The Cultivation of Learning Dispositions among First-Generation Disadvantaged Students at a South African University     

Najwa Norodien-Fataar 《Educational Studies A Journal of the American Educational Studies Association》2013,49(5):505-521

This article discusses the learning dispositions of first-generation disadvantaged students at a university in South Africa’s Western Cape Province. Based on qualitative data collected over a 2-year period, it focuses on findings from 7 purposively selected students at this university. Utilizing Bourdieu’s concept of habitus and Wacquant’s conceptual elaboration of this concept, the article explores the affective, cognitive, and conative (practices) dimensions of the students’ habitus as interrelated aspects crucial to understanding how they develop their dispositions to learn. The article illustrates how the students’ learning dispositions are produced through the active and strategic exercise of each of these 3 (affective, conative, and cognitive) interrelated embodied dimensions. I argue that understanding these embodied habitus generating practices are crucial for comprehending how they establish effective learning dispositions for successful educational engagement at their university. The significance of this article lies in offering a perspective of first-generation disadvantaged students’ learning dispositions in respect of establishing their educational engagement practices at the university.  相似文献   

A place for informal learning in teaching about religion: The story of an experienced non-Muslim teacher and her learning about Islam     

Najwa M. Aown 《Teaching and Teacher Education》2011,27(8):1255-1264

Teacher learning about religion has remained an under-researched topic in spite of the professional accountability placed on teachers to teach about religion in a constitutionally permissible and pedagogically sound way. Using data collected from interviews, the purpose of this study is to describe and examine how and what an experienced Non-Muslim teacher of the world’s religions learned about Islam in today’s climate of accountability and negative imagery of Islam. The findings of this study suggest that informal learning through independent reading and interaction with a local Muslim community can be a means to enculturate teachers of world religions into ways of learning about Islam.  相似文献   

TEXT BOOKS—STORIES     

Najwa Aown 《Religious education (Chicago, Ill.)》2013,108(1):92-93

The purpose of this article is to describe the eclipse of a distinctive Catholic philosophy of education. The article presents an analysis of the neo‐Thomistic philosophy of education. Second, it speculates on the reasons for its rapid decline in the past three decades. The article concludes with a sketch of a contemporary Catholic educational theory, based on the work of Bernard Lonergan, a Jesuit philosopher‐theologian, and Paulo Freire, the Brazilian Catholic educator.  相似文献