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1.
In this article I elucidate a conception of small worlds, or ‘ontological’ contexts, within the curriculum that stand out and beyond the horizon of technological‐scientific reality, which might be linked with forgotten, marginal ways of being and thinking. As I attempt to demonstrate, it is possible that such ontological worlds apart from technology's ‘Enframing’ effect might inspire the type of meditative thinking in our classrooms that is consistent with Heidegger's notion of authentic worldly dwelling as it appears in the later writings of the 1930s, or the ‘turn’.  相似文献   

2.
理想实验——可能世界的寻求   总被引：2，自引：0，他引：2  
本文通过经典力学、狭义和广义相对论以及量子论中典型理想实验的分析 ,表明理想实验所寻求的只能是可能世界 ,而这个可能世界是由已知的所谓自然规律所制约的  相似文献   

3.
This article explores issues of identity as part‐time tutors engage in teaching in further and higher education. It is based on a phenomenographic research approach that examines variation in experience. Based on interviews with 16 creative practitioners who also teach, it draws on the narratives of identity resulting from the interview process. The five possible ways that the relationship between practice and teaching can be experienced can also be associated with five different experiences of identity. The research also draws on case studies more aligned with one category of experience than another, enabling aspects of identity work to be related to the worlds of practice and teaching and to individual histories of participation in these worlds. Factors that help to contribute to particular forms of identity are therefore discussed, as well as the impact that tutor identity can have on the students' learning experience.  相似文献   

4.
What does it mean for ethnic minority girls, who have historically been marginalized by schools, to “see themselves” in science? Schools fail to create spaces for students to engage their identity resources in the learning of science or to negotiate and enact new science-related identities. This study investigates relationships among identity, engagement, and science discourse and provides a conceptual argument for how and why underserved ethnic minority girls engage in collective identity work, with science learning as a valued byproduct. The primary context for the study was Lunchtime Science, a 4-week lunchtime intervention for girls failing their science courses. There were 4 distinct ways the girls engaged in learning during Lunchtime Science: gleaning content for outside worlds, supporting the group, negotiating stories across worlds, and critiquing science. Each pattern had a signature profile with variations in the sociohistorical narratives used as resources, the positioning of one another as competent learners, and the type of science story critiqued and constructed. These findings indicate that when the girls were given opportunities to engage their personal narratives, and when science was open to critique, ethnic minority girls leveraged common historical narratives to build science narratives. Moreover, the girls’ identity work problematizes the commonplace instructional notion of “bridging” students’ everyday stories with science stories, which often privileges the science story and the composing of “science” identities. It also challenges researchers to investigate how the construction of narratives is broader than 1 community of practice, broader than 1 individual, and broader than 1 generation.  相似文献   

5.
This article explores recent developments in the field of science and technology, and the work of Bruno Latour in particular, to problematize the nature of Nature in science education. Although science and technology studies, and the scholarship on science education alike, have become increasingly attentive to the antidemocratic habits of science as a way of knowing, less attention has been directed toward science's ontological commitments, and the politics that follow from a theory of Nature that is uniform, homogenous, and unchanging. Latour suggests that the Nature toward which scientific knowledge is directed serves as a transcendent authority with the potential to circumvent the democratic deliberations of a supposedly subjective social world. Rather than treating Nature as a social construct, Latour explores the methodological and political implications of a reality composed of plural worlds and multiple modes of being, and this article suggests that these theoretical tools offer exciting new possibilities in the field of educational case study research.  相似文献   

6.
Drawing on a multi‐year qualitative study of immigrant and non‐immigrant youth storytelling, I describe youth's imaginative labour as they constructed and moved into one another's worlds. I argue that although multicultural literature is vital for affirming and expanding youth perspectives on their own and others' worlds, the publishing industry lags behind the immediate needs of immigrant youth to be understood and heard as fully human. Storytelling, in the form of co‐narration, creates an imaginative space of uncertainty and playfulness for inviting possible futures into mutual awareness and interpretation. Using two storytelling episodes as illustrations and drawing on contemporary sociocultural and decolonizing theories, I outline four ways future‐oriented teaching and research may be realized: (1) rename the world, by considering ‘what if’, (2) reframe narratives of damage so that narratives of desire may be foregrounded, (3) contribute to a more just and equal world rather than merely participate in existing practices and (4) reclaim childhoods for freedom and exploration, especially in our relations with Black and Brown youth who are perceived in adult terms much earlier than their White peers. I argue, overall, that we must understand and develop a contemporary theory of imagination in order to meet the challenges of future‐oriented literacy teaching and research.  相似文献   

