首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
This article examines the ways in which settler colonialism shapes place in the social studies curriculum, producing understandings of land and citizenship in educational settings. To do this, the author uses the emergent framework of land education to move forward the important projects of place-based education, especially its potential for centering indigeneity and confronting educational forms of settler colonialism in environmental education. To emphasize how place-based education can intersect with land education, the author outlines how a concept of place, informed by Indigenous knowledge, renders settler colonialism visible. The author then describes how current models of place-based education differ from land education in a number of ways. Finally, using a land education approach, the author demonstrates how schooling, through social studies curriculum, transmits a settler colonial land ethic that must be made explicit in order to decolonize settler colonial relations attached to current pedagogical models of place. The author insists land education – like environmental education – must take place across the curriculum (k-16). However, land education implies a commitment to begin to understand the process of decolonization that takes seriously the centrality of settler colonialism.  相似文献   

2.
An ethical and democratic globality, and the kind of education that would contribute to it, are only possible in the context of a recognition of the relations of power that have shaped history, and in particular the political, cultural, economic, and epistemological processes of domination that have characterized colonialism and Eurocentrism. Imagining an ethics of the global in this context means articulating a decolonial perspective. Starting from recent work in philosophy and cultural studies, this paper describes key principles of such an orientation to globality, and develops a reconceptualization of education in the context of this framework. The article proposes in particular a curriculum against domination, oriented against the epistemic and cultural violence of Eurocentrism that underlies the politics of content and knowledge in education, and a pedagogy of lovingness, committed to building global solidarity based on non-dominative principles of coexistence and kindredness.  相似文献   

3.
Abstract

Augé defined non-place as space lacking meaningful relations with other spaces, historical presence, or concern with identity—space divorced from anthropological place. Rather than space as historically-centered, marked and fashioned by social bonds, Augé’s non-place represents a de-centering of space, a movement away from cities, dwelling places and dwelling-in-places, and even embodied experiences, into capitalist, often technologically-mediated, spaces of “circulation, consumption, and communication.” Non-place presents fundamental and existential challenges to the field of place-based education, an educational approach dedicated to instilling place-consciousness and, correspondingly, pro-ecological attitudes and behaviors, by rooting education within the local environment. But how can education become “rooted” in place when place itself is increasingly ephemeral, non-existent, or untethered to a geolocation? This question is a defining ontological and epistemological question for place-based education in supermodernity.  相似文献   

4.
This editorial introduces a special issue of Environmental Education Research titled ‘Land education: Indigenous, post-colonial, and decolonizing perspectives on place and environmental education research.’ The editorial begins with an overview of each of the nine articles in the issue and their contributions to land and environmental education, before outlining features of land education in more detail. ‘Key considerations’ of land education are discussed, including: Land and settler colonialism, Land and Indigenous cosmologies, Land and Indigenous agency and resistance, and The significance of naming. The editorial engages the question ‘Why land education?’ by drawing distinctions between land education and current forms of place-based education. It closes with a discussion of modes and methods of land education research.  相似文献   

5.
This article provides a close reading of Meg Rosoff’s award-winning novel How I Live Now. It argues that an understanding of the text can be extended through an application of ideas found in contemporary spatial discourse concerning place. Reading the novel within this context allows a discussion of ways in which it draws on established traditions within children’s literature, but also of ways in which it challenges a view of place-based identities, and the social relations inherent within those, as being nostalgic and fixed. Whilst not unique in this respect, How I Live Now offers a particularly strong challenge to conceptions of place as being rooted in stability, a challenge which is pertinent to young readers negotiating postmodern contexts, and which offers them an optimistic and progressive consideration of place. The novel draws on some literary traditions which could be viewed as nostalgic—the imagined rural idyll, the country house and garden, the escape from the city—but Rosoff offers a subtle subversion of these traditions through her progressive consideration of place-based identities.  相似文献   

6.
In 2011, the Australian Institute for Teaching and School Leadership introduced new Professional Standards for Teachers, which require that graduate teachers possess knowledge and understanding of Indigenous students and cultures. The authors conducted interviews with 12 non-Indigenous teacher educators at one Australian university in order to understand how these Standards are interpreted and implemented. We adopt Calderon’s framework of settler grammars to interpret the dialectic of presence and absence that teacher educators in our study describe. Extending this frame to an analysis of the Australian Professional Standards for Teachers, we find that settler grammars function to simultaneously erase Indigenous claims to sovereignty and epistemological equality, whilst promoting a representation of Indigenous people that asserts the primacy of the settler colonial state.  相似文献   

