共查询到20条相似文献，搜索用时 15 毫秒
1.
Sherilyn Lennon 《Discourse: Studies in the Cultural Politics of Education》2017,38(3):377-388
ABSTRACTThis article explores the use of critical and post-critical pedagogies in a rural Australian high school for the purposes of unsettling life-limiting gender beliefs and practices. The paper problematises two examples whereby site-specific knowledges, curriculum dictates, media texts and critical pedagogies were enmeshed to create politically charged spaces for re-seeing, re-thinking and re-doing gender. The first example involves a unit of work in which students were required to critically analyse and evaluate a well-known Australian documentary film for the particular version of hypermasculinity that it was valorising. The second example involves the collaborative critiquing of a well-known local text. At the conclusion of the paper, I turn a critically reflexive eye upon myself as a way of considering the ethics and issues for educators of challenging power asymmetries from ‘the inside’. It is at this point that I discover it is possibly I who have been disrupted most of all. 相似文献
2.
Considering the Ordo as Pedagogical Context for Religious Education With Christian High School Youth 总被引：1，自引：1，他引：0
Fred P. Edie 《Religious education (Chicago, Ill.)》2013,108(3):266-279
The Duke Youth Academy for Christian Formation attempts to join Freirean educational theory on contextual pedagogies with ancient Christian practices of the ordo toward the formation and theological education of Protestant Christian high school students. This article describes and reflects on the character and ultimately the success of this odd coupling. While attempting to demonstrate how the ordo as pedagogy may be made inviting to adolescent contexts and to evoke and value the particularities of their experiences, including their experiences of difference, this article also asserts that the ordo provides the additional benefit (sometimes absent from contextual pedagogies utilized by religious educators) of offering ample resources for theological formation, reflection, and construction. 相似文献
3.
Lindsay Pérez Huber 《Journal of Latinos & Education》2017,16(4):374-389
This article draws from a longitudinal study of 38 in-depth testimonio interviews with 10 undocumented Chicanas/Latinas from 2008 to 2014, first as college students and then as professionals. A Chicana feminist theoretical perspective in education was utilized to explore how undocumented Chicana/Latina ways of knowing emerged in the ways they worked with and for immigrant communities as professionals. The study found that participants drew from their multiple identities, social locations, and life experiences as undocumented Chicana/Latina women to engage in pedagogies of resistance—everyday forms of teaching and learning that challenge the subjugation of undocumented communities, and are shaped by personal and collective experiences, knowledge, and identities. The study found that participants utilized mestiza consciousness, convivencia, and bodymindspirit to employ these pedagogies of resistance in their professional work with and for immigrant communities. 相似文献
4.
Bob Lingard 《International Studies in Sociology of Education》2013,23(2):165-186
This article reports on Australian research that developed the concept of 'productive pedagogies', a model that is deemed to be socially just and appropriate for the contemporary post-modern globalised world. The model extends the modernist one of 'authentic pedagogy' developed in the USA and sits as a counter to the inauthentic post-modernist model of pedagogy framed by neo-liberal and new public management forms of accountability in some educational systems. The article begins from the assumption that the quality of pedagogies is a social justice issue and documents the lack of intellectual demand, connectedness and working with difference in the pedagogies mapped in the 1000 classrooms observed, while also noting the high degree of social support teachers offered students. These lacks can be seen to reproduce inequalities through schooling, rather than challenge them. Teacher care and support are necessary, but not sufficient for socially just pedagogies, which also need to be backed by redistributive socially just policies and some professional trust of teachers. 相似文献
5.
This research examines the effectiveness of collaborative learning pedagogies from the perspective of students. There is a
rich history of research on collaborative learning demonstrating the effectiveness and this has led to indexing educational
quality by student engagement. However, the findings from this study question the efficacy of collaborative pedagogies in
their actual implementation. While collaboration was a part of the most highly rated learning experiences, these pedagogies
were typically described as ineffective. Key factors that students see associated with effective collaboration are reported.
The students’ perceptions of learning as reflected in their comments on collaborative learning, implications for setting expectations
for college learning, and needs for faculty development are discussed. 相似文献
6.
