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1.
Anne Pirrie 《British Journal of Educational Studies》1999,47(4):348-363
Telling stories is a basic human activity. It enables us to organise, evaluate and transform what we see going on around us. It allows us to make sense of what is happening, to defy what is ephemeral in our experience. In short, it helps us to read the signs and between the lines. In the story that follows, we shall watch how Little Monster struggles with the apparently random and inexplicable and strives to make order out of chaos. He is fortunate to have a mother who regards story-telling as a significant determinant of his psycho-social well-being. Indeed, there are those who would argue that engaging in the construction of narrative is a precondition for literacy development, academic success and enhanced life chances. Our second story begins here, as we exploit the potential of narrative to function as a developmental turning-point in our understanding of contemporary debates on early literacy acquisition in the context of the National Evaluation of the Early Intervention Programme in Scotland. 相似文献
2.
Measurable targets, key performance indicators, value for money – whatever we may think of the ‘impact agenda’, it looks like it is here to stay. Are we trapped in a positivist, new managerialist spiral of demonstrating the value of our work, or can we take the lead in reframing the discourse on how educational development proves its worth? This paper suggests that how we gather and present evidence is currently not fit for the purpose of demonstrating the value of educational development to our institutions. The paper argues that reconceptualising ‘impact’ as ‘evidencing value’ could release us from inadequate or instrumental approaches to evaluation. Evidencing does involve measuring and evaluating, but it also acknowledges the role of judgement, experience, and contextual knowledge in determining what needs to be evaluated, and how. It allows us to reconfigure what can legitimately be included in our heterogeneous mix of evaluation data. Examples of frameworks which might support us in evidencing value are offered. 相似文献
3.
Objectives
There is a growing consensus in the research and theoretical literature that vulnerability to the perpetration of child sexual abuse appears to involve the offenders’ early developmental experience. This study explored the perceptions of nine clerical child sex offenders in relation to their developmental experience.Methods
Nine participants were selected on the basis of being priests or brothers who had sexually abused children. Participants were identified from a larger group of clergy who were currently attending or had previously attended an institution that provides therapeutic intervention for sex offenders and aged between 38 and 75 years. Interpretative Phenomenological Analysis was used to identify common themes in the participants’ accounts.Conclusions
Many of these themes are reflected in the existing literature but what appears to distinguish the participants in the present study is their experience of an ideology within clerical training that prevented remediation and compounded earlier psychosocial and psychosexual difficulties. 相似文献4.
5.
Arthur L. Wilson Kenneth E. Melichar 《International Journal of Lifelong Education》2013,32(6):422-433
Our central argument is that if we are to understand who we are as educators in the present as well as who we hope to become in the future, then we must examine and critique how we have collectively represented who we have been. To present our conviction that understanding our history as adult educators is central to understanding our current educational practice, we develop three theses. First, we argue that the purpose of history is to help us understand how we have created our current educational practices from our historical experiences. Second, we draw upon Williams’ notion of a ‘selective tradition’ to show how our current practices are selectively, and often hegemonically, constructed from past practices. Finally, in hopes of moving us toward illuminating our future, we argue that the purpose of history is to help us analyze those selective cultural traditions that inform our current educational practices in order to expose prejudices and illusions. We thus propose the ‘doing’ of history as a counterhegemonic strategy of ‘remembering’ the past in order to critique the present so that as educators we can reveal our historically‐copntinuing limitations and open us to expanding possibilities of Hberatory practice. 相似文献
6.
Carole Kayrooz Margot Pearson Kathleen M. Quinlan 《International Journal for Academic Development》2013,18(2):64-71
Abstract In the current turbulent environment as we face pressures for efficiency and commercialization, good intentions will not be sufficient. Reflection on what the future holds for us is timely. In this article two case examples of academic development, drawn from the experience of staff at The Australian National University's Centre for Educational Development and Academic Methods, are presented and analysed. A key issue for the field of academic development emerging from this critical examination of the cases is how units and those working in them are positioned in relation to academic colleagues, academic practitioners, and senior officers who are university leaders and managers. Through the case studies and discussion the article explores issues of our location; it concludes that reflection on our models and theories, and critical rethinking of our practice, are essential first steps in deciding on our own professional development. 相似文献
7.
