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Understanding Graphical Literacy Using School Students’ Comprehension Strategies 利用小学生的理解策略了解图形识字法
Q3 Social Sciences Pub Date : 2024-06-06 DOI: 10.1177/09731849241242855
Sindhu Mathai, Parvathi Krishnan, Jaya Sreevalsan-Nair
Graphical literacy or graphicacy is a critical component of scientific literacy. Graphs are used to integrate and represent complex sets of information requiring abstraction from perceptual experience. They form essential parts of the Mathematics and Science curriculum across school curricular stages. A key to developing meaningful pedagogic practices to inculcate graphical literacy is in understanding how students perceive and comprehend features of graphs and interpret them. This study attempts to understand how children from the primary, middle and high school years, perceive and interpret information in bar and line graphs. Two hundred and twenty-nine children from four different school contexts in Grades 5, 7 and 9 were administered questionnaires and interviewed based on tasks requiring comprehension of graphs. It was found that children’s understanding of graphs was tied to the curricular progression which was significant at Grades 5 and 9. Comprehension of bar graphs with nominal data was easier compared to line graphs requiring integration of information from two dimensions and interpreting them. Further, graphs requiring preliminary levels of statistical understanding were easier to comprehend. While prior experience and facility with graphical conventions played a role, interpretation from spatial to symbolic representations posed challenges. Students did not have a clearly preferred strategy or a linear comprehension trajectory, but moved back and forth between conventions, clustering of graphical elements and written content in questions, to make meaning. Those who had performed well used various perceptual strategies simultaneously. Further, they were found to employ transformational reasoning based on a sense of ‘how things work’. It was observed that meaningful pedagogic practices at school and informal experiences outside the classroom aid graphical literacy.
图形素养或图形能力是科学素养的重要组成部分。图形用于整合和表示需要从感性经验中抽象出来的复杂信息集。它们是学校各课程阶段数学和科学课程的重要组成部分。要开发有意义的教学实践来灌输图形素养,关键在于了解学生如何感知和理解图形的特征并对其进行解释。本研究试图了解小学、初中和高中阶段的儿童如何感知和解读条形图和折线图中的信息。研究人员对来自四所不同学校五年级、七年级和九年级的 229 名儿童进行了问卷调查,并根据要求理解图形的任务对他们进行了访谈。结果发现,儿童对图形的理解与课程进度有关,这在五年级和九年级非常明显。与需要整合两个维度的信息并对其进行解释的折线图相比,理解带有名义数据的条形图更容易。此外,需要初步统计理解的图表也更容易理解。虽然先前的经验和对图形惯例的熟练掌握起到了一定的作用,但从空间表征到符号表征的解释却带来了挑战。学生们并没有明确的首选策略或线性理解轨迹,而是在问题中的惯例、图形元素的聚类和书写内容之间来回移动,以产生意义。那些表现出色的学生同时使用了各种感知策略。此外,他们还根据 "事物是如何运作的 "这一感觉进行转换推理。据观察,学校有意义的教学实践和课堂外的非正式经验有助于图形读写能力的提高。
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引用次数: 0
Social Science Teacher? Anyone 
Can Become’: Examining 
Professional Subject Identity of Social Science Teachers in India 社会科学教师?任何人都可以成为":审视印度社会科学教师的专业主体身份
Q3 Social Sciences Pub Date : 2024-05-22 DOI: 10.1177/09731849241249321
Indira Subramanian
Teacher identity can serve as an important lens to examine the way teachers traverse the various demands made of them by policymakers and stakeholders in the school system, with their own perspectives of self and their work. Official narratives and curriculum documents lead to the construction of a public identity and what it means to be a ‘good teacher’ in a broad and generic sense. However, much less attention is paid to teachers’ biographical accounts of their professional identity, from a stance as practitioners of a specific subject, and their lived experiences, thereof. This article reports on a qualitative study undertaken as a pilot project for a doctoral dissertation, where six social science teachers from Mumbai and Bangalore, participated in three online focus group discussions. The framework used to analyse the data is Goffman’s dramaturgical theory of impression management. Findings reveal that social science teachers present their professional identity using reified expressions of competence, idealise social science as a subject, and seek validation of their status as teachers of a nonutility subject. These are discussed in the context of recently proposed educational reforms in India, with the recommendation that policymakers must take cognizance of this fragile sense of subject identity and an acute sense of disempowerment facing social science teachers, who are not averse to accountability measures per se, to enhance their standing.
