首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 417 毫秒
1.
This article offers a critical analysis of discourses and power structures and the ways they operate in two instructors’ adult education and ESOL classrooms. The instructors defined learner experience in specific ways and subsequently used those definitions and drew on their learners’ experiences to define their curricula and pedagogy. They conceptualized learner experiences in ways that potentially empowered or emancipated learners from existing power structures. The data presented are part of a two‐year study of different lifelong learning and adult education contexts in the north‐eastern and mid‐western USA. Data sources included survey, interview, artifact collection, and observation methods. Data analysis was guided by a sociocultural theory of literacy development (The New London Group 1996 New London Group. 1996. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66: 60–92. [Crossref], [Web of Science ®] , [Google Scholar], Gee 1996 Gee, J. 1996. Social Linguistics and Literacies: Ideology in discourses , (2nd edn), London: Falmer.  [Google Scholar], 2003 Gee, J. 2003. What Video Games Have to Teach Us About Learning and Literacy, New York: Macmillan. [Crossref] , [Google Scholar], Barton and Hamilton 1998 Barton, D. and Hamilton, M. 1998. Local Literacies: Reading and writing in one community, London: Routledge. [Crossref] , [Google Scholar]), Holland et al.'s (1998 Holland, D., Lachicotte, W. Jr., Skinner, D. and Cain, C. 1998. Identity and Agency in Cultural Worlds, Cambridge, MA: Harvard University Press.  [Google Scholar]) theories of figured worlds and identity development, Bakhtin’s (1963 Bakhtin, M. M. 1963. Problems of Dostoevsky’s Poetics, Edited by: Emerson, C. Minneapolis, MN: University of Minnesota Press. 1994 [Google Scholar], 1975 Bakhtin, M. M. 1975. The Dialogic Imagination, Edited by: Emerson, C. and Holquist, M. Austin, Texas: University of Texas Press. 1998 [Google Scholar], 1979 Bakhtin, M. M. 1979. Speech Genres and Other Late Essays, Edited by: Mcgee, V. W. Austin, Texas: University of Texas Press. 1994 [Google Scholar], 1986 Bakhtin, M. M. 1986. Toward a Philosophy of the Act, Edited by: Liapunov, V. Austin, Texas: University of Texas Press. 1993 [Google Scholar]) theory of dialogism, and Foucault’s (1963 Foucault, M. 1963. The Birth of the Clinic: An archaeology of medical perception, Edited by: Sheridan‐Smith, A. New York: Vintage. 1975[Crossref] , [Google Scholar], 1980 Foucault, M. 1980. Power/Knowledge: Selected interviews & other writings, 1972–1977, Edited by: Gordon, C., Marshall, L., Mepham, J. and Soper, K. New York: Pantheon. 1980 [Google Scholar]) conceptualization of power. One instructor offered her learners a chance to empower themselves, that is, to find gratification by learning to appropriate mainstream ways of acting, thinking, believing, and using text. The discourse that promotes such instructional efforts is predominant in lifelong learning and adult education. In this discourse, referred to at the outset as one of coherence, learner experience, as a resource for language and literacy development, is essentialized as dispositional, meaning that correct or proper attitudes and beliefs are necessary for empowerment. The other instructor practised a reverse discourse, or what Gee (1996 Gee, J. 1996. Social Linguistics and Literacies: Ideology in discourses , (2nd edn), London: Falmer.  [Google Scholar]) referred to as a liberatory literacy. She positioned learners to critique the Discourses they encountered, including those they participated in, as movement toward emancipation, toward communicative competence or a critical stance in the world. In effect, learners reversed the panoptic framework and turned the gaze back upon existing power structures. In this case, learner experience was valued for the experiential positioning it offered learners.  相似文献   