7.
Following our contribution to a study of mentoring in seven European countries, we explored epistemological and ontological inconsistencies within mainstream mentoring systems and their regulated practice in England. We considered how feminist mentoring praxis can unsettle conceptualisations of mentoring relationships and challenge inequity in the early education systems and the practice of teaching young children. Predominantly female, early childhood educators suffer from low status in England, and their working lives may be controlled and policed through inequitable systems. On entering the workforce, trainees encounter a reductionist policy milieu where mentoring structures and normative assessment arrangements contribute to inequity. Mentors play pivotal roles in inducting trainees into their worlds of work with young children. Mentoring relationships can determine whether trainees accept the status quo. Principles derived from feminist praxis enable mentors to practise an ‘engaged pedagogy’, co-constructing knowledge, subverting hierarchies and contesting taken-for-granted aspects of policy and practice.  相似文献   

8.
This essay argues that Coleridge’s ‘Kubla Khan’ is a poem about narrative and specifically focuses on the narrative construction of possible worlds, or even utopian worlds. It notes two pairs of narratives. In pair one the utopian narrative of the monarch’s decree which seeks to build a space of pure pleasure is in opposition to the narrative of a prophesy of war. In the second pair the Abyssinian maid’s lyric is undermined by the narrative of amnesia where the speaker is unable to recall the lyric. The poem concludes, the essay suggests, with the idea that a possible world can be created only if we can recall the narrative foundations of this world.  相似文献   

9.
《学习科学杂志》2013,22(1):77-103
The motivation for this article is our belief that theory is critically important but currently underplayed in design research studies. We seek to characterize and illustrate a genre of theorizing that seems to us strongly synergistic with design-based research. We begin by drawing contrasts with kinds of theory that are relevant but, we contend, by themselves inadequate. A central element of the type of productive design-based theorizing on which we focus is "ontological innovation," hypothesizing and developing explanatory constructs, new categories of things in the world that help explain how it works. A key criterion to which we adhere when discussing ontological innovations is that theory must do real design work in generating, selecting and validating design alternatives at the level at which they are consequential for learning. Developing and refining an ontological innovation is challenging and requires the kind of extensive, iterative work that characterizes design experiments more generally. However, the pay-off in terms of clarity of focus and explanatory power can be great. We present two case studies that illustrate the development, refinement, extension, and instructional application of ontological innovations.  相似文献   

10.
In this article I represented educational narratives from two students who completed college coursework while they were incarcerated in a closed correctional facility in North Carolina. Alongside their narratives, I shared literature that addressed inadequacies in the United States social welfare programs, an absence of a living wage, and whitestream dominance in US public schools and analyzed the narratives of these students’ childhoods. These narratives were situated at the intersections of poverty and illegal work. Often these intersections remain invisible in policy discourse and educational contexts in the high accountability/high stakes testing movement that positions the curriculum, and not the child, as the most important thing in the classroom. Subsequently, I challenged educators and researchers committed to the pursuit of equity to question how the children in our classrooms and youth in our prisons were raced, gendered, and classed, and to engage in careful and layered understandings of our students’ lives.  相似文献   

11.
The present essay argues that the cultivation of a communicative imagination should be a primary objective in the undergraduate communication curriculum. The essay begins by exploring and defining what is meant by the term communicative imagination. It then examines the role complex and challenging narratives can play in helping our students cultivate their communicative imaginations and, in so doing, prepare themselves for effective and humane participation in their increasingly complex social worlds.  相似文献   

12.
There is a strong rationale for people seeking asylum and refugees given temporary protection to be key beneficiaries of Australian higher education equity practices. However, despite the extreme precarity they face, this group remains among the most educationally disadvantaged populations in Australia. Here, we use critical discourse analysis to examine the publicly available statements of 38 Australian universities to identify discursive representations of equity practices and connections, with our analytic gaze focused through the lens of people seeking asylum. Using a three-part analytic heuristic examining ‘statements’, ‘practices’ and ‘connections’, we offer a critical discourse analysis of how each public university expresses its commitment to the equity agenda in powerful stakeholder-facing documents—such as annual reports, strategic plans and media releases—and we compare this analysis against institutional stated practices with regard to people seeking asylum. In identifying misalignments between equity statements and stated practices, we suggest that institutional equity narratives articulate ‘imagined worlds’, in which all marginalised groups can access higher education. We argue that now is the time to move beyond these ‘imagined worlds’, to enact stated commitments to universal education, by instituting real and effective practices to facilitate equitable access to Australian higher education for people seeking asylum.  相似文献   

13.
Physics and chemistry programs at the secondary school level in France recommend introducing components of the history of science (HS). Emphasis is placed on a ‘cultural’ dimension, which is poorly defined but essentially refers to elements of epistemological nature. Moreover, the few examples of activities based on HS suggested by the programs and science textbooks are means to learn scientific content and convey a reductive and false image of the nature of science (NoS). Our main issue is to examine the possibility to communicate a more authentic image of NoS with HS. We begin by demonstrating how our historical and epistemological analysis led us to distinguish different learning goals about NoS. We then show how these goals can generate classroom activities involving collective inquiry based on the implementation of documents. These documents may or may not be paired with experiments. Finally, we discuss the tensions that our choices created with science curricula and among teachers.  相似文献   

