐教学必须拓展音乐文化内涵,提高学生的综合素养。文章分析文化传承创新与中学音乐教学的关系,探讨中学音乐教学存在的问题,指出学校要加强地方音乐文化建设,持续推进文化传承创新,提高音乐教师综合素质,开设地方音乐校本课程,开展地方音乐实践活动。  相似文献   

17.
Even during an era of cultural globalization where diversity, hybridity, and heterogeneity prevail, educational institutions remain unchanged and economically and racially marginalized students continue to experience a sense of exclusion in school. Whereas the science education community often addresses such exclusion in terms of the achievement gap or the lack of materials and qualified teachers in urban schools, there are also more subtle ways in which these students remain as outsiders to the culture of science. The study highlights how the acceptance and affordance of students’ cultural capital can encourage a sense of belonging with school science. Specifically, this paper contributes to the literature by sharing longitudinal findings that reveal students’ skills of orality, in the form of rap practices, can be rich resources for developing creolized forms of school science, and how rap creates entryways for students to form and reform hybridized identities in which canonical science discourse and lyrics about non-science subjects can begin to emerge in integrated, fluid and seamless manners.  相似文献   

18.
For Jewish education, digital badges can provide an alternative to traditional assessments. However, the emerging research on badges suggests a complex relationship between learning opportunities, the learner, and the design of the badge. An investigation of a digital badge system at an ultra-Orthodox Jewish middle and high school for girls reveals new findings on digital badges as well as how badges can be used in Jewish education. Qualitative analysis of student interviews details how badges can motivate, provide feedback, and serve as credentials in Jewish educational organizations. This research answers whether digital badges are Jewish.  相似文献   

19.
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20.
This article deals with educational change in public education and its implications for Jewish education. It outlines steps taken by a public‐school district in California to enhance student‐achievement test scores. This report sorts the fundamentals of this case, emphasizing the role of evaluation‐driven leadership in bringing about significant changes. Next, it applies these fundamentals to Jewish education, focusing on changes designed to strengthen Jewish identity and Jewish continuity. The article ends with practical implications about training school leaders in evaluation knowledge and skills.  相似文献   

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