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1.
《中学生英语》2019,(33)
<正>Hello, everyone. Nice to meet you. Now let me introduce myself to you. My name is Zhang Xing. I’m 13 years old. I’m from Fucheng County, Hebei Province. I am of medium height. I have black hair and big eyes. I like music and speech a lot. I often sing songs with my friends in my spare time, and I often give a speech about the environment in public, too. I have a happy family. There are four people in my family. They are my father, my mother, my elder brother and me. I like Chinese, and I also like English, but I can’t speak English well. I will work hard at English and try to make great progress every day. I hope to be your good friend,then we can help each other in many ways. 相似文献
2.
1944 and all that 总被引：1，自引：0，他引：1
Gareth Elwyn Jones 《History of education》2013,42(3):235-250
Firstly I look upon Britain as my homeland… Liberty, the love of home, tolerance and justice—these are some of the things which Britain has infused into most of her sons and daughters…. What does Britain mean to me?, I say ‘A home and the home of the good things in life’. (HAI.1.) Britain means to me my HOME. And I use ‘home’ in the fullest sense as after years spent abroad, it is always the one place I had a secret hankering to come back to (SM1.6) England is home and there's no place like home. That's what Britain means to me. With all its faults, it means just everything to me (MIL.9.) (Report on ‘What does Britain mean to you’, 1941)1 相似文献
3.
Stephen J. Ball 《British Journal of Sociology of Education》2016,37(8):1129-1146
This paper extends the author’s previous enquiries and discussions of governmentality and neoliberal policy technologies in a number of ways. The paper explores the specificity and generality of performativity as a particular contemporary mode of power relations. It addresses our own imbrication in the politics of performative truths, through our ordinary everyday life and work. The paper is about the here and now, us, you and me, and who we are in neoliberal education. It draws upon and considers a set of ongoing email exchanges with a small group of teachers who are struggling with performativity. It enters the ‘theoretical silence’ of governmentality studies around the issues of resistance and contestation. Above all, the paper attempts to articulate the risks of refusal through Foucault’s notion of fearless speech or truth-telling (parrhesia). 相似文献
4.
《校园英语(教研版)》2016,(17):242-244
to state the theme that"sometimes,things change and they are never the same again,this looks like one of those times.That's life,Life move on,and so should we"Dr Spencer Johnson depict a story about change in a maze where four amusing characters look for"cheese"—cheese being a metaphor for what we want to have in life,whether it is a job,a relationship,money,a big house,freedom,health,recognition spiritual peace,or even an activity like jogging or golf.Each of us has our own idea of what cheese is,and we pursue it because we believe it makes us happy.If we get it,we often become attached to it.And if we lose it,or it’s taken away,it can be traumatic The maze in the story represents where you spend time looking for what you want.It can be the organization you work in,the community you live in,or the relationship you have in your life. 相似文献
5.
Cyril Selmes 《Assessment & Evaluation in Higher Education》1989,14(3):167-178
This paper attempts to ‘lay out’ as clearly as possible some of my preconceptions and assumptions about the evaluation of teaching. The main focus is on teaching in higher education but I hope the ideas may be applicable to teaching in general.
The main reason for this analysis was a feeling of dissatisfaction with many of the papers I had read, but the attempt to make my assumptions as explicit as possible was the result of trying to understand the process of bracketing — a process central to existential‐phenomenological psychology in which one attempts to take a ‘transcendental attitude'’ ‘ to the world rather than a ‘natural attitude’. Whilst my understanding of this process may be inadequate, even faulty, I think the process has helped me to clarify my ideas about both teaching and the evaluation of it. 相似文献
6.
Jane Spiro 《English in Education》2007,41(3):78-93
This paper considers the ways in which the authentic strategies and struggles of the creative writer in formulating a text, can be translated into classroom activity. It explores four activities which derived from my own practice as a writer, and demonstrates the process of adapting, trialling and evaluating them in a range of different classroom settings. The paper attempts to answer the questions: w ere these ‘real‐life’ processes successful as a basis for learning activities? How did the learners respond and what can we learn from heir responses? The paper concludes with the premise that being congruent with one's own ‘real‐life’ strategies can indeed lead to valid learning activities, and that these activities help us to deconstruct many of the myths about what it means to be creative. 相似文献
7.
Joan Netta Burstyn 《Educational Studies A Journal of the American Educational Studies Association》2018,54(1):52-55
I belonged to several professional organizations during my career. The AESA was the one in which I engaged most deeply with people from other disciplines than my own. Through those discussions, my ideas about education developed most fully. I thank you all for that. This article explains some of what I, and others, experienced during the years of conservative reaction to both the Civil Rights Movement and the Second Women's Movement following the 1980 election of Ronald Reagan as President of the United States. I hope my ideas may prove useful to you, today. 相似文献
8.
