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Embodied Education: A Pathway Towards More Integrated Learning 具身教育:迈向更整合学习之路
Q3 Social Sciences Pub Date : 2021-05-10 DOI: 10.1177/09731849211012290
A. Singh, Hari Narayanan V.
This study seeks to argue that the embodied approach to cognition provides a comprehensive theoretical framework to revise some of our educational practices. Any educational activity presupposes some underlying assumption about human nature. Current dominant mainstream educational set-up is based upon disembodied accounts of the human mind, which creates a rift between learners and their environment. It results in exam-oriented and achievement-based learning which is not conducive for the development of critical thinking and exploratory mindset among children. On the other hand, an embodied approach stresses the role of the full body and the rest of the environment in the learning process, and this is of immense relevance to devise better pedagogical practices. In this study, we shall try to explain how embodiment can help reduce the psychological gap between the learner and the environment, thereby making education more integrated and inherently meaningful.
本研究旨在论证具身的认知方法为修正我们的一些教育实践提供了一个全面的理论框架。任何教育活动都以一些关于人性的基本假设为前提。目前占主导地位的主流教育设置是基于对人类思想的空洞描述,这在学习者和他们的环境之间造成了裂痕。这导致了以考试为导向和成就为基础的学习,不利于培养孩子的批判性思维和探索思维。另一方面,具体化的方法强调全身和其他环境在学习过程中的作用,这对设计更好的教学实践具有巨大的相关性。在本研究中,我们将试图解释体现如何有助于减少学习者与环境之间的心理差距,从而使教育更加整合和内在意义。
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引用次数: 1
Education as the Medium of Upward Mobility: The Case of Dooms of Jammu 教育作为向上流动的媒介:以查谟的厄运为例
Q3 Social Sciences Pub Date : 2021-04-19 DOI: 10.1177/09731849211007054
A. Jasrotia, S. Srivastava
The current study explores the multifaceted and entwined structure of constraints and spaces of the possibilities of moving ahead among the Dooms of Jammu, India, where the possibilities of upward mobility through education as a means have been observed. Interviews and detailed case study were done with eight cases. Four overlapping super-ordinate themes developed during the course of study: (a) challenges of different generation learners, (b) lack of different forms of capital, (c) dis-identification from own and emulating others and (d) mushrooming of hybrid and mimic generation. The participants experienced the very process of change and continuity through education in their lives. It is observed that education helped in converting the morphology of their existing structure. Each of the interviewee has some exclusive experiences to share, offering significant insights into their lives, struggles and their conditions. The results indicate that the first-generation learners have to face many obstacles. The study concludes that education gives better results under certain circumstances. The chances of low caste children performing better are higher if the educational institutions run with mixed batches with students belonging to all the sections of the society.
目前的研究探索了印度查谟的厄运中前进的可能性的约束和空间的多方面和纠缠的结构,在那里通过教育作为一种手段向上流动的可能性已经被观察到。对8个案例进行了访谈和详细的案例分析。在学习过程中发展了四个重叠的超协调主题:(a)不同一代学习者的挑战,(b)缺乏不同形式的资本,(c)与自己和模仿他人的不认同,(d)混合和模仿一代的迅速发展。参与者在他们的生活中通过教育经历了变化和延续的过程。可以观察到,教育有助于改变其现有结构的形态。每个受访者都有一些独特的经历来分享,为他们的生活、挣扎和处境提供了重要的见解。结果表明,第一代学习者必须面对许多障碍。该研究得出结论,在某些情况下,教育能带来更好的结果。如果教育机构招收来自社会各个阶层的学生,低种姓儿童表现更好的机会就会更高。
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引用次数: 0
The Good, the Popular and the Bad: Different Shades of ‘Theory’ Use in Educational Research 好的、流行的和坏的:“理论”在教育研究中的不同应用
Q3 Social Sciences Pub Date : 2021-03-25 DOI: 10.1177/09731849211000180
Sindhu Mathai
