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1.
REVIEW ESSAY     
This article presents a holistic ecclesial vision that emerges from the academic, practical, and ecumenical work of Letty Russell, Professor of the Practice of Theology at Yale University Divinity School. This vision facilitates a systemic design (purpose, function, and structure) of the Christian church which promotes the church to be a transforming agency in post‐modern society. The discussion moves from an overview of a systemic understanding of the church through Russell's educational, theological, and sociological contributions to the possibility of integrating these contributions into an organismic image. Finally, the article suggests a fluid theoretical model necessary for the church to be proactive in to days changing world.  相似文献   

2.
2001 marked the 75th anniversary of the publication of Bertrand Russell's first book about education, entitled On Education: Especially in Early Childhood, which appeared in 1926. This year is the centenary of Russell's earliest essays dealing with educational issues written in 1902. This is an appropriate occasion, therefore, to review Russell's thoughts on teaching and education. This paper examines three central ideas, kindliness, knowledge and courage, which Russell thought necessary for a good world and for good teaching, and explores his numerous remarks and suggestions about these ideas with a particular focus on their application in an educational context with a view to improving teaching. In good Russellian fashion, the discussion centres on which of Russell's ideas have helped teachers in their work.  相似文献   

3.
D. G. Mulcahy highlights some of Jane Roland Martin's major contributions to the field of philosophy of education in this review essay. He focuses on several of Martin's better‐known works — including Reclaiming a Conversation, The Schoolhome, Changing the Educational Landscape, Coming of Age in Academe, Educational Metamorphoses, and School Was Our Life — tracing through them the development of her reconceptualization of the idea of a liberal education from the early1980s to the present day. Viewing Martin's contribution from the perspective of liberal education, he contends, underscores the optimistic spirit of her work as well as its originality and significance for the theory of education as a whole. Mulcahy gives particular attention to these elements of Martin's thought: the importance she attributes to educating the young for active participation in the world and not mere observation of it; her analysis of the range and complexity of our cultural wealth; her concept of a gender‐sensitive education; and her emphasis on the unique contribution of the experience of women to education. Martin's substantial body of work, Mulcahy concludes, stands as a compelling alternative to mainstream educational theorizing, one that offers hope for the potential of educational renewal.  相似文献   

4.
This collaborative self-study, told through email excerpts and reflections, explores a teacher educator's return to high school teaching. In this study, we juxtapose our voices and alternate between past and present to develop insights that reveal how going back can lead to moving forward with respect to educating prospective teachers. While the story is Lisa's, we work together to use self-study as a research approach methodologically aimed at improving practice. As a teacher educator, Lisa's experience of being a first-year teacher with her former students was one of the most powerful experiences of her professional life. Being a new teacher for a second time forced her to face novice-teacher issues as a participant rather than as an observer or researcher. At times Lisa had no choice but to put aside her doctoral training. When she subsequently returned to teacher education, she did so with renewed passion and enriched understanding of the challenges facing new teachers.  相似文献   

5.
The Second Vatican Council introduced a new narrative for Catholic school. Rather than serving a primarily catechetical purpose, Catholic schools were to share in the Church's evangelizing mission by embodying an ideal learning community in a manner rooted in Gospel values. This paper argues that Gospel values are not exported from the Bible and applied to Catholic schools. Instead, they emerge in the experience of teaching-learning as a humanly liberating activity in relation to the human reality of God's Kingdom realized in Jesus of Nazareth and explores revitalizing Catholic education through Gospel values, without at the same time being sectarian.  相似文献   

6.
In this paper, we share the testimonio of Santana, an immigrant from rural México, who explained the ways that she navigates her life and raises her children as a Latina immigrant woman here in the southeastern United States. Our inquiry is guided by analysis of ethnographic interviews conducted with Santana over a period of three years. We argue that Santana saw these interviews as an opportunity to share testimonios—embodied life stories that bear witness to a history of social injustice. Testimonio centralizes marginalized knowledge and documents a collective experience of injustice via an individual narrative. Santana’s testimonio underscores the complex ways that Latina migrants draw from embodied experiences to resist oppression and sobrevivir, a verb that implies not only enduring, but moving forward with knowledge, power, self-confidence, and creativity. We argue that her testimonio disrupts the power relations embedded in the traditional hierarchy between the researcher and the research participant.  相似文献   

7.
This article describes a countercultural approach to autobiography in comparison with three dominant uses of autobiography in religious education. It defines countercultural autobiographies as stories from the underside of society meant as tools for education for justice and as invitations for transformative dialogue in institutional and societal settings. The article's goal is to invite religious educators, in seminaries and faith communities, to begin a dialogue for finding ways to use countercultural autobiographies to inform theories and practices of religious education that will educate us all in the path of God's vision of justice for the world.  相似文献   

