首页 > 最新文献

Pedagogy Culture and Society最新文献

英文 中文
Ordinary affect and its powers: assembling pedagogies of response-ability 普通情感及其力量:反应能力教学法的组合
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-06 DOI: 10.1080/14681366.2021.1950201
D. Mulcahy, S. Healy
ABSTRACT Defined as the power to increase or lessen the capacity to act, affect is purported to be pedagogy’s first lesson. In this article we explore the work of ordinary affects in relation to oppressive social norms with particular attention to race. Using feminist new materialist concepts, we trace the capacities of these affects as they play into two pedagogic encounters. We show how pedagogies of response-ability form through affective transmission and material practice. Race presents as an affective and material event that plays out differentially through bodies. Responsible pedagogy hinges on maintaining the ability of people in association with objects to respond to the learning possibilities that pedagogic encounters provide. Responsive to the humanand the non-human, pedagogies of responsibility and the affects that attend them matter on several fronts. They engender ethical subjectivity, unsettle dominant structures of power, and loosen the grip of the ontological privilege accorded the human.
情感被定义为增加或减少行动能力的力量,它被认为是教育学的第一课。在这篇文章中,我们探讨了普通情感与压迫性社会规范的关系,并特别关注种族。运用女权主义的新唯物主义概念,我们追溯了这些影响在两次教育遭遇中的作用。我们展示了反应能力教学法是如何通过情感传递和物质实践形成的。种族表现为一种情感和物质事件,通过身体表现出来。负责任的教育学取决于保持人与物体联系的能力,以应对教育学遭遇所提供的学习可能性。作为对人类和非人类的回应,责任教育及其影响在几个方面都很重要。它们产生了伦理主体性,扰乱了占主导地位的权力结构,并放松了对赋予人类的本体论特权的控制。
{"title":"Ordinary affect and its powers: assembling pedagogies of response-ability","authors":"D. Mulcahy, S. Healy","doi":"10.1080/14681366.2021.1950201","DOIUrl":"https://doi.org/10.1080/14681366.2021.1950201","url":null,"abstract":"ABSTRACT Defined as the power to increase or lessen the capacity to act, affect is purported to be pedagogy’s first lesson. In this article we explore the work of ordinary affects in relation to oppressive social norms with particular attention to race. Using feminist new materialist concepts, we trace the capacities of these affects as they play into two pedagogic encounters. We show how pedagogies of response-ability form through affective transmission and material practice. Race presents as an affective and material event that plays out differentially through bodies. Responsible pedagogy hinges on maintaining the ability of people in association with objects to respond to the learning possibilities that pedagogic encounters provide. Responsive to the humanand the non-human, pedagogies of responsibility and the affects that attend them matter on several fronts. They engender ethical subjectivity, unsettle dominant structures of power, and loosen the grip of the ontological privilege accorded the human.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"827 - 844"},"PeriodicalIF":2.0,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1950201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46560454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Refugee education in Turkey: barriers and suggested solutions 土耳其难民教育:障碍和建议的解决办法
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-06 DOI: 10.1080/14681366.2021.1947878
S. Celik, N. Kardaş İşler, D. Saka
ABSTRACT Education is among the areas most affected by immigration. Addressing refugee children’s schooling is an important contribution to the refugee crises, which span the world with far-reaching socio-economic effect. This study unpacks the challenges that refugee children, mainly from Syria, face in integrating into primary and secondary public schools in Turkey. It also proposes some tentative resolutions, drawing from the experiences of refugee parents, teachers, and headteachers. Within the current study, data were collected by means of fishbone analysis and semi-structured interviews with the participation of teachers, school headteachers, and refugee parents. The study draws from the theories of refugee education and confirms students’ barriers in schooling with regard to psychosocial factors, cultural adaptation, language learning, systemic barriers, and family relations. Some further implications were elicited from the data and are discussed in line with the existing research.
