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41.
Alisa Clapp-Itnyre 《Children‘s Literature in Education》2007,38(2):153-161
The American Civil War has been a popular topic for young-adult writers for years, with new books now being written from young
women’s perspectives. In this paper, I will examine the gender ideologies that infiltrate contemporary Civil War books for
young adults. I will examine four recent young-adult Civil-War novels: G. Clifton Wisler’s Mr. Lincoln’s Drummer (1995); Maureen Stack Sappéy’s Letters from Vinnie (1999); Jim Murphy’s The Journal of James Edmond Pease: A Civil War Union Soldier (1998); and Karen Hesse’s A Light in the Storm: The Civil War Diary of Amelia Martin (1999). I will argue that in these books young women are often shown to be disengaged and apolitical, while their male counterparts
use language in powerful and political ways, even despite the historical record.
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| Alisa Clapp-ItnyreEmail: |
42.
Alisa Jane Percy 《Discourse: Studies in the Cultural Politics of Education》2015,36(6):881-893
This paper suggests that historical ontology, as one form of reflexive critique, is an instructive research design for making sense of the political and historical constitution of the Academic Language and Learning (ALL) educator in Australian higher education. The ALL educator in this paper refers to those practitioners in the field of ALL, whose ethical agency has largely been taken for granted since their slow and uneven emergence in the latter half of the twentieth century. Using the lens of governmentality, genealogical design and archaeological method, the historical ontology proposed in this paper demonstrates how the ethical remit of the ALL educator to ‘make a difference’ to student learning is not necessarily a unifying construct providing a foundational moral basis for the work, but a contingent historical and political effect of the government of conduct in liberal society. The findings of this approach are not intended to undermine the agency of the ALL educator, but to assist in making sense of the historical conditions that frame and complicate their institutional intelligibility as ethical agents in the academy. 相似文献
43.
This study reports on the experiences of supervisors in a university teacher preparation program regarding their critical reflection on their practice. This has an impact on the learning opportunities available for their student teachers. Findings include: (a) an understanding of critical reflection is something that builds over time for student teachers through exposure to their supervisor's practice; (b) explicitly modeling, guiding, and communicating the importance of critical reflection in teaching practice through supervisory stance helps teacher candidates develop critically reflective practices and understandings; (c) developing critical reflection in their individual and shared practices takes time for both parties. 相似文献
44.
Transformations in educational research structures in the United States and UK over the past decade are examined, and it is argued that these changes are manifestations of wider forces. Rather than internal developments in the field, they are better understood as serving the changing interests of the state in an era of increasingly globalized capital. The argument that the imposed changes improve the quality of educational research is shown to be inconclusive. It is suggested that these structural transformations can be seen as an attempt to promote market managerialism in educational research for political ends. 相似文献
45.
The life of knowledge workers in the information age is enwrapped in both uncertainty and opportunity. Organizations have faced ill-defined times by placing their confidence in the ability of digitally literate workers. We explored how social media communicators navigate the role stressors of this recently developed organizational position. The qualitative results revealed communicators struggled with and managed role ambiguity by relying on outside social media experts and Web analytics. A separate international quantitative survey of social communicators showed organizational leadership and social media self-development activities diminished levels of perceived ambiguity. The implications of this research suggest that organizational leaders possess minimal authority and influence in defining the role of knowledge workers. 相似文献