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1.
Informed largely by Affect theory (2004), this paper takes up ‘reflexivities of discomfort’ to reflexively engage with my affective struggles as a Christian, heterosexual, mother, educator, undertaking a study on homosexuality, which is a thorny issue in Uganda. It a methodological prologue, reflecting my thoughts and struggles before I undertake the study. My purpose is not to find solutions, but to lay bare some anxieties and ambivalences, also suggesting the limits of reflexivity. The paper begins with an autobiographical narrative about school in relation to (homo)sexuality. This is followed by an exposition of Uganda’s Anti-homosexuality Bill; my use of reflexivity and affect to inform my affective struggles; my background as it relates to sexuality, providing insights into my researcher positionality. I then engage with moments imbued with high affective/emotive intensity in my preparation to undertake the study.  相似文献   

2.
ABSTRACT

What are the dominant images of the Child in contemporary Western societies? In order to challenge some dominant images of the Child, this essay explores the possibilities of analyzing an experimental dance practice with preschoolers aged 1–2 years with Claire Colebrook's theorizing on ‘the war on norms’. Colebrook suggests a Queer Vitalism to push the limits of how to understand humanness generally, and more specifically, how to understand processes of subjectification. She moves from a post-structuralist understanding toward the Deleuzian notion of practices of individuation and processes of becoming-imperceptible. In this essay, we draw on Queer Vitalism to show how it is possible to understand children's constructions of subjectivity in events of experimental dance practices for preschoolers. The analysis is performed in close interactions with video-films from these workshops transformed to still photography. We aspire to show how these practices can be understood as counter-power strategies in the enactment of an image of a Monstrous Child. Such an image might transform the taken-for-granted image of the Child and preschool practices in subversive ways.  相似文献   

3.
The homogeneity that once represented Irish society will soon be represented only in the annals of history. The influx of people of diverse nationalities, together with the increasing presence of children with physical and intellectual disabilities, and children coming from a range of non-traditional backgrounds will make our classrooms increasingly diverse over time. Together with the great opportunities that this diversity presents come a number of challenges. A major challenge lies in the preparation of our future teachers to meet the needs of and provide equitable learning opportunities for children in our classrooms. This study examines preservice teachers’ exposure to and beliefs about diversity. Two instruments were administered to 286 preservice teachers (the Prior Experiences Related to Diversity, and the Personal and Professional Beliefs about Diversity Scale). The findings indicate that preservice teachers’ exposure to diversity is very limited, in particular their exposure to members of the Travelling community, and refugees and asylum-seekers. High levels of tolerance and support were expressed toward religious, cultural, sexual and language diversity. Most evident was limited understanding of the roles played by gender in contributing to inequity in society and the importance of gender equitable practices in educational contexts. Another finding of concern was the contrasting ways in which ethnic disparities in academic achievement were attributed, with members of the Travelling community being viewed less positively than those from other ethnic groups.  相似文献   

4.
The inclusion of the practice of “developing and using models” in the Framework for K-12 Science Education and in the Next Generation Science Standards provides an opportunity for educators to examine the role this practice plays in science and how it can be leveraged in a science classroom. Drawing on conceptions of models in the philosophy of science, we bring forward an agent-based account of models and discuss the implications of this view for enacting modeling in science classrooms. Models, according to this account, can only be understood with respect to the aims and intentions of a cognitive agent (models for), not solely in terms of how they represent phenomena in the world (models of). We present this contrast as a heuristic—models of versus models for—that can be used to help educators notice and interpret how models are positioned in standards, curriculum, and classrooms.  相似文献   

5.
Abdul Jamil Urfi 《Resonance》2013,18(5):468-474
Since evolution forms the core of modern biology, teaching about natural selection is extremely important as this equips the student to frame the ‘why’ questions properly and, at the same time, sharpens their understanding about a host of issues pertaining to behaviour, diversity and genetics.  相似文献   

