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1.
ENGAGING DEMOCRATIC EDUCATION IN THE NEOLIBERAL AGE 总被引：1，自引：0，他引：1
Simon Marginson 《Educational theory》2006,56(2):205-219
A bstract . For the democratic tradition to return to a vanguard position in education requires a thorough exploration of the problems of democratization in education and an inventory of possible new forms. In this essay, Simon Marginson reviews five books concerned with democracy and education: Michael Apple's Educating the "Right" Way , Denis Carlson's Leaving Safe Harbors , A. Belden Fields and Walter Feinberg's Education and Democratic Theory , Trevor Gale and Kathleen Densmore's Engaging Teachers , and Klas Roth's Democracy, Education and Citizenship . While these authors imagine democracy in somewhat different ways, they have a common interest in the role of public schooling in the formation of democratic agents and practices. The books do not offer a definitive account of the problems of democratization, nor do they embody a major breakthrough in democratic educational thinking, but they all provide helpful explorations of these issues. Marginson concludes with some thoughts on commodification and neoliberal economism in education, a contemporary focus of discussion in democratic educational circles. 相似文献
2.
Teresa Strong-Wilson Ingrid Johnston Lynne Wiltse Anne Burke Heather Phipps Ismel Gonzalez 《Teachers and Teaching》2013,19(4):394-409
The research that is the subject of this paper set out to interrogate pre-service teachers’ responses to issues of national identity, ideology, and representation in contemporary multicultural Canadian picture books. While the research focused on whether and how the literature could serve to inform and broaden pre-service teachers’ conceptualizations of diversity, we retrospectively decided to re-visit the focus group and interview data to know which of the 70 picture books had most engaged the teachers and why. We critically consider the implications of teachers’ attachments for social justice education and teachers’ cultivation of a critical, ‘borderlands’ discourse aware of self and open to others. The research suggests that a significant source of teacher knowledge and thinking is lodged in teachers’ personal memories of childhood texts, called touchstones. Touchstones were a place from which teachers implicitly began; certain stories struck particular chords, chords largely attributable to childhood memories. Most intertextual connections were personal, with some tangential to the text. While touchstones performed different functions depending on the subject position of the pre-service teachers, they pointed to the existence of an underlying position of teacher as nostalgic subject. Given the importance of this subject position for teachers’ responses to picture books, we explore critical reconceptualizations of nostalgia that can support the development of borderland discourses. We suggest that pre-service teachers need to be invited to individually and collectively examine their responses to both old and new touchstone stories. More nuanced research also needs to be conducted on the role of nostalgia in teacher formation, how it influences teacher practice, and how to best design teacher education courses to foster ‘borderland discourses’ related to the storying of teacher identity, especially with respect to popular ‘collectibles’ and core teaching texts like picture books. 相似文献
3.
Aquarium views, or AqViews, offer a glimpse into a split-phase aquatic system that is not normally afforded to terrestrial
viewers. Although geologist Henry De la Beche created the AqView prototype two decades before the advent of the aquarium,
this graphic type did not become popular until after the Victorian aquarium craze. We investigate the historical development
and construct a comprehensive typology of AqViews that can be used by science teachers. We identify variations on the AqView,
as well as a broader category encompassing non-aquatic systems, the PhaseView. Our research indicates that horizontal, cross-sectional
representation of underwater scenes now appears to be the default position for some textbook authors, artists, and students.
In spite of this, we believe AqViews are currently untapped resources for learning in science classrooms, and offer potential
for enhancing science instruction, assessment, and visual literacy. 相似文献
4.
Popular film impacts the work of educators and education in a variety of ways. In this article, the authors examine popular films' portrayals of education and K-12 schooling and higher education instructors from a variety of perspectives. The authors also investigate how education provides a platform for the examination of contemporary cultural concerns. The authors and education graduate students offer recommendations for fruitful viewing. In addition, the authors provide some rationales for further study of education in popular film. 相似文献
5.
This study describes efforts in a U.S. teacher education program to raise the teacher candidates' awareness of how place impacts schooling. The preservice teachers and second graders exchanged pen pal letters based on books set in contemporary rural America. The teacher candidates enacted four major discourses in the correspondence: personal, rural, global and traditional. Without connections to the children personally, as fellow rural residents or as participants in a conversation about rural life, the preservice teachers were left only to communicate through traditional and globalized discourses. 相似文献
6.
