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1.
Talitha Cooreman-Guittin 《Religious education (Chicago, Ill.)》2019,114(2):143-154
This article focuses on how the conversation on vulnerability between theologies of disability and religious education (RE) promotes encounter between pupils of different abilities. I argue that talking about the gift of vulnerability in RE can help pupils of different abilities perceive each other as full human beings. Indeed, RE can empower students regardless of their abilities, if it builds on their vulnerability to promote their ability to act. In order to achieve this I suggest a “capacitating” reading of biblical narratives in RE to counter able-bodied beliefs about normalcy and “perfection.” 相似文献
2.
Elizabeth McKinley 《Discourse: Studies in the Cultural Politics of Education》2005,26(4):481-496
In Aotearoa New Zealand journeys of discovery and colonization were also scientific journeys that brought “Maori woman” under the intellectual control of the emerging “scientific” academy. This paper argues that the historical construction of “Maori woman” through the discourses of Enlightenment science continues to affect the constitution of the subjectivities of Maori women scientists today. The paper draws on a doctoral thesis that used literary historical techniques to investigate the imperial archives and feminist narrative interviews with 16 Maori women scientists to collect the research data. I explore the conditions by which the subject “Maori women scientist” emerges and how the Maori women experience these conditions in relation to how they see themselves. I conclude by arguing that the identity of “Maori woman scientist” appears to be “impossible fiction” due to the fragmented nature of the sign “Maori,” “woman,” and “scientist”, which can be “traced” to the historical construction of the signs. 相似文献
3.
Maya L. Steinborn Emily A. Nusbaum 《Educational Studies A Journal of the American Educational Studies Association》2019,55(4):489-504
Aiming to place disability studies in conversation with other antioppressive educational frameworks, this article “crips” human rights education (HRE), a field that, by definition, teaches people about equality, dignity, and respect. A theoretical sampling of HRE journals and an online library database uncovers that human rights scholarship largely overlooks disability outside a medical or legal framework, though disability scholars consistently reference human rights in their work. We argue that these absences exemplify the active erasure of disability at the ontological level, and in response we urge scholars to reconceptualize where and how politics, activism, and social change take place. This “visibilizing” project follows Baxi's dictum that HRE must constantly adapt to people’s localized experiences and the needs of future generations. We offer a reading list to begin this “visibilizing” project in undergraduate university settings, proposing that teachers use “Disability and Human Rights Praxis: Intersectional, Interdisciplinary Readings for Educators” to conceptualize how they might pair disability studies in education and HRE texts to facilitate interdisciplinary class discussions and student projects. 相似文献
4.
张开焱 《荆州师范学院学报》2014,(3):15-18
百年来,大多数学者有关这个神话的研究成果,显在或潜在地围绕着这个神话是外来还是本土的这一焦点展开,外来说中印度说最早且影响最大,本土说中有多种观点,其中南方说影响最大。不管是外来说还是本土说,都存在一些困难。猜想多于实证,都缺少无可争议的铁证,这是它们共同的问题。 相似文献
5.
This article presents a narrative accounting of a critical interpretivist research study that sought to document the emergence of useful speech in participants who had previously been described as largely nonverbal. The purpose of this piece is to narrate this inquiry process through examination not only of our participants' own accounts of their experiences but also through critical examination of the ways in which we as researchers solicit and respond to those accounts. Our analytic gaze, therefore, focuses on the dialectic process through which we interactively co-construct concepts related to disability in our participants' experiences, alternating between narrating our own experience of this process as researchers and narrating our participants' accounts of their own experiences with this interpretive process. Discussion focuses on critique of the cultural value accorded to the notions of “independence” and “normalcy,” and on the participants' demonstration of their own agency in the complex, fluid, and constant process of managing and constructing, in concert with those around them, and often in the face of significant resistance to the process, their own positive and valued identities as competent communicators. 相似文献
6.
朱德付 《合肥教育学院学报》2013,(6):70-73,88
传统语法学者普遍将“It型”分裂句看成是由“未分裂”句的转换形式,而信奉“加的夫语法”的语法学者则将前者认定为“强势主位结构”,并认为其与对应的基本形式之间存在着语用选择的问题,故相互之间并不存在转换的关系。如果不考虑语用方面,单就句子的信息结构和命题意义来说,上述特殊主位结构句基本上是能还原为基本主位结构句的（即去除“非信息项”）。试从功能语法中的主位结构、情态意义和极性逻辑等相关理论来对此还原来做一番探讨。 相似文献
7.
