首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 687 毫秒
1.
Abstract

Referring to Haraway’s concept of tentacularity, this article embarks on a curious research practice-inspired speculative journey to think with material tentacular becomings in an Australian kindergarten. Some of the questions that guided our curious research practice asked: How does curious practice as a postqualitative methodology enable us, as researchers, to cultivate a presence that creates the conditions for these research encounters and events to be perceived? What becomes possible for generative relational diverse learning with matter-energies if we accept that there is no rational explanation at hand? What worlds come into being if we speculate instead of rationalize? How do children animate, and are animated relationally, in particular worlds and not in others? How do we, as researchers, become entangled within children’s ways of perceiving and naming encounters? We experimented with Haraway’s notion of tentacularity as our navigational tool to map four entangled territories in this article.  相似文献   

2.
Abstract

What does it look like to cultivate a community in right relationship with God? In taking the focus off individual members and placing it on the community itself, we recognize that the whole of a university is greater than the sum of its parts, and that individual parts are repeatedly and continually shaped and defined by the whole. Being in right relationship with God begins with acknowledging our longings to be loved, to be known, and to belong in ways encouraging us to put ourselves intentionally and consistently in God’s gaze of love. Coming before God empty-handed and agenda-less, rather than starting another discipleship program or Bible Study, helps us lean into God’s love already at work—common grace. Gratitude flows from opening our eyes to the wonder of God’s sustaining love active around us. As we gaze at God, who is gazing at us, we are transformed—saved from envy, pettiness, selfishness, and sense of entitlement. Transformation begins with grace, where the response is a gratitude that moves back to God and is expressed in love of neighbor—love of all created things, both seen and unseen, held together by Christ. This movement of God in our college communities is cultivated by a shared identity as a Christian community, by seeing and knowing each other, being seen and known, using chapel as a Holy Place, and turning our love outward.  相似文献   

3.
Abstract

In the Republic, Plato developed an educational program through which he trained young Athenians in desiring truth, without offering them any knowledge-education. This is not because he refused to pass on knowledge but because he considered knowledge of the Good as an ongoing research program. I show this by tracing the steps of the education of the Philosopher-Kings in Plato’s ideal state, to establish that the decades-long educational regime aims at training them in three types of virtue: (i) Moral Virtue; (ii) the Cognitive Virtue of Abstraction; (iii) the Cognitive Virtue of Debate.

Plato’s theory of education has much to teach us about intellectual character education today. The Platonic educational program does not advocate the direct transmission of knowledge from teacher to learner but rather focuses on building the learners’ epistemic dispositions. Building upon the Socratic Method, Plato’s educational program does not ‘spoon-feed’ knowledge to the learners but rather fosters the growth of intellectual virtues through problem-solving.

I explain ways in which fostering intellectual virtues through problem-solving could be applied in classrooms today. I conclude that Plato’s rigorous educational program is of definite merit for contemporary virtue education, especially since Aristotle offers us surprisingly little on how to educate for intellectual virtues.  相似文献   

4.
  相似文献   

5.
Although there are many alternative schools that strive for the successful education of their students, negative images of alternative schools persist. While some alternative schools are viewed as ‘idealistic havens’, many are viewed as ‘dumping grounds’ or ‘juvenile detention centers’. Employing narrative inquiry, this article interrogates how a student, Kevin Gonzales, experiences his alternative education and raises questions about the role of alternative schools. Kevin Gonzales’s story is presented in a literary form of biographical journal to provide a ‘metaphoric loft’ that helps us imagine other students like Kevin. This, in turn, provokes us to examine our current educational practice and (re)imagines ways in which alternative education can provide the best possible educational experiences for disenfranchised students who are increasingly underserved by the public education system.  相似文献   

6.
In this study, we adopt the concepts of Michel Foucault on the medical gaze and Nikolas Rose on psychological expertise to differentiate between two forms of expertise evident in the education of intellectually disabled children. We draw on a discourse analytic study carried out in South Africa on intellectual disability in relation to educational practice to examine the operation of a medico-psychological gaze that calls for disability expertise in the management of disability. We conclude our discussion by noting that the dichotomy between impairment and disability that is proposed in the social model of disability does little to destabilise the power of the medico-psychological gaze since impairment is conceded to biomedical knowledge as an object of positive knowledge. This tacit acceptance of the medical authority gives sanction to disability expertise that operates in diffuse ways to regulate the educational experience of learners with intellectual disability. The implications of this conception for inclusive education are briefly explored, and further areas for research are suggested.  相似文献   