7.
This text is not a research paper, nor an epistemological reflection about the field of comparative education. It is an essay in the literal meaning of the word—‘an attempt, trial, that needs to be put to test in order to understand if it is able to fulfil the expectations’—in which we introduce an interpretation of the current condition of the field of comparative education. In the introduction to this essay we discuss the current phenomenon of a regained popularity of comparative educational research. We believe that this situation has both positive and negative consequences: it can contribute to the renewal of the field or it may be no more than a brief fashion. Our reflections focus on the uses of comparative research in education, not on any precise research question. Even so, only for illustrative purposes, we present some examples related to the European Union. We then go on to discuss current comparative practices, arguing that comparative educational studies are used as a political tool creating educational policy, rather than a research method or an intellectual inquiry. In the two main sections of this text we define two extreme positions: comparison as a mode of governance and comparison as a historical journey. We do recognise that between these two extremes there is room enough to imagine different positions and dispositions. But our intention is to separate very different traditions of the comparative field analytically. Throughout the article we build a case in favour of a comparative-historical approach. Nevertheless, we argue that the reconciliation between ‘history’ and ‘comparison’ will only be possible if we adopt new conceptions of space and time, and of space-time relationship. This is a condition required for the understanding of comparative research in education as a historical journey.  相似文献   

8.
The purpose of this paper is to explore some challenges and promises when the epistemological diversity embedded in qualitative research traditions is introduced to research communities with one dominant research paradigm, such as engineering education. Literature is used from other fields and empirical data are used from engineering education, including the practices of the European Journal of Engineering Education and the Journal of Engineering Education, with the expectation that the ideas that are presented are relevant to a broad range of education disciplines. A number of challenges are identified as the epistemological diversity of qualitative research is introduced to the primarily positivist field of engineering education. Ultimately, embracing epistemological diversity holds the promise of researchers being able to ask: ‘What questions and answers become possible from these newly created positions and what can be learned from these alternative approaches?’.  相似文献   

9.
This article explores the nature of education as a vital part of human knowledge. The argument that is presented addresses the critique of education as having epistemological weaknesses as an academic discipline. The argument is framed by scholarship that has categorised the discipline of education as derived from three main traditions of knowledge. In order to explore the coherence of education as a discipline, contrasts are made with other disciplines such as mathematics and sciences. The article also reviews scholarship in relation to the concept of education research that is close-to-practice, and the relevance of this to understanding education as an academic discipline. The article concludes by suggesting a new model that shows the relationships between practical knowledge and academic knowledge that are an intrinsic part of education. A more confident portrayal of education as an academic discipline is also advocated.  相似文献   

10.
Background and purpose : Knowing how students learn physics is a central goal of physics education. The major purpose of this study is to examine the strength of the predictive power of students’ epistemic views and conceptions of learning in terms of their approaches to learning in physics. Sample, design and method : A total of 279 Taiwanese high school students ranging from 15 to 18?years old participated in this study. Three questionnaires for assessing high school students’ epistemic views on physics, conceptions of learning physics and approaches to learning physics were developed. Step-wise regression was performed to examine the predictive power of epistemic views on physics and conceptions of learning physics in terms of their approaches to learning physics. Results and conclusion: The results indicated that, in general, compared to epistemic views on physics, conceptions of learning physics are more powerful in predicting students’ approaches to learning physics in light of the regression models. That is, students’ beliefs about learning, compared with their beliefs about knowledge, may be more associated with their learning approaches. Moreover, this study revealed that the higher-level conceptions of learning physics such as ‘Seeing in a new way’ were more likely to be positively correlated with the deep approaches to learning physics, whereas the lower-level conceptions such as ‘Testing’ were more likely to positively explain the surface approaches, as well as to negatively predict the deep approaches to learning physics.  相似文献   

