Claiming power by producing knowledge: the empowering potential of PAR in the classroom     

Meagan Call-Cummings 《Educational Action Research》2018,26(3):385-402

The purpose of this article is to explore the concept of empowerment, reframing it in critical terms and in a precise and useful way. I approach this exploration through two participatory action research studies. Why are our teachers racist? took place over an 18-month period from 2012 to 2014 at a mid-sized high school in a rural dairy town in Idaho with 52 Latino/a students and their white teacher. Who can do research? was conducted in the fall of 2013 with a group of 60 pre-service teachers at a large university in the Midwest of the United States. Through the application of lessons learned from these two studies, I frame critical empowerment as a process whereby historically marginalized and oppressed individuals and groups can potentially lay claim to power as they/we engage in participatory approaches to knowledge production, thereby gaining control over processes by which we as a society determine what is useful and valuable knowledge.  相似文献   

Evaluation of the Somos Fuertes HIV prevention programme in college women     

Sara B. Oswalt  Tammy J. Wyatt 《Sex education》2016,16(4):418-426

The goal of this study was to examine the impact of a culturally appropriate HIV prevention and sexual empowerment curriculum workshop on female college students at a Hispanic-serving institution in the USA. Female participants in the Somos Fuertes: Strong Women Making Healthy Choices curriculum (n = 175) from a variety of ethnicities completed pre- and post-surveys during the academic years 2007–2008, 2008–2009, and 2009–2010. Paired t-tests were conducted to examine pre- and post-results on five scales: perceived sexually transmitted infection (STI) risk, perceived HIV risk, intended use of barriers during sex, effective communication skills, and behavioural self-efficacy. The analyses showed significant differences with at least medium effect sizes for all variables except perceived STI risk. The evaluation results demonstrate that the workshop offers a viable curriculum to implement on college campuses interested in affecting change related to HIV prevention strategies in a multicultural female population.  相似文献   

Enhancing visuospatial skills in second graders: An exploratory follow‐up study     

Maria Chiara Fastame  Annalisa Pilia 《Psychology in the schools》2019,56(8):1318-1327

This study was intended to assess the effect of a psychoeducational computer‐assisted and paper‐and‐pencil training designed to empower visuospatial skills in students attending the second grade of the primary school. At pretest, posttest and at the subsequent 3‐months follow‐up, 44 Italian second graders were presented with a battery of tests assessing nonverbal problem solving, imagery, speed of processing, visuomotor coordination, and verbal working memory. After pretest, 22 pupils were trained by the psychoeducational intervention for 15 weekly sessions (Fastame & Antonini (2011). RECUPERO IN… abilità visuo‐spaziali [Recovery in… visuo‐spatial abilities]. Trento, Italy: Edizioni Erickson). Posttest scores and a follow‐up assessment conducted after 3 months by the end of the training documented the positive effect of the psychoeducational intervention in enhancing visuospatial functions of the experimental group. These outcomes were also replicated when a questionnaire assessing visuospatial efficacy was proposed to the teachers of the participants.  相似文献   

Groundwater scarcity impact on inclusiveness and women empowerment: Insights from school absenteeism of female students in two watersheds in India     

Rai S Kookana  Basant Maheshwari  Peter Dillon  Seema H Dave  Prahlad Soni  Hakimuddin Bohra 《International Journal of Inclusive Education》2016,20(11):1155-1171

