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1.
This paper arose amongst the making and showing of a film and questions whether there are possibilities for interrupting powerful discursive frames that work at producing ‘the normal child’. Traditionally there has been a lack of interest in the use and critique of visual culture in educational research. Perhaps this lack of interest provides fertile opportunities to know something of the structure of education as a discipline, the rules that structure it and its deep grammar; it may also open up opportunities for disciplinary boundary-crossings where fields that embrace visual culture, such as photography and filmmaking, can bring their playfulness across binaries, including notions of certainty/ambivalence, to qualitative research in education. By turning to art theory, our aims are to interfere with our utopian longings that steadfastly cling to educational notions of the child. 相似文献
2.
Sally Power Kevin Smith 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):590-602
This paper explores the responses of nearly 1200 children and young people in Wales who were asked to identify which three famous people they most admired and which three they most disliked. Analysis of these young people's responses reveals a number of sociological and educational issues. Their selections confirm other research which has highlighted the importance of celebrities in the lives of young people. Their ‘heroes’ and ‘villains’ are drawn mostly from the worlds of popular music and sport. Their choices are also highly gendered and ‘raced’. Of particular interest is the finding that someone's ‘villain’ is more than likely to be someone else's ‘hero’. Our young people's selection of heroes and villains reflects the broader landscape of celebrity culture, where female fame is as much about appearance as talent and Black and minority ethnic celebrities are to be found largely in the fields of sport or popular music. The paper concludes by discussing the chasm between our young people's ‘heroes’ and ‘villains’ and those which are ‘officially sanctioned’ within the school curriculum and considers what schools and teachers might do about it. 相似文献
3.
《Educational Philosophy and Theory》2013,45(4):404-417
Discourses of ‘internationalisation’ of the curriculum of Western universities often describe the philosophies and paradigms of ‘Western’ and ‘Eastern’ scholarship in binary terms, such as ‘deep/surface’, ‘adversarial/harmonious’, and ‘independent/dependent’. In practice, such dichotomies can be misleading. They do not take account of the complexities and diversity of philosophies of education within and between their educational systems. The respective perceived virtues of each system are often extolled uncritically or appropriated for contemporary economic, political or social agendas. Critical thinking, deep learning, lifelong and lifewide learning are heralded as the outcomes of Western education but these concepts are often under‐theorised or lack agreed meanings. Equally fuzzy concepts such as ‘Asian values’ or ‘Confucian education’ are eulogised as keys to successful teaching and learning when Asia prospers economically. They are also used to explain perceived undesirable behaviour such as plagiarism and uncritical thinking when Asian economies do not do so well. We argue that in general, educationists should be aware of the differences and complexities within cultures before they examine and compare between cultures. This paper uses the Confucian‐Western dichotomy as a case study to show how attributing particular unanalysed concepts to whole systems of cultural practice leads to misunderstandings and bad teaching practice. 相似文献
4.
The article elaborates and exemplifies a potential categorization of the reasons for using philosophy, in particular the philosophy of mathematics, in mathematics education and approaches to doing so—the so-called ‘whys’ and ‘hows’. More precisely, the ‘whys’ are divided into the two categories of ‘philosophy as a tool’ for teaching and learning mathematics, and ‘philosophy as a goal’, referring to a stance of considering it a purpose in itself to teach students certain aspects regarding the philosophy of mathematics. A division of the ‘hows’ into three different categories is offered: illumination approaches; modules approaches; and philosophy-based approaches. A major part of the article is spent on providing illustrative exemplifications of each of these approaches by referring to already implemented uses of philosophy of mathematics in mathematics education as well as by suggesting new ones. 相似文献
5.
Heather King Effrosyni Nomikou Louise Archer Elaine Regan 《International Journal of Science Education》2013,35(18):2987-3014
Across the globe, governments, industry and educationalists are in agreement that more needs to be done to increase and broaden participation in post-16 science. Schools, as well as teachers, are seen as key in this effort. Previous research has found that engagement with science, inclination to study science and understanding of the value of science strongly relates to a student's science capital. This paper reports on findings from the pilot year of a one-year professional development (PD) programme designed to work with secondary-school teachers to build students’ science capital. The PD programme introduced teachers to the nature and importance of science capital and thereafter supported them to develop ways of implementing science capital-building pedagogy in their practice. The data comprise interviews with the participating teachers (n?=?10), observations of classroom practices and analyses of the teachers’ accounts of their practice. Our findings suggest that teachers found the concept of science capital to be compelling and to resonate with their own intuitive understandings and experiences. However, the ways in which the concept was operationalised in terms of the implementation of pedagogical practices varied. The difficulties inherent in the operationalisation are examined and recommendations for future work with teachers around the concept of science capital are developed. 相似文献
6.
