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Navigating classroom challenges and curriculum changes: A qualitative study of an English Teacher’s journey in the Indonesian education system 应对课堂挑战和课程改革:一名英语教师在印度尼西亚教育系统中的历程定性研究
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-16 DOI: 10.1177/17577438241275799
Maya Puspitasari
This article employs narrative inquiry to investigate the experiences of an English teacher, referred to as Dede (pseudonym), at a senior high school in West Java, Indonesia. The research question guiding this study is: ‘How does an English teacher in senior high school navigate and adapt his teaching approaches in response to curriculum changes in Indonesia?’ Using a semi-structured interview, this study provides a detailed analysis of Dede’s narratives to uncover the challenges faced by English educators in this setting and to highlight the sources of their motivation and dedication. The research focuses on four main themes: teaching journey; public versus private schools; curriculum stories; and policy and practice. The findings reveal the complex obstacles and dynamic changes in curriculum that English teachers navigate, offering valuable insights into the broader context of senior secondary education in Indonesia. By exploring Dede’s teaching path, this study contributes to the ongoing discussion of effective teaching strategies and the evolving landscape of English language education in West Java.
本文采用叙事探究的方法,对印度尼西亚西爪哇一所高中的英语教师 Dede(化名)的经历进行了调查。指导本研究的研究问题是:"一名高中英语教师如何驾驭和调整自己的教学方法,以应对印度尼西亚的课程变化?本研究采用半结构式访谈,对 Dede 的叙述进行了详细分析,以揭示英语教育工作者在这种环境下所面临的挑战,并强调他们的动力和奉献精神的来源。研究集中于四个主题:教学历程;公立学校与私立学校;课程故事;政策与实践。研究结果揭示了英语教师所经历的复杂障碍和课程的动态变化,为了解印度尼西亚高中教育的大背景提供了宝贵的见解。通过探索 Dede 的教学之路,本研究为正在进行的关于有效教学策略和西爪哇不断变化的英语教育景观的讨论做出了贡献。
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引用次数: 0
Exploring the mediating role of teacher expectation on whole class participation 探索教师期望对全班参与的中介作用
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-05 DOI: 10.1177/17577438241272594
Mehmet KIRMIZI
Teacher expectation mediates the interaction between teacher and students, and teachers tend to differentiate their interaction with their students based on their expectation. In this study, I explore the mediator role of teacher expectation to the participation of ongoing mathematical discussion. Academic interaction between an 8th grade mathematics teacher, and her students ( n = 20) academic interactions were recorded ( n = 20) and analyzed by using EQUIP during two grading periods. Results of this study reveal that the majority of academic interaction happens between a teacher and a small subset (high expected) of students. High expected students had much more opportunities than all the other students to participate to the ongoing mathematical discussion.
教师的期望是师生互动的中介,教师往往会根据自己的期望来区分与学生的互动。在本研究中,笔者探讨了教师期望对学生参与数学讨论的中介作用。笔者使用 EQUIP 记录并分析了一位八年级数学教师与她的学生(20 人)在两个学段中的学术互动。研究结果表明,大部分学术互动发生在教师和一小部分学生(高期望值)之间。高期望值学生比其他学生有更多的机会参与正在进行的数学讨论。
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引用次数: 0
The role of music in supporting young children’s holistic learning and wellbeing in the context of Froebel’s mother songs 从福禄贝尔的母亲之歌看音乐在支持幼儿全面学习和身心健康方面的作用
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-08-03 DOI: 10.1177/17577438241265461
Fengling Tang, Evelyn Wandia Corrado
Researchers have criticised the pragmatic focus on the value of music education for its contribution to the acquisition of children’s academic skills such as literacy and numeracy development in schools across the international contexts driven by neoliberalism. In the context of Froebel’s Mother Songs, this paper via documentary research focuses on a Froebelian approach to music education in early childhood context to counterpart the neoliberal pragmatism in educational landscapes. The Froebelian perspective brings in implications for early childhood practice, research and policy-making by addressing the important role of music in supporting young children’s holistic learning and wellbeing in responding to the neoliberal pressures on children and practitioners in the 21st century.