2.
Abstract

This article reports the results of a case study of two maps, produced by the National Marine Fisheries Service and the Natural Resources Defense Council, and their involvement in a federal court case over the deployment of the Navy's low-frequency active sonar. Borrowing from Kress and van Leeuwen's (1996) Kress, G. and van Leeuwen, T. 1996. Reading images: The grammar of visual design, New York: Routledge.  [Google Scholar] approach to visual analysis, Turnbull's (1989) Turnbull, D. 1989. Maps are territories, science is an atlas: A portfolio of exhibits, Chicago: University of Chicago Press.  [Google Scholar] understanding of the map, and Latour's (1990) Latour, B. 1990. “Drawing things together.”. In Representation in scientific practice, Edited by: Lynch, M. and Woolgar, S. 19–68. Cambridge, MA: MIT Press.  [Google Scholar] understanding of how visuals work in social contexts, the article offers an analytical approach to studying maps as powerful visual, rhetorical objects.  相似文献   

3.
This project provides a framework for interrogating the language often used in media reporting on education, and making those often hidden ideological underpinnings more visible. Explored through this analysis are the language, metaphors, logic, and rhetorical devices used by various news media reporting on educational concerns, and in particular the concerns revolving around teacher quality and teacher preparation, which allow the construction and circulation of specific kinds of knowledge and assert certain kinds of truths. This analysis is guided by the premise that education writ large, which includes the profession of teaching as well as the field of teacher preparation, is charged with helping students, our youngest citizens, develop an understanding of the practices and problems of people-power, self-rule, and shared governance in our democratic society. If education primarily involves preparing students for democratic citizenship, as a long history of scholarship has established (Barber, 2001 Barber, B. (2001). An aristocracy of everyone. In S. J. Goodlad (Ed.), The last best hope: A democracy reader (pp. 11–22). San Francisco, CA: Jossey-Bass. [Google Scholar]; Bean &; Apple, 1995 Beane, J. A., &; Apple, M. W. (1995). Democratic schools. Alexandria, VA: Association for Supervision and Curriculum Development. [Google Scholar]; Beard, 1937 Beard, C. (1937). The unique function of education in American democracy. Washington, DC: National Education Association. [Google Scholar]; Dewey, 1916 Dewey, J. (1916). Democracy and education. New York, NY: Free Press. [Google Scholar]; Bode, 1937 Bode, B. H. (1937). Democracy as a way of life. New York, NY: Macmillan. [Google Scholar]; Giroux, 1989 Giroux, H. (1989). Schooling for democracy: Critical pedagogy in the modern age. London, England: Routledge. [Google Scholar]; Gore, 1993 Gore, J. (1993). The struggle for pedagogies: Critical and feminist discourses as regimes of truth. New York, NY: Routledge. [Google Scholar]; Gutman, 1999 Gutmann, A. (1999). Democratic education. Princeton, NJ: Princeton University Press.[Crossref] , [Google Scholar]; McLaren, 2001 McLaren, P., &; Farahmandpur, R. (2001). Educational policy and the socialist imagination: Revolutionary citizenship as a pedagogy of resistance. Educational Policy, 15(3), 343–378. https://doi.org/10.1177/0895904801015003002.[Crossref], [Web of Science ®] , [Google Scholar]; Nussbaum, 2010 Nussbaum, M. (2010). Not for Profit: Why Democracy Needs the Humanities. Princeton, NJ: Princeton University Press. [Google Scholar]), educating citizens to critically examine, analyze, and understand social worlds is essential to democracy.  相似文献   

4.
This study investigated the effect of preschool experience (two types of preschool: Madrasa and non‐Madrasa) on the cognitive development of children in East Africa. In the three countries studied (Kenya, Uganda, and Tanzania/Zanzibar) preschool education is burgeoning and government standards are being set. This quasi experimental evaluation used four subscales (block building, verbal comprehension, early number concept, picture similarities) adapted from the British Ability Scale II (BAS II; discussed by Elliot, Smith and McCulloch in 1996 Elliot, C.D., Smith, P. and McCulloch, K. 1996. British Ability Scale (BAS), Berkshire, , UK: NFER‐NELSON.  [Google Scholar]), and three (verbal meaning, exclusion, closure) from the African Child Intelligence Test (ACIT; discussed by Drenth and colleagues in 1980 Drenth, P.J.D., Van der Vlier, H., Muinde, N.P., Otaala, B., Omari, I.M. and Opolot, J.A. 1980. Jaribio akili mtoto Afrika. [African child intelligence test.] [in Kiswahili], Amsterdam: Free University of Amsterdam.  [Google Scholar]). The development of 423 children was studied at pre‐test (entry to preschool) and at post‐test 18 months later. Hierarchical regression showed that children with both types of preschool experience performed better than the home (comparison) group; however, children attending Madrasa Resource Centre preschools achieved significantly higher scores overall.  相似文献   

