共查询到20条相似文献，搜索用时 15 毫秒
1.
Jane McKay 《教育政策杂志》2014,29(6):760-773
In recent years, education and family policy in the UK has sought to incorporate the views of children and young people through an active participation agenda, in the fulfilment of children’s rights under the obligations of the UN Convention for the Rights of the Child. Drawing on empirical evidence, this paper suggests that this aspiration is flawed. The inclusion of young people’s voices in decision-making is context dependent, and influenced by individual relationships, both positive and negative. It is framed by policies that subjugate children within disciplinary technologies that determine a regime of ‘truth’ about effective and appropriate participation. Drawing on data gathered as part of a wider study on the relationships between services users and services providers in special educational needs, this paper demonstrates that active inclusion of the voice of the child can be illustrated to be at least variable, and at worst prejudiced. It is suggested that the notion of participation produces tacit forms of ‘government’ that further classify and divide young people, magnifying their marginalization. 相似文献
2.
罗贤龙 《语数外学习(初中版七年级)》2009,(5)
Fred is from New York.His parents are with his grandfather and grandmother.Fred is six years old and now he is in a school.His father takes him to school by car every day.So he is never late 相似文献
3.
韩东华 《中学课程辅导(初二版)》2004,(2)
This is a story about four people named Everybody,Somebody,Anybody,and Nobody.There was an important job tobe done and Everybody was sure that Somebody would do it. Anybody could have done it,but Nobody did it. Somebodyget angry about that because it was Everybody’s job. 相似文献
4.
《中学英语园地(高三版)》2006,(2)
[焦点一]people作“人”、“人们”解时,表示复数意义;用作主语时,谓语动词须用复数形式。例如:W ho are these people?这些人是谁?W hat will people think of this?人们将如何看待这件事?[焦点二]口语中,people可作“家人”、“亲属”解,此时people也表示复数意义。例如:H ow 相似文献
6.
ABSTRACTWomen are underrepresented in Science, Technology, Engineering and Mathematics subjects with more girls leaving these subjects at every stage in education. The current research used a scenario methodology to examine the impact of teacher feedback on girls’ and boys’ choices to study a specific science subject, engineering. British participants aged 13 (N?=?479) were given scenarios where a new teacher encouraged them to take engineering using person feedback which focussed on their abilities, process feedback which focussed on their effort levels or gave them no reason. Results suggested that both boys and girls were more likely to select to study engineering when they received person feedback rather than process or no feedback. Young people also thought that ability was more important to being successful in science than in non-science subjects.This suggests young people feel that ability is needed to succeed in science subjects and person feedback can lead them to believe that they have this ability. Therefore, teacher feedback which gives ability attributions for possible success could be used to encourage more young people to persist in science. However, the potentially negative longer term outcomes of ability attributions and how they may be negated are also discussed. 相似文献
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8.
Adventure training has become fashionable over the past few years in Hong Kong. Current Education Reform suggests learning
should not be confined to the classroom, and adventure training is viewed as an alternative method to institutional routines
for personal and group development. This paper reported a longitudinal study investigating how learning happened for four
church members (out of twenty-five participants) purposively selected in an adventure team-building camp. Both quantitative
and qualitative instruments were used. Results shed light on: (1) how the constructs of self-efficacy and organizational commitment
helped to conceptualize what people meant by a team; (2) how qualitative findings revealed evidence of learning of the four
members which could not be observed by quantitative findings; and (3) how participants experienced and learnt from adventure
training. 相似文献
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10.
Noel Gough 《The Australian Educational Researcher》2009,36(2):1-19
Australia is often portrayed as a place in which young people are in jeopardy. In 19th century literature and art, the recurring
motif of a child lost in “the bush” became an increasingly significant dimension of European settlers’ experiences of Australia,
whereas during the latter half of the 20th century analogous cultural narratives shifted towards urban environments and the
plight of young people endangered by their parents’ generation. In contemporary popular culture, Australia’s cities and suburbs
are places where children are aborted, abandoned, exploited, murdered or never conceived. Like the bush-lost children before
them, these “at risk” young people symbolise adult fears of self, society, and the future. My concern is that the most common
public policy response to these persistent fears and insecurities is to retreat to a politics of complexity reduction. Many
politicians and public opinion leaders see teachers and schools as being in the vanguard of people and institutions dedicated
to Australian children’s educational ruin, and simplistically seek to “protect” them with blunt instruments such as back-to-phonics
literacy and a national curriculum. I argue that Australia’s young people are much more seriously endangered by the symbolic
violence of those who position them as docile receptors of whatever schools and teachers serve up to them, and who treat them
as passive screens upon which to project their own anxieties. 相似文献
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12.
Amanda Edwards Kenneth Ruthven 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):249-260
This paper describes a study exploring young people’s perceptions of the mathematics involved in five everyday activities. It is based on individual interviews with pupils in Years 7 and 10 in four English secondary schools. Results suggest that young people are more aware of the mathematics embedded in everyday activities than previously thought. There was no evidence to support existing theories that young people have particular difficulties identifying mathematics within practical activities or those traditionally performed by women. However, participants did seem to restrict the label mathematics to activities involving a problem with a single or limited solution, and to activities which require a formal rather than experimental or intuitive approach. Some participants also seemed to relate their discussion of mathematics only to the aspect of each activity which takes most time and attention. 相似文献
13.
