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Editorial: Sketching Narratives of Movement in Early Childhood Education and Care 社论:在早期儿童教育和护理运动的素描叙述
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-21 DOI: 10.37119/ojs2022.v28i1b.682
Emily Ashton, I. Berger, Esther Maeers, A. Paquette
Editorial for the Sketching Narratives of Movement in Early Childhood Education and Care Special Issue
《幼儿教育与关爱中的运动素描叙事》特刊社论
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引用次数: 0
Pandemic-Provoked “Throwntogetherness”: Narrating Change in ECEC in Canada 大流行引发的“团结”:叙述加拿大ECEC的变化
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-21 DOI: 10.37119/ojs2022.v28i1b.655
Esther Maeers, Jane Hewes, Monica Lysack, P. Whitty
In Canada, multiple, intersecting, and incommensurable narratives promote investment in a public ECEC system. These dominant narratives are typically justified through an entanglement of discourses, including gender equity, colonialism, developmentalism, investment in children as future workers, and childcare as social infrastructure. With COVID-19, renewed economic arguments propose ECEC as an essential service, jump-starting an economy ravaged by the pandemic. Taking up a conversational approach, we question the potency of dominant narratives proliferated in media and policy initiatives as a way to effect large-scale change, and we seek to better understand alternative narratives of ECEC. We are drawn to those spaces where a range of new texts and narratives are generating possibilities for transformative changes. We co-create a bricolage of minor stories (Taylor, 2020) of change, keeping in mind Eve Tuck’s (2018a) theory of change and Elise Couture-Grondin’s (2018) premise of stories as theory.Keywords: early childhood education, policy, change, COVID-19, colonialism, throwntogetherness
在加拿大,多重的、交叉的、不可通约的叙述促进了对公共ECEC系统的投资。这些占主导地位的叙述通常是通过话语的纠缠来证明的,包括性别平等、殖民主义、发展主义、将儿童作为未来工人的投资,以及将儿童保育作为社会基础设施。随着COVID-19的出现,新的经济论点提出,ECEC是一项重要的服务,可以推动受到大流行破坏的经济。采用对话的方式,我们质疑在媒体和政策倡议中激增的主导叙事的效力,作为实现大规模变革的一种方式,我们寻求更好地理解ECEC的替代叙事。我们被这些空间所吸引,在那里,一系列新的文本和叙事正在产生变革的可能性。我们共同创造了一个关于变化的小故事(Taylor, 2020)的拼凑,同时牢记Eve Tuck (2018a)的变化理论和Elise Couture-Grondin(2018)的故事作为理论的前提。关键词:幼儿教育,政策,变革,COVID-19,殖民主义,同舟共济
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引用次数: 1
Embracing Our Power: ECE Students’ Experiences Creating Spaces of Resistance in Post-Secondary Institutions 拥抱我们的力量:欧洲经委会学生在高等教育机构中创造抵抗空间的经验
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-21 DOI: 10.37119/ojs2022.v28i1b.651
Camila Casas Hernandez, Luyu Hu, Tammy Primeau McNabb, Grace Wolfe
In this paper, we, four students with diverse social locations, explore the development of preservice educators’ professional identities as political resisters. Through our experiences in an Ontario college, we found commonality in our emerging need to resist “alarming discourses” (Whitty et al., 2020, p. 8). By dissecting and analyzing the neoliberal narrative perpetuated by our educational institution, we refused the notion of being the good ECE (Langford, 2007). Rejecting the universalism and totalism of Western European curricular and pedagogical inheritances, we set out to create a space to embrace alternative narratives to critically question our role and the expectations of our profession in a neoliberal world. This space was used for ECEC advocacy and brought together our student community, creating an opportunity to mentor while fostering human connections from our stories. Through collaboration, we reaffirm the importance of building community and reciprocal mentorship for nurturing and developing political agency within our field. We are motivated to sustain this critical space, to serve as a place of resistance for other students who question “universal truths.” Education comes from more than the diploma received.Keywords: Early childhood educators, professional identity, resistance, student advocacy, post-secondary institutions, ethics of care
本文以四名来自不同社会位置的学生为研究对象,探讨职前教育工作者政治抵抗者职业认同的发展。通过我们在安大略省一所学院的经历,我们发现了我们抵制“令人震惊的话语”的新兴需求的共同点(Whitty等人,2020年,第8页)。通过剖析和分析我们的教育机构延续的新自由主义叙事,我们拒绝了成为优秀ECE的概念(Langford, 2007)。拒绝西欧课程和教学遗产的普遍主义和极权主义,我们开始创造一个空间,接受不同的叙事,批判性地质疑我们在新自由主义世界中的角色和对我们职业的期望。这个空间被用于ECEC的宣传,并将我们的学生社区聚集在一起,创造了一个指导的机会,同时通过我们的故事培养人际关系。通过合作,我们重申建立社区和互惠指导对培育和发展我们领域内的政治机构的重要性。我们有动力维持这个批判性的空间,为其他质疑“普遍真理”的学生提供一个抵抗的场所。教育不仅仅来自于获得的文凭。关键词:幼儿教育工作者,职业认同,抵抗,学生倡导,高等教育机构,关怀伦理
