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1.
ABSTRACT

The interruption of the school-to-prison pipeline has had a greater presence in many educational policies across the nation, many of these outlining Restorative Justice as a step toward the deconstruction of that system. In looking at policy asks, a question comes up as to how a culture change can be funded that can allow restorative practices to thrive in communities. The practice of storytelling sets valuable foundations for how restorative practices can thrive in groups on a microlevel while moving communities at-large toward potentials of social transformation. By examining transformational justice and the deconstruction of anti-Blackness in communities, best practices that form storytelling development, and their relationship to the current state of identity politics, we can find new ways to see restorative practices and their ability to grow within communities.  相似文献   

2.
Abstract

The Green Ninja Film Academy (GENIE) is an interdisciplinary curriculum development project that examines the efficacy of combining climate science concepts and practices with digital storytelling for middle school youth. We present findings from iterative enactments of this design-based research project in 2017 (N?=?296) and 2018 (N?=?539). On average, youth increased scores on assessments of science content and practices while demonstrating competencies in filmmaking and science explanations. Further, an inverse correlation was seen between initial identification with the environment and change in environmental identification throughout the unit. Results suggest that integration of creative filmmaking into a climate science curriculum aligned to the Next Generation Science Standards can increase engagement and science proficiency particularly for youth who initially show less engagement in environmental science.  相似文献   

3.
Abstract

Ethical action takes place when spaces are opened for concrete choices made by situated human beings. Enmeshed in relationships and projects, such human beings must attend to the impinging social and political contexts and attempt to overcome the carelessness, systematization, and neglect that stand in the way of morality. Unable to depend on abstract formulations or ahistorical norms, they must continue clarifying their experience and creating their values by means of continuing dialogue. Carried on in the clearest language possible, conducted against backgrounds of intersubjectively lived life, the dialogue must be governed by agreed‐upon rules of civility and friendship. The ethical commitments that arise out of communication of this kind must be marked by passion, by an attentiveness to the deficiencies, the particularities, the possibilities of the world. They must be part of a community in‐the‐making, with more and more persons included, all articulating visions of still untapped possibility.  相似文献   

4.
There is renewed interest in what can be called an experimentist approach to education research. The claim is that if researchers would focus on experiments and evidence-based policies and practices, irreversible progress in education can be achieved. This experimentist approach cannot provide the understanding of knowledge and human beings needed for meaningful progress in education. Lacking is adequate appreciation for the role of theory, particularly ethical and other philosophical theory. We especially need a theory of our human condition and a keen awareness for how some conceptions of scientific work can influence, and distort, our conceptions of human beings and worthwhile lives. As paradoxical as it might seem at first, to move ahead in education and our service to persons’ welfare, we need to look backward to revisit old truths.  相似文献   

5.

This paper explores the recent debates on ethnographic writing by explicating four types of reflexivity: confessional, theoretical, textual, and deconstructive. It then illustrates how the author has incorporated such reflexive practices into his recent ethnographies. The paper generally advocates blending autobiography and ethnography into a ''cultural Marxist'' standpoint. This perspective also draws upon multiple epistemologies and feminist notions of science, and it highlights the importance of writing in ordinary language. Such narrative experimentation aims to replace the old scientific ethnographic realist narrative style with a more reflexive realist narrative style. The author argues that reflexive epistemological and narrative practices will make ethnography a more engaging, useful, public storytelling genre.  相似文献   

6.
Abstract

In the critical tradition, environmental education discourse interrogates how knowledge constructs experience. But environmental education also emphasises perceiving, understanding and responding to “more-than-human” beings and processes. These two motivations are in tension. One problem is that the epistemological orientation driving the critique of knowledge seems to render access to something more-than-human a priori impossible. But environmental education squanders its promise and its dream if only ever permitted to talk about the natural world with scarequotes. Our field urgently needs to develop a realism robust against epistemologies that construct impassable barriers between humans and the rest of creation. I propose that this starts with radically reconceiving the nature and relationship between similarity and difference, interpreted in this article as the dynamic between theme and variations. Reworking Windelband’s distinction between idiographic and nomothetic research, I suggest that the relationship between theme and variation manifests a fundamental ontological pattern that pervades all things. “Theme and variation” proposes a unifying metaphysical duality in which the more-than-human reveals itself in how things suggest, conform to, modulate, and violate generalisation. Acknowledging and investigating this is part of restoring to other beings and processes their metaphysical, aesthetic, and ethical status, from the skies to the psyche.  相似文献   

