共查询到20条相似文献，搜索用时 15 毫秒
1.
Jessica Thompson 《学习科学杂志》2013,22(3):392-446
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
2.
The identity work engaged in by Indigenous teachers1 in school settings is highlighted in a study of Australian Indigenous teachers. The construction of identity in home and community relationships intersects with and can counteract the take up of a preferred identity in the workplace. In this paper we analyse data from interviews with Indigenous teachers, exploring the interplay between culture and identity. We foreground the binary nature of racial assignment in schools, demonstrate how this offers contradictory constructions of identity for Indigenous teachers, and note the effects of history, culture and location in the process of forming a teaching ‘self’. 相似文献
3.
Joby Gardner 《The Urban Review》2009,41(2):174-197
This article explores how incarcerated youth and adult supervisors contest claims to identity via language of “representing”.
Comparing how youth and adults “represent” in discussions of their own past and future selves sheds light on the constrained
universe of discourse within which both groups work to express identities and on the basis of which we counsel, mentor, and
educate young people. Acknowledging these constraints can contribute to understanding what I call exceptionalism—the idea that only exceptional poor and raced young men, through great personal effort and sacrifice, may resist the lure
of the “street”. I conclude by discussing implications of this work for education and youth development work both inside and
beyond the juvenile justice system as well as for research across lines of difference by committed “outsiders”.
相似文献
| Joby GardnerEmail: |
4.
Catherine Manathunga 《International Journal for Academic Development》2013,18(1):25-34
Academic developers are very often disciplinary migrants, performing hybrid, liminal roles at the “fault lines” between teachers and learners, between academics and managers, and between teaching and research. As a result, their identities as scholars can be described as “unhomely.” While this in‐between space is uncomfortable and ambiguous, its deconstructive power lends itself to “thinking at or beyond the limit” of current teaching and learning discourses. This article seeks to apply the post‐colonial notion of “unhomeliness” to academic development so that we can more critically understand academic‐developer identities and how the relentless march of performativity impacts on them. The article also explores some deconstructive possibilities inherent in the liminal educational development zone that may bring back the playfulness of exploring transgressive ideas about teaching and learning. Les conseillers pédagogiques sont très souvent des étrangers à la discipline, jouant des rôles hybrides ou à la limite des « lignes de faute » entre les enseignants et les apprenants, entre les universitaires et les gestionnaires, et entre l’enseignement et la recherche. Le résultat est que leurs identités en tant que chercheurs peuvent être décrites comme « non accueillantes ». Tandis que cet espace intermédiaire est inconfortable et ambigu, son pouvoir déconstructif se prête à une pensée « à/au‐delà de la limite » des discours actuels sur l’enseignement et l’apprentissage. Cet article cherche à appliquer la notion postcoloniale du « non accueillant » au développement pédagogique de façon à ce que nous puissions comprendre de manière davantage critique les identités du conseiller pédagogique ainsi que l’impact, sur ceux‐ci, de la marche implacable vers la performativité. Cet article explore aussi les possibilités déconstructives inhérentes à la zone liminale de développement pédagogique, lesquelles sont en mesure de ramener l’espièglerie sous‐jacente à l’exploration d’idées transgressives au sujet de l’enseignement et de l’apprentissage. 相似文献
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Adria R. Hoffman 《Equity & Excellence in Education》2015,48(4):606-620
The purpose of this study is to explore smartness and talent as social constructs. Drawing on Holland et al.'s (1998) figured identities, this article explores the figuring of abilities by elucidating the voices of African American high school chorus students. Critical Race Theory (CRT) helps to unpack normalized language and practices that comprise intelligence, talent, and identity construction. The student participants in this study contrasted high school experiences in which they constructed musical and academic identities, describing how smart or talented they were relative to significant others around them. Findings suggest that constructions of musical talent and smartness socially positioned students along race, gender, and class lines. Interpretations of talent and intelligence may impact the curricular options made available to students, their academic identity construction, musical identity construction, and inequitable school practices. 相似文献
7.
《Educational Philosophy and Theory》2013,45(6):747-757
Paul Smeyers’ keynote address to the PESA 2007 Conference, ‘The Entrepreneurial Self and Informal Education: On government intervention and the discourse of experts’ provides a timely call for questioning the governing of the family. This paper draws upon Smeyers’ key concerns to explore both historical and contemporary trends in clustering government agencies, under the guidance of child development experts. The guidance of two expert groups is problematised, with particular attention to an absence of commitment to Māori perspectives of education and child‐rearing. Such an absence reflects, in New Zealand, a dangerous undermining of the historic treaty between the British and Māori. The paper then challenges, with brief reference to Jacques Derrida's discussions on autobiography and Freud's Legacy, the identity of expert groups advocating early intervention in the lives of families measured as a burden on economic and social progress. The paper posits that perhaps it is the developmental expert that requires some form of early intervention. 相似文献
8.