6.
The contextual precept of this paper is to re-theorise inclusive education beyond technical rational solutions to the ‘problem’ of disability. Drawing on Foucauldian and critical disability theories, I make the case for the analysis of inclusive schooling through the lens of students’ ‘included’ subjectivities – notwithstanding the presence of diagnosed special educational needs. I contend that there is a theoretical mismatch between humanist inclusive schooling and the posthumanist position of disability: an epistemic fissure that impedes inclusive development. Through analysis of the voices of students with disabilities from two different schooling contexts in Australia and Spain, I demonstrate how fragmented virtues of normalcy suffused their subjectivities. I conclude the paper with a discussion of the roles that DisHuman disability studies might play in recasting inclusive schooling by troubling normative discourse.  相似文献   

7.
Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their child's previously unrecognised DD. Six parents out of a possible 16 took part in interviews, which were analysed thematically. Findings drawn from parental responses revealed a number of barriers to accessing support for their child's additional needs, including perceived resistance from schools, particularly for quiet, well-behaved girls, and difficulty in accessing assessment or referrals. There needs to be greater awareness of additional needs in children without externalising behaviours, the presence of gender-specific differences in the presentation of DDs, and FASD as a commonly occurring DD. Ultimately, better support for children with DDs would reduce the burden of unmet needs for the children and their families, and for wider services.  相似文献   

8.
Increased global attention to early childhood education and care in the past two decades has intensified attention on the education of infants and assessment of their learning in education policy. This interest is particularly evident in the focus upon infants in the early childhood curriculum frameworks developed in recent years in many countries. To date, there has been little examination of implications of this policy/curriculum emphasis in relation to its possible implications for how infants are understood. In this article, using Levinas’ notion of ethical encounter, we present a critical reading of curriculum for infants. Drawing on his ideas of the ‘Other’, ‘responsibility’ and ‘unknowability’ we argue that the rapidly growing corpus of knowledge about infants and their inclusion in education policy and curricula texts, has the potential to narrowly define educators’ responsibilities and prescribe pedagogies in ways that may have unintended consequences. Using the Australian National Quality Framework (NQF) and its associated Early Years Learning Framework as examples, this article highlights the tensions inherent in a system that aims to provide equity, consistency and certainty, premised on a particular ‘knowing’ of the infant. We draw on Levinas’ ideas about ‘said’ and ‘saying’ to propose ways of working with policy and curricula texts that recognise that they can offer only partial understandings of the possibilities for infants’ learning.  相似文献   

9.
Abstract

This article draws on a study of infant participation in research, and work in philosophical-empirical inquiry, to illuminate some of the inexhaustible entanglements constituting the collective relational landscape of educational research of particular encounters, which have been called moments of wonder. Working with Merleau-Ponty’s philosophical notions of wild Being and flesh, I look closely at one such ‘moment’, as lived as an entanglement of embodied self, worldly things, and other selves that collectively comes into being whilst opening onto time and space. I see this account as demonstrating the value of learning to see the ‘collective’, wherein individualities are engendered, for developing new understandings of early childhood education (ECE) relational landscapes, specifically in relation to ‘participatory’ research with very young children – and educational research more generally.  相似文献   

10.
This paper arose amongst the making and showing of a film and questions whether there are possibilities for interrupting powerful discursive frames that work at producing ‘the normal child’. Traditionally there has been a lack of interest in the use and critique of visual culture in educational research. Perhaps this lack of interest provides fertile opportunities to know something of the structure of education as a discipline, the rules that structure it and its deep grammar; it may also open up opportunities for disciplinary boundary-crossings where fields that embrace visual culture, such as photography and filmmaking, can bring their playfulness across binaries, including notions of certainty/ambivalence, to qualitative research in education. By turning to art theory, our aims are to interfere with our utopian longings that steadfastly cling to educational notions of the child.  相似文献   

11.
Within the field of social studies education, disciplinary models of teaching, such as approximating a historian in asking students to ‘think historically,’ have been the emphasis of countless professional development and teacher education programs. This movement, however, has focused largely on the use of traditional primary documents and generally does not include training for teachers or students on how other forms of media construct history. This collective case study examines how two US history teachers’ epistemological beliefs about historical media and ideology and overall goals for students as citizens impacts their pedagogy with different historical media, particularly film. Data were collected on a daily basis over the course of six months, and included observations, teacher interviews, and the media used as historical sources. Findings show that teachers’ beliefs about how sources represent history affect their pedagogy with the particular media, and that epistemic development and current notions of historical thinking may be limited when it comes to media that commonly serve as historical sources for the public at large (e.g., film, television, WWW, videogames). This limitation is caused in large part by the teachers’ larger goals for students that are informed by their ideology, and difficulty in identifying bias in media that aligned with their own beliefs. Therefore, a shift in teachers’ epistemic beliefs about how different forms of media serve as sources of history, essentially a form of critical media literacy, and coinciding recognition of ideological goals needs to occur in order to better instill students with skills in historical and media literacy for the twenty‐first century.  相似文献   

