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Methodologies for decolonising geography curricula in the secondary school and in initial teacher education 中学和初级教师教育中非殖民化地理课程的方法
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-02-02 DOI: 10.14324/lre.20.1.04
Cyrus Nayeri, E. Rushton
While a clear rationale for the need to decolonise school geography curricula has been proposed, there are few examples of what this looks like in practice. Drawing on our professional practice in both a secondary school and a university setting, we outline two case studies of decolonising the curriculum that centre on promoting student agency. The first is a Year 7 geography unit of work, and the second is a walking tour of London for an initial teacher education programme for secondary school geography teachers. Through these case studies, we argue for the importance of encouraging students to think about geographical relations with other places, and build on studies which foreground the importance of place as a pedagogic device through which the aims of decolonisation can be furthered.
虽然已经提出了学校地理课程非殖民化的明确理由,但在实践中很少有这样的例子。根据我们在中学和大学的专业实践,我们概述了两个以促进学生代理为中心的课程非殖民化的案例研究。第一个是七年级的地理单元,第二个是步行游览伦敦,为中学地理教师提供初级教师教育课程。通过这些案例研究,我们认为鼓励学生思考与其他地方的地理关系的重要性,并在研究的基础上,强调地方作为一种教育手段的重要性,通过这种手段可以进一步实现非殖民化的目标。
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引用次数: 2
Education for collaboration: the influence of the third space on professional boundaries 合作教育:第三空间对职业界限的影响
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-19 DOI: 10.14324/lre.20.1.03
Laura Knight, P. Crampton, A. McKeown, A. Arora, C. Cliffe, C. O’keeffe, A. Griffin
The delivery of integrated care requires the establishment of effective professional relationships that foster collaborative working across health systems. Evidence for how to prepare practitioners to work in those settings is limited. By exploring an innovative postgraduate Programme for Integrated Child Health (PICH) this article highlights the conditions by which effective collaboration can be encouraged. Our qualitative evaluation of PICH involved one-to-one semi-structured interviews with 23 postgraduate general practice and paediatric trainees and their mentors. We analysed the data using the concept of the ‘third space’, where multiple discourses between individuals with diverse professional backgrounds occur, enabling creative exploration of tensions inherent in new ways of working in order to identify enablers and barriers to collaboration. Our analysis identified three themes that enabled collaboration: effective communication, boundary work and educational spaces; and four themes that were barriers: traditional hierarchical professional identities, curriculum design, financial systems and workplace spaces. PICH demonstrated the value of educational spaces and their role in enabling collaborative practice, as participants explored their professional identities and those of other disciplines. Structural factors in the workplace which inhibit collaborative practice were also evident. We conclude by proposing a model for collaborative learning in third spaces based upon the recognition that, while educational programmes alone will not lead to change, they have the potential to inform the development of productive workplace spaces that will be required if collaborative practice in healthcare is to become a reality.
提供综合护理需要建立有效的专业关系,促进整个卫生系统的合作。关于如何让从业者做好在这些环境中工作的准备的证据是有限的。通过探索一个创新的儿童综合健康研究生项目,本文强调了鼓励有效合作的条件。我们对PICH的定性评估包括对23名研究生全科和儿科学员及其导师的一对一半结构化访谈。我们使用“第三空间”的概念分析了数据,在第三空间中,具有不同专业背景的个人之间会发生多种话语,从而能够创造性地探索新工作方式中固有的紧张关系,以确定合作的推动者和障碍。我们的分析确定了促成合作的三个主题:有效沟通、边界工作和教育空间;四个主题是障碍:传统的等级职业身份、课程设计、金融系统和工作场所空间。PICH展示了教育空间的价值及其在促进合作实践中的作用,参与者探索了他们和其他学科的职业身份。工作场所中阻碍合作实践的结构性因素也很明显。最后,我们提出了一种在第三空间进行协作学习的模式,这是基于这样一种认识,即尽管教育计划本身不会带来变化,但它们有可能为发展富有成效的工作场所空间提供信息,如果医疗保健领域的协作实践要成为现实,就需要这些空间。
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引用次数: 1
Enacting cultural literacy as a dialogic social practice: the role of provisional language in classroom talk 将文化素养作为一种对话的社会实践:临时语言在课堂话语中的作用
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-12 DOI: 10.14324/lre.20.1.02
V. Cook, Fiona Maine, A. Čermáková
The concept of cultural literacy as a dialogic social practice celebrates alternative perspectives. Navigating multiple perspectives in dialogue requires high ‘tolerance of ambiguity’ characterised by a positive, open and flexible attitude towards uncertainty. This article aims to explore how provisional language is used in classroom dialogue to enact tolerance of ambiguity and its associated democratic behaviours. It draws on data collected as part of a larger European-funded project in which children and young people used wordless texts as springboards to engage in discussions about cultural themes. We report findings from an in-depth qualitative analysis of two lessons (for 9–10-year-olds and 13–14-year-olds) chosen due to their use of provisional language and focus on multiple perspectives. We explore how the social element of provisional language enables students to enact key democratic behaviours as they learn to navigate multiple perspectives in small peer-group learning contexts. We find that teacher modelling and dual objectives in promoting such language are central to creating a safe dialogic space with inherent democratic potential that is not bound by solution-seeking goals. We consider the pedagogical implications of this by problematising the role of dialogue in enacting democratic behaviours through a critical exploration of the concept of ‘voice’.
