Accounting for genocide: transitional justice,mass (re)education and the pedagogy of truth in present-day Rwanda     

Denise Bentrovato 《比较教育学》2017,53(3):396-417

ABSTRACT

Vigorous debate has recently arisen on the particular contribution of education to transitional justice (TJ). This article, focusing on the case of post-genocide Rwanda, raises the question of the possibilities, limitations and desirability of approaches which seek to impose, through education, top-down forms of reconciliation. The article employs the concepts of ‘mass (re)education’ and ‘pedagogy of truth’ to characterise the approach used by Rwanda’s post-genocide government to reshape and reconcile society, and reflects on the extent to which the past thus taught can be employed in furthering TJ goals. Drawing on extensive fieldwork, the study evaluates Rwanda-style practices by examining history and civic education programmes alongside young people’s utterances on the ‘truth’ of historical wrongs. Concluding, it casts doubt on the transformative and conciliatory value of ‘pedagogies of truth’ that seek to recast identities and inter-group relations, especially in light of state-imposed selective understandings of legitimate truth, justice, memory and identity.  相似文献   

Should religious studies be part of the compulsory state school curriculum?   总被引：1，自引：0，他引：1  

Denise Cush 《British Journal of Religious Education》2007,29(3):217-227

This article argues that of the various approaches taken in state education internationally, the inclusion of a discrete academic subject dealing with religious traditions and spiritual or secular alternatives is the most effective way of addressing religious plurality in education. It examines the increasing presence of religion in public discourse, various educational responses to this, and argues that a separate subject, taught by specialist teachers, is the most likely to achieve the aim of the United Nations for mutual understanding and peace between diverse religious and cultural traditions.  相似文献   

Young Children's Perspectives on Learning and Teacher Practices in Different Classroom Contexts: Implications for Motivation     

Denise H. Daniels  Deborah L. Kalkman  Barbara L. McCombs 《Early education and development》2001,12(2):253-273

Primary studentsa' perceptions of teacher practices and learning were investigated in two different classroom contexts: learner-centered (LC) and non-learner-centered (NLC). Sixty-six children in kindergarten, first, and second grades evaluated and explained teacher practices, reported self-perceptions, and expressed views on good teachers and learning in school. Results indicate that primary students value similar characteristics in teachers regardless of differences in classroom contexts or grade levels. In general, students reported that good teachers are caring, helpful (responsive), and stimulating. Furthermore, results showed that young children's interest in schoolwork and learning was lower in NLC classrooms than in LC classrooms, particularly for students who perceived their teachers as not being supportive and stimulating. Children's views of how learning occurs tended to be consistent with the practices in their classrooms (i.e. self-directed and process-oriented versus teacher-directed and basic skills-oriented). However, children who held contemporary views of learning that were inconsistent with practices in their NLC classrooms showed signs of becoming alienated from school. These results are interpreted in terms of self-determination theory, learner-centered psychological principles, and developmentally-appropriate practice. The importance of considering young children's perspectives for continuing motivation to learn is highlighted.  相似文献   

Conditioned flavor preferences based on hunger level during original flavor exposure     

Elizabeth D. Capaldi  David E. Myers  David H. Campbell  Joan Denise Sheffer 《Learning & behavior》1983,11(1):107-115

In five experiments, rats’ preference for a flavor was greater if the flavor had previously been consumed under low rather than high deprivation. This preference was conditioned in as few as three flavor-deprivation pairings (Experiment 1), and persisted through 28 test days, half under each deprivation level (Experiment 2). Rats never preferred the flavor associated with high deprivation even when calories were increased by giving 40 ml of 8% sucrose or when caloric density was increased to the equivalent of 20% sucrose. The preference for the low-deprivation flavor was greater when saccharin solutions were used rather than sucrose solutions, but the preference did emerge when sucrose solutions were used as testing proceeded and when a lower concentration of sucrose was used. We suggest that these preferences may be a result of flavor-taste associations rather than associations between flavors and postingestive consequences, and that the taste of the solutions under low deprivation is preferred to the taste under high deprivation.  相似文献   

