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Reflecting on an unexpected challenge in obtaining ethical approval for research with adults with learning disabilities 反思一个意想不到的挑战,在获得伦理批准的研究有学习障碍的成年人
Q4 Social Sciences Pub Date : 2022-09-08 DOI: 10.15663/wje.v27i2.920
Nicolina Newcombe
Obtaining ethical approval for my PhD research with adults with learning (intellectual) disabilities presented an unexpected challenge of learning to work with two sets of guidance: the United Nations Convention on the Rights of Persons with Disabilities (CRPD), and the Ethical Conduct in Human Research and Related Activities Regulations (HRR). The CRPD binds States Parties to progress equal rights for people with disabilities of which Article 12, equal recognition before the law, disconnects mental capacity from legal capacity. The HRR protects participants, researchers and institutions and recognises mental capacity as a component of informed consent. In applying the CRPD and the HRR as complementary safeguards, and looking through the lens of edgewalking, I gained an appreciation for positively encountering complexity and incorporating multiple points of view. This article will describe how my challenging experience enabled skill building to develop a more strategic academic voice and will be of interest to student and other researchers.
为我的有学习(智力)障碍的成年人的博士研究获得伦理批准,给我带来了一个意想不到的挑战,我要学会在两套指导下工作:《联合国残疾人权利公约》(CRPD)和《人类研究和相关活动的道德行为条例》(HRR)。《残疾人权利公约》要求缔约国为残疾人争取平等权利,而第12条,即法律面前的平等承认,将精神能力与法律能力割裂开来。HRR保护参与者、研究人员和机构,并承认精神能力是知情同意的一个组成部分。在运用《残疾人权利公约》和《人权报告》作为补充保障,并从边缘行走的角度看待问题的过程中,我对积极地面对复杂性和融合多种观点感到赞赏。这篇文章将描述我的富有挑战性的经历如何使技能建设发展成为更具战略性的学术声音,并将引起学生和其他研究人员的兴趣。
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引用次数: 0
The construction and disruption of hegemonic power in picturebooks: An analysis of “bestbehaviour" Picturebooks in China 绘本霸权的建构与瓦解:中国“最佳行为”绘本分析
Q4 Social Sciences Pub Date : 2022-05-05 DOI: 10.15663/wje.v26i1.901
Y. Zou, Xudong Tan
“Best behaviour” picturebooks, also known as “making good habits” or “teaching good manners” picturebooks, have explicit educational intentions that imply a culturally hegemonic voice. Despite this problematic characteristic, these picturebooks are welcomed by both parents and the market in China. Using extant picturebook theory of picture-text relationships, narratological, paratextual analyses and translation theory, this article seeks a better understanding of how this hegemonic voice is formed, resolved or consolidated via a critical reading of three best-selling “best behaviour” picturebook series available in the Chinese market. One is the original Chinese-language WaiWaiTu-ZiKongLi series (Little Bunny series). The second series is the translated United States series, Hands Are Not For Hitting, now a Chinese best behaviour publication. The third series is a translated rendition of Pete the Cat series, which did not serve any evident educational purpose in its original English-market form but has been identified to cultivate good character on the Chinese covers. These publications commonly present straightforward picture-text relationships of two-dimensional stories and characters. Most importantly, adults hold power in these best behaviour children’s books. We argue that both the construction and disruption of hegemonic thinking co-exist in these picturebooks, reflecting the nature of adult power plays. At the same time, these best behaviour picturebooks serve as a good example of how hegemonic notions work within specific cultural and pedagogical contexts.