12.
All eight teachers and their principal, at an Australian regional primary school in New South Wales (NSW) accredited for its ongoing ‘learnscape’ developments, were interviewed. This was to ascertain their perceptions about the role of learnscapes and their self‐reported use of such outdoor areas to assist in the achievement of their State’s syllabus and environmental education learning outcomes. Teachers at the school (6) and their principal were (re)interviewed a year later to determine if changes in perceptions and practice had occurred and why. This paper interprets narratives derived from the combined interviews of these latter teachers and their principal from an educational change perspective in order to gain insight into their level of use of learnscapes. Teachers’ learnscape and environmental education content and pedagogical knowledge, their focus on the consequences of learnscape use for student learning, and awareness of multiple learning outcomes, including social learning, when using learnscapes, were among interdependent change factors identified which may assist in understanding why teachers embraced learnscapes to different degrees. Consequent avenues for increasing the future use of learnscapes for syllabus and environmental purposes are suggested.  相似文献   

13.
In this paper we consider discourses of friendship and belonging mobilised by girls who are not part of the dominant ‘cool’ group in one English primary school. We explore how, by investing in alternative and, at times, resistant, discourses of ‘being nice’ and ‘being normal’ these ‘non-cool’ girls were able to avoid some of the struggles for dominance and related bullying and exclusion found by us and other researchers to be a feature of ‘cool girls’ groupings. We argue that there are multiple dynamics in girls' lives in which being ‘cool’ is only sometimes a dominant concern. There are some children for whom explicitly positioning themselves outside of the ‘cool’ group is both resistant and protective, providing a counter-discourse to the dominance of ‘coolness’. In this paper, which is based on observational and interview data in one school in the south of England, we focus on two main groupings of intermediate and lower status girls, as well as on one ‘wannabe’ ‘cool girl’. While belonging to a lower status group can bring disadvantages for the girls we studied, there were also benefits.  相似文献   

14.
Current perspectives in cognitive linguistics highlight the conceptual nature of cognition and how the conceptual metaphors we hold affect ways we think, talk and act. This study examines medical educators’ metaphoric talk to understand ways in which assessment relationships with students are conceptualised in order to understand why educators might ‘fail to fail’ underperformance in medical students. We conducted 10 focus groups with 70 educators at two UK medical schools. The audiotapes were transcribed and analysed using systematic metaphor analysis. The analysis revealed six over‐arching metaphors associated with the target domain of assessment relationships, i.e. assessment relationships as journey, war, sport, parentalism, machine and medicine. While medical educators conceptualised students’ academic failure in relatively innocuous ways (e.g. students’ failure to arrive at their destination; journey), they also conceptualised failure in harmful ways (e.g. students’ death; war). If medical educators hold the concept of assessment relationships as war, it is perhaps unsurprising that they are reluctant to fail students. We discuss these findings in light of existing literature and provide recommendations for designing training sessions through which assessors can address reluctance to fail underperformance. Such faculty development may aid assessors in identifying and using alternative metaphors to conceptualise the assessment relationship.  相似文献   

15.
Growing numbers of educational researchers are using rhizoanalytic approaches based on the work of Deleuze and Guattari to think differently in their research practices. However, as those engaging in debates about post-qualitative research suggest, thinking differently is not without its challenges. This paper uses three complex challenges encountered in the author's doctoral research – concerned with the early childhood education workforce – to reflexively explore some of the implications of thinking differently with rhizoanalytic approaches. In particular, the author discusses ways of making correctives to: repetition and thinking differently, ways that subjects are produced as-and-in-assemblages, and, immanent ethics. The paper concludes with some possible implications of these challenges and correctives for research practices, and for debates about post-qualitative research.  相似文献   