教师的身份认同可以作为一个重要的视角,来审视教师是如何通过自己对自我和 工作的认识,来应对政策制定者和学校系统中利益相关者对他们提出的各种要求的。官方叙事和课程文件引导着公众身份的构建,以及成为一名广义上的 "优秀教师" 的含义。然而,人们却很少关注教师从特定学科实践者的立场出发,对其专业身份的自传性描 述,以及他们的生活经历。来自孟买和班加罗尔的六名社会科学教师参加了三次在线焦点小组讨论。用于分析数据的框架是戈夫曼的印象管理戏剧理论。研究结果表明,社会科学教师使用能力的再造表达方式来展现自己的专业身份,将社会科学理想化为一门学科,并寻求作为非实用学科教师的身份验证。研究结合印度最近提出的教育改革方案对这些问题进行了讨论,并建议政策制定者必须认识到这种脆弱的学科认同感,以及社会科学教师所面临的强烈的失权感,因为社会科学教师本身并不反对问责措施,以提高他们的地位。
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引用次数: 0
Language as a Tool for Inclusive and Equitable School Education: A Critical Review of NEP 2020 语言是促进全纳和公平学校教育的工具:对《2020 年国家教育计划》的批判性评论
Q3 Social Sciences Pub Date : 2024-05-16 DOI: 10.1177/09731849241253398
S. Nag
The National Education Policy (NEP) 2020 begins at the very outset by acknowledging education as the fundamental tool for achieving human potential and for achieving economic and social mobility, justice, equality and inclusion. It further recognises the need for education itself to be ‘inclusive and equitable’ for it to be able to become such a tool. The article drawing from socio-cultural learning perspectives examines the language perspective of NEP 2020. The present article aims to examine the commitment of NEP 2020 towards linguistic inclusion and multilingualism in school education by focusing on how the policy appears to understand the significance of languages and the pathway it suggests for the same.
2020 年国家教育政策》(NEP)从一开始就承认教育是发挥人的潜能、实现经济和社会流动性、公正、平等和包容的基本工具。它还进一步承认,教育本身必须具有 "包容性和公平性",才能成为这样一种工具。这篇文章从社会文化学习的角度探讨了《2020 年国家教育政策》的语言视角。本文旨在审查《2020 年国家教育政策》对学校教育中的语言全纳和多语制的承诺, 重点关注该政策似乎是如何理解语言的意义以及它为语言全纳和多语制提出的途径。
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引用次数: 0
Feminist Pedagogy in Women’s Studies Classrooms: Some Critical Reflections 妇女研究课堂中的女权主义教学法:一些批判性思考
Q3 Social Sciences Pub Date : 2024-05-16 DOI: 10.1177/09731849241249320
Arpita Anand
Based on a study of five women’s studies degree programmes, this article attempts to discuss pedagogical issues that are surfacing in higher education on account of the changing social composition of students since the implementation of reservations for Other Backward Classes in higher education. Critical pedagogy has not found much space in discussions on higher education in the Indian context. The exception has been reflections on feminist pedagogy that primarily draw on Freirian thought and the scholarship of bell hooks. Against this background, the article brings out how the epistemic principles of critical disciplines like women’s studies generate ethical expectations of the feminist teacher, particularly in relation to caste in this case. It goes on to discuss the limits imposed on these ideas of feminist pedagogy by the institutional and structural inequalities in higher education and how the dominant social composition of teachers necessarily limits possibilities of feminist pedagogy.
本文以对五个女性研究学位课程的研究为基础,试图讨论自高等教育中实施其他落后阶层保留制度以来,由于学生的社会构成不断变化而在高等教育中出现的教学问题。在印度高等教育的讨论中,批判性教学法并没有占据很大的篇幅。对女权主义教学法的反思是个例外,这些反思主要借鉴了弗莱里思想和贝尔-霍克斯的学术成果。在此背景下,文章指出了妇女研究等批判性学科的认识论原则是如何产生对女权主义教师的道德期望的,尤其是在种姓问题上。文章接着讨论了高等教育中的制度性和结构性不平等对这些女权主义教学法思想的限制,以及教师的主流社会构成如何必然地限制了女权主义教学法的可能性。
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引用次数: 0
New Education Policy and Higher Education Reforms in India 印度的新教育政策和高等教育改革
Q3 Social Sciences Pub Date : 2024-05-14 DOI: 10.1177/09731849241248876
Rajesh Bhattacharya
The New Education Policy (NEP), 2020, adopted by Government of India, envisages significant and far-reaching reforms in higher education sector in India. In this article, I foreground certain peculiar features of the process of massification of higher education in India, including privatisation and fragmentation. I locate the political economy of higher education in India in tensions inherent in centre–state relations and the pressure to respond to popular aspirations on the one hand and maintain standards on the other. The NEP, 2020 does not appear to acknowledge these historical processes. Instead, they appear to rely on a corporate model of BoG-driven governance of higher education institutions to drive the envisaged changes.
印度政府通过的《2020 年新教育政策》(NEP)设想对印度高等教育部门进行重大而深远的改革。在本文中,我强调了印度高等教育大众化进程的某些特点,包括私有化和分散化。我将印度高等教育的政治经济学定位在中央与国家关系中固有的紧张关系,以及一方面要满足大众愿望、另一方面又要保持标准的压力之中。2020 年国家教育政策》似乎并不承认这些历史进程。相反,它们似乎依赖于由政府主导的高等教育机构治理的企业模式来推动所设想的变革。
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引用次数: 0
Seeds in the Classroom: The Place of the Arts in Education 教室里的种子艺术在教育中的地位
Q3 Social Sciences Pub Date : 2024-01-11 DOI: 10.1177/09731849231222657
Samina Mishra
This article examines the role of the arts in education through a detailed sharing of a research project, Hum Hindustani, on children and citizenship. Using examples of work co-created with children in art workshops for the project, the article offers an understanding of the place of the arts in the classroom to provoke a larger conversation that can lead to meaningful ways of engaging with children. It looks at questions of children’s voice, authenticity and positionality to argue for a reflexive teaching practice that can challenge pedagogies that emphasise tests and results, and instead allow for the development of the whole individual.
