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1.
Christopher Worthman 《International Journal of Lifelong Education》2013,32(4):443-462
This article offers a critical analysis of discourses and power structures and the ways they operate in two instructors’ adult education and ESOL classrooms. The instructors defined learner experience in specific ways and subsequently used those definitions and drew on their learners’ experiences to define their curricula and pedagogy. They conceptualized learner experiences in ways that potentially empowered or emancipated learners from existing power structures. The data presented are part of a two‐year study of different lifelong learning and adult education contexts in the north‐eastern and mid‐western USA. Data sources included survey, interview, artifact collection, and observation methods. Data analysis was guided by a sociocultural theory of literacy development (The New London Group 1996, Gee 1996, 2003, Barton and Hamilton 1998), Holland et al.'s (1998) theories of figured worlds and identity development, Bakhtin’s (1963, 1975, 1979, 1986) theory of dialogism, and Foucault’s (1963, 1980) conceptualization of power. One instructor offered her learners a chance to empower themselves, that is, to find gratification by learning to appropriate mainstream ways of acting, thinking, believing, and using text. The discourse that promotes such instructional efforts is predominant in lifelong learning and adult education. In this discourse, referred to at the outset as one of coherence, learner experience, as a resource for language and literacy development, is essentialized as dispositional, meaning that correct or proper attitudes and beliefs are necessary for empowerment. The other instructor practised a reverse discourse, or what Gee (1996) referred to as a liberatory literacy. She positioned learners to critique the Discourses they encountered, including those they participated in, as movement toward emancipation, toward communicative competence or a critical stance in the world. In effect, learners reversed the panoptic framework and turned the gaze back upon existing power structures. In this case, learner experience was valued for the experiential positioning it offered learners. 相似文献
2.
Erica McWilliam Don Sanderson Terry Evans Alan Lawson Peter G. Taylor 《Asia Pacific Journal of Education》2006,26(2):209-224
Universities are under no less pressure to adopt risk management strategies than other public and private organisations. The risk management of doctoral education is a particularly important issue given that a doctorate is the highest academic qualification a university offers and stakes are high in terms of assuring its quality. However, intense risk management can interfere with the intellectual and pedagogical work which are essentially part of doctoral education. This paper seeks to understand how the culture of risk meets the culture of doctoral education and with what effect. The authors draw on sociological understandings of risk in the work of Anthony Giddens (2002) and Ulrich Beck (1992), the anthropological focus on liminality in the work of Mary Douglas (1990), and the psychological theorising of human error in the work of James Reason (1990). The paper concludes that risk consciousness brings its own risks—in particular, the potential transformation of a culture based on intellect into a culture based on compliance. 相似文献
3.
Elva Reza-López Luis Huerta Charles Loui V. Reyes 《Journal of Latinos & Education》2014,13(2):107-119
Latinos in U.S.–Mexican borderlands encounter language barriers and clashing cultures. If this decade is to become one of transformation, it must grapple with the uncomfortable realities of Latino students and other minorities of color. This article delineates the theoretical perspectives of the Nepantlera pedagogy, a pedagogy with an emphasis on social justice and human dignity. Paulo Freire's ( 2000) conscientization, Gloria Anzaldúa's (1999, 2002) path of conocimientos and concept of Nepantla, and Mikhail Bakhtin's (1981) concepts of dialogism and ideological becoming frame this pedagogical pathway through praxis, identity formation, border epistemologies, language diversity, dialogue, and critical education. 相似文献
4.
Amy Propen 《Technical Communication Quarterly》2013,22(2):233-254
Abstract This article reports the results of a case study of two maps, produced by the National Marine Fisheries Service and the Natural Resources Defense Council, and their involvement in a federal court case over the deployment of the Navy's low-frequency active sonar. Borrowing from Kress and van Leeuwen's (1996) approach to visual analysis, Turnbull's (1989) understanding of the map, and Latour's (1990) understanding of how visuals work in social contexts, the article offers an analytical approach to studying maps as powerful visual, rhetorical objects. 相似文献
5.
