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JUDITH DUNCAN 《Gender and education》1996,8(2):159-170
Within the texts from the 1992 National Kindergarten Teachers' Collective Employment Contract Negotiations, using Foucault's interpretation of 'discourse', dominant discourses were identified. Two of these discourses illustrate the gendered nature of the position of kindergarten teachers in New Zealand, which I have called 'Children First' and 'For the Sake of the Children'. These discourses can be seen to be used tactically to affect the outcomes of the negotiations, and have 'their' view accepted as 'reality'. Each sited teachers in a powerless position for negotiating wages and working conditions, but presented different possibilities outside of the negotiating setting. This paper addresses these two discourses, which most clearly illustrated the gendered nature of the position of New Zealand kindergarten teachers. 相似文献
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MARIA V. DUNCAN MARGARET P. KORB LARRY C. LOESCH 《Counselor Education & Supervision》1979,18(3):223-231
The increasing use of paraprofessionals in the counseling profession acknowledges the many contributions such individuals provide in direct client service and in assistance to professional counselors. To educate competent paraprofessional counselors, however, their training programs must be adapted to their particular needs and circumstances. This article describes a current program that was designed specifically to prepare paraprofessional counselors. 相似文献
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This study was designed to assess the current status of group work preparation in counselor education programs. The authors sent a questionnaire to a 10% (N = 310) stratified random sample by state of the membership of the Association for Specialists in Group Work. Respondents provided demographic information that was compared with two similar studies conducted 10 years ago. The results showed that counselor education programs are providing more and broader didactic and experiential group work preparation for graduates who are gaining employment in diversified work settings. In addition, the respondents surveyed indicated an increase in females as group workers and a more “active-instructive” role on the part of group counselors. 相似文献
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DUNCAN PRITCHARD 《Journal of Philosophy of Education》2020,54(2):398-409
It is argued that two plausible goals of the educational enterprise are (i) to develop the intellectual character, and thus the intellectual virtues, of the student, and (ii) to develop the student's intellectual self-confidence, such that they are able to have conviction in what they believe. On the face of it, however, these two educational goals seem to be in tension with one another, at least insofar as intellectual humility is a genuine intellectual virtue. This is because intellectual humility seems to require that one does not have conviction in one's beliefs. It is argued that this tension can be avoided so long as we have the right account of intellectual humility in play. This enables us to understand what educating for intellectual humility might involve, and how it might co-exist with the educational development of a student's intellectual self-confidence. 相似文献
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This paper begins by illustrating how the social model of disability currently dominant in emancipatory disability research projects a reality 'out there'. Drawing on John Law's (2004) writing on how statements are turned into taken-for-granted assumptions, we argue that the model of research exemplified by Colin Barnes (2002) stifles rather than enables the emancipatory understanding of disability. We explore how disability research might be otherwise conceived through Gilles Deleuze and Félix Guattari's (1988, 1994) concepts of series, layers and rhizomes. We suggest that by engaging with the intensities offered by the research, instead of standing aloof from them, the researcher can expose herself to new possibilities of understanding disability. Research is rethought as becoming through engagement with intensities rather than as interpretation of a pre-existent reality out there. 相似文献
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In this article, I define and distinguish between diversity and pluralism, suggesting that diversity speaks to the characteristics of persons and pluralism to the multiple criteria persons must meet in a changing society. Differences in learning styles are discussed as an example of challenges facing educators if students are to meet the changed demands for competence in the 21st century. 相似文献
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SALLY ANNE DUNCAN 《Curator: The Museum Journal》2002,45(2):93-108
A recent lecture series at the Harvard University Art Museums titled “Art Museums and the Public Trust” marked the eightieth anniversary of the founding of Harvard's famed Museum Course. A graduate seminar begun in 1921 by the Fogg Art Museum's associate director, Paul J. Sachs, the Museum Course became the primary training ground for art museum leadership in the first half of the twentieth century. The 2001 commemorative lecture series was intended to foster a healthy debate on the place of the art museum in Anglo‐American culture. Instead, the speakers, veteran directors of America's and England's most prestigious art museums, invariably returned to one concern: authority—theirs and that of the art museum itself in contemporary society. Authority was at the heart of the Museum Course decades earlier, tellingly explored in annual debates around two significant topics. The first debate involved the pros and cons of including period rooms in American museums. In the second, students argued about whether America's established art institutions should collect the work of living artists. Questions of how museums should respond to the interests of audiences and communities, their responsibility to contemporary artists, and the meaning of a public trust trouble America's museum leadership now as then. This article explores the common ground between the Museum Course debates of the 1930s and Harvard's recent commemorative “debates” by America's contemporary museum leaders and comments on its significance for today's museums. 相似文献
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