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Circumscribed by the culture of collectivist and Confucian traditions, English as a Foreign Language (EFL) education in China has defaulted to an impersonalized provision and delivery. Much of teaching and learning is to assimilate individuals into a group identity. This epistemological model can be detected in learning outcomes, e.g., preferential use of ‘we’ over ‘I’, lack of authentic self-identity in student EFL writing, etc., and is characterized by ubiquitous rote learning. In this paper, we adopt a biographical approach to the teaching of stories expressed as personal narrative as part of the research framework. This is also applied to critical curriculum and pedagogical reforms that help students to write across their extant cultural constraint, enabling them to make a conceptual leap in understanding the difference between the collective, and the individual identities, of the “we” and the “I”. Once this conceptual awareness has been achieved, the individual viewpoint can be elicited and articulated in student writing of narrative accounts. Biographical narrative accounts of personal experience are found to have a creative and self-actualizing force in forming the individual’s identity, using his/her original voice. The findings suggest that EFL writing curriculum and pedagogy in the new era can be a useful strategy to empower students and EFL teachers to teach and write between the “we” and the “I” paradigms, and expand their ontological capability and flexibility through pedagogical effect. 相似文献
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Malin Ideland 《Science & Education》2018,27(7-8):783-803
This article aims to analyze how science is discursively attached to certain parts of the world and certain “kinds of people,” i.e., how scientific knowledge is culturally connected to the West and to whiteness. In focus is how the power technology of coloniality organizes scientific content in textbooks as well as how science students are met in the classroom. The empirical data consist of Swedish science textbooks. The analysis is guided by three questions: (1) if and how the colonial history of science is described in Swedish textbooks; (2) how history of science is described; (3) how the global South is represented. The analysis focuses on both what is said and what is unsaid, recurrent narratives, and cultural silences. To discuss how coloniality is organizing the idea of science eduation in terms of the science learner, previous studies are considered. The concepts of power/knowledge, epistemic violence, and coloniality are used to analyze how notions of scientific rationality and modernity are deeply entangled with a colonial way of seeing the world. The analysis shows that the colonial legacy of science and technology is not present in the textbooks. More evident is the talk about science as development. I claim that discourses on scientific development block out stories problematizing the violence done in the name of science. Furthermore, drawing on earlier classroom studies, I examine how the power of coloniality organize how students of color are met and taught, e.g., they are seen as in need of moral fostering rather than as scientific literate persons. 相似文献
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Joe Maguire 《Quest (Human Kinetics)》2013,65(2):190-206
The current orthodoxy regarding science within sport science is rethought so as to enable the social sciences to enter the field and allow for a debate over the nature and purpose of the sport sciences. An alternative vision of the potential of the sport sciences is proposed: A more “scientific” picture of human beings may be produced if human beings are studied “in the round,” capturing them as whole selves, not as isolated physiological or psychological units. If a multidisciplinary synthesis were adopted, the subject, via its component disciplines, would provide a model for the reintegration of disciplines in the urgent need to study people in human-development and not performance-efficiency terms. 相似文献
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《中学英语之友(教育研究与实践)》2009,(11):30-30
通过前面几个单元的学习,我们对冠词有了一定的认识,知道不定冠词a／an用来表示某类人或物中的一个,定冠词the用来表示某个或某些特定的人或物。例如： 相似文献
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请看两道高考题: 1 .It,5 believed that_you work,_result you,11 get.(1993年上海) A .the harder;the better B .the more hard;the more better C .the harder;a better D .more hard;more better 2.In reeent years,travel eompanies havesueeeeded in sending us the idea that the furtherwe 90,_.(2001年上海) A .our holiday will be better B .our holid叮will be the better C .the better our holiday will be D .the better will our holiday be 这两道题都是考查‘,the+比较级……,the十比较级……”的用法,第一道题正确… 相似文献
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In this paper, which focuses on a western discourse of race within the pedagogical context, I want to draw some parallels between the “object” and the image in the late nineteenth and early twentieth century classroom and the exhibit of the contemporary museum and exhibition. I suggest that the classroom, museum and exhibition were fundamentally similar pedagogical sites in which the object and the image illustrated similar pedagogical subtexts and were located in architectural environments which were similarly complicit in delimiting the range of meaning which spectators/readers were being encouraged to extract. I emphasise this parallel by focusing on visual representations of “the Other” in the school text and exhibition in both the meteropolian and colonial context. The paper concludes that a discourse of race and cultural contestation pervaded European educational institutions in the nineteenth and early twentieth century in both the metropole and the colonial periphery. 相似文献
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Melanie D. Janzen 《Asia-Pacific Journal of Teacher Education》2015,43(2):117-127
Teachers are caught in a tug of war between what they are supposed to be and who they are trying to become. The teaching subject, striving to be recognisable, is socially constructed and discursively constituted through ongoing relations with power – an identity essentially determined in advance. What is it to live – to become, as teacher – in this space? It is in this theoretical context in which this research is situated; acknowledging the discursive construction of the teaching subject in order to consider who teachers are, who they are allowed to be, and who they are allowed to become. Drawing on an empirical example, I will explore the post-structural theories of subjection and psychoanalytic perspectives of the psyche in order to illustrate and conceptualise the struggle in being and becoming a teacher. 相似文献
