Cultural complexity, post-colonialism and educational change: Challenges for comparative educators     

Anne Hickling-Hudson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,52(1-2):201-218

This study explores various elements in the struggle for a post-colonial refashioning of cultural identity through education. Drawing on experiences in Australia and the Caribbean, the author illustrates how educational systems undergoing decolonisation reflect socio-cultural tensions of race and power. The author discusses the complexities for comparative educators in engaging with suppressed knowledge, recognising the yearnings of the marginalised, challenging the conditions that lead to poverty, and refashioning education for social justice in an era when the achievement of justice seems increasingly difficult. She argues that comparative educators can benefit from using post-colonial thinking to understand cultural complexity and promote lifeaffirming practices in educational change.  相似文献   

Activities for Babies and Toddlers with Down Syndrome: A Physiotherapy Approach     

Rose‐Anne Kelso  Sue Price 《International Journal of Disability, Development & Education》1990,37(3)

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Slashing the Romance Narrative     

Anne Kustritz 《Journal of American culture (Malden, Mass. : 2003)》2003,26(3):371-384

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Foreword     

Anne E. Fowler 《Annals of dyslexia》1997,47(1):vii-viii

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'Goslob is a Boy's Name'     

Anne Maher  Barrie Wade  Maggie Moore 《English in Education》1997,31(1):24-35

This class-based case study explores how firmly established are primary school children's gender expectations and how far a primary school environment serves to reinforce or challenge their expectations. Children of differing ages responded to a specially written story framework. Their responses indicated a gender stereotyping which influenced interpretation. Implications for teaching are discussed.  相似文献   

The Question of Representation: research in gender and education in Scandinavia     

Anne Scott Soerensen 《Gender and education》1992,4(3):201-212

This article gives a review of feminist research into gender, school and education in Scandinavia in the light of feminist theory and politics. It is claimed that research up to now has been inspired by an ideological thinking, following the main concepts of feminism: (a) liberal feminism based on the philosophy of ‘sameness’ and equal opportunities, and (b) radical feminism based on the philosophy of ‘difference’ and equal worth. They have both been designed to qualify critique of the gender divided education pyramid, having either integration or segregation as the political perspective and either male as a norm or female as an ideal. However, the main point in the article is that at least in the Scandinavian countries and seen as a general trend we are now witnessing a breakdown of the former education pyramid. Women as a whole, but especially the young generation, have achieved a more equal position and they have moved into many former male‐dominated subjects and areas. This situation requires a new theoretical framework and a more specific research than we have seen up to now. At the same time post‐feminism is from a theoretical viewpoint challenging the former concepts, maintaining that we have to leave the essential thinking and absolute strategies in order to open up a field of research to plurality and a constructive uncertainty. The article ends by pointing out new directions and a theoretical outset.  相似文献   

Othello Goes to Washington: Cultural Politics and the Thomas/Hill Affair     

Peggy Anne Russo 《Journal of American culture (Malden, Mass. : 2003)》1994,17(4):15-22

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Reinventing Archival Methods     

Kate Cumming  Cassie Findlay  Anne Picot  Barbara Reed 《档案与原稿》2014,42(2):117-122

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Creation,Transformation, Dissemination,and Preservation: Advocating for Scholarly Communication     

Anne E. McKee  Christine M. Stamison  Sara Bahnmaier 《期刊图书馆员》2014,66(1-4):189-195

Scholarly communication is often thought of as the preservation of knowledge. In fact, it also influences the creation, transformation, and dissemination of knowledge. The new norms of scholarly communication are multiple authorships, inter-institutional and international collaboration, and use of social media. The evolving norms for the librarians and consortial groups are supporting research data management, aiding discovery of collaborators, and dissemination and preservation of results, especially in digital formats. Librarians are viewed as experts in scholarly communication on many campuses but their leadership is not always recognized.  相似文献   

Segmenting Texts Into Meaningful Word Groups: Beginning Readers’ Prosody and Comprehension     

Marie-Soleil Arcand  Léonie Lemire-Théberge  Marie-Hélène Guay  Anne Barrette  Vickie Gagnon 《Scientific Studies of Reading》2014,18(3):208-223

It was hypothesized that prosodic reading facilitates beginning readers’ comprehension by allowing them to segment the text into meaningful word groups. Two prosodic features of the oral reading of second-grade students were considered: lack of inappropriate pauses and attention to punctuation. To examine the unique contribution of these features to reading comprehension, fluency (speed and accuracy of reading) and vocabulary were controlled. As expected, both prosodic features were significantly related to comprehension, jointly explaining as much variance as fluency. Accordingly, it might be counterproductive to encourage reading speed and accuracy at the expense of prosody.  相似文献