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1.
Teaching a one-off session on a colleague’s course is a commonplace occurrence in higher education teaching practice, but it is not an area that has received sufficient attention in pedagogical literature. This article focuses on the scenario where a feminist teacher is invited to give a guest lecture, but is not sure if working with feminist pedagogy will be welcome. Guest lecture pedagogy is outlined: (i) guest lectures are always and yet never a one-off, because they are always embedded in wider teaching practice (ii) guest lecture pedagogy is both a struggle between time and pedagogical principles and an opportunity to break with convention. The challenges and risks of implementing feminist pedagogy in a guest lecture are considered; ultimately the article argues that a feminist teacher cannot simply ‘lay aside’ feminist pedagogy for a guest lecture, but that some compromises will be necessary in adapting practice for this type of teaching.  相似文献   

2.
Since the late 1980s sex education has been widely promoted in the PRC, but this is not the first time in China's modern history that attempts to develop sex education have been made. The present essay traces the development of sex education debates over the last century, identifying the historical, political and social contexts in which they originated. It looks at contemporary sex education as part of a fragmented history characterised by thematic and ideological continuities as well as interruptions. In its focus on contemporary debates, this essay shows that sex education in China is largely dominated by an ‘abstinence only’ approach which remained scarcely questioned until recent times.  相似文献   

3.
The notion of desire in theorizing pedagogical relations has a long tradition within foundations of education. Contemporary scholarship on desire in educational theory is informed by sexuality studies and queer theory. This article both builds and expands contemporary dialogue on desire as informed by some of the debates within sexuality studies, and feminist and queer theory. In this article, I investigate elements of desire that are considered dangerous in pedagogical contexts such as “excess” and “devotion.” I then provide an interpretation of the productive nature of conflict and desire in pedagogical encounters. Finally, I explore the pleasure and pain of desires, tension, and conflict as necessarily dangerous and dangerously necessary elements of learning and pedagogical encounters.  相似文献   

4.
This article uses the lens of contemporary visual art as a counternarrative to explore the racialization of immigration in the United States and its relationship to education. Drawing on critical race theory, I argue that today several artists use their artistic practice to intervene strategically in the immigration debates. These artistic interventions are pedagogical because they open spaces for students to address the topic of immigration in both secondary schools and universities. As pedagogical sites, these art practices precipitate debate, dissent, and dialogue about immigration in the United States, generating another avenue for civic engagement, which is a crucial component of democracy.  相似文献   

5.
The lecture has been around for centuries and has featured as a popular and frequent component in higher education courses across many disciplines including anatomy. In more recent years, there has been a growing shift toward blended learning and related pedagogies that encourage active participation of students in both face-to-face and online learning environments. Unfortunately, in many cases, the lecture, which has typically focused on the transmission of information from educator to student has not been adapted to become a more learner-oriented approach with opportunities for students to actively interact and engage. As a result, the future of whether the lecture should continue has once again become a center of debate. The consequence of the Covid-19 pandemic and its aftermath have added to this with institutions now looking to stop all lectures or offer them in an online format only. This commentary argues that lecture-style components could still feature within face-to-face and online provision, but only if they are used sparingly within a blended curriculum, have a defined use that aligns well to learning outcomes, are assessed as the most effective method pedagogically, and importantly integrate approaches and activities that promote student engagement. Anatomy educators have demonstrated for years that they are able to be at the forefront of pedagogical change and evidenced during the pandemic their agile and innovative ability to adapt and do things differently. Therefore, the fate of the lecture, at least in anatomy, may well be in their hands.  相似文献   

6.
This article identifies how clicker use can support or augment existing principles of good teaching across different disciplines in higher education. While many of these principles will be familiar to instructors, the link between student response system (SRS) use and existing pedagogical methods is still often unclear, even for scholars who are well read in the literature. Functioning as a resource for both novices and instructors who have already incorporated clickers into their courses, this article synthesizes existing literature and offers empirical data from five courses in three disciplines to show how SRSs can be used to support contemporary pedagogical goals. The authors discuss five exemplary practices, providing sample clicker questions along the way, to show how clickers can be used to facilitate active learning in large courses.  相似文献   

7.
This paper analyses pre-service education student perceptions and perspectives related to education for democracy in Australia. Using a critical pedagogical framework datum from an online survey, it presents both quantitative and qualitative responses of contrasting understandings of democracy. It begins by outlining the concepts of thick and thin democracy and why this is important in relation to contemporary debates about the state of civics and citizenship education, and then explains the conceptual framework of critical pedagogy and methodology. The datum analysed is discussed in relation to neoliberalism and indicates that the pre-service teachers in this study view democracy in a narrow or thin way that may impact on their classroom practice where they would be teaching about but not for democracy. A more critical and thicker understanding of democracy is suggested as essential if we desire our students to become active and transformative citizens.  相似文献   