“最佳行为”绘本,也被称为“养成好习惯”或“教授良好礼仪”绘本,具有明确的教育意图,暗示着一种文化霸权的声音。尽管存在这些问题,这些绘本还是受到了中国家长和市场的欢迎。本文通过对中国市场上最畅销的三本“最佳行为”系列绘本的批判性阅读,运用现存的绘本理论、叙事学、文本分析和翻译理论,试图更好地理解这种霸权声音是如何形成、解决或巩固的。一个是原创的中文《小兔宝宝》系列。第二个系列是翻译自美国的《手不是用来打的》,现在是一本中国的最佳行为出版物。第三个系列是《皮特猫》系列的翻译版,在最初的英语市场形式中没有任何明显的教育目的,但在中国的封面上却被认为是培养良好的品格。这些出版物通常呈现二维故事和人物的直接图文关系。最重要的是,在这些最佳行为儿童书籍中,成年人掌握着权力。我们认为霸权思维的建构和破坏在这些绘本中并存,反映了成人权力游戏的本质。与此同时,这些最佳行为图画书是霸权观念如何在特定文化和教学背景下发挥作用的一个很好的例子。
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引用次数: 0
Negotiating Identities through Canadian Multicultural and Indigenous Picturebooks: A Collective Autobiographical Narrative Inquiry 协商身份通过加拿大多元文化和土著图画书:集体自传体叙事探究
Q4 Social Sciences Pub Date : 2022-05-05 DOI: 10.15663/wje.v26i1.898
E. Chen, Yina Liu
Canadian multicultural and Indigenous picturebooks greatly influence both children’s and educators’ being and becoming. Identity is closely related to our engagement with literacy practices, including book reading. In this paper, two researchers who immigrated from Mainland China engage in autobiographical narrative inquiry, a methodology that asks the researchers to self-face, and to “world”-travel to our earlier landscapes, times, places, experiences, and relationships. In personal, educational, and academic settings, we tell and retell our storied experiences of critically reading four multicultural and Indigenous Canadian picturebooks, to fight the hegemony of the Canadian dominant culture. Our article sheds light on the importance of negotiating one’s identity in multicultural and Indigenous picturebooks, as little work presents minority educators’ and adult newcomers’ voices of reading diverse Canadian picturebooks. By making visible our critical reading experiences, this inquiry opens space to maximize the outcomes of utilizing children’s literature in teaching and learning.
加拿大多元文化和土著绘本极大地影响了儿童和教育工作者的存在和发展。身份与我们参与包括读书在内的识字活动密切相关。在本文中,两位来自中国大陆的移民研究者进行了自传体叙事探究,这是一种要求研究者面对自我和“世界”的方法——去我们早期的风景、时间、地点、经历和关系中旅行。在个人、教育和学术环境中,我们讲述和复述我们批判性地阅读四本多元文化和加拿大土著绘本的故事经历,以对抗加拿大主导文化的霸权。我们的文章阐明了在多元文化和土著绘本中协商个人身份的重要性,因为很少有作品呈现少数民族教育者和成年新来者阅读多样化加拿大绘本的声音。通过展示我们的批判性阅读体验,这项研究为最大限度地利用儿童文学在教学和学习中的效果开辟了空间。
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引用次数: 0
Minions, masters, and migration: Challenging power structures in Gavin Bishop's Cook's cook: The cook who cooked for Captain Cook 小黄人、主人和移民:在加文·毕晓普的《厨师的厨师》中挑战权力结构:为库克船长做饭的厨师
Q4 Social Sciences Pub Date : 2022-05-05 DOI: 10.15663/wje.v26i1.900
V. V. Van Rij
Arguably New Zealand’s best loved picturebook author/illustrator, Gavin Bishop invariably challenges populist power structures in his fiction and non-fiction. As such, his books are ideal vehicles for teaching children about such broad topics as race relations, colonisation, migration, class conflicts, gender relationships, environmental issues and spiritual beliefs. The fact that Bishop often addresses several of these simultaneously, and draws on found texts to do so, paves the way for the teacher to encourage the child to read not only the lines and images but between and beyond these in order to construct a fuller meaning. This article will discuss Bishop’s (2018a) picturebook, Cook’s Cook: The Cook Who Cooked for Captain Cook, which qualifies as “faction”, a genre that mixes fact and fiction, with Bishop reproducing historical events and characters whilst investing them with an imaginative dimension. Most obviously, the selected book portrays migration, including the colonisation of New Zealand and the Pacific, and its longer-term effects. Hence, it focuses on the subjugation of the indigenous people, culture, flora and fauna to those that are imported, as well as the domination of the working class by the upper class. However, Bishop is too skilful an author/artist to suggest that everything is black and white. Rather, through paralleling and fusing the aforementioned foci, and in the ways in which the print and pictures work separately, together, sometimes against each other, and in interaction with fore texts, he suggests that dichotomies are mixed.  The article will examine those portrayed as minions and masters (whether human or non-human), their conflicts and conflations, and Bishop’s use of verbal and visual techniques and fore texts to challenge dominant power structures. It will also argue that, while emphasising dichotomies, Bishop, the master storyteller and artist, creates structures that ensure his picturebook is balanced and whole and that, rather than treating the reader as a minion, allow him or her to become a master of meaning making.
