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1.
Alana Barton Karen Corteen Julie Davies Anita Hobson 《Journal of Criminal Justice Education》2013,24(1):24-41
Critical pedagogical approaches are underpinned by the principal that education is an inherently political process which should be concerned with enabling students to be reflective, independent, and critical thinkers. In this paper we argue that facilitating the development of a critical consciousness is an integral part of the teaching of critical criminology in higher education. We contend that it is essential if students are to recognize the broader social and political contexts of their own, and others’, lived experiences and thus be able to challenge political oppressions and domain ideologies. By drawing on a pilot study conducted with final‐year undergraduates from a university in the north west of England, the paper will demonstrate how a critical education (critical in terms of subject content, and teaching practice) can better enable students to develop both academically and, as importantly, with regard to their personal, social, and political consciousness. 相似文献
2.
Kristine Toohey Clare MacMahon Juanita Weissensteiner Alana Thomson Chris Auld Anthony Beaton 《Sport in Society》2018,21(2):356-375
AbstractEffective sport talent identification and development (TID) programmes are integral to a nation’s success in international sport. Using a transdisciplinary approach that involved sport practitioners and researchers with diverse theoretical perspectives, we investigated TID factors in four Australian sports (Australian rules football, cricket, kayaking and tennis). A transdisciplinary approach allowed us to isolate and explore a range of factors critical to successful sport TID. This methodological article explores how this project moved TID research beyond its paradigmatic, quantitative, sport science lens and advanced knowledge and practice in TID from both theoretical and applied perspectives. The use of a transdisciplinary approach in future TID research is recommended. 相似文献
3.
Alana Maurushat 《Ethics and Information Technology》2008,10(1):11-25
Censorship in the area of public health has become increasingly important in many parts of the world for a number of reasons.
Groups with vested interest in public health policy are motivated to censor material. As governments, corporations, and organizations
champion competing visions of public health issues, the more incentive there may be to censor. This is true in a number of
circumstances: curtailing access to information regarding the health and welfare of soldiers in the Kuwait and Iraq wars,
poor health conditions in Aboriginal communities, downplaying epidemics to bolster economies, and so forth. This paper will
look at the use of a computer worm (the benevolent health worm) to disseminate vital information in␣situations where public
health is threatened by government censorship and where there is great risk for those who ‹speak out’. The discussion of the
benevolent health worm is focused on the Peoples’ Republic of China (China) drawing on three public health crises: HIV/AIDS,
SARS and Avian Influenza. Ethical issues are examined first in a general fashion and then in a specific manner which uses
the duty-based moral philosophy of Confucianism and a Western human rights-based analysis. Technical, political and legal
issues will also be examined to the extent that they better inform the ethical debate. 相似文献
4.
Nicole Benevento Albert N. Greco Toniann Pasqueralle Clara Rodriguez Francesca Russo Alana M. Spendley Kelly Sullivan Yiming Sun Robert M. Wharton 《Publishing Research Quarterly》2017,33(4):357-372
The “gender gap” in the U.S. publication of English language and literature scholarly books has not been fully investigated. In order to investigate gender disparity, we collected, aggregated, and analyzed data on 1633 faculty members who authored or edited 4835 scholarly books at the top 50 U.S. English Ph.D. departments. Despite the fact that more women than men have received Ph.D.s in English since 1987, the top 50 departments are predominantly male, and male faculty members publish more books on a per capita basis. However, who publishes more books in these departments varies: (1) with the department that the faculty member is in (with grater parity in the middle 30 departments); and (2) when the faculty member published their first book, with female faculty who published their first book after 1998 publishing as many books on a per person basis as male faculty. This paper also offers recommendations on how marketing strategies can be used to ameliorate the “gender gap” in this academic field. 相似文献
5.
Alana Piper 《Cultural and Social History》2017,14(2):257-273
Book thieves were a familiar figure to the reading public of Australia and other English-speaking nations during the late nineteenth and early twentieth century. Their exploits were covered in books about books, library and medical journals, and in newspapers that reported their appearances in court, and treated them as a humorous oddity in other coverage. This article examines the historic concerns and assumptions about book thieves, as well as what these tropes reveal about prevailing discourses regarding thieves more generally. The book thief – invariably constructed in the popular imagination as a middle-class male – was a classed and gendered figure, one at odds with contemporary understandings of theft as an act committed by members of an uncultured criminal class. By scrutinizing the development of popular conceptions of the book thief as an entity clearly distinguishable from the ordinary thief, I demonstrate the centrality of literacy and literary culture to how thieves themselves were read. 相似文献
6.
