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Set in a graduate-level multicultural literacy course, this qualitative study draws on Bakhtin's theories of ideological becoming and a hybrid of critical discourse analysis (CDA) methods (Gee, 1996; Fairclough, 1995; 2003) to explore the complexities of learning to teach culturally and linguistically diverse students. We investigated how eight beginning teachers' ideologies were constructed and reconstructed by closely examining the struggles and tensions teachers expressed in one multicultural literacy course. This research adds to the literature about how beginning teachers might better address cultural and linguistic diversity in literacy instruction. The study also describes the types of activities that can facilitate the development of teachers who are interested and committed to working with culturally and linguistically diverse students. 相似文献
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Teaching through controversial, politically charged issues is promoted in Anglo-American democracies as a key means for cultivating active citizenry and democratic values. However, the challenges of discussing controversial issues in the classroom may differ in younger, deeply divided democracies that lack common ground and institutional stability. In this study we ask, what approaches to the teaching of controversial issues do Israeli teachers adopt while enacting a curricular unit concerning Israel’s founding fathers? The data were collected in an ethnographic study in two primary schools during the 2012–2013 school year. We use linguistic ethnographic methods to analyse the curricular materials and their enactment in four video-recorded lessons in three classrooms. We argue that while the curriculum addresses deeply controversial content, it is designed to inculcate a shared national ethos and therefore avoids controversy. In practice, teachers and students engaged with controversial issues, but in ways that defused their volatility. We highlight two heretofore undocumented approaches to controversial issues: (1) sidestepping controversy by stripping it of real world complexities, and (2) scholasticizing the discussion by focusing on literacy practices. Finally, we discuss the rationales for using these two approaches to defuse controversy in the classroom, and their limitations. 相似文献
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The article focuses on gender power relations at the gym. It is based on fieldwork in three gyms in Israel. The analysis suggests a typology of responses in relation to gender dictates and male dominance in Israeli gyms: (1) resistance by withdrawal was found mostly in women who gave up attending it and turned to look for alternatives to physical training elsewhere; (2) latent resistance was also found mainly in women, who expressed their resentment towards the ‘macho’ environment in the gym; (3) breaking gender dictates by both sexes, daring to participate in activities and using equipment that are ‘not for them’; and (4) confronting gender dictates openly, questioning the separation between types of activity that are ‘allowed’ according to gender. The analysis also discusses the differences in gender conduct between the gyms, two in the Israeli metropolis of Tel Aviv and one in the countryside. 相似文献
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This paper deals with the problem of tunneling effects on existing buildings. The direct solution, using the condensation method, is presented. This method allows the structural and geotechnical engineers to treat the problem separately and then assemble a relatively small matrix that can be solved directly, even within a spreadsheet. There are certain concerns that the resultant matrix may be ill-conditioned when the structure is very stiff. This paper suggests an alternative method that essentially relaxes the system from an infinitely rigid structure solution. As such, it does not encounter the problems associated with stiff systems. The two methods are evaluated for an example problem of tunneling below a framed structure. It is found that while the direct method may fail to predict reasonable values when the structure is extremely rigid, the alternative method is stable. The relaxation method can therefore be used in cases where there are concerns about the reliability of a direct solution. 相似文献
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Positive Youth Development and Resilience: Growth Patterns of Social Skills Among Youth Investigated for Maltreatment 
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下载免费PDF全文 Maltreated children are a vulnerable population, yet many of these youth follow positive developmental pathways. The primary aim was to identify social skills growth trajectories among at‐risk youth to understand processes underlying resilience. Nationally representative, longitudinal data from 1,179 families investigated for child maltreatment (Mage = 12.75) were obtained from the National Survey of Child and Adolescent Well‐Being. Four trajectories were identified—stress‐resistant, emergent resilience, breakdown, and unresponsive‐maladaptive. Protective resources from multiple levels of the youth ecology (individual, family, school, and social service) predicted positive growth social skills trajectories. Resilience process and attendant positive outcomes in multiple domains of functioning were evident among the stress‐resistant and emergent resilience trajectories. Results underscore the saliency of social skills development for resilient outcomes in youth. 相似文献
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This paper examines the ability of national companies to sponsor global media content in order to advance the sponsoring countries’ narratives. Specifically, the analysis examines Sky News’ coverage of Qatar, which has sponsored Sky News’ weather reports for more than a decade via its national airline Qatar Airways. The article examines how Sky News presented allegations that Qatar sponsors terror organizations, as well as allegations that Qatar bribed the Fédération Internationale de Football Association (FIFA) to win the 2022 World Cup bid. To put the analysis in perspective, the study compares Sky News’ coverage of Qatari affairs with that of CNN International and Independent Television (ITV). The analysis revealed that Sky News covered Qatari affairs at large in the most positive tone of all three networks examined and its specific coverage of Qatari terror-related affairs was also significantly more positive than the other networks’. Sky News’ output advanced Qatar’s desired image as an intermediary force in the Middle East much more than the other stations’. In contrast, Sky News was more critical than the other stations toward Qatar regarding the FIFA bribery allegations. The study offers a unique perspective regarding the potency and boundaries of commercial sponsorship of content on global media to advance the sponsoring country’s image. 相似文献
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Set in a yearlong, school-based tutoring program, designed as a community of practice, we use qualitative methodology to examine how 14 preservice teachers learned to become responsive teachers. We focus on one question: In what ways does participating in a yearlong, supervised tutoring program mediate preservice teachers' learning about responsive teaching? The preservice teachers described the ways they came to learn about their buddies and build caring relationships with them. They reported the importance of collaboration with their tutoring buddies, peers, families, and classroom teachers, and that through the yearlong tutoring experience, the preservice teachers gained confidence as teachers and a sense of efficacy as caring educators. This study is important because it uncovers how school-based tutoring programs, modeled as a community of practice, can provide opportunities for preservice teachers to grow professionally to become responsive educators. 相似文献
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Building on Ball's (2009) model of generative change, we explored how two experienced literacy teachers, after completing a graduate-level multicultural literacy course, enacted the tenets of critical literacy. Ball defined teachers' generative thinking as “connecting their personal and professional knowledge with the knowledge that they gain from their students to produce or originate knowledge that is useful to them in pedagogical problem solving and in meeting the educational needs of their students” (2009, p. 47). We uncovered how teachers' generative thinking progressed over time; how they sanctioned critical literacy practices in their own classrooms; and how they continued to guide their students to question, dispute, and examine power relations. As the teachers' generative thinking grew over the two years, they continued to express tension and doubt, showing that teacher change is never linear or simple, but often situational and complex. 相似文献