{"title":"Radical Solutions for Education in a Crisis Context: COVID-19 as an Opportunity for Global Learning, edited by Daniel Burgos, Ahmed Tlili and Anita Tabacco","authors":"Ting Wei,Juan Yang","doi":"10.25159/1947-9417/10473","DOIUrl":"https://doi.org/10.25159/1947-9417/10473","url":null,"abstract":"Springer, Singapore. Lecture Notes in Educational Technology. 2021. pp. 320.ISBN: 978-981-15-7869-4, https://doi.org/10.1007/978-981-15-7869-4","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":"2 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-29DOI: 10.25159/1947-9417/10134
Rockie Sibanda
This article describes a critical literacy research project undertaken with English Additional Language students at a South African township school. Students were invited to take on the position of researchers in gathering and analysing bumper stickers found in commuter minibuses known as itekisi (taxi). These everyday texts in English and African languages are salient for the students’ discourse communities. Bringing them into English lessons validates the use of languages and discourses that multilingual students inhabit and draws on their ability to move fluidly between languages. Framed by critical discourse analysis theory, this project aimed to facilitate students’ abilities to develop and use critical literacy knowledge and skills in analysing taxi bumper stickers. The findings indicate that the students were able to demonstrate some criticality as they investigated multiple interpretations of the texts by community members and themselves. Inviting students to investigate texts drawn from their own communities was envisaged as enabling their development as critical readers with a social justice orientation to texts. However, their relentless negativity towards taxi drivers made it difficult for them to keep their focus on the texts, suggesting that teachers’ selection of salient texts for lessons with a focus on critical literacy may not always achieve the intended outcomes.
{"title":"A Taxi Ride to Critical Literacy: High School Students as Co-Researchers and Text Analysts","authors":"Rockie Sibanda","doi":"10.25159/1947-9417/10134","DOIUrl":"https://doi.org/10.25159/1947-9417/10134","url":null,"abstract":"This article describes a critical literacy research project undertaken with English Additional Language students at a South African township school. Students were invited to take on the position of researchers in gathering and analysing bumper stickers found in commuter minibuses known as itekisi (taxi). These everyday texts in English and African languages are salient for the students’ discourse communities. Bringing them into English lessons validates the use of languages and discourses that multilingual students inhabit and draws on their ability to move fluidly between languages. Framed by critical discourse analysis theory, this project aimed to facilitate students’ abilities to develop and use critical literacy knowledge and skills in analysing taxi bumper stickers. The findings indicate that the students were able to demonstrate some criticality as they investigated multiple interpretations of the texts by community members and themselves. Inviting students to investigate texts drawn from their own communities was envisaged as enabling their development as critical readers with a social justice orientation to texts. However, their relentless negativity towards taxi drivers made it difficult for them to keep their focus on the texts, suggesting that teachers’ selection of salient texts for lessons with a focus on critical literacy may not always achieve the intended outcomes.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":"21 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article argues that the Emergency Remote Teaching (ERT) that took place during the Covid-19 pandemic in 2020 and 2021 left learners and teachers alike awash in feelings of helplessness, loss, and anguish. While online learning literacy and pedagogy have improved over the course of 2020 and 2021, and interesting and important innovations have been implemented and explored, the foundational inequalities have not lessened or disappeared. This article argues for the use of care as a necessary pedagogy in the virtual classroom using a case study of one class. The labour of care needs to be considered as part of the labour of pedagogy during Covid-19. I argue for care being built into both pedagogy and assessment as part of a radical pedagogy for this time. I explore reflective assessment embedded in a pedagogy of care as a way to, if not combat, recognise and respond to the inequalities embodied in ERT and the society it exists in, towards radical change. Active reflection draws out the impact that ERT has had on the “being” and “becoming” of pre-service History teachers.
