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1.
Education for sustainability provides a vision for revitalizing the environmental commons while preserving cultural traditions and human rights. What happens if the environmental commons is shared by two politically disparate and conflicting cultures? As in many shared common lands, what happens if one culture is dominant and represents a more affluent society with more resources and educational opportunities? In the case of the Tal and Alkaher study (Cult Stud Sci Edu, 2009), asymmetric power differences between the dominant Israeli society and the minority Arab population yielded different environmental narratives and perceptions of students involved in learning about a mediated conflict in national park land. Similarly, marginalized indigenous cultures in Malawi, Africa share common lands with the dominant European landowners but have distinctly different environmental narratives. Although indigenous ways of living with nature contribute to the sustainability of the environment and culture, African funds of knowledge are conspicuously absent from the Eurocentric school science curriculum. In contrast, examples of experiential learning and recent curriculum development efforts in sustainability science in Malawi are inclusive of indigenous knowledge and practices and are essential for revitalizing the shared commons.  相似文献   

2.

This response to Lee and Hannafin’s A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (OLSit) (Lee and Hannafin, Educational Technology Research and Development 64:707–734, 2016) discusses its helpful design guidelines from a practitioner’s perspective. OLSit provides a blueprint for chance-taking with student-centered learning. Here, I apply this blueprint to a flexible assignment colleagues and I designed to promote intrinsic motivation and engagement, called Pink Time (PT), which asks students to “skip class, do whatever you want, and grade yourself.” Together, OLSit and PT are well suited for this moment of disruption and pivot to remote learning. Students’ stereotypes about what is “valid” in the classroom may be important limitations. But iterative and effective communication can shape students’ perceptions and scaffold their efforts. In the future, scholars and practitioners should consider how grades undermine online SCL strategies like OLSit and PT.

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3.
This article takes as its starting point the concept of aetonormativity (the adult normativity germane to the discourse of children’s literature), coined by Maria Nikolajeva (2010) in an attempt to unify the increasingly power-oriented theories of children’s literature criticism within the past few decades. Acknowledging the usefulness of this concept, but wary of the fact that it could imply an easy transference of “adult” power theory to the study of children’s literature, I argue that an aetonormativity-centred system of children’s literature criticism crucially needs to reconceptualise the notion of “power” which lies at its heart. Any automatic connection between adult normativity and adult “power” would thus be questioned and critiqued. I propose a first conceptual split of “power” into “authority” and “might”, and a consequent redistribution of these two concepts to the adult and child parties in the children’s book. I then investigate the critical and metacritical implications, within the framework of an aetonormativity-centred criticism of children’s literature, of an increased subtlety in the use and handling of the concept of power when referring to the complex medium of the children’s text.  相似文献   

4.
The trouble with education research is that the research is burdened with trouble before it begins. Working as a poststructural education researcher and engaged in a recent research project that sought to engage with questions of teacher identity, I employed an alternative data elicitation method of literary response groups – similar to that of book clubs. This paper will illustrate a rationale for literary response groups, my experiences of using the method and the subsequent interpretive engagement required, namely, symptomatic analysis. Influenced by poststructural and psychoanalytic theory, I will illustrate the ways in which the literary response groups provoked the participants’ understandings of the normative discourses of “teacher,” their own desires of being and becoming teachers, and the inevitable tensions in which these discourses exist.  相似文献   

5.
I respond to Zeyer and Roth’s (2009) “A Mirror of Society” by elaborating on how the idea of interpretive repertoires is grounded by education philosophy and sociology. Vernacular languages are carried forward collectively from individuals who lived during a particular period of time, inculcated as root metaphors, which frame our relationships with others. It follows that metaphors (or interpretive repertoires) frame Swiss relationships with others, and what serves as Swiss goals for the environment and environmental protection are deeply embedded in some past conceptualizations of how a society should develop in the world. Indeed these youth’s repertoires are “a mirror of society.” But how do we know whether Swiss ideals are cultivating good, right, or just relationships, and embody a morally defensible environmentalism? Zeyer and Roth emphasize that teaching is a cultural process, which I agree with, but there is a contradiction in the idea that curriculum should be designed in a way that allows students to expand their existing repertoires without culturally mediated changes. Clearly students in Zeyer and Roth’s study feel limited as to what they can do about the environment and environmental protection, in relation to outside influences such as US consumerism. Ecojustice, environmentalism, and sustainability should begin to dissolve this feeling of powerlessness. The purpose of this response is to show why cultural mediation is needed for defensible youth action.  相似文献   

