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1.
ABSTRACT

The publication of Noah & Eckstein's Toward a Science of Comparative Education (1969, Macmillan, NY) marked the beginning of an increasingly narrow research trajectory in comparative education, claiming a universality for Western knowledge and privileging scientific rationality in research. Juxtaposing the ‘science’ to Lewis Carroll’s ‘Alice in Wonderland’, such comparative education relegated more-than-human worlds and spiritual domains of learning – and being – to our collective pasts, personal childhood memories, or imaginations. How can we reorient and attune ourselves toward a Wonder(land), rather than a Science of comparative education exclusively, opening spaces for multiple ways of making sense of the world, and multiple ways of being? How can we reanimate our capacity toengage with a more-than-human world? Based on the analysis of children’s literature and textbooks published during various historical periods in Latvia, this article follows the white rabbit to reexamine taken-for-granted dichotomies – nature and culture, time and space, self and other – by bringing the ‘pagan’ worldviews or nature-centred spiritualities more clearly into focus, while reimagining education and childhood beyond the Western horizon.  相似文献   

2.
This article highlights the complexity of participatory action research (PAR) in that the study outlined was carried out with and by, as opposed to on, participants. The project was contextualised in two prior-to-school settings in Australia, with the early childhood professionals and, to some extent, the preschoolers involved in this PAR project seen as co-researchers. This article explores the author’s journey to PAR, which she considered a socially just mode of inquiry. However, it is not without its complexities and challenges. This article makes transparent these complexities and explores issues of ‘power’, identity and influence in collaborative research. Questions often reflected upon by researchers are re-visited in this article: What theoretical underpinnings align with the investigation? Why undertake such a demanding research design as PAR? What does this research design involve? Where does the university researcher fit? How does a PAR team ‘work’ when there are so many different personalities involved? What are the challenges that are faced by participatory action researchers and how might these be overcome? While these challenges are not new to PAR researchers, the solutions and discussion put forward in this article may generate further reflection and debate.  相似文献   

3.
ABSTRACT

Where is the moving body in our written bodies of work? How might we articulate truly unspeakable and deeply moving moments of understanding? In what ways can we reflect and honor the knowledge of those who do not use academic words, English words, or any words at all? How might art move us to answer these questions differently—and more importantly, to ask different questions? These lines of inquiry have driven arts-based research movements within many fields including nursing, medicine, and education. In this article, we explore existing and potential uses of arts in adapted physical activity research and practice. We weave theoretical exploration, artistic engagement, and our personal experiences as researchers, practitioners and disabled movers. We do so in order to demonstrate how artistic epistemologies can enrich and expand our inquiry, understanding, and engagement in adapted physical activity.  相似文献   

4.
Increasingly, researchers are trying to understand what daily life is like for infants in non-parental care from the perspectives of the infants themselves. In this article, we argue that it is profoundly difficult, if not impossible, to know how infants experience their worlds with any certainty and, indeed, whether they do or do not possess well-worked out ‘perspectives’ on their experiences. Three key difficulties are discussed: firstly, the difficulty of interpreting non-verbal expressions and behaviour; secondly, the difficulty of knowing whether researchers’ constructions of the ‘infant’s perspective’ align with the infant’s experiences of their world; and, thirdly, the difficulty of providing opportunities for infants to disrupt researchers’ predetermined categories of understanding, meanings and expectations. Because of these difficulties, we argue that research endeavours to understand infants’ experiences in non-parental care should be seen as sites of ethical rather than epistemological practice.  相似文献   

5.
ABSTRACT

We need to know what it means to be an expert in working life today. Universities are often accused of neglecting the basic idea that higher education should be relevant to working life, and research on the subject of expertise in today’s workplace is lacking. Thirteen experts from different fields were interviewed and the obtained data were analysed using grounded theory as an analytical approach. The research questions were: (1) How do experts define expertise? (2) What kind of problems persist in their work? and (3) How are ‘routine’ and ‘adaptive’ expertise performed? The results revealed that expertise is more a social and collaborative phenomenon than an individual property. Experts develop new solutions and seek constant learning in their work. They excel at spontaneous problem solving. These findings suggest that, to prepare students to become experts, deliberate learning and practice should be provided within a framework of collaborative problem solving.  相似文献   

6.
ABSTRACT

Researchers have concluded that policy implementation is a process of mutual adaptation between policies and implementers. Our study draws attention to that relationship, especially with respect to policies that challenge assumptions about sex, gender, and sexuality. We focus on how six administrators in one United States school district understood ‘the work’ of bringing the district’s Guidelines for Supporting Transgender and Gender Nonconforming Students into practice. Our analysis of interview data focused these questions: How do administrators describe their motivation and commitment to engage in the work? What puzzles of practice do participants name? How do they talk about the work of implementation? What does that work mean/involve in everyday practice? What were their roles? We found that implementation was locally defined and enacted; participants’ sense-making, their roles in enacting the Guidelines, and the puzzles they negotiated were influenced by their unique contexts. We share examples of diverse cases in an effort to create policy knowledge.  相似文献   

