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The position of languages in the schoolscape: the case of the oldest university in the Philippines and in Asia 语言在学校景观中的地位:以菲律宾和亚洲最古老的大学为例
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-12-03 DOI: 10.1080/14681366.2021.2012240
Alejandro S. Bernardo
ABSTRACT This paper is an initial attempt to characterise the schoolscape of a four-century old higher education institution in the Philippines and the oldest existing university in Asia, The Royal, Catholic, and Pontifical University of Santo Tomas (UST). Through a systematic inventory of 2,410 visual signs, the analysis of the functional sign categorisations, the sign distributions (i.e., top-down and bottom-up), and the languages (un)represented in the UST schoolscape was conducted. The critical approach to language ideology and the linguistic landscape approach likewise afforded the present study an analytic lens that examines the schoolscape of UST that is able to project messages about the school’s hidden curriculum and the language ideologies it promotes and legitimises. The study offers a discussion on the position of English in the university schoolscape and how it seems to have othered, silenced, and peripheralized Philippine languages.
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引用次数: 1
‘To start talking phonics is crazy’: how parents understand ‘literacy’ in the lives of children with learning disabilities “开始说话是疯狂的”:父母如何理解有学习障碍儿童生活中的“识字”
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-11-27 DOI: 10.1080/14681366.2021.2010121
L. Doak
ABSTRACT Children and young people with learning disabilities may not acquire the independent reading and writing skills which are conflated with ‘literacy’ in international educational policy, calling into question what ‘literacy’ means in the context of ‘special education’. Existing literature explores teacher perspectives, but less is known about parent views. This study conducts semi-structured interviews with two mothers of learning disabled children, drawing on Critical Discourse Analysis to trace inflections of policy, theory and practice-based discourses in their talk as they attempt to construct a meaningful version of ‘literacy’ in their children’s lives. It is argued that parents may align either with conventional discourses of autonomous literacy currently favoured in policy – which may result in disappointment at the child’s ‘inability’ – or with more expansive notions of ‘inclusive literacy’ which challenge and subvert conventional understandings of literate practice. Parental positioning, subjectivity and practice are interwoven with underpinning discursive constructions of ‘literacy’.
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引用次数: 2
Resilience, self-discipline and good deeds – examining enactments of character education in English secondary schools 坚韧、自律和行善——英国中学品格教育的实施
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-11-27 DOI: 10.1080/14681366.2021.2007986
Konstanze Spohrer
ABSTRACT Character education has enjoyed renewed interest both in the United Kingdom and in other parts of the world. However, to date, few studies have examined how character education is enacted ‘in situ’. Drawing on data from a study in three English secondary schools, this paper traces how political and scientific discourses on character are mobilised in educational practice. Employing a discourse analytic reading of teachers’ and school managers’ interview accounts, the paper examines how different semantics of character were drawn upon, negotiated, and assembled with a focus on the construction of the subject. It was found that, depending on the school context, the participants foregrounded an ethical-culturalist or psycho-economic semantics or blended both. While the construction of a strong and self-steering subject was prominent, normative ideas of what it means to be a good person were also highlighted and suggest that local enactments of character education go beyond mere instrumentalist aims of shaping a productive workforce. The paper concludes with some reflections on the opportunities and dangers of an intensified focus on the reflexive capacities of the individual.
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引用次数: 1
The role of cultural capital in enhancing EFL learners’ proficiency: putting Bourdieu to the test 文化资本在提高英语学习者熟练程度中的作用:以布迪厄为例
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-11-18 DOI: 10.1080/14681366.2021.2001560
Azz-Eddine Diouani
ABSTRACT This article explores the interplay between English language proficiency and social class. First, it discusses flaws in cognitive approaches to English language learning and applied linguistics. It then calls for the cultivation of a more holistic approach to learners’ motivation and language achievement as the product of both micro and macro structures shaping the material worlds of EFL learners. Finally, built on qualitative evidence, the article suggests that while learners’ parents were not involved in assisting their children with English language learning, the cultural objects available within the EFL learners’ home environments seemed to develop their learning and agency significantly.