Titus Hjelm 《Teaching in Higher Education》2013,18(8):871-882
Collaborative learning and critical pedagogy are widely recognized as ‘empowering’ pedagogies for higher education. Yet, the practical implementation of both has a mixed record. The question, then, is: How could collaborative and critical pedagogies be empowered themselves? This paper makes a primarily theoretical case for discourse analysis (DA) as a form of classroom practice that provides a structured framework for collaborative and critical pedagogies in higher education, with a special reference to sociology classroom practice. I develop a tripartite scheme for building a framework for sociological imagination that is, first, sensitive to the discursive aspects of social reality (learning about DA). Second, I illustrate the use of DA as pedagogical tool and classroom practice (learning with DA). Third, I discuss how discourse analytical ideas can be used in evaluating classroom interaction and how these reflexive insights can be used to enhance student empowerment (learning through DA). 相似文献
7.
Michael Singh Jinghe Han 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):397-411
The increasing number of higher degree research students from China in the universities of multicultural Australia as elsewhere has added to the mounting interest in pedagogies of postgraduate supervision. This paper explores the proposition that efforts to articulate Chinese ideas through research in, for and about Australia have to negotiate positions that would allow or disallow their embedding in the Australian education research community. To do so, the literature on higher degree research supervision in multicultural contexts is reviewed. Then the co-operative approach used to document a higher degree research student's experiences of integrating knowledge from her Chinese intellectual heritage into her research is explained. The third section illustrates a research intervention whereby Chinese knowledge was articulated through research in, for and about teacher education in Australia. The fourth section presents evidence of three different responses to this move to embed Chinese ideas in the Australian education research community. Specifically, the responses of Australian academics to her use of chéngy? to theorise her evidence is explored. 相似文献
8.
Norma A. Marrun 《International journal of qualitative studies in education》2018,31(4):272-292
For more than 50 years, college and high school students, families, and community activists have fought for the preservation of ethnic studies. Qualitative research studies consistently have shown positive outcomes, including increased academic engagement and affirmation, for students who take ethnic studies in K-16. In this article, I argue that Latina/o students who enrolled in ethnic studies courses benefited academically and personally from culturally responsive pedagogies. The portraits presented in this article are part of a larger ethnographic study of the schooling experiences of Latina/o students. Data were collected from in-depth, semi-structured interviews, and field notes at two universities. Findings show that the students’ experiences in the courses served as sitio y lengua [a space and a language/discourse] in which they experienced:(1) intersecting sitios of home and school pedagogies; (2) (re)claimed an academic space and identity; and (3) (re)defined and (re)connected the boundaries of community space. Ultimately, this article advocates for the expansion of ethnic studies. 相似文献
9.
Nichole Margarita Garcia 《International journal of qualitative studies in education》2019,32(6):576-590
Research focused on Latinas/os in higher education often examines patterns of failure, while neglecting factors that contribute to Latina/o generational familial success. This article focuses on intergenerational strategies taught within college-educated Puerto Rican households that assist in academic achievement and success in higher education. Delgado Bernal theorized pedagogies of the home to explain co-constructed cultural knowledge within Chicana/o households to challenge deficit perspectives. Through analysis of educational oral histories of four college-educated Puerto Rican families, pedagogies of the home are extended. The Puerto Rican college-educated children demonstrate sin pelos en la lengua (without mincing words), contradictions among college completers, and pa’lante siempre pa’lante (always moving forward) as strategies employed in navigating higher education. In rearticulating, pedagogies of the home for the Puerto Rican community, institutions of higher education can better respond to the various experiences of Latinas/os. 相似文献
10.
