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1.
Rural Japanese women have been overlooked or misrepresented in the academic and nationalist discourses on Japanese women. Using an anti‐colonial feminist framework, I advocate that centring discussions on Indigenous knowledges will help fill this gap based on the belief that Indigenous‐knowledge framework is a tool to show the agency of the ‘colonized’. In this paper, I attempt to answer the following question: What is the role of Indigenous knowledges in the context of rural Japanese women? I first discuss my epistemological approach by exploring the notion of Indigenous knowledges and my location within it. This process led me to employ autoethnography as the central methodology of this paper. Second, in order to better situate rural Japanese women, I look at Japanese history, especially the Meiji period (1868–1912) when Westernization began to exert a major influence on the Japanese nationalist movement via its control over knowledges carried by rural Japanese women. Third, in order for me to reclaim these subjugated Indigenous knowledges, I introduce my lived experience through autoethnography as a starting point to explore the possibilities that lie in the Indigenous‐knowledge framework. Fourth, I further discuss the interlocking nature of the issues surrounding nationalism, representation, knowledge production and identity emerging from the discussion on rural Japanese women and my reflexive text. This leads us to an assessment of how an Indigenous‐knowledge framework may shift discussions/perceptions of rural Japanese women in particular. Lastly, I conclude by noting the potential implications and applications of further research on this topic in other parts of the world.  相似文献   

2.
I am reflecting here my struggle to understand the issue of language in the science classroom and in our lives from three different perspectives: before and after Mozambican independence and after completion of my doctoral research. The main method used is auto|ethnographic inquiry in which I use the events in my life to question what is happening in my society. I have used Maria Rivera Maulucci’s paper, Language experience narratives and the role of autobiographical reasoning in becoming an urban science teacher as a reference. This paper helps me to show how isolated and generalized is the Mozambican situation and the value of our struggle in giving value to local languages.  相似文献   

3.
One of the most important questions I ask as both a cultural anthropologist and a university teacher is: How do people come to know what they think they know? In this article, I adopt a narrative approach to processes of learning and discovery in two very different locales, an indigenous society in the South Pacific, and a senior seminar on contemporary anthropological theory in a Canadian university. I show how I developed an exercise to “bring the field into the classroom” and how my students helped me to take what we learned in the classroom back to the field. In my conclusions, I discuss lessons I and my students learned about the link between experience and understanding, about the nature of interpretation, and about the role of reflexivity in the construction of meaning.  相似文献   

4.
In this article, we promote the use of autobiography in the social foundations of education classroom as a means of connecting education to real life experiences, history, and fostering epistemological development of college students. Autobiography involves students' awareness of the relation between theory and lived experience. As a form of reflective knowing, autobiography may help students understand complex terms such as "learning," "knowledge," and "education" by exploring various contexts that influence such understandings. Reflective knowing explores some of the experiential and purposive contexts that influence knowledge creation. Intellectual maturity and self-awareness may arise from circumstances that can lead students to be more confident critical thinkers and problem solvers. We describe how we have used autobiography in our social foundations of education classrooms and explore how influencing the pedagogy of teacher education critiques traditional epistemologies toward a redefinition of education for a democratic society.

Now reflecting on my educational history, I realize that everything I have learned in the past has taught me something about myself. Whether I was aware of my development at the time [hinges] on individual circumstances. I have thrived on learning, brought about by major changes impacting my life. These variations and my necessary adaptations have taught me the most important skill I need to know. Because of changes in my life, I have succeeded in learning how to learn. (Rita, Bucknell University, learning autobiography, September 1999)1

If I can make present the shapes and structures of a perceived world, even though they have been layered over with many rational meanings over time, I believe my own past will appear in altered ways and that my presently lived life - and, I would like to say, teaching - will become more grounded, more pungent, and less susceptible to logical rationalization, not to speak of rational instrumentality. (Greene 1995, 77-78)  相似文献   

5.
ABSTRACT

In this article, I reflect on my attempts to decolonise religious education at a historically white university in a post-apartheid South Africa. This pre-service education project conducted in 2017 happened against the backdrop of two events, namely, a renewed curriculum policy, Curriculum Assessment Policy Statement (CAPS) and the #RhodesMustFall (RMF) and #FeesMustFall (FMF) protests. These events encouraged me to reflect on my academic role as a teacher-educator preparing pre-service teachers to teach religion in schools. This led to me asking many questions such as, what is the effect of my teaching religious education?, How do teacher-educators prepare religious education pre-service teachers for a multicultural and multireligious society?, How does my teaching align itself with the decolonisation of education? and How do I redress the colonial past in my religious education classroom? The data which included reflective reports, student experiences and self-reflexivity acknowledged the findings that religion education served as a unifying factor in building social cohesion. The significance of this paper lies in the argument that decolonisation becomes an imperative if one is striving for social justice and intends to commit oneself to a more equitable society where crossing borders must be a seamless act.  相似文献   

