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1.
In this article we examine how 19 students in creative arts disciplines in two universities experience work in not‐for‐profit and public sectors. We explore the notion of transfer from university education and suggest that ‘creative transfer’ is taking place, often in more than one direction. Students draw on their life‐wide experiences as they deem appropriate in new situations and also vicarious learning from university settings. The extent to which creative transfer happens is, we suggest, tempered by relational affordances between the individual, the people they encounter, the opportunities they perceive in new situations and the value or reward perceived in the new work environment. These findings have implications for supporting students in practice‐based learning and work settings and we provide some recommendations for maximising the potential for multi‐directional transfer.  相似文献   

2.
This paper argues for the theoretical and practical possibilities of applying a ‘critical theory’ of education to British primary schools. It traces the series of misconceptions and misinterpretations of progressive education which, coupled with the neglect of its own emancipatory potential, has allowed it to be discredited by right‐wing and left‐wing politics. Re‐establishing a fairer reading of its central tenets and coupling this with the developing concept of a ‘socially critical primary school’ provides for an emancipatory primary education which embraces critical theory.  相似文献   

3.
This paper is based on a multidimensional study employing a heuristic methodology termed ‘creative narrative’ that combines arts‐based methods with narrative inquiry. Six female teachers’ narratives of identity are explored through artistic, visual images to illuminate if and how they story ‘unconscious’. The creative narratives, illuminated through a multi‐layered extract from one creative narrative, illustrate various ways in which the participants imputed meaning and power to tacit and non‐conscious influences which were emotionally potent but previously hidden from themselves and others and that continued to affect their professional identities. The paper argues that such unconscious or non‐conscious dimensions to teachers’ lives are crucial to the experience and exercise of professional identity and yet are largely absent from our understandings and outside the capture of narrative inquiry as it is presently conceptualized. Narrative inquiry should strive to extend its theoretical boundaries and incorporate non‐verbal arts‐based research methods in order to go beyond the limits of language and capture the meaning of lived experience in more holistic ways.  相似文献   

4.
This paper sketches the fundamental characteristics of metaphorical language which enable it to subserve not only the shaping of particular discourses, but also crucial aspects of our powers of enquiry and understanding. It argues that without metaphorical creativity we cannot make adequate sense of the more complex and open‐ended aspects of our experience. This is illustrated from the way in which we deploy the closely related key environmental metaphors of ‘stewardship’ and ‘natural capital’, including the more specific ‘real option’ sub‐version of the latter idea reported on by other contributions to this Special Issue. But a condition of making such thinking operational and socially productive is the development of a genuine learning society.  相似文献   

5.
Contemporary art is a popular feature of the cultural landscape in the United Kingdom, and recent research has recommended introducing its practices into state education. Yet these practices are still rare in schools, and this paper argues that the many difficulties that arise from attempts to introduce them are indicative of their socially contingent character, which threatens to disrupt the ideological underpinnings of orthodox school practices. The school art projects ‘Room 13’ and ‘Teaching through contemporary art’ are used as prominent examples of contemporary art practices that support a relatively high degree of learner autonomy within state education, yet are situated outside of government initiatives. Through these projects the paper explores the dilemmas that the participants face, which include questions of learner agency, choice and creative risk, and the effects of regulatory assessment systems upon collaboration, experiment, play and ephemeral learning outcomes. The paper concludes by examining the possibilities of encouraging these more ‘risky’ contemporary practices in schools.  相似文献   

6.
This paper considers the ways in which the authentic strategies and struggles of the creative writer in formulating a text, can be translated into classroom activity. It explores four activities which derived from my own practice as a writer, and demonstrates the process of adapting, trialling and evaluating them in a range of different classroom settings. The paper attempts to answer the questions: w ere these ‘real‐life’ processes successful as a basis for learning activities? How did the learners respond and what can we learn from heir responses? The paper concludes with the premise that being congruent with one's own ‘real‐life’ strategies can indeed lead to valid learning activities, and that these activities help us to deconstruct many of the myths about what it means to be creative.  相似文献   