文化素养作为一种对话性社会实践的概念赞美了不同的观点。在对话中驾驭多个视角需要高度的“歧义容忍度”,其特点是对不确定性采取积极、开放和灵活的态度。本文旨在探讨在课堂对话中如何使用临时语言来容忍歧义及其相关的民主行为。它借鉴了作为欧洲资助的一个更大项目的一部分收集的数据,在该项目中,儿童和年轻人使用无言文本作为跳板,参与文化主题的讨论。我们报告了对两门课程(针对9-10岁和13-14岁的学生)的深入定性分析结果,这两门课程是由于他们使用临时语言而选择的,并侧重于多个角度。我们探讨了临时语言的社会元素如何使学生在学习在小型同伴群体学习环境中驾驭多个视角时,能够制定关键的民主行为。我们发现,教师建模和促进这种语言的双重目标是创造一个安全的对话空间的核心,这个空间具有内在的民主潜力,不受寻求解决方案的目标的约束。我们通过对“声音”概念的批判性探索,将对话在制定民主行为中的作用问题化,从而考虑到这一点的教学意义。
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引用次数: 0
Cross-disciplinary, collaborative and student-led: developing a change process for diversifying reading lists 跨学科、协作和学生主导:制定多样化阅读清单的变革过程
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-05 DOI: 10.14324/lre.20.1.01
Barbara Adewumi, Laura R. Bailey, Emma Mires-Richards, Kathleen M. Quinlan, Evangeline Agyeman, Aisha Alabi, Miriam Jeyasingh, Collins Konadu-Mensah, Wayne Lavinière, Patrice Mighton, Tore Shortridge, Dave S. P. Thomas, Nain Wassamba-Wabelua
Increasingly across many UK higher education institutions staff and students are questioning and challenging systemic inequalities that affect racially minoritised groups in their learning and sense of belonging within the curriculum. Students are calling for inclusion of diverse sources of knowledge and perspectives, especially from scholars of colour and from the Global South, to enrich what is currently perceived to be a Eurocentric canon. One way to promote more culturally aligned pedagogy is through diversifying reading lists. This article presents findings from two pilot studies that explored the reading lists in one department in social sciences and one in the humanities at the University of Kent, UK. Applying critical race theory as a guiding framework, the first part of the article examines the ways in which a diverse curriculum must include the voices of the marginalised. It then describes the methods: a desk-based review of the reading lists, interviews with academics to inform the work, disseminate the findings, instigate further action and identify future needs, and student focus groups. Crucially, the project resulted from the collaboration between students and staff, and across departments and disciplines. We found that reading lists in both departments overwhelmingly comprised items by White male authors. Students and staff both reflected on the importance of not only curriculum diversification but also barriers to diversification and decolonisation. The article discusses the impact of this project, which has led to a Diversity Mark process, and the Diversity Mark Toolkit, which can be used in any discipline when putting together reading lists to create a more culturally competent curriculum. It concludes by considering other systemic changes needed, with particular attention to changes needed in library services and collections.
