Estranged but not Alienated: A Precondition of Critical Educational Theory     

Marianna Papastephanou 《Journal of Philosophy of Education》2001,35(1):71-84

Alienation is a double‐edged concept adaptable to both positive and negative or critical accounts of the individual, culture and society. It is also elastic enough to describe very different economical and cultural effects, and thus it is a potential source of confusion and inconsistency. Alienation is characterised by a Janus‐faced adaptability to both neutral/positive and negative uses: the former may be considered as endemic, the latter as historical. In some respects alienation is neither avoidable in education nor wholly undesirable.  相似文献   

My Life in Libraries     

Marianna Tax Choldin PhD 《Slavic & East European Information Resources》2013,14(4):359-372

The article is a memoir of the author's career, which she spent primarily at the University of Illinois at Urbana‐Champaign. As Slavic Bibliographer there, she organized the Slavic Reading Room in the Slavic and East European Library and was the first head of the Slavic Reference Service. She reinvigorated the American Bibliography of Slavic and East European Studies (ABSEES). She was a founding member and/or was very active in virtually all of the national and international Slavic librarians' organizations. In addition, she served as president of the American Association for the Advancement of Slavic Studies (AAASS). Beyond just Slavic librarianship she established the Mortenson Center for International Library Programs at the University of Illinois and served as its founding director. She was also a member of George Soros's Network Library Program Board, part of his Open Society initiative.  相似文献   

Children Who Read Words Accurately Despite Language Impairment: Who Are They and How Do They Do It?     

Dorothy V. M. Bishop  David McDonald  Sarah Bird  Marianna E. Hayiou-Thomas 《Child development》2009,80(2):593-605

Some children learn to read accurately despite language impairments (LI). Nine- to 10-year-olds were categorized as having LI only ( n  =   35), dyslexia (DX) only ( n  =   73), LI + DX ( n  =   54), or as typically developing (TD; n  =   176). The LI-only group had mild to moderate deficits in reading comprehension. They were similar to the LI + DX group on most language measures, but rapid serial naming was superior to the LI + DX group and comparable to the TD. For a subset of children seen at 4 and 6 years, early phonological skills were equally poor in those later classified as LI or LI + DX. Poor language need not hinder acquisition of decoding, so long as rapid serial naming is intact; reading comprehension, however, is constrained by LI.  相似文献   

'Being in the World': The event of learning     

Marianna  Papadopoulou & Roy  Birch 《Educational Philosophy and Theory》2009,41(3):270-286

This paper employs an eclectic mix of paradigms in order to discuss constituting characteristics of young children's learning experiences. Drawing upon a phenomenological perspective it examines learning as a form of 'Being' and as the result of learners' engagement with the world in their own, unique, intentional manners. The learners' intentions towards their world are expressed in everyday activity and participation. A social constructivist perspective is thus employed to present learning as situated in meaningful socio-cultural contexts of the everyday, lived world and as a form of participation in those settings. These characteristics of learning are brought together into a holistic, synthesised model, a Gestalt of learning. The proposed synthesis has relevance for and is applicable to educational contexts as a means of making sense of children's learning experiences and of promoting and facilitating them.  相似文献   

Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder     

Margaret J. Snowling  Hannah M. Nash  Debbie C. Gooch  Marianna E. Hayiou-Thomas  Charles Hulme  Wellcome Language  Reading Project Team 《Child development》2019,90(5):e548-e564

We followed children at family risk of dyslexia and children with preschool language difficulties from age 3½, comparing them with controls (N = 234). At age 8, children were classified as having dyslexia or Developmental Language Disorder (DLD) and compared at earlier time points with controls. Children with dyslexia have specific difficulties with phonology and emergent reading skills in the preschool period, whereas children with DLD, with or without dyslexia, show a wider range of impairments including significant problems with executive and motor tasks. For children with both dyslexia and DLD, difficulties with phonology are generally more severe than those observed in children with dyslexia or DLD alone. Findings confirm that poor phonology is the major cognitive risk factor for dyslexia.  相似文献   

