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1.
Abstract

In this paper I contrast conceptions of self from two perspectives: an individualistic orientation and a communitarian approach. In doing so, the philosophical justification is Wittgenstein’s idea that individualism is produced and reinforced as a way of being, thinking and interacting in community. With this contextual frame, I argue that we are shaped by the language practices of our community to ascribe meaning and interpret our own relationships with others through our language lexicon and grammar. To illustrate the communitarian perspective I refer to Māori perspectives in which connectedness is axiomatic: in particular the concepts of whanaungatanga and whakapapa, as described by Ka’ai and Metge. On the basis that such concepts are predicated on language use, I suggest that we can learn the grammar of engagement in a discursive context that emphasises connectedness just as easily as in one which is founded on separateness. I argue that interacting with an other is to engage with the ideas, beliefs, and values that shape their language, even as we expose our own. Engaging between individualistic and communitarian understandings is presented as learning to bridge language gaps between different social constructs and understandings of reality.  相似文献   

2.
In this article I examine a number of conceptual priorities for critical practice and their potential application in community-based English as a Second Language (ESL) programs. I begin by outlining a brief history and development of community language programming in Canada and Toronto. Based on these origins, I argue that community-based ESL pedagogies should be informed by educational discourses that are more socially and ideologically focused. I then discuss key concepts such as community and identity and their relevance to classroom concerns, after which I propose that community ESL be conceptualized as a form of critical practice, comprised of both a transformative and reflexive dimension. These 2 dimensions of critical practice are then explained and developed in respect to a lesson on the 1995 Quebec referendum on sovereignty and the related issue of how notions of citizenship are addressed in ESL. From this example of community-based ESL, I conclude with a few generalizations and suggestions for other language programs.  相似文献   

3.
The term “community” is drawn upon within critical educational literature that seeks to address inequity experienced by students of color in schools, yet little explicit discussion of its meaning and history is presented. In this article, I offer one way of thinking about community. I propose that it has existed as resistance within the context of Latin@ education between the turn of the twentieth century through the latter part. Using a critical human geography lens, I argue that this history holds importance because spaces are (re)productions of past spaces. This offers possibilities for informing and inspiring present-day critical pedagogies.  相似文献   

4.
In this article I apply constructs of language as economic and symbolic capital, transnationalism, investment, and imagined community to an analysis of interviews with immigrant parents living in Vancouver, Canada. These parents promote multilingualism by maintaining their family language and enrolling their children in French Immersion programmes. I argue that they view multilingualism as capital and invest in language education as a means of securing their children's access to various imagined language communities. Referring both to a transnational perspective and a national context of official bilingualism, they imagine that French Immersion education will enable their children to participate in a Canadian French-English bilingual community while maintaining the family language will ensure affiliation with their heritage language communities in Canada and abroad. In addition, they imagine that multilingualism will equip their children with valuable language resources that help transcend national borders. This discussion highlights the overlap and distinctions of theoretical constructs and raises questions about the objectives of language education and immersion programmes in an increasingly mobile and multilingual society.  相似文献   

5.
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6.
Jo Arthur 《Compare》2001,31(3):347-362
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7.
During the last few decades, the South Wales Valleys (UK) have undergone a considerable economic, social, cultural and political transformation, altering youth transitions from school to work. Drawing on a two and a half year ethnographic study, in the paper I concentrate on a group of academically successful young white working-class men aged 16–18 years who were dealing with these changes. I argue that these studious performances of young working-class masculinity offer a different way in which to view a disadvantaged community and explore working-class educational success. However, I argue that their future aspirations to attend university are still tempered by the classed and gender codes that underpin expectations of manhood in this deindustrial community and which can impact on successful transitions to adulthood.  相似文献   

8.
Abstract

This paper considers the role of ‘vices of culture’ in Immanuel Kant’s account of radical evil and education. I argue that Kant was keenly aware of a uniquely human tendency to allow a self-centered concern for status to misunderstand or co-opt the language of dignity and equal worth for its own purposes. This tendency lies at the root of the ‘vices of culture’ and ‘aggravated vices’ that Kant describes in the Religion and Doctrine of Virtue, respectively. When it comes to moral education, then, it will be crucial that the developing agent have a clear understanding of the shared dignity of rational agents and the particular duties (e.g. gratitude and beneficence) that are defined, in part, by their tendency to alter (a different kind of) status among agents. I argue that the casuistical questions that Kant attaches to these discussions in the Doctrine of Virtue are an example of a pedagogical device that might help pupils to overcome this tendency so closely associated with radical evil.  相似文献   

