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1.
《Critical Studies in Education》2013,54(2):213-228
Harvey Graff in his 1979 study of literacy taught in common schools in mid-nineteenth century Canada, demonstrated that beliefs in the acquisition of literacy for upward mobility and economic success were a myth. Moreover, literacy instruction was promoted by educational reformers and manufacturers as a means of controlling the working class masses and instilling in them the traits, including thrift, order, and punctuality required for employment in factories. In this paper, we consider how this thesis can be adapted to describe contemporary national adult literacy policy discourse in Australia. The main drivers of Australia’s national policy are peak industry associations and skills agencies, and the human capital rationale for their promotion of literacy is derived largely from the powerful influence of the Organisation for Economic Cooperation and Development (OECD). We critique this discourse on literacy through reference to studies which conceptualise literacy as social practices, including one recent Australian study of three manufacturing companies. We reinforce the claim that the literacy myth in relation to economic development continues in contemporary adult literacy policy, and we explain how the social control function of adult literacy education continues in the interests of industry elites and the capitalist relations of production. 相似文献
2.
Michelle Cannon John Potter Andrew Burn 《Changing English: An International Journal of English Teaching》2018,25(2):180-197
This paper reflects on recent projects in a variety of media forms, in both formal and informal educational settings, discussing ways of expanding our notions of literacy practices which reflect their place in the wider lived experience of digital culture. We have collected these reflections under three headings. The first of these, Dynamic Literacies, presents an overarching view of literacy as both ideological, following the ‘new literacy studies’, and dynamic, incorporating both semiotic and sociocultural versions of literacy in ways which reflect the changing nature of lived experience in the digital age. The second strand, Productive Literacies, constructs an argument around digital making practices with younger learners which views these as media crafting, critique and artistry. The third strand, Playful Literacies, explores recent projects which are located in games and game-authoring practices as a specific example of connecting pedagogy to contemporary media forms and learner agency in formal and informal settings. Taken together, the three perspectives allow for common ground to be established between multimodal production practices, whilst providing suggestions for framing literacy pedagogy in response to the pervasive use of media and technology in contemporary digital culture. 相似文献
3.
《Educational Philosophy and Theory》2013,45(5):607-623
This paper explores alternative approaches to the conception of scientific literacy, drawing on cultural studies and emerging practices in language arts as its framework. The paper reviews historic tensions in the understanding of scientific literacy and then draws on the multiliteracies movement in language arts to suggest a scientific multiliteracy. This is explored through analyzing the writing practices of groups other than scientists who for a variety of reasons must engage science. Specifically the paper examines zine writers who are ‘professional’ human research subjects, i.e. derive a part of their annual income by signing up for psychological and medical experiments, and science fiction fans, who produce their own texts in response to the narratives they love. The paper argues that these literacy practices add to traditional notions of scientific literacy possibilities of history, fiction, critique, as well as more traditional empiricism embraced by national standards. The paper concludes by considering the ambivalence towards science in both of these popular scientific literacy communities’ writings, arguing that what multiliteracies offers is a possibility of a more nuanced, more appropriately ambivalent, and more politically and ethically engaged subject of science than offered by the current version of literacy dominating science educational discourse. 相似文献
4.
Shari Sabeti 《British Educational Research Journal》2013,39(5):835-852
This paper explores the possibilities for pedagogy inherent in the reading practices which emerged from an extra‐curricular graphic novel reading group set up in a Scottish secondary school. The research is presented within the framework of the new literacy studies and its focus on ‘practices’ and ‘events’ but, more specifically, it uses the framework developed by researchers working on the Literacies for Learning in Further Education Project conducted recently in the United Kingdom. This framework allows a more detailed exploration of ‘events’ by unpacking the fine‐grained aspects that compose a literacy practice. This paper aims to identify, trace and analyse the aspects of the emerging new practice of this reading group. While the framework it employs is based on an opposition between curricular and non‐curricular practices, the data presented in this paper derives from an extra‐curricular activity uniquely positioned inside the school but outside of the official curriculum. By focusing on notions of identity and process in particular, the paper presents a critique of the ways in which literacy practices which take place outside of the classroom have been undervalued or ignored by educational policy and practice. 相似文献
5.
