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1.
Abstract This paper presents the findings of a one‐year (2002–2003) action research project conducted in a representative number of post‐primary schools across the sectarian divide in Belfast. The research investigated the responses of sixth‐form students to a number of carefully chosen texts focused on ‘The Troubles’. In analysing the pupils’ responses, it was discovered that, although inherited sectarian tensions persist, it is possible in many cases to encourage pupils to critically examine their attitudes and even abandon some prejudices. The key elements are the choice of texts and the need to provide ample and skilfully directed opportunity for dialogue and reflection. These findings are particularly relevant in the current climate of curriculum change, with the new emphasis on ‘diversity’ as well as ‘local and global citizenship’. 相似文献
2.
In this paper, one 19‐year‐old married mother who was sexually abused when younger discusses the painful and important role reading has played in her life. By using narrative discourse analysis, I parse the young mother’s spoken narrative and illuminate the emotions that cluster around her reading experiences. I discover that she has used reading as a way to make sense of the traumatic experiences of her childhood. I discover as well that, though she evidences immaturity, her moral thinking – refined through her roles as daughter, mother, and wife – is more nuanced than are the texts she is able to read. The questions I ask about her relationship to these books can be generalized to many non‐traditional students going to high schools, or reading in book clubs, today. 相似文献
3.
Jessica Mason Marcello Giovanelli 《Changing English: An International Journal of English Teaching》2017,24(3):318-329
This article examines the practice of studying texts in secondary school English lessons as a particular type of reading experience. Through a critical stylistic analysis of a popular edition of John Steinbeck’s Of Mice and Men, the article explores how reading the text is framed by educational editions, and how this might present the purpose of studying fiction to students. The article draws on two cognitive linguistic concepts – figure/ground configuration and narrative schemas – in order to explore how ‘discourse about a text’ can potentially influence how students read and engage with a text. Building on a previous article, the notion of pre-figuring is developed to offer an account of how a reader’s attention can be directed to particular elements of a text, thus privileging some interpretations and downplaying others. The article then reflects more widely on the perceived purposes of studying fiction with young people, exploring in particular the recent rise of support within the profession in England for Hirsch’s ‘cultural literacy’ model, which sees knowledge about texts as more valuable than authentic reading and personal response. 相似文献
4.
Paula T. Connolly 《Children‘s Literature in Education》2013,44(1):29-43
This article examines narrative strategies present in picturebooks about slavery that feature quilts. Against the depicted dangers of slavery, images of quilts serve to offer a sense of hope and in that way they provide a means of discussing difficult subjects with very young readers. As a central image in these texts, the quilt is variously represented as an artifact of remembrance, an image of hope, a type of testimony, and a sign of safety. This article focuses on a selection of texts to explore how verbal and visual images work to present and mitigate issues of historical violence. Additionally, the ways the image of the quilt intra- and extra-textually functions as a metanarrative comment on the construction of picturebooks are examined. 相似文献
5.
John Keen 《Curriculum Journal》2013,24(3):255-280
This article discusses revisions to personal narrative writing made by Year 7 students (aged 11–12) in a UK secondary school. The concept of strategic revision was used as a basis for analysing drafts and revised texts in order to investigate strategies and techniques deployed by students in the process of revision and how these related to expectations student writers had of their readers. These analyses suggest that, given a reasonably supportive instructional environment, some Year 7 students can revise their own written texts strategically, and that in doing so they may recruit, and perhaps acquire, a range of writing skills and associated procedural knowledge. They also suggest that in the process of revising their texts, some student writers may have altered their expectations of their readers' understanding, ability to interpret and willingness to empathise. Implications for researching writing processes and for the writing curriculum are suggested, including the use of students' revisions to tap into the complex sets of procedural knowledge which seem to underlie aspects of writing and writing development. 相似文献
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7.
