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1.
While Where the Wild Things Are may be Maurice Sendak’s most popular book, In the Night Kitchen is arguably the greater work. Though his journey in Wild Things shares many of the elements of Mickey’s adventure in Night Kitchen—swinging between the protagonist’s initiatory verbal assertions and silent, completely pictorial spreads that indicate his
eventual dominance over his environment—Max’s story is ultimately only a narrative of the self. Where the Wild Things Are is a beautiful exploration of how Max (the maximum boy) is able to use an imaginative journey to create an individual personality that fills the world around him. But Mickey
must confront something more than merely a projection of his own desires. Mickey, unlike Max, is diminutive in his fantasy
world, and his adventure is a true dream shaped willy-nilly by his lived experience, not a daydream tailored to defend the
ego. The story told as Mickey learns to navigate the Night Kitchen is essentially a social narrative—more realistic, more
challenging, and with greater overall dividends than Max’s adventure. We can see this in the ways In the Night Kitchen combines four sorts of ingredients—Sendak’s own life, the psychology of dreaming, popular culture, and the immigrant experience—into
a subtle, captivating tale of the self and society.
相似文献
| Eric S. RabkinEmail: |
2.
Diann L. Baecker 《Children‘s Literature in Education》2007,38(3):195-206
Scott O’Dell’s Island of the Blue Dolphins tells the archetypal story of the young, virgin, orphan girl who is vulnerable to either debauchery or rescue. That such
a girl must succumb to either one or the other is a necessary element of the archetype. In O’Dell’s work—one intended, after
all, for children—the heroine is rescued by a paternalistic figure and re-inscribed into the patriarchal world. Yet, in the
hands of young readers, Island—part fairytale, part rescue narrative, part feminist parable—becomes a story of independence and survival, despite the heroine’s
“rescue” at the end.
相似文献
| Diann L. BaeckerEmail: |
3.
Laura Black Julian Williams Paul Hernandez-Martinez Pauline Davis Maria Pampaka Geoff Wake 《Educational Studies in Mathematics》2010,73(1):55-72
The construct of identity has been used widely in mathematics education in order to understand how students (and teachers)
relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding
of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence
of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory
education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus,
her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops
a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for
study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding
of leading activity and leading identity offers new insights into students’ identity development. 相似文献
4.
Robert Klee 《Science & Education》2008,17(10):1157-1174
Christina Hoff Sommers and Sally Satel, a philosopher and a psychiatrist, now both policy analysts at the American Enterprise
Institute, write in their recent book One Nation Under Therapy: How the Helping Culture Is Eroding Self-Reliance that empirically unsupported psychological theories ultimately descended from the cultural upheavals of the 1960s have slowly
wormed their way into the educational and social scientific mainstream. These theories, the authors argue, promote a view
of the human person as someone who is ‘too fragile for this world’, and in need of ceaseless counseling and coddling from
the cradle to the grave. The case the authors make for their thesis is, I argue, uneven – strong in specific cases, but weak
and overwrought in many others. In the end, I argue, they misidentify the main cause of the increasing shallowness that, to
a growing number of critics, is slowly infesting contemporary social science and education.
A review essay on Christina Hoff Sommers and Sally Satel’s, One Nation Under Therapy: How the Helping Culture Is Eroding Self-Reliance, 2005, St. Martin’s Press, New York. 相似文献
5.
Jeanne Maree Allen 《Asia Pacific Education Review》2011,12(2):289-299
In this paper, I show how Mead’s theory of emergence can prove explanatory in how the theory-practice gap is co-created and
sustained in front-end loading university programs. Taking teacher education as an exemplar, I argue that trainee teachers encounter different and oft-times
conflicting environmental, social and cultural conditions in the two ‘fields of interaction’ of their training program, namely,
the on-campus pre-service program and the in-school experience. The argument draws on interview and focus group data collected
via a study of first-year graduate teachers of an Australian pre-service teacher education program. My conclusions are two-fold.
First, I argue that role taking and self-regulated behaviour within the two environmental fields of interaction in front-end
loading programs inhibit the trainee professional from exercising the power of agency to implement theory learned at university
in practice in the workplace. Second, I conclude that Mead’s theory of emergence proves effective in predicting the obduracy
of the gap between theory and practice in front-end programs. 相似文献
6.
