Global citizenship as education for peacebuilding in a divided society: structural and contextual constraints on the development of critical dialogic discourse in schools     

Jacqueline Reilly  Ulrike Niens 《Compare》2014,44(1):53-76

In post-conflict and divided societies, global citizenship education has been described as a central element of peacebuilding education, whereby critical pedagogy is seen as a tool to advance students’ thinking, transform their views and promote democratic behaviours. The present study investigates understandings of and attitudes to global citizenship and the challenges faced in its implementation. Teacher interviews highlight lack of time and resources for critical reflection and dialogue. Where opportunities for relevant training are provided, this can benefit critical engagement. Boundaries of educational systems and structures also influence pupils’ understandings of the issues as evidenced in questionnaire findings. We argue that critical pedagogies may be limited unless criticality and activism transcend local and global issues and are applied to schools themselves. Emotional engagement may be required for teachers to claim the space to critically reflect and share with colleagues within and beyond their sectors in order to enable critical discourse amongst pupils.  相似文献   

Ladylike/butch,sporty/dapper: exploring ‘gender climate’ with Australian LGBTQ students using stage–environment fit theory     

Jacqueline Ullman 《Sex education》2014,14(4):430-443

Research with lesbian, gay, bisexual, transgendered, queer, questioning (LGBTQ) and genderqueer (GQ) students has highlighted the links between school-based marginalisation and decreased school outcomes. This paper applies stage–environment fit theory to an investigation of school ‘gender climate’, the official and unofficial policing of gender expression by school staff and students, to explore what role gender climate plays in the above relationship. Three school life components associated with stage–environment fit theory – (1) the organisational, (2) the instructional and (3) the interpersonal – were used to scaffold interview data on school gender climate from five LGBTQ Australian young people. Results implicate school staff in the maintenance of gender climate and highlight the deleterious impact of school silences on related subject matter.  相似文献   

A call to come together: why it matters and why it works     

Levine J 《The Journal of perinatal education》2010,19(3):3-16

This letter to the editor is in response to Barbara Hotelling's column, "Tools for Teaching - The Power of Numbers: Transforming Birth Through Collaborations," published in the Volume 19, Number 2 (Spring 2010) issue of The Journal of Perinatal Education. Hotelling's brief overview of the history of birth activism in the United States and of current collaborations among diverse groups and individuals provides inspiration to continue efforts that improve maternity care and promote natural, safe, and healthy childbirth practices.  相似文献   

On Your Bike!     

Jorge Solis 《英语沙龙》2010,(12):16-17

本刊从2010年第1期起辟专栏连载英国大使馆文化处提供的系列稿件,为读者介绍英国文化,内容涵盖了假日、饮食、酒吧和英国皇室等方面。本栏目除文章外,每期还附有趣味小练习,另外,Word of the day板块每期为读者介绍一个俚语,读者在深入领略英国文化底蕴的同时。还可学习到原汁原味的英文。本期文章介绍了英国的全民骑单车现象。  相似文献   

Effects of context on judgments concerning the reality status of novel entities     

Woolley JD  Van Reet J 《Child development》2006,77(6):1778-1793

Three studies examined the effects of context on decisions about the reality status of novel entities. In Experiment 1 (144, 3- to 5-year-olds), participants less often claimed that novel entities were real when they were introduced in a fantastical than in a scientific context. Experiment 2 (61, 4- to 5-year-olds) revealed that defining novel entities with reference to scientific entities had a stronger effect on reality status judgments than did hearing scientifically oriented stories before encountering the novel entities. The results from Experiment 3 (192, 3- to 6-year-olds) indicated that definitions that support inferences facilitate reality status judgments more than do definitions that simply associate novel and familiar entities. These findings demonstrate that children share with adults an important means of assessing reality status.  相似文献   

Comparison of affective responses during and after low volume high-intensity interval exercise,continuous moderate- and continuous high-intensity exercise in active,untrained, healthy males     

Ailsa Niven  Jacqueline Thow  Jack Holroyd  Anthony P. Turner 《Journal of sports sciences》2018,36(17):1993-2001

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Parallels between project management and instructional design     

Jacqueline Layng 《Performance Improvement》1997,36(6):16-20

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School psychologists and autism identification: Present challenges and potential solutions     

Suzanne G. Margiano  Kari A. Sassu  Brittany A. Dale  Jacqueline M. Caemmerer  Melissa A. Bray  Emily Peters 《Psychology in the schools》2023,60(2):441-451

Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility, and given current barriers, some school psychologists do not feel equipped to make a recommendation for autism eligibility. This article summarizes the barriers school psychologists face when conducting autism assessments in the schools, including systemic barriers, lack of training or professional development, resulting lack of confidence, among others. We conclude by highlighting recommendations for multipronged systemic changes that will improve the capacity of special education teams and specifically support the pivotal role of the school psychologist in conducting autism eligibility evaluations in the schools.  相似文献