5.
This study compared the impact of 2 types of small-group interventions targeting below-level 3rd-grade students. The study compared WordWork decoding and spelling instruction (Calfee, Miller, Norman, Wilson, &; Trainin, 2006 Calfee, R. C., Miller, R. G., Norman, K., Wilson, K., &; Trainin, G. (2006). Learning to do educational research. In M. A. Constas &; R. J. Sterenberg (Eds.), Translating theory and research into educational practice: Developments in content domains, large scale reform, and intellectual capacity (pp. 77–103). New York, NY: Routledge. [Google Scholar]; Calfee &; Patrick, 1995 Calfee, R. C., &; Patrick, C. L. (1995). Teach our children well: Bringing K–12 education into the 21st Century. Stanford, CA: Stanford Alumni Assoc. [Google Scholar]), which includes attention to articulation and metacognition, with a more traditional phonological awareness program (Torgesen &; Bryant, 1993 Torgesen, J. K., &; Bryant, B. R. (1993). Phonological awareness training for reading. Austin, TX: Pro-Ed. [Google Scholar]). University education students delivered the interventions with equal instructional time and fidelity, to both groups. Students in both intervention groups engaged in repeated readings of connected text to promote transfer. The impact of training was assessed through decoding, spelling, and oral reading fluency measures. Results indicated that WordWork produced more positive results in decoding, spelling, and fluency, and had significantly fewer treatment resisters.  相似文献   

6.
Abstract

The multiracial people's movement in the United States has expanded significantly in the last 10 years (Douglass, 2003 Douglass, R. E. 2003. “The evolution of the multiracial movement”. In Multiracial child resource book: Living complex identities, Edited by: Root, M. P. P. and Kelley, M. pp. 13–17. Seattle, WA: Mavin Foundation.  [Google Scholar]). Historically, community-based education programs have supported social movements in the United States (Collins &; Yeskel, 2000 Collins, C. and Yeskel, F. 2000. Economic apartheid in America: A primer on economic inequality &; insecurity, New York: The New Press.  [Google Scholar]; Sarachild, 1974 Sarachild, K. 1974/1978. “Consciousness-raising: A radical weapon”. In Redstockings of the Women's Liberation Movement, Feminist revolution, pp. 144–150. New York: Random House.  [Google Scholar]/1978), yet little has been written about how educational programs might serve the social and political movements of mixed-race people. This case study describes two community-based multiracial education programs by and for mixed-race people and suggests ways that each supports multiracial community organizing. The conclusion offers recommendations for shaping future multiracial education programs for multiracial people.  相似文献   

7.
Changes in society and government have increased concerns of low participation and involvement by people, especially the young, in the political process and decision-making. As a result, citizenship has become a focus of recent curriculum developments in many countries. In Scotland, ‘Values and Citizenship’ has been made one of the Scottish Executive's national priorities for education and is linked to the major national initiative, ‘Education for Citizenship’. This is seen as encouraging pupils to make informed choices and decisions and to take action, individually and as part of the community. More recently, A curriculum for excellence 3–18 (SEED 2004 Shucksmith, J. and Spratt, J. 2001. Education for citizenship in Scotland: An analysis of responses to the consultation paper, Aberdeen: University of Aberdeen.  [Google Scholar]) placed promoting responsible citizenship at the heart of the curriculum. This article reports on the extent to which a sample of Scottish schools was making progress towards developing education for citizenship, the strategies they developed and the barriers encountered in this implementation. It compares progress and developments in Scotland to the model devised in a longitudinal study for citizenship in England (Ireland et al. 2004 Ireland, E. and Kerr, D. 2004. Making citizenship education real: Learning from current approaches in schools. Teaching Citizenship, 9: 20–25.  [Google Scholar], 2006 Ireland, E., Kerr, D., Lopes, J., Nelson, J. and Cleaver, E. 2006. Active citizenship and young people: Opportunities, experiences and challenges in and beyond school, London: DfES.  [Google Scholar]).  相似文献   