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The current excellence-in-education movement has dealt a heavy blow to the advancement of Hispanics seeking degrees in higher education. Attempting to reform education while ignoring the concerns of minorities who traditionally have not fared well in schools strongly suggests that reformers expect the benefits of reform to trickle down to minorities after first benefiting mainstream students. The result is that reform measures such as the raising of college admission standards, the restructuring of financial aid, curriculum changes, and competency tests for teachers have added additional hurdles for Hispanic students, placing greater restrictions on their access to higher education. Reconceptualizing the definition ofexcellence to include not only higher standards, but educational equity, is a demographic imperative as the nation moves to a minority majority. 相似文献
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Katherine Henry 《Quarterly Journal of Speech》2013,99(3):303-322
This essay examines the language of shame and honor in the jeremiads of Barack Obama and the anti-Obama right. The jeremiad imagines America at a crossroads between the path of shame—where we become “a story and a by-word through the world”—and the path of honor. A brief history of the American jeremiad shows that the anti-slavery jeremiad transformed its dynamic of shame from an instrument of socialization into an indictment of hypocrisy against the defenders of slavery. Paradoxically, in the Age of Obama it is the anti-Obama right that has appropriated this rhetorical innovation of the anti-slavery jeremiad. 相似文献
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在英语中,“the more…the more”句型以其匀称的结构深得人们的喜爱,在各种文体中出现较为频繁,在各种教材中都见到它的身影。在教学中,笔者发现有不少同学对其用法一知半解,甚至误解,在英语写作中出现的错误现象更是比比皆是。有鉴于此,笔者拟就“the more…the more”结构的用法作一探讨,希望对英语学习者有所裨益。 相似文献
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Educational Reflections on the “Ecological Crisis”: EcoJustice, Environmentalism, and Sustainability
Michael P. Mueller 《Science & Education》2009,18(8):1031-1056
There is a tendency by scholars arguing for a more just and sustainable future to position the “ecological crisis” as a fundamental
reason for major educational reforms. Relying on crisis-talk to fuel social and environmental justice and environmentalism
reinforces the thinking of the past, which inadvertently perpetuates the acceptance of present cultural attitudes which frame
our relationships with others and the natural world. To evaluate previous cultural thinking and associated traditions of Euro-West
society, Chet Bowers asserts that we ought to analyze how assumptions are carried forward as metaphors, which are associated
with attitudes towards science, technology, and nature. This pedagogy is called ecojustice education and serves to conserve and sustain cultural diversity and the biodiversity of Earth’s ecosystems, which are threatened and
vulnerable. But, also carried forward in the language of ecojustice philosophy (and other ecological works) is a presumption
that feeds into scientifically proving that a crisis exists, which is associated with organizing schools around an implicit
shock doctrine of fear and urgency. This paper explores these assumptions and others associated with a supposition of ecological
crisis. The ecological crisis has the potential to marginalize many diverse people who are needed during these times of increasing
ecological awareness and uncertainties. Situating education (and the world) in the frenzy associated with crisis, versus the
assertion that schools should increase awareness around the belief that a more sustainable lifestyle is beneficial for the
individual, the community and the environment is a worthwhile debate and is rich with respect to research opportunities in
education.
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| Michael P. MuellerEmail: |
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王岩 《小雪花(小学生成长指南)》2005,(12)
亲爱的同学们,大家好!今天我要告诉大家一个小秘密：你们在朗读或在书写英语的过程中千万不要随意加冠词“the”,因为加了“the”意义就变了。不信?请看下面的例子： 相似文献
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在体育课的教学实践中，把握“熟”、“精”、“活”三点，即撩拨一节谭的基础、重点，是提高体育课教学质量的一重要方面。 相似文献
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This article looks across two teacher education programs to review the tensions and benefits of critical, project-based (CPB) clinical experiences. The first study examines a project embedded within a methods course focused on secondary English language arts (ELA) preservice teachers (PSTs) engaging with youth around a shared writing activity. In the second study, PSTs partnered with local high school students to consider the relevance of writing in and out of schools. We consider how CPB clinical experiences served as mediating spaces that address the disconnect between universities, schools, and communities (Zeichner, 2010). Data analysis suggested there are numerous tensions and benefits associated with CPB clinical experiences for PSTs, teacher educators, and school-based teachers and students. We draw on the findings from this study to make recommendations for future iterations of such work. 相似文献
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Abraham DeLeon 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):122-141
Anarchist theory has a long-standing history in political theory, sociology, and philosophy. As a radical discourse, anarchist theory pushes educators and researchers towards new conceptualizations of community, theory, and praxis. Early writers, like Joseph Proudhoun and Emma Goldman, to more contemporary anarchists, such as Noam Chomsky, have established anarchist theory as an important school of thought that sits outside the Marxist discourses that have dominated the radical academic scene. Today, anarchists have been responsible for staging effective protests (specifically, Seattle, 1999) and have influenced autonomous groups like the Animal Liberation Front in their organizational and guiding philosophies. Interestingly, anarchism is glaringly absent from the literature in educational theory and research. In this article, I highlight aspects of anarchist theory that are particularly applicable to education, and also establishes specific ways that anarchist theory can inform one's own educational praxis. Specifically, I employ the anarchist framework of direct action and micro-level strategies, such as sabotage, that challenge people to resist the oppressive practices found in institutions today. 相似文献