Godfried Agyeman Asante 《Quarterly Journal of Speech》2013,99(4):484-488
In this essay, I interrogate the normalized characteristics of whiteness embedded in the disciplinary norms and forms of knowledge production in the field of Rhetorical Studies. I attend to the normative ways the exclusion of the knowledge(s) and experiences of non-White, non-Western, non-US people reproduces systemic erasure and Euro-American dominant ways of thinking about rhetoric stepped in coloniality and whiteness. I present what has been thoroughly theorized by Feminist, Queer, Trans*, Chicana, Latina/x, Third World, Indigenous, and Black rhetorical scholars that mere “inclusion” and “tolerance” of difference with regards to race, class, gender, ability, sexuality and nationality cannot fully address the violence of white capitalist heteropatriarchy in academia. I propose that rhetorical scholars should pay careful attention to voice and relationality in our scholarly works in order to address the concealments of coloniality and difference in our theorizing and production of knowledge. 相似文献
8.
Elena VanderDussen Toukan 《Interchange》2017,48(3):293-309
This paper analyzes the United Nations’ Sustainable Development Goals (SDGs) for education, which sets benchmarks for member states to “ensure inclusive and equitable quality education and promote lifelong opportunities for all” by the year 2030. I examine ways in which the underlying philosophical rationale for the targets invokes a liberal social justice tradition along the lines of four rationales: equal distribution, just recognition, moralism, and utilitarianism. An analysis of the SDG education targets along each of these views is followed by a discussion of some of the challenges and contradictions inherent in applying a liberal social justice rationale to the achievement of education for all in a global setting. From this analysis, I suggest that while liberalism has provided a compelling rationale to harness public and political will around the claims of equality and democracy in the West, it has not proved adequate to informing the emergence of the kinds of education needed for social and economic justice and transformation on a global scale. Education scholars may well consider an epistemological “shift” that informs a vision of society and human nature reflective of the interconnectedness of a complex world-wide community. 相似文献
9.
Brian Sweeney 《International journal of qualitative studies in education》2014,27(6):804-821
Studies of collegiate party and hookup culture tend to overlook variation along social class and racial/ethnic lines. Drawing on interview data at a “party school” in the Midwest, I examine the meanings and practices of drinking and casual sex for a group of class and race-diverse fraternity men. While more privileged men draw on ideas of age and gender to construct college as a time to let loose, indulge, and explore, men from disadvantaged backgrounds express greater ambivalence toward partying. For these men, partying presents both opportunities and dilemmas and taps into tensions inherent in being upwardly mobile college men. For some, symbolic abstention from extreme party behavior addresses some of these tensions and validates their place on campus. Men’s talk of collegiate partying reveals the dynamic and relational construction of intersectional identities on campus. 相似文献
10.
从军队院校金课建设要求出发,结合BOPPPS教学模式的优势,提出BOPPPS教学模式下的“雷达原理与系统”课程教学设计理念,选择该课程中“模拟I/Q正交鉴相电路”这一典型教学案例,展示如何运用BOPPPS教学模式进行课堂教学设计,包括引入、教学目标、前测、参与式学习、后测和总结六个环节,并对教学效果进行分析和总结。结合教学实践,发现基于BOPPPS教学模式开展“雷达原理与系统”教学改革具有独特优势,是一种行之有效的方法。 相似文献
11.
In this presentation I trouble the ways that critical scholars of difference turn away from the spectral presence of disability in search of more empowering narratives. The alternative narratives they support recreate limiting theorizations of the human/posthuman that continue to support ableist representations of disability. Refusing this disavowal of disability, I insist on looking (not straight but queerly) at disability in a defiant refusal of ableism to argue that disability, rather than being an additive to the discourses of intersectionality, is constitutive of other categories of difference within the historical materialist conditions of transnational capitalism. Drawing on the work of African American literary scholar Saidiya Hartman, Indigenous scholar, Eve Tuck, and award winning fiction writer Jesmyn Ward, I discuss the implications for re-envisioning futures as if disability as a historical materialist category really matters in educational contexts at the intersections of social difference. 相似文献
12.
Science teacher education has long sought to educate new science teachers to more fully understand “Science-for-all” and prepare them to effectively navigate diverse contexts. To adopt this “Science-for-all” mantra, we need to address what the labeling (i.e., categorical labeling and/or mislabeling) of students with disabilities means for science teacher education. This paper provides a critical inquiry to ground the claim that disability operates subversively and unrecognized as a marker of difference similar to labels that produce exclusion in science education (e.g., race, class, and gender). Using a phenomenographic design, this research studied graduate students’ conceptualizations of disability as they progressed through the only required diversity course at a large, urban university in the American northeast. Primary data sources included in-depth, pre-/post-course interviews with supplemental data collected from biweekly course reflections. Phenomenographic data analyses addressed to what extent these graduate students embraced a disability studies perspective relative to disability—i.e., viewing disability beyond merely individual deficit. Findings suggest that the course sustained the relatively static conceptualizations about disability held by the participants related to individual deficiency rather than pushing for more critical views of disability beyond deficiency. Implications are discussed in relation to multicultural science teacher education course goals.