7.
This paper critically discusses MacIntyre's thesis that education is essentially a contested concept. In order to contextualise my discussion, I discuss both whether rival educational traditions of education found in MacIntyre's work – which I refer to as instrumental and non-instrumental justifications of education – can be rationally resolved using MacIntyre's framework, and whether a shared meaning of education is possible as a result. I conclude that MacIntyre's synthesis account is problematic because the whole notion that there are rationally negotiable ways in which to compromise or harmonise opposing justifications of education found in instrumental and non-instrumental forms of education is troubling – the reason being that these are cultural disagreements about human flourishing that are not neutral-free, and due to a lack of care distinguishing between the common uses of the term ‘education’, and its looser usages to mean something like school learning that embraces a range of aims and goals that are often incompatible. In this light, it is argued that the contestability card has been unnecessarily overemphasised, and brings to our attention the complex ways in which we interpret education and what it means to be educated.  相似文献   

8.
To be one’s own confessor: educational guidance and governmentality   总被引：1，自引：0，他引：1  
Educational guidance is often seen as something good and empowering for the individual. In the present article, such taken‐for‐granted ideas will be destabilised by analysing educational guidance as a practice in which confession operates as a technology that fosters and governs specific subjectivities. White papers produced by the Swedish Ministry of Education will be analysed drawing on Foucault’s concepts of technologies of the self and governmentality. I shall argue that the practice of educational guidance fosters our will to learn through the technology of confession. We are not only confessing ourselves to, and are the confessors of others, we are also our own confessors; that is, we confess our inner desires to ourselves, thus participating in shaping desirable subjectivities. Our desires in life coincide with the political ambition to govern, and thus we govern ourselves.  相似文献   

9.
The work of critical teacher education centers on making sure future teachers learn to be critically-oriented practitioners. In this article, I assert that this sort of learning must first begin with the critical teacher educators themselves, and that much of the most fruitful learning manifests itself in the teacher educator’s compulsions. Drawing on a key finding from a phenomenological study that focused on cultivating pedagogical tact in teaching, I suggest that the ways in which I compulsively strategized at times limited what I could accomplish as a critically-oriented teacher educator; that each of us as teacher educators have compulsions that limit just as much as they make possible; and that our examinations of these compulsions are important for our students’ growth as critically-oriented practitioners.  相似文献   

10.
In this paper I explore how I have come to theorise my work as a critical emancipatory practice as a lecturer in primary physical education (PE). I give an account of what I understand to be the epistemological foundations and practices of practitioner research and my potential educational influence in my own and other practitioner-researchers’ learning. I explain how I have generated my living educational theory of practice and discuss the changes in my learning from a propositional approach towards a dynamic epistemology of practice that is grounded in inclusional and dialogical ways of knowing. Within my paper I position myself as a professional educator and researcher, and share the exciting and transformational experiences of teaching and learning in evolving action research cycles of practice. I view my learning to date as an active act, working with the novice teachers I support to offer improvement and change in our future practice. I celebrate my reconceptualised view of education as a learner from within my practice and explain my move from knowledge transfer to knowledge co-creation. I make an original contribution to educational knowledge by explaining how I try to inspire others to research their practice and contribute to a new scholarship of educational enquiry.  相似文献   

11.
The possibility of online Aristotelian virtue friendships via social network sites continues to be raised by philosophers, but as yet this has not been positioned within the realm of children or adolescents, who are known to be amongst the largest users of social media. Governmental agencies across the globe still struggle to define the boundaries of online usage for children, often depending on school-based curricula highlighting ‘safe-guarding’ online or some form of character education. This, however, often leaves the philosophical thinking behind virtual relationships as incompletely addressed in educational theory, policy and practice, despite there being some very real difficulties for children. Utilising the insights of Aristotle on friendship, I offer a view that may hold potential for a philosophically based policy. I outline three different ways this philosophical literature could have implications for education and indicate the types of policy that each might entail. I will contend that there are three distinct stakeholders here that can be identified as having a significant role to play in what we should do: the schools themselves, educational researchers and policy writers. Finally, I suggest ways in which research, policy and practice might link together.  相似文献   