Victoria Savalei 《Structural equation modeling》2013,20(1):149-160
Robust corrections to standard errors and test statistics have wide applications in structural equation modeling (SEM). The original SEM development, due to Satorra and Bentler (1988, 1994), was to account for the effect of nonnormality. Muthén (1993) proposed corrections to accompany certain categorical data estimators, such as cat-LS or cat-DWLS. Other applications of robust corrections exist. Despite the diversity of applications, all robust corrections are constructed using the same underlying rationale: They correct for inefficiency of the chosen estimator. The goal of this article is to make the formulas behind all types of robust corrections more intuitive. This is accomplished by building an analogy with similar equations in linear regression and then by reformulating the SEM model as a nonlinear regression model. 相似文献
6.
This article explores how race-conscious education policy is interpreted in the political landscape of a “postracial” America. Based on a qualitative media analysis of the press coverage surrounding Amendment 46, an antiaffirmative action initiative, we examine language, statistics, and messages leveraged by advocates and critics of the ballot measure. We argue that despite using some of the same data sources, terms, and concepts, proponents and opponents of Amendment 46 proposed divergent policies. We analyzed this phenomenon vis-à-vis the framework of conflicting racial projects (Omi &; Winant, 1994), moral paradigms of race (Loury, 2002), and interpretations of equality of educational opportunity (Howe, 1997). Arguably, the public's understanding of race-conscious education policies relies in part on opportunities for researchers, journalists, and the public to deliberate about issues related to race. We conclude with some recommendations for fostering more communication and understanding based in deliberative democratic theory (Gutmann &; Thompson, 1996, 2004). 相似文献
7.
Mark Cordano Stephanie Welcomer Robert Scherer Lorena Pradenas Victor Parada 《The Journal of environmental education》2013,44(4):224-238
We surveyed business students in the U. S. (n = 256) and Chile (n = 310). The survey included measures drawn from studies of pro-environmental behavior using Schwartz's norm activation theory (Schwartz, 1977), the theory of reasoned action (Ajzen & Fishbein, 1980), and a values-beliefs-norms model created by Stern, Dietz, Abel, Guagnano, and Kalof (1999). Our results show Chilean business students are more altruistic than business students in the United States and Chilean students felt stronger pressures from their peers to engage in pro-environmental behaviors. Chilean business students also expressed higher levels of awareness of environmental problems, a greater sense of obligation to protect the environment, a stronger willingness to limit property rights, and stronger intentions to engage in pro-environmental behavior. 相似文献
8.
Cheung Hoi Yan 《Assessment & Evaluation in Higher Education》2006,31(6):709-725
The aim of this study is to find out the levels of anxiety of 589 day‐ and night‐class students in higher education in Macau two weeks before the final examination period. The Chinese version of the 40‐item Spielberger’s State‐Trait Anxiety Inventory (Spielberger, Gorsuch & Lusherier, 1970) was applied in this study. The two anxiety scales are nicely constructed into several logical and explainable factors. In addition, the Chinese version of Rosenberg’s self‐esteem scale (Rosenberg, 1965) was applied to find out the relationship between students’ self‐esteem and their trait and state anxieties. Generally speaking, night‐class students, who had full‐time jobs during the day, had significantly higher levels of anxiety than day class students, who were either unemployed or engaged in part‐time employment. Furthermore, based on the results of the path analysis, students’ general anxiety levels might be affected by their general state of anxiety and their self‐esteem. It is hoped that through this study, the educational context of higher education might be better understood. 相似文献
9.