越来越多的英国高等教育机构的员工和学生正在质疑和挑战影响少数种族群体学习和课程归属感的系统性不平等。学生们呼吁包容不同的知识和观点来源,特别是来自有色人种和全球南方的学者,以丰富目前被认为是以欧洲为中心的经典。促进更符合文化的教学法的一种方法是使阅读清单多样化。本文介绍了两项试点研究的结果,这些研究探索了英国肯特大学一个社会科学系和一个人文科学系的阅读清单。应用批判种族理论作为指导框架,文章的第一部分探讨了多样化课程必须包括边缘化声音的方式。然后,它描述了方法:对阅读清单进行基于桌面的审查,与学者进行访谈以告知工作,传播研究结果,鼓励进一步的行动并确定未来的需求,以及学生焦点小组。至关重要的是,该项目是学生和员工之间以及跨部门和学科合作的结果。我们发现两个系的阅读书目中绝大多数都是白人男性作者的作品。学生和工作人员都反映了课程多样化的重要性,而且也反映了多样化和非殖民化的障碍。本文讨论了这个项目的影响,它导致了多样性标记过程和多样性标记工具包,它可以在任何学科中使用,当把阅读清单放在一起时,创建一个更具文化能力的课程。报告最后考虑了需要进行的其他系统改革,特别注意图书馆服务和馆藏方面需要进行的改革。
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引用次数: 4
Rapid reviews as an emerging approach to evidence synthesis in education 快速审查作为一种新兴的教育证据综合方法
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-01 DOI: 10.14324/lre.19.1.32
S. Wollscheid, Janice S Tripney
Rapid reviews using abbreviated systematic review methods are of increasing importance for evidence-informed decision-making in education, although there is little guidance about the most suitable approach. Three recently completed rapid review reports are compared to inform discussions on the utility of this type of review in education and to highlight appropriate methods for producing evidence syntheses in a limited time frame. Rapid review methods need to be chosen to fit the needs of the review, which involves: thinking broadly about different kinds of team experience and expertise; estimating the size and nature of the literature to be reviewed; considering the review purpose and nature of the topic; choosing an appropriate synthesis method for the review purpose, evidence base and reviewers’ expertise; fully describing the review approach, and discussing the potential limitations of chosen methods; and understanding the anticipated audiences and tailoring outputs accordingly. Rapid reviews to address urgent and high-priority questions provide the benefits of timeliness and reduced resource requirements. However, it is crucial to understand caveats and limitations to the rapid conduct of evidence syntheses for decision-making purposes. This article offers guidance to support researchers, postgraduate students and commissioners who wish to conduct rapid reviews in a transparent and systematic way, addressing complex questions of relevance to evidence-informed decision-making in education.
使用缩写系统审查方法的快速审查对于教育中基于证据的决策越来越重要,尽管关于最合适的方法几乎没有指导。对最近完成的三份快速审查报告进行了比较,为讨论这类审查在教育中的效用提供了信息,并强调了在有限的时间内产生证据综合的适当方法。需要选择适合审查需求的快速审查方法,包括:广泛考虑不同类型的团队经验和专业知识;估计待审查文献的规模和性质;审议专题的审查目的和性质;根据审查目的、证据基础和审查人员的专业知识选择适当的综合方法;充分描述审查方法,并讨论所选方法的潜在局限性;了解预期受众并相应地调整产出。为解决紧急和高度优先问题而进行的快速审查带来了及时性和减少所需资源的好处。然而,至关重要的是要理解为决策目的快速进行证据综合的注意事项和局限性。本文为希望以透明和系统的方式进行快速审查的研究人员、研究生和委员提供了指导,以解决与教育中基于证据的决策相关的复杂问题。
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引用次数: 2
Book review: Becoming a Scholar: Cross-cultural reflections on identity and agency in an education doctorate, edited by Maria Savva and Lynn P. Nygaard 书评:《成为学者:教育博士身份和代理的跨文化思考》,Maria Savva和Lynn P.Nygaard编辑
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-11-10 DOI: 10.14324/lre.19.1.31
P. Temple
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引用次数: 0
Educating on democracy in a time of environmental disasters 环境灾难时代的民主教育
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-06 DOI: 10.14324/lre.19.1.30
Barbara Wejnert
The recent diffusion of democracy across the globe has led to an increase in the curiosity of scholars, policymakers and the public alike about the main principles and characteristics of democracy. Equally important are concerns over outcomes of democracy, especially responsiveness of democracy to environmental and citizens’ protection in times of disasters. This article aims to answer several questions about the understanding of principles and outcomes of democracy, and the complexity and variability of democracy across countries, which are still unanswered in the literature. Specifically, it adds to the scholarly debates on democracy and environmental disasters in three ways. First, it presents theoretical and empirical debates on definitions and principles of democracy and its progress worldwide. Second, it discusses the effect of democracy on environmental sustainability. Third, it focuses on the pre-eminence of responsiveness of democratic in comparison to non-democratic governments to environmental disasters, and the best pathways to education on democracy in a time of environmental disasters. The article concludes by highlighting the advantage of mechanisms and solutions of democracy in contrast to non-democracy to challenges in times of environmental disasters and to teaching about responses to environmental disasters.
