共查询到20条相似文献，搜索用时 31 毫秒
1.
Catherine Milne 《Cultural Studies of Science Education》2009,4(4):1013-1022
I respond to Zeyer and Roth’s (Cultural Studies of Science Education, 2009) paper on their use of interpretive repertoire analysis to explicate Swiss middle school students’ dialogic responses to
environmental issues. I focus on the strategy of interpretive repertoire analysis, making sense of the stance Zeyer and Roth
take with this analysis by synthesizing their argument and comparing their analysis with other researchers that have also
used this analytic tool. Interpretive repertoires are discourse resources, including mores, tropes, and metaphors that can
be evoked by speakers in support of a tenuous claim. So interpretive repertoires have rhetorical character and function. Interpretive
repertoire analysis requires looking for patterns in the contradictions in the speech of a collective of participants that
can be codified as interpretive repertoires. Interpretive repertoires provide insight into macro-structures that frame, and
are used to justify participants’ behavior. My response to Zeyer and Roth’s argument might also be thought to be contradictory
but I think defensible. In this paper, I outline why I am excited by the possibilities I can image for this type of analysis
in areas of science education research. However, I also felt the need to identify possible limitations of Zeyer and Roth’s
exclusive focus on environmental issues to the neglect of other issues, such as those associated with gender, embedded in
participants’ discourse. I argue that a critical and historical focus, in conjunction with interpretive repertoire analysis,
offer a rich strategy for analysis in science education research, especially in the study of macrostructures, such as gender,
race, identity and power. 相似文献
2.
Environment and environmental protection are on the forefront of political concerns globally. But how are the media and political discourses concerning these issues mirrored in the public more generally and in the discourses of school science students more specifically? In this study, we analyze the discourse mobilized in whole-class conversations of and interviews with 15- to 16-year-old Swiss junior high school students. We identify two core interpretive repertoires (each unfolding into two second-order repertoires) that turn out to be the building blocks of environmental discourse, which is characteristic not only of these students but also of Swiss society more generally. The analysis of our students’ discourse demonstrates how their use of interpretive repertoires locks them in belief talk that they have no control over ecological issues, which can put them in the danger of falling prey to ecological passivity. As a consequence of our findings we suggest that teachers should be endorsed to interpret their teaching of environmental issues in terms of the enriching and enlarging of their students’ interpretive repertoires. 相似文献
3.
4.
5.
Educational Reflections on the “Ecological Crisis”: EcoJustice, Environmentalism, and Sustainability
Michael P. Mueller 《Science & Education》2009,18(8):1031-1056
There is a tendency by scholars arguing for a more just and sustainable future to position the “ecological crisis” as a fundamental
reason for major educational reforms. Relying on crisis-talk to fuel social and environmental justice and environmentalism
reinforces the thinking of the past, which inadvertently perpetuates the acceptance of present cultural attitudes which frame
our relationships with others and the natural world. To evaluate previous cultural thinking and associated traditions of Euro-West
society, Chet Bowers asserts that we ought to analyze how assumptions are carried forward as metaphors, which are associated
with attitudes towards science, technology, and nature. This pedagogy is called ecojustice education and serves to conserve and sustain cultural diversity and the biodiversity of Earth’s ecosystems, which are threatened and
vulnerable. But, also carried forward in the language of ecojustice philosophy (and other ecological works) is a presumption
that feeds into scientifically proving that a crisis exists, which is associated with organizing schools around an implicit
shock doctrine of fear and urgency. This paper explores these assumptions and others associated with a supposition of ecological
crisis. The ecological crisis has the potential to marginalize many diverse people who are needed during these times of increasing
ecological awareness and uncertainties. Situating education (and the world) in the frenzy associated with crisis, versus the
assertion that schools should increase awareness around the belief that a more sustainable lifestyle is beneficial for the
individual, the community and the environment is a worthwhile debate and is rich with respect to research opportunities in
education.
相似文献
| Michael P. MuellerEmail: |
6.