AbstractNegotiation of identity development in adolescence has implications that affect overall well-being. Spirituality and sexuality are two salient aspects of identity that are challenging for adolescents, especially those who identify as LGBT. -Analysis of intersecting themes across two research inquiries indicated that school counselors and students avoided talking with each other about these -aspects of identity. Results suggested that avoidance was related to fear of perceived -repercussions, public school settings, and concern about value conflicts. 相似文献
9.
The interpretation of Sylvia Plath’ s representative work Daddy is always being controversial.The poem involves many social and historical issues and various images,among which the image " Daddy" is the key to the interpretation of the poem as well as the poet ess’ feminist consciousness of anti-patriarchy. 相似文献
10.
Laurel Fisher 《European Journal of Psychology of Education - EJPE》2014,29(3):537-555
Children’s motivations to engage in everyday activities draw on their experiences in thinking of oneself and the activities. In theory, these personal and social realities provide the complex foundations of self-concepts. The aim of this project was to define the foundations of children’s self-concepts about everyday activities; to focus on everyday activities of literacy and numeracy. Participants were 8- to 12-year-old girls and boys, in a pilot study (N?=?16), correlational models of identities (N?=?297) and comparative contexts (N?=?42), and experimental evidence (N?=?82). The pilot study validated materials, and Study 1 confirmed a perceptual base for self-concepts. Results of Study 2 highlighted a range of comparative contexts, and Study 3 confirmed personal and social bases of children’s self-concepts. In this situation, foundations of self-concepts cover identities (as a sense of individuality and belonging) and self-categorizations, in thinking about stability of skills and abilities over time, and in relation to children the same age. These ideas are readily applied to identities and arrays of self-categorizations in other situations. In conclusion, a personal and social theory of self-concepts extends contemporary Motivational Spiral Models that relate self-concepts to task strategies, skills, feelings and participation. Outcomes suggest foundations for differential interventions motivating children to participate in everyday activities. 相似文献
11.
A view of science as a culturally‐mediated way of thinking and knowing suggests that learning can be defined as engagement with scientific practices. How students engage in school science is influenced by whether and how students view themselves and whether or not they are the kind of person who engages in science. It is therefore crucial to understand students' identities and how they do or do not overlap with school science identities. In this paper, we describe four middle school African American girls' engagement with science. They were selected in the 7th grade because they expressed a fondness for science in school or because they had science‐related hobbies outside of school. The data were collected from the following sources: interviews of students, their parents and their teachers; observations in science classes; journal writing; and focus groups. These girls' stories provide us with a better understanding of the variety of ways girls choose to engage in science and how this engagement is shaped by their views of what kind of girl they are. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 441–458, 2000. 相似文献
12.
Citizenship Education and National Identities in France and England: Inclusive or exclusive? 总被引：5，自引：2，他引：3
ABSTRACT This paper examines and compares recent citizenship education policy documents from France and England and explores the extent to which they encourage inclusive or exclusive concepts of national identity and citizenship. Current policies are being developed in a context of perceived disillusionment and political apathy amongst the young. Whilst citizenship education has traditionally aimed to prepare young people to take their place in adult society and a national community, today the notion of a single national identity is increasingly questioned. Using framing questions from the International Association for the Evaluation of Educational Achievement (IEA) survey of civic education, we examine programmes of study in each country to determine the extent to which they promote human rights as shared values, make positive references to cultural diversity, and conceptualise minorities. We consider the potential of citizenship education thus defined to contribute towards the development of justice and equality in society and challenge racism and xenophobia. We note the strengths and limitations of each approach to education for citizenship and suggest what each might gain from the other. 相似文献
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Helena Ackesjö Per Lindqvist Ulla Karin Nordänger 《Scandinavian Journal of Educational Research》2013,57(6):884-898
In 2014, a newly formed group of teachers graduated from Swedish universities. In addition to their qualification as leisure-time pedagogues, their degree includes teaching practical/aesthetical subjects in compulsory school. This group of teachers thus has to relate to dual professional identities and to maintain a balance between the socially oriented leisure-time centres and a goal- and results-driven school. In this article we describe their first two years after graduation, trying to get hold of their negotiation of professional identities and orientation in the professional landscape. Results shows that the graduates try to balance own ideals and hybrid professional intentions against traditional professional identities and labour market conditions and that position in a liminal phase might be crucial for the outcome. 相似文献