教育是受移民影响最大的领域之一。解决难民儿童的上学问题是对难民危机的重要贡献,难民危机遍及世界各地,具有深远的社会经济影响。本研究揭示了主要来自叙利亚的难民儿童在融入土耳其中小学公立学校时面临的挑战。它还根据难民家长、教师和校长的经验,提出了一些尝试性的决议。在目前的研究中,数据是通过鱼骨分析和半结构化访谈的方式收集的,参与访谈的有教师、学校校长和难民家长。该研究借鉴了难民教育理论,并证实了学生在社会心理因素、文化适应、语言学习、系统障碍和家庭关系方面的上学障碍。从这些数据中得出了一些进一步的启示,并与现有的研究相结合进行了讨论。
{"title":"Refugee education in Turkey: barriers and suggested solutions","authors":"S. Celik, N. Kardaş İşler, D. Saka","doi":"10.1080/14681366.2021.1947878","DOIUrl":"https://doi.org/10.1080/14681366.2021.1947878","url":null,"abstract":"ABSTRACT Education is among the areas most affected by immigration. Addressing refugee children’s schooling is an important contribution to the refugee crises, which span the world with far-reaching socio-economic effect. This study unpacks the challenges that refugee children, mainly from Syria, face in integrating into primary and secondary public schools in Turkey. It also proposes some tentative resolutions, drawing from the experiences of refugee parents, teachers, and headteachers. Within the current study, data were collected by means of fishbone analysis and semi-structured interviews with the participation of teachers, school headteachers, and refugee parents. The study draws from the theories of refugee education and confirms students’ barriers in schooling with regard to psychosocial factors, cultural adaptation, language learning, systemic barriers, and family relations. Some further implications were elicited from the data and are discussed in line with the existing research.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"687 - 705"},"PeriodicalIF":2.0,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1947878","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46448415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
The weird, eerie, exit pedagogy of Mark Fisher 马克·费舍尔怪异、诡异的退出教育学
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-05 DOI: 10.1080/14681366.2021.1949384
Nicholas Stock
ABSTRACT Since the death of cultural critic Mark Fisher and the posthumous release of his final lectures Postcapitalist Desire, conversation surrounding his teaching and pedagogy has started to arise. This article thus seeks to (partly) formalise Fisher’s pedagogy into concepts that might contribute to broader pedagogical discourse. Building on and ultimately moving beyond the school of critical pedagogy, I examine the way Fisher’s pedagogy seeks to exit a state of capitalist realism and cultural inertia, something that can be achieved by a range of strategies such as attuning to weird and eerie affects, raising/razing consciousness and experimenting with medium. Ultimately, these examples raise concerns about the very nature of pedagogy itself and thus, in line with Fisher’s desire to exit capitalist realism, posit the question whether pedagogy needs exiting too. Formalisation of his pedagogy therefore always remains problematic.
摘要自从文化评论家马克·费舍尔去世,他的最后一篇演讲《后资本主义的欲望》在他去世后发表以来,围绕他的教学和教育学的话题开始出现。因此,本文试图(部分)将费舍尔的教育学正式化为可能有助于更广泛的教育话语的概念。在批判教育学的基础上,并最终超越批判教育学,我研究了费舍尔的教育学如何寻求摆脱资本主义现实主义和文化惰性的状态,这可以通过一系列策略来实现,例如适应怪异和怪诞的影响,提高/消除意识和尝试媒介。最终,这些例子引发了人们对教育学本身本质的担忧,因此,根据费舍尔退出资本主义现实主义的愿望,提出了教育学是否也需要退出的问题。因此,他的教学法的形式化始终存在问题。
{"title":"The weird, eerie, exit pedagogy of Mark Fisher","authors":"Nicholas Stock","doi":"10.1080/14681366.2021.1949384","DOIUrl":"https://doi.org/10.1080/14681366.2021.1949384","url":null,"abstract":"ABSTRACT Since the death of cultural critic Mark Fisher and the posthumous release of his final lectures Postcapitalist Desire, conversation surrounding his teaching and pedagogy has started to arise. This article thus seeks to (partly) formalise Fisher’s pedagogy into concepts that might contribute to broader pedagogical discourse. Building on and ultimately moving beyond the school of critical pedagogy, I examine the way Fisher’s pedagogy seeks to exit a state of capitalist realism and cultural inertia, something that can be achieved by a range of strategies such as attuning to weird and eerie affects, raising/razing consciousness and experimenting with medium. Ultimately, these examples raise concerns about the very nature of pedagogy itself and thus, in line with Fisher’s desire to exit capitalist realism, posit the question whether pedagogy needs exiting too. Formalisation of his pedagogy therefore always remains problematic.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"775 - 791"},"PeriodicalIF":2.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1949384","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41895975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Strangers everywhere? Home and unhomeliness in newly arrived pupils’ narratives on exile 到处都是陌生人?新来学生流亡叙事中的家园与邪恶