12.
This paper is concerned with the educational value of Facebook and specifically how it can be used in formal educational settings. As such, it provides a review of existing literature of how Facebook is used in higher education paying emphasis on the scope of its use and the outcomes achieved. As evident in existing literature, Facebook has been used mainly for social networking purposes through the establishment and collaboration of social groups in educational settings. However, a set of recent studies has exemplified how Facebook can provide an empowering means for achieving educational goals and supporting students develop crucial skills (e.g., writing, networking, collaborating) by serving as members in various learning communities. Concluding, we argue that Facebook can provide a valuable pedagogical tool that enhances student learning. Hence, future research towards further exploring Facebook’s use in educational settings is warranted for the purpose of producing scientific evidence about the ways in which Facebook could be utilized to enhance learning.  相似文献   

13.
This paper presents a research‐based, theoretically‐informed contribution to the debate on ‘impact’ in educational research, and specifically a response to Gardner's 2011 presidential address to the British Educational Research Association. It begins by discussing the development of the research ‘impact’ agenda as a global phenomenon, and reviews the current state of debate about ‘impact’ in the UK's Research Excellence Framework. It goes on to argue that a radical alternative perspective on this agenda is needed, and outlines Bourdieu's sociology—including his much‐neglected concept of illusio—as offering potential for generating critical insights into demands for ‘impact’. The term illusio in particular calls us to examine the ‘stakes’ that matter in the field of educational research: the objects of value that elicit commitment from players and are ‘worth the candle’. This framework is then applied first to analyse an account of how an ESRC‐funded project that I led was received by different research ‘users’ as we sought to generate impact for our findings. Second, it is used to show that the field of educational research has changed; that it has bifurcated between the field of research production and that of research reception; and that the former is being subordinated to the latter. The paper concludes by arguing that, despite many educational researchers' commitments to ‘make a difference’ in wider society, the research ‘impact’ imperative is one that encroaches on academic freedom; and that academics need to find collective ways in which to resist it.  相似文献   

14.
Drawing on a multi‐year qualitative study of immigrant and non‐immigrant youth storytelling, I describe youth's imaginative labour as they constructed and moved into one another's worlds. I argue that although multicultural literature is vital for affirming and expanding youth perspectives on their own and others' worlds, the publishing industry lags behind the immediate needs of immigrant youth to be understood and heard as fully human. Storytelling, in the form of co‐narration, creates an imaginative space of uncertainty and playfulness for inviting possible futures into mutual awareness and interpretation. Using two storytelling episodes as illustrations and drawing on contemporary sociocultural and decolonizing theories, I outline four ways future‐oriented teaching and research may be realized: (1) rename the world, by considering ‘what if’, (2) reframe narratives of damage so that narratives of desire may be foregrounded, (3) contribute to a more just and equal world rather than merely participate in existing practices and (4) reclaim childhoods for freedom and exploration, especially in our relations with Black and Brown youth who are perceived in adult terms much earlier than their White peers. I argue, overall, that we must understand and develop a contemporary theory of imagination in order to meet the challenges of future‐oriented literacy teaching and research.  相似文献   

15.
In 2007, Environmental Education Research dedicated a special issue to childhood and environmental education. This paper makes a case for ‘early childhood’ to also be in the discussions. Here, I am referring to early childhood as the before‐school years, focusing on educational settings such as childcare centres and kindergartens. This sector is one of the research ‘holes’ that Reid and Scott ask the environmental education community to have the ‘courage to discuss’. This paper draws on a survey of Australian and international research journals in environmental education and early childhood education seeking studies at their intersection. Few were found. Some studies explored young children’s relationships with nature (education in the environment). A smaller number discussed young children’s understandings of environmental topics (education about the environment). Hardly any centred on young children as agents of change (education for the environment). At a time when there is a growing literature showing that early investments in human capital offer substantial returns to individuals and communities and have a far‐reaching effect – and when early childhood educators are beginning to engage with sustainability – it is vital that our field responds. This paper calls for urgent action – especially for research – to address the gap.  相似文献   