It is impossible to consider contemporary science education in isolation from globalisation as the dominant logic, rethinking
and reconfiguring social and cultural life in which it is located. Carter (J Res Sci Teach 42, 561–580, 2005) calls for a close reading of policy documents, curriculum projects, research studies and a range of other science education
texts using key concepts from globalisation theory to elucidate the ways in which globalisation shapes and is expressed within
science education. In this paper, we consider an example from our own practice of a school-based curriculum project, Sustainable Living by the Bay, as one such instance. The first section reviews neoliberalism and neoconservativism necessary to understand how globalisation
penetrates education, while the second outlines aspects of the curriculum project itself. As there were many different facets
to the development and implementation of a project like Sustainable Living by the Bay, there is space only to elaborate two examples of the globalisation discourse. The first example concerns the government policy
initiative that funded the project while the second example focuses on learner- centred pedagogies as globalisation’s pedagogies
of choice. 相似文献
11.
Zehra Ersoy 《The International Journal of Art & Design Education》2011,30(1):123-132
Recent theoretical and technological developments redefine the discipline of architecture substantially. Current day approaches in design pedagogy focus on personal and bodily experiences of the subject and the need for investigating new ways and methods to enhance awareness of spatial experiences is inevitable. In order to establish a heuristic understanding of embodiment in space within design pedagogy, collaborative studies of dance and architecture are important supports. This article introduces ‘Building Dancing’, which is an approach to embodied learning. The project is specifically designed and developed for students of architectural design and aims to integrate the existing body of knowledge and hands‐on exercises under a holistic framework. Within this study, the issue of embodiment is regarded not solely as a theoretical concept but a transforming method for achieving a conception of a reality and an understanding of architectural design processes. 相似文献
12.
Marianne Turner 《Teachers and Teaching》2013,19(1):78-92
This article explores how reflective practice may be facilitated among pre-service teachers preparing to teach in culturally diverse classrooms. The significance of the mentor teacher’s ability to reveal her/himself as a reflective practitioner in order to promote student reflection is well documented. The article specifically addresses one teacher educator’s approach to offering mentor support with a focus on reflective practices related to cultural diversity. She explores how her ethnographic doctoral study on the classroom participation of adult South Sudanese students in different Australian learning environments has informed her own practice as a teacher, and ways in which her teaching philosophy and values were influenced by the sustained reflection needed to complete the study. By making explicit an aspect of her reflective practice, she aims to add to the growing body of literature on how to engage pre-service teachers meaningfully in reflection on their own classroom practice, especially in relation to teaching to diversity. 相似文献
13.
《学校用计算机》2013,30(3-4):177-186
Summary This article presents a case study of a pilot program implemented with San Franciscan and Taiwanese fourth graders. The project utilized videoconferencing technology to create a collaborative cultural exchange in which students from both cities saw an art exhibit, The Splendors of Imperial China, and participated in a dialogue addressing the content of the exhibit, as well as their own cultural backgrounds. The program proved to be a great success based on the students' improved ability, increased knowledge, and changed attitudes toward technology in learning. Videoconferencing has been shown to have great success in classroom collaborations such as this one in educational institutions around the world. 相似文献
14.
Deborah Moore-Russo Jillian N. Wilsey Michael J. Parthum Sr. Kemper Lewis 《理论付诸实践》2017,56(4):291-299
As college students enter engineering, they face challenges when they navigate across various transitions. These challenges impact whether a student can successfully adapt to the rigorous curricular requirements of an engineering degree and to the norms and expectations that are particular to engineering. This article focuses on the transitions between disciplinary literacies, primarily addressing how ideas are communicated and which types of semiotic representations are valued, required, and ignored by the different cultures that come into play both prior and during a student’s engineering education. Specifically, it addresses navigation:
Across secondary to postsecondary institutional expectations, contrasting common curricular experiences of secondary students and postsecondary curricular expectations.
Between and within disciplines (including mathematics and science), which often have different ways of communicating and representing a single concept, especially in theoretical applications and practical calculations.
From the traditional pedagogies of classrooms to the different methods and expectations of laboratory settings (for example, collaborative engagement in planning, experimentation, an understanding of experimental error, and an understanding of how all three are communicated and represented).
15.