Cathlin M. Davis 《Children‘s Literature in Education》2011,42(4):340-353
Louisa May Alcott’s juvenile fiction is often focused on aspects of children’s lives that were also topics of reform in nineteenth
century America. In Jack and Jill and Eight
Cousins, Alcott presents an idealized picture of child-centered learning, building on three central principals: (1) Good teachers
are sympathetic and understanding of children; (2) Every child needs to be healthy in order to learn; and (3) Children should
be allowed to explore their world through self-directed, active learning. The ideal educational environment that she describes
has much in common with the theories of John Dewey that would emerge some years later; using Dewey’s writings can give further
insight into Alcott’s fiction. In this article, I argue that Alcott sees the world from the perspective of her young characters,
and describes it in a way that simultaneously connects to her young readers and gives adults insight into the child’s world. 相似文献
7.
Alisa Clapp-Itnyre 《Children‘s Literature in Education》2007,38(2):153-161
The American Civil War has been a popular topic for young-adult writers for years, with new books now being written from young
women’s perspectives. In this paper, I will examine the gender ideologies that infiltrate contemporary Civil War books for
young adults. I will examine four recent young-adult Civil-War novels: G. Clifton Wisler’s Mr. Lincoln’s Drummer (1995); Maureen Stack Sappéy’s Letters from Vinnie (1999); Jim Murphy’s The Journal of James Edmond Pease: A Civil War Union Soldier (1998); and Karen Hesse’s A Light in the Storm: The Civil War Diary of Amelia Martin (1999). I will argue that in these books young women are often shown to be disengaged and apolitical, while their male counterparts
use language in powerful and political ways, even despite the historical record.
相似文献
| Alisa Clapp-ItnyreEmail: |
8.
Peter Charles Taylor 《Cultural Studies of Science Education》2011,6(4):795-801
John Settlage’s article—Counterstories from White Mainstream Preservice Teachers: Resisting the Master Narrative of Deficit by Default—outlines his endeavour to enable pre-service teachers to develop culturally responsive science teaching identities for resisting
the master narrative of deficit thinking when confronted by the culturally different ‘other.’ Case study results are presented
of the role of counterstories in enabling five pre-service teachers to overcome deficit thinking. In this forum, Philip Moore,
a cultural anthropologist and university professor, deepens our understanding of the power and significance of counterstories
as an educational tool for enabling students to deconstruct oppressive master narratives. Jill Slay, dean of a science faculty,
examines her own master narrative about the compatibility of culturally similar academics and graduate students, and finds
it lacking. But first, I introduce this scholarship with background notes on the critical paradigm and its adversary, the
grand narrative of science education, following which I give an appreciative understanding of John’s pedagogical use of counterstories
as a transformative strategy for multi-worldview science teacher education. 相似文献
9.
Laura Alicia Valdiviezo 《Cultural Studies of Science Education》2010,5(2):435-445
This essay addresses Katherine Richardson Bruna’s paper: Mexican Immigrant Transnational Social Capital and Class Transformation: Examining the Role of Peer Mediation in Insurgent
Science, through five main points. First, I offer a comparison between the traditional analysis of classism in Latin America and Richardson Bruna’s call for
a class-first analysis in the North American social sciences where there has been a tendency to obviate the specific examination
of class relations and class issues. Secondly, I discuss that a class-first analysis solely cannot suffice to depict the complex
dimensions in the relations of schools and society. Thus, I suggest a continuum in the class-first analysis. Third, I argue
that social constructions surrounding issues of language, ethnicity, and gender necessarily intersect with issues of class
and that, in fact, those other constructions offer compatible epistemologies that aid in representing the complexity of social
and institutional practices in the capitalist society. Richardson Bruna’s analysis of Augusto’s interactions with his teacher
and peers in the science class provides a fourth point of discussion in this essay. As a final point in my response I discuss
Richardson Bruna’s idea of making accessible class-first analysis knowledge to educators and especially to science teachers. 相似文献
10.
