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Ditte-Marie From 《Discourse: Studies in the Cultural Politics of Education》2019,40(6):816-831
ABSTRACTThis article addresses the learner perspective on being overweight by listening to 39 Danish overweight children aged 8–13 years. In accordance with the existing critique of the ‘obesity epidemic’ and medico-scientific discourses around food and exercise, this article explores how new health imperatives shape overweight children’s self-narratives. Health pedagogical activities in Denmark are between urgent and lifelong approaches to achieving health, and the article presents overweight children’s voices on having to learn new health behaviour in between these two schisms. From a social constructionist and post-structuralist perspective, the analysis demonstrates how the children both subscribe to discourses of discipline and control over health actions, as well as legitimate narratives of having to adjust, accommodate and negotiate health challenges to everyday life practices. The article addresses what can be learnt from listening to overweight children’s voices in the context of performing meaningful health pedagogies. 相似文献
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Elizabeth Mack Helen Augare Linda Different Cloud-Jones Dominique Davíd Helene Quiver Gaddie Rose E. Honey Angayuqaq O. Kawagley Melissa Little Plume-Weatherwax Lisa Lone Fight Gene Meier Tachini Pete James Rattling Leaf Elvin Returns From Scout Bonnie Sachatello-Sawyer Hi’ilani Shibata Shelly Valdez Rachel Wippert 《Cultural Studies of Science Education》2012,7(1):49-70
There are a growing number of informal science education (ISE) programs in Native communities that engage youth in science education and that are grounded in Native ways of knowing. There is also a growing body of research focusing on the relationship between culture, traditional knowledge, and science education. However, there is little research documenting how these programs are being developed and the ways in which culture and Western science are incorporated into the activities. This study outlines effective practices for using Native ways of knowing to strengthen ISE programs. These effective practices may also be used to promote change in formal education. The authors combine an overview of current research in informal science education with personal interviews with educators engaged in ISE programs offered to youth both on and off tribal reservations as well as experts in Indigenous education. Participating individuals and programs included Native communities across the United States, including Alaska and Hawai??i. Keeping in mind that each community is unique, ISE programs that are grounded in Native ways of knowing will benefit by utilizing the effective practices outlined here as a guide for starting or strengthening existing ISE programs relevant to the needs of their communities. 相似文献
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Finland is a bilingual country with 2 national languages, Finnish and Swedish. The Swedish-speaking school institution aims to protect the minority language by maintaining a monolingual school space. In this article, the construction of linguistic and ethnic difference in educational discourse and practice related to the national languages in Finland is analyzed by using discourse analysis, feminist and post-structural theories. By analyzing ethnographic data and public debate, we argue that discursive and material practices related to spatiality have a significant role in constructing difference and otherness in the Finnish school context. Essentialist categories are produced but also contested from the positions within the cultural spaces at school and in society at large. 相似文献
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针对英文文化背景、中文功底以及英文中的特殊语言现象对翻译的影响进行剖析.通过丰富的例证和正误对比,理解其文化背景以及其中的某些特殊语言现象. 相似文献
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Helen J. Augare Dominique M. Davíd-Chavez Frederick I. Groenke Melissa Little Plume-Weatherwax Lisa Lone Fight Gene Meier Helene Quiver-Gaddie Elvin Returns From Scout Bonnie Sachatello-Sawyer Nate St. Pierre Shelly Valdez Rachel Wippert 《Cultural Studies of Science Education》2017,12(2):227-253
Native Science Field Centers (NSFCs) were created to engage youth and adults in environmental science activities through the integration of traditional Native ways of knowing (understanding about the natural world based on centuries of observation including philosophy, worldview, cosmology, and belief systems of Indigenous peoples), Native languages, and Western science concepts. This paper focuses on the Blackfeet Native Science Field Center, the Lakota Native Science Field Center, and the Wind River Native Science Field Center. One of the long-term, overarching goals of these NSFCs was to stimulate the interest of Native American students in ways that encouraged them to pursue academic and career paths in science, technology, engineering, and mathematics (STEM) fields. A great deal can be learned from the experiences of the NSFCs in terms of effective educational strategies, as well as advantages and challenges in blending Native ways of knowing and Western scientific knowledge in an informal science education setting. Hopa Mountain—a Bozeman, Montana-based nonprofit—partnered with the Blackfeet Community College on the Blackfeet Reservation, Fremont County School District #21 on the Wind River Reservation, and Oglala Lakota College on the Pine Ridge Reservation to cooperatively establish the Native Science Field Centers. This paper presents a profile of each NSFC and highlights their program components and accomplishments. 相似文献
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毛泽东的共同富裕思想 ,是在继承和发展马克思列宁主义共同富裕理论的基础上 ,依据我国的基本国情 ,积极探索有中国特点的社会主义共同富裕道路的可贵成果。但由于受到历史条件和认识水平的限制 ,其思想认识也曾出现过偏差和失误。毛泽东的探索 ,为邓小平探索有中国特色社会主义共同富裕道路奠定了重要的思想基础。邓小平正是在继承和发展毛泽东共同富裕思想的基础上 ,提出了允许部分先富、然后带动大家共同富裕的“大政策” ,找到一条有中国特色社会主义共同富裕之路。 相似文献