Meredith Gaffney 《International Journal of Inclusive Education》2016,20(10):1024-1031
We read 48 children's books featuring characters with autism spectrum disorder (ASD) to determine which books would be appropriate for use during read-alouds in early childhood classrooms. We conducted a search on Amazon for children's books on ASD published after 2010 and identified 50 books that met the following criteria: (a) the book was a picture book for young children, (b) the main character had ASD, (c) the book was not a skill-building book for children with ASD, and (d) the book received more positive than negative reviews from readers on Amazon. We evaluated books for visual and literary content and accurate portrayal of ASD characteristics. We then showed books to special education professionals, general-education teachers, and education professors for their input. Through this review process, nine books were identified as appropriate for read-alouds in early childhood classrooms. We also contacted authors of select books to gather information on their experience with ASD. Overall, we found that the characteristics of books we selected featuring characters with ASD were different from the characteristics of children's literature typically used for class read-alouds. We therefore present recommendations for teachers to use when selecting children's books featuring characters with ASD. 相似文献
7.
In this article, we examine a set of 26 children’s books on HIV/AIDS published between 1989–1999 to identify the ways in which
these texts construct HIV/AIDS and people living with HIV/AIDS. We explore how this marginalized group is depicted in these
books, and how well-meaning teachers may in fact be reproducing dominant discourses about HIV/AIDS in their curricula. In
this article we focus, in particular, on how the discourses connected to public health, medicine, and secrecy (as a discourse
across many institutions) are filtered to children and take part in constructing their beliefs and assumptions about HIV/AIDS.
We illustrate our argument with examples from the books and show why teachers need to know how to analyze texts they select
for their curricula so as to read books about HIV/AIDS critically in the classroom.
Megan Blumenreich is Assistant Professor of Childhood Education at The City College of New York, City University of New York.
Her research interests focus on urban schooling, poststructuralist approaches to qualitative research, and teacher education.
She is the coauthor of The Power of Questions: A Guide to Teacher and Student Research (Heineman, 2005).
Marjorie Siegel is Associate Professor and Chair of the Department of Curriculum and Teaching at Teachers College, Columbia
University. Her research interests include transmediation and multimodality in literacy education, content area literacies,
and literacies and technologies. She is the coauthor of Reading Counts: Expanding the role of reading in mathematics classrooms (Teachers College, 2000).
M. Himley, “Teaching the rhetoric of AIDS: Blurring the boundaries.” 相似文献
8.
Olena Fimyar Kairat Kurakbayev 《International journal of qualitative studies in education》2016,29(1):86-103
This paper is a part of a three-year study, ‘Internationalisation and reform of secondary schooling in Kazakhstan’, jointly conducted by an international team of UK- and Kazakhstan-based researchers in 2012–2014. The study was conceived as a mechanism to support education reform in the country. This was achieved through reconstructing the education policy narrative of the last two decades and understanding the effects of the newly established Nazarbayev Intellectual Schools and the Centres of Excellence in-service professional development programme on the larger system. While the focus of the study was on Kazakhstan’s educational present, the references to the previous system of education, which was often referred to as Soviet, traditional, but also successful, fundamental and the best in the world, were numerous. These continuous references to the past prompted the authors of this paper to address the questions: What memories and practices of Soviet education are still dominant in the field of education in Kazakhstan? How do these beliefs continue to shape educational debate in the country? In support of its argument, the paper draws on the literature on Soviet schooling and contemporary education reform, interview data with national and international teachers in Kazakhstan, and field observations. The resultant narrative, which brings together the analysis of educational change and changes in teachers’ beliefs, may appeal to many involved in the construction of the contemporary reform agenda. 相似文献
9.
Crockett JB 《Journal of learning disabilities》2004,37(3):189-199
In the opening discussion of this special issue, I take stock of science and schooling for students with learning disabilities (LD) before probing four ideas to foster effective instruction in contemporary schools: (a) Turn to science as the best trick we know for solving educational problems; (b) specify clearly what we hope to achieve in our instructional decisions for students with LD; (c) rely on instruction as the best tool we have for improving student performance; and (d) cultivate-and keep-competent and caring personnel. I invite commentary, from the perspectives of researchers, practitioners, and those who prepare teachers and administrators, to assess the status of science in the schoolhouse and to offer practical strategies for how the scientific orientation of schools might be enhanced. 相似文献
10.
