Defying the dominant discourse: why contesting neoliberalism needs critical pedagogy in economics education     

Brenda Spotton Visano 《Critical Studies in Education》2019,60(3):321-339

Both the dominant narrative in the economics discipline and the predominant mode of delivery of an economics education in colleges and universities mutually reinforce the authority of neoliberalism. This paper argues that a counterhegemonic pedagogy in addition to a pluralist curriculum equips students with the knowledge they need to exercise their own judgment as future economists, business leaders and policy makers. Beyond opening discussions of alternative theoretical and methodological approaches or separately, diversifying modes of delivery to promote critical thinking, an economics education engaging critical pedagogy can create the space students need to discuss not only the different assumptions about material relations and individual behavior intrinsic to various economic models, but also the assumed social relations in both the models studied and the construction of which knowledge defines economics as a field of study.  相似文献   

Guest editors: The Internet and the engendering of transnational alternative soundscapes in the Asia-Pacific – introduction to the symposium on popular music and the Internet in Asia     

Kai Khiun Liew  Brenda Chan 《亚洲交流杂志》2013,23(4):345-347

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Gender typing of sports: an investigation of Metheny's classification     

Riemer BA  Visio ME 《Research quarterly for exercise and sport》2003,74(2):193-204

The purpose of this study was to investigate if children perceived certain sports to be masculine, feminine, or neutral. Students attending a University Laboratory school (grades K-12) were asked to fill out a survey about sports during a class period, Children in grades K-6 were given a sport (such as baseball) and asked if a boy named David would play it, if a girl named Jane would play it, or if both David and Jane would play the sport. Students in grades 7-12 were asked to name their favorite athlete or team and sport and indicate what sports they felt was best for a girl and a boy. Then they were given a list of sports and asked to indicate, using a 5-point Likert-type scale, whether they believed the sport was masculine, neutral, or feminine. Results from loglinear analyses indicated that students sex-typed certain sports, such as aerobics and football. Additionally, although some responses from students in grades 7-12 indicated that individuals should be able to play any sport they wanted, there were many gendered rsponses in terms of what sport(s) girls and boys should participate in. The results are discussed with reference to Metheny's categories of permissible sports for girls and in the framework of the gender typing of sport.  相似文献   

‘I like the sound of that’ – an evaluation of providing audio feedback via the virtual learning environment for summative assessment     

Clare Carruthers  Brenda McCarron  Peter Bolan  Adrian Devine  Una McMahon-Beattie  Amy Burns 《Assessment & Evaluation in Higher Education》2015,40(3):352-370

This study aims to ascertain student and staff attitudes to and perceptions of audio feedback made available via the virtual learning environment (VLE) for summative assessment. Consistent with action research and reflective practice, this study identifies best practice, highlighting issues in relation to implementation with the intention of redesigning activities in the light of the findings. It utilises four case studies where audio feedback was provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various types of summative assessment. The intention was to identify how and in what context audio feedback via the VLE is effective and why. The research was undertaken via a combination of techniques, including a student survey and staff reflective logs. The findings indicate that students liked the convenience, effectiveness, flexibility and personalised nature of this feedback, but raised concerns with some aspects of the technology. This paper also makes practical recommendations for the use of the feedback mechanism, focusing on the most effective use of the digital medium, and highlights directions for future research.  相似文献   

Environmental Education and Complexity     

Pereira  Brenda Braga  Silva  Luciano Fernandes  dos Santos  Janaina Roberta 《Science & Education》2022,31(1):1-20

Science & Education - The purpose of this study is to identify and analyze meanings that the term complexity assumes in Brazilian theses and dissertations in the field of environmental...  相似文献   

Analysing Creative Design Process: A Set of Tools to Understand Activity in its Socio-cultural and Historic Context     

Brenda Saris  Stephanie Doyle  Judith Loveridge 《The International Journal of Art & Design Education》2023,42(3):439-453

Previous theoretical frameworks used to research and explain creative design processes tend to privilege individual expression and not address the context in which the process occurs. This is problematic due to the ways in which creative activities are embedded in and shaped by socio-cultural and historic contexts. In this article we focus on the ways in which cultural historic activity theory (CHAT) and its analytical activity systems can be used to reveal creative processes in context. We draw on the tools and concepts of CHAT and data from a study of visual communication design (VCD) students and lecturers situated within a transnational higher education (TNHE) context at a university in China. An analytical framework was constructed to research practices used in creative design process learning. The dynamic nature of CHAT offers design process research methods a set of analytical tools to capture the powerful parts played by artifacts and interactions within specific sociocultural and historic learning contexts.  相似文献   

The influence of child,family, home factors and pre‐school education on the identification of special educational needs at age 10     

Yvonne Anders  Pam Sammons  Brenda Taggart  Kathy Sylva  Edward Melhuish  Iram Siraj‐Blatchford 《British Educational Research Journal》2011,37(3):421-441

The early identification of young children's special educational needs (SEN), as well as the development of specific strategies to support those children identified with special needs, are increasingly recognised as crucial to facilitating good adjustment to school and to ensuring that such children are helped to reach their full potential in education. Using a large national sample of young children in England whose developmental progress was followed up from pre‐school, this study investigates which child, family, home and pre‐school factors can be viewed as risk or protective factors for later SEN‐status at age 10. The experience of high‐quality pre‐school education is shown to reduce the likelihood of a child being identified as experiencing SEN in the long run. Teachers’ assessments of SEN are found to be strongly related to children's reading and mathematics attainment, but other factors also predict SEN, including a child's age within a year group.  相似文献   

Institutional Repositories, Open Access, and Scholarly Communication: A Study of Conflicting Paradigms     

Rowena Cullen  Brenda Chawner 《The Journal of Academic Librarianship》2011,37(6):460-470

The Open Access movement of the past decade, and institutional repositories developed by universities and academic libraries as a part of that movement, have openly challenged the traditional scholarly communication system. This article examines the growth of repositories around the world, and summarizes a growing body of evidence of the response of academics to institutional repositories. It reports the findings of a national survey of academics which highlights the conflict between the principles and rewards of the traditional scholarly communication system, and the benefits of Open Access. The article concludes by suggesting ways in which academic libraries can alleviate the conflict between these two paradigms.  相似文献   

A case of dyslexia?     

Andrew Sutton  Carole Aubrey  Brenda Morris 《Cambridge Journal of Education》1984,14(2):39-48

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Relations between maternal input and theory of mind understanding in deaf children     

Moeller MP  Schick B 《Child development》2006,77(3):751-766

This study investigates the relationship between theory of mind (ToM) skills in deaf children and input from their hearing mothers. Twenty-two hearing mothers and their deaf children (ages 4-10 years) participated in tasks designed to elicit talk about the mind. The mothers' mental state talk was compared with that of 26 mothers with hearing children (ages 4-6 years). The frequency of mothers' mental talk was correlated with deaf children's performance on ToM tasks, after controlling for effects of child language and age. Maternal sign proficiency was correlated with child language, false belief, and mothers' talk about the mind. Findings are discussed in relation to experiential accounts of ToM development and roles of maternal talk in children's social understanding.  相似文献