On semiotics and subjectivity: a response to Tony Brown’s “signifying ‘students’, ‘teachers’, and ‘mathematics’: a reading of a special issue”     

Norma Presmeg  Luis Radford 《Educational Studies in Mathematics》2008,69(3):265-276

In this response we address some of the significant issues that Tony Brown raised in his analysis and critique of the Special Issue of Educational Studies in Mathematics on “Semiotic perspectives in mathematics education” (Sáenz-Ludlow & Presmeg, Educational Studies in Mathematics 61(1–2), 2006). Among these issues are conceptualizations of subjectivity and the notion that particular readings of Peircean and Vygotskian semiotics may limit the ways that authors define key actors or elements in mathematics education, namely students, teachers and the nature of mathematics. To deepen the conversation, we comment on Brown’s approach and explore the theoretical apparatus of Jacques Lacan that informs Brown’s discourse. We show some of the intrinsic limitations of the Lacanian idea of subjectivity that permeates Brown’s insightful analysis and conclude with a suggestion about some possible lines of research in mathematics education.

Luis RadfordEmail:

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Love as a Language for Educational Justice     

José Luis Vilson 《The Educational forum》2017,81(4):360-362

Abstract

Schools need to do a better job of recognizing the contributions and gifts students bring with them. Such a community-spirit approach could help everyone, from teachers and parents to district leaders and the Secretary of Education, dissuade the public from individualistic school structures and instead focus on equitable solutions that include the norms and histories of the people schools serve.  相似文献   

The Rewards of Human Capital Competences for Young European Higher Education Graduates   总被引：1，自引：0，他引：1  

Adela Garcia-Aracil  Jose-Gines Mora  Luis E. Vila 《Tertiary Education and Management》2004,10(4):287-305

The labour market rewards for a number of required human capital competences are analysed using a sample of young European higher education graduates. Factor analysis is applied to classify competences by jobs into eight orthogonal groups, namely participative, methodological, specialised, organisational, applying rules, physical, generic and socio-emotional competences. Estimates for the total rewards for competences are obtained through conventional wage regression, whereas estimates of the total rewards are derived in terms of job satisfaction through ordered logit regression. Explanatory variables include personal characteristics, job attributes, occupational titles, fields of study, type of higher education institution and country dummies. Results on wage rewards show that jobs with higher requirements of participativeand methodological competencesare best paid; conversely, jobs with higher requirements of organisational, applying-rulesand physical competencesare worse paid. Results on total rewards suggest that jobs with higher requirements of competences increase graduates' satisfaction, the only exception being applying-rules competences.  相似文献   

Testing and ideology: policy debates about literacy assessments for Colorado’s bilingual students     

Luis E. Poza  Kara M. Viesca 《教育政策杂志》2020,35(4):556-581

ABSTRACT

The Colorado Reading to Ensure Academic Development Act requires grade-level attainment in literacy in English for students in grades K-3. Its practical outcome, however, has been to pressure schools with bilingual programs to shift their instructional language allocations towards more English in the early grades. Proposed rule revisions debated by the state Board of Education sought to facilitate testing in students’ language of instruction for those in bilingual programs. Analysis of written and verbal opposition to the proposed rule revisions demonstrates the persistence of insidious ethnoculturalist discourses opposing bilingual education as well as the cooptation of liberal multiculturalist discourses that, while framing bilingualism as an asset, argue that it is underdeveloped in bilingual programs that do not include English instruction from the outset. Given that bilingual instruction has demonstrated time and again that it benefits students acquiring English in schools, such new discursive turns pose a threat that must be recognized to fend off further legislative and regulatory attempts against bilingual education.  相似文献   

(Re) thinking Emotions in Visual Education Activities: Students' Experiences          下载免费PDF全文

Silvia Casian  Amélia Lopes  Fátima Pereira 《The International Journal of Art & Design Education》2018,37(3):399-412

This article focuses on the emotions of 13 and 14 year‐old students related to visual art education activities. Our aim is to understand the interference of the students' emotions with the processes of the creation and reception of their own pictures, as well as their characteristics in an art education context. The article adopts a Vygotskian theoretical perspective about emotion and aesthetic education that refers to the biopsychological nature of emotion and its cultural determination. The need to transform emotions in art activities is stressed and the teenagers' pictures are interpreted as a means of communication. The data collection was based on questionnaires and interviews with seventh and eighth grade secondary school students. It is concluded that students' emotions are not only present in the creative process and in its result, but also that they could have a significant positive or negative impact on students' motivation and achievement behaviour in art education classes. In this context, the students' pictures, acting as stimuli, may evoke their emotions.  相似文献   

The Anthropology of Meaning     

Luis Radford 《Educational Studies in Mathematics》2006,61(1-2):39-65

Meaning is one of the recent terms which have gained great currency in mathematics education. It is generally used as a correlate of individuals' intentions and considered a central element in contemporary accounts of knowledge formation. One important question that arises in this context is the following: if, in one way or another, knowledge rests on the intrinsically subjective intentions and deeds of the individual, how can the objectivity of conceptual mathematical entities be guaranteed? In the first part of this paper, both Peirce's and Husserl's theories of meaning are discussed in light of the aforementioned question. I examine their attempts to reconcile the subjective dimension of knowing with the alleged transcendental nature of mathematical objects. I argue that transcendentalism, either in Peirce's or Husserl's theory of meaning, leads to an irresolvable tension between subject and object. In the final part of the article, I sketch a notion of meaning and conceptual objects based on a semiotic-cultural approach to cognition and knowledge which gives up transcendentalism and instead conveys the notion of contextual objectivity.  相似文献   

The Hispanic Experience in Physical Education Teacher Education Programs: A Qualitative Study     

Luis Columna  Samuel R. Hodge  Amaury Samalot-Rivera  Alexander N. Vigo-Valentín  Carlos M. Cervantes 《Quest (Human Kinetics)》2018,70(2):256-274

The purpose of this study was to describe the experiences of Hispanic faculty involved in physical education teacher education programs at predominantly White colleges and universities in the United States. The study was positioned in the theoretical framework of organizational socialization. Participants were Hispanic (n = 6) faculty from various kinesiology-based programs in tenure-track positions at institutions of higher education in the United States. Data were collected via semi-structured interviews and transcribed, triangulated, and analyzed with constant comparative procedures. We uncovered the following themes: (a) underrepresented, (b) socialized, and (c) cultured and determined. The study’s findings magnify the need for faculty and administrators to heighten their awareness and implement strategies to improve the organizational socialization of Hispanic faculty, particularly at predominantly White doctoral-granting colleges and universities. This means, for instance, identifying strategies to recruit, prepare, retain, and mentor Hispanic faculty at such institutions.  相似文献   

The pedagogical and ethical legacy of a “successful” educational reform: The Citizen School Project     

Gustavo E. Fischman  Luis Armando Gandin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2016,62(1):63-89

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Mass media and cultural domination     

Luis Ramiro Beltrán S.  Elizabeth Fox de Cardona 《Prospects》1980,10(1):76-89

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Book reviews     

José Luis Pinillos  Ana Teberosky  Volodar Viktorovich Krayevski 《Prospects》1985,15(1):127-139

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