History and civics education in Israel: reflections from Israeli teachers     

Stephen W. Sheps 《Critical Studies in Education》2019,60(3):358-374

In recent years, a number of studies have explored the link between Zionism and the latent racism prevalent in Israeli society. As a result of these studies, it has become clear that successive generations of Israeli citizens (and non-citizens) are exposed to a single historical and cultural narrative. Such a narrative is intentionally designed to strengthen the emergent ethno-national character of Israeli democracy. This study examines a selection of Jewish–Israeli teachers’ reflections on teaching in Israeli high school history and civics classrooms, and the institutionalized racism that they encounter both within the textbooks and from their students. I will demonstrate that these reflections are examples of negotiating dilemmatic spaces, resulting from the unique ‘structural conditions and relations to everyday practices’ that Israeli educators must face. Israeli teachers must mediate the curricular materials vis-à-vis the degrees of freedom they are provided to teach counter-historical narratives and their own emotional responses to both the content of the textbooks and their students’ reactions to the dominant national narrative presented therein.  相似文献   

穿透经验抵达人心之难——略论中国乡土叙事的症候     

孙建华 《温州大学学报(社会科学版)》2008,21(1):88-93

从中国百年文学的图景中,抽选五位中国乡土经验的杰出书写者,做一次巡礼式的窥探,重现作家创作方式与其文学理想、审美情趣、经验认知、人性视镜的复杂关系,逼显中国乡土叙事的症候,标示穿透经验抵达人心的难度。一个顶尖的作家,应该穿越政治,文化、道德,身体的有限视域,全面地挖掘人性视境的丰富岩矿,用语言提纯一个时代穿透其心脏时全部的欢愉与痛楚,进而用自己的创作为一个时代作出心灵的证词。  相似文献   

Pupils’ perceptions of grades: a narrative analysis of stories about getting graded for the first time     

Ragnhild Löfgren  Viveca Lindberg 《Assessment in Education: Principles, Policy & Practice》2019,26(3):259-277

The starting point for this article is changes in the Swedish assessment system which stated that pupils are to receive grade reports in school year 6 (12–13 years old) during the academic year 2012–2013. Since the 1970s, compulsory school pupils have received their first grade reports in grade 7 and/or 8. The issue here is to present pupils’ narratives about the possible future significance of grade reports in school year 6. Pupils were interviewed about their experiences of getting their first grade reports, and a narrative analysis was conducted. More specifically, we investigated pupils’ conceptions of themselves as pupils and of their future possibilities, as described in their stories of getting their first grade report. The findings show that pupils perceive grades in year 6 differently, showing both adaption and resistance to the new grading discourse. Our conclusion concerns pupils’ learning and well-being when national assessment policies are changed.  相似文献   

Incorporating the Narrative in Career Planning     

Torben K. Christensen  Joseph A. Johnston 《Journal of Career Development》2003,29(3):149-160

The article makes a case for the construction of narratives as major focus for career planning. Narratives can be seen as an appropriate compliment to the analysis of objective test data that has dominated our practice in the past. Narrative is described as an approach for career counselors to understand clients' vocational experiences and future plans. Subjective and objective aspects of a career narrative are explored, and emphasis is placed on co-authoring a career story that is subjectively meaningful and objectively sound. The client's subjective understanding of the career story is given importance as being pivotal information that must be considered in career counseling. Five key interventions are described from a narrative perspective.  相似文献   

Supporting the Narrative Development of Young Children     

Marie?A.?Stadler  Gay?Cuming?WardEmail author 《Early Childhood Education Journal》2005,33(2):73-80

This article presents the developmental continuum of children’s storytelling skills and provides examples at each of five levels: labeling, listing, connecting, sequencing and narrating. The authors connect these developing narrative skills to communication, literacy and cognition. Strategies to facilitate development from one level to another are described.  相似文献   

Literacy-based behavioural interventions delivered by peers: a teaching strategy for students with severe disabilities     