Myra Zarnowski 《Children‘s Literature in Education》2009,40(3):250-262
In this article I argue that history books that are “good to think with” narrate history and, at the same time, provide insight
into how it is constructed. These books are much more than collections of facts. Specifically, they provide information about
historical context, multiple perspectives, sources of information, and original interpretation. This is crucial information
for anyone attempting to understand history. As examples, I show how three books by Jim Murphy—The Great Fire, Blizzard! and An American Plague—address each of these essential topics.
Myra Zarnowski is a professor in the Department of Elementary and Early Childhood Education at Queens College, CUNY. She is
the author of History Makers (Heinemann, 2006) and Making Sense of History (Scholastic, 2006). 相似文献
11.
Kristin M. Larsen 《Children‘s Literature in Education》2012,43(1):27-47
In this article, the author explores the richly layered double text of Kushner and Sendak’s picturebook, Brundibar (2003)—the historical context of Brundibár as a Holocaust-era children’s operetta by Hans Krása and Adolf Hoffmeister, and the present day manifestation of Brundibar as a children’s picturebook. In order to contextualize the discussion of Kushner and Sendak’s text, Brundibar’s historical origins in Nazi-annexed Czechoslovakia and its transition to the stage in the Nazi “model” concentration camp,
Terezín, is presented. An extensive semiotic analysis of Kushner and Sendak’s illustrations and text is also provided within
the framework of what Kushner (The art of Maurice Sendak: 1980 to the present, 2003) terms “a world of trouble and woe and worse” (p. 210). Furthermore, the author discusses the development of Sendak’s Hitlerian
Brundibar and the struggles that both Kushner and Sendak faced as they considered how to portray the story’s antagonist, given
their somewhat differing conceptions of which difficult themes and topics children should be exposed to during childhood.
To round out this discussion, the author explores pedagogical implications for teachers as they read difficult texts, particularly
Holocaust texts, with children. 相似文献
12.
Joy A. Oslund 《Educational Studies in Mathematics》2012,79(2):293-309
The purpose of this article is to consider what methods from ethnopoetics—a field at the intersection of linguistics and anthropology—may
add to narrative inquiry in mathematics education. I build a theoretical framework to argue for the use of narrative inquiry
and ethnopoetics in studies of teacher knowledge. I report ethnopoetic analyses of two teachers’ narratives and what they
suggest regarding their knowledge of mathematics-for-teaching. 相似文献
13.
Sara Tolbert 《Cultural Studies of Science Education》2011,6(1):251-263
In this paper, I present a critical review of the recent book, Science Education as a Pathway to Teaching Language Literacy, edited by Alberto J. Rodriguez. This volume is a timely collection of essays in which the authors bring to attention both
the successes and challenges of integrating science instruction with literacy instruction (and vice versa). Although several
themes in the book merit further attention, a central unifying issue throughout all of the chapters is the task of designing instruction which (1) gives students access
to the dominant Discourses in science and literacy, (2) builds on students’ lived experiences, and (3) connects new material
to socially and culturally relevant contexts in both science and literacy instruction—all within the high stakes testing realities of teachers and students in public schools. In this review, I illustrate how the authors of these essays effectively address this formidable challenge through research
that ‘ascends to the concrete’. I also discuss where we could build on the work of the authors to integrate literacy and science
instruction with the purpose of ‘humanizing and democratizing’ science education in K-12 classrooms. 相似文献
14.
Keiichi Takaya 《Interchange》2008,39(1):1-19
Though a psychologist by training, Jerome Bruner has always been, and still is, one of the leading figures in education. His
theory of education in the 1960s and the 1970s directly influenced the programs of education formulated during those decades.
The influence of his theory after the 1980s seems to be less direct, and some who read his 1996 book, The Culture of Education, may have an impression that his educational theory has changed. In this paper, I will review the historical significance
of the changes in Jerome Bruner’s work over his career and their implications for curriculum theory. I will argue that there
are, in fact, significant changes in Bruner’s views. 相似文献
15.
Sharada Bhanu 《Children‘s Literature in Education》2008,39(1):21-30
Russell Hoban has compared himself as a writer to a shaman—willing to admit the unseen and making himself a medium for the
quality of the unseen in his novels. This article explores Hoban’s highly-regarded The Mouse and His Child (1967) with this comparison in mind. The writer interweaves Mircea Eliade’s study of shamanism with an examination of the experiences
of the protagonists of the novel—The Mouse and His Child. In so doing, she reveals many elements of shamanism in the text which, it is argued, reaches a conclusion which is consistent
with the central tenets of the Indian philosophical system of Advaita.
