共查询到20条相似文献,搜索用时 31 毫秒
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Georgios Fassoulopoulos Petros Kariotoglou Panagiotis Koumaras 《Research in Science Education》2003,33(4):533-533
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Branimir ?verko Toni Babarovi? Iva ?verko 《International Journal for Educational and Vocational Guidance》2002,2(3):221-221
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Jens-Christian Smeby 《Tertiary Education and Management》2003,9(4):349-349
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Author Index Volume 9 2003 相似文献9.
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Author Index Volume 12 2003 相似文献10.
Birgit-Brock Utne 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,9(3):653
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Author index Volume 47 2001 相似文献11.
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David F. Treagust Gail D. Chittleborough Thapelo L. Mamiala 《Research in Science Education》2004,34(4):531-531
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Frederick D. Harper 《International journal for the advancement of counseling》1999,21(4):379-379
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《International journal for the advancement of counseling》2000,22(4):343-343
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Vanessa Cameron-Lewis 《Educational Philosophy and Theory》2019,51(8):841-851
In this article, I rethink the key arguments of my co-authored paper Teaching Pleasure and Danger in Sexuality Education (Author and Co, 2013) by bringing the postmodern logic of critical sexuality education theory into conversation with the relational ontology of new materialism. I begin by rejecting the key problem presented in Author and Co’s (2013) paper as a false problem. This false problem is the drawing of an ‘unqualified line’ between positive and negative sexual experience in sexuality education. Instead, I argue that the actual problem is the initial act of drawing a line to separate sexual experience into a binary. My modification of the problem is an ontological move that allows me to consider sexuality education outside the binaries of negative and positive experience. Elaborating on the ontology problem presented in my paper Teaching Pleasure and Danger in Sexuality Education, I explain new materialism and its key task of realizing the interdependence of dualist terms. Drawing on Bergson and Braidotti’s philosophies of difference, I argue that pushing for sex-positive sexuality education strengthens the sex-negativity in sexuality education. I further critique the logic of negation that structures sexuality education by interrogating the contemporary push for pleasure-based sexuality education. Through this process of rethinking my previous scholarship through new materialist logic, I begin the task of reconfiguring the phallogocentric sexual subject as a subject-in-the-process. The conclusion of this article offers a beginning consideration of sexuality as an act of becoming where forces brought into relationship are entangled, creating a new thing. 相似文献
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《Distance Education》2012,33(2):237-252
Recently there has been growing concern about the ways in which professional values such as “acknowledging diversity and promoting equality of opportunity” (Higher Education Academy (HEA), 2006, p. 4) have been understood and evidenced in higher education. In this article, we outline how the Learning to Teach Inclusively open educational resource (OER) is addressing this concern by facilitating understanding of the concepts and principles underpinning these professional values. We outline a set of principles for inclusive practice and show how they underpin not only the content of this resource, but also its design, development, and embedding. We argue that while these principles were derived from research in face-to-face teaching, they are just as relevant and applicable to learning, teaching, and curriculum design in distance learning and virtual contexts. Finally, we outline three models for embedding the OER and propose a model for embedding inclusive practice through OER across HE. 相似文献
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财务会计和税法体现着不同的经济关系 ,因此依据《企业会计准则》核算的税前会计利润 ,与依据《企业所得税法》计算的企业应税的所得额之间必然存在着一定的差异。对差异处理的方法 ,分为应付税款法和纳税影响会计法两种 ,本文就这两种方法进行对比分析 ,阐述了应付税款法于纳税影响会计法的观点 相似文献