Neoliberalism,internationalisation and higher education: connections,contradictions and alternatives     

Annette Bamberger  Paul Morris  Miri Yemini 《Discourse: Studies in the Cultural Politics of Education》2019,40(2):203-216

ABSTRACT

We explore the role of neoliberalism within portrayals of internationalisation in higher education (HE). Through an analysis of four features of internationalisation, we suggest that they embody a complex entanglement of neoliberal categories and assumptions with other, primarily progressive humanitarian ideals. This framing of internationalisation has three affects. One, humanitarian ideals coupled with neoliberal categories normalise inequalities, turning internationalisation into a meritocratic global race, focusing on celebrating the possibility of the few who can achieve, instead of the embedded inequalities within the system, which disadvantage the many. Two, this allows neoliberal practices to be advanced through the discourse of internationalisation and its association with progressive humanitarian values. Three, this neoliberal framing does not explain the nature of internationalisation of HE in many nations; we demonstrate this by analysing internationalisation in China, Israel and Cuba. We suggest that internationalisation in HE cannot be adequately explained by analyses which rely on neoliberalism.  相似文献   

Factors that prevent learning in electrochemistry   总被引：1，自引：0，他引：1  

Hans‐Jürgen Schmidt  Annette Marohn  Allan G. Harrison 《科学教学研究杂志》2007,44(2):258-283

Electrochemistry plays an important role in curricula, textbooks, and in everyday life. The purpose of the present study was to identify and understand secondary‐school students' problems in learning electrochemistry at an introductory chemistry level. The investigation covered four areas: (a) electrolytes, (b) transport of electric charges in electrolyte solutions, (c) the anode and the cathode, and (d) the minus and plus poles. Written tests were given to high‐school students in five cycles. The population from which random samples were drawn totalled 15,700 subjects. Students were asked to select the correct answers and to justify their choices. It was found that students based their reasoning on four alternative concepts: (a) During electrolysis, the electric current produces ions; (b) electrons migrate through the solution from one electrode to the other; (c) the cathode is always the minus pole, the anode the plus pole; and (d) the plus and minus poles carry charges. The results suggest a teaching strategy in which students first experience and learn about electrochemistry concepts. In the second step, appropriate concept terms are added, and students then are confronted with the alternative concepts described in this article. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 258–283, 2007  相似文献   

Environmental education research in Southern Africa: Dilemmas of interpretation     

Annette Gough  Noel Gough 《Environmental Education Research》2004,10(3):409-424

These multiple framings of our reflections on environmental education research in southern Africa are written as dilemmas of interpretation that aim to disrupt any temptation to generalise or essentialise its qualities and characteristics. Recognising that research is a textual practice, we use J. M. Coetzee's portrayal of the dilemmas faced by African novelists as a point of departure in reflecting on the changing landscape of environmental education research in southern Africa as we have experienced it over six years. We provide readings framed by reference to post-colonialism, changing epistemologies and methodologies, contexts of transformation and tension, the influence of international organisations such as the United Nations and its instrumentalities, and concerns about human rights and accountability. We conclude by affirming the post-colonialist trajectories of environmental education research in southern Africa and speculating on the distinctive possibilities that recovering ubuntu (an ethic of sharing and hospitality) might offer to researchers in this region.  相似文献   

Exploring an emerging landscape: A metaphor for university academics working with, in and for schools     

Shirley Grundy  Anne Jasman  Anne Mountford  Peta Newbound  Annette Phillips  Judy Robison  Lorraine Strickland  Diane Tomazos 《The Australian Educational Researcher》1999,26(3):37-56

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The Developmental Sequence and Relations Between Gesture and Spoken Language in Toddlers With Autism Spectrum Disorder     

Meagan R. Talbott  Gregory S. Young  Jeff Munson  Annette Estes  Laurie A. Vismara  Sally J. Rogers 《Child development》2020,91(3):743-753

In typical development, gestures precede and predict language development. This study examines the developmental sequence of expressive communication and relations between specific gestural and language milestones in toddlers with autism spectrum disorder (ASD), who demonstrate marked difficulty with gesture production and language. Communication skills across five stages (gestures, word approximations, first words, gesture-word combinations, and two-word combinations) were assessed monthly by blind raters for toddlers with ASD participating in an randomized control trial of parent-mediated treatment (N = 42, 12–30 months). Findings revealed that toddlers acquired skills following a reliable (vs. idiosyncratic) sequence and the majority of toddlers combined gestures with words before combining words in speech, but in contrast to the pattern observed in typical development, a significant subset acquired pointing after first words.  相似文献   