Silencing the everyday experiences of youth? Deconstructing issues of subjectivity and popular/corporate culture in the English classroom 总被引：1，自引：1，他引：0
This paper investigates the influence of popular/corporate culture texts and discourses on the subjectivities and everyday social experiences of young people, and the extent to which such influences are critically analysed in the English classroom. I present two levels of synthesised information using data analysis born of a mixed-methods postgraduate research project with a group of 15- and 16-year-old high school students in Perth, Australia. First, I argue that popular culture texts position young people to assume subjectivities that are heavily informed by the ideologies and discourses of popular/corporate culture. Moreover, I argue that young people's social currency is often defined by the extent to which individuals demonstrate an alliance to such ideologies and discourses, and that individuals who deviate from popular norms experience subjugation and exclusion within peer and social settings. Second, I deal pedagogically with subject English and areas of it that hold relevance in terms of the integration and analysis of ‘the popular’. I argue that many students feel their teachers are ‘out of touch’ with the everyday realities of young people and their popular culture influences, and that there is a lack of commitment by teachers to critically analyse popular culture texts in the classroom. The paper concludes by arguing that such failures risk producing students whose everyday experiences are silenced and who are denied the critical learning spaces necessary to deconstruct the ways they are positioned to adopt certain subjectivities. Moreover, critical and progressive pedagogical praxis need to be further deployed by educators in order to effectively analyse the relationship between youth subjectivities and popular/corporate culture discourses. 相似文献
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9.
Jason J. Griffith 《Clearing house (Menasha, Wis.)》2013,86(4-5):168-173
This article features student perspectives on the role of personal writing in English class. Key findings and quotations are shared from two in-depth interviews with students who wrote exceptional personal essays as part of a narrative nonfiction unit in a 10th grade English class. Participants reported that writing personally generated more investment than a traditional academic assignment, controlling the level of sharing was key to being able to write honestly and openly, and mentor texts and writers’ notebooks were key tools which empowered their successful writing. 相似文献
10.
叙事伦理通过讲述个人经历,提出了与生命感觉相关的问题的同时也表达了具体的道德意识和伦理诉求。叙事伦理介入中职语文教学,转换了教学视角,在将学生作为主体的同时演绎文本中的道德情景,为学生提供了一个反思道德认知、调节心理症候的空间。 相似文献
11.
Philip Cam 《Educational Philosophy and Theory》2014,46(11):1203-1211
AbstractHow can school education best bring about moral improvement? Socrates believed that the unexamined life was not worth living and that the philosophical examination of life required a collaborative inquiry. Today, our society relegates responsibility for values to the personal sphere rather than the social one. I will argue that, overall, we need to give more emphasis to collaboration and inquiry rather than pitting students against each other and focusing too much attention on ‘teaching that’ instead of ‘teaching how’. I will argue that we need to include philosophy in the curriculum throughout the school years, and teach it through a collaborative inquiry which enables children to participate in an open society subject to reason. Such collaborative inquiry integrates personal responsibility with social values more effectively than sectarian and didactic religious education. 相似文献
12.
Gang Zhu 《Frontiers of Education in China》2017,12(1):98-119
This narrative study explores four Chinese students’ academic socialization experiences in one research-intensive public university in the US. By drawing upon Wenger’s (1998) communities of practice and Gee’s (2000) theorizing on identity as the synthesized theoretical framework, this research uncovers four Chinese students’ academic socialization stories nestled in the shifting cross-cultural landscape. Meanwhile, this study reveals that the Chinese students’ academic socialization intersects a matrix of factors, which can be categorized into “personal landscape” and “professional landscape.” Last, this narrative case study concluded that the Chinese students’ academic socialization involves the continuous negotiations of their multiple identities embedded in the cross-cultural contexts. 相似文献
13.