相似文献13.
Spirit Brooks Asilia Franklin-Phipps Courtney Rath 《International journal of qualitative studies in education》2018,31(2):130-142
In this paper, we take an unsanctioned academic network, a writing group, as a site of inquiry into both the broad given-ness of the norms of the neoliberal academy and our simultaneous compliance with and resistance to these norms. We choose to comply because we are invested in becoming academics; we continue to research and write for conferences and publication and to frame our scholarly work in terms of how it can be used on our CVs. We choose to resist by working collaboratively and towards remaining intelligible (both to ourselves and to those outside the academy) while becoming scholars. Here we put several concepts to work to think about the role of the writing group in our experiences as becoming-scholars, in particular ‘becoming-minoritarian,’ ‘schizoid subjectivities,’ ‘agential assemblage,’ and ‘institutional passing.’ Then, to think about how we (might) live through the process of becoming academic, we turn to the concept of survivance. 相似文献
14.
Following Foucault’s analysis of expanding psychiatric power, this article addresses the shift from psychiatry into pedagogy in interventions concerning children with mental problems in the nineteenth century. The aims of this article are twofold. First, to answer the question of how the notion of “idiocy” developed in the context of an increasing interest in sensorial experiences in childhood, in relation to both psychopathology and “normalcy”. New research into the early nineteenth-century case of the “wild boy of Aveyron” reveals the importance of care in the first observations of the boy and the connection that was subsequently made with sensorial experiences in childhood and child development. In the wake of the work of Enlightenment alienists such as Pinel and Itard, Edouard Séguin constructed an educational trajectory for children with mental impairments in which, through strict pedagogical guidance, the lack of “will” would be restored by stimulating the senses. The second aim is to examine the case of the first autonomous school for “idiotic” children in The Netherlands. Following the “praxeography” approach, I focus on the interventions by the Reverend Cornelis van Koetsveld, who shaped his “cure by education” through training the senses in children with problems. 相似文献
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16.
Jonathan Z. Friedman 《Higher Education》2018,76(2):247-261
The reinvigoration of popular nationalism in the USA and UK has largely been framed as counter to the cosmopolitan globalization associated with their elite universities over the past decade. Opposing these two sets of values may be too simplistic, however, given the cultural and political ties long institutionalized between elite universities and the nation. This article endeavors to highlight these entanglements—which were present before the election of Donald Trump or the fateful vote for Brexit—by drawing on interviews conducted with personnel at four elite research universities in these two countries from 2013 to 2014. In particular, this article focuses on the way these individuals invoked symbolic boundaries drawn along national lines as common sense, natural, and enduring, seeing their universities as embodying national characteristics, and as obliged to serve national interests. In providing ontological order to the world, the presence of this “banal” or “everyday” nationalism has arguably been central to the conceptualization and enactment of internationalization in these and other universities. These findings complicate discussions of elite universities as globalizing and unmooring from the nation-state framework, or otherwise working against the forces of nationalism. The article also raises new questions about divisions between different constituents of today’s globalizing academy. 相似文献
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18.
Rose Williams 《Discourse: Studies in the Cultural Politics of Education》2007,28(4):455-466
“Confessions” begins with an auto-ethnographic account of my learning-through-movement in a relationship that was intimate, therapeutic, embodied and instructive—with a teacher called Annie. It seems sensible to start with a choreographic teacher of Feldenkrais therapies and theatre-movement to think about the meanings I import from my roles as learner, therapist and performer to my roles as educator and feminist—and back again. My work with Annie, as her student, brought choreography back into the social science class rooms in which I teach, along with an acute awareness of my embodied self as a condition/centre of my pedagogical strategies in teaching the social. Amplifying this experience, I present ways of storying and reading my teaching praxis in conventional academic classrooms, as informed by the ways in which I theorise my learning that has occurred outside of them. 相似文献
19.
赵小华 《华南师范大学学报(社会科学版)》2008,(5)
儒家思想既是唐代文人生活和文学作品创作的主要文化背景,也是唐代文化和唐代文学内在的精神命脉,作为儒家思想核心的礼乐文化与文士、文学的关系,主要表现在：国家文化政策为文学发展提供导向、文人积极参与礼乐文化建设、礼乐文化在不同文学形态中的渗透等方面。 相似文献