Pub Date : 2023-04-18DOI: 10.1177/20965311231167189
L. Giray
Highlights Teachers can use ignorance to improve their role and facilitate the learning process. Strategic ignorance can be used to strengthen impartiality and avoid spreading oneself thinly. Feigned ignorance can be used to reinforce independent learning skills and avoid high dependence on simple questions. Teachers’ admission to ignorance can be used to promote humility, curiosity, and psychologically safe environments.
{"title":"How Can Ignorance Be Useful to Teachers?","authors":"L. Giray","doi":"10.1177/20965311231167189","DOIUrl":"https://doi.org/10.1177/20965311231167189","url":null,"abstract":"Highlights Teachers can use ignorance to improve their role and facilitate the learning process. Strategic ignorance can be used to strengthen impartiality and avoid spreading oneself thinly. Feigned ignorance can be used to reinforce independent learning skills and avoid high dependence on simple questions. Teachers’ admission to ignorance can be used to promote humility, curiosity, and psychologically safe environments.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41389236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1177/20965311231167190
Jais Brohinsky
If education is the movement from dark to light, what does it mean for the light to go out? Following this question, this paper examines how conceptions of ignorance inform and are embedded in ideas of learning and pedagogy. Through historical and contemporary examples, I ask how an understanding of ignorance as absence frames some forms of teaching and learning, how ignorance might be understood differently, and how a different formulation of ignorance creates possibilities for imagining teaching and learning otherwise. The framing of ignorance as absence articulates a distance between knowing and not knowing that defines what I call explicatory spacetime. This arrangement positions ignorance as a social problem and schooling as a solution aimed at closing the gap. I point to ways this framing persists today in research and practices that posit the acquisition of positive knowledge and the eradication of negative ignorance as a foremost educational responsibility. Engaging work across science and technology studies, psychoanalysis, and the philosophy of education, I argue that alternative conceptions of ignorance often maintain associations with absence. Building from this scholarship, I ask how reframing ignorance through multiplicity, that is, within a field of possibility out of which a thing called knowledge can cohere, offers a different framework and pedagogical arrangements. Finally, I explore how reframing ignorance in a spacetime of multiplicity opens possibilities for understanding and enacting pedagogical encounters.
{"title":"When the Light Goes Out: Ignorance and Multiplicity in Teaching and Learning","authors":"Jais Brohinsky","doi":"10.1177/20965311231167190","DOIUrl":"https://doi.org/10.1177/20965311231167190","url":null,"abstract":"If education is the movement from dark to light, what does it mean for the light to go out? Following this question, this paper examines how conceptions of ignorance inform and are embedded in ideas of learning and pedagogy. Through historical and contemporary examples, I ask how an understanding of ignorance as absence frames some forms of teaching and learning, how ignorance might be understood differently, and how a different formulation of ignorance creates possibilities for imagining teaching and learning otherwise. The framing of ignorance as absence articulates a distance between knowing and not knowing that defines what I call explicatory spacetime. This arrangement positions ignorance as a social problem and schooling as a solution aimed at closing the gap. I point to ways this framing persists today in research and practices that posit the acquisition of positive knowledge and the eradication of negative ignorance as a foremost educational responsibility. Engaging work across science and technology studies, psychoanalysis, and the philosophy of education, I argue that alternative conceptions of ignorance often maintain associations with absence. Building from this scholarship, I ask how reframing ignorance through multiplicity, that is, within a field of possibility out of which a thing called knowledge can cohere, offers a different framework and pedagogical arrangements. Finally, I explore how reframing ignorance in a spacetime of multiplicity opens possibilities for understanding and enacting pedagogical encounters.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42015092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1177/20965311231167186
Shalini Bhorkar
The relationship between private tutoring (PT) and mainstream education is among the complex themes characterizing PT discourses in the literature. This study examined the complications of practices and processes in tutoring and schooling to elucidate different roles played by PT and its relationship with mainstream education. This study used qualitative data from a diverse set of 37 PT providers from the State of Maharashtra, India, to delineate their roles and explore their relationship with schooling in this context. The classification of PT providers’ roles into complementary, accommodating, competing, and substitutive ones demonstrated a diverse range of relationships between PT and mainstream education. Further analysis showed that these relationships are dynamic in nature, and the boundaries between them are blurred. Research in the field of PT has been consistently pointing toward a perplexing mixture of positive and negative outcomes resulting from its relationship with mainstream education. This study transcended the positive vis-à-vis negative binary approach by contributing to the deeper understanding of PT relationships. Furthermore, it exemplified how future studies can disentangle the complexities of such relationships by deploying flexible, context-specific theoretical approaches.
