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1.
Abstract

This article examines the concept of the stranger and the experience of strangeness in Albert Camus’s The stranger. These themes have a range of synergies with educational thought. They also lead us to other concepts that may have a place in educational debate, in particular the concepts of the absurd and rebellion. This train of thought also has potential for educational practice. If we accept that strangeness has a positive place in education, Camus is insightful in allowing us to examine its pedagogical foundations and the wider conditions necessary to give rise to the experience of strangeness.  相似文献   

2.
ABSTRACT

This paper seeks to contribute to the thinking on feminism’s past and present entanglement with the university and strives to imagine its future. Through a close reading of the opening passage of Derrida’s essay ‘Mochlos, or The Conflict of the Faculties’, I trace ‘a university responsibility’ which does not lead to a subject conceived as self-identical. Drawing on the works of Hemmings, Scott and Wiegman, I argue that we must assume responsibility which will make us, feminism and the university tremble. This paper argues that envisioning feminist responsibilities as tremendous will allow us to conceive feminism as non-identical to itself and beyond the prerequisite of the sovereign (feminist) subject. Taking tremendous responsibilities will, as Hemmings proposes, help us create feminist narratives which will be potentially more politically transformative.  相似文献   

3.
“And the shoemaker was not allowed by us to be a husbandman or a weaver, or a builder–in order that we might have our shoes well made.”

Plato, Republic, Book II.  相似文献   

4.
ABSTRACT

This essay offers readings of three significant texts within the history of subject English: The Teaching of English in England (1921), The Education of the Poetic Spirit (1949), and Growth Through English (1967). These texts each yield valuable insights into what students and their teachers can learn through their exchanges with one another within the social space of the classroom, especially the conversations that centre on the reading and writing they do together. Those insights, however, become more readily available to us if we resist accepted accounts of the history of subject English and attempt to read these texts anew. All three texts provide important intellectual resources in the struggle against neoliberal tendencies in educational thinking. The very attempt to engage in a responsive and nuanced dialogue with them over the historical divide that separates us constitutes a significant form of resistance to the instrumentalist thinking that characterises neoliberal ideology.  相似文献   

5.
As researchers, we are intertwined in our research relationships in two ways that put us on the line. First, our very beings are co-constituted and developed in an intersubjective exchange with the people we work with. Acknowledging our interdependence frees us to take an empathetic and hermeneutic stance that I have termed the epistemology of the hyphen, in our qualitative research relationships, and in the process, reject the objectivist, dissociative mode of procuring research. Instead, we produce knowledge that is socially responsible by virtue of its grounding in empathy and care. Second, I suggest that we are also on the line when it comes to the relationship between ourselves, and our audiences. The constraints and freedoms that contour our voices as qualitative researchers shape not only the stories we tell about our participants, but also ourselves as human beings. We must incorporate affect into our reports for them to do justice to ourselves, our readers and listeners, and our participants.  相似文献   

6.
Abstract

This is an account of how one residential school for KEYW ORDS children with emotional and behavioural difficulties has attempted to autistic set up a class for those children presenting complex needs within the spectrum school. The special class has been observed over a number of weeks disorders; and the boys in that unit are benefiting tremendously in their complex needs; social/emotional development and learning. The security of this small emotional and class has given them the courage to go out of school in a group, behavioural together with the teacher, on visits where they showed a high degree difficulties; of maturity in their behaviour and their anxiety was lessened to such residential an extent that they came back full of excitement to tell us what they schools had learnt.  相似文献   

7.
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8.
Abstract

Sponsored by a Preparing Tomorrow's Teachers to Use Technology(PT3) grant, we participated in various activities designed to help us learn to infuse technology in our teacher education courses. The purpose of this paper is to describe the specific impact of the PT3 project activities on our change process-including the formation, evolution, and efforts of our curriculum design team-and to share the activities and products that we developed through participation in the grant activities.  相似文献   