加文·毕晓普可以说是新西兰最受欢迎的绘本作家/插画家,他总是在小说和非小说作品中挑战民粹主义的权力结构。因此,他的书是教育孩子们诸如种族关系、殖民、移民、阶级冲突、性别关系、环境问题和精神信仰等广泛话题的理想工具。毕晓普经常同时处理这些问题,并利用现成的文本来做到这一点,这为老师鼓励孩子不仅要阅读线条和图像,还要阅读它们之间和之外的内容,以构建更完整的意义铺平了道路。本文将讨论毕晓普(2018a)的绘本《库克的厨师:为库克船长做饭的厨师》,这本书被称为“派系”,是一种混合了事实和虚构的类型,毕晓普在再现历史事件和人物的同时赋予他们想象的维度。最明显的是,这本精选的书描绘了移民,包括新西兰和太平洋的殖民化,以及它的长期影响。因此,它关注的是土著人民、文化、动植物对外来进口的征服,以及上层阶级对工人阶级的统治。然而,毕晓普是一位技艺高超的作家/艺术家,他不认为一切都是非黑即白的。相反,通过对上述焦点的平行和融合,以及印刷品和图片分别工作、一起工作、有时相互对立以及与先前文本相互作用的方式,他认为二分法是混合的。本文将研究那些被描绘为仆从和主人(无论是人类还是非人类)的人,他们的冲突和合并,以及毕晓普使用口头和视觉技术以及前文本来挑战占主导地位的权力结构。本书还将论证毕晓普,这位讲故事的大师和艺术家,在强调二分法的同时,创造了确保他的图画书平衡和完整的结构,而不是把读者当作奴才,而是让他或她成为意义创造的大师。
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引用次数: 0
Addressing the hegemony of English through picture books in Gamilaraay 通过Gamilaraay的绘本解决英语的霸权问题
Q4 Social Sciences Pub Date : 2022-05-05 DOI: 10.15663/wje.v26i1.907
H. Smith, Leanne Pryor
The reawakening of the Indigenous Gamilaraay language in northern inland New South Wales, Australia involves righting two centuries of prohibition and mistreatment after invasion by English-speaking settlers. Gamilaraay is no longer used as an everyday language in the community, although it has strong emblematic value for the Gamilaraay community. The hegemonic power of English means that it is seen as “normal”, while Gamilaraay use is often confined to ceremonial uses. A burgeoning awareness of the importance of Gamilaraay and other Indigenous languages of New South Wales has been reflected in recent legislative changes, which have in turn resulted in funding support for language materials. This article describes a community development approach in writing bilingual picturebooks in Gamilaraay and English as we progress towards our ultimate aim of normalising the use of Gamilaraay once more.
