共查询到20条相似文献，搜索用时 906 毫秒
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Tom Billington 《International Journal of Inclusive Education》2017,21(8):866-880
Momentum is continuing to grow in the circulation of neuroscientific discourse, informing aspects of how we live but affecting too how we think about education and learning. Neurologically informed intrusions into education frequently align with psychology which has until now largely adopted a ‘medical model’, supporting policies and practices which ultimately invoke psychopathology and arguably render individual young people more vulnerable to various forms of social and educational exclusion. This paper urges caution in respect of understandings of educational neuroscience that focus on individual deficits and diagnoses. Rather it holds in mind the broader historical context for neuroscience and its implications for our understandings of what it is to be human in the twenty first century and thereafter for education and learning. Theoretical resources from critical and affective neuroscience but also critical educational psychology are brought together specifically to support the principles of inclusionist policies and practices in education. 相似文献
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Celeste Rossetto 《Assessment & Evaluation in Higher Education》2019,44(2):216-232
University accounting education typically develops the technical skills that students require to enter into the world of commerce. However, in the context of the rapidly changing socioeconomic environment, and a proliferation of corporate and financial collapses, there have been calls for educators to provide a more contextual appreciation of accounting practice. The changing nature of work has also generated calls for the development of generic skills in students, such as creativity and critical thinking. We outline our efforts to offer third-year university students the opportunity to use creativity in response to their major assessment task. This task required students to explore the ethical dimension of a recent corporate collapse and present their understanding in a modality of their choice. Our analysis of the creative experience of students suggests that such a creative approach to assessment opens up possibilities for a transformative educational experience. While this article focuses on accountancy students, this type of assessment has potential application for other disciplines. 相似文献
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《Critical Studies in Education》2013,54(3):281-295
A particular approach to epistemological action as ‘critical praxis’ is proposed where we bring together the ideas of ideology critique, self-reflective consciousness and emancipatory action. Critical praxis for educators seeks to move beyond the constraints of formal teaching, knowledge and curriculum and instead encourages communities, teachers and students to work together in producing new understandings and practices for the public good. As teacher educators, we are attempting to design a research methodology that will enable our field of practice to be theorised and to encourage a movement towards new critical understandings of teaching and learning for our students and for ourselves. This is a process of reflexive practice that endeavours to constantly and systematically interrogate our own views and to move beyond the status quo of conservative educational systems, procedures and rigidities so that knowledge is a legitimate investigation of possibility and transformation. In this article, we report a Critical Praxis Protocol to guide further development of teacher education and research. We trace our trajectory from a progressive emphasis on improving learning and professional educational practice to an emerging notion of criticality that seeks explanation with the theorising of Bourdieu. A draft habitus–field analysis is provided to indicate our current understanding of generative themes that suggest the emancipatory potential of teaching and schooling. 相似文献
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Sarah Galloway 《International Journal of Lifelong Education》2017,36(4):458-470
This paper takes up an existing discussion around critical perspectives on adult education, in particular how empowerment and emancipation have been understood. Previously in this journal, concern has been raised with traditional understandings of critical adult education. The problem is that these tend to assume that learners require assistance from experts, be they teachers or researchers, in order to gain understanding of how they are oppressed. The purpose of this paper is to present a deeper engagement with this concern through an examination of how both empowering and emancipatory adult education have been understood and practised. The demarcation is examined in the context of the historical development of critical understandings and practices associated with adult literacies learning, as a significant field of adult education where the idea of empowerment and emancipation has been theorised. The ideas and practices associated with empowering literacies are defended as ways for learners to gain positions from which to speak and be heard, as well as support participation in work, community and family life. Informed by the ideas of Jacques Rancière, there is also acknowledgement that societal inequalities are increasing, necessitating a need to consider how adult education might encourage political transformation and emancipation. 相似文献
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Areti Stylianou Michalinos Zembylas 《International Journal of Inclusive Education》2013,17(4):419-435