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-05 DOI: 10.1080/14681366.2021.1948910
R. Aman, Magnus Dahlstedt
ABSTRACT This article scrutinises the ways in which pupils who have experienced transnational migration construct ‘home’ and the unmaking of ‘home’. Researchers have argued that migrants’ perspectives on belonging are seldom granted scholarly attention. Here, we seek to redress this oversight by inquiring about the ways in which newly arrived migrants define their (un)homeliness in Sweden in the context of astate-sponsored introductory language programme. The focus is on how these pupils themselves define the notion of home, their sense of belonging, and what they envision as necessary to achieve in order to become part of the national community. What emerges in these stories is aconstant negotiation to fill the idea of ‘home’ with content. These negotiations take place in apresent, but always in relation to both apast and an imagined future– in which homeliness appears in different ways, with different meanings.
本文详细探讨了经历过跨国移民的学生构建“家”和破坏“家”的方式。研究人员认为,移民对归属感的看法很少得到学术关注。在这里,我们试图纠正这种疏忽,在国家资助的介绍性语言课程的背景下,询问新来的移民如何定义他们在瑞典的(非)家园。重点是这些学生自己如何定义家的概念,他们的归属感,以及他们为了成为国家社区的一部分而设想的必要实现。在这些故事中出现的是不断的协商,以填补“家”的概念与内容。这些谈判发生在现在,但总是与过去和想象中的未来有关——在未来,“家”以不同的方式出现,具有不同的含义。
{"title":"Strangers everywhere? Home and unhomeliness in newly arrived pupils’ narratives on exile","authors":"R. Aman, Magnus Dahlstedt","doi":"10.1080/14681366.2021.1948910","DOIUrl":"https://doi.org/10.1080/14681366.2021.1948910","url":null,"abstract":"ABSTRACT This article scrutinises the ways in which pupils who have experienced transnational migration construct ‘home’ and the unmaking of ‘home’. Researchers have argued that migrants’ perspectives on belonging are seldom granted scholarly attention. Here, we seek to redress this oversight by inquiring about the ways in which newly arrived migrants define their (un)homeliness in Sweden in the context of astate-sponsored introductory language programme. The focus is on how these pupils themselves define the notion of home, their sense of belonging, and what they envision as necessary to achieve in order to become part of the national community. What emerges in these stories is aconstant negotiation to fill the idea of ‘home’ with content. These negotiations take place in apresent, but always in relation to both apast and an imagined future– in which homeliness appears in different ways, with different meanings.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"725 - 739"},"PeriodicalIF":2.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1948910","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44841388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learning “what it’s like to be someone else apart from yourself”: developing holistic empathy with process drama 学习“成为与自己不同的人是什么感觉”:用过程戏剧培养整体同理心
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-05 DOI: 10.1080/14681366.2021.1949633
T. Wells, Susan Sandretto, Jane Tilson
ABSTRACT A small, but growing, number of studies explore the connections between process drama pedagogy and the development of empathy. In our view, empathy involves affective and cognitive processes of the heart and the mind. In this article, we report findings from a year-long New Zealand research project with four primary school teachers who integrated process drama pedagogy into their programmes. Through a relational lens, we analysed classroom lessons, teacher interviews, research group meetings, student focus group interviews and student writing samples. Three vignettes detail how process drama pedagogy fostered emotionally charged experiences within rich contexts. We argue process drama pedagogy developed students’ cognitive and affective processes, which fostered student capacity to explore diverse perspectives and develop holistic empathy.