Mary Christina Cobbett 《Gender and education》2013,25(3):251-266
Whilst it is known that Caribbean girls academically outperform boys, much less is known about their experiences of school. This paper, based on qualitative research in Antiguan secondary schools, is concerned with who girls can ‘be’ in their school contexts and the consequences of positioning oneself (or being positioned) within different discourses. Drawing on interview narratives and classroom observations, this paper discusses the stories of six girls to illuminate three broad types of gender performances that were observed: ‘beauties’, ‘geeks’ and ‘men-john’. Using Francis' concepts of gender ‘monoglossia’ and ‘heteroglossia’, the extent to which these girls were able to resist the normative gender–sexual order and the consequences of conformity/non-conformity are examined. 相似文献
7.
The present paper describes a study in which 13 children aged 9–11 years, of diverse ethnic, linguistic, and socio‐economic backgrounds, were asked to use a digital camera and small notebook to document the range of things they consider to be healthy and unhealthy. Using open‐ended interview questions, the children were then asked to explain each item, including what it was, why they chose it, and why they thought it was either healthy or unhealthy. The range of definitions of ‘healthy’ and ‘unhealthy’ invoked by the children was surprisingly broad, encompassing not only illness and proper nutrition, but also environmental health, mental health, cleanliness, and other meanings. Findings across all 13 children are displayed, and a case study of one child serves as a detailed example of the types of meanings children ascribe to the words ‘healthy’ and ‘unhealthy’, as well as the kinds of analyses being employed on these data. The theoretical implications of these results for research on children’s ideas about health, as well as implications for the design of health interventions, are discussed. 相似文献
8.
Moselio Schaechter 《Resonance》2008,13(8):775-777
Joshua Lederberg will surely be remembered for his stellar contributions to microbial genetics and his sage intervention in
public affairs concerning exobiology, infectious diseases, epidemiology, and bioterrorism. Not so well know is his emphatic
mission to spell out that bacteria are cells and not something else. This brief sketch examines some of his contributions
to bacterial cytology.
Moselio Schaechter (Elio to friends) spent his career studying growth physiology and cell structure of enteric bacteria. Born
in Italy, he spent his youth in Ecuador before going to the United States where he chaired the Department of Molecular Biology
and Microbiology at Tufts University in Boston for twenty three years. After retirement he is at San Diego, where he has devoted
himself to sharing the excitement of the microbial world, mainly via a blog called “Small Things Considered”. He has authored
several influential textbooks and reference works. He succeeded Joshua Lederberg as Editor-in-Chief of the Encyclopedia of Microbiology. He also authored a book, In the Company of Mushrooms, which deals with his avocation, wild mushrooms. 相似文献
9.
J. R. Lakshmana Rao 《Resonance》1998,3(12):55-61
Some commonly held erroneous notions about the terms laws, hypotheses and theories are pointed out with specific examples from different branches of science. 相似文献
10.
José Domingo Villarroel Margarita Mi?ón Teresa Nu?o 《Educational Studies in Mathematics》2011,76(3):345-361
This study examines the beginning of the conceptual understanding of the first number-words and what role language can play
in developing the notion of numbers. To that end, 2?- and 3?-year-old Basque and Spanish monolingual children's (N = 131) basic numeracy skills are analysed by means of two different experimental procedures: Give-N (in which children are requested to gather sets of objects) and How-Many (based on the ability to count collections). The paper accounts for differences as regards the performance in the Give-N procedure between children with different linguistic backgrounds. In accordance with previous research, this finding can
be related to the dissimilar ways by which languages (Basque and Spanish, in this case) express grammatical number, supporting
the idea that language plays a definite role in the emergence of the earliest set-size meanings of ‘one,’ ‘two,’ and ‘three’
number-words. Eventually, the work attempts to contribute to the growing body of evidence that shows that the meaning of the
count-list appears from mapping numerals onto numerical cognitive representations produced by early core systems of numbers. 相似文献
11.
《Journal of moral education》2012,41(3):182-188
Abstract The term ‘pastor’ clearly has a religious origin and is thought of in connection with providing spiritual sustenance. Such provision must be seen in relation to some concept of authority since the pastor's job could otherwise not be done. It is likely that the connotation of a pastor in the religious sense has been carried over to the schools, especially when it is considered that schools are traditionally structures of authority. What is necessary is to insist upon the conceptual link between ‘pastoral care’ and ‘authority’ explicitly, so as to judge the final appropriateness of ‘pastoral care’ in schools. 相似文献
12.
K. Slack J. Mangan A. Hughes P. Davies 《British Journal of Sociology of Education》2014,35(2):204-223
This paper draws on the notions of ‘hot’ and ‘cold’ knowledge in analysing the responses of students to the relevance of different information and sources of such information in university choice. Analysis of questionnaire and focus group data from prospective and first-year undergraduate students provides evidence that many students put most credence on ‘hot’ knowledge, from persons in their social grapevine. However, this is supplemented by ‘warm’ knowledge from fleeting acquaintances at university open days. University provided knowledge is often distrusted. We discuss the implications of this given the recent government emphasis in England on the role of information provision in helping students to make informed decisions, including the relevance to the ‘fair access’ agenda. 相似文献
13.