AbstractMany students experience mathematics as a neutral entity, without understanding its impact on social justice and equity. Students must understand that mathematics and statistics are powerful tools for creating social change, and that students themselves are capable to enact positive social change through their mathematical abilities. In this paper, we discuss how we have integrated both service learning and mathematical consulting into a single course to promote civic engagement by mathematics majors through professional applications. We outline methods to engage with community partners to create consulting projects for students while integrating discussions of professionalism, practice, ethics, and social justice into the classroom. We provide qualitative evidence that the integration of service learning and consulting empowers mathematics students to make a difference by doing social justice with mathematics. 相似文献
7.
Alana Ramlal 《Educational Action Research》2020,28(3):518-533
ABSTRACT Due to limited exposure to the reflective genre, students experience cognitive, psychological and linguistic issues that prevent them from producing proficient reflective pieces. This study investigated how these issues could be addressed through modelling, the 6 + 1 traits writing rubric and blended learning. The study reports on the experiences of 37 participants in the fourth year of secondary schooling at an all male school in Trinidad and Tobago. Change in a regional examination syllabus which introduced a focus on the reflective mode and reflective writing had implications for teaching and learning. Through one cycle of a practical action research project using an embedded quasi-experimental design, an intervention to address cognitive, psychological and linguistic issues was implemented. Quantitative data were collected using a pre- and post-test and a Writing Attitude Survey (WAS). Qualitative data were gathered through student journals and students’ formative writing assessment artefacts. The intervention succeeded in positively changing students’ dispositions towards reflective writing, developing students’ reflective writing and addressing text organization issues. This research is significant for teachers and students where intentional reflection and reflective writing are competencies that can enhance critical thinking and metacognition and potentially lead to personal, intellectual and professional development. 相似文献
8.
W. Carson Byrd Sandra L. Dika Letticia T. Ramlal 《Equity & Excellence in Education》2013,46(4):484-501
As the United States becomes more racially and ethnically diverse and draws more students from across the globe, more representative data are needed to understand at-risk and underrepresented populations in higher education, particularly in the science, technology, engineering, and mathematics (STEM) fields. The authors argue that the current reporting standards for the Integrated Postsecondary Education Data System (IPEDS) result in the misrepresentation of racial and ethnic populations in STEM by forcing non-U.S. students into a “master status” category regardless of their racial or ethnic group membership. This study uses data from IPEDS and the American Community Survey to estimate the possible misrepresentation of reported bachelor degree completions by racial and ethnic group and citizenship status in the biological and biomedical sciences and engineering. We found that nearly all of the racial and ethnic groups in IPEDS may be significantly misreported because of the reporting standards for U.S. citizenship. With these findings, various implications are discussed, including higher education decision-making policies; interpretation of academic and social experiences of diverse peoples (race, ethnicity, and nationality); and creation of effective structures for academic success, particularly for students of color, regardless of citizenship. 相似文献
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10.
AbstractClimate change as an instructional topic in K-12 schools is most frequently taught in the science classroom. However, it is a human issue requiring social as well as technological and scientific solutions. This study analyzes and evaluates a climate change curriculum implemented via an integrated social studies and language arts framework in a middle school classroom. The curriculum reflects collaboration between a private school, a climate education non-profit, and a government agency (NOAA). Following the first year of implementation, student surveys, teacher interviews, and classroom observations comprise the primary tools of data collection and evaluation. Based off these data, students demonstrate high levels of climate literacy, improvements in reading comprehension, and overall engagement with the topic. Teachers report successes and challenges of teaching the curriculum, and administrators offer opportunities for scaling and implementing the curriculum in other schools and contexts (including public schools). Findings from this study are relevant to climate change curriculum developers, researchers, and educators seeking to incorporate an interdisciplinary, socio-scientific approach to climate change education in their work. 相似文献