This article is a philosophical analysis of van Eijck and Roth’s (2007) claim that science and traditional ecological knowledge (TEK) should be recalibrated because they are incommensurate, particular to the local contexts in which they are practical. In this view, science maintains an incommensurate status as if it is a “fundamental” basis for the relative comparison of other cultural knowledges, which reduces traditional knowledge to a status of in relation to the prioritized (higher)-status of natural sciences. van Eijck and Roth reject epistemological Truth as a way of thinking about sciences in science education. Rather they adopt a utilitarian perspective of cultural-historical activity theory to demonstrate when traditional knowledge is considered science and when it is not considered science, for the purposes of evaluating what should be included in U.S. science education curricula. There are several challenges for evaluating what should be included in science education when traditional knowledges and sciences are considered in light of a utilitarian analysis. Science as diverse, either practically local or theoretically abstract, is highly uncertain, which provides opportunities for multiple perspectives to enlarge and protect the natural sciences from exclusivity. In this response to van Eijck and Roth, we make the case for considering dialectical relationships between science and TEK in order to ensure cultural diversity in science education, as a paradigm. We also emphasize the need to (re)dissolve the hierarchies and dualisms that may emerge when science is elevated in status in comparison with other knowledges. We conclude with a modification to van Eijck and Roth’s perspective by recommending a guiding principle of cultural diversity in science education as a way to make curriculum choices. We envision this principle can be applied when evaluating science curricula worldwide. 相似文献
7.
This paper is written by democratic educators who stand for the idea that is it worth developing, through classrooms and schools, a socially just (egalitarian), anti‐discriminatory society where interdependent relationships are valued. This paper significantly develops some of the ideas explored in the authors’ earlier contribution concerned with progress in Northern Ireland towards educational inclusion, and how this might more effectively advance in a post‐conflict transforming society. In particular, the paper poses the ‘so what’ question, and it responds by exploring the practical implications of six key ideas thought essential for transforming learning environments supportive of cultural diversity, equity and excellence for all. In addition, it includes examples of how school staff, along with collaborating partners, might utilize these key principles in order to facilitate school improvement. 相似文献
8.
Hilary Monk 《Asia-Pacific Journal of Teacher Education》2017,45(1):3-22
Increasingly early childhood educators are referred to as “professionals,” but how do they view themselves in terms of professionalism? What does it mean to be an early childhood professional? This study explored the views of 78 Asian early childhood educators who were upgrading their qualifications to degree level. In groups of five to eight, participants visually created and explained metaphors of professionalism as a class activity. The visual metaphors were analysed using Gleeson’s polytextual thematic analysis with Rogoff’s personal, interpersonal and institutional planes as the theoretical framework. Findings revealed that the educators’ perspectives of professionalism and professionalisation related to their work–life roles, their cultural understandings and relationships, and how they believed they were viewed by others in relation to the status of early childhood education. This study provides an insight into perceptions and challenges related to the developing professionalism and professionalisation of early childhood educators in Asian contexts. 相似文献
9.
Carolyn Hughes Elizabeth Boyd Sara J. Dykstra 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):361-382
Researchers in the educational field have investigated how a caring adult can best provide mentoring support to youth placed at risk and what functions a mentoring program should serve to promote healthy mentoring relationships. However, the perspective of mentors rarely has been sought to elicit their evaluation of a mentoring program or recommendations for programmatic change. The purpose of this article was to investigate the views of university students serving as mentors in high‐need high schools or community centers. We asked 49 students, primarily undergraduates across a range of liberal arts disciplines, who were participating in a university‐based service‐learning mentoring program for youth attending high‐poverty high schools: (a) what activities they engaged in with mentees, (b) how they benefited from the mentoring program, and (c) how they perceived the program and what recommendations they had for change. Findings revealed specific suggestions that mentoring program coordinators can adopt to address mentors’ concerns and promote sustained, durable mentoring relationships for youth. 相似文献
10.
Ashley N. Woodson 《International journal of qualitative studies in education》2017,30(2):161-174
Metaphor and metaphorical expressions are phenomenon of interest in teacher education research, critical race literature, and research on black communicative practices. Only marginal concerted attention has been paid to students’ metaphorical expressions, and what these expressions might tell us about students’ racial identities and lived experiences. This study explores the metaphorical language that nine black youth used to describe what it means to be black in their social and political context. Data collected through the metaphor elicitation prompt, ‘Being black is like …,’ is presented to probe participants’ understandings of race, racial identity, and urban society. Conclusions indicate that abstract or indirect conversations about race may provide teachers and other hearers of students’ metaphors a greater understanding of and empathy toward students’ needs, experiences, and identities. 相似文献
11.