7.
Abstract

This article contests the emphasis that is frequently placed upon child-friendly methods in research with young children. Focusing upon a series of research encounters from a doctoral study of play in an early years classroom, I examine my interactions with the children and their social and material worlds and draw upon these encounters to highlight some emergent and unpredictable elements of research with young children. I argue that these elements call for a decreased emphasis upon the implementation of method towards an openness to uncertainty and an ethical responsiveness to the researcher’s relations with children and their everyday lives. An ethical responsiveness to uncertainty has implications throughout the research process, including through the ways in which we choose to read, interpret and present the data. This article offers original contributions to contemporary debates regarding what might become possible when uncertainty is acknowledged and embraced in research with young children.  相似文献   

8.
作为民族地区高校来说，非计算机专业的计算机基础课程是否也是非零起点，这些学生的计算机知识掌握程度如何，第一门计算机课程教什么内容，怎么教，如何加强高校计算机基础教育？这些都是值得我们探讨的问题。本文结合本校教学实际，对我校计算机基础课程改革问题进行了实践和探讨。  相似文献   

9.
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10.
从某种程度上说,没有优秀的母亲群体,便没有优秀的公民,更没有优秀的人类.母亲素养对孩子公民品质的影响是不可低估的.母亲素养在潜移默化中影响着孩子公民品质的形成.孩子是国家、社会、家庭的未来,国家、政府、社会对母亲素养的关注就是对孩子健康成长的关心,就是对国家命运与国家未来的关心.  相似文献   

11.
Abstract

Homeschooling is legal and growing in many countries but is virtually forbidden by law in Germany and a few others. The European Court of Human Rights (ECtHR) has reviewed and upheld this ban. Is home education a human right? How do these courts employ their jurisprudence of proportionality to find banning home education does not violate relevant constitutional or human rights norms? Why does Germany forbid home education? Why does the ECtHR uphold Germany’s position? What does this divergence imply about the right of home education and the jurisprudence of these courts? If the promise of human rights is individual liberty then a system that justifies or endorses state control of education for the purpose of cultural conformity can be said to be far too statist for a free and democratic society. In this article, I argue that both the German Constitutional Court (FCC) and the ECtHR have adopted an approach to education rights that is profoundly mistaken. I conclude that home education is a right of parents and children that must be protected by every state. Nations that respect and protect the right of parents and children to home educate demonstrate a commitment to respecting human rights; nations that do not, such as Germany and Sweden need to take steps to correct their failure to protect this important human right.  相似文献   

12.
While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors’ role in developing novices’ content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content mentors identify as knowledge/practices needed for subject-specific mentoring? How is subject-specific mentoring enacted? What complexities arise? We found: (a) developing novices’ content teaching is a distinct mentor role; (b) a knowledge/practice base, with mentor’s pedagogical content knowledge and knowledge of content-specific assessment most frequently reported; and (c) enactment of content-focused mentoring reveals promising practices in guiding novices in assessing and developing students’ disciplinary thinking, and tensions between content-focused and socio-emotional mentor roles.  相似文献   

13.
In recent years, literacy problematics and different concepts (Cooperative Learning, Learning Styles) have taken up much of the school’s literature teaching. It has pushed discussions of the professional content into the background. This article takes up the content discussion for renewed debate, but now also with the aim of discussing the literary texts one can present to children in school. The research questions posed are: Which texts can justifiably be presented to children as part of teaching in school? What will happen if 10 to 12-year-old Danish school pupils are presented with classical and canonized texts by authors like Kafka, Proust and Dostoyevsky? How will they react? How will they read the texts? The point of departure for the article is an observational and interview study of a Danish 6th grade’s reading and analysis of classical and canonized adult literature. The study takes its starting point in three concepts rooted in theory, i.e. unpredictability, defamiliarization and entitlement, which are subsequently used to get to grips with the empirical part of the study. The article does not attempt to depict a hard-and-fast picture of all children being equally enthusiastic about the new texts. Instead it presents a picture of a class in which lively literary conversations are conducted. And irrespective of whether the child is one of those who enjoys the texts, whether the children are irritated, challenged or provoked by them, they are never experienced as trivial or irrelevant.  相似文献   

14.
Abstract

This article aims to contribute to the knowledge of how the ‘scaling’ of Education for Sustainable Development (ESD) activities is conceptualized in practice through transactional learning encounters. In the context of the UNESCO Global Action Programme (GAP) on ESD, I discuss the re-actualisation of experiences as part of these encounters. The study is a result of data collected as part of a Re-Solve participatory research workshop held in South Africa in 2016, involving researchers and practitioners with experiences of ESD-activities in the Southern African region. To identify and analyse the transactional learning encounters a practical epistemology analysis (PEA) is used. The article draws on a Deweyan theory of learning as transactional encounters, supported with a tentative conceptual framework of scaling-ESD-activities-as-learning (SEAL). Throughout the study, I illustrate the transactional encounters, including the re-actualisation of participants’ past experiences of ESD-activities. These encounters enabled the conceptualization of contextually relevant concepts of scaling, thus constituting an enabling condition for reflective scaling practices.  相似文献   