在新自由主义推动的国际背景下,研究人员批评了实用主义对音乐教育价值的关注,认为音乐教育有助于学校培养儿童的学术技能,如识字和算术能力。本文以福禄贝尔的《母亲之歌》为背景,通过文献研究,重点探讨了在幼儿教育背景下开展音乐教育的福禄贝尔方法,以应对教育领域的新自由主义实用主义。弗罗培尔的视角为幼儿教育实践、研究和政策制定带来了启示,探讨了音乐在支持幼儿全面学习和身心健康方面的重要作用,以应对 21 世纪新自由主义给儿童和从业人员带来的压力。
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引用次数: 0
Debates in digital pedagogy within prisons 监狱内数字教学法的辩论
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-06-20 DOI: 10.1177/17577438241265456
Bill Davies
This paper provides a critical view of the digital education within the global prison estate, with a specific aim of examining the extent to which we can expect the prison system of England and Wales to embrace digital pedagogy. By presenting critical sociological theories around social hierarchies and the transitions between them that education can provide (Freire, 1972; Gramsci, 1994; Kant, 1992), the paper will be able to show how while there is a desire and appetite for increasing the digital education of those who are at the lower end of the social economic divide; without buy in from the cultural hegemonic state (Gramsci. 1994), then there is no desire to aid prisoners to be able to access the global digital community. While the paper will paint a bleak picture of the digital education of prisoners, it will provide a latitudinal overview of successful programmes that are being run within the global prison estate. This in turn will show that while there is hope for a digitally accessible prison in which to aid education, it will be done so through capitalistic ideals rather than pedagogical ones.
本文对全球监狱中的数字教育提出了批判性的看法,其具体目的是研究我们在多大程度上可以期望英格兰和威尔士的监狱系统接受数字教育法。通过介绍有关社会等级制度和教育所能提供的社会等级制度之间过渡的批判性社会学理论(弗莱雷,1972 年;葛兰西,1994 年;康德,1992 年),本文将能够说明,虽然人们渴望并希望增加那些处于社会经济鸿沟低端的人的数字教育,但如果没有文化霸权国家(葛兰西,1994 年)的支持,就不会有帮助囚犯进入全球数字社区的愿望。本文将描绘出一幅囚犯数字教育的暗淡图景,但同时也将对全球监狱中正在实施的成功项目进行纵向概述。这反过来又将表明,虽然监狱有希望通过数字技术来帮助教育,但这将是通过资本主义理想而不是教学理想来实现的。
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引用次数: 0
Epistemic injustice and unwellness in the classroom: Creating knowledge like we matter 课堂上的认识论不公正和不健康:创造 "我们很重要 "的知识
IF 1.1 Q2 Social Sciences Pub Date : 2024-05-29 DOI: 10.1177/17577438241252980
Philippa Mullins
In this essay, I reflect on my experience teaching graduate classes on social justice in Yerevan. Here, an important part of the experience of injustice is epistemic. By this, I mean that students’ discourses of injustice often centre around their perception of other peoples’ lack of and/or refusal of their knowledge and consequent misrepresentation of current – and past – events. This form of epistemic injustice is layered upon experiences of war, loss, and dislocation which drive many students to take up graduate studies in social justice. In response, I consider the nature of the unwellness created by the intertwining of this experience and the epistemic injustice perpetuated around and about it. I discuss troubles in the reception and misuse of context. Subsequently, I think about how we can challenge this unwellness through how we create knowledge as a learning community. Rather than producing rules, I propose touchstones which might guide us to create knowledge as though our ‘ we’ – in community of difference – matters, and as though we, in fact, matter.
