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Collaboration Beyond Words: Using Poetic Collage to Cultivate Community With Students and Colleagues 言语之外的合作:用诗歌拼贴与学生、同事建立共同体
IF 0.2 Q4 Social Sciences Pub Date : 2023-07-11 DOI: 10.36510/learnland.v16i1.1094
C. Doerr-Stevens, Teresa Layden, Stephen Goss
In this article, we illustrate the experience of three literacy educators who harnessed online, collaborative platforms to cultivate community within their classrooms and with their colleagues. Through the use of creative practices including digital poetry, selfie collage, and curriculum sharing through video conferencing, the authors invited their students and professional peers to reflect on their perspectives and experiences related to social issues through the use of multimodal and media resources for composing. This article includes examples of creations from this context, including mentor text work, as well as implications for creativity and collaboration with students and colleagues.
在这篇文章中,我们展示了三位识字教育工作者的经验,他们利用在线协作平台在课堂上和同事一起培养社区。通过使用数字诗歌、自拍拼贴和视频会议课程共享等创造性实践,作者邀请学生和专业同行通过使用多模式和媒体资源进行创作,反思他们与社会问题相关的观点和经历。本文包括在这种背景下创作的例子,包括导师的文本作品,以及对创造力和与学生和同事合作的启示。
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引用次数: 0
Resisting Concepts as Starting Points in a High School Leadership Pathway Alongside Indigenous Youth 抵制概念作为高中领导路径与土著青年的起点
IF 0.2 Q4 Social Sciences Pub Date : 2023-07-11 DOI: 10.36510/learnland.v16i1.1110
Michael Dubnewick, S. Lessard, Tristan D. Hopper, B. Lewis
This writing draws on an ongoing narrative inquiry with 10 Indigenous youth as they negotiated their lives within a high school leadership pathway. Our research demonstrates the need to resist starting in concepts as an intentional shift to being and becoming wakeful to storied lives on and off school landscapes. Three resonant threads are highlighted as we listened across the youths’ lives. These threads are framed as pathways the youth asked us to consider in terms of reimagining schools as places of unfolding kinship, reimagining schools beyond notions of becoming responsible adults, and reimagining in-between spaces as landscapes that matter.
这篇文章借鉴了一项正在进行的叙事调查,调查对象是10名土著青年,他们在高中领导的道路上协商自己的生活。我们的研究表明,有必要抵制将概念作为一种有意的转变,并对学校内外的传奇生活保持清醒。当我们倾听这些年轻人的生活时,我们强调了三条有共鸣的线索。这些线索被定义为年轻人要求我们考虑的途径,将学校重新想象为展现亲情的地方,将学校重塑为超越负责任的成年人的概念,并将中间空间重新想象为重要的风景。
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引用次数: 0
Education [and Schooling] in a Pivotal Time 关键时期的教育[和学校教育]
IF 0.2 Q4 Social Sciences Pub Date : 2023-07-11 DOI: 10.36510/learnland.v16i1.1104
Debbie Pushor
While the terms “schooling” and “education” are often used as if they are synonymous, they name different, yet complementary, aspects of a child’s learning experience. Education is a birth--to-forever process that is undertaken by parents and family members. Schooling is just one part of that education process. To reach desired educational outcomes for students, it is imperative that we step away from “schoolcentric” practices and instead “walk alongside” parents and families as they work to realize their hopes and dreams for their children.
虽然“学校教育”和“教育”这两个术语经常被当作同义词来使用,但它们命名了孩子学习经历的不同但互补的方面。教育是一个由父母和家庭成员承担的从出生到永远的过程。上学只是教育过程的一部分。为了让学生获得理想的教育成果,我们必须放弃“以学校为中心”的做法,而是在父母和家庭努力实现他们对孩子的希望和梦想时“与他们并肩而行”。
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引用次数: 0
How Does It Feel To Be a Design Thinking Teacher in Changing Times in Nepal? 在瞬息万变的尼泊尔当一名设计思维教师感觉如何?
