The Ecology of a Dialogic Community as a Socially Constructive Process     

Roland Pourdavood  M. Jayne Fleener 《Teaching Education》2013,24(2)

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The DisHuman child     

Dan Goodley  Katherine Runswick-Cole  Kirsty Liddiard 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):770-784

ABSTRACT

In this paper, we consider the relationship between the human and disability; with specific focus on the lives of disabled children and young people. We begin with an analysis of the close relationship between ‘the disabled’ and ‘the freak’. We demonstrate that the historical markings of disability as object of curiosity and register of fear serve to render disabled children as non-human and monstrous. We then consider how the human has been constituted, particularly in the periods of modernity and the rise of capitalism, reliant upon the naming of disability as antithetical to all that counts as human. In order to find a place for disabled children in a social and cultural context that has historically denied their humanity and cast them as monstrous others, we develop the theoretical notion of the DisHuman: a bifurcated complex that allows us recognise their humanity whilst also celebrating the ways in which disabled children reframe what it means to be human. We suggest that the lives of disabled children and young people demand us to think in ways that affirm the inherent humanness in their lives but also allow us to consider their disruptive potential: this is our DisHuman child. We draw on our research projects to explore three sites where the DisHuman child emerges in moments where sameness and difference, monstrosity/disability and humanity are invoked simultaneously. We explore three locations – (i) DisDevelopment; (ii) DisFamily and (iii) DisSexuality – illuminating the ways in which the DisHuman child seeks nuanced, politicized and complicating forms of humanity.  相似文献   

Conditions for young infants' perception of object trajectories     

Bremner JG  Johnson SP  Slater A  Mason U  Foster K  Cheshire A  Spring J 《Child development》2005,76(5):1029-1043

When an object moves behind an occluder and re-emerges, 4-month-old infants perceive trajectory continuity only when the occluder is narrow, raising the question of whether time or distance out of sight is the important constraining variable. One hundred and forty 4-month-olds were tested in five experiments aimed to disambiguate time and distance out of sight. Manipulating the object's visible speed had no effect on infants' responses, but reducing occlusion time by increasing object speed while occluded induced perception of trajectory continuity. In contrast, slowing the ball while it was behind a narrow or intermediate screen did not modify performance. It is concluded that 4-month-olds perceive trajectory continuity when time or distance out of sight is short.  相似文献   

Affinity spaces,literacies and classrooms: tensions and opportunities          下载免费PDF全文

Alecia Marie Magnifico  Jayne C. Lammers  Deborah A. Fields 《Literacy》2018,52(3):145-152

Building communicative competence in textual and multimodal literacies has become a linchpin of learning, of engagement with the world, and of participation in online and blended spaces. Young creators now compose online and with digital tools, often in what we call “user‐generated content affinity spaces” – interest‐based spaces that focus on creating and sharing self‐made content. Such spaces focus on processes of developing users' creations and sharing the products with an audience. These spaces have been inspirations for teachers to reinvigorate classroom practices and expose students to learning opportunities for creation and critique. But questions remain about models of participation in such spaces, especially those that idealise youth who are the most highly engaged while ignoring those whose participation is less visible. Here, we share three experiences of bringing user‐generated content affinity spaces into more formal learning environments and reflect on the tensions emerging from these efforts. We end by outlining steps to develop theory and interventions to navigate tensions and propel the field forward.  相似文献   

Professionalism and performativity: the feminist challenge facing early years practitioners   总被引：1，自引：0，他引：1  

Jayne Osgood 《Early Years: An International Journal of Research and Development》2006,26(2):187-199

In this discussion paper, I seek to understand the complex interaction between notions of ‘professionalism’ and gendered identity constructions against the backdrop of increased state regulation and demands for performativity in the early years. I seek to explore the ways in which ‘teacher professionalism’ is constructed by government and how this transcends into a ‘discourse of derision’, which then becomes a subtle, yet powerful, means of controlling this occupational group. I conclude by presenting an alternative feminist conceptual framework for assessing the gendered nature of identity formation, and as an opportunity to consider the role agency can play when seeking to resist/renegotiate the rapid and powerful policy reform agenda in the early years.  相似文献   

Science enrichment programs for gifted high school girls and boys: Predictors of program impact on science confidence and motivation*     

Jayne E. Stake  Kenneth R. Mares 《科学教学研究杂志》2001,38(10):1065-1088

The impact of two science enrichment programs on the science attitudes of 330 gifted high school students was evaluated using a multimethod, multiperspective approach that provided a more comprehensive evaluation of program impact on science attitudes than did previous assessments of science programs. Although pre–post comparisons did not indicate positive impact on science attitudes, other measures provided strong evidence of program effectiveness. Program benefits were greater among girls, those who had more supportive families and teachers, and those who entered the programs with greater general confidence in their abilities. Implications for science enrichment programs and their evaluation are discussed. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1065–1088, 2001  相似文献   

Australian students’ experiences of sexuality education at school     

Paulina Ezer  Lucille Kerr  Wendy Heywood  Jayne Lucke 《Sex education》2019,19(5):597-613

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Worthwhile work? Childcare,feminist ethics and cooperative research practices     

Yarrow Andrew  Lara Corr  Connie Lent  Maeve O'Brien  Jayne Osgood  Margaret Boyd 《Gender and education》2018,30(5):553-568

Interdisciplinary research collaborations are often encouraged within higher education while the practicalities of such collaborations are glossed over. This project specifically addresses the praxis of research collaborations, exploring how feminist academics within different countries and disciplines came together to explore their mutual concern about the perceived worth and well-being of early childhood practitioners. Engaging in a formal methodological dialogue over eight months, seven academics discussed, analysed and dissected their different investments in research methods and intents, with the aim of agreeing to a common methodological framework. Unexpectedly, what emerged was not a product, but a process. We argue that this process offers much to those seeking deep collaboration in and through shared research. Building on a collective research interest, we found ourselves in a process of becoming, germinating the seed of a transnational research cooperative, based on trust and mutual respect, rather than the arid methodological contract originally envisioned.  相似文献   

Words on the screen: broadening analyses of interactions among fanfiction writers and reviewers          下载免费PDF全文

Alecia Marie Magnifico  Jen Scott Curwood  Jayne C. Lammers 《Literacy》2015,49(3):158-166

Young fanfiction writers use the Internet to build networks of reading, writing and editing – literacy practices that are highly valued in schools, universities and workplaces. While prior research shows that online spaces frame multiple kinds of participation as legitimate, much of this work focuses on the extensive contributions of exceptional young authors. In this paper, we foreground the contributions of fanfiction reviewers and focus on their interactions with writers, exploring their communicative literacy practices and hypothesising about how we can make their reading and writing more visible and more effectively consider their learning practices. To do so, we conducted a linguistic analysis of fanfiction review comments on two sites, FanFiction.net and Figment.com. While fanfiction readers provide writers with an authentic audience for their creative work, our findings indicate that the review comments that they leave generally do not offer specific feedback regarding the craft of writing. For this reason, we argue that teachers' expertise is still needed in the difficult task of developing young adults' composition, peer review and critique skills.  相似文献   

A woman's game: the development of netball and a female sporting culture in New Zealand, 1906–70     

John Nauright  Jayne Broomhall 《国际体育史杂志》2013,30(3):387-407

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