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引用次数: 0
Feminist Resistance Through the Lens of Everyday Lived Experiences of Young Women in India 从印度年轻女性的日常生活经历看女权主义抵抗
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-09 DOI: 10.37119/ojs2022.v28i1a.614
N. Kazmi
In this article, I examine the lived experiences of two young women from urban slums in India who participated in an after-school program focusing on issues of gender inequality within their homes, communities, and schools. Through unstructured and semi-structured interviews and observations, this paper argues that young women from marginalized spaces resist patriarchal structures of society through everyday acts of resistance. Using narrative inquiry, the data reveal that young women use different yet interconnected means to resist oppression in their daily lives. The article makes a case for expanding feminist resistance scholarship to be inclusive of young women at the periphery and their everyday resistance for finding a voice.Keywords: youth activism, narrative inquiry, lived experiences, pedagogical praxis, feminist resistance
在这篇文章中,我考察了两位来自印度城市贫民窟的年轻女性的生活经历,她们参加了一个课后项目,重点关注她们家庭、社区和学校中的性别不平等问题。通过非结构化和半结构化的访谈和观察,本文认为来自边缘空间的年轻女性通过日常的抵抗行为来抵制社会的父权结构。通过叙事探究,数据揭示了年轻女性在日常生活中使用不同但相互关联的手段来抵抗压迫。这篇文章提出了一个案例,扩大女权主义抵抗奖学金,使其包括边缘的年轻女性和她们为寻找声音而进行的日常抵抗。关键词:青年行动主义,叙事探究,生活经验,教学实践,女权主义抵抗
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引用次数: 0
A Review of #BlackInSchool by Habiba Cooper Diallo 哈比巴·库珀·迪亚洛对#BlackInSchool的评论
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-09 DOI: 10.37119/ojs2022.v28i1a.647
Kamogelo Amanda Matebekwane
A Review of #BlackInSchool by Habiba Cooper Diall
Habiba Cooper Diall对#BlackInSchool的评论
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引用次数: 0
Practice-Based Research Policy in the Light of Indigenous Methodologies: The EU and Swedish Education 基于本土方法的实践研究政策:欧盟与瑞典教育
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-09 DOI: 10.37119/ojs2022.v28i1a.628
E. Lindgren, Kristina Sehlin Macneil
AbstractParticipatory research methods in education, such as action research, have been around for some time. Recently, not only researchers but also research policy makers have highlighted the importance of participation between society and research. Citizen science, science with and for society, and practice-based educational research are examples of approaches that aim to bring society and research more closely together. In this paper, we explore underlying premises behind practice-based research policies in the EU and in Swedish educational research policy. In order to understand how participation can be understood, we have analysed them closely through a lens of Indigenous methodologies. Results reveal an underlying understanding of participation as nonreciprocal where expertise is a key concept, researchers hold this expertise, and where the main responsibilities for research lie with the researchers. However, the results also indicate a sense of respect for practice and a willingness to form relationships between research and practice.Keywords: practice-based research, school-based research, participatory research, Indigenous methodologies, Citizen science, research policy
摘要参与式教育研究方法,如行动研究,已经出现了一段时间。近年来,不仅科研人员,而且科研决策者都强调了社会与科研之间参与的重要性。公民科学、有社会和为社会服务的科学以及基于实践的教育研究都是旨在将社会和研究更紧密地结合在一起的方法的例子。在本文中,我们探讨了欧盟和瑞典教育研究政策中基于实践的研究政策背后的基本前提。为了了解如何理解参与,我们从土著方法的角度对其进行了密切分析。研究结果揭示了一种对参与的基本理解,即专业知识是一个关键概念,研究人员拥有这种专业知识,研究的主要责任在于研究人员。然而,结果也表明了对实践的尊重和在研究与实践之间建立关系的意愿。关键词:实践研究、校本研究、参与式研究、本土方法论、公民科学、研究政策
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引用次数: 0
Syrian Newcomer Students’ Feelings and Attitudes Regarding Their Education in Canada 叙利亚新生对加拿大教育的感受和态度
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-09 DOI: 10.37119/ojs2022.v28i1a.631
Mohamad Ayoub, George Zhou
The purpose of this paper is to share and discuss our research findings on the experiences of Syrian refugee students in elementary public schools in a southwestern region of Ontario, Canada. We used Article 12 of the Convention on the Rights of the Child as a frame to guide this study. Data collection involved an anonymous questionnaire completed by the students. The majority of the students experienced interruptions to their education prior to resettlement in Canada. The students reported positive resettlement and socio-cultural experiences in Canada, however, some of them faced difficulties with their learning. Key words: Syrian refugee students; resettlement; school experiences in Canada