ABSTRACTSpiritual leadership gains attention amongst researchers for closing the gap between achieving personal and organisational goals. Despite documentations that spirituality undergirds head teacher’s actions leading inclusive schools, research still remains thin in understanding how spirituality underpins leadership for inclusive education. This paper draws on the philosophy of critical realism to offer a conceptual tool that identifies head teachers’ spiritual actions in their efforts to include ethnic minority students. This is done through multiple qualitative methods collection from an in-depth case study at a multicultural primary school in Cyprus. The critical realist framework helps uncover head teacher’s spiritual actions in a more systematic, structured and holistic way. It reveals that head teachers’ spirituality supports the goals of inclusion and occurs in at least four interrelated and emergent ontological levels (psychological, social, cultural and policy levels) which are set in four scaler levels from microscopic to macroscopic (sub-individual, micro, meso and macro levels). This framework problematises mono-dimensional and reductionist understandings of spirituality in leadership. The paper concludes by suggesting solutions to enrich leadership programmes for inclusive education with fostering leaders’ spirituality at different ontological levels. 相似文献
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Michael W. Apple 《International Studies in Sociology of Education》2013,23(2):93-107
In the process of discussing the significant contributions that Len Barton has made to the sociology of education and to disability studies, I argue that a good deal of critical analyses of power and inequality in education are impoverished by some of their essentialist and reductive tendencies. I use an example taken from disability rights to show how parts of these tendencies can be overcome. I suggest that disability rights movements provide powerful possibilities for the interruption of capitalist ideological forms and their attendant ways of organising and controlling labour. They do this by challenging some of the most fundamental assumptions that underpin capitalist economies and ways of life. By strongly resisting the ways in which paid work and paid workers are treated, new relations are made possible. I connect this example to some of the insightful analyses of the place of affective equality in the struggle for social justice in both a politics of redistribution and a politics of recognition. Building on these arguments, I then argue for a broadened conception of critical research and critical action. I describe nine tasks in which the critical scholar/activists should engage if they are to be true to an enlarged conception of the ‘public intellectual’ and ‘public sociologist’. 相似文献
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This paper considers the logic of practice of the French sociologist Pierre Bourdieu in relation to critical action learning: in particular habitus which is co-created with field and the interplay amongst the two in the form of misrecognition and risk. We draw on interviews with participants who have experienced action learning as part of an NHS leadership programme. We argue that Bourdieu provides helpful ways of understanding and explaining the complex processes of social interactions which are centre stage in action learning – especially the ‘social friction’ through which action learners gain new insights and new prompts to action in their workplace from learning set members. These insights can support action learning practitioners keen to explore their own practice. 相似文献
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Vijaya M. Dharan 《Asia-Pacific Journal of Teacher Education》2015,43(1):61-74
This article draws from a qualitative study of seven beginning teachers’ perceptions of diversity over a period of 6–18 months. The study found that while initial teacher training had broadened their understanding of diversity and its implication for teaching, it was established pedagogical practices in their schools that influenced the novices’ ongoing understanding of responsiveness to learner diversity. For these novices, the influence of the structures and systems of their school contexts began to restrict their pedagogical stance. Based on the reported findings and wider research data, the article argues the need for ongoing critical professional support for beginning teachers who can deepen their understanding of learner diversity and its pedagogical implications. It underscores the importance of a genuine partnership between schools and teacher education providers to enable the continuation of critical professional support for novices, particularly in contexts where there are no mandatory links between preservice programmes and beginning teaching like New Zealand, where this study was undertaken. The author contends that it is unrealistic otherwise to expect beginning teachers not only to challenge entrenched practices but also to sustain the efforts of initial teacher education programmes in preparing them to be responsive to diverse learners. 相似文献
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Anne Price Caroline Mansfield Andrew McConney 《British Journal of Sociology of Education》2012,33(1):81-95
This article considers the construct of ‘teacher resilience’ from critical discourse and labour process perspectives in order to cast new light on what has been traditionally viewed from a psychological perspective. In this respect, the construct of resilience is placed in the broad political landscape of teachers’ work and the labour process of teaching, within a neoliberal globalised economic paradigm. Importantly, this article argues that any conceptualisations of teacher resilience should be critically appraised and not simply ‘taken for granted’. While the concept of developing ‘teacher resilience’ as a means, for example, of addressing alarmingly high rates of early career teacher attrition may sound like a good idea, it is important to consider the way such constructs can be used to shape and potentially control teacher identity and the nature of teachers’ work. 相似文献
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CHEN Zhi-kui 《浙江大学学报(A卷英文版)》2006,7(5):910-918