7.
Learning about ‘nature’ has particular significance for education because the idea of nature is an important source of inspiring meaning‐rich experience and creation. In order to have meaningful experiences in learning and living, this paper argues for a personal subject‐related lifeworld approach to the learning of ‘nature’. Many authors claim that the lifeworld‐led learning approach helps to enrich educational experience. However, there can be various interpretations of the lifeworld approach, as the concept of lifeworld is diversely understood. This paper proposes a personal, subject‐related lifeworld approach from a Husserlian‐Merleau‐Pontian perspective. I suggest that it holds great potential for improving our current curriculum which suffers from meaning‐impoverishment. This paper comprises the following parts: the elucidation of the lifeworld approach to learning, a demonstration of the flaws of current curricula by discussing and analysing the Taiwanese curriculum guidelines, and an exposition of the contribution of the Husserlian‐Merleau‐Pontian lifeworld approach towards improving our current curriculum.  相似文献   

8.
Drawing upon student narratives gleaned through qualitative interviews, this paper argues that teaching and learning ‘sensitive’ issues surrounding gender and sexualities through ‘creative’ pedagogies can be a mode of resistance against the reproduction of problematic social discourses, and to the negative impacts of neoliberalism on student’s learning within higher education. The findings point to the importance of speaking about sensitive issues; the value of creative approaches for enhancing learning; and that together these can enable students to articulate an agenda for social change. Students saw the ‘personal as political’ – of sharing personal journeys around sensitive issues as important. They further spoke of ‘apathy’ in an neoliberal era of student ‘consumers’ and how this could curtail ‘creative’ teaching and jeopardise learning. Overall, it is argued that creative approaches to teaching and learning sensitive issues can invoke a resistant potentiality which exposes the ‘hidden injuries’ (Gill, 2010) of the neoliberal university.  相似文献   

9.
This paper argues for a more nuanced perspective on learning that takes account of the real and situated contexts of student experience. It is presented against a backdrop of the agenda to widen participation in higher education (HE) in the UK, which has led to a rise in students from non-traditional backgrounds entering into HE. Responding to this, an argument is made in favour of widening ‘capability’ in learning, to produce a more socially just pedagogy. Drawing on examples of the student learning experience a series of reflections is produced from an undergraduate programme of education studies. Such reflections, linking personal knowledge with wider social and cultural practices, are used to produce notions of ‘cultural wealth’ across informal and formal learning contexts. It is argued that by creating choice and freedoms in student learning the exclusivity of university education may be challenged and a more socially just pedagogy usefully considered.  相似文献   

10.
ABSTRACT

This article focuses on the identifying of ‘creative development’ as a desirable early years learning outcome by the School Curriculum and Assessment Authority (SCAA, 1997). The article begins with a rationale for the inclusion of ‘creativity’ in the curriculum of young children in a post‐modern world at the turn of the century. It then goes on to look at the way in which ‘creative development’ is characterized by SCAA as a desirable learning outcome, and to unpick some of the messages which its inclusion in the curriculum may signify. There are several challenges posed by this part of the early years curriculum, which are then explored. Finally it proposes a framework for interpreting and translating it into practice.  相似文献   

11.
《Literacy》2017,51(3):162-168
This paper focuses on a Community of Writers creative writing project where 25 primary school pupils from lower socio‐economic backgrounds took part in creative writing workshops over a 2‐week period at a higher education institution. Using practitioner enquiry and discourse analysis, this paper views identity as participation in ‘figured worlds’ and highlights the relationship between the children's creative writing outputs and their shifting identities (Holland et al., 1998 ). A case is made that children's authentic creative writing can be nurtured by a community that promotes intertextuality and ‘hybridity’ (Bakhtin, 1981 ) as well as balancing pedagogical ‘structure’ and ‘freedom’ (Davies et al., 2012 ) in order to provide textual space for writers to enact different identities. At a time when the global figuring power of performativity (Ball, 2003 ) actively restricts the ways in which teachers and children interact, this paper also presents an informed argument for the value of school–university research partnerships.  相似文献   