8.
Poor white children, often with roots in Appalachia, can present puzzling and intractable challenges for the multicultural educator. These students are not considered in multicultural textbooks, yet they face language and dialect issues, low educational attainment, under-representation in curriculum, and negative cultural stereotypes. This article details the history, language, dialect, and school experiences of marginalized ethnic Whites; explores problems inherent in representation related to race, class, and marginality; and discusses action research on pre-service education intended to strengthen teachers' perception of the special problem of marginalized Whites. This work highlights the importance of problematizing and expanding “basic” categories and terms such as “black,” “white,” “urban,” and “rural” to consider important differences of experience—an imperative in an education profession committed to diversity and social justice.  相似文献   

9.
Participation is commonly desired in and out of faith communities. Garnering formative participation entails inviting and empowering others to participate in shaping and defining a community's identity. A community that invites formative participation may empower itself to likewise participate in formative ways in its wider communities. Such participation, at all levels, may be seen as participation in God's ongoing creation, part of our calling as beings created in the image of a creating God. Formative participation should and can be a central goal of education in the church. This article offers images and possibilities for educating for formative participation.  相似文献   

10.
1944 and all that   总被引：1，自引：0，他引：1  
Firstly I look upon Britain as my homeland… Liberty, the love of home, tolerance and justice—these are some of the things which Britain has infused into most of her sons and daughters…. What does Britain mean to me?, I say ‘A home and the home of the good things in life’. (HAI.1.) Britain means to me my HOME. And I use ‘home’ in the fullest sense as after years spent abroad, it is always the one place I had a secret hankering to come back to (SM1.6) England is home and there's no place like home. That's what Britain means to me. With all its faults, it means just everything to me (MIL.9.) (Report on ‘What does Britain mean to you’, 1941)1  相似文献   

11.
U.S. educational policymakers and equity advocates often frame the negative ramifications of racial inequality in schools in terms of worries about the nation's future global economic competitiveness. This article draws on frame theory (Snow & Benford, 1988) and education organizing theory (Warren & Mapp, 2011) to argue that educational policymakers and advocates must expand this national competitiveness frame to advance racial and educational justice. By outlining the emergence and reification of the national competitiveness frame in contemporary U.S. education policy, this article demonstrates how the national competitiveness frame can successfully build domestic alliances and create urgency for education reform. However, it can also risk co-opting racial justice goals. Further, this U.S.-centric frame ignores the global experience of racialization and educational injustice shared by marginalized groups around the world. The article closes by suggesting that educational equity advocates build on these transnational connections and use a collaborative frame to build collective power among historically marginalized groups worldwide to advance racial and educational justice in both the United States and abroad.  相似文献   

12.
ABSTRACT

Dolores Huerta, co-founder of the United Farm Workers Union, was and still is involved in a number of social justice causes, including voter participation. Since her days working at the Community Service Organization in the 1950s, she has long advocated for registering and organizing voters as part of a broader strategy to enfranchise Mexican, Mexican American, and other historically marginalized groups. This essay explores a few brief examples of her calls to get out the vote and participate in social movements more broadly to address the deep-seated problems of “citizenship excess” that face Mexican, Mexican American, and other immigrant communities (as well as many others) in the United States. In addition, Huerta has strongly advocated for “people power” as a way to get marginalized people into activism, especially those with intersectional identities related to race, ethnicity, gender, class standing, sexuality, and political orientations.  相似文献   

13.
Physical education has a rich tradition of concern for the development of fully functioning individuals, but this tradition is in danger of being marginalized by the dominant technocratic and competitive structures of today's physical education. The purpose of this paper, in seeking to readdress the value of the experiential dimensions of sport, is to provide the instructor with insight into a specific domain of sport—challenging outdoor activity, or risk sport—that holds particular value for Bain's (1988) alternative approach for humanistic physical education. Employing the model of risk-sport involvement (Robinson, 1992) as an analytical framework, the paper attempts to promote an understanding of the complex nature of the risk-sport experience and the potential value such experiences hold for personal growth, meaningful social interaction, and social change.  相似文献   

14.
Katharine Drexel was an important educator who taught profound lessons to the Roman Catholic Church and American society about the responsibility of privilege and the irresponsibility of prejudice. As a professed nun dedicated to the education of Black and Native Americans, she taught both intentionally and by example. Religious educators, seeking to educate for peace and justice, often point to Katharine's life work as an example of the application of Catholic social teaching. This article argues that Katharine's educational import in regards to Catholic social teaching goes much deeper than the concrete examples of her life's work. By studying Katharine's life, religious educators can illustrate the foundational attitudes and habits necessary for the principle of social justice to take root. This will be articulated in terms of underlying emphases found in aspects of Katharine's story: emphasis on totality, on clarity of vision and purpose, on evangelization, on family ethical formation, on moral education, and on Eucharistic spirituality. A corresponding action for religious educators will be suggested.  相似文献   