吴霞 《钦州师范高等专科学校学报》2014,(7):64-68
菲利普·罗斯的中篇小说《再见,哥伦布》描写了一个处于美国社会中下层的犹太青年尼尔·克勒门的美国梦,他渴望进入美国的主流社会,但却遭遇着犹太传统与美国文化的两难选择,这两种选择正是他寻求自身价值和精神家园的结果。尼尔对美国梦的向往与抗拒,对我们有着重要的启示意义。 相似文献
12.
Youth-movements in Israel are non-formal organizations that educate for social and political involvement and provide a broad platform for youth involvement in the community. This study explored the question: does the social activism of adolescents who both elect for membership in youth movements and a leadership role of instructing younger members also reflect itself in environmentalism? In a survey of 1496 young instructors drawn from 15 official youth movements, findings on environmental literacy variables show youth are only generally knowledgeable about environmental problems; express ‘technical-optimism’ which leads them to limited concern for the environment; show limited recognition of the importance of environmental education, and show limited acknowledgment of the necessity for changes in personal consumerism. Findings also show that environmental issues are not on their mind since they are not a conversation topic with peers or family. Nonetheless, these youth also demonstrate strong self-efficacy to effect change; view themselves as role models for younger members; and express willingness to include environmentally-supportive activities within regular youth movement activities. Their valuing of nature also provides a foundation for building other environmental values. Further analysis shows how these findings can contribute theoretical and practical tools for incorporating sustainability within the youth movement framework, and help realize their potential for promoting sustainability in society. 相似文献
13.
Raimo Kaasila Markku S. Hannula Anu Laine 《International Journal of Science and Mathematics Education》2012,10(4):975-995
In this study, we consider 5 preservice teachers who had negative views of mathematics at the beginning of elementary teacher education. We focus on methodological challenges: how to analyze their mathematical identity talk which to some readers can sound incoherent. Teacher change studies have often ignored the methodological challenges on which we focus on in this article. We compare preservice teachers’ talk at the beginning and at the end of a mathematics education course. When analyzing the data, we combined discursive, rhetorical, and narrative approaches. We identified 6 central interpretative repertoires that were manifested in preservice teachers’ identity talk: Victim, Ego-defensive, Fatalist, Gaining an Insight, Self-development, and Responding to the Expectations of the Change. The Ego-defensive and Fatalist repertoires were activated especially when students talked about mathematical tests. The most central rhetorical devices were category entitlement, categorization, active voicing, use of disclaimer, and use of metaphors or extreme utterances. At the end of the course, the talk of the more confident preservice teachers was more coherent than the others’ talk. Our study shows that combining different approaches can bring useful views for understanding preservice teachers’ multiple identities. 相似文献
14.
This article argues that building powerful literacies involves the centering of dispositions and practices that thrive on the boundary—spaces that are not always sanctioned as educational. Leveraging youths’ repertoires is particularly important for educators of nondominant learners who are committed to challenging characterizations of their students as being inept or deficient. To this end, we address how the design of learning opportunities that attend to polylingual repertoires (Gutiérrez, Bien, Selland, & Pierce, 2011)—the use of multiple languages and forms of expression-—can open up opportunities, pathways, for youth to leverage new identities as resources for consequential learning. We advance the idea of organizing learning environments where youth playfully negotiate their nepantla identities that are often in a “state of perpetual transition” (Anzaldúa, 1999, p. 100). We argue that nepantla literacies, or literacies that thrive in the boundary, emerge through negotiations with syncretic (Gutiérrez, 2014) literacies—those that are valued in the academy and across spaces and communities. 相似文献
15.