{"title":"Teaching Care During Covid-19: Reflective Assessment for Becoming-Historians","authors":"Sarah Godsell","doi":"10.25159/1947-9417/8680","DOIUrl":"https://doi.org/10.25159/1947-9417/8680","url":null,"abstract":"This article argues that the Emergency Remote Teaching (ERT) that took place during the Covid-19 pandemic in 2020 and 2021 left learners and teachers alike awash in feelings of helplessness, loss, and anguish. While online learning literacy and pedagogy have improved over the course of 2020 and 2021, and interesting and important innovations have been implemented and explored, the foundational inequalities have not lessened or disappeared. This article argues for the use of care as a necessary pedagogy in the virtual classroom using a case study of one class. The labour of care needs to be considered as part of the labour of pedagogy during Covid-19. I argue for care being built into both pedagogy and assessment as part of a radical pedagogy for this time. I explore reflective assessment embedded in a pedagogy of care as a way to, if not combat, recognise and respond to the inequalities embodied in ERT and the society it exists in, towards radical change. Active reflection draws out the impact that ERT has had on the “being” and “becoming” of pre-service History teachers.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":"29 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Over the years, the Spanish education authorities have proposed various measures, such as the creation of Open Educational Resources (OERs), to guarantee the inclusion of all students in the education system. However, the literature on this topic indicates the persistence of certain challenges relating to the accessibility of OERs. In this regard, Universal Design for Learning (UDL) is presented as a possible solution to this problem as it advocates the personalisation of learning and facilitates the achievement of universal digital literacy. This study seeks to investigate the accessibility of OERs’ design for those early stages in education that are managed by the Spanish education authorities. To this end, a guide of indicators has been designed to assess OERs in accordance with the principles of UDL. The sample is made up of 67 OERs, selectively based on a number of requirements. This study uses a quantitative and exploratory research methodology for the analysis of the data obtained. The main findings highlight the shortcomings of OERs in terms of accessibility, adaptability and universality, demonstrating that OERs do not respond to the principles of UDL.
{"title":"Achieving Universal Digital Literacy through Universal Design for Learning in Open Educational Resources","authors":"Desirée Ayuso-del Puerto,Prudencia Gutiérrez-Esteban","doi":"10.25159/1947-9417/8712","DOIUrl":"https://doi.org/10.25159/1947-9417/8712","url":null,"abstract":"Over the years, the Spanish education authorities have proposed various measures, such as the creation of Open Educational Resources (OERs), to guarantee the inclusion of all students in the education system. However, the literature on this topic indicates the persistence of certain challenges relating to the accessibility of OERs. In this regard, Universal Design for Learning (UDL) is presented as a possible solution to this problem as it advocates the personalisation of learning and facilitates the achievement of universal digital literacy. This study seeks to investigate the accessibility of OERs’ design for those early stages in education that are managed by the Spanish education authorities. To this end, a guide of indicators has been designed to assess OERs in accordance with the principles of UDL. The sample is made up of 67 OERs, selectively based on a number of requirements. This study uses a quantitative and exploratory research methodology for the analysis of the data obtained. The main findings highlight the shortcomings of OERs in terms of accessibility, adaptability and universality, demonstrating that OERs do not respond to the principles of UDL.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":"8 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article analyses the representation of femininity in school textbooks in search of elements that discourage girls from taking up scientific educational paths. Quantitative content analysis and elements of the constant comparison method were used to examine the content of 75 Polish textbooks. Significant differences were identified in the number of male and female characters, their ages, financial resources, occupations, family roles and mental characteristics. Interestingly, the authors of the analysed textbooks are mostly women, which seems to indicate a manifestation of self-discrimination. These results indicate the existence of mechanisms discouraging females from a scientific career and are discussed in light of Hofstede’s masculinity-femininity theory.
{"title":"If Not in Science, Then Where Are the Women? A Content Analysis of School Textbooks","authors":"Aleksandra Gajda, A. Wołowicz","doi":"10.25159/1947-9417/8926","DOIUrl":"https://doi.org/10.25159/1947-9417/8926","url":null,"abstract":"This article analyses the representation of femininity in school textbooks in search of elements that discourage girls from taking up scientific educational paths. Quantitative content analysis and elements of the constant comparison method were used to examine the content of 75 Polish textbooks. Significant differences were identified in the number of male and female characters, their ages, financial resources, occupations, family roles and mental characteristics. Interestingly, the authors of the analysed textbooks are mostly women, which seems to indicate a manifestation of self-discrimination. These results indicate the existence of mechanisms discouraging females from a scientific career and are discussed in light of Hofstede’s masculinity-femininity theory.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48177710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Higher education has been deeply affected by neoliberalism and corporatisation, with their emphasis on efficiency, competitiveness and valorisation of quantity over quality. This article argues that in the context of South African higher education, and in the Extended Curriculum Programme (ECP) more particularly, such commodification of education is problematic. The article explores what the Slow movement has to offer ECP in terms of scholarship. It seeks to answer the question: How might ECP be reconfigured using Slow imaginaries? Various academic disciplines and practices have incorporated Slow philosophy to develop alternative ways of doing academia; however, it has hitherto not been considered for programmes such as ECP. This article approaches Slow pedagogy for ECP using posthuman and feminist new materialist sensibilities that are predicated on a relational ontology. The article puts forward the following 10 propositions for a Slow scholarship in ECP using ideas from posthumanism and feminist new materialism: practice attentiveness through noticing, engage in responsible relations, diffract rather than reflect (thinking together affirmatively), render each other capable, enable collective responsiveness, explore creatively, making thoughts and feelings possible, enact curiosity, ask the right questions politely, foreground process rather than product, and create conditions for trust by wit(h)nessing. It is argued that by practising Slow scholarship with these propositions, ECPs might resist market-driven imperatives that characterise contemporary academia.