‘Theory’ may refer to a system of ideas, principles or frameworks which are overarching, and serve as an anchor to understand and generalise about particular instances and experiences. It also provides conceptual and analytical frameworks which govern the ways in which questions are asked, the research methodologies and methods we choose, as well as writing practices. While the ‘doing of research’ often takes precedence over foregrounding our theoretical underpinnings, it is meaningful to understand where our ideas come from, whether current or past, and how these considerations contribute to what we deem ‘research worthy’. Often researchers explicitly refer to theory in the form of a conceptual framework at the time of devising research questions. However, it is also instructive to think about the whole process of research inquiry as necessarily involving theory of some kind. Assumptions in the research process are implicit. They draw from the canons of disciplines—their preferred methods, conventions and writing styles. As novice researchers, enculturated into these ways of thinking, it is difficult to shift the frame to other ways of thinking, doing and writing. Often the doing of research takes precedence over examining our philosophical leanings. Dominant
“理论”可以指一套思想、原则或框架,这些思想、原则或框架是压倒一切的,是理解和概括特定实例和经验的基础。它还提供了概念和分析框架,这些框架支配着提问的方式,我们选择的研究方法和方法,以及写作实践。虽然“做研究”通常优先于我们的理论基础,但了解我们的想法来自哪里,无论是现在的还是过去的,以及这些考虑如何有助于我们认为“有价值的研究”是有意义的。在设计研究问题时,研究人员经常以概念框架的形式明确地引用理论。然而,将研究探究的整个过程视为必然涉及某种理论也是有益的。研究过程中的假设是隐含的。他们从学科的规范中汲取灵感——他们喜欢的方法、惯例和写作风格。作为研究新手,已经习惯了这些思维方式,很难将框架转换为其他的思维方式、做事方式和写作方式。研究工作往往优先于审视我们的哲学倾向。占主导地位的
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引用次数: 0
Shivali Tukdeo, India Goes to School: Education Policy and Cultural Politics Shivali Tukdeo,印度上学:教育政策和文化政治
Q3 Social Sciences Pub Date : 2021-01-01 DOI: 10.1177/0973184920973939
Bilal Kaloo
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引用次数: 0
Rama Kant Agnihotri, Mahendra Kishore Verma and Vandana Puri (Eds.), Language and Identity: Selected Papers of Robert B. Le Page Rama Kant Agnihotri, Mahendra Kishore Verma和Vandana Puri(编),语言和身份:Robert B. Le Page的论文选集
Q3 Social Sciences Pub Date : 2021-01-01 DOI: 10.1177/0973184920968410
A. Rao
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引用次数: 0
Anup Dhar, Tejaswini Niranjana and K. Sridhar (Eds.), Breaking the Silo: Integrated Science Education in India Anup Dhar、Tejasvini Niranjana和K.Sridhar(编辑),《打破筒仓:印度的综合科学教育》
Q3 Social Sciences Pub Date : 2021-01-01 DOI: 10.1177/0973184920968411
Deepika Bansal
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引用次数: 0
Editorial 社论
Q3 Social Sciences Pub Date : 2021-01-01 DOI: 10.1177/0973184921994990
Nandini Manjrekar
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引用次数: 0
Textures of Transaction: Exploring the Heterogeneity in Primary Teachers’ Engagements with Mathematics Textbooks in Delhi 交易的纹理:探究德里小学教师参与数学教材的异质性
Q3 Social Sciences Pub Date : 2021-01-01 DOI: 10.1177/0973184920984517
Meghna Nag Chowdhuri
For more than a decade, government primary-school teachers in many parts of India have been using mathematics textbooks based on National Curriculum Framework 2005 (NCF 2005). While curriculum and textbook development is often debated, teachers’ use of textbooks does not receive enough attention in policy and research. This article, drawing from a multiple-case study of 10 teachers, using classroom observations and teacher interviews, explores different ways in which teachers use the Math-Magic mathematics textbook in Delhi’s government primary schools. The findings demonstrate heterogeneity in the ways in which teachers use textbooks, which are the dominant teaching resource in these schools. Teachers use different degrees of agency in textbook use—from avoiding the textbooks to designing their lessons. These are influenced by their views about the textbooks, as well as their institutional realities. Finally, this heterogeneity offers a useful approach to understanding textbooks, and their relevance to teaching beyond being viewed as teaching scripts.
十多年来,印度许多地区的公立小学教师一直在使用基于2005年国家课程框架(NCF 2005)的数学教科书。尽管课程和教科书的开发经常受到争论,但教师对教科书的使用在政策和研究中没有得到足够的重视。本文通过对10名教师的多个案例研究,利用课堂观察和教师访谈,探讨了德里公立小学教师使用《数学魔术》数学教材的不同方式。研究结果表明,教师使用教科书的方式存在异质性,而教科书是这些学校的主要教学资源。教师在使用课本时使用不同程度的代理权——从回避课本到设计课程。这些都受到他们对教科书的看法以及他们的制度现实的影响。最后,这种异质性为理解教科书及其与教学的相关性提供了一种有用的方法,而不仅仅是被视为教学脚本。
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引用次数: 2
Preschooling in India: Readying Children for a Race? 印度的学前教育:孩子们为比赛做好准备?
