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61.
Nina Kolleck 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):249-261
In this article I examine how foundations use the concept of education and how they try to shape its definition and implementation. In accordance with Steven Lukes’ notion, I argue that changes in social fields are mainly triggered by normative and semantic shifts. By drawing on techniques of discourse analysis, I explore the use of discursive strategies and the discursive interpretations of education, as both its definition and its operationalization have consequences on the identification of educational needs and outcomes. It is shown that foundations regard the use of education as an opportunity to influence values, traditions, and future generations. Furthermore, foundations take part in debates on education in order to increase social influence, to be accepted as legitimate actors in education, and to be perceived as competent and indispensable players in defining educational goals. 相似文献
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Tineke A. Abma Tina Cook Margaretha Rämgård Elisabeth Kleba Janet Harris Nina Wallerstein 《Educational Action Research》2017,25(4):489-505
Social impact, defined as an effect on society, culture, quality of life, community services, or public policy beyond academia, is widely considered as a relevant requirement for scientific research, especially in the field of health care. Traditionally, in health research, the process of knowledge transfer is rather linear and one-sided and has not recognized and integrated the expertise of practitioners and those who use services. This can lead to discrimination or disqualification of knowledge and epistemic injustice. Epistemic injustice is a situation wherein certain kinds of knowers and knowledge are not taken seriously into account to define a situation. The purpose of our article is to explore how health researchers can achieve social impact for a wide audience, involving them in a non-linear process of joint learning on urgent problems recognized by the various stakeholders in public health. In participatory health research impact is not preordained by one group of stakeholders, but the result of a process of reflection and dialog with multiple stakeholders on what counts as valuable outcomes. This knowledge mobilization and winding pathway embarked upon during such research have the potential for impact along the way as opposed to the expectation that impact will occur merely at the end of a research project. We will discuss and illustrate the merits of taking a negotiated, discursive and flexible pathway in the area of community-based health promotion. 相似文献
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李妮娜 《呼伦贝尔学院学报》2010,18(1):25-27
第十二届全国青年歌手电视大奖赛以来,原生态唱法作为一种声乐表现形式深受观众所喜爱,并得以迅速流行。这种现象是与民众的求新心理、文化回归的规律、媒体的推动作用以及原生态音乐本身的艺术价值和历史文化价值等多种因素的互相作用分不开的。深入研究原生态唱法,对于保护、传承和弘扬民族优秀文化,具有重要的现实意义。 相似文献
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实现低碳增长的政策和行动将对每个行业的政策和行动、政策表述、衡量标准、温室气体减排潜力以及政策和行动的成本效益进行介绍。本节介绍建筑行业的行动。建筑行业基于目标的政策有三类:新建建筑、改造现有建筑的能源和/或碳排放目标、范围广泛的自愿或协商的协议。 相似文献
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Sibling-directed Internal State Language, Perspective Taking, and Affective Behavior 总被引:1,自引:0,他引:1
Nina Howe 《Child development》1991,62(6):1503-1512
This study examined relations among preschoolers' sibling-directed internal state language, perspective-taking abilities, and sibling-directed affective behaviors in 32 sibling dyads (aged 14 months and 3-4 years) during naturalistic home observations. Preschooler references about internal states (emotions, wants, abilities) were significantly more likely to be (a) about the toddler than the self, and (b) made in the mother's absence and during sibling conflict and play. Relative to poor perspective takers, skillful perspective takers (a) engaged in more instances of internal state discourse and (b) talked more frequently about both the toddler and themselves. Preschoolers engaging in high levels of positive affective behavior also spoke more frequently about internal states than children engaging in low levels of positive affective behavior. Discussion of results highlights the notion that internal state language may be one way of regulating sibling interaction and also a potential means for siblings to construct shared meanings about their world. 相似文献
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This article explores the progression of one child’s literacy from 4 months to 38 months. The emergence of literate behaviour is interpreted in the light of current theories such as those of Halliday and Dyson. One of the most significant aspects of this emergence is shown to be interaction with others in authentic literacy activities, a feature which has a number of implications for teachers and researchers alike. 相似文献