本文的目的是分享和讨论我们对加拿大安大略省西南部地区公立小学叙利亚难民学生经历的研究结果。我们以《儿童权利公约》第12条为框架来指导这项研究。数据收集包括一份由学生填写的匿名问卷。大多数学生在加拿大重新定居之前都经历过学业中断。这些学生报告了在加拿大的积极安置和社会文化经历,然而,他们中的一些人在学习上面临困难。关键词:叙利亚难民学生;安置;在加拿大的学习经历
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引用次数: 0
Confronting Partial Knowledge Through a Pedagogy of Discomfort: Notes on Anti-Oppressive Teaching 以不适的教学法面对片面的知识:关于反压迫性教学的注解
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-09 DOI: 10.37119/ojs2022.v28i1a.492
Michael P. Cappello, C. Kreuger
Wrestling with issues of racism and colonization in the classroom requires significant nuance from dominantly positioned educators. In this article, we weave together a narrative unpacking of an uncomfortable experience in a graduate level class with an exploration of relevant theoretical literature. Our reflection on practice takes up the possibilities for anti-oppressive education to engage with the partial knowledge of educators and students. Ultimately, engaging in a pedagogy of discomfort is necessary to unsettle dominantly positioned educators and students and enable a move towards bearing witness to the unequal realities of Canadian society. In order to begin to enter more deeply into relationships of accountability between non-Indigenous and Indigenous peoples, teaching moments such as these are inevitable, if not required.Keywords: anti-oppressive education, discomfort, colonialism, partial knowledge, Indigenous futurity
与课堂上的种族主义和殖民主义问题作斗争,需要处于主导地位的教育者做出显著的细微差别。在这篇文章中,我们将在研究生水平的课堂上对一次不舒服的经历进行叙述,并对相关理论文献进行探索。我们对实践的反思为反压迫教育提供了与教育者和学生的部分知识相结合的可能性。最终,采用一种不舒服的教学法是必要的,它可以使处于主导地位的教育工作者和学生感到不安,并使他们能够见证加拿大社会的不平等现实。为了开始更深入地进入非土著人民和土著人民之间的责任关系,这样的教学时刻即使不是必需的,也是不可避免的。关键词:反压迫教育,不适,殖民主义,部分知识,土著未来
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引用次数: 0
Overcoming the Challenges of Family Day Home Educators: A Family Ecological Theory Approach 克服家庭日家庭教育者的挑战:一个家庭生态理论的视角
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-09 DOI: 10.37119/ojs2022.v28i1a.649
Laura Woodman
This paper explores a framework of family ecological theory for overcoming the challenges facing family childcare educators (FCC educators), who care for small groups of children in their own home. Pathways to overcoming these barriers through an ecological approach will be outlined by critically examining current research on these challenges. In this way, I justify using ecological theory as an effective tool for conceptualizing the challenges of FCC educators. Ecological theory describes how people’s growth and change is influenced by the contexts around them (Bronfenbrenner, 1986). For isolated FCC educators working alone with young children, the limited interactions, supports, and environments they encounter offer incredible meaning and possibility. Examining how the challenges they face can be overcome with a family ecological theory approach illuminates many avenues for success in this unique population. In this paper, the four main challenges of lack of respect, low wages and funding, isolation, and lack of training currently facing FCC educators are examined with an ecological lens to highlight opportunities for positive change. Final thoughts of how this benefits others using an ecological theory framework conclude this paper.            Keywords: family day home, family childcare, early childhood education, ecological theory
本文探讨了一个家庭生态理论框架,以克服家庭儿童保育教育者(FCC教育者)所面临的挑战,他们在自己的家中照顾小群体的儿童。通过严格审查当前对这些挑战的研究,将概述通过生态方法克服这些障碍的途径。通过这种方式,我证明了将生态理论作为一种有效的工具来概念化FCC教育者所面临的挑战。生态理论描述了人们的成长和变化是如何受到周围环境的影响的(Bronfenbrenner, 1986)。对于孤立的FCC教育工作者来说,单独与幼儿一起工作,他们遇到的有限的互动,支持和环境提供了令人难以置信的意义和可能性。研究如何用家庭生态理论方法克服他们所面临的挑战,说明了在这个独特的群体中取得成功的许多途径。在本文中,四个主要的挑战,缺乏尊重,低工资和资金,孤立,缺乏培训,目前面临的FCC教育工作者检查与生态的镜头,以突出积极变化的机会。最后的想法是如何利用生态理论框架使他人受益,从而结束本文。关键词:家庭日间之家,家庭托儿,幼儿教育,生态理论
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引用次数: 1
A Review of Tools for Teaching in an Educationally Mobile World by Jude Carroll 裘德·卡罗尔(Jude Carroll)的《教育移动世界中的教学工具综述》
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-09 DOI: 10.37119/ojs2022.v28i1a.639
Lin Ge
A Review of Tools for Teaching in an Educationally Mobile World by Jude Carroll
裘德·卡罗尔(Jude Carroll)的《教育移动世界中的教学工具综述》
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引用次数: 0
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Research in Education
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