The purpose of this study is to explore how a Florida administrative law judge (ALJ) adjudicated the giftedness of one student who was found ineligible to be enrolled in a gifted education program. Specifically, we explore the discourse in an ALJ’s final order to uncover how an ALJ navigates through conflict and deconstructs the conflicting expert opinions and special education state statute on the definition of giftedness and then constructs giftedness from these sources to arrive at the final decision. Utilizing qualitative discourse analysis, we explore what this construction can tell us about the interpretation of the nature of giftedness and what counts as data. Findings in this case suggest that the ALJ gives more weight to experience and expertise. 相似文献
8.
《Studying Teacher Education》2013,9(1):55-67
There is little research that investigates the relationship between mothering and teaching. Even less has been revealed about teaching and the mothering experience of women who are also teachers. Here we examine how the learning gained from teaching is highlighted and clarified by studying stories of mothering. By examining stories of motherhood, we observe the specific impact of mothering on teaching beliefs and how also being a mother profoundly influences teaching. Our stories reveal at least four recurring themes. Firstly, the stories explored moments of feeling inadequate, giving us the opportunity to question and evaluate our teaching and mothering. Secondly, our stories reveal our care toward students and therefore our vulnerability to students' willingness to learn. Thirdly, our stories show the great value that we place on building relationships with our students, with our children, and with each other. Lastly, the act of writing, reading, and sharing our stories helps us soften our hearts and allows us to see our teaching and mothering roles in new ways. 相似文献
9.
This article investigates students’ understanding and students’ experiences of access and success at a Higher Education Institution. There is a growing discourse around how students at Higher Education Institutions experience access and success. These discussions are imperative so that educational practices, university systems and processes as well as educational development initiatives can be tailored to meet the needs of all students. This specifically relates to issues of how students access the university, both epistemically and culturally and what their stories of success are in their path to and through the university. Qualitative research methodologies have been used for data collection and analysis. This article describes a six-month pilot study, which falls under the Siyaphumelela (‘we succeed’) student success project. In this pilot, forty-five interviews were conducted with undergraduate students. This article is underpinned by Tinto’s theory of integration. Moving away from the discourse of unprepared and underprepared students, our approach advocates that institutions prepare better for students who have not had the advantage of acquiring the necessary skills and knowledges that would assist them to be successful in their higher education journey. This study has found that the institution is already providing services which are much needed by students for their success. However, an extension of these systems needs to take place so they reach the entire student population. Our approach in this project is holistic because we understand that how students experience access, success and student centeredness is intricately linked to becoming university students. 相似文献
10.
《Journal of moral education》2012,41(3):331-342
Abstract In our society adults who are guilty of having sex with prepubescent children often have a paedophile disposition. This paper first criticises the justifications that are given by paedophiles for having sex with children. Part of this criticism is a brief analysis of “sexual desire” and “erotic”. Next, the question is raised whether paedophile activities can ever be morally permissible. Using the principles of mutual consent and non‐exploitation as touchstone, the question is answered in the negative. Finally, it is examined whether paedophile desires can be regarded as perverse. In order to deal with this issue a moral conception of perversions is proposed. 相似文献
11.
S. Meador Pratt 《TechTrends》2000,44(6):14-17
Conclusion The guidelines presented here are based on my experience as a classroom teacher and a staff development coordinator for technology,
and upon my study of the literature regarding the use of technology for instruction. I do not present these guidelines as
a recipe for success in integrating the use of computers into instruction, nor as an exhaustive list of what must be done
for integration to occur. To do so would be an oversimplification of a complex issue. There are many difficult decisions that
schools need to make, and I offer these guidelines as a means for drawing upon the experience of those of us who are in the
process of integrating technology into instruction. Even those of us who are heavily involved in this work feel as though
we are just finding our way. I hope that what I have shared in this article will help others to find their way as well.
