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LEARNING TO BE IN PUBLIC SPACES: IN FROM THE MARGINS WITH DANCERS, SCULPTORS, PAINTERS AND MUSICIANS 总被引：1，自引：0，他引：1
Morwenna Griffiths Judy Berry Anne Holt John Naylor Philippa Weekes 《British Journal of Educational Studies》2006,54(3):352-371
ABSTRACT: This article reports research in three Nottingham schools, concerned with (1) 'The school as fertile ground: how the ethos of a school enables everyone in it to benefit from the presence of artists in class'; (2) 'Children on the edge: how the arts reach those children who otherwise exclude themselves from class activities, for any reason' and (3) 'Children's voices and choices: how even very young children can learn to express their wishes, and then have them realised through arts projects'. The research methodology was rooted in two modes of inquiry, philosophical investigation and action research. The article draws on this research to argue that arts-based work in school has helped disadvantaged and/or disaffected children to engage in activities (both arts-based and others), and to be able to lay the groundwork for exercising voice and agency as they did so. If social justice is to flourish there is a need for particular kinds of public spaces and a need to create conditions such that children can learn to participate in those spaces, whether or not they are comfortable with the usual settings for 'rational argument' or 'deliberative democracy'. It is suggested that arts-based education, in some forms, is one good way of creating these conditions. 相似文献
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We report two experiments investigating the effect of phonological priming on the recognition of two types of Chinese characters: compound targets which contain separate radical components; and integrated targets which do not contain separate radicals. We used a masked priming paradigm with varying prime-target exposure durations. In Experiment 1, phonological priming effects on compound target recognition were found following a 50 msec SOA. However, there was no evidence of phonological priming on integrated target recognition at this SOA. In Experiment 2 we investigated the time course of phonological priming effects at three prime-target SOAs (30, 50 and 80 msec) in a between-subjects design. Semantic priming effects were also investigated. Phonological priming effects on compound target recognition were found following the 50 msec and the 80 msec SOAs. However, there was no evidence of phonological priming on integrated target recognition at any SOA. Semantic priming effects on both compound and integrated target recognition were found in the 50 msec and the 80 msec SOA conditions suggesting that phonological and semantic activation are co-incidental during compound character recognition. We conclude that character type constrains the activation of phonology during Chinese character recognition. 相似文献
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AbstractIn December 2017, Clemson University’s administration via the Assistant Vice President for Strategic Diversity Leadership charged each college and the University Libraries with creating and implementing a diversity strategic plan to align with the ClemsonForward institutional strategic plan and assessment system. Clemson University Libraries answered this charge by creating a Libraries Diversity Plan Working Group (LDPWG), which applied a provided institutional framework to conduct an inventory of current diversity, equity, and inclusion (DEI) initiatives and obtain input, feedback, and support from all the Libraries’ faculty and staff as well as the organization and institution administration to create an ambitious diversity strategic plan. The LDPWG worked for sixteen months to create an updated organization mission statement, a sustainable diversity statement, and an accountable roadmap, furthering Clemson University Libraries’ DEI initiatives and impact regarding six strategic priority areas: climate and infrastructure, recruitment and retention, education and training, research and scholarship, leadership support and development, and strategic partnerships. 相似文献
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Debbie Weekes 《Sex education》2013,13(3):251-262
Despite reported increasing levels of teenage pregnancy, and sexually transmitted infection among African-Caribbean young people in the UK, young Black women express sexual identities that are both over- and non-sexualised and exclude themselves from reference to sexual desire and experience. This article will argue that through engaging in complex processes of denigrating the sexual activity of other peers, young Black women attempt to portray themselves as sexually respectable. In doing so, they become entangled in the tensions created by such positions within school-based discourses of heterosexism. This discussion will explore the processes and implications of hiding/silencing Black female sexuality both for the emerging identities of Black girls and the sex educational discourses which attempt to engage with them. 相似文献
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Three experiments investigated the effects of rime consistency on reading and spelling among developing readers ranging in
age from 7 to 11 years. Experiment 1 found that children read words with inconsistent feedforward mappings between orthography
and phonology (O → P) less accurately than consistent words. OP consistency interacted with chronological age, word frequency
and age-of-acquisition (AoA). The effect of OP consistency on reading was larger for younger children than for older children
and OP consistency had an effect for low frequency words and late-acquired words only. Experiment 2 found an effect of feedforward
consistency between phonology and orthography (P → O) on children’s spelling but no interaction between PO consistency and
AoA. Experiment 3 showed that the effects of feedforward consistency are independent of feedback consistency. Our results
challenge models of reading and spelling that assume feedforward consistency effects are influenced by the frequency of exposure
to words only and we suggest that interactions between consistency and AoA depends on the ratio of consistent to inconsistent
OP mappings. 相似文献
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Cecile Wright Debbie Weekes Alex McGlaughlin 《International Journal of Inclusive Education》2013,17(4):293-307
Much of the research dealing with education and race has concentrated on the experiences of black males. Research now needs to address the issue of how schools affect the production of black femininities. The aim is to explore how both black males and females adapt to schooling, and school exclusion in particular. Previous theoretical models often situate black women within the stereotype of the ‘superwoman’ and negate the experiences of black females in families that are not female-headed. Previous research also suggests that much of the black male pupil response to schooling is based on the way in which teachers equate disaffection with black masculinity. The study draws on research in schools with pupils aged from 13 to 15 years when observed and interviewed. Many pupils responded to schooling in a way that cut across race and gender. Pupils often attempted to subvert the traditional relationship of teacher as powerful and pupil as powerless, reacting to this relationship through their own racial and gendered backgrounds. It is argued that teachers often speak of black pupils in homogeneous ways when in fact gendered differences exist. The issue of how schools construct blackness is addressed and it is argued that too often this is simply to equate race with masculinity. 相似文献
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Child abuse is a multifaceted issue which requires a multidisciplinary approach. To date, child abuse has dealt only with the born child. With the panepidemic abuse of phencyclidine (PCP), and the knowledge that it will remain in the body greater than one year, the concept of child abuse in utero and preconception must be considered. This paper addresses this topic. Legal intervention concerning "wrongful birth and wrongful life" is raised. Legislative solutions permitting further research as well as assisting the healthy birth of viable fetuses on phencyclidine are also recommended. 相似文献
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