11.
ABSTRACT

Given that identity continually evolves within socio-cultural contexts of meaning, is there any perceived connectedness between place-based identity and the development of teacher identity? How might shifting personal and professional stories of experience influence teachers’ sense of place, whereby place is conceptualized through interconnected ways of living and working in time and place with others in early childhood contexts? In this ongoing Sydney-based project, six teachers working in prior-to-school (long day care) settings critically reflected on and represented their identity journeys across the professional experience. Using a new place-based framework for exploring identity development, teachers traced their encounters with the place(s), with multi-modal forms of representation and reflection supporting teachers’ re-examination of significant biography events and social-cultural locatedness. Using aesthetic ways of thinking and representing, this article provides insight into the place-based nature of early childhood teachers’ lives and work, illustrating the interwoven nature of teacher identity often formed “out of view”. Challenges associated with shifting personal and professional terrains are clarified, opening possibilities for renewal of pedagogies and transformation of identity understandings.  相似文献   

12.
Themes of place, situatedness, and locale are increasingly prominent in environmental education literature and practice. Sense-of-place research, which considers how people connect with places and the influence of those connections on engagement with the environment, may have important implications for environmental education. Prior place studies have proposed that people’s place connections have various dimensions. This paper explores four place dimensions, analyzing data from a survey (n?=?712) conducted in three ecoregional sites in which we investigated residents’ sense of place. We examine how our data fit a proposed typology of place dimensions – a four-dimension (biophysical, psychological, sociocultural, and political-economic) categorization based on previous conceptions of the dimensions of place. We use structural equation modeling to question whether a 4-factor conceptualization of the dimensions of sense of place is superior to plausible alternatives. In comparing the four-dimension model with alternative models, we find that the four-dimension model is the best fit for these data. Our findings suggest that environmental and place-based education may benefit from an understanding and consideration of this four-dimension conceptualization of place in program design, implementation, and evaluation.  相似文献   

13.
The notion of place, as in place-based education, has received considerable attention in educational theorizing because of its potential to link students, their lifeworlds, and their experiences in particular settings to formal education. However, in current debates of place-based education, the notion of place is emerging as problematic. The purpose of this study is to contribute to a rethinking of place in a form that is appropriate for describing and theorizing its occurrence in a world we share with others. We understand place as the result of a dialectical and dialogical relation of the material world and its chronotopic (time–space) nature in the various conversations (discourses) in which it is constituted as this place; that is, we view place as a lived entity that results from a dialogical transaction between a community and its material environment at a particular moment in cultural-historical time and which hence shapes and is shaped by the identity of the people. We exemplify our rethinking with a case of an environmental education project in which place unfolds as a chronotope from a dialogue between scientific and indigenous voices. The implications of this rethinking of place for place-based education are discussed.  相似文献   

14.
How do epistemological attitudes and beliefs influence learning from text? We conceptualize epistemological attitudes and beliefs as components of metacognitive knowledge. As such, they serve an important function in regulating the use of epistemic strategies such as knowledge-based validation of information and checking arguments for internal consistency. We report results from two studies that investigated the effects epistemological attitudes and beliefs on the use of epistemic strategies in academic learning and the motivational states that mediate these effects. Study 1 (N = 289) tested a mediation model with epistemological attitudes (separate vs. connected knowing) and textual characteristics as distal predictors, and learning goals (learning factual knowledge vs. developing an own standpoint) as mediator variables. Separate knowing had large indirect effects on the use of epistemic strategies via the goal to develop an own point of view. In addition, learners adapted their learning goals and epistemic strategies depending on objective characteristics and the perceived familiarity of the texts they read. In Study 2 (N = 124), epistemological beliefs concerning the uncertainty of knowledge increased the use of epistemic strategies only when extrinsic study motivation was low. A mediated moderation model established this effect to be mediated by specific epistemic curiosity. These results illuminate the mechanisms of how epistemological attitudes and beliefs affect self-regulated learning. In contrast to other types of learning strategies, the use of epistemic strategies seems to be strongly and consistently linked to epistemological attitudes and beliefs.  相似文献   

15.
A visible role in the theoretical discourses on education has been played in the last couple of decades by the constructivist epistemologies, which have questioned the basic assumptions of realist epistemologies. The increased popularity of interpretative approaches especially has put the realist epistemologies on the defensive. Basing itself on critical realism, this article discusses the ontological and epistemological commitments of educational research and its consequences for text interpretation. The article defends ontological realism and the semantic conception of truth against radical constructivist ontology and the epistemic conceptions of truth.  相似文献   