{"title":"Variegated Roles of and Relationships Between Private Tutoring and Schooling: Insights From the State of Maharashtra, India","authors":"Shalini Bhorkar","doi":"10.1177/20965311231167186","DOIUrl":"https://doi.org/10.1177/20965311231167186","url":null,"abstract":"The relationship between private tutoring (PT) and mainstream education is among the complex themes characterizing PT discourses in the literature. This study examined the complications of practices and processes in tutoring and schooling to elucidate different roles played by PT and its relationship with mainstream education. This study used qualitative data from a diverse set of 37 PT providers from the State of Maharashtra, India, to delineate their roles and explore their relationship with schooling in this context. The classification of PT providers’ roles into complementary, accommodating, competing, and substitutive ones demonstrated a diverse range of relationships between PT and mainstream education. Further analysis showed that these relationships are dynamic in nature, and the boundaries between them are blurred. Research in the field of PT has been consistently pointing toward a perplexing mixture of positive and negative outcomes resulting from its relationship with mainstream education. This study transcended the positive vis-à-vis negative binary approach by contributing to the deeper understanding of PT relationships. Furthermore, it exemplified how future studies can disentangle the complexities of such relationships by deploying flexible, context-specific theoretical approaches.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49324863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-17DOI: 10.1177/20965311231168415
Suhao Peng (彭素豪), R. Kantelinen, Pekka Räihä
Purpose This paper aims to examine the participation experiences of a sample of Chinese teacher trainees and their Finnish teacher trainer on an in-service teacher training program exported from Finland to Beijing, China. Design/Approach/Methods Six science teachers from Beijing and their Finnish teacher trainer participated in semi-structured interviews. From the ideological perspective of international education, a total of eight semi-structured interviews were analyzed through qualitative content analysis. Findings The results show that all interviewees were highly motivated to learn from the Other's education system and culture. Some participants benefited from a broader understanding of the Self's and the Other's education systems, while others did not. The interviewees also described some participation challenges, such as language barriers and practices that adapted learner-centered teaching approaches in Beijing schools. Furthermore, the interviewees mentioned future expectations of more in-depth communication between Finland and China. Originality/Value Some recommendations for better training outcomes, improving the quality of participation experiences, and reaching more mutual understandings were discussed at the end of this study.
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Pub Date : 2023-04-17DOI: 10.1177/20965311231167197
Xinyi Zong (宗心怡)
{"title":"Beyond Preschool Education: An Exploration From the Perspective of Cultural Studies","authors":"Xinyi Zong (宗心怡)","doi":"10.1177/20965311231167197","DOIUrl":"https://doi.org/10.1177/20965311231167197","url":null,"abstract":"","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44176909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.1177/20965311231167193
Guoping Zhao (赵国平)
The extraordinary event of John Dewey ’ s more than two-year stay in China at a time when the country was undergoing an imminent and profound historical transformation, as well as the subsequent rise and fall of his in fl uence, merits analysis on many levels. The most comprehensive and in-depth analysis can be found in Zhang and Garrison ’ s edited book, John Dewey and Chinese Education: A Centennial Re fl ection . The book does more than investigating this event from historical and sociocultural perspectives. It includes comparative and philosophical analyses of Dewey ’ s philosophical and educational ideas in dialogue with Chinese and Eastern thoughts, highlighting the many lessons we can learn as we consider the future of a nation that, once again
{"title":"Dewey and China's Encounters With the West","authors":"Guoping Zhao (赵国平)","doi":"10.1177/20965311231167193","DOIUrl":"https://doi.org/10.1177/20965311231167193","url":null,"abstract":"The extraordinary event of John Dewey ’ s more than two-year stay in China at a time when the country was undergoing an imminent and profound historical transformation, as well as the subsequent rise and fall of his in fl uence, merits analysis on many levels. The most comprehensive and in-depth analysis can be found in Zhang and Garrison ’ s edited book, John Dewey and Chinese Education: A Centennial Re fl ection . The book does more than investigating this event from historical and sociocultural perspectives. It includes comparative and philosophical analyses of Dewey ’ s philosophical and educational ideas in dialogue with Chinese and Eastern thoughts, highlighting the many lessons we can learn as we consider the future of a nation that, once again","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45934301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.1177/20965311231167196