9.
The experiences of a community of people learning and teaching Lenape in Pennsylvania provide insights into the complexities of current ways of talking and acting about language reclamation. We illustrate how Native and non-Native participants in a university-based Indigenous language class constructed language, identity, and place in nuanced ways that, although influenced by essentializing discourses of language endangerment, are largely pluralist and reflexive. Rather than counting and conserving fixed languages, the actors in this study focus on locally appropriate language education, undertaken with participatory classroom discourses and practices. We argue that locally responsible, participatory educational responses to language endangerment such as this, although still rare in formal higher education, offer a promising direction in which to invest resources.  相似文献   

10.
This paper explores the evolving perceptions of community sentiments, for three teachers and 36 AS-level students on a week-long residential fieldtrip. For this in-depth study I adopted an ethnographic methodology in which I participated in, observed and recounted some of the complex and fluid spatial arrangements and processes, analysing their influence on social relationships and attitudes to learning at a UK residential field study centre. Whilst seemingly offering a different and more informal educational setting from school, I argue that the accompanying teachers attempted to influence proceedings through spatial management to meet some of their explicitly declared aims for the trip. Furthermore I argue that the physical isolation of the centre, together with the deliberately managed exclusion of external influences, effectively created a bounded setting, thereby temporarily replicating some of the characteristics associated with traditional notions of community. Within this teacher-shaped environment evolving relationships linked to the new place setting, together with impromptu communitas moments, contributed to community sentiments in line with more contemporary interpretations of the concept.  相似文献   

11.
In this article I argue that the current high-stakes testing accountability model is an assistencialist model, derived from deficit thinking paradigms. Such models, like the No Child Left Behind Act, sanction low performance with serious consequences for students and educators. Drawing from Freire, I propose an anti-assistencialist accountability model based on local community culture and needs that would include critical, problem-posing education, dialogue as a means toward raising social consciousness, and appropriate assessments according to local community needs. I further argue that such an accountability model can be implemented through cultural immersion programs that include three levels of immersion, (1) classroom culture, (2) local community culture, and (3) trans/cultural, or transnational exposure.  相似文献   

12.
In the context of globalisation, European languages, especially English, continue to be the favoured medium of official communication and are valued and promoted as the dominant languages of commerce, international communication, education and scientific knowledge. In this paper, I argue that European educational language medium policies perpetuate the hegemonic influence of western languages and their corresponding forms of knowledge. I further argue that these policies have also devalued and marginalised indigenous languages, knowledge systems and cultural identities in sub‐Saharan Africa. I explore the social justice implications of these policies for indigenous language communities in the region.  相似文献   

13.
Many defences of multiculturalist educational initiatives conjoin a'liberal' or 'radical' moral/political view—that education should endeavour to treat students with respect, and that respecting non-dominant,'marginalised' students requires protecting them from the hegemonic domination of the dominant culture—with what appears to be an equally radical epistemological view, according to which respecting minority students and cultures requires respecting their culturally specific epistemologies, which in turn requires refraining from imposing upon them a dominating hegemonic epistemology concerning the nature of truth, rational justification, and so on. In this paper I argue (1) that this'radical' epistemological position is fatally flawed; and (2) that, if true, it would undermine, rather than undergird, the favoured moral l political view. I argue, that is, that proponents of'radical' pedagogy would do better to reject the associated'radical' epistemological view in favour of a more traditional,'conservative' one.  相似文献   

14.
Is it possible to explain students’ conceptions of natural phenomena purely in terms of the interactions between two people and the language they use during an interview? I argue that this hypothesis cannot be accepted on several grounds. First, contextual factors prior to the interview influence the course of its events, and that these in turn influence future events. Second, people have agency over their interactions and the ability to use language creatively in ways that a strong version of language preordination inherent in this hypothesis would not permit. Third, people bring language fluency and ideas to an interview that allow them to grapple with phenomena and issues they might not have previously considered, and formulate conceptions that they can and do use in future interactions. In addition, I argue that the field of science education is able to consider curricular and instructional issues relating to students’ conceptions without resorting to the extremes of cultural relativism or intellectual imperialism, and that conceptual change theory addresses both the processes and outcomes of students’ interactions.  相似文献   

