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1.
Gunilla Hallden 《Gender and education》1999,11(4):469-479
Self-narration has been discussed as a process of identity construction where a person, while telling her or his story and presenting herself/himself in relation to important people, creates a self-identity, in fact a version of self. This article is based on a study where pupils, aged 13-14, were asked to write and make drawings on the theme 'My future family'. The boys' stories are focused on here and the narratives are seen as reflecting the boys' ways of exploring a male identity through their main character. A group of the boys did write about odd or egocentric persons and used absurd ingredients and elements of the science fiction genre. These narratives are analysed in more detail and it is argued that the detached and humorous style opens up for writing about maleness without entering into familiarity. 相似文献
2.
Marit Haldar 《Gender and education》2013,25(5):564-577
This article reports research on young people's conceptualisations of love and romance through a gender perspective. The data are stories written by 12-year-old girls and boys in Norway who were asked to fantasise about their future love life. Their narratives are explored through discourse analysis and semiotics and analysed within a sociological framework. The article has two major aims. The first is to contribute to the methodology of collecting essays written by young people to gain knowledge of their conceptions of adult life. The second aim is to offer new findings on the specific subject of romantic love in contemporary society, by describing how to do love in young people's fiction. 相似文献
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Marion Porath 《High Ability Studies》2001,12(1):113-126
This study focused on gender differences in young children's interpersonal understanding. Of particular interest was the articulation of the structure and content of young girls' social cognition, since this is an area where girls are believed to excel. Children from preschool (11 girls and 10 boys) and kindergarten (12 girls and 9 boys) responded to eight picture stories depicting interpersonal situations in the school context. Four of the drawings accompanying the stories contained explicit emotional cues and four contained subtle cues. Using a semi-structured interview format, children were asked questions about the actions, thoughts, and feelings of the protagonist and another character in the story (either a teacher or another child). Stories were analyzed for level of ability to coordinate thoughts and/or feelings and actions in explaining others' intentions. Girls demonstrated more sophisticated and complex reasoning about interpersonal situations than boys, and were better at decoding subtle cues in the drawings accompanying the stories. Within-subject differences were apparent, however, suggesting a need for further research on the influence of context and language on interpersonal understanding and the degree of variability among both girls and boys. 相似文献
5.
Ragnhild Löfgren Viveca Lindberg 《Assessment in Education: Principles, Policy & Practice》2019,26(3):259-277
The starting point for this article is changes in the Swedish assessment system which stated that pupils are to receive grade reports in school year 6 (12–13 years old) during the academic year 2012–2013. Since the 1970s, compulsory school pupils have received their first grade reports in grade 7 and/or 8. The issue here is to present pupils’ narratives about the possible future significance of grade reports in school year 6. Pupils were interviewed about their experiences of getting their first grade reports, and a narrative analysis was conducted. More specifically, we investigated pupils’ conceptions of themselves as pupils and of their future possibilities, as described in their stories of getting their first grade report. The findings show that pupils perceive grades in year 6 differently, showing both adaption and resistance to the new grading discourse. Our conclusion concerns pupils’ learning and well-being when national assessment policies are changed. 相似文献
6.
Elaine Millard 《Gender and education》2005,17(1):57-73
This paper describes a small‐scale writing project in which a class of KS 2 primary pupils were invited to import their own narrative interests into a task designed by their teacher and the researcher within the constraints of the National Literacy Strategy. By employing an adventure genre, based on problem and puzzle solving, pupils were encouraged to introduce familiar scenarios and characters from their favourite stories in books, comics, videos or computer games. The work produced has been analyzed to highlight the different ways in which boys and girls engaged with key aspects of narrative and how this enabled discussion of gendered literacy practices in which boys and girls held an equal stake. The author discusses the importance of developing strategies by means of which children's understanding and transformations of their preferred modes of narrative pleasures can be housed within the current literacy framework. 相似文献
7.
Neil Selwyn Daniela Boraschi Suay Melisa Özkula 《British Educational Research Journal》2009,35(6):909-928
The relatively restricted nature of children's use of information and communications technologies (ICTs) inside the school setting has long been noted by researchers. With this in mind, this article offers a grounded analysis of drawings collected from 355 primary pupils (years three to six) from five English primary schools depicting desired future forms of school ICT provision. The article contends that the nature and content of these future orientated pictures reflect many of the tensions underlying children's current engagements with ICTs in school. Specifically the article discusses how the drawings offer valuable insights into the issues underlying pupils’ understandings of ICT and schools, not least: the restrictions of the school as organisation; the oppositional relationship between the ‘work’ of learning in school and the ‘play’ of using digital media at home; the unequal power relations that exist between pupils, schools and teachers. The article concludes that rather than accede to demands for free and unfettered use of game consoles and portable devices in the classroom, schools should instead concentrate on fostering informed dialogues with young people about the potential educational benefits of school ICT use. 相似文献
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The effects on narratives of their times and settings have received less attention than their characters. But the ways in which many or few characters are combined with long or short time spans, or with large or small or multiple sites, can provide a typology of narratives to help children organise their wider reading and their narrative writing. How types and amounts of time‐space are chosen, and how they are combined into what Bakhtin called 'chronotopes', is ideologically significant: revealing and suggesting notions about moral and political values and about relationships between human life and nature and history. Some comparative procedures and a form of tabulation are recommended as ways of bringing out these aesthetically interesting and ideologically important differences. 相似文献
9.
