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1.
A white person from the Global North, referred to in Kiswahili as a mzungu, can hardly conduct research anonymously, observe unnoticed or merge with staff and students in the context of African university classrooms. This article builds on the author’s six years of research at the University of Dar es Salaam (UDSM) in Tanzania, examining staff and students’ everyday practices in terms of how they are characterised by linguistic constraints. Using an autoethnographic, self-reflective and retrospective approach, the author discloses some of her experience during fieldwork as a researcher on the university campus. Through this form of qualitative research, she connects her personal experience to the discourse on the language of instruction policy and practices in higher education in Tanzania. The aim of her self-reflection is to understand the wider meanings of how cultural, political and social language practices unfold in staff and students’ daily lives. Using the concepts of insider and outsider, preconception, and theory-ladenness of observation, the author aims to depict the challenges and limits of being a researcher in a totally unfamiliar context. During her fieldwork, using a mixed-methods approach of questionnaires, interviews and participating observation, the author also kept a notebook with her. She made field notes of self-observation, reflecting on her reactions to what she encountered in the research process. While making these notes was not deliberately a part of the data collection, it was an important way of talking to herself. In retrospect, a few years after submitting her doctoral thesis, these notes have become more important to her. The purpose of this article is twofold: on the one hand, the author reveals some of her own experience as a researcher in unaccustomed surroundings, on the other hand, she uses her personal experience to describe, question and shed light on the discrepancies caused by language practices in Tanzanian higher education.  相似文献   

2.
In this autoethnographic, conceptual philosophical reflection, the author inquires: Can my students and I, in a technologically mediated virtual space, harness the work of philosophy of education scholars to engage in a shared experience of (re)considering paths to sensitivity to diversity for equity and equality? The author engages the reader in a theoretical hike through a philosophical argument for attending to philosophical theories of education. She focuses on the work of Jane Roland Martin regarding sensitivity and cultural (mis)education and draws heavily on the scholarship of Barbara Thayer-Bacon regarding relational “(e)pistemologies,” constructed thinking, and democratic community. After examining her own practices, the author contends that in the reality of the growth of online education, she is tentatively optimistic that educators can facilitate authentic examination of educational practices in the light of theoretical work and push beyond superficial engagement to lasting transformative growth for the sake of equitable student achievement.  相似文献   

3.
Drawing on a Chicana feminist epistemology, the author, a Latina immigrant, presents how she used her cultural intuition to engage in a two-year ethnography with Latino immigrant families. She argues that for her engaging in ethnography with her “own community” is an endeavor that calls to the fore her homegrown epistemologies and her positioning as a Latina immigrant. The themes of doing ethnography en familia, using collective remembering and sense-making, and developing a libratory pedagogy point to an ethnography that strays from traditional, presumed “objective” data sources. Further, she argues that in these contexts of ethnography she was able to reclaim and integrate her various knowledges and identities toward a potential process of liberation.  相似文献   

4.
After completing a longitudinal study of co‐principal shared leadership initiatives in Aotearoa/New Zealand, the author discusses some of the issues raised by her research design and methods. First, she explains the storying techniques she used to construct case narratives of each initiative. While these accounts drew largely on the participants’ own words, she shows how her own narrative analysis shaped them. She then explains a ‘pragmatic’ discourse analysis that combines elements of Foucauldian and feminist critical and poststucturalist theory (Fraser, ). In using this for a secondary analysis of the case narratives, the aim was to illuminate some of the discursive influences that were shaping, and being shaped by, the individual co‐principals and their evolving shared leadership practices. The author encountered a range of dilemmas, however, as she tried to cross boundaries between these ‘realist’ and poststructuralist research approaches. She reflects here on the implications of what Lather () has called ‘the ruins of a feminist ethnography’ and associated issues that have been raised around authorial distance and representation and participant voice and confidentiality.  相似文献   

5.
Ugur Sak 《Roeper Review》2013,35(4):216-222

In this case study the author explored a teacher's beliefs about creativity and gifted‐ness and investigated the classroom practices of this teacher of gifted students for 20 years. Seven semi‐structured and 2 open observations were carried out in her classroom, and 2 prefigured interviews were conducted with her. She believed that creative children are those who are “free thinkers” and have “imaginative intelligence.” The thin line between an academically gifted child and a creatively gifted child is built by “imagination,” “emotional intensity,” and “curiosity.” In creative writing, she tried to implement activities such as learning to write poetry, personal narratives, research reports and essays posing solutions to real world problems, and mystery stories decorated with similes, metaphors and imaginative expressions. In reading, students analyzed characters, problems, places and times in stories and novels, and then rewrote stories.  相似文献   

6.
In this reflective essay, the author describes her continuing search for a pedagogical path. She explains how she came to reject authoritative answers and packaged educational ideologies, and describes the questions that have unfolded for her about her own teaching. In closing, she writes about her search for a faith—a set of principles to guide her in the face of uncertainty in teaching.  相似文献   