7.
Abstract

Spirituality encourages the individual to make sense of oneself within a wider framework of meaning and see oneself as part of some larger whole. This article discusses Confucian spirituality by focusing on the spiritual ideals of dao (Way) and he (harmony). It is explained that the Way represents a shared vision of human excellence that is embodied in the guiding discourse inherited from one’s cultural predecessors. The Confucian Way covers all the manifestations of Zhou culture, including its knowledge base, values, beliefs and practices that have been passed down through the generations. The Way is achieved through harmony where human beings find inner peace as well as co-exist with one another and their surroundings. Harmony encompasses an appreciation of beauty, joy and ethical values that may be obtained from arts education. The essay further illustrates an application of Confucian spiritual ideals through music education in a school. A Confucian aim of learning, the article concludes, is one that fosters spiritual development and contests the performativity agenda and school culture.  相似文献   

8.
ABSTRACT

Research with children involving their use of digital and mobile technologies either as a methodological tool or in relation to their learning foregrounds emerging ethical issues and practices. This paper explores some of the ethical and practical challenges we faced in studies involving the recruitment of young children as research participants, and where the integrity of these research collaborations was critical. We propose an ethical framework to foreground these challenges that is shaped by a view of children as social actors and experts on their own lives, information and communication technologies as ubiquitous in children’s lives, and ethics as a situated and multifaceted responsibility. This framework has three aspects: access, authenticity and advocacy. We draw on examples from different research projects and use ethically important moments to illustrate how notions of access, authenticity and advocacy can foreground the ethical challenges in teaching–learning research contexts to better consider and offer children greater agency in research collaborations.  相似文献   

9.
Abstract

The increasing urbanization and alienation from nature reduce children’s opportunities to interact with plants and challenge teachers to devise educational practices that contribute to learning botany. This study presents the results of activities developed in a Brazilian school through explorations, drawings, dried and pressed specimens, and semi-structured interviews. The data were evaluated using mixed methods analysis. Leaves were the structure that was most frequently drawn by 1st- and 2nd-year students, followed by stems. Among students in their 3rd, 4th, and 5th years, more emphasis was on flowers and their detailed morphological structures. The 1st- and 2nd-year students included non-living elements and the surrounding environment in their drawings, whereas the older students focused on the plant itself. These particularities point to methods of teaching botany in context and link students’ specific knowledge to values and practices that contribute to an environmental education that aims to minimize the utilitarian view of nature and move towards a view of human beings as integrated and interdependent with other living and non-living elements.  相似文献   

10.
Abstract

In this paper, I argue that research and development organizations (R&DOs) have particular perspectives on what counts as an innovation whereas the potential adopting users usually have quite different often diverse perspectives. If these ‘worldviews’ do not overlap or speak to each other, then what R&DOs consider innovative might constitute a waste of time and resources from the potential users' perspective, thereby negating the entire adoption process. Using complex systems theory and storytelling concepts, I argue that innovation emerges from the confluence of diverse stories. If, however, the dominant perspectives informing these stories originate from within an R&DO (in-house storytelling), then innovation will occur in a vacuum. Stories from potential adoption contexts external to an R&DO (out-of-house storytelling) need to be integrated into the innovation process at all stages whereupon out-of-house stories are actively sought out and brought into the R&DO (inward flow) and in-house stories are actively shared within relevant external contexts (outward flow). Juxtaposing in-house and out-of-house stories provides a co-evolving emergent pathway for innovation. The R&DO focuses its energy on needs/issues highlighted in out-of-house stories, thereby co-constructing the context for innovation and potential adoption. Those providing out-of-house stories become primed for innovation through an understanding of in-house stories, thereby co-constructing the adoption context. This paper integrates complex systems and storytelling concepts to provide a unique perspective on the innovation process; a process that explicitly harnesses the complex interactive dynamics between R&DOs and adopter contexts.  相似文献   

11.
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12.
New Books     
ABSTRACT

Stories represent a fundamental way by which we interpret our experiences. They tap into our natural predispositions of seeking pattern, perceiving agency, simulating and connecting events, and imputing meaning into what we experience. Instructors can take advantage of this predisposition and facilitate student learning by viewing stories from a broad perspective and intentionally connecting stories and storytelling principles to the concepts and principles they want students to learn. Instructors can capture students' attention, nurture a more social atmosphere, and engage their students' emotions and cognitive abilities. Previous work on using stories to teach has highlighted four types of story-based instruction: case-, narrative-, scenario-, and problem-based. I extend this work by offering practical suggestions for incorporating stories into the classroom. I list possible objectives, discuss methods, and share examples that range from simply sharing a relevant story or anecdote or incorporating storytelling methods, to using a story framework to undergird an entire course. I then discuss various costs and benefits in the use of stories to facilitate learning. The methods I discuss can be used in a wide range of courses, and I encourage instructors to consider how they incorporate a broader, more intentional use of stories into their teaching.  相似文献   

