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Given the prominence of sense of place in environmental education curricula, this paper aims to empirically examine and strengthen the conceptual understanding of sense of place. The results and implications are derived from research where five commercial fishermen and five organic farmers from the New England Seacoast region participated in a series of in‐depth phenomenological interviews and observations. This study supports the literature‐based conceptual framework that sense of place is comprised of: (1) ecological knowledge, which leads to ecological identity, (2) social knowledge, which facilitates the development of a social identity, and (3) attachment to the human and non‐human community in a place. Two broad themes that emerged from the data demonstrate how the social context of the human and non‐human community contributes to the development of one’s sense of place. 相似文献
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Why a critical pedagogy of place is an oxymoron 总被引：4，自引：2，他引：2
C.A. Bowers 《Environmental Education Research》2008,14(3):325-335
Given the growing environmental awareness, educators – especially in science and environmental education – need to avoid embracing a ‘critical pedagogy of place’. Why conflating critical pedagogy with place‐based education is an oxymoron, and why it perpetuates the thinking and silences that undermine both the diversity of the world’s cultures and ecosystems are the main foci of this essay. The main theorists of a critical pedagogy of place – Paulo Freire, Henry Giroux, Peter McLaren, and David Gruenewald – draw on a tradition of thinking that emphasizes decolonization and reinhabitation. While these words create the illusion of a culturally and ecologically sound approach to place‐based education, these theorists are unable to recognize the nature and ecological importance of the cultural commons that exist in every community – and that represent alternatives to a consumer‐dependent existence. In effect, their commitment to universalizing the process of decolonization without a deep knowledge of the diverse cultural practices that have a smaller ecological impact meets the definition of an oxymoron where two contradictory positions are assumed to be compatible. A culturally informed knowledge of place takes account of different approaches to dwelling on the land, as well as the ability to listen to the keepers of community memory of past environmentally destructive practices and of sustainable traditions of community self‐sufficiency. It is not driven by a Western ideology that takes for granted the progressive nature of change, or assumes that Western theorists possess the answers that the other cultures should live by. 相似文献
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Gary Crow Christopher Day Jorunn Møller 《International Journal of Leadership in Education》2017,20(3):265-277
This paper provides a basis for a tentative framework for guiding future research into principals’ identity construction and development. It is situated in the context of persisting emphases placed by government policies on the need for technocratic competencies in principals as a means of demonstrating success defined largely as compliance with demands for the improvement in student test scores. Often this emphasis is at the expense of forwarding a broader view of the need, alongside these, for clear educational values, beliefs and practices that are associated with these. The framework is informed by the theoretical work of Wenger and Bourdieu as well as recent empirical research on the part played by professional identity and emotions in school leadership. In the paper, we highlight different lines of inquiry and the issues they raise for researchers. We argue that the constructions of school leadership identities are located in time, space and place, and emotions reflect complex leadership identities situated within social hierarchies which are part of wider structures and social relations of power and control. 相似文献
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Jennifer L. Cohen 《Teachers and Teaching》2013,19(2):79-93
Public debates about the role of teachers and teacher performance place teachers at the center of a range of national and local discourses. The notion of teacher professional identity, therefore, framed in a variety of ways, engages people across social contexts, whether as educators, parents, students, taxpayers, voters or consumers of news and popular media. These highly contested discourses about teachers' roles and responsibilities constitute an important context for research on teachers and teaching, as researchers and educators ask how changes to the teaching profession affect teacher professional identity. This article investigates the identity talk of three mid‐career teachers in an urban, public school in the USA, to better understand how the teachers used language to accomplish complex professional identities. Research approaches to teacher identity often focus on teacher narrative as a key tool in identity formation. The analysis presented here extends our