6.
Sergey Brin’s February 2013 TED Talk, “Why Google Glass?,” is an example of technoliberal rhetoric that offers a constricted vision of civic attention. Technoliberalism, the intensification of neoliberalism through computational technology, funds Brin’s emphasis on the primacy of action-oriented leisure, the power of connection, and the possibility of sensation without mediation. I interpret “Why Google Glass?” as indicative of how technoliberalism privatizes, marketizes, and digitizes sensation, frustrating the efforts of strangers to make common, democratic worlds. The essay concludes by underlining the continued importance of sensing-in-common, identifying specific vectors for rhetoricians to pursue in preserving the foundations of democratic community: advocating for shared public life instead of corporatized, privatized experiences; employing glass metaphors to understand how ubiquitous glassed devices shape sensation; and designing interventions with and without the aid of digital technologies to spark civic desire.  相似文献   

7.
In this article, I present a narrative conversation that combines six teachers’ responses to Maurice Sendak’s picture book, Outside Over There (1981) with my own responses to their discussions and to the book. The purpose of this research is three-fold: first, to examine how children’s literature can be used to evoke reflections in early years teachers on how they make sense of their work with children; second, to conduct a close and shared reading of Sendak’s elusive story; and third, to experiment with a dialogic, narrative form of representation. Using a qualitative form of reader response and text analysis, I assembled content from a focus group discussion held with six early years teachers, in which they discussed Sendak’s book, Outside Over There, and combined data from their responses with my own readings. Sendak’s goblins, the lead protagonist of Outside Over There, Ida, Ida’s family, and the phrasing of “outside over there” provided symbols around which the teachers discussed their professional vulnerabilities, including their subjective experiences of being undervalued in society. The picture book’s defamiliarizing effect helped the teachers question their own difficult emotions in realizing themselves within the broader field of education, and offered tools with which they could articulate the value of their “demanding internal adventures” (Cech, Angels and Wild Things: The Archetypal Poetics of Maurice Sendak, 1995, p. 237).  相似文献   

8.
Assumptions about a child's competence to voice an opinion often inhibit efforts to find effective methods for participation. Answers to questions are sought from the significant adults who surround a child [Morris, J. 2003. “Including All Children: Finding Out about the Experiences of Children with Communication and/or Cognitive Impairments.” Children and Society 17: 337–348.]. Indeed, methods that ask adults rather than children about children's lives have often been justified as the only way in which a ‘truth’ [Westcott, H. L., and K. S. Littleton. 2005. “Exploring Meaning in Interviews with Children.” In Researching Children's Experience: Approaches and Methods. London: Sage] may be established as to how it feels to be that child, whatever their age. This stance has been increasingly challenged [Clark, A., and P. Moss 2001. Listening to Young Children the Mosaic Approach. Norwich: National Children's Bureau] with the argument that only by ‘giving them a direct and unfettered voice’ [Winter, K. 2006. “Widening Our Knowledge Concerning Young Looked After Children: The Case for Research Using Sociological Models of Childhood.” Child and Family Social Work 11: 55–64; Winter, K. 2010. “Ascertaining the Perspectives of Young Children in Care: Case Studies using Reality Boxes.” Children and Society: The International Journal of Childhood and Children's Services 61] can children's views be properly sought and represented. Research looking at the experiences of children when they were taken into the care of the local authority meant that some difficult, complex, sometimes painful questions may be asked. In this paper, I explore the development and use of creative, interactive methods with children aged 4–13 that facilitated their participation and avoided causing undue distress. I also debate the importance of engaging with children where their circumstances and past experiences are distressful arguing that a relationship where listening carefully is paramount enables the child's voice to be heard.  相似文献   

9.
Abstract

This article seeks to address the question: “How can religious educators learn from those who have been marginalized and whose voices are not usually heard because of the hegemony of whiteness?” My primary sources are scenes from the work of two U.S. black creatives. Specifically, I examine the “Clearing” scene in Toni Morrison’s 1987 Pulitzer Prize–winning fiction novel Beloved and the “Warrior Falls” scenes in Black Panther, a 2018 film co-written and directed by Ryan Coogler. I draw attention to their common themes and their implications for approaches to religious education that can de-center white normativity.  相似文献   

10.
Abstract

The decline in the proportion of rural students at major universities has caused widespread social concern. Special enrollment programs in recent years have increased the proportion somewhat. However, the situation at elite universities in China’s transition period is different than before. There are few studies addressing the learning experiences of rural students in the new period. This study uses qualitative methods to research 32 case studies of rural undergraduates at four elite universities in Shanghai. Based on Bourdieu’s concepts of capital, field, and habitus, this study finds a mismatch between the habitus of respondents and that of elite universities, which leads to an awkward initial school experience. In accordance with the operating logic of the academic field, they are able to achieve an increase in cultural capital by virtue of their own efforts. This complex class experience also has a far-reaching impact on identity through the individual’s response to their own emotions. This conflicted identity is expressed as feeling like either a “country bumpkin” in the big city or a “city person” from the country.  相似文献   

