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The cultural politics of constructivist pedagogies: Teacher education reform in the United Republic of Tanzania 总被引：1，自引：0，他引：1
This article examines recent educational reforms in Tanzania by looking at the cultural politics of pedagogical change in secondary and teacher education. It presents an ethnography of a teachers college founded on the principles of social constructivism in a country where formalistic, teacher-centered pedagogy is the norm. Using data collected through a year of participant observation, it argues that the cultural, economic, and political dimensions of teachers’ practice need to be considered alongside efforts to reform the country's educational system. It offers contingent constructivism as an alternative to the international consensus on a single model of excellent teaching. 相似文献
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This article examines the issue of school suspension by looking at the sociocultural factors that influence a teacher's decision to remove a student from the classroom. The authors use ethnographic and discourse analytic approaches to study how disciplinary moments are constructed by teachers and students in an urban high school in the Midwest. The analysis of classroom observations, videotaped lessons, and interviews from a longitudinal study at this multiethnic high school shows that suspensions frequently occur in the absence of any physical violence or blatant verbal abuse. Rather, suspensions are often preceded by a complex series of nonviolent events when one disruptive act among many is singled out for action by the teacher. This study has implications for current debates about zero-tolerance policies that disproportionately affect students of color for their misbehavior in school. Our analysis suggests that removing a student from class is a highly contextualized decision based on subtle race and gender relations that cannot be adequately addressed in school discipline policies. 相似文献
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Mary Douglas Vavrus 《Critical Studies in Media Communication》2013,30(3):352-375
This essay examines television news treatments of stay-at-home dads (Mr. Moms)during the late 1990s and argues that these news accounts represent a challenge to more traditional masculine identities depicted in media. While offering a nominal challenge, however, these representations reinscribe significant aspects of patriarchal privilege within domestic space. Through a combination of discursive strategies compatible with the commercial needs of contemporary media organizations, television news programs' Mr. Moms operate ideologically to legitimate domesticity and nurturance as appropriately masculine. In so doing, they challenge some traditional notions about men while further solidifying a connection between these men and heterosexuality in the context of mainstream television news representations of middle-class family life in the contemporary United States. This process of legitimating nurturance and domesticity also and concurrently reverses the genders long articulated to particular advertising target segments within the commodity broadcast audience. This representational process reifies and naturalizes the class specificity of these Mr. Moms while it fuels television's continual need to produce and satisfy new audience niches in order to survive and compete in the media environment of today. 相似文献
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This article explores the concept of “cleverness” as it is employed by Tanzanian youth to improve their likelihood of succeeding in school. It analyzes the Swahili term ujanja, which combines cleverness, opportunism, and deception, while it also illustrates an educational anthropologist’s ongoing process of familiarization and defamiliarization with this culturally salient concept over many years of fieldwork and engagement with key participants. Specifically, the study draws on interviews with youth participating in a longitudinal study on Mount Kilimanjaro and an extended life history interview with a close friend and research assistant. The interviews reveal the strategies used by some youth to evade peer pressure, thwart sexual advances, and cultivate relationships with school sponsors. The article concludes with a call for greater use of life history methodologies in the study of complex cultural concepts like “cleverness” and of textual forms that elucidate the emotional complexity of narrator/interpreter relationships. 相似文献
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Offering an alternative to normative teacher education that excludes meaningful sexuality and gender education from its curriculum, this article presents a critical teacher education multicultural curriculum based in the United States that included an autoethnographic narrative assignment as reflective space for teacher candidates to consider their identities as shaped by lived experiences with gender and sexuality. Using a categorical analysis of a cohort of 38 teacher candidate autoethnographies, discussed are insights revealed about their lived histories. Patterns included gender identification, heteronormativity, patriarchy, sex education, schooling experiences, teacher complicity, and teacher identity effects and sense of agency along with implications for educating future teachers. 相似文献
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This article addresses the pedagogical implications and possibilities that globalisation poses for educational policy and praxis as it relates to teaching about difference in an ever more diverse world. Among the most salient questions in an era of accelerated globalisation is how seemingly different cultures, civilisations, nationalities, ethnicities and races are to coexist peacefully in an increasingly borderless world, or whether they are forever destined to experience conflict based on cultural chasms in the guise of a ‘clash of civilisations’. This article highlights the tension between two perspectives on education: education as a force in cultivating intolerance and education as a panacea for intolerance. While not negating the potential for education to remedy social ills, we consider the extent to which education can produce change in the opposite direction. In the following pages, we present a context for our discussion of in/tolerance by providing an overview of the double‐edged, or Janus‐faced, qualities that both education and globalisation possess. We then draw on social‐psychological, anthropological and sociological literatures in bringing together three theoretical constructs—moral exclusion, the genocidal continuum and symbolic violence—in examining how intolerance is created and reproduced within educational settings. Following this overview, we present three vignettes to exemplify the teaching of intolerance in different historical and geo‐political contexts, namely, Nazi Germany, Rwanda and Israel. Finally, we conclude with recommendations that pay particular attention to the kind of education that that teaching of tolerance necessitates. 相似文献
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Frances Vavrus 《欧洲教育》2018,50(2):171-184
This article uses a comparative historical approach to examine the Teachers for East Africa (TEA) and the Teacher Education in East Africa (TEEA) programs, an influential educational development effort that involved U.S. and British college graduates in East African schools and colleges during the decade of 1961–1971. Drawing on postcolonial theory and Andreas Kazamias’s humanistic view of education, the “Paideia of the soul,” it explores how U.S. teachers interpreted the education system they encountered in Kenya, Tanzania, and Uganda at the end of the colonial era, seeking to made sense of a radically different system of schooling. The comparison of U.S. and British teachers’ views on pedagogy in this critical historical period as discerned in the TEA and TEAA archive illustrates deep fissures in the putative edifice of “Western” education. 相似文献
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Mary Douglas Vavrus 《Critical Studies in Media Communication》2013,30(3):245-261
The figure of the NASCAR dad emerged in the 2002 and 2004 campaign seasons to signal the importance of white, male Southern voters to politicians and their political parties. Analysis of television news coverage of NASCAR dads shows that it privileges patriarchal masculinity, the Republican Party, and corporate consumerism—all of which were propelled to high visibility by the NASCAR Corporation's place in these stories. Television news produces NASCAR dads as an “emotional brand,” a population of citizen-consumers representing the appropriation of patriotism, Christianity, and fatherhood, deployed in a politically conservative fashion. 相似文献
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