IF 0.2 Q4 Social Sciences Pub Date : 2023-07-11 DOI: 10.36510/learnland.v16i1.1099
B. Shrestha, Mahima Poddar, Samaya Khadka
Design thinking is emerging as a popular student-centric teaching approach in Nepal. However, limited research has been done to understand how teachers feel about using these approaches in their classrooms. In-depth interviews with five design-thinking teachers revealed that cultural context plays a crucial role when new teaching approaches are used. The pedagogical and mindset shift required by teachers when exploring new teaching approaches directly affects their emotions, resulting in varying levels of joy or frustration. Critical reflection helps teachers manage their emotions, which is crucial in navigating challenges and emotional exhaustion.
在尼泊尔,设计思维正在成为一种流行的以学生为中心的教学方法。然而,对教师在课堂上使用这些方法的感受进行的研究有限。对五位设计思维教师的深入访谈显示,在使用新的教学方法时,文化背景起着至关重要的作用。教师在探索新的教学方法时所需要的教学方法和思维方式的转变直接影响到他们的情绪,导致不同程度的喜悦或沮丧。批判性反思有助于教师管理自己的情绪,这对于应对挑战和情绪衰竭至关重要。
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引用次数: 0
Uncovering Embodied Community Cultural Wealth: Hung dee moy Brings Forth New Possibilities 发掘社区文化财富的具体化:洪迪莫带来新的可能性
IF 0.2 Q4 Social Sciences Pub Date : 2023-07-11 DOI: 10.36510/learnland.v16i1.1102
Sumer Seiki
In this paper, educators unpack their community cultural wealth, also known as hung dee moy 同姊妹, a Toisanese-Chinese sisterhood support system. I narratively inquire alongside my participants Felicia and Mary, uncovering their embodied experiences of hung dee moy knowledge, passed from their mothers to them and onto the next generation. In attending closely to their experiences as expressions of hung dee moy, their narratives illuminate the interconnections between micro and macro contexts, showing how patterns of race-based exclusion and interpersonal and institutional racism affected generations of Toisanese. Participants highlight the power of hung dee moy to cultivate collective strength through intergenerational resistance.This paper discusses the process of uncovering generational wealth and holds the possibilities of others articulating their ancestral knowledge.
在这篇论文中,教育工作者揭示了他们的社区文化财富,也被称为洪迪莫伊同姊妹, 一个多哥的中国姐妹情谊支持系统。我和我的参与者Felicia和Mary一起进行了叙述性的询问,揭示了他们从母亲传给他们和下一代的具体经验。在密切关注他们作为洪迪莫表达的经历时,他们的叙述阐明了微观和宏观背景之间的相互联系,显示了基于种族的排斥模式以及人际和制度上的种族主义如何影响几代多哥人。与会者强调洪通过代际抗争培养集体力量的力量。本文讨论了揭示世代财富的过程,并认为其他人表达其祖先知识的可能性。
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引用次数: 0
Review Board (Vol. 16) 审查委员会(第16卷)
IF 0.2 Q4 Social Sciences Pub Date : 2023-07-11 DOI: 10.36510/learnland.v16i1.1108
Christine Houde
Review Board
审查委员会
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引用次数: 0
Poetic Inquiry as a Tool for Interrogating Mentoring Relationships in Teacher Preparation 诗意探究作为探究教师准备中导师关系的工具
IF 0.2 Q4 Social Sciences Pub Date : 2023-07-11 DOI: 10.36510/learnland.v16i1.1089
Rabab Abi-Hanna, Tiffany DeJaynes, A. Gulla
In this article the authors, a Mathematics education professor and two English education professors, describe how we used poetic inquiry in peer-led professional development workshops for field supervisors, who observe and evaluate teacher candidates. Poetic inquiry was taken up to better understand our shared experiences of mentoring teacher candidates and to deepen our thinking about our own pedagogical practices. The experience of writing and sharing these poems in our monthly workshops highlighted commonalities in our values and approaches to mentoring teacher candidates and allowed us to reflect on our own identities and how they influence our practices.