Sharada Bhanu is a lecturer in the English Department of Stella Maris College, Chennai. Her research interests include establishing
connections between Advaita and fantasy fiction for children and the devotional poetry of many cultures 相似文献
16.
John Lawrence Bencze 《Cultural Studies of Science Education》2010,5(2):293-303
Despite indications of the problematic nature of laissez faire capitalism, such as the convictions of corporate leaders and the global financial crisis that appeared to largely stem from
a de-regulated financial services industry, it seems clear that societies and environments continue to be strongly influenced
by hyper-economized worldviews and practices. Given the importance of societal acceptance of a potentially dominant ideological
perspective, it is logical to assume that it would be critical for students to be prepared to function in niches prioritizing
unrestricted for-profit commodity exchanges. Indeed, in their article in this issue, Lyn Carter and Ranjith Dediwalage appear
to support this claim in their analyses of the large-scale and expensive Australian curriculum and instruction project, Sustainability by the Bay. More specifically, they effectively demonstrate that this project manifests several characteristics that would suggest neoliberal and neoconservative influences—ideological perspectives that they argue are largely fundamental to the functioning of the global economic system.
In this forum article, possible adverse effects of neoliberalism and neoconservatism on school science are discussed—with
further justification for Carter and Dediwalage’s concerns. Additionally, however, this article raises the possibility of
subverting neoliberalism and neoconservatism in science education through application of communitarian ideals. 相似文献
17.
Jeffrey C. Brewster 《Early Childhood Education Journal》2008,35(4):371-375
In 2005, the United States Board on Books for Young People (USBBY) and the Children’s Book Council, Inc. (CBC) formed a committee to evaluate, select and publicize books of exceptional quality which were originally published outside
of the United States and subsequently released by an American publisher. This article offers brief annotations of the 2006 and 2007 Outstanding International Children’s Book Award winners for the K–2 age group—17 titles from nine different countries. In addition, the work of USBBY and the CBC, Inc., is briefly explained. 相似文献
18.
Daniel F. Styer 《Resonance》2011,16(9):849-853
In 1965, Richard Feynman and his former graduate student Albert Hibbs published a textbook on Quantum Mechanics and Path Integrals. This text — based on Feynman’s teaching of graduate-level quantum mechanics courses at CalTech — is full of remarkable insight
and excruciating errors. The errors have been corrected through an emended edition. This article investigates the source of
those errors. 相似文献
19.
This study contributes to research that characterises the affective learning that is evoked and taken on by students in response
to their perceptions of their contextual learning environments. Interview-discussions were held with lecturers of both introductory
and higher-level physics courses (n = 3) concerning how they formulated their patterns of teaching in terms of a particular conceptual framing that they considered
to best optimize making learning possible. Subsequently their students (n = 212) were asked with written questions, and some select follow-up interview-discussions, to describe what they expected
from ‘a good physics lecturer’. The relationships between these two things—the lecturer’s crafting of practice and the students’
expectations of quality teaching—were investigated. Results show that students’ expectations tend to match their lecturers’
practice, indicating that students are strongly influenced by a contextually based appreciation of ‘good’ teaching. 相似文献
20.
When the “Burden of Acting White” is Not a Burden: School Success and African American Male Students
David W. Stinson 《The Urban Review》2011,43(1):43-65
In this article, the author reports the “voices” of four academically successful African American men, in their early 20s,
as they explicitly respond, in retrospect, to questions regarding the applicability of the burden of acting White theory to their schooling experiences—responses made after reading research articles written by Signithia Fordham and John Ogbu.
In general, the responses from the four men illustrate that they successfully negotiated the burden of acting White, even
as they revealed instances in which the theory might have been applied to their schooling experiences. The author argues that
the various interpretations and uses of Fordham’s and Ogbu’s (single- and co-authored) theories—and, in part, the theories
themselves—failed to escape the lure of oversimplification. In that, the (mis?)interpretations and (mis?)uses often oversimplified
the theories, and, in turn, the schooling experiences of Black students (and historically marginalized students in general). 相似文献