澳大利亚新南威尔士州北部内陆地区土著伽米拉韦语的重新觉醒涉及到纠正两个世纪以来被讲英语的定居者入侵后的禁令和虐待。尽管Gamilaraay语对Gamilaraay社区具有很强的象征价值,但它已不再被用作社区的日常语言。英语的霸权意味着它被视为“正常的”,而Gamilaraay的使用通常仅限于仪式用途。最近的立法变化反映了人们对Gamilaraay和新南威尔士州其他土著语言重要性的日益认识,这反过来又导致了对语言材料的资金支持。这篇文章描述了一种用Gamilaraay和英语编写双语绘本的社区发展方法,因为我们的最终目标是再次规范Gamilaraay的使用。
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引用次数: 0
“I can be a girl if I want to”: Supporting or silencing children’s working theories during counter-heteronormative picturebook sessions in early childhood education. “如果我想,我可以成为一个女孩”:在儿童早期教育中反异性恋的绘本课程中,支持或压制儿童的工作理论。
Q4 Social Sciences Pub Date : 2022-05-05 DOI: 10.15663/wje.v26i1.893
K. Morgan, Nicola Surtees
Prevailing heteronormative discourses in early childhood education in Aotearoa New Zealand present difficulties for upholding the right of gender diverse tamariki (children) and lesbian, gay, bisexual, trans, intersex and queer-parented families to experience belonging in equitable, inclusive early childhood settings. The purposeful use of picturebooks that disrupt these discourses can go some way towards mitigating against exclusion. This article draws on the findings of a small-scale qualitative research project that explored early childhood teachers’ use of picturebooks that included gender diverse children and lesbian- and gay-parented family content. In highlighting teacher support for or silencing of children’s working theories about possibilities for gender change and two mother or two father parents during the picturebook sessions, the article makes a case for expanding the curriculum beyond the limits of heteronormativity. Some practice recommendations for facilitating picturebook sessions are offered to this end. Importantly, teacher preparedness to manage discomfort arising through discussion of topics perceived to be dangerous or risky during such sessions is critical.
在新西兰奥特罗阿的早期儿童教育中,主流的异性恋规范话语给维护性别多样化的tamariki(儿童)以及女同性恋、男同性恋、双性恋、变性人、双性人和酷儿父母家庭在公平、包容的早期儿童环境中体验归属感的权利带来了困难。有目的地使用破坏这些话语的绘本可以在某种程度上减轻排斥。本文借鉴了一项小规模定性研究项目的结果,该项目探讨了幼儿教师使用绘本的情况,其中包括性别多样化的儿童和男女同性恋父母的家庭内容。在图画书课程中,通过强调教师对儿童关于性别变化可能性和两个母亲或两个父亲父母的工作理论的支持或沉默,文章提出了一个扩展课程的案例,超出了异性恋规范的限制。为此,我们提出了一些促进绘本课程的实践建议。重要的是,教师准备好应对因讨论被认为是危险或有风险的话题而产生的不适,这一点至关重要。
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引用次数: 2
A A picturebook reveals the nature of bias 一本画册揭示了偏见的本质
Q4 Social Sciences Pub Date : 2022-05-05 DOI: 10.15663/wje.v26i1.895
Cynthia K. Ryman
In order to disrupt hegemonic thinking, the foundation of biases on which this thinking is built must first be confronted. I became increasingly aware of the detrimental impact of implicit bias during a research project I conducted in a children’s literature course with preservice teachers. In this research project, I analysed the responses of the preservice teachers to a cosmopolitan approach to reading children’s literature. A cosmopolitan approach in literacy invites a reflexive consideration of personal perspectives and an opening towards learning from the perspectives of others (Hansen, 2017). In encouraging the ideals of a cosmopolitan approach to literacy, I encountered areas of resistance from the preservice teachers. These instances of resistance were often rooted in implicit bias. During the final stages of completing my research, the picturebook Milo Imagines the World by Matt de la Peña (2021) was released. Milo Imagines the World reveals how deeply held ideologies and biases impact perceptions of reality. An awareness of how biases impact one’s perception of reality is an important factor in developing greater self-awareness and combating hegemonic thinking. In this article, I provide a critical analysis of the various forms of bias encountered during my research along with a reflective exploration of the picturebook Milo Imagines the World. This picturebook and analysis provide a context for better understanding the subtle pervasiveness of biases that often contribute to the maintenance of hegemonic thinking.