越来越多的研究探索了过程戏剧教学法与共情发展之间的联系。在我们看来,共情涉及心灵和思想的情感和认知过程。在这篇文章中,我们报告了一项为期一年的新西兰研究项目的结果,研究对象是四名小学教师,他们将过程戏剧教学法融入到他们的课程中。通过关系视角,我们分析了课堂教学、教师访谈、研究小组会议、学生焦点小组访谈和学生写作样本。三个小插曲详细说明了过程戏剧教学法如何在丰富的背景下培养情感丰富的经验。我们认为过程戏剧教学法发展了学生的认知和情感过程,从而培养了学生探索不同观点和发展整体同理心的能力。
{"title":"Learning “what it’s like to be someone else apart from yourself”: developing holistic empathy with process drama","authors":"T. Wells, Susan Sandretto, Jane Tilson","doi":"10.1080/14681366.2021.1949633","DOIUrl":"https://doi.org/10.1080/14681366.2021.1949633","url":null,"abstract":"ABSTRACT A small, but growing, number of studies explore the connections between process drama pedagogy and the development of empathy. In our view, empathy involves affective and cognitive processes of the heart and the mind. In this article, we report findings from a year-long New Zealand research project with four primary school teachers who integrated process drama pedagogy into their programmes. Through a relational lens, we analysed classroom lessons, teacher interviews, research group meetings, student focus group interviews and student writing samples. Three vignettes detail how process drama pedagogy fostered emotionally charged experiences within rich contexts. We argue process drama pedagogy developed students’ cognitive and affective processes, which fostered student capacity to explore diverse perspectives and develop holistic empathy.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"809 - 825"},"PeriodicalIF":2.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1949633","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42390174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
The agents of autonomy in decolonising pedagogy: an analysis of autonomy-facilitating approaches to anti-deficit, critical, and culturally responsive education for marginalised women in Ontario, Canada 非殖民化教育学中的自治代理人:对加拿大安大略省边缘化妇女的反赤字、批判和文化响应教育的自主促进方法的分析
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-02 DOI: 10.1080/14681366.2021.1949632
Farra Yasin
ABSTRACT This qualitative case study presents an investigation on how three adult literacy educators in community-based teaching contexts are using anti-deficit, culturally relevant and critical practices to engage racialised women in learning processes that counter colonial epistemology. These educators work in Ontario, Canada where policy around adult literacy education prioritises learning for employment in ways that reinforce colonial epistemology by reducing the value of human and environment to serve economic growth. Despite the political-economic contexts that structure adult literacy programming, these educators’ practices engage racialised women in resources and practices that challenge colonial world views and its reproduction as the normative social practice. An analysis of these educators’ practice raises insights into how decolonising pedagogy can be further theorised to speak to the significance of agency in the education process of racialised women and the educator’s role as an agent of autonomy.