6.
Book Reviews     
The changing face of midwifery practice and education in Australia is challenging the previously accepted notions of the birth experience, the options of care that are available for women and their families, and the role of the midwife in that experience. The role of the midwifery educator is also challenged by the move away from a predominantly clinical and skills‐based education towards a university‐based education that focuses on knowledge, attitude, skills, research and lifelong learning. As an experienced midwife, and a student of adult education theory and practice, the opportunity has arisen for me to re‐examine the midwifery profession from the critically reflective stance of the adult educator. By drawing on literature associated with adult education, this article is a reflective account that will explore central issues, including conflicts, in my midwifery practice, in my pedagogical practices as a midwifery educator, and in my role/s and identity as a culturally inclusive adult educator in my workplace. The article will also include an analysis of the politics of representation, power dynamics and my personal positioning, as a midwife, and an educator, where expectations can be complex and contested.  相似文献   

7.
In this essay I explore the constraints and opportunities confronting me as a newly qualified teacher and how these affect my pedagogy. I have reflected on my own development from beginning to newly qualified teacher and considered how such forces have shaped my identity as a teacher, my values and my approach to the job. As part of my exploration of my practice and the values I hold, I have revisited ‘The Place of English’, an essay I wrote midway through my Postgraduate Certificate in Education (PGCE) year; I have reconsidered how the current climate of educational reform and my subsequent experience have altered or strengthened these initial perceptions. In what follows I have reflected critically on two episodes of teaching and learning with my Year 10 class, my most challenging group, in order to further understand the way in which I have responded to the responsibilities and pressures placed on a classroom teacher. These pressures, I suggest, are intensified by the preconceptions of age and gender within my school and implicit more widely in the traditional values of our culture. The fragments of my practice that I have explored reveal tensions that gesture at a gap between educational theory, first-hand professional experience and governmental policy. They present an argument to resist the temptations of oversimplified, linear conceptions of teaching and learning, and maintain the place of English as a subject of creativity, exploration and expression that, at its heart, values both individual and collective student voices and identities.  相似文献   

8.
The 2014, 41st Australian Association for Research in Education (AARE) presidential address is both inspired and guided by the discursive genres of presidential addresses and the role of the president in a member association such as AARE. In the address, typically the president speaks to the members on an issue or issues that are to shape or conclude their term of office, as it is in my case. Like many of the 40 AARE presidents who have gone before me, I will embed some things that are professional, personal and political—not in the interests of advancing my research agenda, but to add “to the weave and pattern of the association’s history” (Reid 2010, p. v). Threads of my research since completing my PhD in 2000 will appear to support the broad argument. Also, I will draw on the outcomes of the 2014 Australian Research Council Discovery round (see Australian Research Council: ARC archives 2016) to encapsulate my key argument that educational research and its (ex)changes are being reshaped: in a post human digital age, the tree of knowledge is mutating. To make my argument, I will review how the thinking and doing of educational research mid-way through the second decade of the twenty-first century is constructed and ask what research endeavours might be created to make the best possible worlds for our member community and the aspirations of the association.  相似文献   

9.
This essay explores my role as a teacher educator within a changing policy and curriculum landscape, including managerial attempts to define acceptable educational ‘outcomes’ and other globalising pressures to regulate education. I interrogate my professional knowledge and experience as a teacher educator, raising questions about the adequacy of my support for student teachers as they enter this new landscape. I conceive the key challenge facing me at the moment as a challenge to my professional identity that requires me to find new ways of understanding and talking about my work (cf. Teaching and Teacher Education 19(1) (2002) 5). The essay might be read as a ‘self study’, in which my ‘self’ is conceived as a function of the networks or relationships in which I operate as a teacher educator and the larger structures that shape my professional world.  相似文献   

