Developing and Enacting Culturally Relevant Pedagogy: Voices of New Teachers of Color     

Noah E. Borrero  Esther Flores  Gabriel de la Cruz 《Equity & Excellence in Education》2016,49(1):27-40

ABSTRACT

A group of preservice and first year teachers share their experiences as new teachers of Color entering the profession in urban public schools. Specifically, these novice teachers discuss the transition from an urban education teacher preparation program into the classroom and their successes and challenges enacting culturally relevant pedagogy. Findings showcase understanding self, community, and collaboration among critical pedagogues and navigating theory and practice as emergent themes. These new teachers speak to the journey of becoming the teachers they want to become and the challenges they encounter in public K-12 schools. Implications are presented to highlight the power and passion of these new teachers and how we, as critical scholars, must learn from them and work with them as we seek to disrupt the dominant, middle class, white discourse in teacher education programs and educational research.  相似文献   

Decoloniality as inversion: decentring the west in emancipatory theory and pedagogy     

Noah De Lissovoy 《Globalisation, Societies & Education》2019,17(4):419-431

ABSTRACT

This study starts from contemporary scholarship in decolonial theory as well as from the seventeenth century political thinker Guaman Poma de Ayala, whose critique of colonial society in Peru enacted an epistemological displacement of colonial authority in its own method and perspective. On this theoretical basis, and by means of a contrast with the accumulative drive that has partly characterised both capitalism and Western critical theory, I argue that interrogating the Eurocentric architecture of emancipatory praxis from a decolonial standpoint necessarily involves a project of inversion that disrupts modernity’s developmentalist imaginary, and that restores historical agency to the marginalised while exposing the corruption of power’s supposed virtue. Extrapolating from Guaman Poma and contemporary theorists of decolonisation, the paper argues that rather than a dialectical process of progression, emancipatory theory and practice must be thought of first of all as a process of unwinding, in which the catastrophe of colonialism is reckoned with and what has been taken is restored. In education, both on the terrain of curriculum proper as well as in the process of subject formation in schools, this means a radical reconstitution of the values underwriting canon, rationality, and ways of being – as they are lived within the school and in its relationship to the communities around it.  相似文献   

Beyond the Search for Truth: Dewey's Humble and Humanistic Vision of Science Education     

David I. Waddington  Noah Weeth Feinstein 《Educational theory》2016,66(1-2):111-126

In this essay, David Waddington and Noah Weeth Feinstein explore how Dewey's conception of science can help us rethink the way science is done in schools. The authors begin by contrasting a view of science that is implicitly accepted by many scientists and science educators — science as a search for truth — with Dewey's instrumentalist, technological, and nonrealist conception of science. After demonstrating that the search‐for‐truth conception is closely linked to some ongoing difficulties with science curricula that students find particularly alienating, they then analyze some of the educational opportunities that Dewey's vision opens up. Ultimately, Waddington and Weeth Feinstein argue that Dewey offers a humble and humanistic vision of science and science education practice that captures the power of science by connecting it clearly to everyday human activities and challenges.  相似文献   

莫大危险:人变成了神却不负责任     

Yuval Noah Harari 《中学历史教学参考》2021,(6):1-1

在7万年前,智人还不过是一种微不足道的动物,在非洲的角落自顾自地生活。但就在接下来的几千年间,智人就成了整个地球的主人、生态系统的梦魇。时至今日,智人似乎只要再跨一步就能进入神的境界,不仅有望获得永恒的青春,更拥有创造和毁灭一切的神力。但遗憾的是,智人在地球上的所作所为,实在没有太多令人自豪。  相似文献   

An integrated microfluidic platform to fabricate single-micrometer asymmetric giant unilamellar vesicles (GUVs) using dielectrophoretic separation of microemulsions     

Sepehr Maktabi  Noah Malmstadt  Jeffrey W. Schertzer  Paul R. Chiarot 《Biomicrofluidics》2021,15(2)