Mark Faust 《课程研究杂志》2013,45(3):371-386
This study examines six US social studies teachers’ beliefs and curricular decisions that impact their teaching about Asia. Using interview data, the study seeks to understand the forces that influence what, how, and when teachers teach about Asia in their secondary classes, if and how they position Asians as ‘others’, and what bearing that has on how these teachers represent Asia in the curriculum. As the study investigates these topics in light of the wider social perceptions of Asia in US society, it uses cultural studies as a major theoretical framework. Major findings show that there is a significant gap between teachers’ personal goals for instruction and students’ perceptions about Asia, the latter of which are often influenced by mass media and popular culture. The study provides a new perspective on understanding the nature and social function of the school curriculum as producer of the collective perception of other peoples and cultures. 相似文献
16.
《Compare》2012,42(2):303-324
This article explores how in the contexts of exile and statelessness and in the absence of Palestinian institutions, such as schools, Palestinian youth in south Lebanon construct their identities through nationalist narratives of shared history, kinship, culture and religion. Although these narratives help to construct shared notions of ‘Palestinianess’ for the youth, they also help to produce contestations and internal ‘others’. This has important implications for the lives of Palestinian youth, as group membership gives them a sense of belonging and regulates their access to resources, information, opportunities and power. Moreover, the production of internal ‘others’ also has serious implications for social cohesion, tolerance for internal and external diversity and gender relations in Palestinian society. 相似文献
17.
Allan Walker 《School Leadership & Management》2015,35(3):300-320
This article examines a number of key issues around successful school leadership and leader development. Three metaphors are used to frame, track and analyse recent research and commentary in the area – these are clones, drones and dragons. Although development mechanisms rarely fall neatly within one category, the metaphors provide a useful way to examine some of the ongoing uncertainties around leader development. Clones duplicate what others think they know about successful leadership. Drones carry cloned knowledge and are controlled ‘from afar’ by centralised authorities or other ‘outsiders’. Dragons take organic forms which can mutate in terms of shape, colour and form in line with more localised needs. As such, they aim to nurture leaders who lead change successfully within their communities with reference to but not dictated by standardised knowledge. Issues flowing from interactions between these categories form a set of questions or tensions faced by systems and leaders themselves. 相似文献
18.
Kathleen E Connors 《The International Journal of Art & Design Education》1998,17(3):275-282
Most school districts in our world expect teachers and students to behave in a manner that promotes tolerance and peaceful conflict resolution. This is not always easily accomplished, mostly because few have had any formal training in issues of diversity and conflict resolution beyond conventional life situations, and issues and circumstances reach crisis levels before they are addressed. Students and teachers and the communities in which they function need to have an ongoing dialogue that progressively helps all to understand and deal with issues of diversity and conflict. An established means to understanding who we are and why we do what we do is to generate an aesthetic distance to observe for understanding those and that which we call ‘other.’ This workshop was an encounter with ‘others’ (flora, fauna, cultures, social constructs%) whom we created (and whom we implicitly re-presented as metaphors for ourselves and ‘others’ in our world) through the making of a three-dimensional mural of four separate geophysical regions with four distinct cultures that have never encountered one another. How they eventually encounter one another and what occurs because of this encounter is the mirror each group holds up to itself. Subsequent discussion encompasses not only the hypothetical cultures and how their members dealt with the challenges of change, disaster, and forced integration but also how or if the people within the workshop groups co-operated or resolved conflict to create the murals and their cultural representations. 相似文献
19.
Gemma Punti 《Journal of Latinos & Education》2018,17(4):314-329
This ethnographic study explores what happens in the lives of two 1.5-generation undocumented Latino youth that results in academic engagement or disengagement. It examines how turning points, policy, language proficiency, school structure, economic needs, and family and personal circumstances affect academic identities. Findings reveal how students’ agency can make a big difference in explaining the high school graduation of youth who are proficient in English. Consequently, labeling students as low or high achievers disregards the fluidity of their academic identities as well as their capacity to change their academic trajectories within society’s structural limitations. 相似文献
20.
邹洪伟 《绵阳师范学院学报》2008,27(12)
本文就当代青年为什么要学习、为什么要有终身学习的意识、在浩瀚的知识经济社会主要的学习内容有哪些以及怎样学习等方面,结合胡锦涛总书记的相关论述进行了分析和阐述,以期在青年中形成人人、时时、处处皆学习的风尚,积极构建学习型社会。 相似文献