This study addresses concerns about boys’ underperformance on literacy tasks compared to girls, by investigating male and females students’ responses to narrative texts. Participants were 142 Grade 9 and 10 students. Achievement orientations, including goals, self‐efficacy, and self‐handicapping, were measured and approach and avoidance factors identified. Boys scored higher than girls on the avoidance factor. The task presented to participants involved reading sections from two narrative texts representing typically male or typically female reading interests. Interest ratings for the narrative text topics and interest levels while reading the texts were monitored, and students’ answers to multiple‐choice questions on text content recorded. Regression analyses confirmed that the influence of gender, achievement orientation, and on‐task text interest on reading performance varied with different patterns of task interest. The findings suggest that students’ achievement orientations and task interests are both important for understanding gender differences in students’ response to narrative texts. 相似文献
14.
Patrick Ryan 《Children‘s Literature in Education》2002,33(2):149-163
This study looks at the storytelling of a retired professional soccer player. It is my intent to analyse this oral narrative event, looking at the structure or formal organisation of the text (the morphology) as well as the performance techniques of the telling. Although a personal story, in its structure it is much like a wonder tale (or märchen). This analysis will, I believe, suggest ways narrative is shaped by folkloristic structures that thereby attract the listener and encourage the listener's contribution to the narrative performance. Similar techniques and responses can be observed in written and read texts. The study will also suggest how sports, particularly team sports like soccer, have a narrative structure of their own, which could partly explain another aspect of their appeal and enjoyment for many. 相似文献
15.
Lauren F. Lichty Emily A. Parks Amy Nelson 《American journal of sexuality education》2018,13(2):232-244
Photovoice, a participatory action research method, supports deep, personal reflection through the use of photography, personal narrative development, and group discussion. This lesson plan describes the use of Photovoice as a pedagogical tool in an undergraduate human sexuality course. The goal of this activity is to encourage students to 1) think beyond the texts presented in class, 2) make critical connections to their own lived experience and community context, and 3) deepen reflection through sharing and discussing with others. The lesson plan describes the process of bringing Photovoice into the classroom as well as student insights on the activity. 相似文献
16.
Nadya Rizk Lama Jaber Sarah Halwany Saouma BouJaoude 《International Journal of Science and Mathematics Education》2012,10(3):473-496
Beliefs about the nature of knowledge and knowing have been investigated extensively in educational and developmental psychology research. Hofer??s framework on personal epistemology is adopted in the present study for assessing Lebanese university students?? epistemologies of science. Participants were 213 students in their first year of science-related studies at a private university in Beirut. Two instruments were used for data collection: The science-focused epistemological beliefs questionnaire (Hofer, 2000) and an 8-item instrument adapted from the modified version of the ??Views on Science?CTechnology?CSociety?? (Dogan & Abd-El-Khalick, 2008), and an additional item developed by the authors. Thirty students were purposively selected for completing the second instrument followed by a semi-structured interview. Data analysis yielded the following assertions regarding students?? epistemologies of science: (1) Scientific knowledge is liable to change; (2) the source of scientists?? knowledge is inherent to human??s construction, whereas the source of personal knowledge is independent from human subjectivity and based on external authority; (3) scientific knowledge is proven and validated through the concerted effort of scientists; and (4) absolute truth cannot be attained because of the lack of means to access knowledge. Findings highlighted the need to foster an academic culture that promotes students?? epistemologies and explicitly addresses the nature and processes of science in curricula and instruction. 相似文献
17.
Lisa H. Schwartz 《Literacy》2014,48(3):124-135
This article addresses several challenges faced by educators and students in English classrooms in the US–Mexico borderlands region that will resonate with educators more broadly. I present how Ms Smith, the predominately Latino students in her high school writing class and I moved beyond what Ms Smith called the “tyranny of the five‐paragraph essay” used for standardised tests so that students were able to make personally and academically meaningful arguments in their writing. I examine how we collaboratively mobilised interests, motivations and diverse semiotic resources across out‐of‐school and in‐school contexts in the process of developing multimodal and hybrid genres and texts. First, I describe how Ms Smith and I crafted hybrid, digitally mediated classroom spaces and essay assignments informed by students' identity and literacy practices within digital networks. Next, I examine how three Latina students used semiotic resources and issues circulating in the different spaces of their lives to confidently argue their perspectives within the hybrid genres we created. From this collaborative work, I suggest that thinking of students and teachers as “semiotic boundary workers” provides a useful framework for practitioners who want to enable young people to draw on their practices and digital tools and engage their expansive, networked and creative affordances in academic contexts. 相似文献
18.