understanding of language as a resource in teacher identity construction by using discourse analysis to investigate how speakers use implicit meaning to accomplish the role identity of teacher. The analytical lens draws on an interdisciplinary framework that combines a sociological approach to teacher as a role identity with an investigation of language as a cultural practice, grounded in the ethnography of communication. The analysis focuses on how teachers use specific discourse strategies – reported speech, mimicked speech, pronoun shifts, oppositional portraits, and juxtaposition of explicit claims – to construct implicit identity claims that, while they are not stated directly, are central to accomplishing teacher as a role identity. The analysis presented here focuses on the particular implicit role claim of teacher as collaborator. Findings show that, in their identity talk, the teachers strategically positioned themselves in relation to others and to institutional practices, actively negotiating competing discourses about teacher identity by engaging in a counter discourse emphasizing teachers' professional role as knowledge producers rather than information deliverers, collaborative, rather than isolated, and as agents of change engaged in critical analysis to plan action. Awareness of how these counter discourses operate in the teachers' conversation helps us better understand the cultural significance of identity talk as a site for the negotiation of the significances for the role identity of teacher. In addition, the notions of role identity and implicit identity claims offer an accessible way to talk about the complexity of teacher identity, which can be helpful for increasing awareness of the importance of teacher identity in teacher education and professional development, and in bringing teachers' voices more prominently into the debates over education. 相似文献
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Brenda Leibowitz 《高等教育研究与发展》2009,28(3):261-274
The study presents a framework for investigating the powerful resources within learners’ educational biographies, which, from their own accounts, appear to influence their engagement with teaching and learning practices. The research framework stresses the material, social and cultural influences on a learner’s biography and the need for recognition as well as the redistribution of resources. It assumes that both socio‐cultural influences as well as individual, affective and agentic phenomena play a role in shaping a student’s career. This framework is discussed in relation to a study undertaken at a South African university, at which 164 students, lecturers and academic support staff participated in semi‐structured interviews. The main focus of the interview was the individual’s educational biography as narrated by the individual. The findings support the socio‐cultural perspective and show that the relationship between identity, identification and feeling ‘at home’ with engagement in deep teaching and learning, is both complex and uneven. 相似文献
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教师情境学习是教师在工作情境中的一种社会文化实践学习,是教师在教学实践参与过程中,与所处社会、文化环境持续互动,观察与学习他人教学行为,判断与解决实践问题,协调自身与环境关系,与同事、专家、材料等进行互动,不断改进教学实践,从而适应学校文化、建构专业身份并不断获得实践知识、提高专业能力的过程。教师情境学习具有情境性、实践性、身体性、社会性、文化性等特征。教师情境学习有助于促进教师协调自身与环境的关系,促进教师身份建构与教学效能感提高,并促进学校文化传递与组织整体能力提升。 相似文献
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Peggy Fairbairn-Dunlop 《Compare》2014,44(6):874-894
Because identity (language and culture) are central to Pacific knowledge and knowledge construction processes, Pacific students’ educational experiences should be viewed through a cultural lens that sees Pacific knowledge and practices as valid and valued. This study explores the relationship between culture and educational outcomes as seen in how participation in a school Polynesian club (a cultural education supplementary site) builds youth feelings of self-esteem, identity and the confidence to connect to other educational, cultural and social spaces. 相似文献
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Pauline W.U. Chinn 《科学教学研究杂志》2007,44(9):1247-1268
This study reports findings from a 10‐day professional development institute on curricular trends involving 19 secondary mathematics and science teachers and administrators from Japan, Malaysia, Indonesia, Thailand, Korea, Philippines, the United States, and People's Republic of China. Participants explored the roles of culture, place, and personal experience in science education through writings and group discussions. Initially, Asian participants tended to view indigenous knowledge and practices more negatively than U.S. peers. After a presentation on indigenous Hawaiian practices related to place and sustainability, they evaluated indigenous practices more positively and critiqued the absence of locally relevant science and indigenous knowledge in their national curricula. They identified local issues of traffic, air, and water quality they would like to address, and developed lessons addressing prior knowledge, place, and to a lesser extent, culture. These findings suggested critical professional development employing decolonizing methodologies articulated by indigenous researchers Abbott and Smith has the potential to raise teachers' awareness of the connections among personal and place‐based experiences, cultural practices and values, and teaching and learning. An implication was the development of a framework for professional development able to shift science instruction toward meaningful, culture, place, and problem‐based learning relevant to environmental literacy and sustainability. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1247–1268, 2007 相似文献
