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1.
The field of education, and derivatively environmental education, is filled with inherently difficult concepts, yet we have not, I believe, given sufficient attention to understanding these ideas that ground our work. For example, the term 'education for sustainability,' has gained rapid acceptance yet little critical attention has been given to the term. Before launching into a critique, I do acknowledge the importance of 'sustainability' and the usefulness of this concept in environmental thinking. Many ecological processes are not sustained-not kept going continuously. Species are going extinct at an alarming rate and whole ecosystems are at risk. So, it is important to talk about sustainability. However, I argue that this alone is not sufficient. In this article I examine limitations associated with the language of sustainability and their implications for environmental thinking. Using the idea of digital watches as a metaphor, I explore what sustainability is not. Contemporary examples from advertising, curriculum development, and 'wildlife management' will be used to illustrate the central theme.  相似文献   

2.
Abstract

This article explores the paradox of “race” and U.S. education reform in the 21st century. I consider how the invisible ontology of race and its entangled relationship with class divert our attention from economic inequality and undermine policies intended to redress racial inequality in schools. I conclude that the education research community must unpack its use of “race” and focus on the role of racism in the maintenance of racial caste in America's schools.  相似文献   

3.
Abstract

This study centers on the racialized experiences of Afro-Latino undergraduates at historically White institutions. Of particular interest, I examine how six Afro-Latino collegains experience intragroup marginalization due to colorism. The research design is undergirded by critical race theory and a critical race methodology. Participants’ narratives reflect how colorism manifests in the lives of Afro-Latino collegians. In drawing attention to a population that has been rendered invisible in higher education, findings from this study guide implications for future research and practice for higher education and student affairs leaders.  相似文献   

4.
In this article I argue that the use of practical reasoning in university classrooms is necessary to establish conditions under which university teachers and students can move beyond the dominant “transmission mode” of education (teaching and learning). This mode of education had been, and in many cases remains to be prevalent in several (South African) university classrooms. I argue what it could mean for university teachers and students to reason together with one another in classroom practices. Central to reasoning together is the idea of deliberation which provides opportunities for teachers and students to experience “intelligent action” (Biesta 2004a) that could enhance educational problem solving in (and beyond) university classrooms.  相似文献   

5.
In this article I examine the consequences of the dominance of intuitive thinking in moral judging and deciding for the role of moral reasoning in moral education. I argue that evidence for the reliability of moral intuitions is lacking. We cannot determine when we can trust our intuitive moral judgements. Deliberate and critical reasoning is needed, but it cannot replace intuitive thinking. Following Robin Hogarth, I argue that intuitive judgements can be improved. The expertise model for moral development, proposed by Hubert and Stuart Dreyfus, not only teaches us how we acquire intuitive moral judgements, it also shows the interconnectedness of intuitive thinking and deliberate reasoning. Analysing the expertise model in more detail, I show that it cannot do justice to the importance of reasoning skills. Reasoning skills are needed because we expect people to be able to argue for their standpoints. I conclude that moral education should not only aim at improving intuitive moral judgements, but also at acquiring reasoning skills.  相似文献   

6.
How should we think about the body in science education? What ought it mean to be alive and live within epistemologies and pedagogies? What does it mean to be human in science education? In response to Auli Arvola Orlander and Per-Olof Wickram’s article, this essay explores some of the possibilities and questions that the body evokes in science education research and practice. Drawing on selected theorizing in science education, environmental education and science and technology studies, the author suggests that we should strive to be more in tune with the seemingly mundane corporeal aspects of our performances and representations. This shift in attention has the potential to open up research, policy and practice agendas associated with relationships between pedagogies and embodied and disembodied knowledge and knowing. Such agendas might start by considering situated and embodied emotions in science education.  相似文献   

7.
This article engages with methodological concerns connected to insider education research and the ‘race-symmetry’ shared between the researcher and teacher participants. To do this, race critical reflexive strategies are utilized to show how and why this practice productively contributed to the knowledge about race making constructed in my study, a research process I describe as getting inside my insiderness. However, these reflexive practices also helped me to develop a deeper awareness of the potential for what I now describe as White shadows to infiltrate research of this type. The conceptualization of White shadows is a useful tool to describe research practices that silence or deflect attention away from issues connected to race, and hence, White shadows help expose concerns about the potential for Whiteness to remain protected by research. There are two interconnected aims of this paper. First, to illustrate the sort of race reflexive practices called for, and in doing so, to demonstrate why they are valuable and helpful in (educational) research. Second, I hope to encourage a rethink of the insider–outsider relationship that typifies ethnographic research by shifting attention to explore the inside of insider research.  相似文献   