This article examines the stories of 24 social sciences doctoral students in three universities, one in Canada and two in the UK, who experienced challenging roads to completion. While their stories confirm earlier findings, they also provide insight into how students' agency and personal networks of relationships may be critical, both as resources and constraints. We argue that these ‘untold stories’ of student agency coupled with supervisor narratives of students ‘not measuring up’ can contribute to a culture of institutional neglect. Pedagogies emphasizing an ethic of care and relational rather than regulatory practices are essential if these conditions are to change. 相似文献
10.
This paper explores geographies of identity of Ghanaian school dropouts. In particular, we investigate how school dropouts in rural communities construct narratives of identity within and outside school. In our analysis we trace how space, power and identity intersect in accounts of dropping out. Focusing on the narratives of four school ‘dropouts’, we start with their accounts of life outside school where they have significant social responsibilities as parents, carers and/or wage-earners. We contrast this with their accounts of their experiences as students in school. After exploring their efforts to gain and sustain access to school, we turn to their accounts of life in school and the ways they navigate the institutional gender and age regimes. These narratives highlight how being ‘over-age’ intersects with polarised student gender identities in a range of variable ways that discourage staying in school. The analysis indicates that the social positioning and identities of drop outs within school spaces were in tension with those they occupied in their homes and communities. More specifically, we suggest that the difficulties in navigating power and identity in these different spatial geographies are critical to understanding the processes of dropping out. In addition, we reflect on the methodological implications of this research which demonstrates the limits of quantitative data on dropout and associated problems with homogenised, deficit accounts of dropout often articulated in dominant development discourses. In turn this has important implications for how we might construct interventions to address dropout and the right to education for all. 相似文献
11.
We explored 30 Black Kindergarten‐2nd grade students' spoken narratives around pages of their science journals that the children selected as best for showing them as scientists. Because in all narratives, space–time relationships play an important role not only in situating but also in constituting them, we focused on such relationships using Bakhtin's (1981) construct of chronotopes. Our chronotopical analysis aimed at fleshing out the temporal and spatial features that were present in the children's journal pages, and in the children's ways of talking both about these features and about being scientists. Our goal was to better understand ways in which African‐American children identify with science and scientists in particular contexts: an interview with an adult who had visited their class throughout that year and a class where they were offered various opportunities to engage with science. Using six cases that maximized the variety of understandings we could develop vis‐à‐vis our research question, we show how the children's narratives were filled with differing space–time relationships in which the children found ways to showcase their agency. Thus, we provide insights into how the children authored relationships with science and scientists, negotiated the past with the present and possible future, and contextualized their narratives within various time‐spaces that had meaning for them. Moreover, multiple people populated the children's chronotopes and became intertwined with the space–time relationships that underlined their conceptions of themselves vis‐à‐vis science and scientists. Despite the varied conceptions of science and scientists that the children portrayed, their narratives communicated a high level of confidence in being able to do science and be scientists, and initiative in learning. The children's narratives were filled with hope, “able‐ness,” knowledge, affect, and possibility. These findings point to several considerations for practice. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 568–596, 2012 相似文献
12.
The Influence of Pupil Perceptions on Subject Choice at 14+ in Geography and History 总被引：1，自引：0，他引：1
This article draws on the findings of a questionnaire inquiry into the factors influencing pupils' uptake of history and geography at GCSE. It argues that although many pupils enjoyed their learning at Key Stage 3 and that each subject holds some intrinsic interest in its own right, many pupils believe that there is relatively little purpose in pursuing the subjects beyond this stage. Their understanding of the relative 'usefulness' of both history and geography in their future lives is limited to direct and naive reference to forms of employment. Their understanding of the wider contribution each can make to their future lives is disappointingly uninformed. This limited understanding has an impact upon option decisions: if pupils cannot perceive any short term and longer term appreciation of the value of each subject then they are unlikely to want to pursue it in further study. 相似文献
13.
Irene Karpiak 《Studies in Continuing Education》2013,35(1):47-60
When adult students write their life story, they gather selected life experiences and transform these onto the written page. In the course of this literary process they revisit sites of the past and reflect on the meaning of past events; many reconstruct these events from the point of view of the present, and most close their narrative by affirming their identity in the present and envisioning a possible future. Through an analysis of the written life narratives as well as research with one group of writers, a case is made for autobiography's power as an instructional method to bring new light to the past and deepen our sense of self and others. 相似文献
14.