16.
Abstract

Despite its advanced age of about 375 years, the mind–body (psychophysical) problem is alive and well, in part because it is anchored so well institutionally in schools and in research (scientific vs. interpretive psychology). This continued presence is astonishing in the light of the fact that the seed for its solution, sown in Spinoza’s Ethics, is almost as old. The solution rests on the position that there is only one substance, which, invisible, manifests itself in two attributes, thought and extension (body). By thinking with Spinoza, especially by following the ways in which Vygotsky and Marx think with Spinoza, we arrive at an approach suitable for a social psychological theory of learning that does not separate knowing (intellect, thought) from doing and emoting (body). A classroom fragment from a 10th-grade physics curriculum is used as the starting point for overcoming the body–mind problem by thinking with Spinoza.  相似文献   

17.
Over the past 10 years, cognitive-behavioural programmes have come to be seen as a standard form of rehabilitation for offenders in the United Kingdom. However, the majority of research has tended to evaluate the programmes purely within the evidence-based context of the ‘What Works’ criminal justice agenda. By placing the programmes within their social and political context, this article suggests that they function as neo-liberal regimes of governance that aim to ‘responsibilise’ offenders. Through an analysis of interviews with probation practitioners, the article explores how ‘othering’ discourses relating to offenders intersected with gendered, classed and ‘raced’ social identities. Consequently, young white, working-class masculinities were constructed within this educational environment as impulsive, irresponsible and ‘cognitively deficient’. Thus, the article calls for a discursive shift away from cognitive-behavioural rehabilitation techniques and towards more genuinely inclusive, socially just, and holistic educational programmes for probationers.  相似文献   

18.
The article elaborates and exemplifies a potential categorization of the reasons for using philosophy, in particular the philosophy of mathematics, in mathematics education and approaches to doing so—the so-called ‘whys’ and ‘hows’. More precisely, the ‘whys’ are divided into the two categories of ‘philosophy as a tool’ for teaching and learning mathematics, and ‘philosophy as a goal’, referring to a stance of considering it a purpose in itself to teach students certain aspects regarding the philosophy of mathematics. A division of the ‘hows’ into three different categories is offered: illumination approaches; modules approaches; and philosophy-based approaches. A major part of the article is spent on providing illustrative exemplifications of each of these approaches by referring to already implemented uses of philosophy of mathematics in mathematics education as well as by suggesting new ones.  相似文献   

19.
After the 1992 Further and Higher Education Reform Act enabled polytechnics and the qualifying franchised colleges to be renamed universities or higher education institutions, the dominance of the rhetoric of skill development aggravated long‐standing schisms between further and higher education about whether or not degree‐level courses should be available in further education. One aspect of these disagreements concerns the dominance of a skills deficit model and its influence in learning and teaching. This article draws on the findings of a study into the role of a Students’ Skills Centre (SSC) in a post‐1992 university. It focuses on how and why working in SSCs is envisaged as a subordinate function, as a ‘support’ and not a ‘teaching’ role. The research study utilised both quantitative and qualitative research methods in a case‐study design to examine the nature of students’ requests for help in an SSC. The article argues that academic skills, including writing, study and key skills, are more effective if taught in a subject/disciplinary‐specific context. Hence, lecturers in the SSC had to provide intensive teaching, which, at the same time, also addressed this contextual dimension. This is a complex and highly specialised teaching process, yet, despite the yearly increase in numbers of students attending the centre for help, university managers and some academic staff refused to acknowledge the complexity of the nature of students’ learning requirements or the teaching function of the role of lecturers working in the SSC.  相似文献   

20.
Historically, minority stress theory focused on the experiences of ‘sexual minorities;’ this study extends minority stress theory to understand the unique stressors that trans* individuals face in academic workplaces. Using interview data from 10 trans* college and university faculty, I fill a noted gap in the literature and examined the unique stressors that these faculty faced within the academy. In this study, microaggressions, a kind of minoritized stress, included: (mis)recognition, including misgendering and mispronouning, being an impossible person, and tokenization. Additionally, trans* faculty reported strategies to resist these stressors. These findings suggest that trans* academics navigate hostile academic work environments and experience minoritized stress deriving from their minoritized gender identities. Implications for research indicate that addressing the personal and professional consequences of minoritized stressors is an important step in understanding how microaggressions affect trans* academics. Implications for practice include the need for rethinking cisnormative assumptions within academe.  相似文献   

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