8.
Interrogating global flows in higher education   总被引：2，自引：0，他引：2  
The paper critically reviews the concept of ‘global flows’, beginning with the discussions of flows and networks in Appadurai (1996 Appadurai, A. 1996. Modernity at large: cultural dimensions of globalisation, Minneapolis: University of Minnesota Press.  [Google Scholar]), Castells (2000 Castells, M. 2000. The rise of the network society, Oxford: Blackwell. [Crossref] [Google Scholar]) and Held et al. (1999 Held, D., McGrew, A., Goldblatt, D. and Perraton, J. 1999. Global transformations: politics, economics and culture, Stanford: Stanford University Press.  [Google Scholar]). Emphasising the need to embed ‘global flows’ in agency and history, and to explore global connectedness in terms of situated cases, the paper develops an analytical framework for analysing global flows in higher education. It then applies that framework in an examination of global ‘scapes’, impacts, transformations, situatedness and relations of power in two national universities, research leaders in their nations but located in contrasting nations: Universitas Indnesia and the Australian National University.  相似文献   

9.
We surveyed business students in the U. S. (n = 256) and Chile (n = 310). The survey included measures drawn from studies of pro-environmental behavior using Schwartz's norm activation theory (Schwartz, 1977 Schwartz, S. H. 1977. “Normative influences on altruism”. In Advances in experimental social psychology, Edited by: Berkowitz, L. Vol. 10, 221–279. New York: Academic Press. [Crossref] , [Google Scholar]), the theory of reasoned action (Ajzen & Fishbein, 1980 Ajzen, I. and Fishbein, M. 1980. Understanding attitudes and predicting social behavior, Englewood Cliffs, NJ: Prentice Hall.  [Google Scholar]), and a values-beliefs-norms model created by Stern, Dietz, Abel, Guagnano, and Kalof (1999) Stern, P. C., Dietz, T., Abel, T., Guagnano, G. A. and Kalof, L. 1999. A value-belief-norm theory of support for social movements: The case of environmentalism. Human Ecology Review, 6(2): 81–97.  [Google Scholar]. Our results show Chilean business students are more altruistic than business students in the United States and Chilean students felt stronger pressures from their peers to engage in pro-environmental behaviors. Chilean business students also expressed higher levels of awareness of environmental problems, a greater sense of obligation to protect the environment, a stronger willingness to limit property rights, and stronger intentions to engage in pro-environmental behavior.  相似文献   

10.
I am grateful for this opportunity to reflect on the field of Social Foundations of Education (SFE), in part because it affords an opportunity to advance an historical analysis of the trajectory of the field different from what we provided when my colleagues and I sent to press the Handbook of Research the Social Foundations of Education in 2009 (Tozer, Gallegos, Henry, 2011 Tozer, S. E., & Butts, R. F. (2011). The evolution of social foundations of education. In Tozer, S., Gallegos, B., & Henry, A., (Eds), Handbook of research in the social foundations of education (pp. 1–14). New York: Routledge. [Google Scholar]). I also welcome the opportunity to acknowledge a particular activist tradition established by earlier generations of Social Foundations scholars who have influenced my work. To quote Stuart Hall, these men and women engaged Social Foundations “as a practice which always thinks about its intervention in a world in which it would make some difference, in which it would have some effect” (in Tozer et?al., 2011 Tozer, S., Gallegos, B., & Henry, A. (2011). (Eds.). Handbook of research in the social foundations of education (p. 11). New York, NY: Routledge. [Google Scholar], p. 11). Finally, this occasion invites a perspective on the equity work in Chicago Public Schools that we have pursued since I introduced it in my AESA Presidential Address in 2006.  相似文献   