12.
Concepts of school ‘ethos’ or ‘culture’ have been widely debated in education since the 1980s. This is partly as a consequence of marketisation, partly because ethos has been identified as a low-cost route to school improvement. Corporate, authoritarian, and most recently ‘military’ models of ethos have been widely promulgated in the UK. Another significant strand of educational thinking, however, has emphasised ethos for and as learning: how schools might prefigure alternative, more socially just, worlds. This article argues that accounting for such divergent notions of ethos demands greater attention to the intellectual resources mobilised in interpreting educational processes. We discuss schools that used their work with the English creative learning programme, Creative Partnerships, to develop what we describe as ‘considerate, convivial and capacious’ school ethos. We aim thereby to value their achievements, provide tools to contest dominant discourses around ethos, and advocate more critical, reflexive approaches to researching school cultures.  相似文献   

13.
Experiential learning has explicitly, since the publication of the Kolb ‘treatise’ been a cornerstone of youth work practice in the UK. It is the contention of this paper that there is a significant misinterpretation of Kolb’s theory by those who have applied his theory to youth work. Not least that experience is framed as: ‘concrete experience’ and therefore something ‘other’ or additional to the life experience of those being educated. This concrete experience is interpreted in youth work as the undertaking of discrete activities upon which, via subsequent reflection, learning is elicited. What is argued in this paper is that what is required is a return to the formulation of experiential education conceived of by Dewey which locates ‘lived experience’ at the heart of the educational process. For Dewey experience involves a dual process of understanding and influencing the world around us, as well as being influenced and changed ourselves by that experience, what Dewey referred to as ‘trying’ and ‘undergoing’. This important aspect of experiential learning is omitted from the interpretation of Kolb as a simplistic four‐stage learning cycle, though not ironically from his own theory. Finally learning by experience is according to Dewey necessarily concerned with growth and therefore lifelong education—in addition a commitment to Dewey implies rather than denies a curriculum in youth work, a point that those who advocate experiential learning tend to deny.  相似文献   

14.
Self-regulated learning (SRL) research has conventionally relied on measures, which treat SRL as an aptitude. To study self-regulation and motivation in learning contexts as an ongoing adaptive process, situation-specific methods are needed in addition to static measures. This article presents an ‘Adaptive Instrument for Regulation of Emotions’ aimed at accessing students’ experiences of individual and socially shared regulation of emotions in a socially challenging learning situation. The instrument, grounded in self-regulated and socially regulated learning theory, comprises four interrelated components: the socio-emotional challenges experienced in a collaborative learning situation; individual and group-level attempts to regulate the immediate emotions evoked by the challenges; the personal goals; and goal attainment pursued in that situation. The theoretical foundation of the instrument and its components are outlined and some reliability issues illustrated. The limitations but also educational potential of the instrument to understand regulation of emotions in socially challenging learning situations are discussed.  相似文献   

15.
Narrative analysis offers a powerful and accessible means of understanding the ways in which individuals experience learning across a range of educational sites. Drawing on a recent study that explored ‘dyspraxic’ pupils' experiences of drawing from observation, this paper offers an insight into the potential that narrative analysis has for enhancing our understanding of the ways in which individuals experience complex contexts for learning, where the fields of art education, ‘special’ education and inclusion intersect. I argue here that a narrative approach can enhance our understanding of pupils' experiences of learning by a capacity to resist the compartmentalization of experience. The ‘natural’ drive to use narrative as an interpretive procedure for explaining departures from the ‘norm’ is also discussed, with the concepts of ‘breach and exception’ offering a useful frame for exploring the spaces between centres of practice in art education and the potentially ‘de-centred’ ‘dyspraxic’ learner.  相似文献   

