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1.
Clémentine Beauvais 《Children‘s Literature in Education》2013,44(1):74-86
This article takes as its starting point the concept of aetonormativity (the adult normativity germane to the discourse of children’s literature), coined by Maria Nikolajeva (2010) in an attempt to unify the increasingly power-oriented theories of children’s literature criticism within the past few decades. Acknowledging the usefulness of this concept, but wary of the fact that it could imply an easy transference of “adult” power theory to the study of children’s literature, I argue that an aetonormativity-centred system of children’s literature criticism crucially needs to reconceptualise the notion of “power” which lies at its heart. Any automatic connection between adult normativity and adult “power” would thus be questioned and critiqued. I propose a first conceptual split of “power” into “authority” and “might”, and a consequent redistribution of these two concepts to the adult and child parties in the children’s book. I then investigate the critical and metacritical implications, within the framework of an aetonormativity-centred criticism of children’s literature, of an increased subtlety in the use and handling of the concept of power when referring to the complex medium of the children’s text. 相似文献
2.
认知语义学理论应用于英语词汇教学的探索 总被引：4，自引：0，他引：4
胡文捷 《湘潭师范学院学报(社会科学版)》2004,26(5):106-108
探讨了认知语义学理论对英语词汇教学的影响,主要论述了如何将认知语义学的隐喻映射理论、意象图示理论和概念隐喻理论应用于英语词汇教学;并指出在英语词汇教学中积极运用这些理论将会收到意想不到的效果。 相似文献
3.
Hannah Dyer 《Gender and education》2019,31(6):742-755
In this article, I contend that underneath the 2015 sex-ed debates in Ontario are deep-seated, psycho-socially entrenched problems related to thinking about childhood sexuality. I consider how the topic of sex-ed for children, over and above its actual curricular lessons, is marshaled to accomplish the work of the adult’s psycho-social needs. Methodologically, queer theory and psychoanalytic theories of childhood development are employed for their capacity to place sexuality at the origin of subjectivity. I develop a queer theory of childhood that can provide insight into the transferential attachments adults have to the paradigm of childhood innocence. I also argue that attention to how the figure of the child becomes known and contested through local and transnational exchange can help reveal the impact that sex-ed debates have on racialized and provincial imaginaries of belonging. 相似文献
4.
No previous research has directly examined the relationship between attending a public or private school as a child and people’s attitudes toward Jews when they become adults. This article sheds new light on this issue by using a large, nationally representative survey of over 1,500 adults in the United States to see how childhood schooling is related to adult anti-Semitism. It finds that even after controlling for a variety of background characteristics, people who attended private schools exhibit more positive attitudes toward Jews than those who attended public schools. 相似文献
5.
在过去二十多年中,隐喻研究成为语言哲学和认知语言学的研究热点。本文概括性地介绍和评述了上述两个领域的主要隐喻理论,对各主要理论之间的关系作了梳理,并进而认为,今后的隐喻研究应走多学科相结合的道路,以避免单一视角所带来的弊端。 相似文献
6.
Rachel Langford Susan Prentice Patrizia Albanese Bernadette Summers Brianne Messina-Goertzen Brooke Richardson 《Early Years: An International Journal of Research and Development》2013,33(3):302-317
Do early childhood education and care (ECEC) professionals make good advocates? Canadian advocates have fought for better child care policies since the mid-1940s. What has happened to this advocacy with the recent increased professionalization of the ECEC sector? How does increased professionalization limit, innovate or expand advocacy strategies? This content analysis of seven Canadian child care social movement organizations’ discursive resources in 2008 examines how different types of child care social movement organizations communicated their positions to their members and the public to manage a changing economic and political climate. Preliminary findings indicate that both ECEC workforce sector associations and grassroots organizations shared common advocacy messages, played down problems associated with a market approach to child care, and framed child care as a business case in their messaging. The authors suggest this reflects a nascent discursive move towards the professionalization of Canadian child care movement advocacy messages. 相似文献
7.
以帕尔默文化心象理论为理论基础,阐述概念隐喻的重要性,它已成为人们认知、思维、经历、语言甚至行为的基础,是理解人类认知能力的唯一方法,应用文化意象影响概念隐喻生成这一规律,分析文化意象形成概念隐喻的跨文化共性与差异,旨在增进不同文化之间的理解和包容,进而达到跨文化互融的最终目标。 相似文献
8.