11.
This article investigates the implementation of the “förstelärare” or “First teacher” reform in Sweden. We draw upon the insights of a superintendent, union official, principal, three First teachers, and two of their colleagues in one school, and recent literature on career development reform. We employ Michael Fullan’s overview of the “right” and “wrong” drivers of educational reform to analyse the extent to which the First Teacher initiative cultivated productive “professional capital.” The research reveals: how broader national policy aims were in clear tension with municipal-wide school development, and school-level development efforts; the perverse effects of a strong focus upon salary on professional conduct; and how an emphasis upon teachers’ roles per se undermined the espoused policy focus on enhancing teaching. The research cautions against the problematic effects of the initiative on more profession-oriented prerogatives, and how more external, “deleterious,” drivers of reform militate against more productive professional capital.  相似文献   

12.
The need for multifaceted analyses of the relationships between how the United States acknowledges racism and how schooling can be structured to mitigate its negative impacts has never been greater, especially given rising attention to the racial “achievement gap.” In suburban, elite Pioneer City, a series of initiatives I will refer to as “the transformation” aimed to eliminate racial disparities in educational achievement through simultaneous efforts to redistribute students from a racially and economically isolated elementary school and train all district staff in a particular brand of culturally relevant pedagogy. This paper draws from a larger yearlong study in which I used critical ethnographic methods to explore tensions between a goal of systemic change and reproductive forces at play in Pioneer City Schools. Focusing on one third-grade student, I offer insights into how the school district’s equity-minded policy changes find their way into one classroom, both reflecting and complicating preexisting ways of viewing the role of race in young children’s lives.  相似文献   

13.
This is the second of two self-studies of my efforts to prepare preservice teachers for the practical realities of the classroom while being respectful of their personal practical knowledge. I coined the term “relational teacher education” to convey my approach, which is informed by Rogers' “helping relationships” and Hollingsworth, Dybdahl, and Minarik's “relational knowing.” In this paper, I share “A Letter to Preservice Teachers” before exploring the final four characteristics of relational teacher education: respect and empathy, conveying respect and empathy, helping preservice teachers face problems, and receptivity to growing in relationship.  相似文献   

14.
ABSTRACT

This article focuses on the work of three British Women Education Officers (WEOs) in Nigeria as the colony was preparing for independence. Well-qualified and progressive women teachers, Kathleen Player, Evelyn Clark (née Hyde), and Mary Hargrave (née Robinson), were appointed as WEOs in 1945, 1949, and 1950 respectively. I argue that the three WEOs endeavoured to reconcile their British cultural values, progressive education, English language instruction, and the intricacies of Nigerian cultures in order to prepare students for life and work in an independent Nigeria. Their roles were diverse, encompassing administration and teaching, teacher education, and leadership of girls’ boarding schools and residential training colleges where English was the language of instruction. Following an outline of the WEOs’ prior experiences, I compare and contrast their approaches to progressive education, beginning with Clark’s endeavours to make girls’ education “a graft that would grow onto and into their own way of life” at the Women’s Training College, Sokoto, in far Northern Nigeria. Then I discuss Robinson’s work in a men’s elementary training college at Bauchi where she dispensed a “down-to-earth practical” progressive education to prospective primary school teachers. Finally, Player gave girls “as complete an education as possible for life as a worker, wife and mother” at Queen Elizabeth School, the first government secondary school for girls in Northern Nigeria. Each situation illustrates the complex social relations involved in realising WEOs’ commitments to progressive education as an emancipatory project.  相似文献   

15.
Abstract

Students’ expectations of relative academic achievement tend to decline over time. “High” and “low” ranking students alike tend to make lower predictions of final class standing at mid-course than at the beginning In the absence of feed-back supporting other conclusions. Moreover, In predicting relative achievement in successive competitive tasks, “high” and “low” students alike tend to predict much lower ranking on the proximate task than the remote task. This phenomenon has Implications for the allocation of counseling efforts to adjust students' expectations to their realistic academic prospects.

It has also been found that graduate students’ predictions of final letter-grades can be quite ambiguous with respect to their expectations of final class rank.  相似文献   

16.