Marie Parker-Jenkins 《Ethnography and Education》2018,13(1):18-33
This paper was prompted by the question, what do we mean by conducting ‘ethnography’? Is it in fact ‘case study’ drawing on ethnographic techniques? My contention is that in many cases, researchers are not actually conducting ethnography as understood within a traditional sense but rather are engaging in case study, drawing on ethnographic techniques. Does that matter you might ask? Well it determines what we can expect to discover from a research project in terms of results and the unearthing of deeper complexities. I frame the discussion around a set of closely related issues, namely ethnography, case study and researcher positioning, drawing on ethnographic techniques and fieldwork relations. The original contribution of the piece and overall argument is that research can represent a hybrid form, and based on my own research experience, I propose a new term ‘ethno-case study’ that has advantages of both ethnography and case study. 相似文献
9.
《Critical Studies in Education》2013,54(2):203-214
This article raises the recurrent question whether non-indigenous researchers should attempt to research with/in Indigenous communities. If research is indeed a metaphor of colonization, then we have two choices: we have to learn to conduct research in ways that meet the needs of Indigenous communities and are non-exploitative, culturally appropriate and inclusive, or we need to relinquish our roles as researchers within Indigenous contexts and make way for Indigenous researchers. Both of these alternatives are complex. Hence in this article I trace my learning journey; a journey that has culminated in the realization that it is not my place to conduct research within Indigenous contexts, but that I can use ‘what I know’ – rather than imagining that I know about Indigenous epistemologies or Indigenous experiences under colonialism – to work as an ally with Indigenous researchers. Coming as I do, from a position of relative power, I can also contribute in some small way to the project of decolonizing methodologies by speaking ‘to my own mob’. 相似文献
10.
11.
This preface introduces the themes of this special edition: the contribution that lesbian and gay individuals make to the development of the discipline. These include a non‐heteronormative perspective, and an emphasis on irony within parody. Second, this preface considers the experience of LGBT students and teachers dealing with sexuality within the school curriculum. Third, the current approach to civil rights within the school is considered especially in the context of homophobia, bullying and physical danger. Finally, areas of specifc curriculum advance are noted particularly within art history, media education and teacher education. Irving Berlin's witty little song ‘Anything you can do’ [ 1 ] epitomises the taken‐for‐granted assumption that relationships between people are always adversarial and that personal achievement always involves outperforming the opponent. The song title in full runs ‘Anything you can do I can do better, I can do anything better than you.’ The second stanza underlines the theme ‘I'm superior, you're inferior, I'm the big attraction you're the small.’ The rest of the song develops the theme but it constantly expands a tongue‐in‐cheek ironic infection. The lyrics serve to subtly undermine the master narrative by showing the ridiculousness of empty boastfulness. I suggest that there is a strong analogy between this adversarial parody and that between ‘heteronormative’ culture [ 2 ] and its disdain for gay perspectives and experience [ 3 ]. One of the major propositions in this collection is that lesbian, gay, bisexual and trangender (‘LGBT’ throughout this volume) people bring great benefits to all in our efforts to explore and develop an increasingly inclusive art and design agenda [ 4 ]. My argument in this introduction has four interrelated themes. First, I outline what I think are the legitimate claims that LGBT people can make for their contribution to the development of the discipline. It is important to start here because, as will be come clear, there are several significant issues that LGBT teachers and students have to face in education. These issues should not distract us from the positive impact we have made throughout the art and design curriculum. The second theme is one that I take from Andrew Sullivan's title Virtually Normal [ 5 ]. The ambiguity built into his oxymoronic title is worth exploration. The LGBT experience of growing up has particular paradoxical features that are singular and significant. I consider some of these features for their salience to the general argument. The third theme that is particularly pertinent internationally is what is termed a civil rights agenda. Many educators are using this concept as a basic building block in the construction of an equality programme into which LGBT fits as a significant beneficiary. It is in this context that the issue of bullying is considered. Undeniably, bullying is a major issue confronting probably every young LGBT person on a regular basis. But I, and other authors in the collection, argue that relying solely on this equal rights approach has some major drawbacks in the promotion of an LGBT agenda. The fourth theme, which is developed by the authors of the papers throughout this volume, is that a specifc LGBT art and design curriculum can be developed away from a civil rights approach. This curriculum can provide what we all lack currently, material that reflects and expands the learning of LGBT students, provides opportunities for Continuing Professional Development for LGBT and LGBT‐friendly staff, and thus enriches the whole art and design curriculum by embracing new ideas from within and outside the discipline. At the moment there is a gaping empty space in the art and design curriculum that badly needs flling. I conclude this introduction by considering such innovation in relation to Swift and Steers' Manifesto for Art in Schools which still seems to me an excellent benchmark against which to measure change and progress [ 6 ]. 相似文献
12.