Although children as young as age three have already begun to manifest negative stereotypes toward older adults, attitudes toward older adults likely crystallize during late childhood and adolescence and become entrenched by the time an individual reaches young adulthood. Studies have shown that young people view older people in general as ineffective, dependent, lonely, poor, angry, overly wrinkled, ugly, dirty, disabled, and less physically active and healthy than younger adults. Because today's children and adolescents have less contact with older people than in past decades, it is likely that some young people get most of their information about older people and aging from the media. This is all the more likely during the teen years, when vulnerable adolescents purposely seek out certain media to form their identity. This content analysis examined the 60 most popular teen movies from the 1980s, 1990s, and 2000s to determine how older people are portrayed. Older people were greatly underrepresented, according to their numbers in the actual U.S. population, making up only 7% of the total number of characters in teen movies. Older people were marginalized in terms of plot and were likely to be featured only as background characters. Of older characters, 60% were portrayed stereotypically, and only 45% of the older characters were portrayed in a positive manner. Also, 32% of older characters were portrayed in a negative manner, and one-fifth of older characters were portrayed only with negative characteristics. The stereotypes that adolescents today hold toward older people, including the belief that they are bad drivers, are angry most of the time, and are senile, were reflected in older character portrayals in these popular teen films. Given the negative representations of older people that adolescents are exposed to in their childhood and during the teen years, it is no wonder that they express negative attitudes toward older people. After years of exposure to media that negatively depict older adults, adolescents have been cultivated to stereotype older people. This has the potential to influence the quality of their interactions with older people, and also influence the way they come to view the prospect of getting old. 相似文献
9.
莫言的缺失性童年经验里有饥饿,有孤独,有暴力。他通过自己创作出的儿童形象延伸自我、确立自我,以达到精神健康、自我救赎的目的,这正是文学治疗的作用。文章从文学治疗的角度入手探讨莫言笔下的儿童形象,透析其通过“宣泄”与“幻想”达到内心平衡的文学秘密。 相似文献
10.
The overarching interest of this study concerns how to outline learning opportunities and support in early childhood education (ECE) without losing its play-based character. More specifically, the study reports an empirical investigation into the evolving activity of a 6.5-year-old child and an adult conversing about the child’s drawing of ‘Numberland’. What the child’s drawing and his discussion about it with the adult tell us about his emergent mathematics skills is analysed. How the child shifts between speaking and enacting as if and as is, and how the adult supports his mathematics understanding through entering into the play-frame are analysed. How imaginary, play-based activities like this can provide the means for ECE and what this implies for the teacher are discussed. 相似文献
11.
Beth Ferholt Anna Pauliina Rainio 《Early Years: An International Journal of Research and Development》2016,36(4):413-425
Ambivalence is a relatively little advanced concept for studying young people’s engagement in education. We present a case study in which a teacher of a kindergarten-first-grade classroom works within an activity called a playworld to engage a child who had been excluded from certain classroom practices, after having been perceived by his teachers as disengaged and disruptive. Playworlds are defined as adult–child joint play activities inspired by Vygotsky’s theories of play, art, and imagination. We argue that when the teacher embraced this child’s ambivalent participation, ambivalence itself appeared to be an important component of an evolving process of personally meaningful engagement. We showcase those elements of the playworld activity that may support early childhood teachers in embracing ambivalence. 相似文献
12.
Built on a sociocultural framework of policy analysis and Wertsch's concept of mediation, the present study examines how early childhood teacher education has changed as a result of interactions between reform policy and the action of teacher educators. Ten teacher educators participated in the study, along with eight early childhood leaders, 15 kindergarten principals and child care centre supervisors, and one policy‐maker. Data collected through interviews, focus‐group discussions, and reviews of government and organisational documents as well as press materials were analysed. The findings revealed that early childhood organisations were more active than teacher educators in the process of negotiation. Although early childhood teacher education has expanded since the handover in 1997, the voice and identity of the profession are still in an embryonic state. The study offers implications for redefining the roles of teacher educators and restructuring teacher education contexts to help facilitate the development of ideological consciousness and new understanding. 相似文献
13.
In this article, Therese Lindgren and Magdalena Sjöstrand Öhrfelt compare two discourses that have been influential in the field of early education: the social‐economic and the posthumanist. Studying how the young educable child is articulated in these seemingly contradictory discourses, Lindgren and Sjöstrand Öhrfelt have found that the discourses not only overlap, but, to some extent, they also reinforce each other. Both discourses depict the future as precarious, and along with identifying deficiencies of our time, they seek to justify the need for early intervention in terms of education. The young child is portrayed, on the one hand, as not‐yet‐realized human capital and, on the other, as a site for change and new beginnings. That is, the child figures as the key to a better and more sustainable world. In both discourses, early childhood education and care (ECEC) is depicted as an emancipating project, detaching the child from the child's social and cultural contexts and historical past, making the young educable child an “orphan.” 相似文献
14.
