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This paper argues against a view of curriculum as a means for moulding students into, and making teachers accountable for, something pre‐determined and singularly governed by qualification demands of the labour market. It makes a case for the value of inter‐subjective teacher–student relationships in education and addresses the significance of negotiations and their open‐endedness. This paper draws its empirical material from case studies for which interviews were the main source for gathering data. The data analyses were made using the AtlasTi software designed for qualitative analysis. In the empirical material were found instances of negotiations in which inter‐subjective relationships are established and maintained; negotiations that are rendered obscured or even invisible from a qualification purpose but that influence the educational processes. The results show that teachers and students creatively use potentials within contextual conditions to attain relationships which sometimes constitute a precondition for education. 相似文献
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Wolff‐Michael Roth 《Teachers and Teaching》2013,19(2):161-179
We evolved coteaching and cogenerative dialoguing to respond to the need of teachers inexperienced in one or another aspect of teaching to learn to teach at the elbow of another. As our praxis of coteaching and cogenerative dialoguing unfolded, we developed a theoretical framework. In this article, we present some core theoretical ideas that go with coteaching and cogenerative dialoguing. These ideas are rooted in our reading of cultural–historical activity theory and critical psychology. The resulting framework is particularly suited for analyzing and theorizing complex practices such as teaching and learning in schools for several reasons. First, it requires us to take a first‐person perspective on the actions of individuals and groups. Second, it theorizes actions available to an individual as concrete cases of a generalized action available at the collective level. Third, we understand all actions to be mediated by the tools (language, curriculum theory), rules, community, and division of labor characteristic of the situation. Fourth, because this approach explicitly theorizes context, it is an excellent tool for articulating and removing structural contradictions. Fifth, the approach assists us in understanding the contradictions within a system in a positive way, namely as opportunities for change and growth. Finally, the framework explicitly focuses on the cultural–historical changes that individuals, their community and tools, and the reigning division of labor and rules undergo. 相似文献
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Ulrika Josefsson 《The Information Society》2013,29(2):133-141
This article identifies and analyzes characteristics of patients' online communities (POC) in Sweden. Using a qualitative approach, it presents a fine-grained picture of the communities covering both the structural and cultural factors. Acknowledging the debate about quality of health information online and the potential risks of e-health, the article argues that a deeper understanding of the dynamics of POC, which offer unique aides for the coping process of chronically ill patients, can contribute to the design of the emergent forms of Internet-based health care resources. 相似文献
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