Understanding: ‘Knowledge’, ‘Belief’ and ‘Understanding’ 总被引：1，自引：0，他引：1
The following paper is intended as an exercise in friendly criticism of one of Harvey Siegel's and Mike Smith's (Knowing, Believing and Understanding, this volume). I'm in substantial sympathy with the general thrust of their paper and my remarks merely provide some criticism of their discussion's conceptual coherence and clarity and a correspondingly slightly adjusted version of what they have to say. My focus is limited to the conceptions of knowledge, belief and understanding and their inter-relationships in terms of which they offer suggestions to science educators. 相似文献
14.
15.
This paper examines the experiences and understandings of primary (K6) school pupils with regards to managing issues of risk
and safety during their everyday use of information and communication technologies (ICTs). The paper is based on survey and
interview data with pupils aged 7 to 11 years old in five English primary schools (n = 612). Analysis of these data shows that whilst most pupils recognised a general need to be mindful of ICT-related risks
and dangers, their actual experiences of risk tended to be described in terms of operational problems encountered when using
ICTs. Conversely, pupils’ understandings of potential risk were often based upon exaggerated fears deriving from a number
of moral panics relating to child safety. These data suggest that official notions of ‘e-safety’ remain abstract and poorly
understood concepts for many children. In considering what implications these data have for the ongoing ‘e-safety’ agenda
in UK schools the paper concludes by suggesting three possible areas of change: (1) re-orientating the topic and tone of the
official discourses surrounding e-safety; (2) increasing pedagogical interventions in primary schools aiming at enhancing
pupils’ critical literacy skills; and (3) establishing a meaningful and sustained dialogue between pupils, teachers and parents
about safety and risk when using ICTs. 相似文献
16.
‘Like schools’, educational ‘disadvantage’ and ‘thisness’ 总被引：1，自引：0，他引：1
Pat Thomson 《The Australian Educational Researcher》2000,27(3):157-172
17.
Tavis D. Jules 《Globalisation, Societies & Education》2017,15(4):482-498
This article advances that the movement towards ‘deeper’ Caribbean integration has generated a shift from ‘immature’ regionalism to a ‘mature’ form of regionalism. Thus, mature regionalism, a new governance mechanism, in regulating the institutional and legal framework of Caribbean Single Market and Economy is drastically altering national education governance within the Caribbean Community. In focusing on the functional aspects integration, this article suggests that mature regionalism in education is built upon collaborative governance and encompasses multipartner governance arrangement – with the state, private sector, civil society, and the community as well as hybrid public–private and private–social partnerships and co-management regimes. It concludes that the instrumentalisation of mature regionalism in education is giving way to ‘educational regionalism’ defined by the movement towards structured institutional mechanisms, to facilitate the deepening of Caribbean integration. 相似文献
18.
Hillevi Lenz Taguchi Anna Palmer Lovisa Gustafsson 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):705-716
ABSTRACTWhat are the dominant images of the Child in contemporary Western societies? In order to challenge some dominant images of the Child, this essay explores the possibilities of analyzing an experimental dance practice with preschoolers aged 1–2 years with Claire Colebrook's theorizing on ‘the war on norms’. Colebrook suggests a Queer Vitalism to push the limits of how to understand humanness generally, and more specifically, how to understand processes of subjectification. She moves from a post-structuralist understanding toward the Deleuzian notion of practices of individuation and processes of becoming-imperceptible. In this essay, we draw on Queer Vitalism to show how it is possible to understand children's constructions of subjectivity in events of experimental dance practices for preschoolers. The analysis is performed in close interactions with video-films from these workshops transformed to still photography. We aspire to show how these practices can be understood as counter-power strategies in the enactment of an image of a Monstrous Child. Such an image might transform the taken-for-granted image of the Child and preschool practices in subversive ways. 相似文献
19.
National research illustrates the high degree of discrimination that prevails against lesbian, gay, bisexual, transgender and queer (LGBTQ) students resulting in diminished educational outcomes, both academic and social. This phenomenon is influenced by the prevalence of whole-school silences around LGBTQ topics in many Australian schools. This paper presents an analysis of the New South Wales (NSW) homophobia in schools policy, as well as both NSW state and Australian federal curriculum and syllabus documents in the health and physical education key learning area. This analysis illustrates how contradictory framing and messages; silences and omission; and various discursive constructions of the LGBTQ subject together produce silencing technologies that have critical implications for the implementation of education, both in this key learning area and across the schooling sector. 相似文献
20.
Even though choice is not officially a feature in the German primary school system, some parents intervene in determining which school their child attends. Especially in urban contexts, the informal school market is growing. This demand is based on promises with respect to a certain quality of education as well as on issues that prevail in certain inner city schools. In looking at Berlin, as a global city, this article shows how contrary school choice practices gain traction in the face of ‘cultural differences’ that those practices produce discursively. Cultural semantics are activated with regard to the composition of the student body, when parents chose schools with a bilingual profile, but also when parents engage in the practice of ‘group enrolment’ into schools in inner city hotspots perceived as problematic. Our research shows how school choice practices may become acceptable despite being a public taboo, if parents argue by appeal to ‘cultural differences’. 相似文献