本文探讨了英语语言能力与社会阶层之间的相互作用。首先,它讨论了英语语言学习认知方法和应用语言学的缺陷。然后,它要求培养一种更全面的方法,将学习者的动机和语言成就作为塑造英语学习者物质世界的微观和宏观结构的产物。最后,在定性证据的基础上,本文表明,虽然学习者的父母没有参与帮助他们的孩子学习英语,但在英语学习者的家庭环境中可用的文化对象似乎显著地发展了他们的学习和能动性。
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引用次数: 2
Reflecting on the ethical terrain of university students’ narrative non-fiction podcasts and exploring the value of emotion and discomfort in higher education 反思大学生叙事类非虚构播客的伦理地形,探索情感与不适在高等教育中的价值
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-11-02 DOI: 10.1080/14681366.2021.1990987
R. Dawkins
ABSTRACT There is an uncomfortable moment in the podcast, The Ballad of Billy Balls, that prompted me to think about a podcasting course I teach, and my approach to the emotional aspects of some of my students’ own non-fiction stories. This article reflects on the course’s first iteration from the perspective of Boler’s pedagogies of discomfort and emotion. What became clear is that providing opportunities for students to engage with emotion and discomfort aids the development of their personal growth; yet, my approach to ethics in this course was preventing students from engaging with emotional aspects of their stories. After establishing the value of discomfort and emotion, this article presents teaching activities for the second iteration of the course. These activities are developed from my reflection and, following practitioners of speculative practice, they are designed to encourage students’ exploration of emotion and discomfort and my own pedagogical experimentation in the classroom.
摘要在播客《比利·鲍尔斯的歌谣》中,有一个不舒服的时刻,促使我思考我教的播客课程,以及我对学生自己的一些非小说故事的情感方面的处理方法。本文从博乐的不适与情感教育学的角度来反思该课程的第一次迭代。显而易见的是,为学生提供参与情绪和不适的机会有助于他们个人成长的发展;然而,我在这门课上的伦理学方法是阻止学生参与他们故事的情感方面。在确立了不适和情绪的价值之后,本文提出了该课程第二次迭代的教学活动。这些活动是在我的反思中发展起来的,遵循思辨实践,旨在鼓励学生探索情绪和不适,以及我自己在课堂上的教学实验。
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引用次数: 1
‘I wasn’t allowed to join the boys’: The ideology of cultural cisgenderism in a UK school “我不被允许加入男孩们的行列”:英国一所学校的文化顺性别主义意识形态
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-11-02 DOI: 10.1080/14681366.2021.2000012
Catherine Phipps, Christopher John Blackall
ABSTRACT This case-study analyses the experiences of a trans pupil and teacher in a UK- secondary school. It aims to better understand cultural cisgenderism in schools, the acceptance – or lack thereof – of gender expansiveness, and the extent to which school policies are useful to challenge cisnormative gender regimes. Semi-structured interviews were conducted with the trans pupil and teacher and were analysed thematically. Document analysis of the school’s equality and diversity policy was also conducted. Findings revealed that cultural cisgenderism and cisnormativity are embedded into the school culture, with gender structures evident in several areas, leading to trans marginalisation. There was also evidence that both teachers and pupils may contribute to exclusionary and reactive environments, where accommodations are provided only when a trans pupil is visible. This research may be useful for those working in schools to critique policies and practices and create positive change for trans pupils.
摘要本个案研究分析了一名英国中学跨性别学生和教师的经历。它旨在更好地理解学校中的文化顺性别主义,对性别扩张性的接受(或缺乏接受),以及学校政策在多大程度上有助于挑战顺规范的性别制度。对跨性别学生和教师进行半结构化访谈,并进行主题分析。对学校的平等和多样性政策进行了文献分析。研究结果显示,文化顺性别主义和顺规范深深植根于学校文化中,性别结构在一些领域很明显,导致跨性别边缘化。也有证据表明,教师和学生都可能造成排他性和被动的环境,只有在看到变性学生时才会提供住宿。这项研究可能有助于那些在学校工作的人批评政策和做法,并为跨性别学生创造积极的变化。
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引用次数: 9
Selective amnesia and the political act of remembering English teaching 选择性失忆与记忆英语教学的政治行为
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-27 DOI: 10.1080/14681366.2021.1990988
Maggie Pitfield, Francis Gilbert, Claudia Asamoah Boateng, Camilla Stanger
ABSTRACT In this article the authors explore the phenomenon of ‘selective amnesia’ as it relates to education. We define this as a politically engineered loss of collective memory, both curricular and pedagogic, which has adversely affected what teachers and teacher-educators do. Through an intergenerational dialogue between four secondary English teachers/teacher-educators, we invoke the power of memory to explore alternatives to currently dominant narratives in English teaching. Our starting point is ‘what exactly has been forgotten?’ 1 From there we move on to consider the underlying principles and values of the different model of English that emerges from our collective memory, and discuss how this might engage with policy in order to identify new forms and ideas. We propose that, for those involved in English teaching and teacher education in the here and now, memory has both a critical and motivational role to play.