13.
ABSTRACT

This article explores the ethical complexities of involving children in research in the contexts of their families, schools and communities. We argue for an approach that is dynamic, reflexive, responsive and informed by an understanding of how local cultures impact on and shape negotiations and practices around ethical issues and processes. We use different sociocultural lenses to analyse the complexities of ethical processes and practices at the beginning of a research project which explored children’s informal and everyday learning. The article contributes to ethical debates about involving children with research through foregrounding the multiplicities and complexities that emerge when researchers are attentive to the practices and values of the settings that children’s and researchers’ lives traverse.  相似文献   

14.
ABSTRACT

A meditation from a storytelling teacher on my attempts to construct rules and guidelines for my work. This semi-narrative internal dialogue attempts to explore both the ways in which my identity shapes a learning environment and the ways I can create structures in my teaching practice that undermine the structural imbalance of our society.  相似文献   

15.
ABSTRACT

If teaching physical education is a moral activity, it follows that there is a moral component to the preparation of teachers of physical education and thus a moral component to the preparation of teacher educators. In this article, I examine the major policies, agendas, and practices that influence doctoral preparation in physical education teacher education. I argue from both a utilitarian and realist perspective that we can best serve children and youth in schools by being knowledgeable of the contexts and effects of these policies, agendas, and practices in educating future professors of physical education teacher education.  相似文献   

16.
《Quest (Human Kinetics)》2012,64(4):349-360
ABSTRACT

Inclusive Excellence (IE) serves as the central topic of the 28th annual Delphine Hanna Commemorative Lecture. Moreover, the professional accomplishments of Delphine Hanna, a kinesiology trailblazer, are explored. I present the concept of Inclusive Excellence and articulate its applicability to academic leadership in the field of kinesiology. Particularly, I provide a definition of Inclusive Excellence, guiding principles, an overview of the history of Inclusive Excellence, and examples of promising strategic practices. Lastly, I present a case-study outlining Auburn University’s integration of Inclusive Excellence principles and implementation of practices. Recommendations for the National Association for Kinesiology in Higher Education (NAKHE) organization are presented.  相似文献   

17.

This is the second case study situated within my teaching of two undergraduate courses in the college of education of a large American university. It interrogates social forms that construct pedagogic and literate authority relations between preservice English education students and their teachers. It illustrates how teachers and students can negotiate engagement in critical literacy practice by constructing instructional circumstances that allow preservice teachers to question the kinds of practices that thwart the various aims of critical literacy and pedagogy. This study narrates a "critical incident" as a form of "practice-as-inquiry research", using field-notes, tape recordings, and interviews to describe four moments within the span of an activity that takes its historical antecedent in the work of I.A. Richards. The interpretation and analysis is informed by Pierre Bourdieu's reflexive sociology. The paper argues that teachers' disciplinary and pedagogical knowledge should not be undervalued or denied because with this knowledge comes an ethical responsibility to shape educative experiences for students that open them up to reflection and critique.  相似文献   

18.
Drawing upon the concept of homo narran, this essay suggests an extension of Fisher's narrative paradigm, that of glimpsing the processes of continuity and change underlying storytelling, via the concepts of Brown (1978). This approach is illustrated specifically through a rhetorical analysis of a storytelling process presently ongoing in popular discourse about the relationship between human beings and artificially intelligent computers. It reveals the communication patterns used to maintain and shift ideologies, thereby influencing cultural/social continuity and change.  相似文献   

19.
Abstract

Non-indoctrinational moral education involves teaching children to engage in ethical inquiry. This means that, since ethical inquiry has the status of a craft, the students will be apprentices in that craft. The classroom becomes, for this purpose, a community of ethical inquiry — an ethical atelier where students learn the tools, methods, practices and procedures which craftsmen associated with that tradition customarily utilize. It is only when one is adept at the generic procedures of reasoning that one can be adept at specifically moral reasoning, but to make the transition possible, the generic procedures should be taught within the humanistic and critical context of philosophy, and within the setting of a community of ethical inquiry.  相似文献   

20.
Abstract

Sacred teaching takes many forms across religious traditions, focusing on creation and sacramentality in Christianity, God’s nature and creation of human beings in Judaism, and spiritual and social practices in both. At the heart of Jewish, Muslim, and Christian traditions are accents on the sacredness of life, creation in the image of God, and human dignity. This essay analyzes the three traditions to discover textures of sacrality and practices of sacred teaching and learning. Can such teaching be revolutionary in divided contexts? The paper proposes an approach to sacred, revolutionary teaching to foster compassion, openness, humility, and hope.  相似文献   

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