信息时代如何提升青少年的媒介素养是教育界广泛关注的问题,而通过构建媒介素养教育网站是解决这一问题的途径之一。论文通过对香港青少年媒介素养教育网站的分析,结合我国青少年媒介素养现状提出其启示作用,以期为建设本土化的媒介素养教育网站提供参考。 相似文献
6.
The concepts of literacy events and practices have received considerable attention in educational research and policy. In comparison, the question of value, that is, ‘which literacy practices do people most value?’ has been neglected. With the current trend of cross-cultural adult literacy assessment, it is increasingly important to recognise locally valued literacy practices. In this paper we argue that measuring preferences and weighting of literacy practices provides an empirical and democratic basis for decisions in literacy assessment and curriculum development and could inform rapid educational adaptation to changes in the literacy environment. The paper examines the methodological basis for investigating literacy values and its potential to inform cross-cultural literacy assessments. The argument is illustrated with primary data from Mozambique. The correlation between individual values and respondents’ socio-economic and demographic characteristics is explored. 相似文献
7.
Jrg Ruhloff 《Journal of Philosophy of Education》2004,38(3):379-393
Following the Enlightenment, the concept of ‘critique’ broadened and acquired a political denotation, in which the expression of opinion alone could itself be already considered critique. This meaning of ‘critique’ expresses acknowledgement of men as equal, free and rational. This broad concept of critique, however, also tends to negate certain more technical and specific forms. This paper goes back to conceptions of critique introduced by Kant and developed in an educational perspective by the neo‐Kantian Paul Natorp. Kant's concept of critique concentrated on the conditions of possibility of judgemental powers, resulting in a transcendental critique of Reason. Natorp applied this conception of transcendental critique to education. Though Natorp relates education to society as a whole, his concept of critique does not uncover the social determinants of educational views but holds on to a transcendental critical idea of critical judgement that is not completely socially determined. Consequently, in the transcendental critical approach, the critical function of Reason is given priority over any political vision. This results in a conception of critique that primarily questions validity claims, stressing rational testing as opposed to other sources of validity, such as traditional or religious authority. The transcendental critical programme, further developed in twentieth‐century Germany, still endorses the implied denial of the possibility of deriving the validity of propositions from experience. It can be distinguished from Karl‐Otto Apel's brand of transcendental critique by its refusal to assume any primary criterion for critical judgement, in the manner of Apel's ‘ideal communicative community’. Consequently, this programme cannot result in any positive conception of education. Its main contribution consists in exposing those presuppositions of educational views and practices that function as a priori ideas as conditions of the possibility of their justification. Though not denying the value and relevance of positive educational conceptions, this transcendental critical approach primarily aims at preventing metaphysical foundational questions from being forgotten or dogmatically fossilised. 相似文献
8.
高校教师教育技术素养提升策略探索 总被引：5，自引：0，他引：5
在信息时代,教师教育技术素养的高低,直接关系到素质教育、创新教育的成败,因此提升高校教师的教育技术素养显得非常重要。在借鉴前人及同行研究成果的基础上,提出了一个高校教师教育技术素养提升策略模式,分别从加大高校教学资源建设力度、进行教育技术培训、创设教师教育技术素养跟踪评价平台进行跟踪评价、建立提高高校教师教育技术素养的长效保障机制等角度进行了探索。 相似文献
9.
EDUCATION WITHOUT THEORY 总被引：4，自引：1，他引：3
ABSTRACT: This paper proceeds through four stages. First, it provides an account of the origins and evolution of the concept of educational theory. Second, it uses this historical narrative to show how what we now call 'educational theory' is deeply rooted in the foundationalist discourse of late nineteenth and early twentieth century modernity. Third, it outlines and defends a postfoundationalist critique of the foundationalist epistemological assumptions on which our understanding of educational theory has been erected. Finally, it argues that the only conclusion to draw from this postfoundationalist critique is that educational theory has run its course and should now be brought to a dignified end. 相似文献
10.