8.
Theoretically and methodologically, understanding the role of research within art and design practices is a recurring theme within contemporary dialogue and debate. In the published literature, there are many questions around how categories and definitions of artistic research are employed within the increasingly under‐resourced realm of higher education. This article contributes to this larger discussion by building up our knowledge of a particular feature of this landscape: how research policy and planning documents at art and design universities represent and define artistic research. While examining research at the level of practice remains important, we must also understand the symbolic and practical weight that institutional directives carry. In light of recent literature on artistic research and the debates concerning its evaluation and institutionalisation, this article develops our contemporary understanding of the role of the art and design university as an important mediator of conflicting perspectives on the ‘value’ of art and design research. Based on a discourse analysis of research planning documents from Canada's three independent public art and design universities, this article will argue that it is not the definition of artistic research itself that is the most contentious feature of university research planning – it is defining the value of this research that invites conflict and concern.  相似文献   

9.
This is the second of four essays discussing Wu’s ‘Interpretation, autonomy, and transformation: Chinese pedagogic discourse in a cross-cultural perspective’ (JCS, 43(5), 569-590). The essay is interesting against the background of recent debates, both inside and outside China, about the relationship between the Chinese and Western traditions of curriculum and pedagogy. The essay helps one to understand that there is no clear divide between the so-called Chinese and Western traditions. The modern Chinese language as well as its pedagogical discourse have been hybridized with something western, with the implication that it is difficult to distinguish one from the other. However, the paper falls into a trap of cultural judgement: it (re)interprets the Confucian ‘authentic’ texts as ‘desirable’ and attributes many ‘contemporary’ pedagogical practices and/or the discourse of the so-called ‘Confucian heritage’ to the influence of the West.  相似文献   

10.
In this article, we investigate competition in education, asking if it is good or bad, and especially if it is old and necessary or new and questionable. Using philological methods, we trace the history of competition and relate it to contemporary educational ideas. In history and modern pedagogical research, competition has a ‘dark side’ as well as energising qualities. We question the inseparability of competition and education, and, weighing up the moral and pedagogical benefits and dangers, we advocate moderation in educational competition.  相似文献   

11.
ABSTRACT

Most of the contemporary critiques of university teaching are variants of a central argument that sets up a polarity between socalled ‘traditional’ teaching, often termed ‘teacher-centred’ and ‘transmissive’, and approaches that by contrast are considered ‘student-centred’, often also referred to with the phrase ‘active learning’. This editorial argues that it is important for engineering educators to be able to interrogate these calls for change, drawing on an informed sense of ‘evidence-based practice’ in education. Drawing on scholarship from higher education research, it is suggested that the polarity typical to these debates is actually a false dichotomy, and what is needed to foster high-quality student learning is a third approach to teaching that skillfully combines a focus on knowledge with pedagogical strategies that foster student engagement.  相似文献   

12.
The international literature suggests the use of indigenous knowledge (IK) and traditional ecological knowledge (TEK) contexts in science education to provide motivation and self‐esteem for indigenous students is widespread. However, the danger of alienating culture (as knowledge) from the language in which the worldview is embedded seems to have been left out of the philosophical and pedagogical debates surrounding research and comment in the field. This paper argues that one of the main ways in which indigenous knowledge systems will survive and thrive is through the establishment of programmes taught through indigenous languages so that a dialectal relationship between language and knowledge is established that continues to act as the wellspring. The article concludes by reviewing the situation in Aotearoa New Zealand with respect to the indigenous population, Maori, and the recent science education initiatives in te reo Maori (Maori language).  相似文献   

13.
This empirical study investigates secondary science teachers’ perspectives on science education reform in Taiwan and reflects how these teachers have been negotiating constructivist and learner-centered pedagogical approaches in contemporary science education. It also explores the challenges that teachers encounter while shifting their pedagogical focus from traditional approaches to teaching science to an active engagement in students’ learning. Multiple sources of qualitative data were obtained, including individual interviews with science teachers and teachers’ reflective journals about Confucianism in relation to their educational philosophies. Thematic analysis and constant comparative method were used to analyze the data. The findings revealed that Confucian traditions play a significant role in shaping educational practices in Taiwan and profoundly influence teachers’ epistemological beliefs and their actual classroom practice. Indeed, science teachers’ perspectives on Confucian learning traditions played a key role in supporting or obstructing their pedagogical commitments to inquiry-based and learner-centered approaches. This study draws on the literature concerning teachers’ professional struggles and identity construction during educational reform. Specifically, we explore the ways in which teachers respond to educational changes and negotiate their professional identities. We employed various theories of identity construction to understand teachers’ struggles and challenges while wrestling with competing traditional and reform-based pedagogical approaches. Attending to these struggles and the ways in which they inform the development of a teacher’s professional identity is vital for sustaining current and future educational reform in Taiwan as well as in other Eastern cultures. These findings have important implications for teachers’ professional development programs in East Asian cultures.  相似文献   