11.
The injustices of ‘allowing certain people to succeed, based not upon merit but upon the cultural experiences, the social ties and the economic resources they have access to, often remains unacknowledged in the broader society’ (Wacquant, 1998 Wacquant, L. J. D. 1998. “Pierre Bourdieu”. In Key sociological thinkers, Edited by: Stones, R. New York: New York University Press. [Crossref] , [Google Scholar], p. 216). Cognizant of this, the authors argue that education requires researchers’ renewed examination and explanation of its involvement in the construction of social and economic differences. Specifically, they make the case for researchers to consider the theoretical work of Pierre Bourdieu, outlining what they understand by a Bourdieuian methodology, which is informed by socially critical and poststructural understandings of the world. Such methodology attempts to dig beneath surface appearances, asking how social systems work. By asking ‘whose interests are being served and how’ (Tripp, 1998 Tripp, D. 1998. “Critical incidents in action inquiry”. In Being reflexive in critical educational and social research, Edited by: Shacklock, G. and Smyth, J. London: Falmer Press.  [Google Scholar], p. 37) in the social arrangements we find, Bourdieu can help us to ‘work towards a more just social order’ (Lenzo, 1995 Lenzo, K. 1995. Validity and self‐reflexivity meet post‐structuralism: scientific ethos and the transgressive self. Educational Researcher, 52(1): 17–23.  [Google Scholar], p. 17).  相似文献   

12.
This paper argues that in order to begin loosening the ties that bind care and gender in primary education, we need to re-examine the knowledge sought and found by educational research about teachers. The focus is primarily on how we understand men who teach. Through an examination of two scholarly texts – Ashley, M., and J. Lee [2003 Ashley, M., and J. Lee. 2003. Women Teaching Boys: Caring and Working in the Primary School. Stoke-on-Trent: Trentham. [Google Scholar]. Women Teaching Boys: Caring and Working in the Primary School. Stoke-on-Trent: Trentham] and King, J. [1998 King, J. 1998. Uncommon Caring: Learning from Men Who Teach Young Children. New York: TCP. [Google Scholar]. Uncommon Caring: Learning from Men Who Teach Young Children. New York: TCP] – I argue that we must be mindful that our research can effectively produce and reiterate common-sense understandings of men that binds them to the hegemonic masculine ideal. It is argued that mixed-method qualitative research that untangles the layers of context influencing the lives of men who teach is important. The paper also suggests that the study of male teachers' emotions, as at once individual and social, and private and public, can disrupt the rational–emotional binary that cements care to gender and reveal new configurations of the gender order.  相似文献   

13.
Concerns about developing academic staff capability in literacy and numeracy development led members of the Academic Literacies Team in a New Zealand institution to research ways for achieving and sustaining educational change. The findings indicated that enquiry through action research could be beneficial for supporting the process of integrating literacy and numeracy development with the educational practices of lecturers (Tertiary Education Commission 2008 Tertiary Education Commission. 2008. “Learning Progressions for Adult Literacy and Numeracy: Background Information.” edited by Tertiary Education Commission. Wellington: Tertiary Education Commission. [Google Scholar]; Whatman, Potter, and Boyd 2011 Whatman, J., H. Potter, and S. Boyd. 2011. Literacy, Language and Numeracy: Connecting Research to Practice in the Tertiary Sector. Wellington: Ako Aotearoa. [Google Scholar]) to improve existing vocational pedagogy (Lucas, Spencer, and Claxton 2012 Lucas, B., E. Spencer, and G. Claxton. 2012. How to Teach Vocational Education: A Theory of Vocational Pedagogy. London: City &; Guilds. [Google Scholar]). This article introduces the approach taken with the second Literacy + Numeracy Enquiry Group and the research methodology that combines the gathering of impact data and process evaluation. Overall evaluation findings are outlined. Lecturers shared their challenges, successes and perceptions of how participating impacted on them. The findings show that participants clearly appreciate action research enquiry as a means of achieving change in their teaching. Moreover, the results of the evaluation also indicate the value of employing action research methodology to improve learning and teaching as evidenced by the participants of this study.  相似文献   