为了打破霸权思维,必须首先面对这种思维所建立的偏见基础。在我与职前教师一起进行的儿童文学课程研究项目中,我越来越意识到内隐偏见的有害影响。在这个研究项目中,我分析了职前教师对世界主义儿童文学阅读方法的反应。扫盲的世界主义方法要求对个人观点进行反思性考虑,并从他人的角度进行学习(Hansen, 2017)。在鼓励国际化扫盲方法的过程中,我遇到了来自职前教师的阻力。这些抵制的例子往往植根于隐性偏见。在我完成研究的最后阶段,马特·德拉Peña(2021)的绘本《米洛想象世界》出版了。《麦洛想象世界》揭示了根深蒂固的意识形态和偏见是如何影响人们对现实的看法的。认识到偏见如何影响一个人对现实的看法,是提高自我意识和打击霸权思维的一个重要因素。在这篇文章中,我对我在研究过程中遇到的各种形式的偏见进行了批判性的分析,并对绘本《米洛想象世界》进行了反思性的探索。这本图画书和分析为更好地理解偏见的微妙普遍性提供了一个背景,这些偏见往往有助于维持霸权思维。
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引用次数: 0
Families’ comfort with LGBTQ2s+ picturebooks: Embracing children’s critical knowledges 家庭对LGBTQ2s+绘本的安慰:拥抱孩子的批判性知识
Q4 Social Sciences Pub Date : 2022-05-05 DOI: 10.15663/wje.v26i1.912
Pamela M Malins, P. Whitty
This article shares conversational research (Thomson et al., 2012) that we undertook with parents in one of children’s primary education settings: the home. We investigated the question: what are the comfort levels of families, with young children, as they encounter picturebooks featuring diverse gender and sexual identities? Over the past 10 years in Canada, including New Brunswick, these picturebooks have increased in production (Bouchey, 2021; Miller Oke, 2019) complexity (Sullivan & Urraro, 2017) and circulation. Yet some educators in the early years of school remain uncomfortable reading these texts with young children, their concerns, in part, related to imagined backlash from heteronormative families (Goldstein 2021) and deeply entrenched constructs of childhood innocence (Kintner-Duffy et al., 2012; Martino & Cumming-Potvin, 2011, 2016; Robinson, 2013). Scholarship and our research confirm that most children know and can communicate their sex and gender identities by two years of age (Pastel et al, 2019; Stevenson, 2019) and are able to engage critically with picturebooks featuring diverse gender and sexual identities as they get older. Through our conversations with mothers, we learned that all families were comfortable with each picturebook category presented: gender expression, gender identity, gender harassment, and family composition. Interpreting our conversations through Queer Theory (Butler, 1990, 1993), we also learned how particular picturebooks serve as entry points to family discussions about diverse gender and sexual identities and how important access to diverse picturebooks is to provide these opportunities. Specifically, each of the nine mothers shared picturebooks that supported their child/children/families with being and knowing related to gender variance, who you can love, and/ or what games, hobbies and clothes are acceptable.
