共查询到20条相似文献，搜索用时 953 毫秒
1.
This paper reports a study of the accounts of pedagogic work provided by Samoan paraprofessionals responsible for forging lines of communication between government secondary schools in an Australian city and state-designated disadvantaged local communities. The paraprofessionals are viewed as representatives of the imagined communities constructed around schools in official state discourses on educational disadvantage and equality. It is shown that the discourses on Samoan pedagogy spoken by the paraprofessionals are appropriated from a highly conflictual field of anthropological and historical knowledge-production. Qualitative analysis of interview data provided by the paraprofessionals indicates that all interviewees emphasized differences in the form and content of pedagogy between the Australian school and the Samoan home and church, attributing these differences to various relations of power and control. In conclusion, it is proposed that the paraprofessionals' accounts should not be read as simply true or untrue, but in terms of their specificity as input to institutional pedagogic work-input with the potential to bring cultural difference into being as it is acted on by teachers and other educational agents. 相似文献
2.
Bourdieu’s version of field theory has had an impressive impact on the ways that sociologists of education conceptualize educational practices. These accounts tend to focus on the varying levels of ontological complicity established between students’ cultural dispositions and educational institutions. In this paper, the wisdom of these accounts is acknowledged but it is also suggested that Bourdieu’s field theory does not go far enough to detail the ways that positions in local educational fields embody pedagogic qualities and action trajectories. Drawing on insights from social psychology and relational sociology, a field theory for local educational action is outlined that more adequately accounts for the ways that students and educators directly experience and act upon curricular and pedagogic qualities in educational settings. An empirical example is then offered of the authors’ claims within the context of curricular tracking/streaming, and the article concludes by considering the practical and political consequences of this theoretical shift. 相似文献
3.
Akata Sisigafu’aapulematumua Galuvao 《Educational Philosophy and Theory》2018,50(8):747-757
AbstractThis article introduces Tofā’a’anolasi, a novel Samoan research framework created by drawing on the work of other Samoan and Pacific education researchers, in combination with adapting the ‘Foucauldian tool box’ to use for research carried out from a Samoan perspective. The article starts with an account and explanation of the process of developing and of naming Tofā’a’anolasi as a Samoan form of Critical Discourse Analysis. Following this is a discussion of the features of Tofā’a’anolasi and the theoretical underpinnings that explain the understandings and processes of this research framework. The article concludes with a story from assessment practice that acts as an example of applying this approach to educational research centred on Samoan students in Auckland, New Zealand. 相似文献
4.
In this paper we analyse literacy pedagogies in a state-designated disadvantaged secondary school. The specific purpose of the analysis is to identify modes of pedagogy that may make a difference in the overall literacy outcomes of students attending these schools in general, and targeted 'at risk' groups including Samoan students. Interview data collected from Samoan paraprofessionals working in low socio-economic schools, in addition to the research literature on Pacific Islander students, are used to identify salient features of effective pedagogies. This information is used to orient the analysis of classroom data collected from one case study secondary school. The analytic focus is on the accomplishment of disruptive student behaviour within the enactment of everyday classroom interaction; specifically, the transition between whole class spoken preparatory discourse and individual seatwork. The analytic framework consists of concepts from Basil Bernstein's sociological theory of pedagogy that give purchase on the explicitness of teacher control of 'the what' of instruction (content or subject matter) and 'the how' (interactive forms of teacher–student relations). The general finding of the study is that less explicit teacher control of the selection and organisation of knowledge is associated with the disruptive student behaviours identified as sources of disadvantage by the Samoan paraprofessionals. In addition, some general features of literacy pedagogies that may 'make a difference' in educational outcomes for students enrolled in the designated disadvantaged secondary school are identified. 相似文献
5.
The community as part of the social environment is a key social determinant of health and is a central organizing feature of Pacific culture. A collective worldview informs the way social support is conceived in Pacific cultures, and it is core to Samoan and Tongan elders’ perceptions of the influence of community on health and well-being. In turn, inability to fulfill community responsibilities may be an indication of poor health and well-being and may be distressful because of this collective worldview. Using principles of grounded theory that informed the data collection and analysis, in-depth interviews were conducted with 10 Samoan and 10 Tongan elders in Hawai'i, the port of entry for most Pacific Americans migrating to the U.S. and the location where the majority of Samoans and Tongans reside. Four main themes—community norms, social functions of community, community capacity, and negative community influences—were identified as community factors affecting the health and well-being of Samoan and Tongan elders. Implications for research and policy practice are offered. 相似文献
6.
Social justice discourses, particularly those attentive to the politics of difference, suggest that the perspectives of least-advantaged groups need to be taken into account when endeavouring to realise social justice in education for these groups. In this paper, we analyse narratives on schooling produced by one cohort of least-advantaged students, namely, Samoan students attending state-designated disadvantaged secondary schools in Queensland, Australia. Specifically, the narratives of educational disadvantage provided by Samoan students are analysed. The focus is on 'the what' (the knowledge to be transmitted) and 'the how' (the teacher–student relations) of pedagogy in state-designated disadvantaged schools. Attention is paid to the contradictory and ambivalent discourses inherent in these narratives, particularly in terms of realising socially just pedagogic practices and outcomes. 相似文献
7.