摘要本定性案例研究调查了三位成年扫盲教育工作者在社区教学环境中如何利用反赤字、文化相关和批判性的实践,让种族化的女性参与到反殖民认识论的学习过程中。这些教育工作者在加拿大安大略省工作,那里的成人扫盲教育政策优先考虑就业学习,通过降低人类和环境的价值来为经济增长服务,从而强化殖民认识论。尽管构成成人扫盲方案的政治经济背景,但这些教育工作者的做法让种族化的妇女参与挑战殖民世界观及其作为规范性社会实践的再生产的资源和做法。对这些教育工作者的实践进行分析,可以深入了解如何将非殖民化教育法进一步理论化,以说明代理在种族化女性教育过程中的重要性,以及教育工作者作为自治代理人的作用。
{"title":"The agents of autonomy in decolonising pedagogy: an analysis of autonomy-facilitating approaches to anti-deficit, critical, and culturally responsive education for marginalised women in Ontario, Canada","authors":"Farra Yasin","doi":"10.1080/14681366.2021.1949632","DOIUrl":"https://doi.org/10.1080/14681366.2021.1949632","url":null,"abstract":"ABSTRACT This qualitative case study presents an investigation on how three adult literacy educators in community-based teaching contexts are using anti-deficit, culturally relevant and critical practices to engage racialised women in learning processes that counter colonial epistemology. These educators work in Ontario, Canada where policy around adult literacy education prioritises learning for employment in ways that reinforce colonial epistemology by reducing the value of human and environment to serve economic growth. Despite the political-economic contexts that structure adult literacy programming, these educators’ practices engage racialised women in resources and practices that challenge colonial world views and its reproduction as the normative social practice. An analysis of these educators’ practice raises insights into how decolonising pedagogy can be further theorised to speak to the significance of agency in the education process of racialised women and the educator’s role as an agent of autonomy.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"793 - 808"},"PeriodicalIF":2.0,"publicationDate":"2021-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1949632","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45908374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Why education should engage in the inner curriculum of the mind 为什么教育要参与心灵的内在课程
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-02 DOI: 10.1080/14681366.2021.1949383
M. Harant
ABSTRACT Both contemporary naturalist and deconstructivist theories share the suspicion of invoking an emphatic subject in education while not being able to address the question of what education is for in a constructive and value-based way. However, while naturalist theory also focuses on the human mind and its evolutionary origins, deconstructivism is preoccupied with the social constraints of subjectivation. The following takes up the idea that a core value of education is the enhancement of human wellbeing by referring to Ergas’s call for a contemplative turn towards mindful education and relating it to naturalist evolutionary theory about the human mind. This attempt turns out to be promising because mindful education addresses the problem of wellbeing without postulating a non-naturalist realm of emphatic subjectivity. To take up the deconstructivist critique, socio-cultural problems that arise from the idea of mindful education and its relation to naturalist thinking are discussed.
当代自然主义和解构主义理论都怀疑在教育中引用一个强调的主题,而不能以建设性和基于价值的方式解决教育的问题。然而,当自然主义理论也关注人类心灵及其进化起源时,解构主义则专注于主体化的社会约束。下面的观点是,教育的核心价值是提高人类的福祉,通过参考Ergas对冥想转向正念教育的呼吁,并将其与关于人类心灵的自然主义进化理论联系起来。这种尝试被证明是有希望的,因为正念教育解决了幸福问题,而没有假设一个强调主体性的非自然主义领域。为了接受解构主义的批判,本文讨论了正念教育思想及其与自然主义思维的关系所引起的社会文化问题。
{"title":"Why education should engage in the inner curriculum of the mind","authors":"M. Harant","doi":"10.1080/14681366.2021.1949383","DOIUrl":"https://doi.org/10.1080/14681366.2021.1949383","url":null,"abstract":"ABSTRACT Both contemporary naturalist and deconstructivist theories share the suspicion of invoking an emphatic subject in education while not being able to address the question of what education is for in a constructive and value-based way. However, while naturalist theory also focuses on the human mind and its evolutionary origins, deconstructivism is preoccupied with the social constraints of subjectivation. The following takes up the idea that a core value of education is the enhancement of human wellbeing by referring to Ergas’s call for a contemplative turn towards mindful education and relating it to naturalist evolutionary theory about the human mind. This attempt turns out to be promising because mindful education addresses the problem of wellbeing without postulating a non-naturalist realm of emphatic subjectivity. To take up the deconstructivist critique, socio-cultural problems that arise from the idea of mindful education and its relation to naturalist thinking are discussed.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"757 - 773"},"PeriodicalIF":2.0,"publicationDate":"2021-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1949383","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47819559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Disrupting discourses of deficiency in English for Academic Purposes: dialogic reflection with a critical friend 颠覆学术英语缺陷语篇:与一位批评的朋友的对话思考
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-01 DOI: 10.1080/14681366.2021.1947355
D. Loo, Jariya Sairattanain
ABSTRACT The discourse of deficiency in English for Academic Purposes (EAP) has been perpetuated through the neoliberalisation of higher education. To explore the possibilities of disrupting this discourse, an EAP instructor, Daron, engaged with his critical friend, Jariya, in dialogic reflection. This was done on Daron’s teaching journal entries through the restorying of his reflections, which were then critically responded to, and finally reconstructed to highlight tensions and hegemonic discourses affecting EAP. This dialogic exercise showed disruption through the reimagination of the EAP marketplace and through the centring of self and anxiety in a neoliberalised parameter. The former demonstrated a critique towards the value of standardised assessments while the latter illustrated the seemingly isolating endeavour when contesting the notion of students’ language deficiency. While tensions were not expected to be resolved, this study showed how EAP practitioners could still enact autonomy within their work parameters.