{"title":"Slow Scholarship: Propositions for the Extended Curriculum Programme","authors":"V. Bozalek","doi":"10.25159/1947-9417/9049","DOIUrl":"https://doi.org/10.25159/1947-9417/9049","url":null,"abstract":"Higher education has been deeply affected by neoliberalism and corporatisation, with their emphasis on efficiency, competitiveness and valorisation of quantity over quality. This article argues that in the context of South African higher education, and in the Extended Curriculum Programme (ECP) more particularly, such commodification of education is problematic. The article explores what the Slow movement has to offer ECP in terms of scholarship. It seeks to answer the question: How might ECP be reconfigured using Slow imaginaries? Various academic disciplines and practices have incorporated Slow philosophy to develop alternative ways of doing academia; however, it has hitherto not been considered for programmes such as ECP. This article approaches Slow pedagogy for ECP using posthuman and feminist new materialist sensibilities that are predicated on a relational ontology. The article puts forward the following 10 propositions for a Slow scholarship in ECP using ideas from posthumanism and feminist new materialism: practice attentiveness through noticing, engage in responsible relations, diffract rather than reflect (thinking together affirmatively), render each other capable, enable collective responsiveness, explore creatively, making thoughts and feelings possible, enact curiosity, ask the right questions politely, foreground process rather than product, and create conditions for trust by wit(h)nessing. It is argued that by practising Slow scholarship with these propositions, ECPs might resist market-driven imperatives that characterise contemporary academia.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44824887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Science disciplines are inherently multimodal, involving written and spoken language, bodily gestures, symbols, diagrams, sketches, simulation and mathematical formalism. Studies have shown that explicit multimodal teaching approaches foster enhanced access to science disciplines. We examine multimodal classroom practices in a physics extended curriculum programme (ECP) through the lens of new materialism. As De Freitas and Sinclair note in their book, Mathematics and the Body, there is growing research interest in embodiment in mathematics (and science) education—that is, the role played by students’ bodies, in terms of gestures, verbalisation, diagrams and their relation to the physical objects with which they interact. Embodiment can be viewed from a range of theoretical perspectives (for example, cognitive, phenomemological, or social semiotic). However, they argue that their new materialist approach, which they term “inclusive materialism”, has the potential for framing more socially just pedagogies. In this article, we discuss a multimodal and new materialist analysis of a lesson vignette from a first-year extended curriculum physics course. The analysis illuminates how an assemblage of bodily-paced steps-gestures-diagrams becomes entangled with mathematical concepts. Here, concepts arise through the interplay of modes of diagrams, gestures and bodily movements. The article explores how multimodal and new materialist perspectives might contribute to reconfiguring pedagogical practices in extended curriculum programmes in physics and mathematics.
{"title":"Multimodality and New Materialism in Science Learning: Exploring Insights from an Introductory Physics Lesson","authors":"D. Marshall, Honjiswa Conana","doi":"10.25159/1947-9417/8848","DOIUrl":"https://doi.org/10.25159/1947-9417/8848","url":null,"abstract":"Science disciplines are inherently multimodal, involving written and spoken language, bodily gestures, symbols, diagrams, sketches, simulation and mathematical formalism. Studies have shown that explicit multimodal teaching approaches foster enhanced access to science disciplines. We examine multimodal classroom practices in a physics extended curriculum programme (ECP) through the lens of new materialism. As De Freitas and Sinclair note in their book, Mathematics and the Body, there is growing research interest in embodiment in mathematics (and science) education—that is, the role played by students’ bodies, in terms of gestures, verbalisation, diagrams and their relation to the physical objects with which they interact. Embodiment can be viewed from a range of theoretical perspectives (for example, cognitive, phenomemological, or social semiotic). However, they argue that their new materialist approach, which they term “inclusive materialism”, has the potential for framing more socially just pedagogies. In this article, we discuss a multimodal and new materialist analysis of a lesson vignette from a first-year extended curriculum physics course. The analysis illuminates how an assemblage of bodily-paced steps-gestures-diagrams becomes entangled with mathematical concepts. Here, concepts arise through the interplay of modes of diagrams, gestures and bodily movements. The article explores how multimodal and new materialist perspectives might contribute to reconfiguring pedagogical practices in extended curriculum programmes in physics and mathematics. ","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49071264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The increasing number of female students in China has contributed to reducing the gender gaps in tertiary education over the past decades; however, the debate about gender inequality in tertiary education is ongoing. This study examines how the slogans on the banners for Girls’ Day celebrations from 2018–2020 on university campuses in mainland China convey male students’ willingness to provide help and support for the perceived academic issues faced by female college students, while surreptitiously conveying gender stereotyping and intelligence quotient (IQ) prejudice in the current university campus culture. These slogans occupy a prominent position on campus and help to evaluate the perceptions of both male and female college students regarding these issues. Data were gathered from semi-structured interviews with 16 undergraduate students at two universities. The analysis revealed that female IQ bias based on gender stereotyping is an enduring issue, which has been unintentionally inherited from previous generations of Chinese college students. The article reveals that despite the increased number of female college students, “benevolent discrimination” against women still exists in various forms in the campus culture and gender roles have not transformed much. The findings of this study can inform future gender education, orienting its effort towards a clearly identified niche of users.