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中国人老乡观念跨区域文化的心理学解析 总被引：1，自引：0，他引：1
老乡观念的本质是祖籍族群认同,全世界不同民族、国家的人都有老乡观念。中国人的老乡观念表现在离开家乡到外地后对家乡的怀念、对家乡人的依恋、对家乡方言的认同、老乡之间的相互帮助行为乃至老乡之间的组织行为老乡观念是形成区域心理性格的基础,也是区域文化差异与人格差异相互作用的重要标志,老乡观念是民族认同、国家认同的心理基础。但在民族、国家内部人口规模流动的跨文化适应中也是影响社会和谐的重要因素。 相似文献
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Australian curricula name “sustainability” as a key priority area with implications for preparing pre-service teachers. In the research that generated this paper, we asked: How can framing teaching through space and place inform pre-service teachers’ pedagogical thinking and practice? In new third year Bachelor of Education (primary) subject Understanding Space and Place, Australian teacher education students shared online responses to focus questions and readings framing education through place, designed and taught a unit of study “beyond the classroom” to children in their professional placements and reflected on changes in their theoretical, philosophical, and curriculum goals. Data from these forum posts were analysed through Somerville’s three “enabling place pedagogy” categories of embodiment, storylines, and cultural contact zones. Many students came to re-imagine their teaching roles and understand how a place pedagogy framework can operate to expand the possibilities of teaching and learning sustainability through creative and embodied place-making experiences in local places. 相似文献
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While there is growing recognition of the mutually shaping relationship between teaching with information technology (IT) and teachers’ beliefs, skills and self-efficacy, there has been a paucity of research attention on the construction of teacher identity during actual IT-assisted in-class teaching and out-of-class networking with students, in a full institutional and social context. This study investigates how a group of secondary school English as a second language (ESL) teachers regulated their teaching and practices and constructed their identities in relation to governmental requirements for the use of IT in teaching. Teachers from seven government-subsidised schools in Hong Kong were interviewed about their experiences of using IT in teaching. We frame the reported practices of these teachers as a process of construction of identity, formed in the context of the ‘governmentality’ supporting current examination-oriented educational policy. Observing from the perspective of what has been termed ‘governmentality’ and an ethical framework for self-formation of personal identity makes it possible to see these teachers’ professional identities constructed through the use of IT practices within the contradictory conditions of professional/personal demands, compliance/resistance, school promotion/peer non-cooperation, advantage/disadvantage in use of IT, use of IT/content and pedagogical knowledge. This study has implications for developing a more supportive and rational environment for the use of IT in teaching, in which more autonomy and identity options—rather than constraints—can be provided for teachers in the digital era. This study also informs practitioners and policy makers in other educational settings experiencing a similar IT boom in teaching. 相似文献
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《Teaching and Teacher Education》2006,22(6):647-660
This article deals with the potential of school-based teacher education for creating a professional community of learners. Learning to participate in the social and cultural practices with regard to education is assumed to be crucial for developing a professional identity as a teacher. From the perspective of socio-cultural theory, we have made a retrospective analysis of a project for collaborative school-based teacher education. The main research question was whether there was a stimulating context for student teachers to develop their own professional identity. To what extent were students able to function as ‘legitimate peripheral participants’ in the school, and to what extent has a ‘professional community of learners’ been realized? Finally, we reflect on the conditions in which teacher education can be centred on a specific school innovation project. 相似文献
