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The current debate about boys education risks taking us back decades in terms of understanding the significance of gender in relation to education. Of particular concern here is the tendency within such debates to rely on dichotomous understandings of gender which reinscribe essentialist understandings of both ‘girls’ and ‘boys’. In this way, the so‐called gender wars construct a climate whereby difference between the categories obfuscates difference within each. Here this issue is explored most specifically in relation to access to higher education and the possible impact of single‐sex schooling. Current debates surrounding boys' experience of schooling have refreshed interest in the possible benefits of single‐sex education, particularly for boys. Schools are establishing single‐sex classes for boys and in some cases parallel education (the provision of single‐sex facilities for girls and boys at the same campus) is being promoted as a way forward. In this paper we examine data from Australia's largest and most diverse university in order to explore the relationship between single‐sex schooling and access to higher education in ways which account for difference based primarily on school sector and socio‐economic status. In these terms, if single‐sex schooling is beneficial for boys we need to consider which boys are benefiting and at whose expense. 相似文献
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The representation of a variety of stakeholders' voices during the deliberation of public issues is vital for the proper functioning of a liberal democracy. This qualitative study examined an activity involving deliberation among children and preservice teachers in the United States. In the activity that we call partner journals, children were partnered with preservice teachers as pen pals to deliberate shared current events texts. Data included partner journals, written reflections from preservice teachers, and interviews with the children's teachers. All students gained perspective consciousness of someone with a different social positioning, a higher-order thinking skill vital to social justice and democratic education. The issues of teacher disclosure and power were particularly important to preservice teachers. Findings suggest implications for future research on partner journals with other partnerings of different social positionings. 相似文献
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Stephen Dobson 《Journal of Philosophy of Education》2012,46(2):271-286
Translation theory has faced criticism from professional translators for adopting an ivory tower stance to the ‘real world’ challenges of translation. This article argues that a case can be made for considering the challenges of translation as it takes place in the school classroom. In support of such an argument the pedagogue as translator is seen to occupy a pivotal position, such that the insights from translation theory, understanding translation as an inter‐linguistic act, can be combined and bridged with the burgeoning field of translation pedagogy, focusing on how the practice of (inter‐linguistic) translation might be taught and learned in the school classroom. Extending the sphere of influence of translation, it is argued that the pedagogue as translator is concerned with teaching pupils in the classroom how to engage in making meaning in their respective subjects. This requires acts of translation from and with something heard or seen with respect to the subject concerned, in order to make into personal knowledge. After an initial presentation of a particular understanding of translation theory inspired by Walter Benjamin's famous essay on ‘The Task of the Translator’, examples of bridging are presented in the teaching of translation skills in two classroom subjects: teaching English as a foreign language and teaching natural science. 相似文献
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Storm Héléne Deacon Andrew John Holliman Graeme John Dobson Emily Charlotte Jane Harrison 《Scientific Studies of Reading》2018,22(6):527-534
We examined the independent contributions of prosodic sensitivity and morphological awareness to word reading, text reading accuracy, and reading comprehension. We did so in a longitudinal study of English-speaking children (N = 70). At 5–7 years of age, children completed the metalinguistic measures along with control measures of phonological awareness and vocabulary. Children completed the reading measures 2 years later. Morphological awareness but not prosodic sensitivity made a significant independent contribution to word reading, text reading accuracy, and reading comprehension. The effects of morphological awareness on reading comprehension remained after controls for word reading. These results suggest that morphological awareness needs to be considered seriously in models of reading development and that prosodic sensitivity might have primarily indirect relations to reading outcomes. 相似文献