Q3 Social Sciences Pub Date : 2021-01-01 DOI: 10.1177/0973184920977557
M. Majumdar, R. Mukhopadhyay, Baidehi Das
Drawing on field-based research in selected government-run and private preschool centres in three selected districts of the Indian state of West Bengal, this article makes four basic arguments. First, there is a need to both defend public provisioning of early childhood education for equity goals and demand its major improvement on quality grounds. Second, an early start to education often turns out to be an unfitting start, as it already mimics a full school with its excessive focus on formal instruction and readiness for competition. Third, to assess early-years learning, therefore, we need to focus on children’s cognitive diversity rather than taking a restrictive and test-centric view of cognition. Fourth, we need a democratic framework of thought to collectively address some of these vexed issues and re-examine our current imagination of education, even preschool education, as a race.
本文通过对印度西孟加拉邦三个选定地区的公立和私立幼儿园的实地研究,提出了四个基本论点。首先,有必要为实现公平目标而捍卫幼儿教育的公共提供,并要求在质量方面进行重大改进。其次,过早开始教育往往被证明是一个不合适的开始,因为它已经模仿了一所完整的学校,过度关注正式的教学和为竞争做好准备。第三,因此,评估幼儿学习,我们需要关注儿童的认知多样性,而不是采取限制性和以考试为中心的认知观。第四,我们需要一个民主的思想框架来共同解决这些棘手的问题,并重新审视我们目前对教育的想象,甚至是学前教育,作为一个种族。
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引用次数: 6
Teachers’ Voices on the Impact of COVID-19 on School Education: Are Ed-Tech Companies Really the Panacea? 新冠肺炎对学校教育影响的教师之声:教育技术公司真的是Panacea吗?
Q3 Social Sciences Pub Date : 2020-12-15 DOI: 10.1177/0973184920976433
Samta Jain, M. Lall, Anviti Singh
COVID-19 has brought about changes to the education system that impact teachers in multiple ways. The article discusses the views of affected teachers under the three-gap framework: access, usage, and pedagogical skills gap. Between 29 April 2020, and 29 May 2020, an online survey was administered to 550 Delhi and National Capital Region (NCR) teachers, of which 288 responded. The data show that the inequalities between private schools and government schools are sharpened by the move to online education. This is compounded by the fact that students from economically weaker sections of society have become hard to reach, and teachers do not know how to support hard-to-reach students who are also severely affected by the pandemic. The data also show that teachers have not been trained in online pedagogies. Ed-Tech companies have been stepping in, presenting themselves as a panacea to the problem with further consequences to teachers’ profession, standing, and livelihoods. However, Ed-Tech solutions are not relevant for hard-to-reach students or teachers in schools that serve hard-to-reach communities. The article first presents the voices of teachers affected by the pandemic and then critically examines the role of Ed-Tech companies, which pertain to fill the online pedagogical gap.
2019冠状病毒病给教育系统带来了变化,对教师产生了多方面的影响。本文在“获取差距”、“使用差距”和“教学技能差距”三差距框架下探讨了受影响教师的观点。2020年4月29日至2020年5月29日期间,对550名德里和国家首都地区(NCR)教师进行了在线调查,其中288名教师做出了回应。数据显示,私立学校和公立学校之间的不平等因转向在线教育而加剧。雪上加霜的是,来自社会经济较弱阶层的学生变得难以接触,教师不知道如何支持那些也受到疫情严重影响、难以接触的学生。数据还显示,教师没有接受过在线教学方面的培训。教育科技公司纷纷介入,将自己标榜为解决这一问题的灵丹妙药,而这一问题将进一步影响教师的职业、地位和生计。然而,教育技术解决方案与难以接触的学生或教师无关,这些学生或教师所在的学校服务于难以接触的社区。这篇文章首先提出了受疫情影响的教师的声音,然后批判性地审视了教育技术公司的作用,这些公司与填补在线教学空白有关。
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引用次数: 48
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Contemporary Education Dialogue
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