How should we define equity and justice when it comes to communities and countries with historical, political, and economic trajectories different than ours? In the article “Rethinking equity: standpoints emerging from a community project with victims of violence and abuse in Argentina,” Castaño Rodríguez, Barraza, and Martin argue that it is crucial to define and implement situated views of equity and justice, especially ones that build on Freire’s Pedagogy of Hope. Leveraging feminist standpoint theory, Castaño Rodríguez and her colleagues described how a sanctuary for non-human animals in rural Argentina tried to support the socioemotional growth of a group of youths who faced domestic violence. The analyses led the authors to propose a “glass half-full” definition of equity that recognizes and builds on the resources, resilience, and positive outlook on difficult situations of the oppressed. On first approach, I agreed with Castaño Rodríguez, Barraza, and Martin’s call for the need to remain vigilant about how we define equity and operationalize it when working with historically marginalized communities. However, as I detail in this forum piece, my endorsement of the authors’ “glass half-full” situated vision of equity was undermined by tensions I experienced related to: (1) the article’s theoretical underpinnings; (2) its methodological approaches, particularly inhabiting a kind of “view from nowhere”; and (3) (unintended) implications of their conclusions about hope in the face of cycles of violence. While the work calls our attention to key ideas and methods, such as situated definitions of equity and the role of feminist standpoint theory, I conclude the authors’ “glass half-full” definition of equity sidestepped the structures that undergirded the violence youths and their community experienced and, therefore, did not realize its full potential.

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17.
This paper is written in response to Angela Chapman and Allan Feldman’s research study, “Cultivation of science identity through authentic science in an urban high school”. I utilize this forum piece to extend the call for “awakening a dialogue” that critically assesses the effectiveness of current K-12 science education research in addressing the needs of populations of color. I take the opportunity to first discuss elements of what an equitable research focus might look like. I finish by critiquing and ultimately commending the authors on the degree to which they succeed in demonstrating an equitable approach to the design and carrying out of their study.  相似文献   

18.
Since Joseph Nye introduced the concept of “Soft power” in his 1991 book, Bound to Lead: The Changing Nature of American Power, analysts have discussed states' efforts to exercise their influence by attracting and co-opting rather than coercing or using force. This paper will examine enrolments trends in Indonesian language in Australian universities, in the context of Indonesia's public diplomacy and Australian government educational policy. Enrolment data and trend analysis updates the 2012 National Report on Indonesian in Australian Universities: Strategies for a stronger future. Then, using statistics provided by a recent Newspoll commissioned by the Australian Department of Foreign Affairs and Trade, the article explores Australian attitudes to Indonesia in the context of Indonesia's limited linguistic “soft power”. It concludes that the fluctuations in Indonesian language learning in Australia and Australian attitudes to Indonesia generally appear more influenced by Australian government policy than any conscious efforts by Indonesia to exercise “soft power”. It concludes that it is to the advantage of both countries that Indonesian language learning be better promoted and supported.  相似文献   

19.
Given my long-time interests in neoliberalism and questions of subjectivity, I am pleased to respond to Jesse Bazzul’s paper, “Neoliberal Ideology, global capitalism, and science education: Engaging the question of subjectivity.” In what follows, I first summarize what I see as Bazzul’s contributions to pushing science education in ‘post’ directions. I next introduce the concept of “post-neoliberalism” as a tool in this endeavor. Finally, I address what all of this might have to do with subjectivity in the context of science education. I speak as a much-involved veteran of a version of the science wars fought out in education research for the last decade (NRC 2002). My interest is to use this “battle” to think politics and science anew toward an engaged social science, without certainty, rethinking subjectivity, the unconscious and bodies where I ask “what kind of science for what kind of politics?”  相似文献   

20.
This essay reviews key controversies in the history of the Darwinian research tradition: the Wilberforce-Huxley debate in 1860, early twentieth-century debates about the heritability of acquired characteristics and the consistency of Mendelian genetics with natural selection; the 1925 Scopes trial about teaching evolution; tensions about race, culture, and eugenics at the 1959 centenary celebration Darwin’s Origin of Species; adaptationism and its critics in the Sociobiology debate of 1970s and, more recently, Evolutionary Psychology; and current disputes about Intelligent Design. These controversies, I argue, are etched into public memory because they occur at the emotionally charged boundaries between public-political, technical-scientific, and personal-religious spheres of discourse. Over most of them falls the shadow of eugenics. The main lesson is that the history of Darwinism cannot be told except by showing the mutual influence of the different norms of discourse that obtain in the personal, technical, and public spheres. Nor can evolutionary biology successfully be taught to citizens and citizens-to-be until the fractious intersections between spheres of discourse have been made explicit. In the course of showing why, I take rival evolutionary approaches to be dynamical historical research traditions rather than static theories. Accordingly, I distinguish Darwin’s version of Darwinism from its later transformations. I pay special attention to the role Darwin assigned to development in evolution, which was marginalized by twentieth-century population genetical Darwinism, but has recently resurfaced in new forms. I also show how the disputed phrases “survival of the fittest” and “social Darwinism” have shaped personal anxieties about “Darwinism,” have provoked public opposition to teaching evolution in public schools, and have cast a shadow over efforts to effectively communicate to the public largely successful technical efforts to make evolutionary inquiry into a science.  相似文献   

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