ELAINE GABER-KATZ 《Gender and education》1996,8(1):49-60
Story-telling and story-writing as pedagogical practices hold a pre-eminent place within critical literacy practices. In Toronto, Canada's largest city, progressive community-based literacy programmes begin the educational process by assisting adult literacy students to learn to read and write by using the language experience method. The educational process is furthered when the programmes publish the autobiographical accounts that these learners have created. They publish these accounts as a way of generating relevant educational reading texts for adult new readers, and more significantly as a form of cultural expression for people marginalised by poverty. Elaine Gaber-Katz, a feminist educator literacy practitioner, explores how critical literacy programmes purposefully seek out the voices of those who have been silenced. She also explores the ways in which these programmes create the spaces for these voices to be heard. Focusing on the use of story, the author assesses the value of publishing these kinds of learners' stories and confronts some of its inherent limitations. 相似文献
11.
12.
J. Bryan Henderson Anna MacPherson Jonathan Osborne Andrew Wild 《International Journal of Science Education》2013,35(10):1668-1697
This paper argues that science education has overemphasized the importance of construction at the expense of critique. In doing so, it draws on two key premises—Ford's argument that the construction of knowledge requires a dialectic between construction and critique and Mercier and Sperber's theory of argumentative reasoning that critique is essential for epistemic vigilance. Five separate cases are presented which argue that the absence of critique within school science limits the opportunities for students to engage in scientific reasoning making the learning of science less effective. These five arguments incorporate research literature surrounding the nature of science, epistemology, literacy, pedagogy, and motivation. Furthermore, we draw on data collected from cognitive think-aloud interviews to show that students can, with the appropriate prompts, engage in the important epistemic activity of critique. We conclude by examining the implications for the teaching and learning of science. In essence, we argue that the undervaluing of critique within the curriculum and pedagogy of school science results in a failure to develop the analytical faculties which are the valued hall mark of the practicing scientist; a misrepresentation of the nature of science; and, more importantly, a less effective learning experience. Critique, therefore, needs to play a central role in the teaching and learning of science. 相似文献
13.
Teacher assessment literacy is a phrase that is often used but rarely defined. Yet understanding teacher assessment literacy is important in an international curriculum and assessment reform context that continues to challenge teachers’ assessment practices. In this article situated examples of classroom assessment literacies are analysed using Bernstein’s (Pedagogy, symbolic control and identity: Theory, research and critique, Taylor and Francis, London, 1996; Br J Sociol Educ 20(2):157–173, 1999) theoretical tools of vertical and horizontal discourses, classification and framing. Drawing on a sociocultural view of learning, the authors define teacher assessment literacies as dynamic social practices which are context dependent and which involve teachers in articulating and negotiating classroom and cultural knowledges with one another and with learners, in the initiation, development and practice of assessment to achieve the learning goals of students. This conceptualisation of assessment literacy aims to make explicit some underpinning theoretical constructs of assessment literacy to inform dialogue and decision making for policy and practice to benefit student learning and achievement. 相似文献
14.
Uwe Gellert 《Educational Studies in Mathematics》2004,55(1-3):163-179
This paper reflects on the use of didactic material in mathematics classes. It focuses on the mathematical activities of students and the didactical activities of teachers. Its point of departure is a critique of technical-managerial approaches to teaching, learning, and innovation. Based on this critique, fundamental tensions between the development of new didactic material and the cognitive style and daily routines of practising teachers are identified. In the last part of the paper, the concept of mathematical literacy is introduced in order to set the crucial relationship between didactic material for mathematics instruction and the ways in which it is used in the classroom on new and fertile grounds. 相似文献
15.
与经典为伴 和名著同行——实施“教育学名著阅读工程”的若干体会 总被引：1，自引：0，他引：1
Yu Xiaomao 《教育研究》2007,(6)
随着我国师范教育在数量上的扩张,越来越多的人意识到要注重从质量上、内涵上提升师范教育的水平,以应对师范教育发展过程中可能会遇到的种种挑战。作为西部欠发达地区的新建本科师范院校,我们认为从提升师范生的教育素养尤其是教育理论素养方面入手,是比较切合实际的一个选择。为此,我们以实施"教育学名著阅读工程"为一个重要的"抓手",极大地拓宽了学生的教育视野,丰富了学生的教育知识,激发了学生学习教育理论的热情。 相似文献
16.