David Wagner 《Educational Studies in Mathematics》2012,80(1-2):153-169
This analysis of the writing in a grade 7 mathematics textbook distinguishes between closed texts and open texts, which acknowledge multiple possibilities. I use tools that have recently been applied in mathematics contexts, focussing on grammatical features that include personal pronouns, modality, and types of imperatives, as well as on accompanying structural elements such as photographs and the number of possibilities presented. I extend this discussion to show how even texts that appear open can seduce readers into feeling dialogue while actually leading them down a narrow path. This phenomenon points to the normalizing power of curriculum. For this analysis and reflection, I draw on mathematics textbook material that I wrote. As a way of modelling an alternative to normalization, I identify myself as a self-critical author and thus invite readers to be critical of their reading and writing of mathematics texts. 相似文献
19.
Ruth Gilbert 《Children‘s Literature in Education》2010,41(4):355-366
This discussion explores the role that storytelling and stories might have in leading children towards an awareness of uncertainty
and ambiguity in relation to Holocaust representation. It focuses on Morris Gleitzman’s Once (2006), its sequel Then (2008), and John Boyne’s The Boy in the Striped Pyjamas (2006) to consider the narrative techniques used to draw young readers into an understanding of the Holocaust. In particular, the
discussion examines the role of silence within these narratives to suggest that a meaningful dialogue with silence is a crucial
aspect in communicating the fractured nature of Holocaust history. Literature aimed at a young audience engages explicitly
with the oft-cited injunction not to forget the Holocaust by setting out to inform a new generation of readers about the horrors
of the Nazi genocide. In my analysis of these texts, however, I want to consider whether we should assume that such works
do necessarily perform a progressive educative role. The article argues that the blunt didacticism of Boyne’s text might close
down possibilities for the child reader’s imaginative engagement with the ungraspable nature of the Holocaust. In contrast,
Gleitzman’s novels confront the child reader with a complex set of ideas about the relationship between narrative and subjectivity. 相似文献
20.
René Galindo 《The Urban Review》2007,39(3):251-280
The research area of teacher narrative inquiry has identified links between the personal and professional identities of teachers.
Although teacher narrative inquiry takes narrative texts as its data, insufficient attention has been given to the functions
of narratives as forms of discourse that are utilized in the construction of identity. In the present study, the concept of
narrative identity guided the analysis of a Chicana teacher’s personal experience narratives. The analysis of six narratives
told during interviews conducted across a year’s time examined how the voices in the narratives, communicated through reported
speech, represented the relational, discursive, and ideological social worlds within which the Chicana teacher’s occupational
identity was shaped. The reported speech in the Chicana teacher’s narratives quoted the voices of significant Others, such
as her family members and the parents of her students. The Chicana teacher’s narratives crafted her response to the tensions
and challenges that these voices represented to her emerging occupational identity as a bilingual education teacher. In her
narratives, the Chicana teacher also constructed continuity across the distinct phases of her occupational identity as a bilingual
teacher that included transitions from college student, to novice bilingual teacher, to experienced bilingual teacher.
René Galindo is an Associate Professor in the School of Education and Human Development at the University of Colorado at Denver
and has a Ph.D. from The Ohio State University. His recent publications on language policy, bilingual education, and immigration
politics have appeared in the Harvard Latino Law Review, The Journal of Latinos and Education, and Latino Studies. 相似文献