Kieran T. Sullivan Lucila Ramos‐Sánchez Stephanie D. McIver 《Journal of College Counseling》2007,10(2):103-116
The purpose of the current study was to identify predictors of counseling center use among Asian/Pacific Islander, Latino/Hispanic, and White college students. Findings indicated that female and 2nd‐generation students report the most severe difficulties. Problem severity and gender predicted counseling center use for White and Asian/Pacific Islander students, whereas only problem severity predicted use for Latino/Hispanic students. Generational status was not a significant predictor of use for any group. 相似文献
8.
This paper examines the construction of ‘socially just’ curriculum renewal initiatives for Samoan students in a low socio-economic secondary school. Basil Bernstein's concept of recontextualization is used to investigate the implementation of Queensland's Social Justice Strategy at the school level. Interview data provided by the school's first two ‘social justice coordinators’ is analysed, focussing on the categorizations of students and discourses operative within the reform initiatives. Shifts in what counted as socially just curriculum for Samoan students are documented. The focus is on the varying strength of the boundaries of cultural categories (i.e. ‘Samoan’) and on tensions over the emphasis on the cultural knowledge of community representatives and the professional knowledge of school educators. The findings make explicit implications for the distribution of discursive resources to the Samoan students and, hence, life chances in a world in which English is a tool needed by young Australians irrespective of their cultural background. 相似文献
9.
Brian Gibbs 《Peabody Journal of Education》2019,94(1):97-113
This article focuses on how civic agency is taught or not taught by a social studies teacher to the children of soldiers in a largely conservative community and, as a result, how it was learned or not learned. Taken from a larger study investigating individual teacher curricular and pedagogic choice around teaching war near a military base, this article examines the sociopolitical, district-level, student, parent, and community pressures and tensions of teaching war in this context and what impact these pressures have on teaching choice and student sense of civic agency. Findings suggest that the teacher, mostly yielding to the pressure and stress, avoids complexity of perceived dangerous content, which left most students with an unchallenged sense of traditional patriotism and duty. 相似文献
10.
高职院校的学习重在学以致用。为此,应着重教授学生实用性强的知识和技能。在计算机基础课程中补充教授Excel常用函数及数据透视表的使用,并利用人事工作中考勤补贴数据相应处理进行讲解,帮助学生掌握Excel基本功能,着力培养学生动手能力,为学生将来步入社会奠定坚实基础。 相似文献
11.
The relation between attitudes to aging and cultural values is a complex one. This study contrasts attitudes to aging among Pacific Islander students with attitudes in a comparable Australian sample. Australian society is represented as ageist, whereas Pacific Islander cultures are reported to be age-inclusive. Attitudes were assessed using the Reactions to Ageing Questionnaire, and data also were collected on levels of intimate contact with older people, said to be related to attitude. A comparison of Australian with Pacific Islander data showed no difference in attitude or degree of intimate contact. Within the Pacific Islander sample indigenous Fijians had significantly more positive attitudes than did Indo-Fijians and significantly more intimate contact. Indo-Fijians, but not indigenous Fijians, also were significantly more negative in attitude than Australian students. Educators aiming to incorporate gerontological knowledge and to challenge ageism in the curriculum should not assume student attitudes are congruent with traditional cultural beliefs. They need to be knowledgeable about and sensitive to differences among various cultural groups within the student population, especially where those students will have the health care of the old in their hands in the future. 相似文献
12.
June C. Chang 《Research in higher education》2005,46(7):769-802
The present study describes the level of faculty--student interaction on 2-year college campuses, examines student characteristics correlated with faculty contact, and considers how interaction may differ among racial subgroups of students. Using data collected from the Transfer and Retention of Urban Community College Students (TRUCCS) survey, a sample of 2500 students informed this research. The findings reveal generally low levels of interaction, and especially with Asian American/Pacific Islander and Latino students. Having positive perceptions of the college environment and interacting with other members of the institution, from students to academic counselors, glow the strongest positive association with faculty contact among all racial subgroups of students. Prominent among the differences is the negative relationship between perceiving racial difficulties and interacting with faculty for Asian American/Pacific Islander students. The findings provide insight in how to increase and enrich faculty interaction on these campuses to better retain underrepresented students in the educational pipeline. 相似文献
13.
Kate Chanock 《高等教育研究与发展》2007,26(3):269-280
Higher education policy is seeking, in the interest of ‘quality assurance’, to reward teaching and the scholarship of teaching and learning (SoTL). Academic language and learning (ALL) advisers, who work closely with students to improve their performance in their courses of study, have much to contribute to SoTL. ALL advisers who adopt an ‘academic literacies’ approach share with lecturers in the disciplines an engagement with issues of ‘‐ography’ (i.e. writing in and for a discourse community)—including the relationships between epistemology, form, and language—yet, misconceptions about ALL advisers’ work can prevent discipline lecturers from consulting them when thinking about questions of teaching and learning in their own field. This paper discusses ALL advisers’ access to insights into students’ experiences of learning and of being taught, with relevance both for particular disciplines and for academic culture across the disciplines; their contributions to SoTL; the difficulties they encounter in trying to communicate across the borders of the disciplines; and ways of improving this situation in the context of the new emphasis on encouraging improvement in the quality of teaching. 相似文献
14.