这篇文章分享了对话研究(Thomson et al., 2012),这是我们在孩子的主要教育环境之一:家庭中与父母进行的研究。我们调查了这样一个问题:有年幼孩子的家庭,当他们看到以不同性别和性身份为特征的绘本时,他们的舒适程度是什么?在过去的10年里,在加拿大,包括新不伦瑞克省,这些绘本的产量有所增加(Bouchey, 2021;Miller Oke, 2019)复杂性(Sullivan & Urraro, 2017)和流通。然而,一些教育工作者在上学的早期阶段仍然不习惯与年幼的孩子一起阅读这些文本,他们的担忧部分与想象中的异性恋家庭的强烈反对(Goldstein 2021)和根深蒂固的童年纯真观念(Kintner-Duffy et al., 2012;Martino & Cumming-Potvin, 2011, 2016;罗宾逊,2013)。学术研究和我们的研究证实,大多数儿童在两岁之前就知道并能够交流他们的性别和性别认同(Pastel等人,2019;史蒂文森,2019),随着年龄的增长,他们能够批判性地参与以不同性别和性身份为特征的绘本。通过与母亲们的交谈,我们了解到,所有家庭都对绘本的每个类别感到满意:性别表达、性别认同、性别骚扰和家庭组成。通过酷儿理论解释我们的对话(Butler, 1990,1993),我们还了解到特定的绘本如何成为家庭讨论不同性别和性身份的切入点,以及获取不同的绘本对于提供这些机会是多么重要。具体来说,九位母亲中的每一位都分享了一些图画书,这些图画书支持了她们的孩子/孩子/家庭与性别差异有关的存在和了解,你可以爱谁,以及/或什么游戏,爱好和衣服是可以接受的。
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引用次数: 0
Striving for social justice: The power that picturebooks have to counter inequitable cultural hegemony 争取社会正义:绘本对抗不公平文化霸权的力量
Q4 Social Sciences Pub Date : 2022-05-05 DOI: 10.15663/wje.v26i1.970
N. Daly, J. Kelly-Ware
Under the following terms Attribution—You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use Non-Commercial—You may not use the material for commercial purposes ShareAlike—If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original No additional restrictions – You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
在以下条款下,署名—您必须给出适当的署名,提供到许可协议的链接,并指出是否进行了更改。您可以以任何合理的方式这样做,但不能以任何方式暗示许可方支持您或您的使用非商业用途-您不得将材料用于商业目的-共享-如果您对材料进行重新混合,转换或构建,您必须在与原始相同的许可下分发您的贡献。没有额外的限制-您不得使用法律条款或技术措施,在法律上限制他人做许可允许的任何事情。
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引用次数: 0
A toy bear in lockdown, child-parent attachment and hegemonic peer-orientation 禁闭的玩具熊,亲子依恋和霸权同伴取向
Q4 Social Sciences Pub Date : 2022-05-05 DOI: 10.15663/wje.v26i1.906
C. Mutch, N. Romero
Towards the end of the first COVID-19 lockdown in early 2020, in Aotearoa New Zealand, the authors conducted a small-scale study to gain insight into children’s responses to the pandemic restrictions. As it was not possible to interview children ourselves, we recruited parents to read a set of digital stories about a toy bear in lockdown to their children and to record the ensuing conversations. The recorded conversations were returned to the authors to be transcribed and analysed. One intriguing finding was the strength of children’s feelings of loss in regard to their friendship groups, despite the fact that the lockdowns enabled them to spend more time with their immediate families. This article examines the phenomenon of the importance of peer-orientation over family-orientation as it appeared in the data. Hegemonic thinking and attachment theory are used to further explore this phenomenon and discuss how the current educational trends towards personal independence over family bonds might have led to some of the feelings of loss and anxiety highlighted in the data.
在2020年初新西兰奥特罗阿第一次COVID-19封锁即将结束时,作者进行了一项小规模研究,以深入了解儿童对大流行限制的反应。由于不可能亲自采访孩子们,我们招募了一些父母,让他们给孩子读一组关于玩具熊被关起来的数字故事,并记录下随后的对话。记录下来的谈话被归还给作者进行转录和分析。一个有趣的发现是,尽管封锁使他们有更多的时间与直系亲属在一起,但孩子们对朋友群体的失落感很强。这篇文章考察了在数据中出现的同伴取向比家庭取向重要的现象。霸权思维和依恋理论被用来进一步探讨这一现象,并讨论当前的教育趋势是如何个人独立而不是家庭关系可能导致一些数据中突出的失落和焦虑感。
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引用次数: 1
期刊
Waikato Journal of Education
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