He has taught math, science, and computer programming at the secondary level in the North Syracuse (New York) School District
for the past nine years. During 1999–2000 school year, he coordinated the district’s staff development program for technology
in addition to his teaching duties 相似文献
12.
sthildur B. Jnsdttir 《The International Journal of Art & Design Education》2019,38(3):700-709
In a society that strives for sustainability it is important to observe and value different forms of knowledge. Creating art is not a meaningless exercise. Instead, one might say that works of art serve as a window that interprets the world. In the article it is argued that artistic actions can offer a combination of critical and creative thinking reflecting on the types of knowledge and experience that count as valuable for sustainable communities. The article reflects on the participatory installation Colours of Rovaniemi and how ABER was used in the creation process. The methodology focused on the transformative power of community engagement when creating artistic actions that engage with sustainability. The installation provoked critical thinking and encouraged the participants to take a stand on the issues discussed. Artworks of this kind are well suited to help us understand the issues we face regarding sustainability. The work raised questions of who we are, what we prioritise in our lives. It initiated discussion of the connection between man and nature, attitudes, values and national self‐identity, challenging the participants’ perspectives. 相似文献
13.
Lisa Trimble 《Sex education》2013,13(1):51-64
One of the hallmarks of sex education traditionally has been its Cartesian endorsement of mind/body dualism; we have preferred to equate ‘self’ as synonymous with ‘mind’, and have invested heavily in believing in the valence of rationality‐based sexualities education. We generally do not consider the way ‘self’ negotiates, interprets and relates to sexual knowledge in all of our complexity, including our messy, embodied and emotional lives. In this paper I address what I think are several much‐needed conversations for a holistic pedagogy of sexualities to incorporate, including the falseness of the mind/body split, reconsidering what counts as sexual knowledge, the role of the performative in communicating our sexual knowing, and the importance of considering affect in learning about sexualities. The second part of the paper examines pedagogical considerations currently absent in dialogues of sexualities education, such as incorporating transformational learning strategies in teaching sexualities, and what it means to educate toward being a sexual citizen. Finally, I will outline how discussions of epistephenomenology (our relationship to and how we experience knowledge) can contribute to moving toward a vision of a critical, cultural sexualities education. 相似文献
14.
Shaireen Rasheed 《Educational theory》2007,57(3):339-350
A bstract . Discourse pertaining to the erotic is absent in our current educational culture. In this essay Shaireen Rasheed elucidates how Luce Irigaray, through her discussion of the erotic, has challenged the conception of language and otherness that underpins modern education. In undertaking a comparative analysis of Irigaray's work on the erotic and Emmanuel Levinas's account of Eros, Rasheed emphasizes that the implications of Irigaray's critique suggest not only a reevaluation of Levinas's "Phenomenology of Eros," but a revaluation of the role of the sexualized body in philosophy. Rasheed concludes by urging educators to think ethically about what discourses of difference mean in the classroom. A pedagogy contextualized within an ethics of the erotic attempts to develop pedagogies to link ideas, practices, and values in order to create discursive spaces where the unutterable could be articulated, where so-called marginalized images could be represented, and where efforts could be made to rethink forms of subjectivity and relations within the oppressive confines of the always heterosexualized classroom. 相似文献
15.
《Journal of College Student Psychotherapy》2013,27(3):35-40
Psychotherapists working in colleges live with a peculiar imbalance: what looms largest in our day to day work is likely to be relatively invisible in the institution, whereas what we see as rare or unusual moments of being on stage in a public crisis are likely to be the moments which most shape the institution's view of us. The role conflicts or strain we experience in moving center stage can be partly understood in terms of the need to modify our usual psychotherapeutic rules in order to be of use in those urgent situations. 相似文献
16.
This article describes data from the Community Mapping Project, a set of statistical activities and inquiry projects within a summer seminar for high school students. In designing the Community Mapping Project, we attempted to create conditions under which urban students themselves would come to recognize how mathematics is relevant to their lives and their communities. Using mixed methods, we analyzed the pre- and postassessments and final projects of 25 high school students to investigate what students learned from their experience. We also analyzed the data from video case studies to begin to understand how learning was organized. Our qualitative analysis revealed several tensions that emerged between the goals and norms of our instantiation of a culturally relevant pedagogy and the goals and norms of our mathematics pedagogy. We argue that how these tensions are navigated mediate what opportunity students have for learning statistics. This article provides some considerations and lessons learned that may help inform both teachers who wish to rethink their mathematics pedagogy, and the designers who wish to create culturally relevant curricula. 相似文献
17.
