共查询到20条相似文献，搜索用时 934 毫秒
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António Nóvoa 《比较教育学》2018,54(4):548-561
ABSTRACTAfter criticising the solutionist drift, this article argues for the need for three gestures, in order to build a more problematised Comparative Education: estrangement, that is, the ability to see the unknown and therefore to distance ourselves from what is already known; intercession, that is, the ability to perceive the importance of mediators; communication, that is, the ability to work in common with others, from different positions and perspectives. Based on these three gestures, the article argues for a Comparative Education that seeks to develop three lines of work: to build a science of difference, rather than a ‘solution’ that tends to homogenise educational directions throughout the world; to strengthen the public space, instead of contributing to the authority of experts; to revitalise the common, instead of yielding to the current fragmentation, in which we interact only with what is similar to us. The arguments are not limited to Southern Europe, as they intend to open up a set of general questions about the meaning of comparative work in education. 相似文献
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Chris Robertson Iris Keating Lesley Shenton Ivy Roberts 《Journal of Research in Reading》1996,19(1):25-35
The study investigated whether the rhetoric of uninterrupted, sustained, silent reading (USSR/ERIC) was evident in primary classrooms where the practice was professed to operate. Nine primary schools in three different counties were surveyed, and the sample included both urban and rural schools. Structured interviews were undertaken with the headteacher and two members of staff in each school, followed by classroom observations, focusing on what do teachers do in practice during USSR/ERIC. From both interviews and observations it was evident that teacher interpretation of how the sessions should be organised and managed was not specifically that of the rhetoric, with only one school closely following the prescribed model. Whilst the value of a quiet reading time was generally acknowledged and much good practice observed in sessions, it would appear that many models which operate under the guise of ‘uninterrupted sustained silent reading’ are governed by teacher preference or pupil need. 相似文献
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English,literacy, rhetoric: changing the project? 总被引：2，自引：0，他引：2
Bill Green 《English in Education》2006,40(1):7-19
In this paper I begin to trace two movements in the curriculum history and cultural politics of English teaching: on the one hand, a shift from ‘literature’ to ‘literacy’, as organizing principles for the field, and on the other, from ‘language’ to ‘rhetoric’. I do so within a particular understanding of history, as embracing past present and future dimensions. My aim is two‐fold: to open up questions about the subject's historical legacy, and to draw attention to some of the emerging challenges and prospects for English teaching today and tomorrow. 相似文献
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刘世宇 《沙洋师范高等专科学校学报》2005,6(3):5-8
柏拉图在其《理想国》中，为了给哲学家成为哲学王的正当性做理论论证而提出了名的洞穴比喻。这个比喻以其理念论为其哲学基础，并涉及到对理念认识的全部过程。而其洞穴喻视觉的内在化方式，则代表着整个西方哲学的视觉中心主义最初的完备形态。柏拉图正是从此处出发构建了理念世界的在场的隐喻。这种在场一方面构成了理性的哲学启蒙，但是在另一方面，这种在场在其本质上只是一种权力话语。 相似文献
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Patrick B. Reyes 《Religious education (Chicago, Ill.)》2019,114(3):388-397
AbstractIntroducing dreams of new centers for the guild, this article responds to the 2018 Religious Education Association's annual conference, "Beyond White Normativity." After remarks on embedded whiteness within religious education, I ask, "Can people of color be the center of the guild?" There is an opportunity if the guild focuses on love (specifically self-love for people of color) for a radical transformation of its practices, activities, behaviors, and dreams for religious educators of color and the guild. Can the nightmares caused by white systems of power be turned into dreams for scholars of color to experience love and community? 相似文献
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