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Wubin Zhuang 《Inter-Asia Cultural Studies》2019,20(1):107-130
This paper takes my previous photobook, Chinese Muslims in Indonesia (2007–09) as starting point. The paper firstly details the motivations, methodology and findings of the work. It then advances some of my thoughts on photography, with its attentive focus on the particular. Photography, or documenting (as method), frames a performative and experiential space for the sitter and the photographer to project their desires in this collaborative encounter. Here, I discuss the performative in relation both to the issue of reactivity in sociological fieldwork and the cultural turn in dakwah amongst some Chinese Muslim leaders in the post-Suharto era. The subjectivity of each encounter helps to visualise and complicate the notion of Chineseness amongst the Chinese Muslim communities in Indonesia. 相似文献
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Panayiotis Panayides Colin Robinson Peter Tymms 《British Educational Research Journal》2010,36(4):611-626
Assessment has been dominated by Classical Test Theory for the last half century although the radically different approach known as Rasch measurement briefly blossomed in England during the 1960s and 1970s. Its open development was stopped dead in the 1980s, whilst some work has continued almost surreptitiously. Elsewhere Rasch has assumed dominance. The purpose of this article is to discuss the major criticisms of the Rasch model, which led to its rejection by some, and to give responses to these criticisms whilst encouraging social scientists to appreciate its strengths. The original breakthrough by Georg Rasch in 1960 has been developed and extended to address every reasonable observational situation in the social sciences. 相似文献
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James Doeser 《Cultural Trends》2016,25(2):142-144
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JOHN BLANCHARD 《Cambridge Journal of Education》2003,33(2):257-271
This article develops the idea that there is something of a gap in theory and practice regarding the relationship between whole-school targets and individual targets. I suggest that subject, year or key stage leaders have an important mediating and cohering role to play. I argue that all of the work in schools concerning the use of targets for school improvement, for performance management and for individual pupils' progress, rests on effective assessment for learning. Significant research is referred to in support of six main propositions, and guidance is offered on how they might be implemented. 相似文献
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Heather Mendick Maria Berge Anna Danielsson 《British Journal of Educational Studies》2017,65(4):481-497
In this article, we develop critiques of the pipeline model which dominates Western science education policy, using discourse analysis of interviews with two Swedish young women focused on ‘identity work’. We argue that it is important to unpack the ways that the pipeline model fails to engage with intersections of gender, ethnicity, social class and nationality, and their impact on science and with debates about science as elitist and implicated in neoliberalism. 相似文献
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Claire Planel 《Compare》2008,38(4):385-399
It is argued in this paper that comparative pedagogy has a useful and relevant role to play in initial teacher training in England. The paper illustrates the national decline in the provision of a comparative dimension in both the study of education and in teacher training with a historical review of curricula in institutes in the Bristol area. Reasons for the decline are explored. Arguments are put forward to support the inclusion of comparative pedagogy in initial teacher training. It is held that comparative pedagogy is relevant to teachers whose careers may take them into pluricultural classrooms or across national boundaries, as well as teachers whose careers may be limited to monocultural classrooms. An empirical study is included, which explores the positive impact of comparative pedagogy on a small group of postgraduate primary English teacher trainees with a specialism in French. Their experience suggests that comparative pedagogy can give all trainee teachers a deeper understanding of pedagogy in general. 相似文献
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The University of Surrey (referred to as Surrey hereafter) is one of the renowned universities in the UK that was established on 9 September 1966 with the grant of its Royal Charter and its roots go back to Battersea Polytechnic Institute, founded in 1891. Surrey is the research hub of small satellites, mobile telecommunication and artificial intelligence in Europe. In 2016, Surrey was named as ‘University of the Year’ in the UK and, in February 2018, Surrey won the Queen''s Anniversary Prize for Higher and Further Education (Surrey''s fourth award)—the highest national award for the UK universities, in recognition of the outstanding contribution of Surrey to nutrition and health.The president and vice chancellor of Surrey, Professor Max Lu, took this position in 2016 and is also the first scholar of Chinese origin to be the leader of a British university. Before he joined Surrey, he was the provost and senior vice president at the University of Queensland in Australia. Professor Lu is not only a talented leader in education field, but also a distinguished scientist in materials chemistry and nanotechnology area. He has been honored with numerous awards, including the Orica Award, RK Murphy Medal, China International Science and Technology Award and Medal of the Order of Australia, etc. He has been also appointed to the Prime Minister''s Council for Science and Technology and the Board of UK Research and Innovation, etc. The rich experience and open-mindedness lead to his profound insights into higher education around the world. Lately elected as a fellow of Royal Academy of Engineering (RAEng) and foreign member of the Chinese Academy of Sciences, Professor Lu shared his broad and deep perspectives on higher education with National Science Review during his travel in Beijing. 相似文献
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Clem Herman Rosaria Gracia Lesley Macniven Bernie Clark Geraldine Doyle 《Open Learning》2019,34(1):40-60
ABSTRACTThis paper examines a blended learning model designed to support women returning to STEM after a career break and its delivery in a unique partnership between an online distance education provider and a community-based equality organisation. Through this partnership additional activities such as networking events, returnships, career clinics and webinars were used in conjunction with a structured online Badged Open Course (BOC), which enabled a successful return to employment for many of the participants. This article outlines the results and implications of this integrated model and argues that blended learning approaches need to be flexible and adaptable to be able to incorporate the needs of learners at different life-course stages, taking into consideration gender and other diversity characteristics. 相似文献