8.
The rhetoric about science, technology, engineering, and mathematics (STEM) education in urban schools reflects a desire to imagine a new city that is poised to compete in a STEM-centered future. Therefore, STEM has been positioned as a critical part of urban education reform efforts. In various US cities, schools labeled as failing are being repurposed as selective STEM-intensive academies to build a STEM education infrastructure. In Memphis, Tennessee, this process makes visible issues with educational inequity, exacerbated by school choice and gentrification processes. In this article, I use whiteness as property, a tenet of critical race theory, to examine STEM education in Memphis as a case of urban STEM-based education reform in the United States. I describe claiming STEM education as property as a 2-phase process in which middle-class Whites in urban areas participate to secure STEM education by repurposing failed Black schools and to maintain it by institutionalizing selective admissions strategies.  相似文献   

9.
In this article I respond to the special issue of Environmental Education Research (EER) by problematising significant life experiences research from the perspective of research and commentaries on intergenerational differences, environment‐related research with youth, and the silences in significant life experiences (SLE) research on gender, race and class. I argue that the youth of today are very different from older generations, so the achievement of the goals of environmental education through the extension of significant life experiences for older generations to the youth of today is a questionable activity. If our goal is the achievement of environmentally literate youth through environmental education, and, if we are going to use significant life experience research at all, then we need to be investigating the experiences which have been significant to youth at the end of the 20th century, not the experiences of those who were youths decades ago.  相似文献   

10.
Piaget's theory has profoundly influenced science education research. Following Piaget, researchers have focused on content-free strategies, developmentally based mechanisms, and structural models of each stage of reasoning. In practice, factors besides those considered in Piaget's theory influence whether or not a theoretically available strategy is used. Piaget's focus has minimized the research attention placed on what could be called “practical” factors in reasoning. Practical factors are factors that influence application of a theoretically available strategy, for example, previous experience with the task content, familiarity with task instructions, or personality style of the student. Piagetian theory has minimized the importance of practical factors and discouraged investigation of (1) the role of factual knowledge in reasoning, (2) the diagnosis of specific, task-based errors in reasoning, (3) the influence of individual aptitudes on reasoning (e.g., field dependence-independence), and (4) the effect of educational interventions designed to change reasoning. This article calls for new emphasis on practical factors in reasoning and suggests why research on practical factors in reasoning will enhance our understanding of how scientific reasoning is acquired and of how science education programs can foster it.  相似文献   

11.
Educational researchers interested in race‐related matters tend to be united in their conviction that the non‐institutionalisation of multicultural education derives entirely from the ('unwitting') racist attitudes of teachers. Whilst not ignoring teacher attitudes as an explanatory concept in ‘this context I argue in this article that the disparity between LEA multicultural education policies, on the one hand, and school practices on the other should be relocated in a broader analytical framework. The argument proposed hinges on a conception of multicultural education as a ‘progressive’ educational innovation and suggests that many of the processes which conventionally link policies to practices have been routinely overlooked in the current literature on ‘race’. Although this is a provisional article I hope, at the very least, that I have provided evidence to prompt a conjectural case for the argument that the negative racial attitudes of teachers are not the only factors which have the potential to block the diffusion and legitimation of multicultural education principles in UK schools.  相似文献   

12.
This paper examines a problem described as widespread and long-standing in mathematics education: supporting pupils into multiplicative reasoning, a form of reasoning that has been noted as central to large tracts of secondary mathematics and beyond. Also noted, however, is a persistent perception of multiplicative situations only in terms of repeated addition – a perception held not only primary pupils, but also among primary teachers and curriculum developers. The focus of this paper is to synthesize literature on multiplicative reasoning as a conceptual field together with a sociocultural discussion of the role of mediating artifacts in the development of this conceptual field. Bringing MR into the primary classroom can then be achieved, I propose, through a pedagogy oriented toward model-eliciting and teacher appropriation of pupils’ models as pedagogic tools with the subsequent re-appropriation of refined models by pupils. This pedagogy is illustrated through the analysis of two vignettes from a teaching experiment which demonstrate the beginnings of MR as an emergent conceptual field in the classroom. The paper concludes that it is possible to move primary teaching and learning toward understanding the functional aspects of multiplicative reasoning, but that any such moves requires attention to teachers’ pedagogic and content knowledge.  相似文献   

13.
In this article, I examine the role of teacher racial identity on teaching strategy and the treatment of race in classroom discussions. I explicate how the pattern of minimizing the negative racial comments made to English language learners played out in participants’ teaching and how it is reflective of socially constructed notions of race and racial discourse. The treatment of racial issues, in this sense, can be seen as a microcosm of larger social, historical, and political factors that shape individuals’ thinking about equity and diversity. I argue that by analyzing these underlying factors in teacher education courses, the unconscious and often subtle ways that stereotypes based on race, culture, or English language proficiency, can be demystified and disrupted.  相似文献   