10.
In a series of three papers, I examine the identity development of three Chinese women teachers as they moved back and forth between Eastern and Western cultures and languages amid the rapidly changing events of the last four decades. This life-based narrative inquiry, situated between non-fiction, fiction, and academic discourses opens up possibilities for establishing a link between cross-cultural lives and identities, cross-cultural teacher education, and curriculum studies in multi-cultural contexts. In this third paper, I explore the three teachers' lives in the North American academy, particularly my own intellectual development at the doctoral studies level. I trace the dynamics of the interaction with my dissertation supervisor as he and I struggled to find ways for me to think in an inquiry-oriented way. I reach back to my upbringing to show how a Chinese spirit of knowing in cross-cultural teaching and curriculum-making was disruptive with the inquiry-oriented spirit of my cross-cultural studies. My story is complicated by the fact that I was trying to learn to think narratively - a way of thinking still comparatively new in the academy.  相似文献   

11.
The work of teacher educators is complex and multifaceted and requires knowledge of pedagogy and practice in both schools and teacher education institutions. This complexity, combined with calls for teacher educators to work in close partnership with schools, sees some in teacher education working in hybrid roles and across the boundaries of schools and universities. Drawing on a self-study conducted over a one-year return to teaching, I explore my return home to teach in a secondary school and I examine the continuing impact of this experience on my practice as a teacher educator. Using the concept of tensions as a conceptual framework to analyse the data I explore three tensions in this article: (1) teacher as technician versus teacher as pedagogue; (2) challenging versus being responsive to other’s views of learning; and (3) teacher versus teacher educator identity. I explore how a return to teaching in school and the tensions I experienced enabled me to develop my practice and understandings as a teacher educator. I argue that rich professional learning can result from using self-study to examine teacher educator practice, particularly for teacher educators working in hybrid roles and partnership contexts.  相似文献   

12.
Action research as a form of professional development encourages teachers to participate in cycles of planning, acting, observing and reflecting, thereby creating possibilities for change and transformation. Equally important are the transformations and professional growth experienced by the facilitator in an action research context. In recent literature, the epistemological and methodological foundations of action research have come under scrutiny. Part of this debate emerges from the experience of those who actually attempt to facilitate action research with groups of teachers. In this paper I critically examine my participation (as a university‐based facilitator and researcher) in an action research group in science, technology and society (STS) education to illustrate: (a) how a second‐order inquiry enhanced my understanding of the nature of action research, while (b) simultaneously allowing me to explore and develop strategies for facilitating the process.  相似文献   

13.
A tale of the field: reading power and gender in the learning organization   总被引：1，自引：1，他引：0  
In this article, I will argue that learning organizations that claim certain emancipatory promises in principle continue to ignore issues of gender, which, in practice are a distinctive and defining feature of our workplace contexts. Applying a feminist–Foucauldian interpretive framework, I intend to demonstrate and analyse the material workings of power, and how power relations work to produce both people and actions in organizations, which contributes to reproducing a patriarchal system, through a recounting of my own experiences as a Learning and Development manager implementing a change program at Xtrading Worldwide. In particular, by means of an auto-ethnographic account, I intend to illuminate the manner in which this patriarchal system not only contradicts the philosophy of the learning organization, highlighting its embeddedness within contemporary capitalist and managerialist discourse, but also how it works to produce both subordinated women and behaviours, which continues to exclude them from occupying levels of seniority in organizations.  相似文献   

14.
This article discusses the personal experience of reading an Artist‐Teacher MA, both as a way of engaging with a course of study aimed specifically at art teachers and also as an attempt to explore and possibly reconcile the pedagogic issues related to the area of critical and contextual studies that had arisen within my own practice. Critical and contextual studies has grown to become an essential component of art education in schools, yet there would appear to be limited pedagogic approaches amongst art teachers or enthusiasm for alternative curriculum models other than those inferred from exemplar material provided by examination boards for assessment purposes. As a consequence of engaging with the Artist‐Teacher MA, I confronted my pedagogic practice and reconsidered my personal position within the continuum of the role of teacher and that of artist. In turn this has led me to consider the notion of the pupil‐artist and and to question the implications of this for my continuing classroom practice.  相似文献   

15.
Conclusion In this paper, I have presented a model with very few nuances. My object has been to explore the most typical differences between the social classes and, therefore, I have not commented upon the situation of the lower-middle classes; nor have I given much attention to boys in bourgeois categories. My reason for this is that this special category has very often been the focus of socialization research. Rather I have tried to throw some light upon the socialization of working-class girls, where the concept of familism and of solidarity has been important in my analysis.However, the insights and thought patterns of boys and men in bourgeois categories must, in the same way as those of other social groups, be understood as a consequence of capitalism as a social system — and also be understood within a dialectical frame of reference. In other words, while boys in bourgeois categories are socialized in a way which often makes it possible for them to gain the most sought-after positions in society, they have to suffer certain disadvantages that may be costly for themselves as individuals and for society as a whole.My intention has been to discuss some relationships between socialization and the societal model of production. In a capitalist society, there is a need for some boys to be socialized into the elite and for some girls to be socialized into the reserve army of workers. The cause of women's liberation (as well as men's liberation) may be served in many ways and on many different levels. To me it seems especially important to understand the underlying societal forces that shape the roles of working-class girls and women.  相似文献   