16.
Education researchers have explored the marketisation of schools resulting from neoliberal education policy, but little attention has been paid to supplementary education markets. Supplementary education services, such as private tuition, are delivered outside of school but designed to improve performance within it. A small body of research demonstrates that the private tuition market in the UK and the USA is burgeoning, and that students’ access to this service is differentiated by region, class and ethnicity. These emerging demand-side analyses are vital, but they cannot tell us about the educational entrepreneurship that shapes the supply of private tutoring services. This article addresses this lacuna through a discourse analysis of manuals, published as part of the developing tutoring support industry, that are designed to guide would-be entrepreneurs through the establishment of a private tuition business. This analysis excavates manuals’ treatment of: tutors’ motivation to work in the sector and their competence to do so; strategies to be employed in the marketisation of tuition services; and the need to build trust to ensure business legitimation in an unregulated industry. In conclusion, the article sets a new agenda for research into fast-developing supplementary education markets that explores: (i) the dynamics of this expanding educational workforce of private tutors; (ii) the ways marketisation addresses and augments parental anxiety about children's education; and (iii) the need for safeguarding and quality control in private tuition.  相似文献   

17.
This paper engages questions about ends in environmental education research. In doing so, I argue that such questions are essentially normative, and that normative questions are underrepresented in this field. After cautioning about perils of prescribing research agendas, I gently suggest that in environmental education key normative questions exist at the intersection of ‘education’ and ‘ethics’, and that they point to an area of research that deserves more attention. In describing the intersecting nature of these ideas, I show that how education is conceived in turn shapes interpretations of ethics, and vice versa. Seen this way, I also show how ethics inquiry in an educational context can be conceived as a means to explore controversy, dissonance, unconventional ideas, and to imagine new possibilities. Finally, I argue that research at this intersection of education and ethics can provide insights that can enable us to teach, inquire, and ultimately live as if the world mattered.  相似文献   

18.
Western cultural practices contribute to our understanding of the purpose of higher education and how we are to conduct ourselves in educational contexts. In this article, entitled ‘Seekers after truth?’, I analyse recent works of popular fiction which draw on and contribute to the idea that postgraduate research is a process of locating and amassing clues leading to the revelation or discovery of a truth. These novels re-inscribe the metaphor of the postgraduate researcher as detective or ‘seeker after truth’. This article considers the contradictory and productive meanings that arise from the trope of the researcher-detective. In addition, I argue that, although there are challenges in bringing the work of one field to bear on another, analyses of discourses which are not produced within higher educational contexts can nonetheless promote reflection on educational concepts. In this case, fiction enables us to consider ideas about what it is to do postgraduate research and to be a postgraduate researcher.  相似文献   

19.
Abstract

This article provides an overview of the ethical and educational functions of storytelling in fishing and hunting practices and pedagogies. I explore various psychological, anthropological, and ethical theories surrounding storytelling as a way of encouraging deeper, more robust engagement among humans, nonhuman animals, and myriad beings that exist alongside of us in our multispecies communities. Drawing on animal studies, narrative theory, and critical pedagogy as well as ongoing qualitative research, I offer potential ways of incorporating a wider “ecology of stories” into situated hunting and fishing practices to engage more ethically with the people and beings that dwell in a given place.  相似文献   

20.
ABSTRACT

In this paper, we consider the relationship between the human and disability; with specific focus on the lives of disabled children and young people. We begin with an analysis of the close relationship between ‘the disabled’ and ‘the freak’. We demonstrate that the historical markings of disability as object of curiosity and register of fear serve to render disabled children as non-human and monstrous. We then consider how the human has been constituted, particularly in the periods of modernity and the rise of capitalism, reliant upon the naming of disability as antithetical to all that counts as human. In order to find a place for disabled children in a social and cultural context that has historically denied their humanity and cast them as monstrous others, we develop the theoretical notion of the DisHuman: a bifurcated complex that allows us recognise their humanity whilst also celebrating the ways in which disabled children reframe what it means to be human. We suggest that the lives of disabled children and young people demand us to think in ways that affirm the inherent humanness in their lives but also allow us to consider their disruptive potential: this is our DisHuman child. We draw on our research projects to explore three sites where the DisHuman child emerges in moments where sameness and difference, monstrosity/disability and humanity are invoked simultaneously. We explore three locations – (i) DisDevelopment; (ii) DisFamily and (iii) DisSexuality – illuminating the ways in which the DisHuman child seeks nuanced, politicized and complicating forms of humanity.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号