Trevor Gale 《Teachers and Teaching》2013,19(2):125-134
The messages teachers convey to their students through their use of language can often go unconsidered, yet such practices can have a significant impact on students and their schooling, and in the creation of learning difficulties. In this paper we employ a discursive and ideological approach to analysing teachers’ language practices and suggest that such systematic examination is warranted given the centrality of ‘teacher talk’ to students’ schooling. We draw attention to these concerns through an analysis of a spoken text between a teacher and student in the context of ‘show and tell’; a dialogue drawn from a larger body of data of interviews with and observations of teachers in six Australian primary schools. The analysis attempts to uncover the meanings conveyed to the student in question, Sam, through his teacher’s language practices and to demonstrate the potentially detrimental effects of these practices on his schooling. Generally, we propose that teachers frequently employ linguistic techniques to refashion students in various ways, according to the norms of schooling; norms that often do not account very well for student difference and which position them as ‘difficult’. Specifically, we argue that Sam’s teacher seems more interested in moulding Sam’s behaviour to conform to the interests of the school than in valuing his heritage and contributions. 相似文献
11.
Paul F. Burke Sandy Schuck Peter Aubusson Matthew Kearney Bart Frischknecht 《Technology, Pedagogy and Education》2018,27(2):149-163
This research examines how the pedagogical orientations of teachers affect technology adoption in the classroom. At the same time, the authors account for the stage of concern that teachers are experiencing regarding the use of the technology, their access to the technology and the level of schooling at which they teach.The authors’ investigation of these factors occurs in the context of a contemporary technology, the interactive whiteboard (IWB), in Australian schools. A structural equation model was estimated using a reflective measure of technology usage with antecedents in the form of pedagogical-oriented beliefs and best–worst scaling derived scores for a teacher’s stage of concern regarding IWBs. Teachers with constructivist-oriented pedagogical beliefs were significantly more likely to use IWBs than transmission-oriented teachers. However, the strongest determinant of usage was whether the technology is immediately accessible or not. 相似文献
12.
This paper contributes to a growing body of literature on widening university participation and brings a focus on the classed and embodied nature of young people’s imagination to existing discussions. We interviewed 250 young people living in disadvantaged communities across five Australian states who had experienced disengagement from compulsory primary and secondary schooling. We asked them about their education and their educational futures, specifically how they imagined universities and university participation. For these young people, universities were imagined as ‘big’, ‘massive’ alienating schools. The paper explores how the elements of schooling from which these young people disengaged became tangible barriers to imagining and pursuing participation in university education. The primary barrier they described was their relationships with school teachers. Our analysis shows how relationships with teachers can impact the imagined improbability/probability of university participation. We offer suggestions for how barriers to university created by poor relationships with teachers may be overcome. 相似文献
13.
PETER KELLY DEREK COLQUHOUN 《Discourse: Studies in the Cultural Politics of Education》2003,24(2):191-204
In diverse arenas there is much discussion about the dangerousness of contemporary lifestyles, including the stressful nature of work. These stresses associated with contemporary lifestyles and work are dangerous in so far as they are conceived as placing at risk the emotional, physical and psychic health and well-being of large populations. In this paper we engage with debates about the stressful nature of teachers' work, and the ways in which teacher health and well-being are constructed as being central to the task of delivering more effective schools. In this article we are not so much concerned with the nature of teacher stress as an indication of individual physical, emotional or psychic health and well-being, as with understanding how it is that at this particular historical juncture the self can be so widely conceived in terms of stress. Moreover, what processes make it possible at this moment to link the success or otherwise of a massive institutional process of state-regulated schooling to the health and well-being of teachers and the management of this health and well-being by school managers? We argue that in a policy context that devolves various responsibilities to self-managing schools, the government of the stressed self emerges as an ethical concern for teachers and those who manage them (Foucault, The Use of Pleasure , New York, Pantheon, 1985). Our purpose is to problematise these processes so that responsibilities for delivering on the promise of effective schools might be differently framed and debated. 相似文献
14.
School shootings are traumatic events that cause a community to question itself, its values, and its educational systems. In this article Bryan Warnick, Benjamin Johnson, and Samuel Rocha explore the meanings of school shootings by examining three recent books on school violence. Topics that grow out of these books include (1) how school shootings might be seen as ceremonial rituals, (2) how schools come to be seen as appropriate places for shootings, and (3) how advice to educators relating to school shootings might change the practice of teaching. The authors present various ways of understanding school shootings that may eventually prove helpful, but they also highlight the problems, tensions, and contradictions associated with each position. In the end, the authors argue, the circumstances surrounding school shootings demonstrate the need for the “tragic sense” in education. This need for the tragic sense, while manifest in many different areas of schooling, is exemplified most clearly in targeted school shootings. 相似文献
15.