Michael P. Brady  Kalynn Hall  Kristina Bielskus-Barone 《Educational Psychology in Practice》2016,32(4):424-434

Many children with severe disabilities do not perform basic daily living skills needed for typical school and home environments. Previous research on literacy-based behavioural interventions (LBBIs) has shown promise for promoting skill acquisition and maintenance in some learners; however, only one study has examined the effectiveness of this intervention when delivered by peers. In this study, peer classmates were taught to deliver an LBBI story that highlighted hand-washing skills in three students with severe disabilities. Results showed that the accuracy of students’ new skills increased dramatically after their peers delivered the stories with pictures and printed words, and these skills maintained after the LBBI stories were removed. Further, each of the students demonstrated accurate hand-washing in novel environments using different sinks. This study builds on previous LBBI studies by incorporating peers into the story delivery, and using the intervention to teach new self-care skills.  相似文献   

‘Family comes in all forms,blood or not’: disrupting dominant narratives around the patriarchal nuclear family     

Daniela Gachago  Lindsay Clowes  Janet Condy 《Gender and education》2018,30(8):966-981

ABSTRACT

After nearly 25 years of democracy, lives of young South Africans are still profoundly shaped by the legacies of apartheid. This paper considers how these differences are produced, maintained and disrupted through an exploration of changing narratives developed by a small group of South African pre-service teachers, with a particular focus on the narratives developed around discourses of fatherhood generally and absent fathers in particular. We draw on interviews conducted with three students in which we discussed their digital stories and literature reviews. In this paper, we draw attention to the limitations of digital storytelling and the risks such autobiographical storytelling presents of perpetuating dominant narratives that maintain and reproduce historical inequalities. At the same time, in highlighting ways in which this risk might be confronted, the paper also aims to show the possibilities in which these dominant narratives may be challenged.  相似文献   

Validating the Narrative Reflection Assessment Rubric (NARRA) for reflective narratives in higher education     

Ángel Alsina  Jordi Colomer 《Assessment & Evaluation in Higher Education》2019,44(1):155-168

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Make books,not war: workshops at a summer camp in Bosnia     

Jacqueline Darvin 《Literacy》2009,43(1):50-59

This article focuses on a bookmaking project that was conducted with pre‐adolescent Serbian and Bosnian girls at a summer camp outside Sarajevo, Bosnia in 2005. During this camp, children from Bosnia, Serbia and Croatia were brought together by the Global Children's Organisation to engage in a variety of activities, including conflict resolution, art, athletics and academics. The literacy workshops that were offered gave the children the opportunity to write, illustrate and construct their own books about topics such as peace, friendship and the preservation of nature in Bosnia. The workshops were conducted in English and Serbo‐Croatian, using a variety of pedagogical strategies. Upon completion of their books, the girls hosted a ‘story hour’ for the younger children at the camp and their stories were read aloud and discussed. This article explores the story telling of children in post‐war Bosnia (through writing samples) and discusses the powerful social component of literacy events and their ability to unite and heal disparate groups. Additionally, this article explores writing as a means of imagining a more hopeful future and how as writers, children are shapers of their own cultures and of their individual and collaborative identities within those cultures.  相似文献   

Creative Knowledge: The Centrality of Creativity in Teachers’ Conceptions of Subject English     

Emily Frawley 《Changing English: An International Journal of English Teaching》2020,27(3):295-304

ABSTRACT

This paper examines the notion of creativity as a core concept in English teachers’ knowledge and valuing of their subject. It draws on research from a broader investigation into teachers as writers and discusses one of the key findings of the study: that creativity is not only crucial to how teachers approach their pedagogy and subject content, but that contexts in which creativity is minimised in English teachers’ lives results in struggle or even a departure from the profession. The paper concludes with a call for teachers and bureaucrats to affirm creative knowledge as foundational to English teachers and their profession, and the ability of teacher narratives to offer a powerful contribution to debates in English teaching.  相似文献