9.
ABSTRACT

This paper focuses on a recently conceptualized construct—sense of authentic inner-compass (AIC)—and two parenting practices promoting it: basic autonomy-support (BAS) and inherent value-demonstration (IVD). Rooted in self-determination theory, sense of AIC refers to the perception that we have self-guiding values, aspirations, and goals, which function like an ‘authentic inner-compass’ that informs us on what we truly value and need. The utility of this construct for understanding morality-related phenomena also in cultures not emphasizing autonomy and authenticity, is demonstrated by a study conducted in two widely different cultures: Bedouin and Jews in Israel. As expected, across cultures, the practices of BAS and IVD were associated with sense of AIC, which then predicted adolescents’ resistance to peer-pressure to engage in antisocial behaviors. Invariance analysis showed a similar pattern across cultures. Discussion focuses on implications of the AIC concept for various moral behaviors, and for value-oriented parenting and moral education.  相似文献   

10.
Abstract

In this article, we explore how a posthumanist stance has enabled us to work a different consideration of the way in which voice is constituted and constituting in educational inquiry; that is, we position voice in a posthuman ontology that is understood as attributable to a complex network of human and nonhuman agents that exceed the traditional understanding of an individual. Drawing on the work of Deleuze and Guattari, Barad, and Bennett, we present a research artifact that illustrates how this posthuman voice is productively bound to an agentic assemblage. The reconfiguration of a posthuman voice with/in an educational research artifact further enables us to explore various analytic questions: What happens when voice exceeds language and is more than (un)vocalized words emanating from a speaking subject? If the materiality of voice is not limited to sound (i.e. self-present language emitted from a human mouth), how do we account for it? That is, how might the materiality of voice be located in the space of intra-action among human and non-human objects? We conclude with implications for thinking qualitative methodology in education differently.  相似文献   

11.
Abstract

This is a co-written narrative essay about our lives as religious educators in white-dominant spaces of education and educational structures. This co-narrative expression embodies for us the different ways that People of Color and Women of Color have to function as part of the guild and as part of honoring our vocational commitments to anti-colonialism and anti-racism.  相似文献   

12.
Abstract

Among the most neglected of Albert Camus’ literary works is his play The misunderstanding. Composed while Camus was in exile in occupied France, and first performed on stage in 1944, The misunderstanding depicts the events that unfold when a man returns, without declaring his identity, to a home he left 20 years ago. Unrecognized, he is killed by his mother and sister for financial gain. This article draws on ideas from Emmanuel Levinas in identifying and discussing some of the key ethical and educational themes in the text. It is argued that the forms of misunderstanding evident in Camus’ play mirror those exhibited in pedagogical institutions such as schools. The misunderstanding demonstrates that what is often missing in our communicative relations is careful attention to the Other. Camus does not offer us any easy way out when confronting the impossibility of fully knowing ourselves and others; instead, he shows that we must acknowledge the suffering this brings and take responsibility for it.  相似文献   

13.
Abstract

Nel Noddings claims that there is an important normative element in happiness. For support, she points to the Aristotelian idea of the eudaimonic life, a concept that is often translated into English as ‘the happy life’. However, in light of the wide divergence between the Aristotelian view of eudaimonia as a life of virtuous activity and most contemporary psychologists’ and lay people’s view of happiness as subjective wellbeing, the authors of this article believe that Noddings’s merging of the two has several shortcomings. Aside from ambiguity and confusion, it encourages us to deny that, given the human condition, we must sometimes choose between happiness as pursuit of positive emotion and personal satisfaction and happiness as pursuit of the common good and the virtuous life.  相似文献   

14.
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15.
Abstract

One result of globalization is that more of what people consume comes from distant regions through complex transactions hidden from ordinary view. To illuminate such flows, scholars often trace commodity chains following one product from inception to sale. Although most of us cannot escape being involved in commodity chains, we can participate with greater or less responsibility. This article outlines the advantages of studying the coffee chain to understand its relationship to consumer choice and environmental issues.  相似文献   

16.
Background: More young people, boys and girls, are needed in technical studies and professions, as the relative number of students in technology-related studies has been decreasing in most industrialised countries. To overcome this decrease several countries implemented mandatory technology classes in the curriculum of secondary education.