As a response to the attacks on ethnic studies in Arizona and the move to ban certain books, this essay presents theoretical and pedagogical reflections from two professors and addresses the ways teacher preparation programs can offer a resistance. Based on the authors’ experience in teacher preparation programs, one in the humanities and the other in mathematics, they discuss fundamental concepts that undergird social change methodology from Gloria Anzaldúa (la facultad and conocimiento) and from Isabel Gunning’s work (World Traveling). Ultimately, our premise is that teachers of teachers can impact the curricula in significant ways that result in dismantling racism and in teaching that is focused on positive social change. We posit that the university classroom where future teachers are trained must address (1) Equity issues, (2) Cultural identity or cultural framing, and (3) Culturally relevant strategies and teaching, modeled by the university professor. 相似文献
16.
Aurolyn Luykx Josiah Heyman 《International journal of qualitative studies in education》2013,26(3):346-368
This article focuses on efforts to critically analyze the social reproductive functions of schooling with a group of pre-service teachers in the US–Mexico border region, and on students’ reactions to these efforts. The students – all female, predominantly Mexican-American – had experienced both educational discrimination and academic success, and heavily invested in the dominant view of schooling as a meritocracy where individual talent and motivation regularly overcome structural obstacles. We argue that the students’ ideologies and experiences of class, gender, ethnicity, nationality, and language predisposed them to resist analysis of systemic inequalities in schools; we also examine the implications of this resistance for their future success as teachers. We conclude with recommendations for balancing structural pessimism and strategic optimism in the classroom, and for bringing students’ personal and social histories to bear on the contradictions between schooling’s promise of social mobility and its tendency to reproduce social inequality. 相似文献
17.
Philip C. Clarkson 《Cultural Studies of Science Education》2011,6(1):153-163
Teaching decisions made ‘in the moment’ do not often allow for deliberate, well thought through actions by teachers. Sometimes
we are conscious of the options that are available and we do make deliberate decisions. We may even be aware of the values
impinging on our decision, but for many other aspects embedded in our teaching, deeper influences impact. They may never become
conscious. Sometimes though, over time and with reflection, we do uncover the influences to which we are beholden. In this
paper, I reflect on moments that for me were local, but in which were embedded the influences of the global although I was
not always aware of this at the time. Through these moments, I comment and attempt to nuance ideas espoused by the authors
in this issue. 相似文献
18.
How are we to educate young people of, and for, these times in a way which takes into account the existential and moral dilemmas of our age? We argue that the current education system fails to address the full implications of historical change in relation to ethics and equity. In what follows, we offer some ways of describing and theorising contemporary life in an age of uncertainty. We offer it as a knowledge base from which teachers, principals and policy makers might draw in creating new morally and ethically sound policy discourses. We follow with some new frameworks for helping students to deal with the altered context of moral and political life. 相似文献
19.
John Yandell Jane Coles Theo Bryer 《Changing English: An International Journal of English Teaching》2020,27(2):208-228
ABSTRACTEvery year since 2007, the Globe Theatre has run the Playing Shakespeare project, largely funded by Deutsche Bank. This has three main components: school-based workshops, CPD sessions for teachers and free performances for school students. From 2014 to 2016, we were commissioned to evaluate this project. In what follows, we reflect on the nature of this project and its relation to the versions of Shakespeare that figure so prominently in the terrain of contemporary schooling in England. 相似文献
20.
Picture books, when used thoughtfully and artfully, can teach theories to graduate students in literacy and foreign language education. In this article, the authors described how a pair of picture books is used to teach Vygotsky's Zone of Proximal Development and Krashen's Input Hypothesis in the fields of literacy education and applied linguistics. The authors first introduced the theoretical foundation and rationale of using picture books as paired texts to teach educational theories. Then, from a macroperspective, they described the procedures of designing a class activity with paired picture books. Next, they provided language teachers and educators with a specific sample in which materials, objective, and specific instructional steps are clearly listed. In the end, the authors explained how the article contributes to the field from three perspectives: first, it offers a helpful strategy to language educators who make instruction of theories to graduate students easier; second, it provides insights to language and content area teachers on teaching across the curriculum by using picture books; third, it suggests how teachers can pair other learning mediators with picture books to improve student learning. 相似文献