Corresponding values and colonising discourses: situating ‘Hindu children’ and their values in relation to hegemonic Norwegian discourses about religious education☆     

Tove Nicolaisen 《British Journal of Religious Education》2012,34(3):231-245

This article discusses the relationship between values expressed by ‘Hindu children’ in Norway and hegemonic ‘Norwegian values’. The discussion is based on interviews with children from the Indian Punjabi and the Sri Lankan Tamil traditions and on observations in religious education (RE) lessons. The children emphasise the culture of their parents’ country of origin. When asked what the most significant part of their identity was, being Indian and Tamil turned out to be very important to the children. They also value other religions and talk about the divine in ways that are different from traditional Norwegian conceptions and attitudes, expressing tolerance, respect and openness towards other traditions. This article discusses how ‘Hindu values’ relate to ‘Norwegian discourses’ about RE, exploring the ways the children’s values both correspond to and differ from the values we find in hegemonic Norwegian discourses. Will the children have to adapt to hegemonic discourses in RE, or is it possible to learn from and integrate their values?  相似文献   

The teaching efficacy beliefs of pre‐service teachers in the USA and Turkey     

《师资教育杂志》2012,38(1):33-44

The purpose of this study was to compare pre‐service elementary teachers' sense of mathematics teaching efficacy beliefs in a Turkish university and in a major American university located in the Midwest. The data for this study were collected by means of the Mathematics Teaching Efficacy Beliefs Instrument. In the Turkish sample there were 141 pre‐service elementary teachers, and in the American sample there were 104 pre‐service elementary teachers. Results from the study indicate that pre‐service teachers in Turkey tend to have a stronger belief that teaching can influence student learning when compared with pre‐service teachers in the United States. However, a similar difference was not observed for personal mathematics teaching efficacy.  相似文献   

‘I treat all students as equal’: further and higher education teachers' responses to diversity     

《Journal of Further & Higher Education》2012,36(2):247-263

Diversity, understood in a multiplicity of ways, has been a focus of attention in education in recent years. As in many other countries, recent post‐school education policies in Aotearoa/New Zealand have emphasised previously under‐represented ethnic groups, such as Māori and Pasifika. The intention has been to widen participation in further and higher education (FHE) as a means to improve the country's economic performance in a global market. However, the same policies imply a deficit discourse – where diversity is perceived as a problem or deficit to be ‘fixed’. As part of a larger study into FHE student retention, 137 teachers were surveyed to identify what they did to cater for the learning of these ‘diverse’ students. The responses varied. For example, some insisted that, to be fair, all students had to be treated the same; others described teaching/learning approaches they used to ensure students succeeded. Five positions were identified in the data: universal, universal/group, group, group/individual, and individual. These positions are discussed and linked to Banks's cultural‐pluralist and assimilationist ideologies. It is argued that FHE teachers could draw on strategies from each of the three main positions to enhance student learning.  相似文献   

Indigenous learners: what university educators need to know     

《Journal of Further & Higher Education》2012,36(8):1092-1108

Abstract

Canadian citizens of Indigenous ancestry have statistically lower than national averages with respect to secondary and postsecondary completion rates. In an attempt to understand and assist Indigenous university students in Ontario, the purpose of the study was to identify teaching and learning strategies and support systems for Indigenous students that will result in increased academic success and retention among Indigenous youth and adults attending university. The results were summarised in an introductory handbook for faculty and staff at Nipissing University, a destination of choice for many Indigenous students pursuing undergraduate, graduate, and professional degrees. The specific purpose of the handbook was to provide an introduction to the diversity of cultures and their related perspectives amongst our Indigenous students. The literature and the results provide specific pathways for educators to begin to decolonise their pedagogy to support success for Indigenous university learners.  相似文献   

论日记的文类特点     

李凯平  朱胜超 《湘南学院学报》2012,(1):90-93

作为一种大众化文学体裁,日记不仅具有记事这一基本功能,而且使作者能够通过记日记与自我展开交流,记录自己的见闻与感受,展示其不为人知的一面。该文类具有私密性、多样性、即时性特点,并具有史料性、娱乐性和文学性等价值。  相似文献   