Sang Leng Trieu Helen Hopp Marshak Sally I. Bratton 《Community College Journal of Research & Practice》2013,37(6):467-477
Analyzed were the sexual and reproductive health behaviors of Asian Pacific Islander (API) California community college students who took the National College Health Assessment (NCHA) survey. This was done to identify characteristics related to sexual behavior and choice of birth control and examine the association between condom use and history of HIV testing. A total of 769 API heterosexual, male and female students between ages 18–24 were included in the analysis. Chi-square analyses were conducted to determine whether there was an association between condom use and history of HIV testing. API students reported few sexual partners (41% with no partner, and 49% with 1 or 2 partners), and preferred condoms (53.0%) for birth control over hormonal methods (29.3%). One-fifth of API students have used emergency contraception, and 21.7% have had an HIV test. API students had more conservative sexual practices and lower HIV testing practices than community college students in general. More culturally tailored education is needed on contraceptive options and to increase HIV testing behaviors among APIs. 相似文献
15.
《Pedagogies: An International Journal》2013,8(2):89-91
The pedagogic work of inculcation. .. is one of the major occasions for formulating and converting practical schemes into explicit norms.. .. Excellence (that is, practical mastery in its accomplished form) has ceased to exist once people start asking whether it can be taught, as soon as they seek to base "correct" practice on rules extracted, for the purposes of transmission, from the practices of earlier periods or their products. (Bourdieu, 1980/1990, p. 103) 相似文献
16.
Daniel A. Yon 《International journal of qualitative studies in education》2013,26(6):623-641
This paper examines the responses of two groups of high school students to Isaac Julien's film The Darker Side of Black and theorizes what these responses might suggest for how students imagine and argue for community. It explores the tension that is produced as students argue for community as continuous and stable in the face of discontinuity and difference in the diaspora. The paper raises the possibilities for how pedagogy may occupy the space of tension that emerges from competing notions of community. It calls attention to the pedagogic constraints that come from the practice of privileging difference between communities, which might well compromise engagement with difference within. The trope of culture as the attribute of social groups that has come to structure debates on multicultural and antiracist education is critiqued. 相似文献
17.
18.
Curricular and pedagogical reforms are complex inter-linked processes such that curricular reform can only be enacted through teachers teaching differently. This article reports the perspective of emergent Malaysian primary teachers who were expected to implement a Government reform that promoted active learning. The 120 student teachers were members of a single cohort completing a new B.Ed. degree programme in Primary Mathematics designed by teacher educators from Malaysia and the UK. They were taught to use a tripartite pedagogical framework involving action or active learning, supported in practice through reflection and modelling. Drawing on findings from surveys carried out with the student teachers at the end of their first and final placements this article examines evidence for the premise that the student teachers were teaching differently; illustrates how they reported using active learning strategies; and identifies factors that enabled and constrained pedagogic change in the primary classroom. The students’ accounts of using action, reflection and modelling are critiqued in order to learn about changing learning and teaching practice and to contribute to understanding teacher education and early teacher development. The students’ reports suggest diversity of understanding that emphasises the need to challenge assumptions when working internationally and within national and local cultures. 相似文献
19.
Brian S. Horvitz 《Community College Journal of Research & Practice》2013,37(7):534-538
ABSTRACTTraditionally, community colleges serve students who live within the school’s local region. Some community colleges are looking for strategies to increase geographic access to their technical education programs. Exploratory research on online technical education programs found some programs are using online and distance-learning strategies to make their programs more accessible. This paper examines two such technical education programs and the different ways they are making their programs available to students across the country. Looking at these two programs revealed that the types of online and distance-learning strategies and tools these programs chose to deliver instruction are, at least in part, dependent on characteristics of the technical equipment students are being taught to master. These characteristics include the equipment’s availability and accessibility, as well as how expensive and/or dangerous this equipment can be. 相似文献
20.
David S. Heywood 《Cambridge Journal of Education》2007,37(4):519-542
This paper is concerned with the process of how subject and pedagogic knowledge emerge through teachers' learning in science. It suggests that problematizing subject knowledge through direct experience of learning in science, particularly in those areas that are known to be difficult, constitutes a productive way of turning a deficit model of teacher subject knowledge into a positive experience with considerable potential for the development of pedagogy. The paper draws on exemplification of student learning to contextualize the discussion within current debate in science education concerned with conceptual change and metacognition. It is argued that the act of addressing what are problematic science concepts in their own learning, affords an opportunity for students to focus on the nature of the concepts being explored and how understanding of them might be developed. It is implied that a notion of ‘learning practice’ in university taught sessions, in addition to the embedded model of generating pedagogic insight through teaching experience in school placements, would constitute a productive mechanism for the synthesis of subject and pedagogic knowledge. 相似文献