A survey was conducted in eight secondary schools located in two watersheds in Gujarat and Rajasthan (semi-arid region of India) to assess students’ perceptions about groundwater scarcity issues and the impact of the scarcity on their educational opportunities. Survey responses to a detailed questionnaire by a cohort of students in both watersheds; school attendance records of year 8 class students (13–14 years old) and responses gathered via a socio-economic survey involving 500 families in the study area were used in the study. In both watersheds, >90% students identified groundwater scarcity as a major issue. Required to work at home or farm, about 65% students in Gujarat and 60% in Rajasthan missed school for up to 2 days/month; and a smaller proportion (～ 30%) missed schools for 4 or more days/month. School absenteeism was found to be linked with gender; female students missed schools more frequently than their male counterpart. The school attendance records in Rajasthan showed that the frequency of female students missing schools for 5 or more days/month was on an average 2–10 times greater than that for males. The gender difference in absenteeism in all schools was statistically significant (P?<?.018**). The study highlighted that groundwater scarcity in the study area, and consequent demand on their time for household work including fetching drinking water are contributing factors towards limiting their educational and economic opportunities. Groundwater scarcity can be one of the key factors that can limit inclusiveness and empowerment of women and need to be considered in policy-making.  相似文献   

Learning, Empowerment and Judgement     

Michael  Luntley 《Educational Philosophy and Theory》2007,39(4):418-431

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市场竞争中的两种对策模型     

余建年  赵显 《科学学研究》1997,15(4):44-49

随着经济生活中的各种冲突竞争日益增多，如何分析这些错综复杂现象，对策论作为一种数学工具对此提供了分析框架。本文结合案例，介绍了两种基本模型：二人零和对策和二人非零和对策，并对这些模型的结构、模型解及其实际背景进行了讨论，指出：（１）与零和对策相比，非零和对策更接近于现实的经济生活；（２）对策论对经济竞争冲突结果的求出，从根本上说是一种概率预示；（３）对策论可以激发人们以一种新的方法思考理解经济生活中的竞争冲突现象。  相似文献   

企业文化与知识型员工心理授权的关系研究   总被引：4，自引：0，他引：4       下载免费PDF全文

雷巧玲  赵更申  段兴民 《科研管理》2006,27(5):117-123

为了探讨激励知识型员工的有效途径,文章针对现有研究中的一些不足,提出了员工导向文化、任务导向文化对知识型员工心理授权影响的研究框架, 从理论上探讨了不同企业文化如何对知识型员工心理授权的内在状态及外在状态产生影响,以期为企业提高知识型员工的生产率提供理论指导。  相似文献   

我国当前课程运作机制的特点白描     

代建军 《天津师范大学学报(基础教育版)》2010,11(4):5-8

新一轮基础教育课程改革在课程运作机制方面呈现出四个特点：价值取向上强调赋权;政策制定上注重科学性;实践运作上重视联系;理论研究上关涉整体。课程运作机制特点的变化既反映了课程改革的理念导向,同时也为课程改革的深入推进提供了新的思路,我们需要对这一问题进行系统的研究。  相似文献   

学生成为批判性研究者：赋权和教师的教学传奇   总被引：2，自引：0，他引：2  

赵宗孝 《高等理科教育》2010,(3):27-31

学生成为批判性研究者是美国教育界＂赋权＂运动的重要组成部分。＂赋权＂的核心在于让学生通过批判性研究而获得一种被称为全新的＂获知手段和创造知识的方法＂的＂权力认识能力＂。学生成为批判性研究者对传统学校教育和形式化认知方式进行了全方位颠覆;最重要的是学生本身在研究中获得巨大的收益,即＂有效地促进了学生的认知发展＂;学生批判研究的领域与策略包括学生自传研究、经验研究、文化研究及对自己学业表现的研究。其中,教师是被赋权的对象,也是赋权的有力促进者。  相似文献   

An analysis of the cultural representation of disability in school textbooks in Iran and England     

Alan Hodkinson  Ali Salami 《Education 3-13》2018,46(1):27-36

The paper details the findings of a study which focused on the analysis of the cultural representation of disability in school textbooks in Iran and England. The paper argues that whilst inclusive education could facilitate the incorporating of disabled pupils into mainstream schools, there needs to be deeper examination as to how this transition should take place for children aged 3–13. The paper suggests that in such examinations, school textbooks might be of significance in familiarising non-disabled pupils, teachers and authorities with the issues related to disability and disabled pupils.  相似文献