White Religious Educators Resisting White Fragility: Lessons From Mystics     

Mary E. Hess 《Religious education (Chicago, Ill.)》2017,112(1):46-57

Abstract

Decades of work in dismantling racism have not yielded the kind of results for which religious educators have hoped. One primary reason has been what scholars term “white fragility,” a symptom of the structural racism which confers systemic privilege upon White people. Lessons learned from Christian mystics point to powerful ways to confront and resist the siren call of such formation and instead to make resisting racism an integral part of Christian identity for White people.  相似文献   

A Review of "Theological Reflection across Religious Traditions: The Turn to Reflective Believing."     

Mary E. Hess 《Religious education (Chicago, Ill.)》2017,112(2):192-193

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RESOLV: Development of a telephone-based program designed to increase socialization in older veterans     

Christine E. Gould  Shruti Shah  Sarah R. Brunskill  Krista Brown  Nancy L. Oliva  Charissa Hosseini 《Educational gerontology》2017,43(8):379-392

We describe the development of a telephone-based program, Recreation, Education, and Socialization for Older Learning Veterans (RESOLV) that aims to connect Veterans with one another by phone and thereby reduce loneliness. The program was developed through a collaboration between VA and a community-based organization, Episcopal Senior Communities Senior Center Without Walls (SCWW). Semi-structured interviews were conducted with 18 rural and non-rural dwelling older Veterans to identify leisure interests and potential barriers to participating in leisure activities. Program feasibility was examined with questions about telephone use and interest in and perceived benefits of a telephone community. We conducted content analysis to quantify Veterans’ leisure interests and thematic analysis to characterize barriers to participation. Veterans expressed interest most frequently in groups focused on conversation, support, gratitude, and technology. Rural and non-rural participants did not differ significantly in interests. Barriers to current activity participation included limited access to activities, limitations due to physical conditions, and transportation difficulties, which were consistent themes for both rural and non-rural participants. Themes related to perceived benefits of socialization that emerged include connectedness, learning from others, being active despite limitations, and distraction from limitations. Our findings demonstrate how a telephone-based socialization program could be developed and tailored for older Veterans. It seems that such a program is feasible and may be of benefit for older Veterans in rural and non-rural areas. Further evaluation is needed to ascertain the direct benefit of such a program to older Veterans.  相似文献   

Folklore epistemology: how does traditional folklore contribute to children’s thinking and concept development?     

Joseph S. Agbenyega  Deborah E. Tamakloe  Sunanta Klibthong 《International Journal of Early Years Education》2017,25(2):112-126

This research utilised a ‘stimulated recall’ methodology [Calderhead, J. 1981. “Stimulated Recall: A Method for Research on Teaching.” British Journal of Educational Psychology 51: 211–217] to explore the potential of African folklore, specifically Ghanaian folk stories in the development of children’s reflective thinking about social life. The research was based on Ghanaian folklore for children, which is popularly known as ‘By the Fireside Stories’, encapsulated traditionally as Anansesem or Spider stories among the Akan of Ghana. Data were collected through storytelling to a group of children and inviting them to recall their concurrent thinking during and after the storytelling. The children’s cognitive recall processes were stimulated by questions and story character dramatisation recorded on a digital video recorder and played back to the children. Findings showed major contributions to children’s learning and development related to imagination, concept formation and thinking, and beyond the self in social relationship. This paper draws attention to how traditional oral storytelling can be an important part of early childhood education to develop children’s reflective thinking about social life.  相似文献   

Stone Walks: inhuman animacies and queer archives of feeling     

Stephanie Springgay  Sarah E. Truman 《Discourse: Studies in the Cultural Politics of Education》2017,38(6):851-863

Excavating what Jeffrey Cohen [2015. Stone: An ecology of the inhuman. Minneapolis: University of Minnesota Press] calls ‘lithic ecomateriality’, in this paper we illustrate how rocks have traditionally been conceptualized through three tropes: rocks as insensate; rocks as personified; and rocks as transformative. We take up the concept of inhuman to challenge human-centric taxonomies of rocks and animacy. If rocks are not lifeless, or only considered as ‘resources’ or ‘threats’, to humans, then thinking with rocks as vital extends our ethical and political response. In the final section of the paper, we consider archives, not as a logical form of organizing knowledge, but as material, vital, and affective. We argue that when stones and archives are examined as something more than stable things – as interfactual, transcorporeal, and transmaterial co-compositions – different ethical relatings to the inhuman world become possible.  相似文献   