15.
This subject was at first one of the topics selected for my assignment "Gender and Education." After the teacher told us in class about some of the gender problems that exist in teaching materials, a light seemingly lit up before our eyes: How was it that there were such problems in the language teaching materials that had commanded so much "respect"? We had never noticed or suspected such problems. At the time, the teacher did not say what direct effects these problems had on children, but examined teaching materials from the perspective of feminism supported by many theoretical backgrounds. Since I have always loved children, I like to listen to their voices, am highly interested in their ways of thinking, and am often curious about such things. On top of that, the qualitative (zhi xing) research methods I had once learned gave me confidence that I could convincingly present these interesting things; they were not absurd, and perhaps people could find value in them. Hence, I had a strong desire to know how children saw their language teaching materials. How far from or how close are the children to their textbooks? What do they see in them? Have the gender issues in the teaching materials come to the attention of children? How do these affect elementary school students? We wished to bring attention to the ways teaching materials affected children's gender concepts.  相似文献   

16.
In this article, Lani Florian, Professor of Social and Educational Inclusion at the University of Aberdeen, examines the relationships between ‘special’ and ‘inclusive’ education. She looks at the notion of specialist knowledge among teachers and at the roles adopted by staff working with pupils with ‘additional’ or ‘special’ needs in mainstream settings. She explores the implications of the use of the concept of ‘special needs’– especially in relation to attempts to implement inclusion in practice – and she notes the tensions that arise from these relationships. She goes on to ask a series of questions: How do teachers respond to differences among their pupils? What knowledge do teachers need in order to respond more effectively to diversity in their classrooms? What are the roles of teacher education and ongoing professional development? How can teachers be better prepared to work in mixed groupings of pupils? In seeking answers to these questions, Lani Florian concludes that we should look at educational practices and undertake a thorough examination of how teachers work in their classrooms. She suggests that it is through an examination of ‘the things that teachers can do’ that we will begin to bring meaning to the concept of inclusion.  相似文献   

17.
Abstract

What do we mean when we say we want to put children at the centre of policy? What are the moral justifications for this approach? Has it become harder for us to understand this concept, when in practice paid work has been at the centre? In part confusion arises because the unpaid work of caring for children is invisible until it is marketized. In turn, the underlying problem is that we have forgotten our traditions of egalitarianism and adopted a powerful mindset that is proving to be paralyzing. Exploring New Zealand family policies such as paid parental leave (PPL), early childhood education, child tax credits (CTC) suggests that there is much room for improvement if the needs of children are to come first. But first and foremost we must have a very different, child-centric, colour-blind, non-judgmental change of heart.  相似文献   

18.
Abstract

The aim of this study is to explore the learning experiences of students enrolled on a Doctorate in Education programme in Hong Kong. The main questions are as follows. How do EdD students position themselves as doctoral candidates? How do EdD students experience their education in terms of scholarly expertise and scholarly identity? How do EdD students characterise their relationships with their supervisors? What perceptions do PhD students hold of the field of knowledge of EdD students and the value of an EdD degree? The data obtained from 10 semi-structured interviews in one selected institution are discussed with reference to the four main themes; distinction between EdD and PhD degrees: ‘co-existent’ vs. ‘separate’; positioning of EdD programme: title of doctor as ‘unfair’ vs. ‘deserved’; scholarly value: ‘insightful’ vs. ‘non-academic’; and relationship with supervisor: ‘independent and self-managed’ vs. ‘never equal, unlike the relationship between PhD student and supervisor’.  相似文献   

19.
A review of donors’ most recent policies highlights that the term ‘partnership’ is firmly embedded in the lexicon of international development. Most donors now only fund INGO programmes if they are partnering LNGOs. This article considers key questions in relation to such programmes: What is meant by an education partnership? Are there features common to all education partnerships? What are the features of an effective education partnership between an INGO and an LNGO? How do these features enable an effective partnership? Based on a review of international developments, research in the field, and case study data of the experience of a programme implemented in Ethiopia, the appropriateness of a planning, implementation and evaluation tool for education partnerships between INGOs and LNGOs, and the strengths and weaknesses of current programmes is explored.  相似文献   

20.
How effectively are teacher trainees prepared for teaching ethnic minority pupils? What part does practical teaching experience play in developing the cultural sensitivity of trainees? Do American and British trainees differ in their levels of cultural sensitivity and, if so, what are the causal factors involved? This article is a critical response to Deering, who has identified these as his research questions. While welcoming the attention given to an important subject, we question the appropriateness of Deering's research procedure and challenge his interpretation and discussion of the findings.  相似文献   

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