Eila Estola 《Scandinavian Journal of Educational Research》2013,57(2):181-203
This article examines how student teachers construct their teacher identities by using (auto)biographical stories. Teacher identity is seen as a narrative process and teaching as a certain kind of practice, in which hope is a significant part. The inquiry is based on 35 essays written by students. The analysis includes five different stages of reading. The students are aware of the moral roots of teachers' work, its joys and predicaments, and struggle to make sense of the different narratives they hear about teachers' work. Although student teachers consider hope as an important part of teaching, they at the same time 'apologise' for having such an 'unrealistic view'. The results prove that (auto)biographical stories are a powerful tool for making the moral dimensions of teachers' identities visible. The results also challenge teacher educators and administrators of education to support student teachers to keep up their prospects of hope. 相似文献
15.
This article looks at the stories mature students tell about the risks of higher education, in terms of its effects on identity and the implications for relationships with their families and former friends. Two sources of risk are highlighted in their stories; firstly, risks stemming from challenges to established gender roles in the family, which are mediated by the effects of social class; and secondly, risks that accompany the movement away from working class habitus which is an inevitable consequence of being in higher education. To be 'educated' is to stake a claim to a new identity which can be threatening both to one's own sense of self or to others. This may be experienced either as being seen by others as superior, or as feeling superior to others, but in both cases, there is an implicit challenge to former relationships. In their accounts, students describe how they try to manage relationships with families and former friends in order to minimise the disruption to their lives. Whatever strategy they adopt has consequences for their self-identity, which is experienced as fragmented and compartmentalised. In this process of becoming a different person, gender and class interact to produce specifically gendered and classed experiences of this painful transition. 相似文献
16.
This study examined children''s drawings to explain children''s conceptual understanding of plant structure and function. The study explored whether the children''s drawings accurately reflect their conceptual understanding about plants in a manner that can be interpreted by others. Drawing, survey, interview, and observational data were collected from 182 students in grades K and 1 in rural southeastern United States. Results demonstrated the children held a wide range of conceptions concerning plant structure and function. These young children held very simple ideas about plants with respect to both their structure and function. Consistent with the drawings, the interviews presented similar findings. 相似文献
17.
James S. Sweet 《The Journal of environmental education》2013,44(4):32-33
Abstract Different environmental education programs (field trips, hiking, camps, adventure activities) aim to develop pupils' affective relationship to the natural environment, their environmental sensitivity, and outdoor behavior, as well as their social relationships, through personal experiences. This study discusses the results of experiences from outdoor activities involving 11- and 12-year-old pupils in Rovaniemi and Vaasa, Finland. The qualitative research methods comprised case studies involving questionnaires, individual interviews, drawings, photographs of landscapes, and participant observations during camps. Nature experiences developed the pupils' self-confidence and feelings of safety, in particular, which in turn increased their willingness to participate in future outdoor activities. In this way, nature began to have new meanings for them on a personal level. Comparing pupils who were experienced in outdoor activities with pupils who were not, it was found that the former seemed to have a strong and clearly definable empathic relationship to nature. They also exhibited better social behavior and higher moral judgements. The reasons for conflicts between environmental attitudes and action, still observable in some experienced boys of the Vaasa group, are discussed in terms of conscious vs. unconscious action and applied knowledge. The role and possibilities of outdoor education in environmental education and natural studies are emphasized for schools as well as for teacher education. 相似文献
18.
Esther D. Reed Susannah Cornwall Anna Davis 《British Journal of Religious Education》2013,35(3):297-312
This article advocates a pedagogy of Religious Education (RE) based upon a narratival framework informed by both narrative theology and narrative philosophy. Drawing on the work of narrative theologians including Stanley Hauerwas, the article outlines the nature of the framework, describes the four phases of learning that comprise the pedagogy, and explains how such an approach can overcome existing difficulties in how biblical texts are handled within RE. Working from the narrative assumption that individuals and communities are formed by reading, sharing and living within stories, it suggests that the pedagogy might encourage pupils to think about how the lives of Christians are shaped by their interpretations of biblical narratives, to offer their own interpretations of biblical and other texts, and to consider the stories – religious, non-religious or both – which shape their own lives. In so doing, the article moves away from a ‘proof-texting’ approach to the Bible towards one in which pupils are enabled to think about the significance of biblical narratives for both Christians and themselves. 相似文献
19.
Pattie Yuk Yee Luk-Fong 《Education 3-13》2013,41(4):415-427
This paper examines teachers' stories of children's coping with changing family situations such as divorce or family separation which can induce discontinuities in their lives. Using the case of Hong Kong, a place where ‘East meets West’ in cultures and family relationships, this paper argues for the use of the concept of hybridities in understanding the experiences of children in changing family situations. Teachers' stories show that children in changing family situations are facing new kinds of difficulties from the mixing of modern family forms and traditional family values. Implications to teacher education, policy and practice are suggested. 相似文献