INTRODUCTION Recommendation H.264 was approved by ITU-T in May 2003 and the approved draft specifi cation is available for public review (Wiegand, 2003) The H.264 video codec has a very broad application range that covers all forms of digital compressed video from low bit rate Internet streaming applica tions to HDTV broadcast and digital cinema applica tions with near lossless coding. About 50% band width would be saved by using H.264 when compared to the existing most efficient com… 相似文献
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Do colleges cultivate critical thinking, problem solving, writing and interpersonal skills? 总被引：1，自引：0，他引：1
We investigate how much value college enrollment adds to students’ critical thinking, problem-solving and communication skills, and the role college inputs play in developing these competencies, using data from a 2009 collegiate assessment pilot study in Colombia. Relative to observationally similar first year students, students in their final year of college score about half of a standard deviation higher, with statistically significant higher scores on every individual component of the test. Sensitivity analyses indicate that results are robust to validity threats posed by selection bias. Students in private colleges exhibit significantly higher overall test score differences. Measures of college quality such as selectivity, rankings based on reputation, share of faculty with PhD, share of full-time faculty and expenditures per student, however, are not meaningfully associated with higher test score differences between last and first year students. 相似文献
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《Africa Education Review》2013,10(1):118-129
Abstract The purpose of this article is to expose lack of clarity that surrounds the justification for teaching critical thinking and to argue for communally beneficial reasons for teaching this important skill. An explication of critical thinking is done and the prerequisite conditions for its optimal utilisation are indicated. The views of eight educators on why we teach critical thinking are offered. An argument for a semiotic understanding of culture is presented and this is followed by views on why critical thinking is taught. 相似文献
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Patterns and purposes in the uses and misuses of the term ‘critical thinking’ in the social sciences
This article analyses the uses and representations of the term “critical thinking” in the social science literature, based on a qualitative content analysis of titles, abstracts and keywords retrieved from the SCOPUS database for Germany, France and Russia over the last two decades. Our analysis focuses on how the use of the term “critical thinking” has increased over time, in which contexts the term is used and in which part of article texts it is used. Our findings are counterintuitive on several levels. First, the term “critical thinking” is seldom used in a pluri-disciplinary context. More commonly, it is used within specific discourses—notably education. Second, we found that it is mainly used instrumentally, rather than analytically. Third, most of the articles that use the term do not engage in actual critical analysis. There are also important geographic variation in the use of the term. In articles from Germany and Russia the term is used in similar ways—and differently in France. These nuances are difficult to analyse however, due to the different topics addressed, as well as author preferences. The use of the term “critical thinking” is diverse; indeed, at times weak and paradoxical. Finally, we discuss how editorial policy in academic journals possibly influences the discourse on critical thinking. 相似文献
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This paper describes two studies that explore students' beliefs about critical and creative learning at two universities, and considers the implications of those beliefs in comparison to the universities' stated education goals. One is a mixed method study of students at a top university in Korea, and the second is a comparative study between the Korean university and a United States (US) university. The first study found that both high-achievers and the general population at a top Korean university perceived their critical and creative abilities as lower than their receptive learning abilities, and that higher achievers were neither more critical nor creative than lower achievers. The second study finds that the Korean university students, compared to US students, were more likely to rate their receptive learning ability as higher than their critical and creative learning abilities. Comparisons across year of higher education (HE) suggest that Korean students' perceptions did not significantly change with respect to year in school, while US students' perceptions of critical learning abilities significantly increased across school years. Results are discussed with respect to the impact of culture, epistemological beliefs, and HE instruction on critical and creative learning. 相似文献
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Michalinos Zembylas Loizos Loukaidis Marios Antoniou Petroula Antoniou 《British Journal of Religious Education》2019,41(3):286-298
The purpose of the present article is twofold: first, to examine whether epistemic switching is documented in the context of religious education; and second, if it is, to show the challenges as well as the strategies that teachers utilise when they engage in epistemic switching. The context of our study is religious education in the Greek-Cypriot educational system – an example of a confessional setting in which Greek Orthodox Christianity is the only religion being taught in schools. This article describes a qualitative case study research – which is part of a larger, 1-year project – that explores the understandings of religion and interculturalism as well as the pedagogical perspectives on religious education of six Greek-Cypriot primary school teachers. The findings show how the possibilities and obstacles of teachers’ epistemic switching could inform larger debates concerning the entanglements between critical religious education pedagogies and religious doctrines, especially within confessional educational contexts. 相似文献