最近民主在全球范围内的传播导致学者、政策制定者和公众对民主的主要原则和特征的好奇心增加。同样重要的是对民主结果的关注,特别是民主在灾难发生时对环境和公民保护的反应。本文旨在回答关于理解民主的原则和结果,以及各国民主的复杂性和可变性的几个问题,这些问题在文献中仍未得到解答。具体而言,它在三个方面增加了关于民主和环境灾难的学术辩论。首先,它介绍了关于民主的定义和原则及其在世界范围内的进展的理论和实证辩论。其次,讨论了民主对环境可持续性的影响。第三,它关注的是,与非民主政府相比,民主政府对环境灾难的反应能力突出,以及在环境灾难时期获得民主教育的最佳途径。文章最后强调了民主机制和解决方案与非民主相比的优势,以应对环境灾难时期的挑战,并教授应对环境灾难的方法。
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引用次数: 0
Children’s narratives on migrant refugees: a practice of global citizenship 儿童对移民难民的叙述:全球公民的实践
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-15 DOI: 10.14324/lre.19.1.29
J. Parejo, Elvira Molina-Fernández, Ainoa González-Pedraza
Globalisation has brought about great social and economic impact, as well as great challenges. Major developments have taken place in the mobility of capital and, to a lesser extent, of goods; not so in the mobility of people seeking asylum due to persecution and war. This article approaches the phenomenon of migration, particularly of refugees, as learning content for early childhood. The research is presented from a qualitative approach based on the results of a project on this topic implemented in a rural school in Spain. The results of the data analysis reveal that children attribute external reasons, of survival, to the refugees’ forced departure from their country of origin. The children’s imaginary reproduces the social construction of adults on the status and situation of refugees, and they also show a critical attitude towards the violation of human rights and the abuse of fellow children. Finally, respect, cultural empathy and social commitment in the face of injustice are presented as fundamental values for education in global citizenship from the earliest stages of schooling.
全球化带来了巨大的社会和经济影响,也带来了巨大挑战。在资本流动方面,以及在较小程度上在货物流动方面,出现了重大发展;而在因迫害和战争而寻求庇护的人的流动性方面则不然。本文将移民现象,特别是难民现象作为幼儿学习的内容。这项研究是基于在西班牙一所农村学校实施的一个关于这一主题的项目的结果,采用定性方法进行的。数据分析的结果表明,儿童将生存的外部原因归因于难民被迫离开原籍国。儿童的想象再现了成年人对难民地位和处境的社会建构,也表现出对侵犯人权和虐待儿童同伴的批判态度。最后,尊重、文化同理心和面对不公正的社会承诺从学校教育的早期阶段就被视为全球公民教育的基本价值观。
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引用次数: 0
The decolonial turn: reference lists in PhD theses as markers of theoretical shift/stasis in media and journalism studies at selected South African universities 非殖民化转向:南非大学媒体和新闻学研究中作为理论转变/停滞标志的博士论文参考书目
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-09-08 DOI: 10.14324/lre.19.1.28
Z. E. Mugari
The supervision and production of a PhD thesis often presents a potentially interesting tension between PhDs as conforming to disciplinary epistemologies and PhDs as breaking epistemological boundaries. No academic discipline has been left untouched by decolonial thinking in the South African university space since the eruption of radicalized student protest movements in 2015. The Rhodes Must Fall student protest movement, which quickly morphed into Fees Must Fall, precipitated a new urgency to decolonize the university curriculum in post-apartheid South Africa. A new interdisciplinary conversation in the humanities and social sciences began to emerge which challenged established orthodoxies in favour of de-Westernizing, decolonizing and re-mooring epistemological and pedagogic practices away from Eurocentrism. Whether and how that theoretical ferment filtered into postgraduate students’ theses, however, remains to be established. This article deploys a decolonial theoretical framework to explore the tension between epistemic conformity and boundary transgressing in journalism studies by analysing reference lists of PhD theses submitted at three South African Universities three years after the protest movement Rhodes Must Fall. With specific focus on media and journalism studies as a discipline, this article argues that the PhD process represents a site for potential epistemic disobedience and disciplinary border-jumping, and for challenging the canonical insularity of Western theory in journalism studies. The findings appear to disconfirm the thesis that decolonial rhetoric has had a material influence so far on the media studies curriculum, as reflected in reference lists of cited works in their dissertations.