在这篇文章中,我回顾了在埃里温教授社会公正研究生课程的经历。在这里,不公正体验的一个重要部分是认识论。我的意思是,学生对不公正的论述往往围绕着他们对其他人缺乏知识和/或拒绝接受他们的知识的看法,以及随之而来的对当前和过去事件的歪曲。这种形式的认识论上的不公正是建立在战争、损失和错位等经历之上的,而这些经历促使许多学生选择攻读社会公正方面的研究生课程。对此,我思考了这种经历与围绕和有关这种经历而长期存在的认识论不公正交织在一起所造成的不健康的本质。我讨论了语境接受和误用方面的问题。随后,我思考了我们如何通过作为一个学习社区如何创造知识来挑战这种不安全感。我提出的试金石不是制定规则,而是引导我们创造知识,就好像我们的 "我们"--差异群体--是重要的,就好像我们事实上是重要的。
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引用次数: 0
Post-colonial educational reforms in Zimbabwe: A fake badge of decolonisation of the curriculum 津巴布韦的后殖民教育改革:课程非殖民化的假徽章
IF 1.1 Q2 Social Sciences Pub Date : 2024-05-23 DOI: 10.1177/17577438241257662
Pfuurai Chimbunde, Boitumelo Benjamin Moreeng
While educational debates on the decolonisation of education have gained momentum in Sub-Saharan Africa, little is known about the success and progress made thus far, leaving a critical gap in our understanding of the accomplishment of the decolonisation agenda and whether what has been reformed is of use. Using document analysis, the qualitative study used Zimbabwe as a case to explore the progress made in the decolonisation of the education system to address the needs of the local population. The findings reveal that post-colonial educational reforms in Zimbabwe remain cosmetic and without meaningful thrust to assist in the socio-economic development and success of the once underprivileged. The study concludes that post-colonial education in Zimbabwe and other African states despite more than four decades of reforming the education system, the plight of the ordinary graduate seems little improved. It recommends that post-colonial states in Africa must interrogate the central purpose of education, the intended audience, the way people learn, and the subject matter and how it should be organised and presented. The study contributes to the topical debate on the need to transform the African education systems and their curricula in response to the decolonialisation agenda in the Global South.
虽然关于教育非殖民化的教育辩论在撒哈拉以南非洲地区势头强劲,但迄今为止,人们对其成功和进展知之甚少,这使我们对非殖民化议程的完成情况以及已改革的内容是否有用的理解存在重大差距。本定性研究以津巴布韦为例,通过文件分析,探讨了教育系统在非殖民化过程中取得的进展,以满足当地人民的需求。研究结果表明,津巴布韦殖民后的教育改革仍然是表面文章,没有为曾经的弱势群体的社会经济发展和成功提供有意义的帮助。研究得出结论,津巴布韦和其他非洲国家的后殖民教育尽管进行了四十多年的教育系统改革,但普通毕业生的困境似乎没有得到什么改善。研究建议,非洲的后殖民国家必须对教育的核心目的、目标受众、人们的学习方式、主题内容以及组织和呈现方式进行审视。本研究为关于是否需要改革非洲教育系统及其课程以响应全球南部非殖民化议程的专题辩论做出了贡献。
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引用次数: 0
Teachers creating anti-colonial futures: Exploring curriculum conversations with teachers through autobiographical reflection 教师创造反殖民主义的未来:通过自传式反思探索与教师的课程对话
IF 1.1 Q2 Social Sciences Pub Date : 2024-04-15 DOI: 10.1177/17577438241246095
Carmel Roofe
Teachers’ understanding of their personal histories is beneficial to their understanding and conceptualisation of their roles as teacher professionals. Insights from such understanding in post-colonial societies help to shape teachers’ consciousness about how they can run their own course (curriculum) to create liberating experiences for themselves and those they teach. This paper draws on the autobiographical method of currere to deconstruct stories of four in-service teachers about their teaching and learning experiences as students in Jamaican classrooms and how these experiences intertwine with their current professional practice. Findings derived from the teachers’ written reflections revealed that perceptions about types of schools and the associated consequences remain the largest area of complexity and representation of coloniality for teachers. Linked to this is the skills teachers themselves demonstrate and the positive and negative emotions those skills evoke for students. The teachers also expressed their responsibility towards advocating for self and their students as opportunities to create change and resist coloniality. The paper therefore offers recommendations for teachers and teachers of teachers (teacher educators) on how to build anti-colonial futures through curriculum conversations with their students.