Barbara O'Byrne Stacey Murrell 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(5):926-940
This research presents ways in which high school students used the multimodal and interactive affordances of blogs to create, organize, communicate and participate on an educational blog. Their actions demonstrated how plural modes of literacy are infiltrating digital environments and reshaping literacy and learning. Multimodal blogging practices of participants broaden the discourse about educational blogs to include an understanding of blogs as media‐rich platforms in which learners operate with plural modes of literacy to construct meaning, communicate and participate. 相似文献
17.
20世纪50年代中后期,伴随着流行艺术运动在英、美等国家的蓬勃开展,媒体素养教育流行艺术范式应运而生。基于甄别取向,该范式以其鲜明的文化包容和艺术欣赏的教育理念与实践,昭示着我国应当构建一种基于文化和审美等多维向度的、超越保护主义的媒体素养教育。 相似文献
18.
In this response to Yupanqui Munoz and Charbel El-Hani??s paper, ??The student with a thousand faces: From the ethics in videogames to becoming a citizen??, we examine their critique of videogames in science education. Munoz and El-Hani present a critical analysis of videogames such as Grand Theft Auto, Street Fight, Command and Conquer: Generals, Halo, and Fallout 3 using Neil Postman??s (1993) conceptualization of technopoly along with Bill Green and Chris Bigum??s (1993) notion of the cyborg curriculum. Our contention is that these games are not representative of current educational videogames about science, which hold the potential to enhance civic scientific literacy across a diverse range of students while promoting cross-cultural understandings of complex scientific concepts and phenomenon. We examine games that have undergone empirical investigation in general education science classrooms, such as River City, Quest Atlantis, Whyville, Resilient Planet, and You Make Me Sick!, and discuss the ways these videogames can engage students and teachers in a constructivist dialogue that enhances science education. Our critique extends Munoz and El-Hani??s discussion through an examination of the ways videogames can enhance science education by promoting inclusive education, civic scientific literacy, and global citizenship. 相似文献
19.
Christopher DeLuca Danielle LaPointe-McEwan Ulemu Luhanga 《Educational Assessment》2016,21(4):248-266
Teacher assessment literacy has become a central priority across many educational systems in North America and elsewhere in response to growing accountability demands. Although many scholars have aimed to measure teacher assessment literacy, recent research has identified that current assessment literacy instruments do not fully reflect current transformations in the assessment landscape and remain predicated on dated standards for teacher classroom assessment practice. Given significant shifts in classroom assessment over the past 20 years, the purpose of this article is to construct a reliable instrument reflective of contemporary assessment practices and contexts. Specifically, this article describes our instrument development process including construct validation and reliability testing with more than 400 teachers. The result of this research is the Approaches to Classroom Assessment Inventory, which can be used by researchers and practitioners to support teacher assessment literacy in relation to the current accountability framework evident across educational systems. 相似文献
20.
Julian McDougall Stephen Walker Alex Kendall 《International Studies in Sociology of Education》2013,23(2):159-173
This paper presents a study of dominant educational discourses through textual critique and argues that such an approach enables education studies to preserve an important distinction from teacher training. The texts deconstructed here are specific to English education, but the discourses at work have international relevance as the rhetorics of accountability, performance and measurement (which we call cells of discourse) have global reach. Ward described a national picture in England whereby the great majority, if not all, of education studies undergraduate courses appear to be taught alongside, or within (through shared modules) teacher training programmes. But from a sociological position, these are two increasingly conflicting arenas—the study of education and the training of teachers. In response, Ward called for the subject to radicalize teacher education. The implications of this are significant if education studies is to retain a status as agent of critique. In this paper we return to the theme of education studies as a discrete practice from teacher training and suggest that any acceptance of a proximal relation to teacher education is counter‐productive. In so doing we offer three contemporary examples of the subject at deconstructive work, scrutinizing the published standards for teacher training in England, employer discourse and the Tomlinson report (commissioned by the English government to offer proposals for the reworking of vocational education) and the new curriculum for adult literacy in England. Particular attention is given to analysing the ways in which such texts speak the currently powerful discourse of standards. 相似文献