14.
This article considers what it means to teach and learn in places of poverty through the narratives of front-line workers—particularly students and teachers. What is the work of teaching and learning in places of poverty in current times? How has this changed? What can be learned from both the haunting and hopeful narratives of front-line workers? Is it possible to continue to educate in these times and in ways that allow for critique, imagination and optimism? These questions are addressed by drawing from studies conducted over three decades in schools located in high-poverty neighbourhoods. Literacy education is considered as a particular case. Educational researchers need to remain on the front line with teachers and students in places of poverty because that is where some of the hardest work gets done. Reinvigorated democratic research communities would include teachers, school leaders, policy workers and young people.  相似文献   

15.
This paper presents five key aspects of cultural pedagogy theory: social interactions, self-identity, externalization of inner thought, educational institutions, and narratives. These are viewed as critical vehicles to fostering the child's literacy development in early childhood, among other things. Within this sociocognitive theoretical frame work great importance has been assigned to the cooperative link between the young child's two primary worlds: the home and the kindergarten.  相似文献   

16.
Implementation of any inclusive policy is dependent on longstanding conceptions, beliefs, and public discourses on schooling, learning, and including children in mainstream schooling. The adoption of inclusive education in education policies in France and the United Kingdom requires discursive support to reshape the meaning and content of teachers' work, duties and practices. Although inclusive education is widely debated, analyses of the variations in policy narratives promoting inclusive teaching in Europe are lacking. This article reports on comparative and international analysis of discourses and policies for empowering teachers for continuous professional development and inclusive school practices. The analysis focuses on an exploration of varieties of articulations, resources, and conceptual dynamics in the UK and France. These elements are discussed within the broader scheme of the teaching profession, with reference to the inclusive education paradigm.  相似文献   

17.
Grounded in theoretical and empirical underpinnings related to identity work and figured worlds, this case study explores the nature of two preservice elementary teachers’ identities for science teaching and the experiences that impacted their development through time and across contexts. The participants in this study portray a range of competencies, interests and orientations to science and science teaching, and hence provide two different kinds of, almost contradicting, identity works. Various data were collected in a period of 3 years with the use of life history methods in order to trace the participants’ identity work over time and across contexts. The analysis of the data showed prevalent differences between the participants’ identity works and identified critical events and experiences in the context of various figured worlds: (a) figured world of family; (b) figured world of childhood; (c) figured world of schooling; (d) outside of school figured worlds; (e) figured world of university and (f) figured world of science. These findings are offered alongside implications for future research and teacher preparation.  相似文献   

18.
This article investigates the forming of student teacher identities in initial teacher education. By analysing student narratives of school experiences the article argues that although reflective, reflexive and critical discourses are helpful interrogatory tools, they presuppose a prior subjectivity which fails to acknowledge the idea that it is through such discursive practices that subjectivity emerges. Such discourses also suggest an emancipatory project grounded in rationality. The article demonstrates that these reflective discourses fail to take into account non‐symbolizable and non‐rational aspects of experiencing that have powerful ontological effects on subjectivity and identity. Such aspects are structured in student narratives through fantasy, which allows students to understand their experiences as consistent and meaningful.  相似文献   

19.
Lynda Graham 《Literacy》2008,42(1):10-18
In this article I consider the digital lives of a number of young teachers. Some are confident, competent movers in digital worlds, some are not. I wonder why, and look back at the teachers' digital histories to see whether ways in which they learned about digital worlds affects their lives now. I identify three different routes to learning about digital worlds, and describe these with representative stories. Two are serious solitary journeys, one self‐taught the other school‐taught. Most teachers in these groups use digital technologies for work and for the business of life. The third route is playful social. Teachers in this group have experienced learning about digital worlds with fellow enthusiasts and in playful contexts. These teachers use digital technologies for pleasure as well as the business of life and work. I argue that it is important that young teachers and student teachers be given time on courses to think about and discuss their own digital literacy histories.  相似文献   

20.
Abstract

Referring to Haraway’s concept of tentacularity, this article embarks on a curious research practice-inspired speculative journey to think with material tentacular becomings in an Australian kindergarten. Some of the questions that guided our curious research practice asked: How does curious practice as a postqualitative methodology enable us, as researchers, to cultivate a presence that creates the conditions for these research encounters and events to be perceived? What becomes possible for generative relational diverse learning with matter-energies if we accept that there is no rational explanation at hand? What worlds come into being if we speculate instead of rationalize? How do children animate, and are animated relationally, in particular worlds and not in others? How do we, as researchers, become entangled within children’s ways of perceiving and naming encounters? We experimented with Haraway’s notion of tentacularity as our navigational tool to map four entangled territories in this article.  相似文献   

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