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This paper explores the concept ‘pedagogical cultural identity’ as one that embeds cultural knowledge and lived experience into pedagogical practice. Four narratives were constructed from fifteen in-depth interviews with early career Aboriginal teachers who completed their Aboriginal Studies teaching degree at the University of Sydney. The study found that these teachers enacted their habitus, harnessed their social and cultural capital, and mobilised their relationship building skills in the construction of their professional identity. Significantly, contextual power relations influenced the enactment of a pedagogical cultural identity, challenging assumptions of a presumed identity claim by exploring its potential and limitations. 相似文献
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Eugenia Arvanitis 《British Educational Research Journal》2021,47(4):922-941
Forty invited interculturalists (both academics and non-academics) from nine countries engaged in developing a coherent culture of dialogue and collective action to address the challenge of redefining intercultural education provisions with regard to the needs of refugee children. The method of cooperative inquiry to elicit theoretical and professional expertise from the participants was adopted. This inquiry was based on four dimensions of reflective practice, drawing on experiential, presentational, propositional and practical knowledge. The intercultural experts (seen as ‘co-researchers’ and/or ‘co-subjects’) who participated engaged in a rigorous intercultural and reflexive dialogue developed in four distinct phases. The first two phases took place in their own local contexts and the final ones in a forum organised in Greece. During the forum, the participants’ diverse knowledge and experience were renegotiated to ascertain the ‘collective wisdom’ of the group and to address issues of otherness and approaches to refugee education, teachers’ training and mediation. The consensus reached by the participants included the following: the need for local communities to be supported so as to avoid and mitigate any hostility towards refugees; the urgency of a common European asylum policy; the realisation of the ‘other’ as a social construct based on hierarchical connotations and defined by diverse (meta)narratives; the urgency for providing formal/mainstream education to secure a pathway to social citizenship for refugees; the adoption of culturally responsive education practices to empower intercultural learning using refugee children’s own cultural knowledge and collaborating with parents; and the need for systemic intercultural and mediation training for teachers. 相似文献
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Jane Wilkinson Anette Olin Torbjørn Lund Else Stjernstrøm 《School Leadership & Management》2013,33(3):224-239
In this paper, we propose the concept of leading as travelling practices in order to understand how enhanced pedagogical practices ‘catch on’ in educational sites. Drawing on parallel case studies in Australia, Sweden and Norway, we analyse how leading practices moved within and between settings, transforming the discursive, material and social conditions for teaching and learning. We examine the composition and ecological connections of these leading practices with professional learning and pedagogical practices in schools and pre-schools. We conclude that practice-informed lens can shed new light on the spread of practices, which foster the conditions necessary for transformed pedagogy. 相似文献
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Leticia Losano Dario Fiorentini Mónica Villarreal 《Journal of Mathematics Teacher Education》2018,21(3):287-315
This study is focused on a period that poses several challenges for the development of mathematics teachers’ professional identities and agency: their first year of teaching in schools. During this period, beginning mathematics teachers confront tensions and contradictions among the principles, ideals, and experiences encountered during pre-service education and the demands, and restrictions of their teaching practice in schools. This article approaches this topic by developing an interpretative case study centered on one novice mathematics teacher, Sol. The aim is to describe and understand the development of Sol’s professional identity and agency during her first teaching year. Considering identity development as a diachronic phenomenon, we carry out a narrative analysis of the research data. The findings show that Sol developed her professional identity and agency through a process that gathered together the teaching practices possible inside her school, the positions she could negotiate as a newcomer inside the institution, and the cultural practices and discourses embodied during pre-service education. The results bring to the forefront the profound and tense interactions between the intimate and personal terrain of mathematics teachers and the social and cultural world of the schools where they work. Sol’s case also contributes to understanding the role that a robust pre-service education can play in the development of beginning teachers’ professional identities and in the possibility they could become agents of transformation in their schools. 相似文献
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周勤 《连云港职业技术学院学报》2012,25(2):71-73
影响馆员个体职业认同的因素主要来自自我认同和社会认同两个方面。文章认为,要建构馆员的职业认同,一要促进馆员自我更新与主动发展,增强馆员职业认同的内在动力;二要实施以人为本的管理措施,营造职业认同的社会环境。 相似文献