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21.
Catherine F. Brooks Margaret J. Pitts 《Journal of International and Intercultural Communication》2016,9(1):52-68
Though global classrooms are designed to expose students to varied cultural knowledges and experiences, how students consider and display their own identities in cross-cultural exchange has yet to be fully interrogated. This study focuses on U.S. college students who participated in a series of online conversations with learners in Singapore. Grounded in Goffman's sociological work and based on Hecht's communication theory of identity, this article focuses on students’ conceptions of themselves relative to others, and perceptions of identity work in cross-cultural conversations. Limitations tied to this project and avenues for future research on intercultural communication classroom practice are considered. 相似文献
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‘Adults don’t understand’: exploring how teens use dialectical frameworks to navigate webs of tensions in online life 总被引：1，自引：0，他引：1
As communication increasingly takes place online and via mobile technologies, young people are the fastest growing adopters of new online platforms. Consequently, communication scholars have begun to consider young people’s experiences online, comparing online and offline interactions, establishing how developmental stages affect youth’s engagement with online content, and documenting risks for youth’s experience online. We argue that much can be gained from a ‘tension-centered’ approach that highlights the competing demands of young people’s online engagement and problematizes current conceptions of risk. Through focus group interviews with teens, we examine current trends of online activity and re-conceptualize opportunities for conducting research with youth. Teens’ ‘local logics’ for negotiation webs of communicative tensions online reveal articulation of formal rules, which are later eclipsed by lived experiences. We offer strategies for parents, caregivers, and educators to more productively engage with youth about their online experiences, as well as implications for communication researchers. 相似文献
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This article examines the negotiation of organizational tensions by purpose-driven consultancies, for-profit firms also motivated by social change agendas in their implementation of organizational development for corporate clients. Using two case studies – APCom training ethical corporate leaders, and GreenD communicating environmental sustainability programs – we trace how such consultancies negotiate these tensions, and how their underlying purpose might accordingly transform. Our multi-case study suggests two broad tensions related to purpose and impact that are experienced in context-specific ways by the consultancies. Although members sought to frame these tensions in positive ways, as complementary dialectics or contradicting the dominant capitalist system, they were also at risk of devolving into more paradoxical contradictions and even debilitating double binds, without sustained discussion to ‘repurpose’ the firms. We close by discussing theoretical and practical implications for purpose-driven consultancies, given that their pursuit of social change is often at odds with the status quo. 相似文献
24.
Paul Dewitt 《Interchange》1999,30(4):399-414
This paper, written by a practicing school teacher, offers a background and rationale to explain how his educational constructs of learning have been challenged, influenced, and changed by exposure to constructivist educational philosophy, to frame the tensions he encounters in his practice as a result of questioning educational beliefs in a technocratic school system, and finally, to discuss the resulting consequences this process has for his teaching. In addition, the author hopes to encourage dialogue between practitioners and scholars about the ways recent constructivist conceptions of education, teaching, and learning, although theoretically appealing, can be difficult to place into practice in a technocratic school system. 相似文献
25.
Garth D. Stahl 《British Educational Research Journal》2020,46(4):878-893
In recent years, there has been growing debate over the corporatisation of schooling, specifically the managerial practices of expanding charter school networks in the USA, often referred to as charter management organisations (CMOs). By definition, CMOs are consistently high-performing, well-financed networks of small schools operating in urban spaces, which adhere to a very specific ‘no excuses’ (NE) model of education in serving primarily students of colour living in poverty. This article is an autoethnographic account of my work as a leader in a CMO, which I theorise as a neoliberal project. We know very little of how neoliberal policies and ideologies are enacted in daily school life. I consider how the ethical responsibility of an educator is positioned within the daily practices and lived experience of leaders and educators working in a CMO. In focusing on my own ethical tensions, the article captures how this corporatised model of schooling influenced my values as an educator, my conflicted sense of social justice and the emotional labour of enacting a model of schooling founded on surveillance and accountability. 相似文献
26.
《Studying Teacher Education》2013,9(1):3-15
This article examines my three-year journey developing a personal pedagogy of teacher education. As an autobiographical self-study, nodal moments are revealed that raise and reflect the tensions I experienced and the challenges I encountered. These included developing an awareness of my incomplete understandings of key components of teacher education, particularly the importance of fostering critical reflection. Acknowledgement of the benefits and complexities of first facilitating and later assessing reflective practice followed next. My transformation from a confident school-board resource teacher to an uncertain teacher educator, who reiteratively questions her practices as she comes to understand and teach to promote conceptual change, resonates with the uncertain terrain of teacher education. I explore the implications of this self-study by discussing the need for support, suggesting that teacher educators, particularly part-time instructors, be provided with opportunities to examine their teacher education beliefs. I recommend self-study groups as vehicles for this support. 相似文献
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This research aims to develop and validate an instrument for measuring primary student teachers’ professional identity tensions. Based on dissonance theory, we transformed existing vignettes (Pillen, Den Brok, & Beijaard, 2013) into to a quantitative Professional Identity Tensions Scale (PITS) and added tensions regarding teaching in urban contexts. We examined the psychometric quality of the PITS by administering this scale to primary student teachers from teacher education institutions in urban areas across the Netherlands. Two studies were conducted in the process of validating the PITS. First, items were tested among a sample of 211 students to explore whether they measure underlying constructs of professional identity tensions. Second, retained items were administered to a new sample of 271 students. Confirmatory factor analysis demonstrated a similar factor structure. The final instrument includes 34 items rated on a 5-point Likert scale measuring nine different professional identity tensions. Implications for future research and practice are discussed. 相似文献
29.
Imran Shaari Victor Lim David Hung Yew Meng Kwan 《School Effectiveness & School Improvement》2018,29(1):22-42
This study investigates how sustained professional learning for teachers within a centralised system was cultivated. Specifically, the sustained professional learning was initiated by officers from the headquarters (HQ) and involved interested teachers across schools in Singapore. Qualitative instruments were used to collect and analyse the data in examining the partnerships perceived by the participants. The enablers responsible to bring about sustained professional learning are proposed. A contribution of this study is to clarify how resources in the HQ and its schools can be bridged. Deliberate bridging of resources is critical particularly at the initial stage of the partnerships. This bridging is made possible through dedicated appointed champions. The appointed champions are passionate about the educational innovations and are willing to invest their time to understand the teachers’ needs. This paper argues that the enablers can offer opportunities for lateral networks to be forged within a hierarchical system. 相似文献
30.
Donna R. Pawlowski 《Communication quarterly》2013,61(4):396-416
This study identifies contradictions in married partners’ accounts of their relationship and assesses the importance of the tensions at beginning, middle, and present relational turning points. Overall, autonomy‐connection was the most frequently experienced contradiction, however openness‐closedness was perceived as the most important tension. When looking at gender differences, results showed that internal tensions were equally important for both husbands and wives, however external tensions of inclusion‐seclusion and revealment‐concealment were more important for wives than husbands. 相似文献