16.
Based on two empirical studies on education in health and elderly care, this paper reflects on the possible role of ‘old ideas’ involved in creative innovation. Most researchers agree that creativity and innovation are the results of a combination of what is new and valuable. What tends to be paid less attention, however, is the fact that many creative activities and everyday innovations in modern-day organisations actually build upon what is already there. Creative products and processes are often the result of some kind of learning from or even re-creation of existing processes and materials. The paper argues that there is excessive enthusiasm towards the novelty aspects of creativity and innovation, which overshadow the potential of old ideas and past experience as drivers of change.  相似文献   

17.
Creativity: what might this mean for art and art educators in the creative economies of globalisation? The task of this discussion is to look at the state of creativity and its role in education, in particular art education, and to seek some understanding of the register of creativity, how it is shaped, and how legitimated in the globalised world dominated by input‐output, means‐end, economically driven thinking, expectations and demands. With the help of Heidegger some crucial questions are raised, such as: How can art maintain its creative ontological and epistemological potential in the creative economies of globalisation? Is it possible for art and the creative arts to act as a process of ‘revealing’ and ‘becoming’ and ‘throwing light’ on the world while working within the market economies of innovation and entrepreneurship where creativity has become a generalised discourse? What matters in this discussion is to find a way to argue for the sustainability of art education as a creative mode of enquiry through which self and the world may be better understood, identity might be realised as difference and being‐in‐time might be possible.  相似文献   

18.
Abstract

Mini‐enterprise in schools is the most tangible manifestation of ‘education for enteprise’. Despite its growing presence in schools, and diverse views about its potential impact, little is known about how pupils experience such activity. Findings suggest that interpersonal learning objectives are achieved effectively through mini‐enterprise but more narrow economic goals (such as fostering positive attitudes towards self‐employment) may not be. This paper sets out the pupils’ perspective on mini‐enterprise in schools and raises questions about current models of practice.  相似文献   

19.
This paper reports data from a three‐year self‐study of teaching two types of students: science method students in theBEd program at Queen's University (Canada), and grade 12 physics students in a secondary school. By returning to the secondary school classroom after many years, I had the opportunity to revisit personally some of the challenges and dilemmas awaiting those beginning their careers as physics teachers. By listening closely to my students, I studied their experiences of learning as I experienced my own ‘re‐learning. One goal of my return to the secondary classroom was to explore ways in which I could model in my own teaching the processes of learning from experience that I wanted to convey to those learning to teach.

From this self‐study has emerged the construct of'authority of experience’ (Munby and Russell, 1994) as a term that can inform reflective practice by suggesting to teachers that they give attention to their own voices and to those of their students, and generally consider the ways in which experience has authority in relation to other sources of authority about teaching and learning to teach. The paper provides data to illustrate this construct and its potential value to those learning to teach. It also considers ways in which this stance toward teacher education represents a reconstruction of educational theory.  相似文献   

20.
’Experience’ is at the root of individual, socio‐environmental existence. Inquiries into its more ‘significant’ moments and episodes have arrived at a potentially important body of knowledge in environmental education. However, in the absence of parallel research efforts that demonstrate how the findings of those inquiries translate into contextually sensitive and socially useful educational practices, this discussion returns conceptually to questions posed by Louise Chawla about ‘inner nature’ and how significance of experience is socially constructed. To that future research agenda, I add the further question of how those constructions of ‘significance’ must be seen in relation to dominant social constructions of the ‘environment/nature’, sensitivity and activism. This begs the further question, exacerbated somewhat by the above lack of a connection with existing educational practices, of how teachers’ and learners’ thoughts and actions might also need to be examined in relation to dominant conceptions of the environment/ nature and constructions of environmental education. Consequently, by focusing on the ‘continuity of experience’, this response to issues raised primarily by Chawla about inner nature and other assertions by Tanner about the ‘right subjects’ also addresses broader tensions in environmental education. Significant life experiences (SLE) researchers should continue to refine their understandings of the ontological significance of the central category of human ‘experience’.  相似文献   

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