在这篇文章中,作者探讨了与教育有关的“选择性健忘症”现象。我们将其定义为一种政治策划的集体记忆的丧失,包括课程和教学方面的,这对教师和教师教育者的工作产生了不利影响。通过四位中学英语教师/教师教育者之间的代际对话,我们借用记忆的力量来探索当前英语教学中主流叙事的替代方案。我们的出发点是“到底是什么被遗忘了?”从这里开始,我们继续考虑从我们的集体记忆中浮现的不同英语模式的潜在原则和价值观,并讨论如何将其与政策联系起来,以确定新的形式和思想。我们认为,对于现在从事英语教学和教师教育的人来说,记忆既重要又有激励作用。
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引用次数: 0
The sublime object of education 崇高的教育目标
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-27 DOI: 10.1080/14681366.2021.1996956
Geoff Bunn, S. Langer
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引用次数: 0
The paradox of education and teaching sexualities with uncertainty 性教育与不确定性教学的悖论
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-26 DOI: 10.1080/14681366.2021.1987975
L. Allen
ABSTRACT Is it ethical to want students to become non-queerphobic as an outcome of our teaching? This question is situated within thinking about teaching for social justice. It takes an event where a student challenges a course’s queer pedagogy and thinks with it to expose ‘the inherent paradox of education’. This is the notion that in its desires for individual and social transformation, education presumes to know how students should behave and how the world should be. The paper considers how educators might approach this paradox more ethically. It argues for a reconceptualisation of education as an ‘uncertain event’ that involves approaching teaching without preconceived agendas about what educational encounters will eventuate. It also involves a reconfiguration of ethics and education, where ethics is understood as implied rather than applied. This rearrangement invites educators to engage in a sensible orientation to teaching where attention is paid to its nuances, textures and complexities..
摘要:希望学生在我们的教学中变得不仇视同性恋,这合乎道德吗?这个问题是关于社会公正教学的思考。这需要一个事件,一个学生挑战一门课程的怪异教学法,并用它来思考,以揭露“教育的内在悖论”。这是一种观念,即在对个人和社会变革的渴望中,教育假定知道学生应该如何表现,世界应该如何。本文考虑了教育工作者如何更合乎道德地处理这一悖论。它主张将教育重新定义为一个“不确定事件”,即在没有关于教育遭遇的先入为主的议程的情况下进行教学。它还涉及伦理和教育的重新配置,伦理被理解为隐含的,而不是应用的。这种重新安排邀请教育工作者以合理的方式进行教学,关注其细微差别、结构和复杂性。。
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引用次数: 0
Doing muscling pedagogies with children (and with diaphragms, cold season, physiological knowledges, and fans) 对孩子进行肌肉教学(以及膈肌、寒冷季节、生理知识和风扇)
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-10-26 DOI: 10.1080/14681366.2021.1989709
Nicole Land
ABSTRACT This article debates how muscles happen in early childhood education. Drawing on post-developmental pedagogies and feminist science studies, this article integrates moments from a pedagogical inquiry with movement in early childhood education to trace how muscles matter as complex and active ethical, political, and pedagogical concerns. After elaborating how muscles are understood in dominant Canadian pedagogical resources, I think with feminist science studies and post-developmental pedagogies to consider how muscles can be thought as an active undertaking. Then, the diaphragm muscle is mobilised to explore how physiological understandings of muscles might raise questions of muscle consequence, ongoingness, and access and activation, which extend into questions of perceptibility, process, and participation. I conclude by discussing how a focus on ‘muscling’ illuminates how pedagogical intentions can make muscles differently perceptible and emphasise the ethical and political complexities of doing muscling in everyday mo(ve)ments in early childhood.
摘要本文就幼儿教育中肌肉是如何产生的展开了讨论。本文借鉴后发展教育学和女权主义科学研究,将教育学探究的时刻与幼儿教育中的运动相结合,以追踪肌肉是如何作为复杂和积极的伦理、政治和教育问题发挥作用的。在详细阐述了在加拿大占主导地位的教学资源中如何理解肌肉之后,我认为通过女权主义科学研究和后发展教育学来考虑如何将肌肉视为一项积极的事业。然后,膈肌被动员起来,探索对肌肉的生理理解如何引发肌肉后果、持续性、进入和激活的问题,这些问题延伸到感知、过程和参与的问题。最后,我讨论了对“肌肉锻炼”的关注如何阐明教学意图如何使肌肉变得不同,并强调在幼儿时期的日常活动中进行肌肉锻炼的伦理和政治复杂性。
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引用次数: 2
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Pedagogy Culture and Society
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