The coronavirus crisis has appeared like some vast, cruel sociological experiment. It has confined people to their homes, radically disturbed their taken-for-granted knowledge and beliefs, and forced them to alter behaviors once casually, even unthinkingly, employed in their everyday personal, working, and social lives. What has been learned? How might this experience stimulate a reimagining of the curriculum? More fundamentally, how might it lead to the development of a knowledgeable, intelligent, effective public, able to engage freely and equally in decision-making at all levels of social, cultural, political, and economic life, as a condition for personal freedom? This article explores the implications of “lockdown” or “confinement” to homes, which has suspended freedom of movement, limited the freedom to associate with others, and established rituals of hygiene regarding surfaces. These experiences of physical confinement and limitation of ordinary freedoms raise the central question of how to return to “normal” and, indeed, what will count as normal. In exploring the issues posed by these questions, this article offers an approach to pedagogical and curriculum practice that seeks to embed democratic practice at all levels of organization and interaction between individuals.
This study examined mechanisms through which acculturation influenced psychosocial adjustment of Chinese international students. Specifically, these mechanisms refer to the mediating and moderating effects of social interaction and social connectedness with host nationals upon the acculturation–adjustment linkages. Chinese international students from four universities in Texas responded to a web-based survey (N = 508). Results from regression analyses showed social connectedness with Americans mediated the links between adherence to the host culture (acculturation dimension) and psychosocial adjustment (i.e., depression and sociocultural adjustment difficulties). Social interaction with Americans moderated the association between adherence to the home culture (acculturation dimension) and depression. We discussed implications for theory and health promotion practice, and presented directions for future research. 相似文献
Some of the most prominent policies in schools throughout the industrialized world today relate to the rapid introduction of computers. The most common rationale for introducing educational microcomputing is the concept of ‘computer literacy’. It is a concept, however, which is so poorly defined and delineated, and so unclear as to purpose and procedure, that it may best be investigated as a form of ideology. The justificatory arguments for computers in classrooms are primarily vocational or practical. They are based on assumptions that computers will be pervasive in the workplace of the future, or that they are soon going to be ‘everywhere’. The more purely pedagogical arguments are secondary: that learning about computers is a worthwhile experience in and of itself, and that computers can be useful productivity tools for other academic work. Drawing upon empirical evidence from an evaluation of computer use in two Canadian high schools, this paper shows how a critical treatment of computer literacy as ideology raises important issues about the computerization of education. It suggests that educators should question whether they have simply taken the ideology of computer literacy at face value, and whether this almost universal policy has received the critical attention it deserves. 相似文献
Much of the literature promoting environmental education as ‘a just cause’ assumes a rational discussion of curriculum options. In fact, the promotion of new curriculum areas threatens existing subject territories. Historically environmental education has threatened the boundaries of geography. Thus, by studying these ‘border wars’ we learn more about the process of promoting new curriculum areas. This paper seeks to build on previous work which has scrutinised the social history of school subjects. A conviction underlying this work has been that as well as studying the interactive nature of curriculum practice, also examining the conflict over the definitions of curriculum which precede classroom events (with the insights thereby provided into the vested interests involved) will further our understanding of ‘what counts as education’. 相似文献
The article begins by reviewing the problems and possibilities which emanate from education being located in university schools of education. It is noted that, to some extent, location of education within universities represents a ‘devil's bargain’: in the sense that faculties and schools of education have to face both towards the theoretical mission of the university and the practical mission of the field. The current fundamentalist movement to push education as a primarily practical matter is then reviewed and a series of issues and concerns raised. In the conclusion, a strategy for re‐integrating theory and practice in a more field‐based terrain is tentatively outlined 相似文献
The development of educational cooperation at the level of the European Community is examined from a background of personal involvement. Two perspectives are taken, namely that of the Curriculum Models Project and that of an activity‐based network. In conclusion, the need to define processes of international research and development is discussed.
L'auteur examine le développement de la co‐opération éducative au niveau de la Communauté Européene dans les perspectives de son engagement personnel. Les perspectives adoptées sont celles du Projet: Modèles du Curriculum et d'un réseau actif. L'auteur souligne aussi la necessité d'arriver à une définition du processus de recherche et de developpement européen. 相似文献
The publication of Kilpatrick's classic paper on the project method' sparked a lively theoretical debate in the USA about learner-directed projects in the curriculum. Boyd Bode's critique a decade later brought the American debate to a close, but projects have continued to play an important practical role. Recent trends in the US, including authentic assessment' and project-related work in the postindustrial economy, have stimulated renewed attention to learner projects.This paper reviews the earlier debate on project method and assesses its implications for postindustrial education. 相似文献
This paper looks critically at a number of forms of inquiry that are now developing in the field of teacher education. Narrative methods and starving are two associated genres that have emerged forcefully in the past decade as ways of seeking to represent the lived experience of schooling. It is because of the very potential of these methodologies to bring us closer to the experience of schooling that our scrutiny should focus sharply upon both the strengths and weaknesses of these methods. To help the process of identifying the cultural place of stories and narrative, the paper seeks to link the emergence of such genres inside teacher education with broader cultural patterns within contemporary societies. In particular, the use of personal stories in the global media is examined; and as a result, a series of questions is asked and issues are raised. Finally, some conclusions regarding the role of stories and narrative in educational research are provided. Here, some antidotes to the absence of historical and theoretical context are developed. 相似文献
Life history studies of teachers have remained a sadly neglected genre and have only recently become strongly developed in many countries. In 2000, the authors began a collaboration to develop life and work history research with a group of teachers who, 40 years earlier, had been pioneers of the Swedish 9-year compulsory school reform. The present paper describes interesting differences between British and Swedish research and school policy raises questions about the professional development of teachers in contexts of increasing marketisation of public service. The study connects directly to Michael Huberman's life cycle work and emphasises a close and egalitarian collaboration between the researchers and the teachers in the scholarly process. 相似文献