15.
This review essay draws on Nancy Fraser's work as featured in Adding insult to injury: Nancy Fraser debates her critics to explore issues of schooling and social justice. The review focuses on the applicability and usefulness of Fraser's three-dimensional model for understanding matters of justice in education. It begins with an overview of the principles of economic, cultural and political justice as they are reflected in specific examples of equity and schooling policy and practice. This is followed by (1) a consideration of Fraser's concerns that current forms of identity politics are reifying group identity and displacing matters of distributive justice and (2) with an account of her concerns about the political justice issues of representation and misframing in the contemporary global era. With reference to the sphere of Indigenous education, the review examines some of the problematics involved in pursuing distributive, recognitive and representative justice. Fraser's ‘status model’ is presented as a way through these problematics because it engages with a politics that begins with overcoming status subordination rather than with a politics of group identity. Against this theoretical backdrop, the final section of the review briefly considers some of the future challenges for schooling and social justice.  相似文献   

16.
Building on the author's experience in leadership development in Roman Catholic parishes and recent work in the field of congregational studies, this essay examines the religious educator's role as a catalyst in the transformation of the culture of the local church. As an alternative to an instructional/schooling approach to religious education, the paper proposes a model of congregational education directed specifically to the transformation of the corporate life of the faith community by its members working together to reshape concrete behaviors, structures, and roles in order to carry out the church's mission and ministry.

This argument is developed through a discussion of foundational assumptions about the significance of congregational life for the church's educational mission and a brief case study illustrating central dynamics in the process of congregational education. The paper concludes with observations about the range of skills required of congregational educators, especially their ability to understand and evaluate the complex dynamics of congregational life in a disciplined way.  相似文献   

17.
Jane Eyre is recognized as the representative work of early British female literature.The author,Charlotte Bronte,through her true female experience,described one new female figure with rebellious and revolutionary spirit——Jane Eyre.Her dignity is like the beautiful lily,holy and noble;her pure love is like the fragrant rose,intoxicating and sweet.This paper expands on the source of Jane Eyre’s dignity and her idea of equality in love and marriage through analyzing Jane Eyre’s living environment and her life experiences.Finally,it points out the importance of women’s striving for independence and freedom and maintaining personal dignity by self-struggle.  相似文献   

18.
学校中儿童的日益多样化,使得教师教育必须帮助新教师理解如何与各种文化背景的学生打交道。教师不能想当然地假设每一个孩子都有相似的经历和体验,而要对学生的差异性保持清醒的意识和文化的敏感。多元文化教育更大的使命,是要确保教育实践的公平性,履行教育助推社会公正的使命。因此,为社会公正培养"文化敏感型教师",成为多元文化教育的核心议题。文化敏感型教师尽最大努力确保所有学生学业成功,帮助学生发展批判和质疑精神,培养学生改变社会的意识和能力。文化敏感型教师的概念使我们超越了对多元文化教师教育的肤浅定义,将多元文化教师教育指向这样的方向:教育是具有政治意义的活动,是每一个孩子都应该获得的权利。多元文化教师教育并非是让学生了解某个或某些少数民族那么简单,而是要培养师范生对个体差异性进行持续探究的能力。  相似文献   

19.
ABSTRACT

Vocation, interpreted as the calling of every individual believer to serve God in ordinary life, has been an important feature of Protestantism. However, not only has the notion of vocation gradually disappeared from the late modern understanding of work and profession, the identification of vocation and work has also been criticized by theologians such as Karl Barth, Miroslav Volf, Jacques Ellul, and Gerrit de Kruijf. From their eschatological perspective, these theologians hold that because our true vocation is to be citizens of God's kingdom, work is a relative good or even a necessary evil. Although this criticism is in various respects justified and relevant, it tends to overlook the particularity of callings included in the Protestant conception of vocation. Therefore, an alternative approach is presented, in which vocation as a particular calling from God's side can be reconnected to everyday life, including the life sphere of work and profession. From this approach, this article explores the implications for discerning vocation in the practice of Christian higher education as a communal practice of discernment of one's callings, as related to the primary calling to be a citizen of the kingdom of God, and as aimed at the common good.  相似文献   

20.
The current push to marry off mathematics with social justice compels one to ask such critical questions as “What is social justice?” and “How does (or can) mathematics look and act when viewed in/through the lenses of social justice?” Taking a critically reflective approach, this article draws the reader into a discussion of what is amiss in the currently promoted picture-perfect marriage of mathematics and social justice, presenting perspectives on both the content and context of mathematics teaching and learning. In this article, the author’s account of her experience in teaching a mathematics curriculum course for prospective middle years' teachers highlights a call to re-imagine the relationship between mathematics and social justice as more than a perfunctory integration of a “statistics and figures” approach. The author’s reflections acknowledge the complexity and potentiality of the relationship while challenging current status quo practices and paradigms in mathematics education.  相似文献   

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