Developing and implementing a robust and flexible framework for the evaluation and impact of educational development in higher education in Chile     

Beatriz Moya  Héctor Turra  Denise Chalmers 《International Journal for Academic Development》2019,24(2):163-177

ABSTRACT

This article describes the development of an evaluation and impact framework to assess the effectiveness of educational innovations. It can be utilized within a single program, as well as at institutional and national levels. While it is contextualized in a Chilean university, it is argued that it is widely applicable as it is informed by international best practice.

The rationale that informed the development of the evaluation framework is described and is illustrated using two programs: Faculty Learning Communities; and Student Learning Assistants. These demonstrate how the framework can be customized utilizing indicators and outcomes relevant to specific programs and stakeholders.  相似文献   

Power, Language, and Professional Choices: A Hermeneutic Approach to Teaching Technical Communication     

Denise Tillery 《Technical Communication Quarterly》2001,10(1):97-116

This article argues that the philosophical hermeneutics of Hans-Georg Gadamer provides a useful theoretical framework from which to discuss ethical issues in the technical communication classroom. The article analyzes a previously published case study to demonstrate how hermeneutics can shed light on the ways that writers can be unconscious of ethical problems in their own writing. Finally, some suggestions for pedagogical applications are presented.  相似文献   

Quality criteria for conceptual technology integration models in education: bridging research and practice     

Tondeur  Jo  Petko  Dominik  Christensen  Rhonda  Drossel  Kerstin  Starkey  Louise  Knezek  Gerald  Schmidt-Crawford  Denise A. 《Educational technology research and development : ETR & D》2021,69(4):2187-2208

Educational technology research and development - In order to effectively use technology in education, appropriate conceptual understandings are needed to guide the integration process. Today,...  相似文献   

Promoting creativity in PhD supervision: Tensions and dilemmas     

Denise Whitelock ^{Author Vitae}  Dorothy Faulkner Author VitaeAuthor Vitae 《Thinking Skills and Creativity》2008,3(2):143-153

In this paper we argue that the processes of collaborative creativity are just as important within the sociocultural context of PhD supervisory practice, as they are in other organizational and educational settings. In order to test this claim a series of interviews with supervisors and students were undertaken to uncover the pedagogic processes used to encourage and support creativity within supervision sessions. The findings from this small-scale study suggest that whilst the more formal instruction and monitoring processes that lead to the acquisition of transferrable research skills are both usefully and necessary aspects of doctoral training, the more open-ended and creative developments required at this level of study should be given equal weight. There needs to be space, time and encouragement for the types of interactions identified here (e.g. informal reflection, relationship building with peers and supervisor, playful exploration and risk taking) as well as mandatory skills development.  相似文献   

Instrumentality,Expressivity, and Relational Qualities in the Same‐Sex Friendships of College Women and Men     

Lisa L. Frey  Denise Beesley  Rebecca Hurst  Star Saldana  Brian Licuanan 《Journal of College Counseling》2016,19(1):17-30

Using the relational–cultural model (Jordan, Kaplan, Miller, Stiver, & Surrey, 1991), the authors hypothesized that instrumentality, expressivity, and the individual affective experience of same‐sex friendships would predict increased relationship mutuality, with college women and men showing different predictive patterns. Overall, results supported the hypotheses. Gender moderated the associations among variables, notably between mutuality and individual affective experiences of same‐sex friendships. Implications for counselors serving college student populations are discussed.  相似文献   

What actually works to enhance graduate employability? The relative value of curricular,co-curricular,and extra-curricular learning and paid work     

Jackson  Denise  Bridgstock  Ruth 《Higher Education》2021,81(4):723-739

Higher Education - The focus on short-term graduate employment metrics has catalysed the employability agenda as a strategic directive in universities. A raft of embedded, co-curricular, and...  相似文献