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Critical patriotism is an ideal in many liberal Western nations. Few studies, however, explore how teachers understand and teach critical patriotism and the possible tensions arising from its adoption, especially in non-Western contexts. This qualitative case study explores the understandings and practices of two Social Studies teachers from an elite girls’ school in Singapore to understand how they negotiate the tensions that arise when critical thinking and patriotism meet. The findings show that the teachers perceive little contradiction between patriotism and critical thinking and, hence, generally taught in line with democratic citizenship education. They encouraged students to discuss controversial policies, brought in diverse perspectives and challenged the status quo. However, sensitive to the socio-political context in Singapore, they sought consensus instead of contestation, gradual change instead of radical change, in contrast to the spirit of critical patriotism. These findings suggest that in Singapore, where communitarian values are promoted, critical patriotism was expressed differently. Constructive patriotism may be a better term to describe the type of patriotism observed in the teachers. 相似文献
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Jasmine Tunstall 《Curator: The Museum Journal》2012,55(3):287-299
Abstract Under the Human Rights Act, the Human Rights Commission is responsible for education and advocacy about human rights in New Zealand. In order to reach more people and ensure human rights education is ongoing, the commission initiated a human rights community development approach, creating the Taku Manawa (My Human Rights) program. Representatives from key community organizations were selected for a regional pilot program. These representatives were then trained in the knowledge and ability needed to undertake human rights advocacy and implement this advocacy in their communities. This paper explains how the Waikato Museum was first identified as a key community organization or a “human rights museum.” Exploring the relationship with the Human Rights Commission and leaders from local and national community organizations, this paper also examines how Taku Manawa has encouraged positive social change and greater awareness of human rights issues through the Waikato Museum’s community events, public programming, and exhibition planning. 相似文献
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This article provides a comparative analysis of citizenship education in the Philippines and Singapore. Through an analysis of historical contexts, citizenship education policy and curriculum, it examines Makabayan in the Philippines and National Education in Singapore. It identifies particular policy and curriculum trajectories as responses to national and global imperatives to demonstrate how countries are redefining the kinds of knowledge, skills and values deemed necessary for national citizenship in global contexts. This comparative case study illustrates some of the tensions and contradictions facing citizenship education in new global contexts and highlights the different ways countries try to manage these tensions through citizenship education policies and curricula. Findings point to different factors that shape and constrain the implementation of citizenship education programmes in both countries. 相似文献
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Jasmine B. Ulmer 《International journal of qualitative studies in education》2017,30(9):832-848
The posthuman turn has radically–and rapidly–shifted what is possible in research methodology. In response, my aim in this conceptual paper is to suggest entry points into posthuman educational research methodology. I outline aspects of posthumanism while recognizing its multiplicity: there are many posthumanisms and each offers different twists, turns, and ways of thinking about methodology. In unfolding the potentials thereof, I locate posthumanism within our current epoch, which some scholars have suggested be renamed the Anthropocene to account for the impact of humanity on the planet. Then, I describe how posthumanism situates, processes, and affirms knowledge in interconnected and material contexts. Next, I consider how non-representational research imagines and animates methodologies that think differently. I conclude by discussing a postdisciplinary future for more-than-critical inquiries. Significantly, this article addresses recent advancements in posthuman research and engages with ongoing theoretical, methodological, and ethical debates. 相似文献
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This article examines how conversations during design reviews in which 8th-grade mathematics students shared population models with visiting specialists expanded the disciplinary expertise of the classroom. Re-contextualizing is a conversational exchange that visiting specialists initiated to invite groups to consider their models in novel contexts. Analysis of 14 design reviews in 2 classrooms showed that re-contextualizing resulted in both the elaboration of ideas students already understood and new contributions to students' understandings of mathematical aspects of population modeling. This article presents case studies of 2 groups that differed in terms of their interest in the curricular task and the level of conceptual integrity of their population models. Despite these differences, the re-contextualizing exchanges that emerged in their design reviews led to new insights for both groups and provided them with opportunities to try on ways of thinking and acting like population biologists. 相似文献
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Janise S. Parker Avery Amabile Emily Oliver Jasmine Garnes Ashwini Sarathy 《Psychology in the schools》2020,57(8):1289-1308
We conducted four focus group interviews with 24 high school youth to examine facilitators and barriers to African American high school students' expression of various self-determination skills (e.g., choice/decision making, self-advocacy, goal setting, and attainment etc.). The majority of our research participants were African American, with one student identifying as multiracial (African American and White). Key findings revealed that personal (e.g., desire to graduate from school) and contextual factors (e.g., school counselor and teacher support) influenced the participants' expression of multiple self-determination skills. We also found that some of the participants' motives for utilizing or not utilizing specific skills were influenced by what they perceived as racist, punitive, and restrictive school practices (e.g., teachers holding negative perceptions about African American students and school counselors restricting their access to advanced courses). Findings from this study support ongoing calls for educators to consider students' cultural backgrounds and lived experiences when promoting their expression of self-determination skills. 相似文献
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Measures of Chinese character recognition, vocabulary, and interest in reading were administered to 92 second grade children in Hong Kong, while questionnaires on parental literacy practices were administered to their parents. In a hierarchical regression equation, maternal education, children's age and vocabulary skill predicted 18% of the variance in reading, while home literacy practices and children's literacy self-efficacy predicted an additional unique 19% of the variance in Chinese reading skill. Results underscore the importance of some early home literacy practices for reading achievement, even among children who are already receiving formal literacy instruction. 相似文献
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Lynne Rogers Susan Hallam Jacquelene Shaw Jasmine Rhamie 《British Journal of Special Education》2009,36(3):131-139
The introduction of alternative curricula in the UK for students in the secondary phase is one of a number of strategies designed to improve attendance at school, reduce exclusion and improve attainment. Skill Force is a charitable youth initiative that offers 14‐ to 16‐year‐old students a key skills based vocational alternative to the traditional curriculum. In this article, Lynne Rogers, Susan Hallam and Jacquelene Shaw of the Institute of Education, University of London, and Jasmine Rhamie of the University of Southampton set out to explore the views of Skill Force instructors and team leaders, school staff and Skill Force Regional Directors. These participants perceived the critical factors in the successful integration of Skill Force to be: effective introduction of the programme to pupils and parents; careful selection of students; clear introduction of the programme to staff; integrated discipline policies; strong support from senior management; good communication; and a willingness to resolve practical difficulties. 相似文献
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ABSTRACTThis article explores rapid review and evidence mapping methodology to map library literature on the presence of, status of, or support for African American academic librarians. Rapid reviews include transparent steps and are completed in a short time frame. Evidence mapping is emerging as a way to summarize evidence. A chronological map indicated topics and impacts of papers. Additional analysis also showed four broad themes: diversity, recruitment, retention, and racism. In our view, rapid review and evidence mapping methods should be considered by academic librarians. Further research should look at racism that still seems apparent in academic libraries. 相似文献