7.
Eleanor Metheny devoted more than four decades of her life to the profession of physical education. From an examination of her work, several major themes emerge in her speaking and writing—scientific, historical, feminist, and philosophical. Ideas are overlapping, sometimes even contradictory; yet she is recognized as one of the preeminent thinkers in the profession. Never satisfied with the status quo, she regularly challenged and cajoled her students and colleagues to examine the past, assess the present, and look to the future. She was both pragmatic and idealistic, but when she spoke, others listened—to ideas often articulated “in a different voice.” My purpose in this paper is not to evaluate those ideas but rather to describe them from my personal point of view and as I perceived them to have developed over time.  相似文献   

8.
在各种流派争叱风云的当代文坛,王安忆的创作实力是无可厚非的。她始终都在不断地寻找属于自己的文本构建形式,在写作过程中反复论证自己的创作观念。从先锋文学到“新写实”再到女性文学,近四十年来,王安忆不断否定自我、超越自我,以一种顽强坚韧的姿态,畅快地书写着自己独特的人生体悟、精神历险和生命向往,立足于民族文化的立场,她真诚地与世界对话,在对外国文学的反复肯定与不断修正中通过小说文本实践形成了自己独特的创作观,完成了主体心灵世界的建构。  相似文献   

9.
The man is a blue collar worker. He tells the story of his nine year old daughter. She said that the only thing she really wanted for Christmas was a pair of Vidal Sassoon Jeans. He explained to her that they really weren't wealthy enough to afford $40 jeans. Maybe Levis would do. “Forget it,” she said. “If I can't have what I want, I don't want anything.”

The man said that they saved up and got her the Sassoon jeans for Christmas. “But you know,” he mused, “she judges the others in her class on what kind of designer jeans they have. They form cliques based on their clothes. It's their way of being somebody, being acceptable, being ‘in’.”  相似文献   

10.
This article centres on the narrative of Thuli, a 62-year-old black South African domestic worker taking English language literacy classes outside of Johannesburg, South Africa. For Thuli, English literacy is of vital importance because, as she claims, “if you don’t have English, you’re just as good as a dead person”. Drawing primarily on the methodology of narrative inquiry, this article employs human narratives to expose the links between individual, social and political histories. Specifically, it centres on the life narratives of Thuli and the ways in which her stories are integrated into the complex history of language learning and adult education within South Africa. Utilising these coexisting histories and HERstories, the author of this article seeks to understand the multiple forces that impact a learner such as Thuli to become literate in English. By highlighting Thuli’s narrative as well as demonstrating the roles that both the author as the researcher and Thuli as the narrator play in the creation of her narrative, the author attempts to exhibit the power of the narrative in further understanding nuances of language, power and identity. Moreover, the author ventures to expose the ways in which the links between these concepts continue to affect adult learners in postcolonial South African adult basic education (ABE) and language learning. Finally, the author links Thuli’s experience to two of the United Nations Sustainable Development Goals (SDGs), namely Quality education (SDG4) and Gender equality (SDG5). In addition, the author attempts to reveal how the links between both goals are missing in policy documents. Using this narrative as an example of the complexity of English within South African ABE, what becomes apparent are the ways in which the desire to learn English is both individually nuanced and laden with historically (re)produced ideologies.  相似文献   

11.
铁凝的中篇小说《永远有多远》的主人公白大省是一个天性善良、仁义的女性,她的核心性格就是善良。如果说白大省的善良是人性光辉的体现,铁凝在此也毫不犹豫地彰显自己对善良的推崇。铁凝把白大省放置在爱情经历、与同性交往和家人关系中,诠释彰显她本真的善良本性,以及在现在和未来的生存角逐中无所适从的悲剧,在白大省的生存悖论和困境中诠释了她丰富的形象。  相似文献   

12.
郑敏以诗人和学者的双重目光透视百年新诗,发现影响新诗发展的最大的问题是语言问题。她以强烈的责任感和使命感,多方寻求解决这一问题的正确途径。一方面,她受西方语言学理论的启发,结合自己的写诗体验,提出了自己的新诗语言观:新诗语言应当是一种发自诗人生命内部的、富有生命感的语言;诗人应当尽量避免使用那些浮躁喧嚣的语言,追求语言的质朴、深沉和玄远;诗歌语言不应当过分透明,而应当是半透明的。另一方面,她从西方回首东方,从中国古典诗歌中获得启示,认为新诗应当找回古典诗词在语言上的"文"性特征,增强新诗的含蓄性;应当借鉴古典诗词在语言表达上的各种特长,增强新诗的艺术魅力;应当继承中国古典诗语的音乐性传统,增强新诗的音乐美。  相似文献   

13.
Keying off of a “fully informed consent letter” that consists of the text of her original letter to participants interspersed with insights gained after‐the‐fact, the author explores ethical and institutional power issues that arose as she conducted a qualitative research study in her home institution – her own “backyard” – and offers a critical examination of the concept of “informed consent,” calling for a radical revision of the standard notions of research ethics that blur ethical sensibilities.  相似文献   