摘要高等教育的新自由化使学术英语教学缺陷论得以延续。为了探索破坏这种话语的可能性,EAP讲师Daron与他的批判性朋友Jariya进行了对话反思。这是在Daron的教学期刊条目上完成的,通过重新整理他的反思,这些反思随后得到了批判性的回应,并最终被重建,以突出影响EAP的紧张局势和霸权话语。这种对话活动通过对EAP市场的重新想象,以及通过将自我和焦虑集中在新自由主义参数中,显示出了破坏性。前者展示了对标准化评估价值的批判,而后者则展示了在质疑学生语言缺陷概念时看似孤立的努力。虽然紧张局势预计不会得到解决,但这项研究表明,EAP从业者如何在其工作参数范围内实现自主性。
{"title":"Disrupting discourses of deficiency in English for Academic Purposes: dialogic reflection with a critical friend","authors":"D. Loo, Jariya Sairattanain","doi":"10.1080/14681366.2021.1947355","DOIUrl":"https://doi.org/10.1080/14681366.2021.1947355","url":null,"abstract":"ABSTRACT The discourse of deficiency in English for Academic Purposes (EAP) has been perpetuated through the neoliberalisation of higher education. To explore the possibilities of disrupting this discourse, an EAP instructor, Daron, engaged with his critical friend, Jariya, in dialogic reflection. This was done on Daron’s teaching journal entries through the restorying of his reflections, which were then critically responded to, and finally reconstructed to highlight tensions and hegemonic discourses affecting EAP. This dialogic exercise showed disruption through the reimagination of the EAP marketplace and through the centring of self and anxiety in a neoliberalised parameter. The former demonstrated a critique towards the value of standardised assessments while the latter illustrated the seemingly isolating endeavour when contesting the notion of students’ language deficiency. While tensions were not expected to be resolved, this study showed how EAP practitioners could still enact autonomy within their work parameters.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"669 - 685"},"PeriodicalIF":2.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1947355","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44821717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Moving beyond debunking conspiracy theories from a narrow epistemic lens: ethical and political implications for education 超越从狭隘的认知视角揭穿阴谋论:教育的伦理和政治含义
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-07-01 DOI: 10.1080/14681366.2021.1948911
Michalinos Zembylas
ABSTRACT How should educators deal with conspiracy theories in the classroom, if at all? Do the epistemic deficiencies of some conspiracy theories make them easy prey for debunking? Can the moral and political dangers that certain conspiracy theories pose to democratic societies justify educators avoiding addressing conspiracy theories in the classroom? These questions are at the heart of this essay. Its purpose is to assess both the promises and perils of whether and under which conditions it might be pedagogically productive to address conspiracy theories in the classroom. In particular, it is argued that debunking conspiracy theories in the classroom from a narrow epistemic lens (fact-checking) is not only impossible, but also unproductive. It is suggested that a fruitful trajectory to deal with conspiracy theories is to go beyond treating them merely as a narrow epistemic problem and consider the ethical and political motivations and implications of conspiracy theories.