教师对其个人历史的了解有助于他们理解和认识自己作为专业教师的角色。在后殖民社会中,从这种理解中获得的启示有助于塑造教师的意识,让他们知道如何管理自己的课程(课程设置),为自己和所教的学生创造解放的体验。本文采用自传体的方法,解构了四位在职教师的故事,讲述了他们作为学生在牙买加课堂上的教与学经历,以及这些经历如何与他们当前的专业实践相互交织。从教师们的书面反思中得出的结论表明,对学校类型的看法和相关后果仍然是教师们面临的最大的复杂问题,也是殖民主义的代表。与此相关的是教师自身所展示的技能以及这些技能对学生所产生的积极和消极情绪。教师们还表示,他们有责任为自己和学生鼓与呼,为创造变革和抵制殖民主义提供机会。因此,本文就如何通过与学生的课程对话来建设反殖民主义的未来向教师和教师的教师(教师教育者)提出了建议。
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引用次数: 0
Navigating shallow waters: Symbolic violence and its implications for education for sustainable development in neoliberal Japan 在浅水区航行:符号暴力及其对日本新自由主义可持续发展教育的影响
IF 1.1 Q2 Social Sciences Pub Date : 2024-04-09 DOI: 10.1177/17577438241239828
Michael D Smith, Travis Hunter Past
In the face of ongoing ecological, economic, and social concerns, the UN’s sustainable development framework emerges as a map for securing a brighter tomorrow. Yet, against this backdrop, the neoliberal values of deregulation, open marketisation, and individualisation constrain sustainable development outcomes. Building on previous research conducted in Japan, a nation positioned at the forefront of Education for Sustainable Development (ESD), this ‘think piece’ seeks to offer a critical examination of its implementation and positionality within Japan’s education system, specifically the imbalance between public and private educational providers. Drawing on Bourdieu’s symbolic violence, we seek to shed light on the social norms (in this case, skill-based human capital development) replicated through education, the long-standing power structures reinforcing them, and finally, the gap between the ‘haves’ and ‘have nots’ in terms of access to attaining covetable neoliberal skills. The goal of this piece is not to reject the altruistic good of ESD. On the contrary, through this analysis, we hope to generate greater awareness by engendering a more meaningful and transformative ESD aligning with sustainability as a shared public good. Consequently, we call for more equitable ESD available to all students, regardless of educational setting.
面对持续的生态、经济和社会问题,联合国的可持续发展框架成为确保更美好明天的地图。然而,在此背景下,放松管制、开放市场化和个性化的新自由主义价值观制约了可持续发展的成果。日本是可持续发展教育(ESD)的前沿国家,本 "思考文章 "以日本之前开展的研究为基础,试图对日本教育系统内的可持续发展教育的实施和定位,特别是公立和私立教育机构之间的不平衡进行批判性审视。借鉴布迪厄(Bourdieu)的 "符号暴力"(symbolic violence)理论,我们试图揭示通过教育复制的社会规范(这里指以技能为基础的人力资本发展)、长期以来强化这些规范的权力结构,以及 "富人 "和 "穷人 "在获得新自由主义所倡导的技能方面的差距。这篇文章的目的并不是反对可持续发展教育的利他主义善举。相反,通过分析,我们希望提高人们的认识,使可持续发展教育更有意义、更具变革性,并与可持续发展这一共同的公共利益相一致。因此,我们呼吁向所有学生提供更加公平的可持续发展教育,无论其教育环境如何。
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引用次数: 0
Work-based learning: Expansive learning, désoeuvrement, social justice and VET 基于工作的学习:拓展性学习、实习、社会公正和职业教育与培训
IF 1.1 Q2 Social Sciences Pub Date : 2024-03-26 DOI: 10.1177/17577438241239826
James Avis
The paper raises important questions about the relationship between Vocational Education and Training (VET), work-based learning (WBL) and social justice. It adopts an analysis that moves beyond conceptualisations that validate WBL as an acknowledgement of the dignity of labour. It seeks to go beyond analyses that mobilise a conventional understanding of expansive learning. How then can we develop a broader understanding of WBL and VET? Such an understanding needs to acknowledge socio-economic contexts are marked by a fluidity and surplus labour and for many worklessness – what some have described as désoeuvrement. Labor can be an expression of our species being and can be found in unwaged work and the activities we engage in to express our humanity. Such labour is external to the oppressions and exploitation that are features of much waged labour. Is it then possible to conceive of an expansive notion of VET that goes beyond wage-based cultures of expansive learning towards a position that has embedded within it a commitment towards collective well-being, social justice and an understanding of the vocational that moves beyond a focus on waged labour and the interests of capital.