16.
ABSTRACT Using the life history method, I explore elements in Nepalese women teachers' stories that transcend culture, society, time and space. Contrary to the popular belief that people from one culture cannot possibly shift their ground to understand the concepts and experiences of people from another culture, in my doctoral study I explored-universal and particular-received gendered archetypes on the sentient journey taken to school. The legend of the Sleeping Beauty I was told as a female child in Canada might have kept me half-asleep on such a journey. To provide an alternative to such stories, I am beginning to draw on women's and girls' physical and conceptual space(s) in transitions to higher education. Stories to structure activism, in terms of increasing the participation of females in the educational activities of Nepal, must come from women teachers' life histories, which reveal the path(s) to follow.  相似文献   

17.
It is commonly accepted that the nature of military operations is one of such character that no matter how well you prepare there will still be an expectation of having to deal with the unknown and unforeseen. Accordingly, there seem to be reasons for arguing that preparations for the unpredictable should play a critical role in military education. Yet, military education as we know it seems to be characterized by a rather classic modernist view on education, which promotes an environment of learning that embraces uniformity and enhances scenario based pre‐planned drills as ways of conducting military operations. In this paper I will argue an alternative perspective, one that embraces difference rather than uniformity as a means of developing military units and their soldiers. In doing so I will ground my argument in the academic discourse on postmodern education. It is my understanding that educational practices prone to postmodern thinking are embedded in narratives sensitive to constructivism, complexity and contextualism , and thus use emancipation, deconstruction, vocabulary, dialogue, diversity and aesthetics as pedagogical strategies in their creation of ‘new’ meaning. A discussion of these strategies in relation to the topic of ‘the unpredictable’ constitutes the main body of this paper.  相似文献   

18.
Carl Leggo 《Interchange》1998,29(2):169-184
In my work with preservice teachers I face daily a dilemma. My student-teachers come to me with an urgent practical agenda: What do I need to know in order to survive in the world of school? In effect they want me to tell them how to fit into a world that they assume is structured like a grammar, with traditions and conventions and rules and patterns. They are seeking ways to conform to the pedagogic world as it has been written, but I hope they will seek ways to transform the pedagogic world, always written and always in the process of being written. I hope my student-teachers will seek ways to write, actively and deliberately and imaginatively, the pedagogic world of students and teachers. I want them to learn to live un/grammatically, to challenge the ways in which the world has been written for them, to know that they are not only written by the world, but that they also write the world. I invite my students to write the unwritten sentences, the sentences that interrogate and subvert syntax and semantics, the sentences that create spaces where my students can live un/grammatically.  相似文献   

19.
Over time my teaching role has evolved into one of facilitating adult learning. Recent studies that I have undertaken in higher education have met a felt need for further critical reflection on this approach. The discovery, through discussion and reading, of a language that enables me to conceptualise and investigate issues in teaching and learning has been a major part of this process, as has peer supervision. Engaging in this process in turn has encouraged continuing reflection in and on my practice.

My teaching area is theology, which involves critical reflection on experience and practice, and this has deeply influenced the way in which my teaching role has developed. Shared reflection in class interrelates with personal reflection, and has the potential to promote ongoing or lifelong learning. The facilitator's role in this setting combines caring and challenge, with the possibility of conflict management as well. It is hoped that aspects of my experience and practice in facilitating reflection in theology will be seen to have relevance to other areas of teaching.  相似文献   

20.
Abstract

This article is drawn from my research work, where I have interviewed students on a combined women's studies course through the 3 years of their degrees. I worked with 14 students in total, mainly non‐traditional entrants. The women combined their women's studies programmes with a range of other subjects (including literature, law, sociology, health studies, psychology and more), so giving me good comparisons between a range of academic subjects. My research has indicated that although it is not always recognised as academic study, the women have found the use of personal experience both challenging and exciting in developing the tools needed for theoretical and critical analytical approaches. I will conclude by suggesting that to take account of gender issues, as well as considering other marginalised groups, subject areas need to develop approaches to learning and teaching which encourage the use of personal experience in enabling students to engage in theoretical and analytical approaches in their study.  相似文献   

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