博士论文的监督和撰写往往呈现出一种潜在的有趣张力,即符合学科认识论的博士与打破认识论界限的博士之间的张力。自2015年激进的学生抗议运动爆发以来,在南非的大学空间里,没有一门学科不受非殖民主义思想的影响。Rhodes Must Fall学生抗议运动迅速演变成Fees Must Fall,引发了后种族隔离时代南非大学课程去殖民化的新紧迫感。人文和社会科学领域的一种新的跨学科对话开始出现,它挑战了既定的正统观念,支持去西方化、去殖民化和重新将认识论和教学实践与欧洲中心主义分开。然而,这种理论的发酵是否以及如何渗透到研究生的论文中,仍有待确定。本文运用一个非殖民化的理论框架,通过分析抗议运动罗德必须垮台三年后南非三所大学提交的博士论文参考书目,探讨新闻学研究中认知一致性与越界之间的紧张关系。本文特别关注媒体和新闻学作为一门学科的研究,认为博士学位过程代表了一个潜在的认知不服从和学科边界跳跃的场所,并挑战了西方新闻研究理论的规范孤立性。调查结果似乎否定了一种论点,即非殖民主义修辞迄今对媒体研究课程产生了重大影响,这反映在他们的论文中引用的参考书目中。
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引用次数: 0
In the face of sociopolitical and cultural challenges: Educational leaders’ strategic thinking skills 面对社会政治和文化挑战:教育领导者的战略思维技能
IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-08-25 DOI: 10.14324/lre.19.1.27
Rima’a Da’as, Nohad ‘Ali
This article discusses the implications of sociopolitical and cultural challenges and complexity on educational leaders’ use of strategic thinking skills in divided societies, using the case of Israel, a deeply divided society with a hegemonic Jewish ethno-national state and Bedouins – a subculture of the minority Arabs. In the suggested model, we propose that, due to sociopolitical and cultural challenges, Bedouin school principals use ‘systems thinking’ skills as a holistic approach to coping with their complex environment. Jewish principals use the additional strategic skills of reflection and reframing. We provide the results of a preliminary empirical study, with 103 Bedouin and 67 Jewish principals, supporting our propositions. This article and its propositions open avenues for research into principals’ perceptions in deeply divided contexts and contribute to cognitive characteristics of leadership by explaining the implications of specific contexts for strategic thinking.
本文以以色列为例,讨论了社会政治和文化挑战及其复杂性对教育领导者在分裂社会中使用战略思维技能的影响。以色列是一个分裂严重的社会,拥有霸权的犹太民族国家和贝都因人(少数阿拉伯人的亚文化)。在建议的模型中,我们建议,由于社会政治和文化挑战,贝都因学校校长使用“系统思考”技能作为应对复杂环境的整体方法。犹太校长使用反思和重构的额外战略技能。我们提供了一项初步实证研究的结果,包括103名贝都因人和67名犹太校长,支持我们的主张。这篇文章和它的命题为在深度分裂的背景下研究校长的认知开辟了道路,并通过解释特定背景对战略思维的影响,为领导的认知特征做出了贡献。
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引用次数: 0
期刊
London Review of Education
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