{"title":"Gender Stereotyping and Inequality Behind the Slogans: A Case Study in Chinese Tertiary Education","authors":"Yi Yang, Zhongrun Chen, Xun Liu","doi":"10.25159/1947-9417/9014","DOIUrl":"https://doi.org/10.25159/1947-9417/9014","url":null,"abstract":"The increasing number of female students in China has contributed to reducing the gender gaps in tertiary education over the past decades; however, the debate about gender inequality in tertiary education is ongoing. This study examines how the slogans on the banners for Girls’ Day celebrations from 2018–2020 on university campuses in mainland China convey male students’ willingness to provide help and support for the perceived academic issues faced by female college students, while surreptitiously conveying gender stereotyping and intelligence quotient (IQ) prejudice in the current university campus culture. These slogans occupy a prominent position on campus and help to evaluate the perceptions of both male and female college students regarding these issues. Data were gathered from semi-structured interviews with 16 undergraduate students at two universities. The analysis revealed that female IQ bias based on gender stereotyping is an enduring issue, which has been unintentionally inherited from previous generations of Chinese college students. The article reveals that despite the increased number of female college students, “benevolent discrimination” against women still exists in various forms in the campus culture and gender roles have not transformed much. The findings of this study can inform future gender education, orienting its effort towards a clearly identified niche of users.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44078299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article is based on my master’s degree study at the University of Johannesburg that evaluates the impact of utilising arts-based approaches in the Workplace Preparation (WPP) module curriculum. The study demonstrates that when integrated into teaching and learning, arts-based approaches expand the capability of the curriculum to achieve more equitable and accessible participation. I use an action research approach in the study to investigate how creativity and arts-based practices might instil experiences of empowerment and agency in students in the classroom. I draw from literature to gain multiple critical perspectives in order to frame and demonstrate arts-based approaches to teaching and learning that embrace alternative ways of knowing, communicating and interacting. The findings suggest that culturally relevant arts-based approaches play a legitimate and vital role in expanding the pedagogic space in order to foster embodied learning opportunities that acknowledge and include non-linear, somatic, visceral, emotional and symbolic dimensions. Arts-based methods advance transformative agendas and support learning in the current higher education (extended programme) context. The study involves an actionable intervention that uses arts-based methods to present the Workplace Preparation module. Arts-based activities and lesson plans are devised for integration into the existing formal programme and can be used and adapted as a resource for lecturers in the Workplace Preparation Department.
{"title":"Creative Interventions: Integrating Arts-Based Approaches in a University Access Programme","authors":"A. Beagle","doi":"10.25159/1947-9417/8688","DOIUrl":"https://doi.org/10.25159/1947-9417/8688","url":null,"abstract":"This article is based on my master’s degree study at the University of Johannesburg that evaluates the impact of utilising arts-based approaches in the Workplace Preparation (WPP) module curriculum. The study demonstrates that when integrated into teaching and learning, arts-based approaches expand the capability of the curriculum to achieve more equitable and accessible participation. I use an action research approach in the study to investigate how creativity and arts-based practices might instil experiences of empowerment and agency in students in the classroom. I draw from literature to gain multiple critical perspectives in order to frame and demonstrate arts-based approaches to teaching and learning that embrace alternative ways of knowing, communicating and interacting. The findings suggest that culturally relevant arts-based approaches play a legitimate and vital role in expanding the pedagogic space in order to foster embodied learning opportunities that acknowledge and include non-linear, somatic, visceral, emotional and symbolic dimensions. Arts-based methods advance transformative agendas and support learning in the current higher education (extended programme) context. The study involves an actionable intervention that uses arts-based methods to present the Workplace Preparation module. Arts-based activities and lesson plans are devised for integration into the existing formal programme and can be used and adapted as a resource for lecturers in the Workplace Preparation Department.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69124538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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