We present a microfluidic technique that generates asymmetric giant unilamellar vesicles (GUVs) in the size range of 2–14 μm. In our method, we (i) create water-in-oil emulsions as the precursors to build synthetic vesicles, (ii) deflect the emulsions across two oil streams containing different phospholipids at high throughput to establish an asymmetric architecture in the lipid bilayer membranes, and (iii) direct the water-in-oil emulsions across the oil–water interface of an oscillating oil jet in a co-flowing confined geometry to encapsulate the inner aqueous phase inside a lipid bilayer and complete the fabrication of GUVs. In the first step, we utilize a flow-focusing geometry with precisely controlled pneumatic pressures to form monodisperse water-in-oil emulsions. We observed different regimes in forming water-in-oil multiphase flows by changing the applied pressures and discovered a hysteretic behavior in jet breakup and droplet generation. In the second step of GUV fabrication, an oil stream containing phospholipids carries the emulsions into a separation region where we steer the emulsions across two parallel oil streams using active dielectrophoretic and pinched-flow fractionation separations. We explore the effect of applied DC voltage magnitude and carrier oil stream flow rate on the separation efficiency. We develop an image processing code that measures the degree of mixing between the two oil streams as the water-in-oil emulsions travel across them under dielectrophoretic steering to find the ideal operational conditions. Finally, we utilize an oscillating co-flowing jet to complete the formation of asymmetric giant unilamellar vesicles and transfer them to an aqueous phase. We investigate the effect of flow rates on properties of the co-flowing jet oscillating in the whipping mode (i.e., wavelength and amplitude) and define the phase diagram for the oil-in-water jet. Assays used to probe the lipid bilayer membrane of fabricated GUVs showed that membranes were unilamellar, minimal residual oil remained trapped between the two lipid leaflets, and 83% asymmetry was achieved across the lipid bilayers of GUVs.  相似文献   

Smooth move Einstein     

James Robert Brown  Noah Stemeroff 《Metascience》2016,25(1):57-60

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Enacting culturally relevant pedagogy: asset mapping in urban classrooms     

Noah Borrero  Gabriel Sanchez 《Teaching Education》2017,28(3):279-295

In an attempt to confront monolithic perceptions of achievement and an educational narrative that defines communities of Color by their supposed deficits, the current study presents asset mapping as an example of culturally relevant pedagogy in action. Asset mapping is a pedagogical tool for students to visually represent personalized stories of their cultural assets and participate in a community-based gallery walk to showcase their maps. Interviews and focus groups with third- and sixth-grade teachers and students from an urban public school revealed learning about self, learning about others, and building community as emergent themes after completing the project. We present these themes and discuss asset mapping as a possible model for strength-based pedagogy that centers the lived experiences of students, their families, and their shared stories in classroom curriculum.  相似文献   

History,Histories, or Historicity? The Time of Educational Liberation in the Age of Empire     

Noah De Lissovoy 《Review of Education, Pedagogy & Cultural Studies》2013,35(5):441-460

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When does a nation-level analysis make sense? ESD and educational governance in Brazil,South Africa,and the USA     

Noah Weeth Feinstein  Pedro Roberto Jacobi  Heila Lotz-Sisitka 《Environmental Education Research》2013,19(2):218-230

International policy analysis tends to simplify the nation state, portraying countries as coherent units that can be described by one statistic or placed into one category. As scholars from Brazil, South Africa, and the USA, we find the nation-centric research perspective particularly challenging. In each of our home countries, the effective influence of the national government on education is quite limited, particularly in fringe and emerging areas of education such as Education for Sustainable Development (ESD) and Climate Change Education (CCE). This essay explores how nation-level comparisons are and are not useful for international research on ESD and CCE. We consider several layers of decentralized governance, but ultimately come to the conclusion that ESD governance in our respective countries is polycentric rather than decentralized. We discuss the implications of this idea for cross-national policy research on ESD and CCE.  相似文献   

Communicating Science to Impact Learning? A Phenomenological Inquiry into 4th and 5th Graders’ Perceptions of Science Information Sources     

Sevinc Gelmez Burakgazi  Ali Yildirim  Noah Weeth Feinstein 《Journal of Science Education and Technology》2016,25(2):244-262

Rooted in science education and science communication studies, this study examines 4th and 5th grade students’ perceptions of science information sources (SIS) and their use in communicating science to students. It combines situated learning theory with uses and gratifications theory in a qualitative phenomenological analysis. Data were gathered through classroom observations and interviews in four Turkish elementary schools. Focus group interviews with 47 students and individual interviews with 17 teachers and 10 parents were conducted. Participants identified a wide range of SIS, including TV, magazines, newspapers, internet, peers, teachers, families, science centers/museums, science exhibitions, textbooks, science books, and science camps. Students reported using various SIS in school-based and non-school contexts to satisfy their cognitive, affective, personal, and social integrative needs. SIS were used for science courses, homework/project assignments, examination/test preparations, and individual science-related research. Students assessed SIS in terms of the perceived accessibility of the sources, the quality of the content, and the content presentation. In particular, some sources such as teachers, families, TV, science magazines, textbooks, and science centers/museums (“directive sources”) predictably led students to other sources such as teachers, families, internet, and science books (“directed sources”). A small number of sources crossed context boundaries, being useful in both school and out. Results shed light on the connection between science education and science communication in terms of promoting science learning.  相似文献