Critical literacy: Beyond reason     

Hilary Janks 《The Australian Educational Researcher》2002,29(1):7-26

In this paper, I argue that critical literacy is essentially a rationalist activity that does not sufficiently address the non-rational investments that readers bring with them to texts and tasks. I begin by looking at playful advertising texts that work with humour and the transgressive in order to consider the role of pleasure rather than reason. Then I examine the force of powerful identifications in relation to reason to show that educational interventions cannot ignore them. Finally, I tentatively suggest that we may need to find ways to combine socio-cultural and psycho-analytic theory in order to imagine new directions for pedagogy in the critical literacy classroom.  相似文献   

A grounded theory approach to determining the factors related to the persistence of minority students in professional programs   总被引：1，自引：0，他引：1  

Avila D. Hendricks  Kandis Smith  Julie Hughes Caplow  Joe F. Donaldson 《Innovative Higher Education》1996,21(2):113-126

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Integrating Northern Ireland: Cross‐group friendships in integrated and mixed schools          下载免费PDF全文

Danielle Blaylock  Joanne Hughes  Ralf Wölfer  Caitlin Donnelly 《British Educational Research Journal》2018,44(4):643-662

While Northern Ireland strives to build a shared society, the current reality is that everyday experiences are still shaped by division along ethno‐religious lines. This is particularly pronounced in the education system, where more than 92% of pupils attend separate schools. Within the predominantly separate education system, however, exists a small collection of schools which cater to a more heterogeneous pupil body and offer the opportunity for young people from both communities to meet and interact, and potentially develop cross‐group friendships. The present study compares the network‐based cross‐group friendships within two such school types; an integrated and a separate post‐primary school. These schools boast a distinct ethos yet they similarly enrol students from Catholic and Protestant backgrounds. Findings reveal that both schools show a high level of interconnection between pupils; however, the integrated school, with an ethos that openly supports social cohesion, shows a greater tendency towards cross‐group interactions and best friendships than those found within the separate school. In line with contact theory, these findings suggest that it may not be enough to simply create opportunities for intergroup contact but that optimal conditions, such as institutional support, may be a prerequisite for positive relationships to flourish. Implications for educational policies designed to promote greater cross‐community contact are discussed.  相似文献   

Origins of individual differences in theory of mind: from nature to nurture?     

Hughes C  Jaffee SR  Happé F  Taylor A  Caspi A  Moffitt TE 《Child development》2005,76(2):356-370

In this study of the origins of individual differences in theory of mind (ToM), the Environmental Risk (E-Risk) Longitudinal Twin Study sample of 1,116 sixty-month-old twin pairs completed a comprehensive battery of ToM tasks. Individual differences in ToM were striking and strongly associated with verbal ability. Behavioral genetic models of the data showed that environmental factors explained the majority of the variance in ToM performance in this sample. Shared environmental influences on verbal ability had a common impact on ToM and explained more than half the phenotypic correlation between these two skills. Possible underlying proximal mechanisms are discussed, including maternal speech and mind-mindedness, sibling interactions, and peer influences.  相似文献   

Private Education in Poland: Breaking the Mould?     

Klus-Stanska  Dorota  Olek  Hilary 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):235-249

The burgeoning private sector is perhaps the most tangible of the changes in education which followed the upheavals of 1989/90 in Central and Eastern Europe. This article sets out to analyse the growth of private education in Poland and its contribution to the ongoing processes of democratisation and educational development. The authors argue that the euphoria of the period immediately following the overthrow of one-party communism encouraged unrealistic expectations of educational reform. Their analysis of private sector schooling in Poland suggests that its development has occurred in a haphazard fashion, reflecting the uncertainties of a society undergoing a painful process of transition. Symptomatic of this has been the failure to establish a clear regulatory framework for the private sector – an omission which has undermined the credibility of private schools. Nevertheless, the authors argue that the development of private sector schooling in Poland has brought diversity and a degree of innovation to a system previously almost devoid of either. There is now an urgent need for the evaluation and dissemination of private sector initiatives, which can serve as examples for future educational decision-making in Poland.  相似文献   

Consumer Health Information—New Directions Consumer Health Information Study Day. St Thomas’ Hospital,London, 13 April 1999     

Hilary Hames 《Health information and libraries journal》1999,16(4):277-278

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The Adaptation of Chinese Split-Site Business Students to British Classrooms: A Cross-Cultural Perspective     

Liyuan Wang  Hilary Nesi 《Frontiers of Education in China》2018,13(3):401-425

Chinese business education differs from British business education in many respects. On the whole, it focuses on the acquisition of theoretical knowledge, whereas British business education places far more emphasis on soft management skills and team-work. This paper examines a split-site business degree program offered by a Chinese international school and a British business school, and explores the attitudes and expectations of the Chinese participants and their Chinese and British lecturers from an “English for specific purposes” perspective. The study conducted classroom observation, semi-structured interviews, and a questionaire survey, and identifies areas of difficulty for Chinese business students in the UK, in particular regarding their beliefs about teacher and student roles, their learning priorities and learning strategies, and their “goal-oriented” approach to discussion, which is at odds with the more collaborative and exploratory Western discussion strategies. The findings have implications for pre-sessional and in-sessional English course design, the management of split-site business degree programs, the teaching of Chinese students, and the enhancement of learning experiences generally in international business programs.  相似文献   

Social software: new opportunities for challenging social inequalities in learning?     

Gwyneth Hughes 《Learning, Media and Technology》2009,34(4):291-305

Enthusiasts for new social software do not always acknowledge that belonging to e‐learning communities depends upon complex and often unresolved identity issues for learners. Drawing on the author’s previous research on belonging in social learning, the paper presents a theory of identity congruence in social learning and brings to the foreground the importance of identities which arise from expressions of gender, class, ethnicity, age, etc. in the social, operational and, in particular, the knowledge‐building aspects of learning. These three dimensions of identity congruence are used to evaluate the potential of new social software. While social software might encourage some learners to engage in social and operational identity work, there are disadvantages for others, and learner‐generated knowledge and e‐assessment practices can be divisive. Inclusive e‐learning depends upon pedagogies and assessments which enable learners to shift and transform identities, and not solely on widening the range of technologies available. Such caution should underpin future research.  相似文献   

University teacher approaches to design and teaching and concepts of learning technologies     

Robert A. Ellis  Jane Hughes  Mark Weyers  Phil Riding 《Teaching and Teacher Education》2009

This study investigates the experience of teaching of 19 teachers who are teaching on university courses involving face-to-face and on-line learning. The teachers are asked about how they think about learning technologies and how they approach the design and teaching of their courses across these two contexts. Results show that there are qualitatively different ways of thinking about learning technologies that relate logically and positively to qualitatively different ways of designing and teaching using learning technologies. The results have implications for teachers and those interested in maximising the likelihood of learning for university students when teachers teach with learning technologies.  相似文献   

Participation,financial support and the marginal student   总被引：2，自引：0，他引：2  

Peter Davies  Jean Mangan  Amanda Hughes 《Higher Education》2009,58(2):193-204

This paper examines differences between the decision-making of marginal and nonmarginal students about participation in higher education (HE). We distinguish between two kinds of marginality: being ‘borderline’ on account of prior achievements in school and being ‘unsure’ after taking prior achievement into account. We identify a significant minority of students in their final year of schooling who are unsure about participation in higher education even though they have prior school achievements typical of entrants to HE. Being ‘unsure’ is found to be unrelated to socioeconomic background, but it is associated with significantly different attitudes towards the potential benefits and risks of participation, different levels of knowledge about financial support that is available and different approaches to information search about participation in HE.

Peter DaviesEmail:

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