Elizabeth Marshall 《Gender and education》2007,19(6):707-728
In this paper, I analyze the theorization of adolescent femininity within three popular cultural texts about girls and schooling written by women and published in the United States during the 1990s. The books, referred to as Ophelia narratives, include Lyn Mikel Brown and Carol Gilligan’s (1992) Meeting at the Crossroads, Mary Pipher’s (1994) Reviving Ophelia, and Peggy Orenstein’s (1994) Schoolgirls. Drawing on feminist and literary theories informed by poststructuralism, I read the Ophelia narratives as alternative educative texts in which adult women use the figure of the hysterical adolescent girl to engage with knowledge about gender and sexuality. I argue that the adolescent girl, central to debates about gender and education in the 1990s, serves as a site of displaced self‐representation, where women challenge as well as reaffirm adolescent femininity as a state of injury. In this way, the Ophelia narratives provide an archive from which to examine the contradictory discourses of femininity that position the adolescent girl within curricular representations. 相似文献
10.
《Journal of Further & Higher Education》2012,36(3):371-381
The PhD viva has been described as mysterious (Burnham 1994; Morley et al. 2002), unpredictable (Rugg & Petre 2004) and potentially frightening for students (Delamont et al. 2004), with its form and duration a function of the predilections of individual examiners as well as a function of differences across disciplines. Despite its myriad manifestations, the PhD viva voce (live voice), as oral examination of the doctoral thesis, constitutes the final ‘test’ of the PhD endeavour. In the UK, this is a private event, though in some countries such as Belgium and the Netherlands, for example, the viva is conducted in a public arena (Delamont et al. 2004). Although there is no standard or prescribed format, students across all disciplines can expect to defend their thesis through a process involving questioning, clarification and discussion of key elements. This critical commentary discusses a number of issues that inform the preparation of students, focusing on the role of the internal and external examiner, the viva voce process, guidance for students and some practical suggestions for supervisors and students, particularly the value of full role-play in building students’ confidence. The extent to which the doctoral viva, in its current ‘secret’ form, can be seen as a fully accountable and independently rigorous process is taken up in the conclusion that highlights the phenomenon of ‘cosy’ reciprocal examining arrangements, the spectre of litigation when things go wrong and the need to consider a fundamental review of both the purpose and conduct of the viva. 相似文献
11.
Peter A.M. Mwaura Kathy Sylva Lars‐Erik Malmberg 《International Journal of Early Years Education》2008,16(3):237-255
This study investigated the effect of preschool experience (two types of preschool: Madrasa and non‐Madrasa) on the cognitive development of children in East Africa. In the three countries studied (Kenya, Uganda, and Tanzania/Zanzibar) preschool education is burgeoning and government standards are being set. This quasi experimental evaluation used four subscales (block building, verbal comprehension, early number concept, picture similarities) adapted from the British Ability Scale II (BAS II; discussed by Elliot, Smith and McCulloch in 1996), and three (verbal meaning, exclusion, closure) from the African Child Intelligence Test (ACIT; discussed by Drenth and colleagues in 1980). The development of 423 children was studied at pre‐test (entry to preschool) and at post‐test 18 months later. Hierarchical regression showed that children with both types of preschool experience performed better than the home (comparison) group; however, children attending Madrasa Resource Centre preschools achieved significantly higher scores overall. 相似文献
12.
José Dutra de Oliveira Neto Elaine Maria dos Santos 《The American journal of distance education》2013,27(3):119-134
Abstract The objective of this study was to identify the methodological approaches employed in a sample of Brazilian distance education scientific literature and compare with similar publications in the United States. Brazilian sample articles (N = 983) published in several journals and meetings were compared with a sample of articles published in The American Journal of Distance Education (AJDE) from 1987 to 2006. A categorization system based on Gall, Gall, and Borg (2006) and Lee, Driscoll, and Nelson (2007) was used. The methodological approach employed in the Brazilian sample was predominantly qualitative, and this feature remained largely unchanged over the past seven years. The predominant research method continues to be exploratory, followed by case studies. Of note, the most frequent research topic in AJDE articles was evaluation, contrasting with the predominant topic of management in Brazilian publications. 相似文献
13.