14.
It is well documented that the application of business models to the higher education sector has precipitated a managerialistic approach to organisational structures ( Preston, 2001 ). Less well documented is the impact of this business ideal on the student-teacher encounter. It is argued that this age-old relation is now being configured (conceptually and organisationally) in terms peculiar to the business sector: as a customer-product relation. It is the applicability and suitability of such a configuration that specifically concerns this contribution. The paper maintains that the move to describe the student-teacher relation in these terms is indeed inappropriately reductive, but not straightforwardly so. The problem arises in that we remain unsure of the contemporary purpose of education. We lack any firm educational ideals that, in themselves, cannot be encompassed by the business paradigm. Indeed, the pedagogical critique of education (broadly, that education is only of use in as much as it is of use to society) extends further than has yet been intimated and prevents one securing any educational ideal that does not immediately succumb to critique. This pedagogical logic is unassailable in any linear way but, when pressed, precipitates an aporetic moment that prevents it from assuming any totalising hold over education. We draw on the work of Emmanuel Levinas and Jacques Derrida to consider whether one might yet imagine an educational 'quasi-ideal' that will enable practitioners and institutions to counter the effects of customerisation.  相似文献   

15.
At present there is a small, albeit growing, body of literature on pedagogical strategies and reflections which addresses the ways educators attempt to challenge the effects of neoliberalism on higher education. In this article, we reflect upon our pedagogical practices in higher education in this moment of neoliberal transformation wherein, as Sirma Bilge notes, intersectionality is being ‘undone’ in academic feminism. As graduate students teaching in Toronto, Canada, we describe how our commitment to social justice pedagogy works against this ‘undoing’ of intersectionality by embracing vulnerability, discomfort and the possibility of conflict in classrooms that do not simply accommodate, celebrate or include difference. Given that neoliberal renderings of diversity obscure and reinforce unequal relations of power, we demonstrate how we attend to these power relations, particularly racism which is salient to our teaching context, by employing intersectionality as a pedagogical practice and a political intervention to advance social justice.  相似文献   

16.
The Future of Higher Education and the Future of Higher Education Research   总被引：1，自引：0，他引：1  
Higher education research isclosely linked to the debates on highereducation policy and practice. It provides theinformation basis for decisions about thefuture of higher education. As the themes of the public debate on problems and reform needs in higher education change quickly, higher education research has to anticipate future problems andthemes of debates in order to develop conceptsand to generate knowledge well in advance.Future-conscious higher education researchmight aim to identify likely future changes inthematic areas which are already in thelimelight of public attention, as trends in theareas of expansion of higher education,diversification of structures of the highereducation system, system steering andinstitutional management as well asinternationalisation and globalisation suggest.Moreover, future-conscious higher educationresearch should try to identify thematic areasnot frequently discussed at present but likelyto be major issues in the future. For example,professionalisation of higher education interms of the emergence and expansion of newadministrative and service professions inhigher education institutions might havefar-reaching implications in the future and isworth to be paid attention by higher educationresearchers.  相似文献   

17.
当前高校教师教育技术培训效果未能令人满意,其原因主要是缺乏有效的培训机制、部分受训教师思想被动以及培训内容单一等。针对培训现状,应该采取统一认识、构建机制、理论和实践相结合以及分层培训、考核评价等措施,切实提高高校教师应用现代教育技术进行教学活动的能力。  相似文献   

18.
Past and contemporary scholars have emphasized the importance of job-embedded, systematic instructional inquiry for educators. A recent review of the literature highlights four key features shared by several well documented inquiry approaches for classroom teachers. Interestingly, another line of research suggests that these key features also characterized the process that UCLA's John Wooden used to systematically improve his teaching of basketball over a period of three decades. As educators and researchers work to build the case for inquiry-based models in classrooms, sports, and physical education, John Wooden's example provides a unifying and compelling illustration of the potential of the inquiry-based approach for any pedagogical context. It also provides an enduring image of the commitment required over time to achieve results.  相似文献   

19.
In recent years a great deal of work on mathematical word problems has focused on efforts to bring more of ‘real life’ into the problems themselves and students’ uptake of these problems. Following on from earlier studies of the word problem as a pedagogical and literary genre, the author argues that we cannot unproblematically assume an ability to know and to represent or match ‘real life’ in word problems. The author uses the work of contemporary theorists Bakhtin, Lacan, Zizek and Baudrillard, including concepts like the chronotope, the Lacanian Real, Imaginary and Symbolic, simulacra, and impossible exchange, to argue that conditions of our postmodern world render transparent matchings of word problems with ‘real life’ unsustainable.  相似文献   

20.
Abstract

Higher education research is closely linked to the debates on higher education policy and practice. It provides the information basis for decisions about the future of higher education. As the themes of the public debate on problems and reform needs in higher education change quickly, higher education research has to anticipate future problems and themes of debates in order to develop concepts and to generate knowledge well in advance. Future‐conscious higher education research might aim to identify likely future changes in thematic areas which are already in the limelight of public attention, as trends in the areas of expansion of higher education, diversification of structures of the higher education system, system steering and institutional management as well as internationalisation and globalisation suggest. Moreover, future‐conscious higher education research should try to identify thematic areas not frequently discussed at present but likely to be major issues in the future. For example, professionalisation of higher education in terms of the emergence and expansion of new administrative and service professions in higher education institutions might have far‐reaching implications in the future and is worth to be paid attention by higher education researchers.  相似文献   

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