Robert Cowen 《比较教育学》2014,50(3):282-301
Comparative education as a field of study in universities (and ‘comparative education’ as practised by nineteenth-century administrators of education in Canada, England, France and the USA) has always addressed the theme of ‘transfer’: that is, the movement of educational ideas, principles and practices, and institutions and policies from one place to another. The first very explicit statement of this way of thinking about ‘comparative education’ was offered in the early nineteenth century in France and was expressed in terms of the expectation that if comparative education used carefully collected data, it would become a science. Clearly – about 200 years later – a large number of systems of testing and ranking, based on the careful measurement of educational processes and product, have provided us with hard data and these data are being used within the expectation that successful transfer (of educational principles and policies and practices from one place to another) can now take place. A transferable technology exists. This article argues that this view – that ‘we’ now have a successful science of transfer – ignores almost all of the complex thinking in the field of ‘academic comparative education’ of the last 100 years; and that it is likely to take another couple of hundred years before it can approximate to being a science of successful social and educational predictions. However, what shapes the article is not this argument per se, but trying to see the ways in which the epistemology of the field of study (academic comparative education) is always embedded in the politics of both domestic educational reform and international political relations – to the point where research in the field, manifestly increasingly ‘objective’ is also de facto increasingly ‘political’. The article is about the ‘how’ and ‘why’ of that and what has been forgotten and what has not yet been noticed. 相似文献
13.
Anat Pessate‐Schubert 《比较教育学》2005,41(3):247-266
The aim of this article is to contribute to the discussion on education in Palestinian/Bedouin society in the Negev in Israel and it proposes the narrative of female trainee teachers as the basis of an analysis of the changing status of Bedouin women and their community. The academic discourse on teaching in Bedouin society ignores the potential existence of an alternative discussion outside the dichotomous area of ‘traditional and modern’ and/or ‘Jewish and Bedouin’. Bedouin society in the Negev constitutes a particularly interesting case for a meaningful study of the perception of teaching, chiefly because education has already become a significant practice in the life of a community that seeks integration into Israeli society. The teaching profession gives Bedouin women from the Negev a relatively new opportunity to integrate into education and employment and by so doing they reconstruct a new educational discourse.
Il’il: When we were little, we used to laugh about me—hmm—a teacher. Me with pupils, and I’d teach them, like the teacher who used to teach us, with a little board, and I write for them and they are my pupils, as it were, and I give them tests and all sorts. And I love the profession very, very much because I love the pupils… Nura: I loved learning but this isn’t the profession that I want to study—to be a teacher … You can help someone in this profession. I see myself going in that direction … First of all, you have to give, to impart something to the children in front of you, who have come to learn. You have to give to these children, to be conscientious. You don’t just come. You haven’t chosen the profession because you wanted to, but you have to cope with it. 相似文献
14.
Wilfred Carr 《Educational Action Research》2013,21(3):427-436
15.
《Educational Philosophy and Theory》2013,45(3):407-423
This paper deals with the highly personal way an individual makes sense of the world in a way that avoids the pitfalls of the so‐called private language. For Wittgenstein following a rule can never mean just following another rule, though we do follow rules blindly. His idea of the ‘form of life’ elicits that ‘what we do’ refers to what we have learnt, to the way in which we have learnt it and to how we have grown to find it self‐evident. But the reference to the ‘bedrock’, to what was originally learnt, is the only kind of situation for which it makes sense to ask whether the meaning of a concept is correctly stated. Dialogue, conversation, and exchange of ideas are the right ways to characterize all the other situations. The challenge of Wittgensteinian philosophy is therefore that of a balance of the individual and the community, of language and the world. His insistence on the third person (or the intersubjective level) is countered by the importance he gives to each individual's personal stance: persons must speak for themselves and do what they can do. Given the growing interest for the kind of educational research where the ‘personal’ is focused on, I will try to take up the challenge to see how here as elsewhere ‘language’ works. By making clear what it does for us, it will gradually become clear how this kind of research may itself have to be reinterpreted. 相似文献
16.