14.
The purpose of this investigation is to compare a new (double-mean-centering) strategy to estimating latent interactions in structural equation models with the (single) mean-centering strategy (Marsh, Wen, & Hau, 2004 Marsh, H. W., Wen, Z. and Hau, K. T. 2004. Structural equation models of latent interactions: Evaluation of alternative estimation strategies and indicator construction.. Psychological Methods, 9: 275–300. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar], 2006 Marsh, H. W., Wen, Z. and Hau, K. T. 2006. “Structural equation models of latent interaction and quadratic effects”. In A second course in structural equation modeling Edited by: Hancock, G. and Mueller, R. 225–265. Greenwich, CT: Information Age.  [Google Scholar]) and the orthogonalizing strategy (Little, Bovaird, & Widaman, 2006 Little, T. D., Bovaird, J. A. and Widaman, K. F. 2006. On the merits of orthogonalizing powered and product term: Implications for modeling interactions among latent variables.. Structural Equation Modeling, 13: 497–519. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]; Marsh et al., 2007 Marsh, H. W., Wen, Z., Hau, K. T., Little, T. D., Bovaird, J. A. and Widaman, K. F. 2007. Unconstrained structural equation models of latent interactions: Contrasting residual- and mean-centered approaches.. Structural Equation Modeling, 14: 570–580. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). A key benefit of the orthogonalizing strategy is that it eliminated the need to estimate a mean structure as required by the mean-centering strategy, but required a potentially cumbersome 2-step estimation procedure. In contrast, the double-mean-centering strategy eliminates both the need for the mean structure and the cumbersome 2-stage estimation procedure. Furthermore, although the orthogonalizing and double-mean-centering strategies are equivalent when all indicators are normally distributed, the double-mean-centering strategy is superior when this normality assumption is violated. In summary, we recommend that applied researchers wanting to estimate latent interaction effects use the double-mean-centering strategy instead of either the single-mean-centering or orthogonalizing strategies, thus allowing them to ignore the cumbersome mean structure.  相似文献   

15.
  相似文献   

16.
The Progress in International Reading Literacy Study (PIRLS) 2006 findings highlighted concerns about reading literacy teaching quality in South African primary schools (Howie et al., 2007 Howie, S.J., Venter, E., Van Staden, S., Zimmerman, L., Long, C., Scherman, V. and Archer, E. 2007. Progress in International Reading Literacy Study (PIRLS) 2006 summary report. South African children's reading literacy achievement, Pretoria, South Africa: Centre for Evaluation and Assessment, University of Pretoria.  [Google Scholar]). In response, the national Department of Education (DoE, 2008a, 2008b, 2008c, 2008d) has emphasised instructional practice improvement. However, little emphasis has been placed on the role of school organisation in learners’ reading success or failure. This article presents school organisation findings from a mixed methods study that explored South African Grade 4 teachers’ instruction practices and schooling conditions for reading literacy development. The analysis considered is based on the reclassification of the PIRLS 2006 sample according to class achievement levels on the PIRLS benchmarks and instructional language profiles. Findings from the PIRLS 2006 school questionnaire data are reported together with findings from case studies to illustrate differences and similarities in school organisation for reading literacy across a range of low- and high-performing schools.  相似文献   

17.
Active learning techniques have long been shown to increase the extent to which students are able to think critically about problems and solutions to them. The extant research suggests that efforts to engage students in higher order thinking should extend beyond the typical setting in which the more advanced students are introduced to active learning techniques. White and Frederiksen (2000 White, B. Y. and Frederiksen, J. R. 2000. “Metacognitive Facilitation: An Approach To Making Scientific Inquiry Accessible to All.”. In Inquiry into Learning and Teaching in Science, Edited by: Minstrell, J. L. and Van‐Zee, E. H. 331–70. Washington, DC: American Association for the Advancement of Science.  [Google Scholar]) have found that most students, regardless of achievement levels, can reach a higher order thinking level when they are encouraged to do so. This paper explores several issues associated with active learning techniques in the general sense and then uses examples to demonstrate how such techniques can and are being used on the criminal justice classroom. The pros and cons of using active learning techniques are also discussed.  相似文献   