Globalisation,the challenge of educational synchronisation and teacher education     

Marianna Papastephanou  Miranda Christou  Zelia Gregoriou 《Globalisation, Societies & Education》2013,11(1):61-84

In this article, we set out from the challenge that globalising synchronisation – usually exemplified by Organization for Economic Cooperation and Development and World Bank initiatives – presents for education to argue that the time–space compression effected by globalisation must educationally be dealt with with caution, critical vigilance and a broadening of educational theoretical outlooks. We focus on the demands this raises upon the teacher as a researcher and a critical thinker and claim that meeting such demands presupposes some curricular enrichment of teacher education. We suggest two theoretical frameworks that can effect such enrichment and be made relevant to a critique of the globalising educational synchronisation, namely, the charge of developmentalism and the capabilities approach (Sen, Nussbaum) to equality. We conclude with some indications of the need for a reformulated notion of cosmopolitanism that should be contrasted with those globalising practices that often appear in cosmopolitan guise.  相似文献   

On Ugliness in Words,in Politics,in Tour-ism     

Marianna Papastephanou 《Educational Philosophy and Theory》2013,45(13-14):1493-1515

Many educational theoretical approaches to cosmopolitanism tend towards an unconditional appreciation of mobility, diversity and rootlessness. The recent interest of educational philosophy in the rhizome, de-territorialization and diversity contributes to this understanding of cosmopolitanism as movement across a borderless and imperfect world. Without downplaying such insights (and related political education), this article displaces and de-temporalizes them. It takes the form of a parody of the rhizome to view those insights from a different perspective and make them strike a different pedagogical note.  相似文献   

Cosmopolitan dice recast     

Marianna Papastephanou 《Educational Philosophy and Theory》2017,49(14):1338-1350

This article argues that hegemonic cosmopolitan narrativity fails to frame a complex cosmopolitan normativity. The hegemonic cosmopolitan narrative celebrates a mobile selfhood merely hospitable to the encountered, mobile diversity that comes ashore. A recent educational-theoretical ‘refugee-crisis’ initiative serves as an illustration of the normative shortcomings of the new cosmopolitanism. The implicit normativity of the dominant cosmopolitan narrativity is, I claim, politically too weak to cover the normative surplus of a more critical cosmo-politics. Cosmopolitanism should be recast to make higher ethico-political demands on the global self and world for the cultivation of neglected ecological and relational sensibilities.  相似文献   

Rare Polonica in The New York Public Library: Books of the Fifteenth–Eighteenth Centuries: Introduction     

Marianna Czapnik 《Slavic & East European Information Resources》2013,14(4):391-401

The New York Public Library (NYPL) holds one of North America's largest and oldest collections of books pertaining to the Slavic, Baltic, East European and Eurasian languages and peoples. The present catalog describes 514 volumes dating from the fifteenth through eighteenth centuries held by the NYPL. The following categories of material are included: books printed in the Polish‐Lithuanian Commonwealth; books printed outside of the homelands by Polish printers; titles by ethnic Polish authors, regardless of place of imprint or language of publication; works by foreign authors printed in the Polish language, or on subjects connected with Poland and/or the Rzeczpospolita. The catalog includes incunabula and 62 works of the sixteenth century.  相似文献   

Meaningful learning with mobile devices: pre-service class teachers’ experiences of mobile learning in the outdoors     

Tomi Kärki  Heli Keinänen  Anu Tuominen  Marianna Hoikkala  Eila Matikainen  Hanna Maijala 《Technology, Pedagogy and Education》2018,27(2):251-263

The authors consider the use of mobile learning environment ActionTrack in teacher education. Pre-service class teachers’ (N = 277) experiences of the mobile learning environment were measured with a 7-point Likert-scale questionnaire based on seven attributes of meaningful learning. Students’ ratings for different attributes were analysed quantitatively. The authors conclude that, based on this analysis, it is possible to create meaningful learning experiences using ActionTrack. All the measured attributes of meaningful learning obtained positive values. In the mobile learning events of this study, three attributes arose as the essential features: mobile learning in the outdoors was primarily considered collaborative, active and contextual.  相似文献