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Maria J. Veri 《Quest (Human Kinetics)》2013,65(4):443-464
This article illustrates the pedagogical value of employing student narrative writing assignments in the graduate sport management classroom and advocates for cultural studies and critical pedagogy approaches to teaching sport management. The article considers students' autobiographical narratives within a theoretical framework of cultural studies, critical pedagogy, and critical sport studies in order to demonstrate how autobiographical writing exercises can provide students with an additional forum through which to express their individual voices and to link their personal experiences to course content as they prepare to enter a 21st century sport industry characterized by increasing diversity and globalization 相似文献
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Kate E. Kedley 《Sex education》2013,13(4):364-377
Classrooms reflect and contribute to normative sex, gender and sexuality categories in school culture, rules and rituals. Texts, materials, curriculum and the discourse we employ as educators perpetuate the pervasiveness of these categories. This paper explores some of the less visible ways in which sex and gender categories are constructed in US English Language Arts (ELA) classrooms, and how institutionalised heteronormativity positions students within normative categories of sex, gender and sexuality. These limiting conversations are difficult to identify and even more difficult to challenge. But it is precisely this dynamic – the subconscious reinforcing of sex and gender binaries – that upholds the dominance of the institution of heterosexuality. Merely addressing lesbian, gay, bisexual, transgender, queer (LGBTQ) issues in the field of teaching reading, writing and literacy is an incomplete strategy. To disrupt normative narratives in the ELA classroom, educators must first identify the everyday practices occurring in school spaces, specifically recognising the teacher as a text. For sustained challenges to institutionalised norms, ELA teachers must engage in this work outside of LGBTQ-inclusive instructional materials and anti-homophobic education, and this paper offers specific methods for disrupting mainstream narratives in ELA classrooms. 相似文献
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Kimberly Cosier James H. Sanders 《The International Journal of Art & Design Education》2007,26(1):21-30
This article sounds a call to action and addresses the challenges of creating inclusive, queer‐affrming art teacher education curricula. We examine such challenges through case study vignettes of our varied US university settings and explore the perils of teaching in an increasingly queer‐hostile culture. Strategies are given for avoiding attacks against LGBT‐supportive pedagogy and championing the cause of social justice for queer students, parents, artists, teachers and faculty. 相似文献
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ABSTRACTThe inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ) perspectives and experiences in the social work classroom is necessary to adequately include LGBTQ students and prepare graduates to practice effectively. Drawing from queer theory as a theoretical framework and the authors’ experiences in practice and teaching/learning spaces with LGBTQ youth, this article offers practical strategies for creating classrooms inclusive of LGBTQ persons. Queering the classroom builds skills in students beyond practice with LGBTQ people and communities, thereby enhancing their capacity to engage diversity in practice more generally and to advance human rights and social justice. 相似文献
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Stephanie Jones 《Teaching Education》2013,24(2):131-152
The present article draws on data from a three-year study of pedagogy in teacher education that attempts to disrupt normative structures of reading and being in the teacher education classroom. The author uses Bourdieu’s work to emphasize the ways in which academic fields become ruled by unspoken rules and practices – “nomos” – and demonstrates a use of trauma narratives in teacher education that can disrupt such unspoken rules and practices. The article challenges taken-for-granted assumptions in teacher education that students must be positioned as future teachers; that reading educational research and texts should be a priority; that writing assignments should be privileged; and that a cognitive approach to learning in teacher education should be privileged. 相似文献
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Jeong-Gil Woo 《Asia Pacific Education Review》2014,15(1):79-88
In this paper, the author investigates what kind of challenges contemporary pedagogy has confronted, focusing on the question of knowability of radical otherness of the educated and the makability of the human being through education. Starting from two different narratives reflecting on their personal educational relationships and their identity as an educator, the author sketches the contrasting development in the history of pedagogy from Comenius via Kant and Buber and expands on the pedagogical reception of the philosophy of the Other by Lévinas. Differing from the ego- and subject-centeredness of modern pedagogy, Lévinas proposes a rather humble concept of a subject who is always and already responsive to and responsible for the Other. Based on this contrast, the author suggests that modern educators can be freed from an all-knowing and almighty complex and get to a more sympathetic, sensitive, and ethical dimension for their pedagogical practice. 相似文献
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Randi Nevins Stanulis Catherine A. Fallona Carol A. Pearson 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):71-81