Kathleen M. Brown 《Equity & Excellence in Education》2013,46(4):332-342
While convincing research suggests that beliefs are the best predictors of individual behavior and that educators' beliefs influence their perceptions, judgments, and practices, research also states that beliefs are hardy and highly resistant to change (Bandura, 1986; Dewey, 1933; Pajares, 1992; Rokeach, 1968). Understanding the nature of beliefs, attitudes, and values is essential to understanding future administrators' choices, decisions, and effectiveness regarding issues of diversity, social justice, and equity. This article provides a review of quantitative measures, instruments, inventories, and studies that assess educators' personal and professional beliefs, attitudes, perceptions, and preconceptions. The literature review briefly describes related studies and the discussion section highlights in detail the design, piloting, and results of two fairly recent measures that broadly define diversity, that report validity and reliability data, and that are relatively easy to administer and score. 相似文献
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Sam Hillyard 《牛津教育评论》2013,39(6):767-784
The paper sets out to examine the role that ethnographic work can and should play in the development of sociological theory, focusing on the case study of differentiation–polarisation theory. It provides a detailed discussion of the work of Hargreaves (1967), Lacey (1970) and Ball (1981) and assesses the degree to which their work was ethnographic in contemporary terms. It argues that the model of theory development they offer does not need to be understood in the manner adopted by Hammersley in his account of their work as a model for theory development and testing in the sociology of education. Rather it requires the ethnographer to be more attuned towards setting and maintaining a theoretical agenda, by (a) being more preoccupied with refining existing or established theoretical ideas and concepts and (b) retaining the capacity for the fieldwork setting to inform and direct the study. 相似文献
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Warren J. Blumenfeld 《Equity & Excellence in Education》2013,46(3):195-210
Using the conceptual organizers of Young's (1990) “faces of oppression,” and Hardiman and Jackson's (1997) “levels of oppression,” this essay investigates the concept of domination and subordination, Christian privilege, and the subtle and not-so subtle promotion of Christianity in public schooling and in the larger United States society. The author explores a number of areas related to Christian privilege and religious oppression, and provides a historical foundation to illustrate the roots and legacies of Christian hegemony and privilege within a United States context. 相似文献
18.
Judit N. Moschkovich 《学习科学杂志》2013,22(4):551-587
This article examines a classroom discussion of multiple interpretations of the scales on two distance versus time graphs. The analysis describes how two students and a teacher used multiple meanings for phrases of the form “I went by” and coordinated these meanings with different views of the scales. Students' ambiguous and shifting meanings did not prove to be obstacles to this discussion. Instead, this teacher used student interpretations as resources, built on them, and connected them to canonical mathematical concepts—in particular by highlighting (Goodwin, 1994) a “unitized” (Lamon, 1994, 1996, 2007) view of the scales. Research in mathematics education describes teaching that promotes conceptual development as having two central features: One is that teachers and students attend explicitly to concepts, and the other is that students wrestle with important mathematics (Hiebert & Grouws, 2007). Not only does this classroom discussion provide an example that it is possible to balance these two features, but the analysis provides the details of how instruction can simultaneously provide explicit attention to concepts while allowing students to wrestle with these concepts. 相似文献
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Changes in society and government have increased concerns of low participation and involvement by people, especially the young, in the political process and decision-making. As a result, citizenship has become a focus of recent curriculum developments in many countries. In Scotland, ‘Values and Citizenship’ has been made one of the Scottish Executive's national priorities for education and is linked to the major national initiative, ‘Education for Citizenship’. This is seen as encouraging pupils to make informed choices and decisions and to take action, individually and as part of the community. More recently, A curriculum for excellence 3–18 (SEED 2004) placed promoting responsible citizenship at the heart of the curriculum. This article reports on the extent to which a sample of Scottish schools was making progress towards developing education for citizenship, the strategies they developed and the barriers encountered in this implementation. It compares progress and developments in Scotland to the model devised in a longitudinal study for citizenship in England (Ireland et al. 2004, 2006). 相似文献