16.
Abstract

While other scholars have analyzed the way that international organizations (IOs) in higher education policy may contribute to neocolonial domination, this paper illuminates not only on how IOs’ epistemic activities promulgate one-size fit all solutions, but centers the colonial structures of knowledge/power that inform the why (or logic) of these IOs’ epistemic activities and their effects. A decolonial analysis of discursive artifacts and tools such as policy reports, performance indicators, and technical assistance, of the OECD and World Bank, suggests that standardized IO policy processes and practices reproduce global inequities. In collusion with other policy actors, these IOs constitute and perpetuate coloniality in global higher education, through enacting a god-eye point of view, colonial difference, and the geopolitics of knowledge. This article proposes a set of questions that may open the possibility of ‘delinking’ from modern/colonial world systems and pushes us to decolonize our imaginaries of the landscape of global HE.  相似文献   

17.
The study of human learning and development from situative or sociocultural perspectives has had significant impacts on a wide range of scholarship largely driven by the theoretical and methodological focus on understanding the role of activity systems in cognition and development. This article first explores how situative perspectives have advanced fundamental knowledge about how culture and race impact learning and development and works to demonstrate how these understandings have enabled new insights into folk-biological cognition. Traditional cognitive, cross-cultural, and situative perspectives with respect to folkbiology are compared and contrasted to demonstrate how situative perspectives enabled more complete understandings of the complexities of biological cognition. These complexities are conceptualized as the conceptual and epistemological ecologies of activity systems. Implications for education are considered.  相似文献   

18.
Epistemology is a conceptual template for how we think about the world, and the study of how we come to know the world around us. The world does not dictate unequivocally how to interpret it. This article will explore this position on the fluidity of epistemic constructs through two prominent philosophical perspectives, those being derived from the works of Ludwig Wittgenstein and Michael Foucault, respectively. These insights will be used to more deeply unfold the current situation for Aboriginal students within dominant approaches to mathematics curriculum in Australia, and the subsequent approaches to the inclusion of Aboriginal knowledge and epistemologies. It is suggested that the epistemic constructs most valued and thus credited as conveyors of ‘truth’, and therefore positioned as powerful forms of knowledge within dominant curriculum and education policy, are those derived from Western, Eurocentric origins. This privileging of particular epistemological constructs over others is reinforced unconsciously through the articulation of educational goals deemed most appropriate, or ‘socially just’, for the Aboriginal student population. The place of Aboriginal knowledge within such constructs is therefore reflective of broader ideation around the role of education within society and its failure to challenge existing structures of power and injustice.  相似文献   

19.
《Africa Education Review》2013,10(5):102-119
Abstract

The extant literature on quality assurance in higher education points to a dearth of empirical studies on students’ conceptions of quality in higher education. This interpretivist article reports on a study that explored the conceptions of quality in higher education by final year undergraduate students in six academic disciplines at Makerere University, Uganda. Data for the article was collected from 50 final year students in eight discipline-specific focus group discussions and was analysed using thematic analysis. Four conceptions of quality in higher education were evident from the participants’ responses, namely: quality as transformation (value-added); quality as fitness for purpose; quality as excellence; and quality as consistency/ perfection (zero-errors). Nevertheless, transformation and fitness for purpose featured as the dominant conceptions of quality in higher education and these conceptions of quality did not take place in a vacuum. The students rationalised transformation and fitness for purpose by what they perceived the purpose of higher education to be. The multiple and yet competing purposes of higher education occasioned the two definitions of quality in higher education. Therefore, consensus on the meaning of quality can be hastened by arriving at a common purpose of higher education in a given society rather than engaging with the notions of quality themselves. This thinking presupposes the idea that the purpose of higher education varies across time and space and the definition of quality in higher education should be responsive to the prevailing purpose(s) of higher education in a given society.  相似文献   

20.
In this article, I connect the ways that learning is fundamental to life, for human and nonhuman beings. I write this article at a time of crystalline xenophobic backlash, the rise of several totalitarian regimes across the planet, as well as the formation and action from many social movements. I argue that in this moment, it is even more important for education and education studies to distinguish between the achievement-measured desires of a settler state from what learning itself is and how it is intertwined with live and sovereignty. To highlight learning as fugitive practice, I connect the ways that learning has been maintained and protected even when it has been forbidden, foreclosed and seemingly withered through colonialism.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号