范式视域下对我国少数民族体育研究的反思     

梁日忠  夏志 《河池学院学报》2012,(2):92-95

从范式理论视域对我国少数民族体育发展的研究思路和价值观念进行了梳理,认为我国少数民族体育学科研究体系自身建设还不完善,发展战略方向研究较为模糊,缺少一种宏观理论的指导,难以体现整体学科的理念和价值观念。因此,多学科整合研究范式是少数民族体育学科研究的发展方向。  相似文献   

Market change and diversity in the Korean movie market     

Sora Park 《亚洲交流杂志》2013,23(6):544-563

In this study, the relationships among the different, measurable aspects of media diversity (source, content and exposure) were examined. The aim was to look at how changes in the market environment affect the diversity of movies that are exhibited. The Korean movie market since the late 1980s provides a fruitful example of how an increased exhibition outlet affects the source, content and exposure diversity. An analysis of movies that were exhibited in movie theaters between 1990 and 2006 reveals that the increase in movie screens does not affect each dimension of diversity equally; and the relationship among the three distinct dimensions of diversity does not necessarily have a consistent pattern. The Korean market is the case where the expansion in the exhibition market benefits consumer diversity but not necessarily the source diversity.  相似文献   

Selective exposure and agenda setting: exploring the impact of partisan media exposure on agenda diversity and political participation     

Michael Chan  Francis L.F. Lee 《亚洲交流杂志》2013,23(4):301-314

A deliberative democracy calls for citizens who are well informed about a diverse range of public issues and a media system that shapes the public agenda for deliberation and consensus building. However, with the current proliferation of a high-choice media environment, citizens can engage in partisan selective exposure by only consuming news that matches their own political attitudes and dispositions. This study examines two under-researched effects of partisan selective exposure: (1) the reduction in the number of societal issues that individuals consider important (i.e., nominal agenda diversity) and (2) the reduction in the variety of issues (i.e., thematic agenda diversity). A national survey was conducted in Hong Kong, a transitional democracy with a highly partisan media environment. The results showed that although reading more newspapers is positively related to nominal agenda diversity and thematic agenda diversity, citizens who receive their news only from partisan newspapers are less likely to be interested in a range of public issues and are less able to name pressing societal issues. Moreover, both nominal and thematic diversities predicted political participation, though not political discussion. The findings provide supporting evidence that partisan selective exposure can lead to a fragmented public agenda.  相似文献   

Preparing to teach diverse student populations: a British and American perspective     

Thomas E. Deering 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):342-350

Demographic changes in Britain and the USA have resulted in schools that are more culturally diverse than they were a generation ago. In response to these changes, colleges and departments of education are attempting to prepare teachers who are able to work with students from a wide range of ethnic, racial and religious backgrounds. Teacher preparation programmes face the challenge of measuring the cultural sensitivity of their students. They must also grapple with the problem of designing programmes to enhance their students’ cultural sensitivity. This study compares and contrasts the cultural sensitivity of British and American students in teacher preparation programmes, and underscores the difficulties these programmes face when they attempt to alter students’ long‐held beliefs.  相似文献   

Environmental Identity Development Through Social Interactions,Action, and Recognition     

Sarah Riggs Stapleton 《The Journal of environmental education》2013,44(2):94-113

This article uses sociocultural identity theory to explore how practice, action, and recognition can facilitate environmental identity development. Recognition, a construct not previously explored in environmental identity literature, is particularly examined. The study is based on a group of diverse teens who traveled to South Asia to participate in a global education program focused on climate change impacts. Kempton and Holland's (2003) environmental identity model is applied to find that different types of social interactions fostered different types of identity development. Interactions with people affected by climate change helped participants move toward salience, while interactions with their peers helped youth in environmental action. An additional finding was the importance of diversity within social interactions in shaping environmental identity.  相似文献