This study examines the mechanism underlying the effect of parenting sense of competence (PSOC) on the emotional and behavioral adjustment of children with special education needs (SEN). Convenience sampling method was used and 299 parents of children with SEN were surveyed using questionnaires. Amos 24.0 was used to perform the chain mediation analyses. The results showed that PSOC was positively associated with emotional and behavioral adjustment of children with SEN; parenting satisfaction negatively predicted the total difficulty of children with SEN and parenting efficacy positively affected prosocial behavior. Mediation analysis indicated that PSOC (parenting satisfaction and parenting efficacy) influenced prosocial behavior of children with SEN through parental involvement and the chain mediation effect of parenting stress and parental involvement. This study reveals the different pathways that parenting satisfaction and parenting efficacy—the core dimensions of PSOC—affect the emotional and behavioral adjustment of children with SEN during the transition from kindergarten to primary school.
{"title":"The Effect of Parenting Sense of Competence on Emotional and Behavioral Adjustment of Children With Special Education Needs: A Chain Mediating Model","authors":"","doi":"10.1177/20965311231167196","DOIUrl":"https://doi.org/10.1177/20965311231167196","url":null,"abstract":"This study examines the mechanism underlying the effect of parenting sense of competence (PSOC) on the emotional and behavioral adjustment of children with special education needs (SEN). Convenience sampling method was used and 299 parents of children with SEN were surveyed using questionnaires. Amos 24.0 was used to perform the chain mediation analyses. The results showed that PSOC was positively associated with emotional and behavioral adjustment of children with SEN; parenting satisfaction negatively predicted the total difficulty of children with SEN and parenting efficacy positively affected prosocial behavior. Mediation analysis indicated that PSOC (parenting satisfaction and parenting efficacy) influenced prosocial behavior of children with SEN through parental involvement and the chain mediation effect of parenting stress and parental involvement. This study reveals the different pathways that parenting satisfaction and parenting efficacy—the core dimensions of PSOC—affect the emotional and behavioral adjustment of children with SEN during the transition from kindergarten to primary school.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47624285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.1177/20965311231167187
Highlights Teaching staff at higher education institutions need exposure to different teaching approaches and technologies to bring excellence to teaching and learning. This can be actualized through observation of senior and more experienced colleagues in action. This paper, therefore, examines how teaching staff at the early career stage can benefit from teaching observation, and also presents the author's self-reflection on teaching observation.
{"title":"Observing Senior and More Experienced Colleagues in Action: A Useful Tool for Early Career Teaching Staff at Higher Education Institutions","authors":"","doi":"10.1177/20965311231167187","DOIUrl":"https://doi.org/10.1177/20965311231167187","url":null,"abstract":"Highlights Teaching staff at higher education institutions need exposure to different teaching approaches and technologies to bring excellence to teaching and learning. This can be actualized through observation of senior and more experienced colleagues in action. This paper, therefore, examines how teaching staff at the early career stage can benefit from teaching observation, and also presents the author's self-reflection on teaching observation.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47124395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-07DOI: 10.1177/20965311231160566
Zifan Jiang (姜子凡)
Little Soldiers: An American Boy, A Chinese School
《小士兵:一个美国男孩，一所中国学校
{"title":"Sensibility Behind Sense: A Critical Review of a Popular Autobiographical Writing on Chinese Education","authors":"Zifan Jiang (姜子凡)","doi":"10.1177/20965311231160566","DOIUrl":"https://doi.org/10.1177/20965311231160566","url":null,"abstract":"Little Soldiers: An American Boy, A Chinese School","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"6 1","pages":"501 - 503"},"PeriodicalIF":0.0,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41795117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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