本文通过详细分享关于儿童与公民权的研究项目 "Hum Hindustani",探讨了艺术在教育中的作用。文章通过举例说明在项目的艺术工作坊中与儿童共同创作的作品,让人们了解艺术在课堂中的地位,从而引发更广泛的对话,进而找到与儿童互动的有意义的方式。文章探讨了儿童的发言权、真实性和立场等问题,主张采用反思性教学实践,挑战强调考试和结果的教学法,转而促进个人的全面发展。
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引用次数: 0
Looking Inward, Looking Forward: Articulating Alternatives to the Current Education System for Adivasis, by Adivasis 向内看,向前看:为阿迪瓦西人阐明现行教育制度的替代方案,阿迪瓦西人著
Q3 Social Sciences Pub Date : 2024-01-04 DOI: 10.1177/09731849231212111
C. Jayakumar, Suganya Sankaran, P. Gangadharan
This article explores the conceptualisation of alternative education based on the lived realities of marginalised indigenous communities. By amplifying the voices of the Bettakurumba, Kattunayakan, Mullakurumba and Paniya communities, the article explores their vision for an alternative education system that promotes equality and justice, and the implications of such an alternative to the larger discourses on alternative education. The study foregrounds the lived experiences and perspectives of community members, utilising qualitative data gathered from focus group discussions and workshops involving 165 participants. The participants demand for an education that enables their children to navigate both their traditional environments and the modern world, fostering knowledge, dignity, character and contentment. Recognising that schools alone are inadequate, the article suggests reclaiming the village as a learning space and strengthening leadership within these communities. Furthermore, it outlines specific educational practices that can facilitate the development of a culturally relevant education system for Adivasi children.
本文以边缘化土著社区的生活现实为基础,探讨了替代教育的概念。通过放大 Bettakurumba、Kattunayakan、Mullakurumba 和 Paniya 社区的声音,文章探讨了他们对促进平等和正义的替代教育系统的愿景,以及这种替代教育对替代教育大讨论的影响。这项研究强调了社区成员的生活经验和观点,利用了从有 165 名参与者参加的焦点小组讨论和研讨会中收集的定性数据。参与者要求教育能够让他们的孩子在传统环境和现代世界中游刃有余,培养知识、尊严、品格和满足感。文章认识到仅靠学校是不够的,因此建议重新将村庄作为学习空间,并加强这些社区的领导力。此外,文章还概述了可促进阿迪瓦西儿童发展与文化相关的教育体系的具体教育实践。
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引用次数: 0
P. B. Suresh Babu. Democracy and Education Through the Prism of the Constitution. Chennai: P. Balagopal Foundation, 2022, 200 pp. ISBN: 978-81-954807-1-5. P.B. Suresh Babu.宪法棱镜下的民主与教育》。钦奈:P. Balagopal 基金会,2022 年,200 页。ISBN: 978-81-954807-1-5.
Q3 Social Sciences Pub Date : 2024-01-03 DOI: 10.1177/09731849231209603
J. Tilak
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引用次数: 0
Countering Cultural Hegemony: The Bharia Community in Central India 对抗文化霸权:印度中部的巴里亚社区
Q3 Social Sciences Pub Date : 2024-01-01 DOI: 10.1177/09731849241231428
Yemuna Sunny
Researching with the Bharia in Central India was a rare opportunity as it is perhaps the only tribal community in the region who are not dispossessed from their habitat in Madhya Pradesh, the Indian province with the largest number of tribal people. Dominant debates rarely take cognisance of the perceptions of the tribal communities. The article tries to map the Bharia voices, their worldview and knowledge that counter the processes of hegemony thrust upon them by the state, the market and non-state players.
在印度中部对巴利亚人进行研究是一个难得的机会,因为他们可能是该地区唯一没有被剥夺居住地的部落社区,而中央邦是印度部落人口最多的省份。主流辩论很少考虑部落社区的看法。本文试图描绘巴里亚人的声音、他们的世界观和知识,以对抗国家、市场和非国家参与者强加给他们的霸权进程。
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引用次数: 0
Rachel Philip, The Nation’s Got Talent: Education, Experimentation and Policy Discourses in India. London and New York: Routledge, 2023, 197 Pages, £31.19. ISBN: 978-1-003-34490-2. Rachel Philip, The Nation's Got Talent:印度的教育、实验和政策论述》。伦敦和纽约:Routledge, 2023, 197页,31.19英镑。ISBN:978-1-003-34490-2。
Q3 Social Sciences Pub Date : 2023-12-23 DOI: 10.1177/09731849231212598
Debarati Bagchi
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引用次数: 0
期刊
Contemporary Education Dialogue
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