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Jennifer McCormick 《The Urban Review》2003,35(2):111-128
In many inner-city high schools, students face violence on a regular basis. Authorities contain and curtail the use of weapons and other acts that threaten the individual and the functioning of the institution. These attempts to create a safe environment separate students, who are largely black working class and poor, into criminal and noncriminal categories, creating a labeling system that denies complex individuality. In this article, I demonstrate how teens reaffirmed and subverted harmless/dangerous labels by disguising themselves and creating personas through the use of clothing, graffiti, and poetry. These forms of communication allowed them to achieve anonymity, assert violent identities, and resist dehumanization. Ultimately, I analyze how poetry became a means to explore individual interests, fears, and fantasies. Through personification and metaphor, students articulated and elided psychological and physical constraints despite the monolithic labels of school. Their work often conveyed a subtlety that subverted institutional categories that otherwise reduced them to a single identity. Drag Me to the Asylum emerged from research conducted in and outside a large urban high school. From 1992 until 1997, I collected student poetry, listened to the stories of students and school staff, and taped over 100 hours of unstructured interviews with students and teachers. 相似文献
17.
John Krejsler 《Scandinavian Journal of Educational Research》2013,57(4):335-357
This article explores conditions for discussing what it means to be professional among teachers, pre‐school teachers, nurses, and social workers. From an epistemological point of view it explores how analytical strategies can frame in sufficiently complex ways what it means to be a professional today. It is assumed that at least four main issues must be dealt with in order to conduct a satisfactory analysis of professions and their identities. Firstly, it is of fundamental strategic importance that one makes explicit the epistemological point of departure from which one's analyses frame and describe the surrounding world. Secondly, one must qualify one's stance in relation to the sociology of professions. Thirdly, one must reflect a discourse on professions in the light of the extensive processes of individualisation in society. And, lastly, one must reflect a discourse on professions in light of the new administrative practices within the public sector. 相似文献
18.
Helen Sauntson 《Journal of Language, Identity & Education》2016,15(1):17-31
Recent research into sexuality and education shows that homophobia is particularly prevalent and problematic in schools. However, little of this work has drawn on linguistic frameworks. This article uses the tactics of intersubjectivity framework to examine how a group of LGB-identified young people understand their sexuality identities in relation to the secondary school context. The application of this framework offers deeper insights into sexual orientation and education than can be gained from thematic analysis alone and can contribute towards developing understandings of sexual diversity issues in schools. The framework is applied to interview data in which young LGB people talk about their school experiences. Findings show that in the schools attended by the young LGB people, they have experienced a state of pervasive illegitimation surrounding LGB identities. The participants express a desire for this perceived institutional illegitimation to be replaced by authorisation using a range of authentication strategies. 相似文献
19.
Ian K. Macgillivray 《Equity & Excellence in Education》2013,46(4):320-330
In democratic societies schools play a large role in helping students learn the values and skills necessary for adult participation in a free and open society. This article is a case study of a group of students who started a Gay-Straight Alliance (GSA) at a private American school in México City. The students' struggle to form and keep their GSA, in light of opposition from a school board member and conservative parents, is analyzed within a framework of critical pedagogy, the goal of which is the expansion of rights for oppressed groups through activist education. The author was co-advisor to the GSA and offers suggestions for others working with similar student groups. This student-led struggle illustrates lessons about democratic values, navigating bureaucracy, effecting social change, and working with others who have diverging opinions. 相似文献
20.
When engaging with socioscientific issues, learners act at the intersection of scientific, school, and other societal communities, drawing on knowledge, practices, and identities from both in and out of the classroom to address problems as national or global citizens. We present three case studies of high school students whose classroom participation in a unit on the politically polarizing topic of climate change was informed by their political identities and how they situated themselves in climate change’s sociocultural, historical, and geologic context. We describe how these students, including two who initially rejected human-influenced climate change but revised their understandings, negotiating dissonant identities in the classroom through repeated engagement with conflicting political and scientific values, knowledge, and beliefs. These case studies problematize building bridges between formal and informal learning experiences and suggest that it may be necessary to leverage disconnections in addition to building connections across settings to promote productive identity work. The results further suggest that supporting climate change learning includes attending to identity construction across ecosocial timescales, including geologic time. 相似文献