Speaking Hatefully: Culture,Communication, and Political Action in Hungary     

Aaron Hess 《Quarterly Journal of Speech》2013,99(3):563-566

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COLLABORATING WITH PEOPLE TO STUDY "THE POPULAR": IMPLEMENTING PARTICIPATORY ACTION RESEARCH STRATEGIES IN RELIGIOUS EDUCATION     

Mary E. Hess 《Religious education (Chicago, Ill.)》2013,108(3):271-293

This article seeks to describe the theoretical foundation upon which the author has pursued research into questions of how religious educators could and should interact with popular culture. The methodology employed is most often labelled "participatory action research," and is used in an attempt to bring together the various disciplines of theology, psychology, media studies, and religious education into one conversation that sheds light on the dilemmas facing religious educators in a mass-mediated context. In many ways the choice of which methodology to use to pursue these questions has its roots in the situatedness of the author's own educational journey. Locating herself in a particular context leads into a discussion of the distinctions between "method," "methodology," and "epistemology"; and from there into a very brief consideration of "standpoint" epistemology and its utility in the convergence of feminist practice and religious educational practice. From there her understanding of participatory action research, and how that methodology has worked to structure a collaboration with other religious educators around the use of media literacy within religious education is explicitly described.  相似文献   

GUEST EDITORIAL     

Mary Hess 《Religious education (Chicago, Ill.)》2013,108(4):301-303

The purpose of this column is to keep religious educators abreast of relevant research in psychology. It is prepared as a service by the staff of the Union College Character Research Project.

Each section includes names and reference numbers for findings which have been reported in PSYCHOLOGICAL ABSTRACTS during 1959, used by permission. A complete reference list may be obtained from the Character Research Project, Union College, Schenectady, N. Y., by request, the numbers in parenthesis in the following article refer to items in this reference list  相似文献   

POSSIBLE NEW FUTURES FOR OUR JOURNAL ON THE WORLD WIDE WEB     

Mary E. Hess 《Religious education (Chicago, Ill.)》2013,108(1):78-88

The author argues that this journal, Religious Education, as a premier outlet for religious education scholarship, must take more creative steps in making its scholarship accessible via electronic media. In particular, she suggests three possible new arenas: leveraging existing content by creating “electronic content collections,” moving the journal into an online format that would allow for multimedia articles, and developing a site that would promote “open source” scholarship in religious education.  相似文献   

Social Realism and the problem of the problem of knowledge in the sociology of education     

Rob Moore 《British Journal of Sociology of Education》2013,34(3):333-353

This paper examines from a Social Realist perspective a set of issues in the sociology of education regarding the problem of knowledge. It focuses upon the issue of relativism associated with the constructionist approach that since the time of the New Sociology of Education in the 1970s has constituted in different forms the dominant perspective in the field. It identifies features shared between constructionism and the ‘positivist’ approach with which it contrasts itself. It is argued that these two positions have more in common than is often recognized and draws upon Critical Realism as an alternative to both. Social Realism explores the sociological implications of Critical Realism for education.  相似文献   

Paul R. Trowler 1998. Academics Responding to Change: New Higher Education Frameworks and Academic Cultures     

Rob Cuthbert 《Higher Education》2000,40(2):243-245

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Photovoice as a research method for higher education research     

Rob Wass  Vivienne Anderson  Rafaela Rabello  Clinton Golding  Ana Rangi  Esmay Eteuati 《高等教育研究与发展》2020,39(4):834-850

ABSTRACT

Higher education (HE) research often draws on a range of qualitative research approaches. However, some methods developed in other fields are underutilised in HE research, even though they could be of great use for answering particular kinds of research questions, or for involving students more actively in the research process. In this article, we draw on a study that piloted different methodological approaches to explore students’ conceptions of good teaching and effective learning at university. The participants in our study included 33 high achieving international, Māori, Pacific Island, and (other) local students enrolled in Humanities subjects. Our study used photovoice as a visual data collection approach in conjunction with more traditional methods of data collection: open-ended focus group questions and critical incident technique. In this article, we review the photovoice literature, which is mostly from outside HE. Then, we describe our study, discussing the students’ responses to photovoice, and the different kinds of data it elicited. We note that, while most students expressed appreciation of the photovoice approach, some also found it restrictive and challenging in some respects. We conclude, photovoice offers a useful methodological addition to HE research, while noting, as with all data collection approaches, researchers need to be mindful of its limitations.  相似文献   

Orientation and Perspective by Incongruity: Seeing and Not seeing in Native Son     

Rob McAlear 《Journal of American culture (Malden, Mass. : 2003)》2020,43(2):111-122

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The Imperative of Soft Skill Development in Preventive Conservation Practice and Training     

Joelle D. J. Wickens  Debra Hess Norris 《文物保护研究》2018,63(5):301-306

ABSTRACT

Cultural heritage is wonderfully diverse and as heritage preservation professionals, it is our duty to address the preventive conservation of all cultural heritages. However, there is no one set of guidelines, practices or rules that can be applied in all situations. A preventive conservator with strong technical and soft skills is essential in this situation. At the Winterthur/University of Delaware Program in Art Conservation (WUDPAC), preventive conservation has been an identifiable part of the curriculum since the early 1980s. From its establishment, the curriculum has evolved to include the teaching of both current day technical skills for the practice of preventive conservation and soft skills in teamwork, leadership, institutional priorities and goals identification, and written and oral communication. These are taught to all students in their first year and those that select the option of a preventive conservation minor in their second year. Recently, it has become clear that it is not possible to teach adequately both the technical and soft skills needed for the practice of preventive conservation within WUDPAC's existing minor area of study. Additional time is needed to study and develop the complex theories, abilities and requisite skills that characterize the preventive conservation specialty. This paper discusses the work to develop a curriculum for a WUDPAC preventive conservation major, the strong mandate to continue to teach both technical and soft skills, and the surprising resistance to the establishment of a preventive conservation major.  相似文献   

Religion and education: comparative and international perspectives     

Rob Cuffe-Fuller 《师资教育杂志》2018,44(3):411-412

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