Michael W. Apple 《British Journal of Sociology of Education》2002,23(4):607-616
In this article, I focus on some of the ways Basil Bernstein's positions can help us understand the question of the relative autonomy of the school and of the 'class belongingness' of its cultural dynamics. In the process, I show how this differentiation of various social fields of power and of the complex ways in which class relations work within them enables a considerably more subtle perspective on 'who controls what' and on what that 'what' actually is. I also argue that we cannot fully answer the question of whether schools can 'create a new social order' unless we unpack the relations of outside to inside, of what constitutes the inside, and especially of what the specific power relations are both within what Bernstein calls 'the symbolic field' and between it and 'the field of production' and the 'field of the state'. Of particular importance here is the notion of the 'pedagogic device', Bernstein's apparatus for demonstrating the specific cultural configuration that enables us to uncover 'why things stay the same' and how they might be different. For Bernstein, the issue became not only explaining change, but also explaining what he saw as the remarkable stability and similarity of education among different political economies. I use as an example the pedagogic device in one specific nation and demonstrate how we can employ it to more rigorously focus our attention on the possible effects education itself has. 相似文献
18.
Marianna Trekell 《Quest (Human Kinetics)》2013,65(1):127-134
The field of physical education/kinesiology is facing unique challenges. There are ongoing pressures for change and adaptation forcing us to look to our past as we face an uncertain future. In the past, we have been blessed with all-encompassing categories that may be called “umbrellas.” The American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD) has offered us an umbrella that some of us appear to be rejecting. We do so at our peril. Disciplinary development became energized in the 1960s; we now appreciate more fully that our field entails the study of human movement particular to physical activities such as exercise, sport, games, play, aquatics, dance, and athletics. As a profession, we need the undergirding knowledge that our disciplinarians are gradually providing. This knowledge should come from both the disciplinary and professional wings of our field. There is a continuing need for the services that physical education/kinesiology can provide. We will survive if we cooperate with our colleagues in the allied professions under the overarching umbrella of AAHPERD, if we achieve consensus about what it is we do under our own umbrella, and if we devise ways and means of keeping the struts of our own umbrella strong enough to fight off the strong winds that are presently tending to tear it out of our hands. 相似文献
19.
范兆雄 《华南师范大学学报(社会科学版)》2007,(2):102-108
“多彩的桥”这一新课程的典型教学案例，向我们提出了一个重要问题：什么样的社会文化力量在作用于新课程改革？它是如何作用于新课程改革的？访谈和观察研究发现，在新课程实施过程中，教师受传统的崇权文化经验的左右，习惯于将课程改革理解为执行的过程，而不是问题探索的过程。 相似文献
20.
How do young people experience camp, and how might that experience help us expand our understanding of what is possible in non-formal learning environments? In-depth interviews consisting of forced-choice and open-ended questions were conducted with 59 Concordia Language Villages residential camp participants who partake in a linguistically and culturally enriched grand simulation. This study focused on (1) quantitative assessments of their sense of safety and belonging, and (2) open-ended questions about the nature of the camp environment in general and as a learning place. From the qualitative data, we distilled participants’ sense of camp as a learning place by analysing their responses in terms of theoretically-driven categories of thinking space qualities and data-driven categories of experience space qualities. As a thinking space, participants described the camp environment as a safe space characterized by support for thinking and development, room for identity-supportive interactions, room to experiment, and a place with mentoring adults and a second-home feeling. As an experience space, they emphasized the centrality of the program’s daily activities (particularly simulations), the qualities of the people around them (diverse and community-focused), the physical setting of the program (particularly its aesthetics) and the instructional methods used (particularly language and cultural immersion). The relationship of these findings to our understanding of the nature of the thinking and experience spaces as program-specific and program-general phenomena is discussed. 相似文献