Three teacher educators formed a new teacher support group for three novices whom we had prepared, in order to help them deal with challenges and uncertainties of the first year of teaching. Using narrative inquiry, we collected the novice teachers' stories by composing field texts, using audiotaped interview data, classroom observations, bi-monthly journal entries, and participant personal narratives as data sources. Common patterns across the data stories included induction into the isolation of teaching, interest in NOT abandoning university teacher preparation, and the need to learn from mentoring. The implications provide discussion of the educative role of teacher support groups in learning to teach, and university involvement in learning to teach during the induction years. 相似文献
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Emmanuel O. Acquah Nikolett Szelei Heidi T. Katz 《British Educational Research Journal》2020,46(1):122-139
Despite multiculturalism being discussed in teacher education, teachers still often feel insecure in the classroom around developing meaningful practices. This might be due to several issues about how preservice teachers are taught. In this article, modelling culturally responsive pedagogy is demonstrated as a promising strategy in shaping preservice teachers’ learning experiences and facilitating the finding of pedagogical responses in their future work. The article examines preservice teachers’ awareness of modelling as a teaching strategy in a multicultural education course in Finland, and the ways in which they connected the modelled strategy to their own learning and intentions for future teaching. A total of 246 reflective learning journals were analysed qualitatively, using a constant comparison approach. The results indicate that preservice teachers recognised and reflected on modelling culturally responsive pedagogy. They highlighted several aspects of the culturally responsive activities, environment and teacher educator behaviours modelled for them. For some preservice teachers, this recognition stayed at the level of personal awareness of own learning on the course, but for others these revelations were springboards to start forming ideas about future teaching practice. Preservice teachers articulated their intentions about the kind of teachers they would like to become, their principles in teaching, as well as specific teaching/learning activities. We present how the modelling of culturally responsive pedagogy strategies allowed preservice teachers to self-reflect, critique and connect their own learning experiences to future practice. Therefore, modelling culturally responsive pedagogy is argued to be a fruitful strategy in teacher education. 相似文献
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Literature's power to consider moral and ethical issues to expand and reflect on our own lives has long been considered a vital dimension of subject English. Moreover, critical perspectives ask how texts and pedagogies serve particular interests and beliefs, leaving other perspectives silent. ‘Safe’ elements of teaching are reinforced by discourses established through experience, while popular narratives can distort the complexities of teaching. Initial teachers witness little in their field experience to challenge inscribed ways of thinking, which marginalises the role of critical theory in classroom practice. In this article, we use a pedagogy of discomfort to explore how an adolescent novel can challenge initial teachers' notions of literature teaching. We discuss the ways in which unsettling fiction based on fact serves to dislocate certainties, and suggest possibilities for reconstructing initial teachers' approaches to literature and pedagogy. 相似文献
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Stephen Dobson 《Journal of Philosophy of Education》2012,46(2):271-286
Translation theory has faced criticism from professional translators for adopting an ivory tower stance to the ‘real world’ challenges of translation. This article argues that a case can be made for considering the challenges of translation as it takes place in the school classroom. In support of such an argument the pedagogue as translator is seen to occupy a pivotal position, such that the insights from translation theory, understanding translation as an inter‐linguistic act, can be combined and bridged with the burgeoning field of translation pedagogy, focusing on how the practice of (inter‐linguistic) translation might be taught and learned in the school classroom. Extending the sphere of influence of translation, it is argued that the pedagogue as translator is concerned with teaching pupils in the classroom how to engage in making meaning in their respective subjects. This requires acts of translation from and with something heard or seen with respect to the subject concerned, in order to make into personal knowledge. After an initial presentation of a particular understanding of translation theory inspired by Walter Benjamin's famous essay on ‘The Task of the Translator’, examples of bridging are presented in the teaching of translation skills in two classroom subjects: teaching English as a foreign language and teaching natural science. 相似文献
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The positioning and movement of the teacher in the classroom are fundamental to the pedagogical process. Specific spaces in the classroom take on certain meanings because of the nature of pedagogic discourse that occurs on the site and the positioning and distance of the site relative to the students and the teaching resources. Spatial pedagogy is realised through the patterns of positioning and the directionality of movement, as well as the intersemiotic correspondences in the use of space with other semiotic resources (e.g. language, gesture and teaching materials). This paper investigates the different types of space in the classroom and their associated meanings. It also discusses an approach for annotating the teacher’s use of space, and the usefulness of visualising this annotation through digital graphical methods. The notion of ‘structured informality’ in the classroom is proposed through data analysis of two teachers conducting similar lessons, but with apparently different pedagogical styles. 相似文献
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Constance Lavoie Patricia-Anne Blanchet 《Diaspora, Indigenous, and Minority Education》2018,12(3):155-166