15.
Sonia Gallucci 《Compare》2014,44(6):916-937
In this article, I describe the ways in which two British university students negotiated their identity as second language learners during a year abroad in Italy and the extent to which their struggles helped them to ‘fit in’ into the new social and cultural contexts. Building upon the lived experiences of the two participants, I follow a poststructuralist discourse on identity, which considers identities as dynamic and in continuous evolution. In this article, I argue that the extent to which individuals are prepared to negotiate second-language identities, or conversely to resist them, can be directly influenced by the ways in which they perceive their relationships to the new contexts and by the ways in which such relationships are constructed over time and across space. I also argue that the continuous evolution of identities tends to change more rapidly in new sociocultural contexts, such as those embedded in specific experiences of border crossing.  相似文献   

16.
Abstract

I argue that the just community approach is the best available values education programme in the high schools for meeting the primary goal of feminism, the elimination of injustices due to sexism. In order to eliminate sexism, I suggest we look beneath educational policies and practices to the social and value structures of schools as institutions. Through excerpts from interviews with students, I describe the social and value structures of a democratic community which form the basis of the just community programme.  相似文献   

17.
Young children,gender and the heterosexual matrix   总被引：1，自引：0，他引：1  
In this paper I consider the adult focus of current mainstream gender theory. I relate this to how the concept of the heterosexual matrix originates in a social contract which excludes children from civil society. I argue that this exclusion is problematic both for theoretical reasons and from the perspective of children themselves. I start by discussing the nature of the heterosexual matrix and its foundations. I consider the implications for participation which arise from being named as a child, how that affects children's attempts to claim participation in civil society, and how this is related to children's naming of themselves as gendered. I then briefly consider the possibility that, because of their exclusion, children might also be considered to be exempt from the heterosexual matrix. However, I argue, there is considerable evidence that children are actively sexual beings who also work hard to claim inclusion in local practices of heterosexuality. I end by suggesting that there are three key reasons for this: that the discourses of normative sexuality provide children with a language to express sexual feelings; that self-insertion in the heterosexual matrix is a way for children to claim rights to participation; and that taking up heterosexual formations is a means whereby children can experience the power of naming themselves as part of the social world.  相似文献   

18.
This paper is a response to papers by Wilson, Burwood and White concerning equal opportunities as an educational ideal. I seek to legitimate this ideal, in contrast to these earlier attempts to persuade us that it is incoherent, unreasonable or misguided. I argue that, given the social context in which the term is used, it is meaningful and represents rational and praiseworthy goals. I identify four aspects of 'equal opportunities' and conclude that the concern to promote such opportunities arises from desire for a more just educational provision and out of concern for the well-being of children in oppressed groups.  相似文献   

19.
Spiritual Language and the Ethics of Redemption: a Reply to Jim Mackenzie   总被引：2，自引：0，他引：2  
I argue in this paper that Jim Mackenzie's critique of my recent work on religious and spiritual education fails on two main counts. First, his imputation to me of a confessional approach to religious education is simply misdirected, insofar as my previous papers are quite clearly concerned to sketch an alternative to both confessional and phenomenological approaches. Secondly, his attempt to reduce my 'spiritual truths' to moral and other claims turns on some question-begging decontextualisation of such judgements, as well as upon demonstrable ambiguities in his use of the terms 'moral' and 'soul'. In particular, I argue that the language of spirituality is indexed to an 'ethics of redemption' which is clearly distinguishable from any discourse of secular morality.  相似文献   

20.
In current literature, metaphor is treated as either an instance of implicit comparison or as a nonliteral class‐inclusion statement. I will argue that, contrary to these positions, the notions of comparison and class‐inclusion are not mutually exclusive in character but rather complementary cognitive concepts which entail one another. While initially using the semantic distinction between literal and figurative language, I will argue in the course of this article that metaphor is a matter of extraordinary rather than ordinary language and that it reflects linguistic pragmatics rather than semantics. The most prominent reasons for resorting to the extraordinary use of language may be found in education, where metaphor serves a heuristic function in the interaction between teacher and student, and in scientific activities, when researchers have at their disposal only a restricted dictionary to describe new phenomena. Executive function, flashbulb memory, and the firing of neurons are examples from cognitive psychology and neuroscience that denominate phenomena that might otherwise not have been adequately expressed. I will conclude that metaphors are both comparisons as well as class‐inclusion statements and that these tropes fulfill not only a heuristic but also an epistemic function in as much as they render comprehensible the acquisition of radically new knowledge.  相似文献   

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