Purpose: This study has two goals: exploring the evolution of pupils’ interest during the year(s) they attend the mandatory technology classes and exploring determining characteristics for differences in boys’ and girls’ attitude change over time.

Sample: This study focuses on data gathered in the first and second grade of the first cycle in general secondary education in the North region of Belgium, Flanders. In a first stage we selected a good representation of geographically spread schools (n = 20), from which over 1300 students participated.

Design and methods: A longitudinal study with eight measurement occasions spread over the course of two years is presented in order to capture the evolution of students’ attitudes, making use of a multilevel growth model analysis.

Results: The results show that students’ interest in technology decreases over time, although at the end of each grade interest is increasing again. Boys’ and girls’ interest in technology also evolves a little different in the first cycle of secondary education. For career aspirations we didn’t see any significant difference between boys and girls. Boys’ and girls’ aspirations decrease over time with a little increase by the end of the second grade. Students with a more technological curriculum also have more career aspirations in the field of technology than their peers with other curricula. Although students’ perceptions about technology as a subject for boys and girls are largely stable.

Conclusions: The evolution of students’ attitude is far from linear, this strengthens us in the choice for a more complex analysis model and the choice for more measuring points than only at the beginning and the end when analysing students’ attitudes towards technology. With this research we found that students interest and aspirations in the field of technology are not stable and do change in the first cycle of secondary education. Overall, we can conclude that if the goal of technology education at school maintains to promote ‘a larger number of students in technological oriented studies and professions’, there is still much to do.  相似文献   

17.
ABSTRACT

Amid debates about the role and impact of global university rankings (GURs), very few have closely examined how GURs media outlets construct meanings of higher education (HE) in their visual representations. We critically examine publicly available visual media of students in the Times Higher Education World University Rankings and US News and World Report websites. Drawing on Stuart Hall’s heuristics of representation and attending to visual grammars, we argue whiteness maintains its racial hegemony in GURs’ student imagery through its flexibility and in/visbility. Furthermore, whiteness is entangled with other systems of oppression, particularly patriarchy, homonormativity, and heterosexuality. We suggest that GURs rankings media are not simply constructing and informing us about the quality and excellence of HE, but simultaneously teaching us how to view students, often reproducing oppressive racialized and gendered ideologies. We end with methodological implications of visual cultural studies in comparative education.  相似文献   

18.
Abstract

Absconditi Viscus (or Hidden Entries) is a series of sound compositions based on the history of Birmingham School of Art during the First World War. Sound artist Justin Wiggan explored the concept of historical sonic information that although lost could still potentially permeate the archival record and the fabric of the school building. Each sound piece has also been synchronised with brainwave frequencies in order to stimulate a listener’s brain activity in an attempt to connect them with the time period, the physical building and the emotional impact of the war. This creative, experimental – and potentially controversial – assertion of phonic excavations and sonic mining as method challenges us to rethink both affect and the archival record in relation to the history of education.  相似文献   

19.
Abstract

This article explores a significant question, implicit in Kafka’s novel Metamorphosis, explicitly asked by Rorty: ‘Can I care about a stranger?’ Alphonso Lingis’s view is adopted to overcome a mainstream belief that there is a distinction between my community and the stranger’s community, or us community and the community of those who have nothing in common. His view is thus beneficial to reveal the in-depth paradoxical meaning in the relationship between the stranger and me: I am the stranger and the stranger is me. Therefore, to care about the stranger is to care about myself.  相似文献   

20.
This article is linked to the last in its intelligent concern for the purposes of activities (“play”; “building with apparatus”) that can too often become part of the “routine” of a classroom. She starts with her own sensitive observations of what children do in her own classroom and enables us to see the value of structured use of play materials. With our current concerns for science, design and technology teaching in junior and secondary schools, it is, perhaps, a timely reminder of those subjects' starting points.  相似文献   

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