14.
ABSTRACT

Parlo Singh is a leading contemporary sociologist of education and world-renowned “Bernstein” scholar. In this interview with Stephen Heimans, Parlo discusses important aspects of her teaching and research journey. She highlights the interconnections between these and discusses her relationship with Basil Bernstein’s oeuvre and the work she has undertaken both that builds on and is separate from it.  相似文献   

15.
THE BRITISH AND CURRICULUM DEVELOPMENT IN WEST AFRICA: A HISTORICAL STUDY – Only recently have African nations begun to make their way towards establishing genuinely autonomous education systems incorporating elements of indigenous culture. The present study examines the historical development of curriculum in British West Africa in its links with the educational activities of the early Christian missionaries and the imposition of British colonial rule. For over 300 years, the curriculum content was essentially European in nature. African interests and cultural practices were largely excluded, as “bookwork” was favored over “handwork”. The colonial curriculum also helped introduce a new social order to West Africa, leading to the rise of new local elites reading, writing, and speaking foreign European languages. This study explores how the idea of a “civilized” person, promoted through the colonial school curriculum, developed new local elites with different sets of values and expectations that often made them strangers in their own societies. It also describes the connection between this curriculum and the repeated failure of education-reform efforts.  相似文献   

16.
Globalisation, transnational policies and adult education – This paper examines policy documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) in the field of adult education and learning. Both these entities address adult education as an explicit object of policy. This paper investigates how globalisation processes are constructed as policy problems when these transnational political agents propose adult education as a response. The author’s main argument is that while UNESCO presents the provision of adult education as a means for governments worldwide to overcome disadvantages experienced by their own citizenry, the EU institutionalises learning experiences as a means for governments to sustain regional economic growth and political expansion. After reviewing the literature on globalisation to elucidate the theories that inform current understanding of contemporary economic, political, cultural and ecological changes as political problems, she presents the conceptual and methodological framework of her analysis. The author then examines the active role played by UNESCO and the EU in promoting adult education as a policy objective at transnational level, and unpacks the specific problem “representations” that are substantiated by these organisations. She argues that UNESCO and EU processes assign specific values and meanings to globalisation, and that these reflect a limited understanding of the complexity of globalisation. Finally, she considers two of the effects produced by these problem representations.  相似文献   

17.
《边城》呈现出“成长小说”的特质。翠翠所面临的心理困境展现出她逐渐成熟的过程。在与茶峒的关系上,翠翠面对寂静、平凡的生活产生了“离开”的愿望,但出于照顾祖父的责任感而压制了欲望;在与祖父的关系上,翠翠的内心充满着丧失亲情的焦虑与恐惧,但失去祖父后她又不得不面对现实而走向独立;在情爱关系上,自卑心理下的翠翠既渴望爱情又逃避爱情,但在具有爱的能力后,最终决定守候爱人归来。借助“成长小说”这一阅读视角,聚焦于翠翠这个人物本身,使读者更好地从其生命哀乐中领悟沈从文所谓的“人生形式”。  相似文献   

18.
“Happy Chinese” or kuaile hanyu is an educational melodrama produced by the Chinese TV channel CCTV in 2009. Aiming to improve foreign learners’ Chinese language skills, the plot revolves around Susan, an American, staying with her former Chinese classmate’s family. “Happy Chinese” proposes both language and cultural learning. In this paper, the authors are examining the first seven episodes marking Susan’s arrival in China for the Spring Festival. Basing the study on a postmodern and critical approach to the “intercultural,” as well as on a critical view towards Orientalism and Occidentalism, the authors are interested in how the programme constructs the arrival of the American and the way she is perceived and represented by the “locals.” The authors are also looking into what the Chinese family teaches Susan about being Chinese and, at the same time, the tensions that a certain tendency to “keep up appearances” and appear “real Chinese” before her trigger in the family, across generation and gender. The research tools used to analyze the data are derived from discursive pragmatics.  相似文献   

19.
English, in the words of Bill Bryson, ‘is one of the world's great growth industries’. Like some kind of metalanguage with its own Europe‐based meaning systems, it has constructed its own discourses in relation to Africa's conserved natural environment, nature documentaries, tourism and environmental education – at the expense of indigenous knowledge systems, cultural practices and languages. This paper examines the potency of English when it comes to notions such as that of the animal, the ‘wilderness experience’, hunting practices and ‘the African bush’ and how these meaning systems have percolated through to environmental education in relation to conserved areas in eastern and southern Africa. Drawing on critical language awareness theories and informal interviews and discussions with staff and students (representing a multitude of languages) at the University of the Witwatersrand in Johannesburg, the predominance and hegemony of English as the exclusive language of learning and teaching in environmental education is questioned.  相似文献   

20.
田纳西·威廉斯《玻璃动物园》再现了美国旧式南方家庭在经济大萧条下的悲惨境遇。处于社会变迁和新旧南方文化交替之际的剧中人物阿曼达是典型的旧式南方淑女。文章通过分析阿曼达的身份认同危机以及认同失败的根本原因,认为:阿曼达未能直面残酷现实并合理地调适自己,对自我位置缺乏清醒的认识,无力改变现实生活的悲惨境遇,从而迷失于没落的旧南方文化。  相似文献   

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