Barbara Pamphilon 《International Journal of Lifelong Education》2013,32(6):721-736
This article examines the lessons from a collaborative project that worked with women agricultural leaders in Papua New Guinea. The project sought to build the capacity of these leaders as trainers in a way that would enable the development of a sustainable community of practice and worked within a critical and place-based pedagogy underpinned by asset-based community development principles. Whilst the process of our collaborative work has a number of salutary lessons, the co-construction of the training course with PNG women farmer leaders did illustrate a particular knowledge design continuum: that is, surfacing knowledge, distilling knowledge, clarifying knowledge and then consolidating knowledge. From this consolidated knowledge, together we were able to design locally valid and locally relevant modules. As the trainers went out to trial their training, they were then engaging in sharing knowledge and reviewing that knowledge which then lead to our collective ability to improve knowledge that will enhance future training in this area. 相似文献
16.
《College Teaching》2013,61(4):129-135
Abstract A collaborative research project. which was offered as an alternative to traditional undergraduate independent study courses, is discussed. The authors describe the characteristics of traditional independent study courses and how collaborative research efforts differ from them. Such projects provide an in-depth exposure to the topic under study, produce outcomes of a scholarly paper or presentation at a professional meeting, and facilitate authentic interactions between student and teacher. Specific guidelines for establishing a collaborative research project are provided. The authors, a college faculty member and an undergraduate student, outline the benefits of collaborative projects and specific lessons learned from their experiences executing a project. 相似文献
17.
Tracey Bretag Rowena Harper Kiata Rundle Philip M. Newton Cath Ellis Sonia 《Assessment & Evaluation in Higher Education》2020,45(1):125-139
AbstractThis article reports on one aspect of a nationally funded research project on contract cheating in Australian higher education. The project explored students' and educators’ experiences of contract cheating, and the contextual factors that may influence it. This article reports the key findings from non-university higher education providers (NUHEPs). It compares survey responses from 961 students and 91 educators at four NUHEPs with previously reported findings from eight universities (14,086 students and 1,147 staff). NUHEP and university students report engaging in contract cheating in similar ways. However, while NUHEP educators spend more time teaching academic literacies and discussing contract cheating, NUHEP students are 12 times more likely than university students to report use of a professional academic writing service. Both NUHEP and university educators require systematic professional development regarding the relationship between the teaching and learning environment and students’ contract cheating behaviour. NUHEPs need to be cognisant of students’ vulnerability to commercial contract cheating services, and ensure they have access to timely academic and social support. 相似文献
18.
“Applying anatomy to something I care about”: Authentic inquiry learning and student experiences of an inquiry project 
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下载免费PDF全文 Lauren M. Anstey 《Anatomical sciences education》2017,10(6):538-548
Despite advances to move anatomy education away from its didactic history, there is a continued need for students to contextualize their studies to make learning more meaningful. This article investigates authentic learning in the context of an inquiry‐based approach to learning human gross anatomy. Utilizing a case‐study design with three groups of students (n = 18) and their facilitators (n = 3), methods of classroom observations, interviews, and artifact collection were utilized to investigate students' experiences of learning through an inquiry project. Qualitative data analysis through open and selective coding produced common meaningful themes of group and student experiences. Overall results demonstrate how the project served as a unique learning experience where learners engaged in the opportunity to make sense of anatomy in context of their interests and wider interdisciplinary considerations through collaborative, group‐based investigation. Results were further considered in context of theoretical frameworks of inquiry‐based and authentic learning. Results from this study demonstrate how students can engage anatomical understandings to inquire and apply disciplinary considerations to their personal lives and the world around them. Anat Sci Educ 10: 538–548. © 2017 American Association of Anatomists. 相似文献
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This article outlines a collaborative study between higher education institutions in Australia, which qualitatively explored the online learning experience for undergraduate and postgraduate students. The project adopted a narrative inquiry approach and encouraged students to story their experiences of this virtual environment, providing a snapshot of how learning is experienced by those undertaking online studies. The study explores what impacted upon students’ engagement in this environment and how different facets of their learning experience made a qualitative difference to how individuals enacted engagement. Drawing upon Sharon Pittaway’s engagement framework, the article seeks to foreground student voice as the learners define their engagement in learning, the strategies they employed to assist this process and how engagement was enacted at an individual level. The students’ reflections presented in this article can be used to inform teaching and learning strategies designed to improve engagement in the online environment within the higher education sector. 相似文献