The Challenge of Change     

E. D. Duryea 《College Teaching》2013,61(2):65-67

A large literature establishes the benefits of discussions for stimulating student engagement and critical thinking skills. However, we know considerably less about the differential effects of various discussion environments on student learning. In this study, we assess student perceptions concerning the benefits of discussions in an upper-level political science class. We compare how students evaluated discussions in the whole-class environment, in small face-to-face discussion groups, and in online discussion groups. Overall, according to student surveys, small discussion groups elicited the highest student satisfaction and scored highest in critical thinking skills, while online discussions provided the best forum to express thoughts. While they did not favor all-class discussions, students reported that this format, too, provided benefits.  相似文献   

ESSAY REVIEW     

EMILY SMITH 《课程研究杂志》2013,45(5):625-634

This paper advances the analysis of multiculturalism by examining multiculturalism in a contextualized manner. To understand multiculturalism and assess its effects on the recognition of migrant children, researchers need to analyse multicultural practices in schools by taking into account the social mirrors resulting from different social and structural conditions, such as national ideologies and the ethos of reception. The analysis of multicultural policies in four different types of daycare centres enrolling migrant workers’ children in Israel—community, Catholic, municipal, and those supported by private associations—points to three types of contextualized multicultural models: contextualized misrecognition, contextualized recognition, and de‐contextualized recognition. By juxtaposing recognition or misrecognition appearing at the daycare level with legal and ideological social mirrors, multicultural patterns can acquire a different meaning. Municipal daycares with a few migrant children as well as daycares supported by private associations that adopt a ‘blind‐homogenizing’ approach reflect an absence of recognition that is contextualized in the larger society. Community daycares adopting a survival approach, Catholic daycares applying a ‘business as usual’ approach, and municipal daycares enrolling a large number of migrant children adopting a multicultural approach reflect different degrees of cultural and religious recognition. However, when analysed in the larger local or national context, this recognition results in a de‐contextualized recognition that suppresses the beneficial character of the multicultural education provided.  相似文献   

Editorial     

Mary Mortimore Dossin 《Clearing house (Menasha, Wis.)》2013,86(1):53-54

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Initiation,not Indoctrination: Confronting the grotesque in cultural education     

《Educational Philosophy and Theory》2013,45(7):706-723

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Cultural sensitivity: American and British teacher trainees compared ‐ a response to Thomas Deering     

N. Burtonwood  R. Bruce 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):94-99

How effectively are teacher trainees prepared for teaching ethnic minority pupils? What part does practical teaching experience play in developing the cultural sensitivity of trainees? Do American and British trainees differ in their levels of cultural sensitivity and, if so, what are the causal factors involved? This article is a critical response to Deering, who has identified these as his research questions. While welcoming the attention given to an important subject, we question the appropriateness of Deering's research procedure and challenge his interpretation and discussion of the findings.  相似文献   

Deliberative theory and the legitimacy of Islamic influence in the British education system     

Peter Matthew Hills 《牛津教育评论》2013,39(6):716-729

Abstract

This article argues that deliberative theory provides an important contribution in the debate about the legitimacy of an Islamic influence within the British education system. The contribution is a timely one, in light of the tendency to view issues involving Islam and Muslims through the distorting prism of Islamophobia. The contribution of deliberative theory is developed and explained through a constructive comparison with two positions within debates about the legitimacy of religion and the accommodation of minority claims within education: ethical liberalism and ethical pluralism.  相似文献   

The Andamans as a “sea of islands”: reconnecting old geographies through poaching     

Itty Abraham 《Inter-Asia Cultural Studies》2018,19(1):2-20

The rise of military and political tensions in the Indo-Pacific maritime zone has brought new attention to the Andaman and Nicobar Islands. With this visibility has come a disturbing awareness in some quarters that this Indian archipelago is qualitatively different from the rest of the country. Whether defined in terms of unorthodox cultural practices or the unauthorized presence of other national bodies, the multicultural habitus of the Andamans is deeply unsettling from a geopolitical standpoint that imagines the islands as a natural extension of a homogeneous national-territorial space. This article argues that the persistence of cultural and other heterogeneities in the Andamans should be read as a trace of histories that are intimately tied to the location of this archipelago. Framing the archipelago as a “sea of islands” lying off the littoral of the Andaman Sea rather than as an extension of Indian national space permits unauthorized social relations to become visible again. Once we redraw island geographies, spectral presences begin to appear, taking the form of both foreign bodies as well as narrative contradictions. Currently, these specters are interpellated under the sign of “poaching,” a portmanteau of activities that joins indigenous, settlers, outsiders, and Nature in an illicit assemblage that is presumed to lie outside the law. Contradictions of the poaching discourse should be read as signs of recalcitrance: the complexity of the Andamans that cannot be erased by the violence of denial.  相似文献   

Relational citizenship: Examining Taiwanese membership development through immigrant framing in public discourses     

Hsin-I Cheng 《Journal of International and Intercultural Communication》2018,11(2):154-172

This essay unpacks how new immigrants and citizenship are framed in public discourse in Taiwan. Since the 1980s, Taiwan has experienced significant demographic changes. As a postcolonial, neoliberal capitalist democracy, imbued with Confucianism and collective interests, Taiwan provides an intriguing case for study. Through analyzing discourses of new immigrants, relational citizenship emerged as a strategy to anchor and authenticate membership in Taiwan. This challenges discussions on belongingness beyond the language of law, economics, and humanitarianism, to address interactions that occur between citizens and im/migrants as interdependent and relational partners. Although the concept of relational citizenship is culturally specific, it may also be applied to other societies and contexts.  相似文献   

Multiculturalism and its exclusions in New Zealand: the case for cosmopolitanism and indigenous rights     

John Lowe 《Inter-Asia Cultural Studies》2013,14(4):496-512

Abstract

In light of biculturalism's prevalence as a power-sharing agreement between New Zealand Maori and the Crown, any attempts to establish a state-sponsored project of multiculturalism have been treated by Maori with suspicion and controversy. This article presents cosmopolitanism as an appropriate solution to citizenship and cultural diversity in New Zealand that can coexist in harmony with the country's biculturalism that enjoys a constitutional-like status. A state-sponsored policy of liberal multiculturalism comparable to the legal species found in Western democracies, it is argued, would remain mutually exclusive and hostile towards biculturalism. This work concludes with a discussion on the theoretical applications of cosmopolitanism in New Zealand and how it could work empirically, in practice, without attenuating biculturalism.  相似文献   

当代西方教育与全球化理论研究评析     

蒋衡  朱旭东 《比较教育研究》2010,32(6)

本文在全球化现象和全球化理论的背景下梳理教育与全球化理论的三种代表性观点,即拥抱全球化的教育全球化思想、倡导全球多元化的多元主义和辩证认识全球化的批判教育理论,对其关于教育与全球化的基本观点予以评析。  相似文献