Although being rooted in the work of ancient Greek philosophers, contemporary research on wellbeing is a relatively new phenomenon. As a term in the literature, wellbeing is often used interchangeably with others, such as happiness, flourishing, enjoying a good life and life satisfaction. Furthermore, the wellbeing of school-aged children is only beginning to be explored with increasing recognition that research conducted on adults cannot be uncritically applied to children and young people. This paper aims to address some of the complexities in conceptualising, and hence assessing, children and young people’s wellbeing by drawing on a recently completed study examining the role of creative initiatives in fostering wellbeing. The new instrument that was developed to capture children and young people’s perceptions of their wellbeing in school is outlined. Data are presented from a survey of 5170 students from 20 primary and 20 secondary schools across England that identify four dimensions of wellbeing. Differences in self-reported wellbeing relating to age, gender and type of school attended (Creative Partnerships versus other schools) are explored. The implications of these findings, particularly differences related to type of school attended, given the focus of this special issue, are considered. 相似文献
14.
Barbara Rothmüller 《Sex education》2019,19(2):195-211
Desires may be viewed as emotions that are structuring and structured by social inequalities. This paper examines how sexual desires may surface in everyday classroom interactions. It argues in particular that anti-racist sex education requires not only an awareness of a racialisation of sexuality but also of the sexualisation of race. Focusing on students’ images of desire and a selection of music video stills, the paper investigates in which ways racialised and gendered desires are relevant to students’ imagination – and how they negotiate them in the classroom. Young people’s ethnosexual imaginary reveals an affective investment on the part of adolescents in racialised sexualities in visual culture. In the context of participatory arts-based workshops, the paper analyses how images of racialised desires are transformed into material objects of boundary work. The paper concludes by proposing the re-enactment of young people’s imagery as a means to open up an affective space for negotiating desires and disdain. 相似文献
15.
This paper reports on research conducted over a two‐year period in a large Educational Psychology Service (EPS) in England. Researchers were keen to ascertain the views of young people and EPS members about young people being directly involved in educational decision‐making and how their genuine involvement in such decision‐making might be best achieved. Focus groups were employed as a means of gathering data which were analysed using Content Analysis. Young people and EPS members ultimately identified “culture”, “attitudes”, “environment”, and “systems” as being the most important factors in ensuring the genuine involvement of young people in decision‐making. 相似文献
16.
This paper focusses on the schooling stories of two young women who moved from mainstream schooling into alternative learning program set up for Indigenous students and back into mainstream schooling to complete their Year 12 education. The manner in which these young women narrated their stories is understood through the prism of Indigenous notions of relatedness and affect theory and is as revealing as the actual reporting of the events and rationales in these young women’s schooling trajectories. Young people’s insights into the challenges of mainstream pedagogies and promises of relational pedagogies invite us to consider what could be different in structures and processes which aim to deliver educational equity. We argue there is a need for more research which offers rich accounts of the emotional and relational fields which underpin student subjectivities and engagement. 相似文献
17.
《Compare》2012,42(2):283-302
This article examines the role networking has played, at local and national levels, in facilitating communication between key actors involved in challenging the marginalisation of disabled people from education and from wider Bangladeshi society. Efforts to promote awareness of the importance of including disabled children in their local schools have gained ground at national level through a complex web of networking relationships, including government departments concerned with education and social welfare, disability-focused NGOs and mainstream development agencies and networks. The article explores the experience of blind people, (in their role as members of self-help groups linked to Community-Based Rehabilitation programmes in rural areas) in supporting disabled children to access their local school, and in ensuring their safety. Some evidence is provided for the role of networking in challenging marginalising policies, in accessing services (including financial benefits), and in resisting marginalisation. In considering this evidence, the authors debate the different forms and meanings of networking in societies which prioritise collectivity and interdependence, rather than individualism. 相似文献
18.
Different religions are treated in different ways in Norwegian sixth form textbooks. We carried out an exhaustive content analysis of the chapters devoted to individual religions in textbooks for the Religion and Ethics course currently available in Norway, using rigorous indicators to code each word, image and question according to whether they were treated the religion as a set of ideas or a group of people. After adjusting for trends in the different kinds of data (word, image, question), we found that Buddhism and Christianity receive significantly more attention for their ideas than Hinduism, Islam and Judaism, which are treated more as people. This difference cannot be explained by the national syllabus or the particularities of the individual religions. The asymmetry also has implications for the pupils’ academic, moral and pedagogical agency for which teachers play a critical role in compensating. 相似文献
19.
On the basis of a recent ethnographic study at the University of Warwick of the religious identity formation of young people in ‘mixed‐faith’ families, this article focuses on their (and their parents’) experiences and perceptions of religious education (RE) and of religious nurture in the community. The young people’s experience of RE differed between primary and secondary school and only a few were engaged in supplementary classes. We highlight the complementarity between school and home in young people’s religious learning and draw out implications for RE. 相似文献
20.
Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education. 相似文献