Transforming University Practice Through ICT – Integrated Perspectives on Organizational,Technological, and Pedagogical Change     

Lone Dirckinck-Holmfeld  Annette Lorentsen 《Interactive Learning Environments》2013,21(2):91-110

The article focuses on the use of information and communication technology (ICT) for strengthening and transforming university practice in line with the social and technological conditions of the new ideas for interactive universities. The purpose is to use ICT as a change-agent in order to establish new practices – new pedagogical methods, new methods for collaboration and new forms of interplay between physical and virtual learning environments. The article is based on an ongoing case in which both the authors have been engaged: the IT Innovation project (ITI) and E-learning Lab North Jutland (ELL) at Aalborg University in Denmark. The article presents the different initiatives and strategies for innovation of the university and subsequently discusses the work in the perspective of organizational learning and planning theory.  相似文献   

Museum und Bildung     

Univ.-Prof. Dr. Annette Scheunpflug 《Zeitschrift für Erziehungswissenschaft》2009,12(1):147-152

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Stichwort: Lernen im Museum     

Prof. Dr. Bernhard Graf  Dr. Annette Noschka-Roos 《Zeitschrift für Erziehungswissenschaft》2009,12(1):7-27

This contribution sketches the museum landscape and investigates – from different perspectives – to what extent museums can be defined and studied as an informal learning location. We shall start with a look at the heterogeneity of museums, which is a consequence of the different collections, the characteristics of visitors and their motives for visiting, and the relatively young history of didactic methods used in museums. Does learning take place? Research on visitors, which looks at this question, typically reflects in its theories of learning the paradigm shift from behaviourism to cognitive and constructivistic concepts with a corresponding change of perspective regarding the subject of investigation: whilst first investigations looked at the characteristic of exhibits and made recommendations on this basis for improved didactics, more recent studies look at visitors’ theoretic constructs of these characteristics. This article argues for a link between both perspectives in order to achieve further theoretical and practical insights.  相似文献   

Dietary nitrate supplementation does not improve cycling time-trial performance in the heat     

Georgina L. Kent  Brian Dawson  Gregory R. Cox  Louise M. Burke  Annette Eastwood  Kevin D. Croft 《Journal of sports sciences》2018,36(11):1204-1211

This investigation examined the effect of beetroot juice (BR) supplementation, a source of dietary nitrate (NO₃^?), on cycling time-trial (TT) performance and thermoregulation in the heat. In a double-blind, repeated-measures design, 12 male cyclists (age 26.6 ± 4.4 years, VO_2peak 65.8 ± 5.5 mL.kg^?1.min^?1) completed four cycling TTs (14 kJ.kg^?1) in hot (35°C, 48% relative humidity) and euthermic (21°C, 52%) conditions, following 3 days supplementation with BR (6.5 mmol NO₃^? for 2 days and 13 mmol NO₃^? on the final day), or NO₃^–depleted placebo (PLA). Salivary NO₃^? and nitrite, core (T_c) and mean skin temperature (T_sk) were measured. Salivary NO₃^? and nitrite increased significantly post-BR supplementation (p < 0.001). Average TT completion time (mm:ss) in hot conditions was 56:50 ± 05:08 with BR, compared with 58:30 ± 04:48 with PLA (p = 0.178). In euthermic conditions, average completion time was 53:09 ± 04:35 with BR, compared with 54:01 ± 04:05 with PLA (p = 0.380). The TT performance decreased (p < 0.001), and T_c (p < 0.001) and T_sk (p < 0.001) were higher in hot compared with euthermic conditions. In summary, BR supplementation has no significant effect on cycling TT performance in the heat.  相似文献   

Disciplining the Future: A Critical Organizational Analysis of Internet Studies     

Annette N. Markham 《The Information Society》2013,29(4):257-267

This article provides a critical, cautionary stance toward the future structure of “Internet studies” as a field. A social constructionist reading of the process of organizing reveals the ways in which apparently obdurate structures are constructed and negotiated through everyday discursive practices. Subsequent structures and practices function ideologically to control organizational members in a concertive fashion by shaping and directing the conceptual frameworks for inquiry and action in a seemingly natural way. Definitions and metaphors construct conceptual boundaries of meaning for the field of inquiry, delimiting and protecting over time what counts as Internet and Internet studies. Over time, origins of knowledge are hidden within the structure of the organizations and a culture of unobtrusive control emerges. Unless radical measures are taken to reflexively interrogate everyday routines and habitual ways of talking in academic environments, the future field of Internet studies will not transcend the traditions of the academy but will be entrenched in and reproduce traditional structures and a traditional scholarly enterprise.  相似文献