Vivienne Anderson 《Higher Education》2014,68(5):637-652
In an era of unprecedented student mobility, increasingly diverse student populations in many national contexts, and globally interconnected environmental and social concerns, there is an urgent need to find new ways of thinking about teaching and learning. Static assumptions about so-called ‘Western’ versus ‘non-Western’ teaching and learning approaches or ‘local’ versus ‘international’ students are inadequate for responding to the complex histories, geographies and identities that meet and mingle in our higher education (HE) institutions. In this paper, I use María Lugones’ ‘world-travelling’ as a framework for discussing international and New Zealand women students’ reflections on teaching, learning and transition in New Zealand HE. I conclude with some suggestions as to what effective pedagogy might look like in internationalised HE if we think beyond culturalist them-and-us assumptions and recognise students’ complexity. 相似文献
17.
Robyn Zink 《Discourse: Studies in the Cultural Politics of Education》2010,31(2):209-219
This article draws on the work of Foucault to explore why students on a residential program talk about learning about themselves as if it were an epiphany and one of the most empowering aspects of the program. Foucault's schema of turning to the self suggests that the pleasure students experience at ‘discovering’ themselves is a logical response to what he terms as one of the most powerful technologies of the self. Butler's work on giving an account of oneself is used to investigate the terms through which learning about the self occurs. She extends and inverts Foucault's schema, suggesting that one is only required to give an account of the self in the face of another. To become self-knowing requires recognition by another and recognition of others. While contemporary experiential education has been shaped by the maxim that nothing is more relevant to us than ourselves, I argue that perhaps this maxim should read; ‘Nothing is more relevant to us than those around us’. 相似文献
18.
Zeus Leonardo 《Critical Studies in Education》2015,56(1):86-98
This article presents the main terms of the racial contract, as they appear in the subcontracts of Mills’ theory, such as the spatial, epistemological, cognitive subcontracts. It is important to keep in mind that these subcontracts are by no means separate and represent analytical moments of the main contract. Furthermore, other than its institutional form, education is not a separate sphere from the racial contract. Finally, I end with the racial contract’s gaps to determine the possibility of its own demise, which requires the active signing off from the terms of the contract. That is, I sketch ideas about ways to counteract (i.e., counter-write) the racial contract as part of a corrective to the history that interpellates people of color as its targets. Both Whites and people of color have a stake in the rewriting of the contract, where in the end they are imagined as neither Black nor White but free. In this last portion, I spend some text on what Whites’ role may look like in signing off the contract, such as the case of white ‘race traitors’ within the white abolitionist proposal, recast as the ‘epistemological traitor’ in education. 相似文献
19.
Alistair Stewart 《International journal of qualitative studies in education》2013,26(10):1169-1185
This paper introduces rhizocurrere, a curriculum autobiographical concept I created to chart my efforts to develop place-responsive outdoor environmental education. Rhizocurrere brings together rhizome, a Deleuze and Guattari concept, with currere, Pinar’s autobiographical method for curriculum inquiry. Responding to invitations from Deleuze, Guattari and Pinar, to experiment, I have adapted their ideas to create a philosophical~methodological concept that draws attention to relationships between my pedagogical and curriculum research and the contexts that have shaped my life~work. This paper outlines rhizocurrere, its parent concepts and how I have enacted my attempts to think differently about curricula and pedagogy. The central question is not ‘what is rhizocurrere?’ but rather ‘how does/could rhizocurrere work?’ and ‘what does/might rhizocurrere allow me to do?’ 相似文献
20.
Organising teaching of a topic around a small number of ‘big ideas’ has been argued by many to be important in teaching for deep understanding, with big ideas being able to link different activities and to be framed in ways that provide perceived relevance and routes into engagement. However it is our view that, at present, the significance of big ideas in classroom practice is underappreciated while their implementation in teaching is perceived as ‘unproblematic’. In this paper we address these issues; while we draw on the experiences of two major research projects focusing on teachers’ pedagogical reasoning, we attempt to investigate big ideas from a conceptual stance. While the domain is important, we argue that the source of big ideas should include reflection on issues of student learning and engagement as well as the domain. Moreover, big ideas should be framed in ways that are richer, more generative of teaching ideas and more pedagogically powerful than topic headings. This means framing them as a sentence, with a verb, that provides direction and ideas for teachers. We posit three different kinds of big ideas: big ideas about content, big ideas about learning and big ideas about the domain; the last two result in teachers having parallel agendas to their content agendas. In addition to discussing how pedagogically powerful big ideas can be constructed, we draw on data from highly skilled teachers to extend thinking about how teachers can use big ideas. 相似文献