14.
ABSTRACT

Despite compelling need for transformational approaches to multiculturalism, the measures in place at many schools may be works in progress. Based on twelve months of fieldwork at the secondary-school level in El Ejido, Spain, and longitudinal interviews with key participants, this article examines conflicting articulations of race, racism, and civility shaping interactions in state mandated intercultural education courses. Interweaving analysis of in-class exchanges with attention to textual/audiovisual inputs and socio-historical contexts, this article employs a discourse-centred approach to untangle the tensions shaping local interpretations of race and racism, based particularly on the experiences of marginalised Moroccan immigrant youth. Drawing on Michael Agar’s notion of ethnographic ‘rich points’, or points of misunderstanding, I argue that the perspectives of diverse learners be leveraged to mindfully reconfigure top-down curricula through attention to distinctly local understandings of difference and inequality.  相似文献   

15.
References to environmental literacy in the environmental education literature tend not to pay specific attention to fundamental debates about literacy, for example concerning the limits of textuality. If it can be argued that we 'read' the environment, then the scope of environmental literacy is even larger than that of environmental education. However, it is hard to justify the relevance of 'literacy' in a narrower sense than this as any more than marginal in environmental education. In this article, we define a weak conception as one which is inconsistent or unclear in these respects in the field of environmental education; a strong conception takes a broad view of literacy and acknowledges its full ramifications with respect to environmental education.  相似文献   

16.
Abstract

This article explores how White privilege and a hierarchy of oppression have resulted in competing identities in which gender has been given greater importance compared to race. I argue that the sociology of education needs to adopt an intersectional approach that travels in different directions if it is to remain valid. The article examines how gender, perpetuated by White privilege, continues to play a key role in the positioning of Black and minority ethnic staff, students and pupils within a range of stereotypes that operate to marginalise their life trajectories. The article argues that if sociologists of education are unwilling to challenge White privileged populist discourses and their own positions of White privilege, then they will become complicit in maintaining a socially unjust status quo.  相似文献   

17.
ABSTRACT

Students’ capacity for making evaluative judgements of their own work is widely acknowledged as central to their learning within programmes as well as being vital to their subsequent professional practice. In higher education literature, the act of evaluative judgement is usually portrayed as a process of deliberative, analytical reasoning requiring student agency and objectivity, typically scaffolded by points of reference such as explicit criteria, rubrics or exemplars. This article challenges this common portrayal of judgement by drawing attention to research from outside higher education on the role of unconscious factors in judgement and decision-making. Drawing from the field of heuristics and bias studies, the article outlines six unconscious factors that have the potential to distort students’ analytical judgement of their work. A recent challenge to the heuristics and bias approach that radically repositions the place of reasoning in judgement is also considered. Since these unconscious factors have received scant attention in higher education literature, the purpose of this article is to draw attention to them, to identify the challenges they pose to current understandings of evaluative judgement, and to outline their implications for enhancing assessment practice.  相似文献   

18.
Conservative and Labour Governments in the 1960s sought through education policy to promote harmonious race relations. Drawing on recently recent archive material the article seeks to explore what this meant in practice. In particular it pays close attention to the publication of Circular 7/65 and its repercussions. The article further examines the role assigned to public education to promote better community relations, particularly after 1965. It concludes by arguing that the discourse of that period has continued to exert a powerful influence until the present day.  相似文献   

19.
Joris Vlieghe 《Interchange》2013,44(3-4):257-273
In this article, I am concerned with the position and role of the human body in the realm of education—more precisely, in relation to the issues of social emancipation and equality. As a rule, educational research has not paid much attention to the body, typically dealing with corporeality in a merely instrumental way. In recent times, the body has more and more become the focus of educational research. This is because these new approaches claim that the body plays a constitutive role in all educational processes. Nevertheless, I argue that the body is actually not taken seriously and that corporeality is still regarded as a nuisance or merely a tool. In this article, I will therefore try to conceive an alternative approach, which I call biopedagogic. I take some ideas from the biopolitical school of thought and confront these with concrete phenomenological analyses of occurrences and practices that take place in educational contexts and bring into presence the body in a literally physical sense (such as laughter, exhaustion, and repetitive exercises). This allows me to move a step beyond the biopolitical point of view, and to conceive of a perspective that considers the body to have, in and of itself, educational relevance. This is because certain corporeal experiences (as distinct from experiences of the body) might enable a deep transformation of individual and collective existence.  相似文献   

20.
微观权力观具有普遍性、匿名性、生产性等特征.通过这种权力观透视课程与身体的关系,不难发现:在课程思想史中,学生的身体地位与状态一直在冲突中发生着变化.然而,在现代社会中,课程对他们的身体规训无论在空间上还是时间上都变得越来越隐秘,致使人们不易察觉到微观权力的存在.这给我们的启示在于,我国当前基础教育新课程改革在践行知识观转型的同时,理应凸显对学生的身体关怀.  相似文献   

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