在这篇文章中,作者,一位数学教育教授和两位英语教育教授,描述了我们如何在同行领导的专业发展研讨会上为现场主管使用诗歌探究,他们观察和评估教师候选人。诗歌探究是为了更好地理解我们在指导教师候选人方面的共同经验,并加深我们对自己教学实践的思考。在我们每月一次的工作坊中写作和分享这些诗歌的经历,突出了我们在指导教师候选人的价值观和方法上的共同点,并让我们反思自己的身份,以及它们如何影响我们的实践。
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引用次数: 0
Theories of Motivation to Support the Needs of All Learners 支持所有学习者需求的动机理论
IF 0.2 Q4 Social Sciences Pub Date : 2023-07-11 DOI: 10.36510/learnland.v16i1.1098
Diane P. Montgomery, Matthew Montgomery, Molly Montgomery
The increasing number of students requiring special education support is a plea for students to be taught the way they learn best. Through the authentic educational experiences of a diverse family, this paper explores the impact of theories of motivation to support all learners. This exploration proposes that educators may be able to support the needs of all learners in inclusive classrooms by integrating the theories of self-efficacy, self-determination, and implicit theories of intelligence.
越来越多的学生需要特殊教育支持,这是对学生以最佳学习方式进行教育的呼吁。通过一个多元化家庭的真实教育经历,本文探讨了动机理论对支持所有学习者的影响。这一探索提出,教育工作者可能能够通过整合自我效能、自决和智力内隐理论,在包容性课堂上支持所有学习者的需求。
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引用次数: 0
Exporting Educational Change: Unexamined Assumptions 输出教育变革:未经检验的假设
IF 0.2 Q4 Social Sciences Pub Date : 2023-07-11 DOI: 10.36510/learnland.v16i1.1097
L. Rabinovitch
This paper takes a philosophical look at what it means to talk about educational change in the context of the global proliferation of Western secular liberal democratic values. A handful of challenges, contradictions, and incoherencies that potentially impede the success of educational change projects in developing countries are examined with a view to furthering discussion about what vision of the learner and society they promote, either implicitly or through taken-for-granted assumptions. Politics, leadership, and timelines become impediments to real change. Brief reference is made to these concepts. The author provides examples from 10 years of international curriculum work on several continents in an attempt to highlight some of the latent irregularities that impede the progress of educational change endeavors.
本文从哲学角度审视了在西方世俗自由民主价值观全球扩散的背景下谈论教育变革意味着什么。研究了可能阻碍发展中国家教育变革项目成功的一些挑战、矛盾和不连贯性,以期进一步讨论它们隐含或通过想当然的假设促进学习者和社会的愿景。政治、领导力和时间表成为真正变革的障碍。对这些概念作了简要的参考。作者提供了几个大陆10年来国际课程工作的例子,试图强调阻碍教育变革努力进展的一些潜在违规行为。
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引用次数: 0
Meaning and Making: Laying the Groundwork for Community-Based Research-Creation 意义与创造:为社区研究创造奠定基础
IF 0.2 Q4 Social Sciences Pub Date : 2023-07-11 DOI: 10.36510/learnland.v16i1.1096
David LeRue
Research-creation practices have long consulted the public in the process of research, yet the act of making often rests in the hands of the individual researcher. This paper proposes a more integrated and collaborative framework for arts-based researchers and educators called Community-Based Research-Creation, which extends the collaborative logic of oral history into the realm of creation by encouraging art educators to develop focused and prolonged workshops and classes with community. I draw from my own practice as a community art teacher working primarily with adults and propose methods and frameworks for developing community-engaged studies using artworks.
研究创造实践在研究过程中长期咨询公众,但创造行为往往掌握在研究人员个人手中。本文为艺术研究人员和教育工作者提出了一个更为一体化和协作的框架,称为“基于社区的研究创造”,该框架通过鼓励艺术教育工作者与社区一起开展有针对性的长期研讨会和课程,将口述历史的协作逻辑扩展到创作领域。作为一名主要与成年人合作的社区艺术教师,我借鉴了自己的实践,并提出了使用艺术品开展社区参与研究的方法和框架。
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引用次数: 0
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LEARNing Landscapes
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