The interest of Bavarian primary school pupils in geographical topics and methods – selected results of an empirical survey     

Aline Lorenz  Anna Roth  Carolin Priese  Eva Peukert  Stefanie Mertel  Susanne Bloß 《Education 3-13》2017,45(5):543-557

Interest is a central learning prerequisite for teaching. The article deals with a survey among 1600 primary school pupils in forms 2, 3 and 4 (ages 7–10) in the German federal state of Bavaria who were interviewed on their interest in geographical topics and working methods. They were given a questionnaire including 40 items to indicate their individual interest on a five-point Likert scale. The results show that the subscale ‘natural disaster' generates the highest interest, followed by ‘phenomena of geoscience' and ‘people and peoples'. The interest in all three subscales decreases with increasing age. Furthermore, several gender-specific differences occur. Among the working methods, experimenting, films and computers hold the first three places whilst again showing significant differences concerning age group as well as gender.  相似文献   

Sanitizing the Struggle: Barack Obama,Selma, and Civil Rights Memory     

Theon E. Hill 《Communication quarterly》2017,65(3):354-376

In this article, I examine Barack Obama’s use of collective memory during his 2007 campaign speech in Selma, Alabama. Specifically, I argue that Obama appeals to collective memory to challenge the Black community’s relationship to the past. He reframed the memory of the Civil Rights Movement in a manner favorable to his political aspirations. While this frame was politically expedient, it weakened Black political agency. It robbed the Black community of crucial rhetorical resources used to challenge structural inequalities in society. This article offers insight into the complex relationship between metaphor and collective memory. Specifically, I interrogate the role of metaphor as a crucial site where public memory is formed, disrupted, and rearticulated. Furthermore, I consider the implications of his use of memory for the future of the Black freedom struggle.  相似文献   

Teaching for Scientific Literacy? An Examination of Instructional Practices in Secondary Schools in Barbados     

Ramona E. Archer-Bradshaw 《Research in Science Education》2017,47(1):67-93

This study examined the extent to which the instructional practices of science teachers in Barbados are congruent with best practices for teaching for scientific literacy. Additionally, through observation of practice, it sought to determine the teachers’ demonstrated role in the classroom, their demonstration of learning through discourse, learning goals and the nature of classroom activities. Five hundred nineteen students from 12 of the 23 secondary schools on the island and 15 teachers across 8 schools participated in the study. Data were collected by means of a questionnaire, an observational schedule and field notes. It was found that while problem-solving and questioning were mainly used in the classroom, the use of experiments was among the least popular teaching strategies. Additionally, results showed that teachers’ display of the knowledge of the characteristics of scientific literacy was unsatisfactory. Generally, the findings indicate a gap between teaching for scientific literacy as expressed in the literature and current instructional practices in secondary science classrooms in Barbados.  相似文献   

Innovative Experiential Learning Activities in Aging: The Experiences of Four BEL Projects     

Kristina M. Hash  Jay Poole  Melissa Floyd  Crystal Dea Moore  Anissa T. Rogers  Leslie E. Tower 《Journal of Teaching in Social Work》2017,37(2):156-170

The BSW Experiential Learning (BEL) Program aims to infuse intergenerational content into the curriculum and recruit students to the field of social work by implementing face-to-face learning opportunities with older adults. This article discusses and compares the experiences of 4 diverse BEL projects that implemented gero-experiential learning activities into 1 or more of the BSW curriculum areas: introduction/social work practice, social welfare policy, human behavior in the social environment, social work research, and field practicum. “Three keys to success” are offered as ways in which gero-experiential activities may be successfully implemented by other programs.  相似文献   

Partnerships in Learning: A Collaborative Project between Higher Education Students and Elementary School Students     

Peggi E. Hunter  Nisha D. Botchwey 《Innovative Higher Education》2017,42(1):77-90

Higher education and K-12 school partnerships are typically designed with an end-goal that serves the instructional needs of one group over the other. For this project, a university professor and elementary school instructor used problem-based and project-based learning strategies to design a curriculum that served the academic needs of both groups of students. Undergraduate students in an urban planning course partnered with elementary students from a local school to work on an interdependent civic engagement project. The partnership provided innovative, twenty-first teaching for both groups of students while also reinforcing public service.  相似文献