本文就职业教育与培训(VET)、基于工作的学习(WBL)和社会公正之间的关系提出了重要问题。本文采用的分析方法超越了将基于工作的学习(WBL)视为对劳动尊严的承认的概念。它试图超越对扩展性学习的传统理解的分析。那么,我们如何才能更广泛地理解职业学习与培训和职业教育与培训呢?这种理解需要承认社会经济环境的特点是流动性和剩余劳动力,以及许多人的无业状态--有些人称之为 "无业游民"(désoeuvrement)。劳动可以是我们物种存在的一种表现形式,可以在无偿工作和我们为表达人性而从事的活动中找到。这种劳动是在压迫和剥削之外的,而压迫和剥削是许多有偿劳动的特征。那么,我们是否有可能构想出一种扩展性的职业教育与培训概念,超越以工资为基础的扩展性学习文化,走向一种致力于集体福祉、社会公正和对职业的理解的立场,超越对工资劳动和资本利益的关注。
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引用次数: 0
‘But we didn’t put it to a vote!’. A case study of direct-democratic decision-making in formal education 但我们没有付诸表决!"。正规教育中直接民主决策的案例研究
IF 1.1 Q2 Social Sciences Pub Date : 2024-03-20 DOI: 10.1177/17577438241239831
Yorgos Retalis
The current study examined the unofficial implementation of direct-democratic decision-making assemblies in three typical public (state) schools of consecutive educational levels (kindergarten, primary and middle school) in a village in Greece. The study drew on Michel Foucault’s analysis of power technologies and power relations in disciplinary dispositives like Education. The main aim of the study was to investigate the ways in which both pupils and teachers engaged with the disciplinary technology inherent in the educational dispositive and to document their conceptualization and attitudes towards these direct-democratic assemblies. The research methodology utilized participant observation and semi-structured interviews. Findings indicated that the disciplinary technology continued to function as per the dominant dispositive, despite the implementation of direct-democratic decision-making assemblies, while pupils generally exhibited a sense of empowerment, displaying support and being influenced in their daily lives by the assemblies’ governmentality. Minor challenges concerning the implementation of such assemblies are addressed and further possibilities of such implementations are discussed.
本研究考察了希腊一个村庄的三所典型公立(国立)学校(幼儿园、小学和初中)在连续教育阶段非正式实施直接民主决策大会的情况。研究借鉴了米歇尔-福柯(Michel Foucault)对教育等学科处置权中的权力技术和权力关系的分析。研究的主要目的是调查学生和教师参与教育处置中固有的纪律技术的方式,并记录他们对这些直接民主集会的概念和态度。研究方法采用了参与式观察和半结构化访谈。研究结果表明,尽管实施了直接民主决策大会,但纪律技术仍然按照主导处置方式发挥作用,而学生们普遍表现出一种赋权感,在日常生活中对大会的政府性表示支持并受到其影响。本文探讨了实施此类大会所面临的一些小挑战,并讨论了进一步实施此类大会的可能性。
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引用次数: 0
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Power and Education
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