The life narrative is an oral genre grounded in Indigenous tradition and teaching practice. In Canadian Indigenous communities, the expertise and content transmitted by life narratives are a part of their oral heritage. Drawing from their personal and professional experiences in Indigenous school environments, as well as the results from exploratory studies, the authors have developed an educational model for teaching life narratives in the classroom. This paper begins with an overview on the pedagogical use of life narratives for historical reconciliation, knowledge and expertise preservation, and ethical education. This enables the authors to propose a definition supported by the existing scientific literature. An analysis of the data collected from Innu, Algonquin, and Mohawk communities revealed the main strategies commonly used by their teachers and Elders. A pedagogical model dividing these strategies into planning, integration, and implementation phases for using life narratives is finally presented. 相似文献
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The potential of a theory of variation-framed learning study, a teacher professional development approach, to help teachers overcome curricular and pedagogical challenges associated with teaching new science curricula content was explored. With a group of Singapore teachers collaboratively planning and teaching new genetics content, phenomenographic analysis of data corpus from classroom observations, teacher meetings and interviews revealed teacher learning that manifested in the teachers’ experiences. These were captured as (1) increased degrees of student-centered pedagogy and challenges to teachers’ prior assumptions about science pedagogy, (2) increased awareness of possibilities and limitations of their beliefs about science pedagogy, and (3) emergence of new understandings about new curricular content and science pedagogy. The possibility of transformative and generative learning is also discussed. 相似文献
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Writing and writer identity: the poor relation and the search for voice in ‘personal literacy’ 
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下载免费PDF全文 Paul Gardner 《Literacy》2018,52(1):11-19
The teaching of writing has been a relatively neglected aspect of research in literacy. Cultural and socio‐economic reasons for this are suggested. In addition, teachers often readily acknowledge themselves as readers, but rarely as writers. Without a solid grasp of compositional processes, teachers are perhaps prone to adopt schemes that promote mechanistic writing approaches, which are reinforced by top‐down discourses of literacy. This ‘schooling literacy’ is often at odds with children's lives and their narratives of social being. After discussing theories of writing, tensions between ‘schooling literacy’ and ‘personal literacy’ are debated. It is suggested that the disjuncture of the two exposes gaps that provide teachers with spaces in which to construct a writing curriculum embedded in children's language and funds of knowledge. The elevation of this ‘personal literacy’ is viewed as an imperative to enhance children's identities as writers, as well as their engagement with writing. 相似文献
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The paper is an exploration of how a group of tutors involved in a major e‐learning project reacted to developing and teaching in this environment for this first time. All were experienced face‐to‐face teachers but had different levels of experience in using technology. Our aim was to capture their individual views on working in an online environment. The import of this cannot be under‐estimated, as different views on learning influence the role and potential of technology in an e‐learning environment. As the research is an exploration in understanding the impact that e‐learning can have on the role of the teacher, it seemed appropriate to frame the work in a grounded theory approach and to deal with themes as they emerged. The data for the paper are the product of focus groups, questionnaires and observation. The sample for data collection was the total population of tutors in seven institutions involved in the delivery of the course. The questionnaire captured tutors’ profiles (experience of information technology, e‐moderating, e‐learning, gender, college, module taught), their personal online tutoring style, their opinions on pedagogy and the student learning experience, training and development issues and general reflections on being an online tutor. The initial findings reveal varied reasons for becoming involved with online learning and a wide variety of styles for interacting online with students. All respondents were keen to keep an element of face‐to‐face teaching in their modules and felt it was difficult to gauge depth of learning without ‘normal face‐to‐face interactions at some point’. A number of staff felt that e‐delivery is much more difficult than they envisaged and challenged them in ways that face‐to‐face teaching did not. Materials and approaches that work well in a classroom environment are not always effective online. Tutors faced challenges in both design and delivery. 相似文献
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This paper is about re-representing the lifeworlds experienced by different participants in the 'same' physics classrooms; dissatisfied with the monolithic accounts that dominate the educational literature, we offer here an attempt to w/ri(gh)te classroom research. This paper, therefore, has a dual purpose: We exemplify how authors might want to represent different perspectives on the 'same' classroom and we build on this example to argue for w/ri(gh)ting research by drawing on literary forms that differ from traditional master narratives. W/ri(gh)ting requires reading in new ways; by skipping text, readers risk missing out on the reflexivity of our argument. 相似文献
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本文运用定性和描述性研究的方法,对通过课堂观察、教师访谈及调查问卷所收集的数据和信息进行了分析研究.结果表明:在大学英语课堂教学中,一切有利于创造良好学习气氛,能策动学生主观能动性的双向语言活动都是促进师生"互动"、提高教学效果的有效措施. 相似文献