18.
Abstract

The objective of this study was to identify the methodological approaches employed in a sample of Brazilian distance education scientific literature and compare with similar publications in the United States. Brazilian sample articles (N = 983) published in several journals and meetings were compared with a sample of articles published in The American Journal of Distance Education (AJDE) from 1987 to 2006. A categorization system based on Gall, Gall, and Borg (2006 Gall, J. P., Gall, M. D. and Borg, W. R. 2007. Educational research: An introduction, Boston: Pearson.  [Google Scholar]) and Lee, Driscoll, and Nelson (2007) Lee, Y. and Driscoll, M. P. 2007. “Trends in research: A content analysis of major journals”. In Handbook of distance education, 2nd, Edited by: Moore, M. G. 31–41. Mahwah, NJ: Erlbaum.  [Google Scholar] was used. The methodological approach employed in the Brazilian sample was predominantly qualitative, and this feature remained largely unchanged over the past seven years. The predominant research method continues to be exploratory, followed by case studies. Of note, the most frequent research topic in AJDE articles was evaluation, contrasting with the predominant topic of management in Brazilian publications.  相似文献   

19.
Latinos in U.S.–Mexican borderlands encounter language barriers and clashing cultures. If this decade is to become one of transformation, it must grapple with the uncomfortable realities of Latino students and other minorities of color. This article delineates the theoretical perspectives of the Nepantlera pedagogy, a pedagogy with an emphasis on social justice and human dignity. Paulo Freire's ( Freire, P. 1970. Cultural action for freedom, Boston, MA: Harvard Educational Review.  [Google Scholar] 2000 Freire, P. 2000. Pedagogy of the oppressed, New York, NY: Continuum. (Original work published 1970.  [Google Scholar]) conscientization, Gloria Anzaldúa's (1999 Anzaldúa, G. E. 2002. “Now let us shift … the path of conocimiento … inner work, public acts”. In This bridge we call home: Radical visions for transformation (pp. 540–578), Edited by: Anzaldúa, G. and Keating, A. New York, NY: Routledge.  [Google Scholar], 2002 Anzaldúa, G. E. 2002. “Now let us shift … the path of conocimiento … inner work, public acts”. In This bridge we call home: Radical visions for transformation (pp. 540–578), Edited by: Anzaldúa, G. and Keating, A. New York, NY: Routledge.  [Google Scholar]) path of conocimientos and concept of Nepantla, and Mikhail Bakhtin's (1981) Bakhtin, M. M. 1981. The dialogic imagination: Four essays, Edited by: Holquist, M. Austin: University of Texas Press.  [Google Scholar] concepts of dialogism and ideological becoming frame this pedagogical pathway through praxis, identity formation, border epistemologies, language diversity, dialogue, and critical education.  相似文献   

20.
Service-learning provides community service as well as authentic, curriculum-driven learning experiences (Furco &; Root, 2010 Furco, A. and Root, S. 2010. Research demonstrates the value of service-learning. Kappan, 91(5): 16–23. [Web of Science ®] , [Google Scholar]) and has been an effective component of teacher education courses (García, Arias, Murri, &; Surna, 2010 García, E., Arias, M. B., Murri, N. J. H. and Serna, C. 2010. Developing responsive teachers: A challenge for a demographic reality. Journal of Teacher Education, 61: 132–142. doi:10.1177/002248710934787[Crossref], [Web of Science ®] , [Google Scholar]; Mitton-Kukner, Nelson, &; Descrochers, 2010 Mitton-Kukner, J., Nelson, C. and Desrochers, C. 2010. Narrative inquiry in service-learning contexts: Possibilities for learning about diversity in teacher education. Teaching and Teacher Education, 26: 1162–1169. doi:10.1016/j.tate.2010.01.001[Crossref], [Web of Science ®] , [Google Scholar]; Spencer, Cox-Petersen, &; Crawford, 2005 Spencer, B. H., Cox-Petersen, A. M. and Crawford, T. 2005. Assessing the impact of service-learning on preservice teachers in an after-school program. Teacher Education Quarterly, 32(4): 119–135.  [Google Scholar]). With these authentic experiences, teachers construct conceptions of literacy learning as broader than classroom teaching and learning. This study investigates how 54 preservice elementary teachers (hereafter called teachers) learned about literacy development and cultural responsivity by engaging in a service-learning experience.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号