In this article we argue that early childhood educators, under the influence of last century’s grand universal theories of
child development, have not been attentive enough to the centrality of culture in children’s development. We discuss how the
exploration of contemporary developmental perspectives is critical to the field and illustrate cultural views of child development
based on cultural psychology. The goal of cultural psychology is to study the co-creation of human beings and cultures by
focusing on both mentalities and practices, on both culture and biology. Using this lens, we explore the implications that
cultural psychology holds for early childhood educators. 相似文献
15.
OBJECTIVE: The study investigated whether perceptions of social support in adulthood partially mediated the associations between childhood experiences (i.e., receipt of physical abuse and levels of early social support) and adult risk for child physical abuse. METHOD: Participants included 598 general population adults who completed self-report measures designed to assess childhood physical abuse, perceptions of early and current social support, and risk factors for child physical abuse. Structural equation modeling was used to test and cross validate a model that included the direct effects of child physical abuse and early social support on child physical abuse risk, as well as mediated effects through an influence on adult perceptions of social support. RESULTS: Childhood physical abuse and early social support covaried, such that receipt of physical abuse was associated with lower levels of perceived early social support. Early support, but not child physical abuse, had an indirect effect (i.e., through current support) on child physical abuse risk. More specifically, levels of early support were directly related to adult perceptions of support, and adult perceptions of support were inversely associated with child physical abuse risk. Childhood physical abuse was directly related to child physical abuse risk. CONCLUSIONS: Low levels of early support may impact risk for child physical abuse by affecting perceptions of others as supportive in adulthood. The receipt of physical abuse in childhood, however, does not appear to impact perceptions of support in adulthood. Research is needed to identify additional factors that may explain the association between receipt of physical abuse in childhood and increased risk of child physical abuse in adulthood. 相似文献
16.
Avi I. Mintz 《牛津教育评论》2018,44(4):414-424
Educators and educational theorists frequently employ a gardening metaphor to capture several child-centred principles about teaching and children, i.e. teachers must respect a child’s unique interests and abilities, recognise what is developmentally appropriate for students, and resist pursuing a narrow set of outcomes. Historically, however, educational theorists were as likely to use the gardening metaphor to support teacher-centred, ‘moulding’ ideals as they were to support child-centred ideals. Furthermore, in stark contrast to the contemporary optimism about a child’s innate, unique potential, the use of the gardening metaphor in the past sometimes supported prejudicial, deterministic views of children. In many ways, therefore, the contemporary use of the metaphor reflects genuine progress in educators’ ideas about children and their potential. Nevertheless, those who employ the gardening metaphor today might learn from some of its past users. Eager to avoid imposing their own goals on children, today child-centred gardeners have resisted articulating normative ideals by which teaching and parenting might be guided. Yet a normative ideal of the educated adult is not inconsistent with child-centred gardening. 相似文献
17.
教师实践性知识是艾尔巴兹(Elbaz)等学者提出的概念。近年来,国内一些学者频繁对其进行研究,其理论广泛应用于高等教育和基础教育的教学实践中。随着国家出台系列政策鼓励继续教育发展,成人教育的教学质量被赋予高质量发展的希冀,然而,受生源、层次、师资、资金等客观因素的制约,成人教育的教学过程还存在诸多过程质量问题。从教师实践性知识概念出发,探讨在新工科改革背景下从事高等成人学历教育教学教师应该如何通过实践性教学方式方法改革,不断强化自身实践性知识,进而保障成人教育教学质量的不断提升。 相似文献
18.
马玉夏 《绵阳师范学院学报》2007,26(7):150-154
Halliday(1985/1994)提出的语法隐喻理论为儿童语言习得提供了一个新视角。语法隐喻对儿童意义潜势的发展意义重大,是其语法能力提高的一个重要标志。本文在回顾Halliday有关语法隐喻及其个体发展研究的基础上,着重评述Painter(2003),Torr(2003)和Derew ianka(2003)等采用纵向研究的方法对英语国家儿童母语习得过程中语法隐喻个体发展情况的实证研究,以探讨儿童语法隐喻习得的规律。 相似文献
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20.
刘清华 《通化师范学院学报》2010,31(9):98-100,F0003
从隐喻所具有的高度临摹性的视角,对照已有的相关研究成果,解释其在语境中具有的常规性和非常规性隐喻机理。以时间为变量,探究隐喻的理解中主导心理空间的语言转换应对情况,分析隐喻的思维发生机制;划分隐喻的临摹性,把抽象的、虚拟的维度作为思维的介质,用来研究其演变过程;选用隐喻实例阐述不同语言间本体域和喻体域之间的结构相似性,认为伴随临摹性而产生的相似性构成常规语义转移的基础。 相似文献