教育工作者应该如何在课堂上处理阴谋论,如果有的话?一些阴谋论的认知缺陷是否使它们很容易被揭穿?某些阴谋论给民主社会带来的道德和政治危险,能成为教育工作者在课堂上避免讨论阴谋论的理由吗?这些问题是本文的核心。它的目的是评估在课堂上讨论阴谋论是否以及在何种条件下可能在教学上富有成效的承诺和危险。特别是,有人认为,从狭隘的认知视角(事实核查)在课堂上揭穿阴谋论不仅是不可能的,而且也是徒劳的。有人建议,处理阴谋论的有效轨迹是超越仅仅将其视为一个狭隘的认识问题,并考虑阴谋论的伦理和政治动机及其含义。
{"title":"Moving beyond debunking conspiracy theories from a narrow epistemic lens: ethical and political implications for education","authors":"Michalinos Zembylas","doi":"10.1080/14681366.2021.1948911","DOIUrl":"https://doi.org/10.1080/14681366.2021.1948911","url":null,"abstract":"ABSTRACT How should educators deal with conspiracy theories in the classroom, if at all? Do the epistemic deficiencies of some conspiracy theories make them easy prey for debunking? Can the moral and political dangers that certain conspiracy theories pose to democratic societies justify educators avoiding addressing conspiracy theories in the classroom? These questions are at the heart of this essay. Its purpose is to assess both the promises and perils of whether and under which conditions it might be pedagogically productive to address conspiracy theories in the classroom. In particular, it is argued that debunking conspiracy theories in the classroom from a narrow epistemic lens (fact-checking) is not only impossible, but also unproductive. It is suggested that a fruitful trajectory to deal with conspiracy theories is to go beyond treating them merely as a narrow epistemic problem and consider the ethical and political motivations and implications of conspiracy theories.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"741 - 756"},"PeriodicalIF":2.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1948911","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44288240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Preservice teachers’ perezhivanie and epistemic agency during the practicum 教师实践中的自我保护与认识能动性
IF 2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2021-06-28 DOI: 10.1080/14681366.2021.1946841
Hongzhi Yang, L. Markauskaite
ABSTRACT Although the role of emotions in preservice teacher agency in innovation is well acknowledged, little is known about how emotions relate to their epistemic agency. This study explores the link between preservice teachers’ emotional experiences and their epistemic agency during the practicum, using Vygotskyan notions of perezhivanie and a sociocultural perspective to epistemic agency. This paper's first contribution is an integrated conceptual framework for exploring the link between perezhivanie and epistemic agency in classroom settings. Second, drawing on results from 11 interview-based case studies, this paper shows how preservice teachers’ social situations shape their perezhivanie and epistemic agency. The cases of two preservice language teachers who had different perezhivanie to a similar issue illustrate how their emotions and interpretations of the situation impacted their knowledge practices. The findings highlight that the quality of the epistemic object and the personal connection to it played a key role in the formation of epistemic agency.
摘要尽管情绪在职前教师能动性创新中的作用已被公认,但人们对情绪如何与其认知能动性联系却知之甚少。本研究利用维果茨基的perezivanie概念和认知能动性的社会文化视角,探讨了职前教师在实践中的情感体验与认知能动性之间的联系。本文的第一个贡献是一个综合的概念框架,用于探索课堂环境中perezivanie和认知能动性之间的联系。其次,根据11个基于访谈的案例研究结果,本文展示了职前教师的社会情境如何塑造他们的perzhivanie和认知能动性。两位职前语言教师对类似问题有不同的理解,这说明了他们对这种情况的情绪和解释如何影响他们的知识实践。研究结果强调,认识对象的质量及其个人联系在认识能动性的形成中起着关键作用。
{"title":"Preservice teachers’ perezhivanie and epistemic agency during the practicum","authors":"Hongzhi Yang, L. Markauskaite","doi":"10.1080/14681366.2021.1946841","DOIUrl":"https://doi.org/10.1080/14681366.2021.1946841","url":null,"abstract":"ABSTRACT Although the role of emotions in preservice teacher agency in innovation is well acknowledged, little is known about how emotions relate to their epistemic agency. This study explores the link between preservice teachers’ emotional experiences and their epistemic agency during the practicum, using Vygotskyan notions of perezhivanie and a sociocultural perspective to epistemic agency. This paper's first contribution is an integrated conceptual framework for exploring the link between perezhivanie and epistemic agency in classroom settings. Second, drawing on results from 11 interview-based case studies, this paper shows how preservice teachers’ social situations shape their perezhivanie and epistemic agency. The cases of two preservice language teachers who had different perezhivanie to a similar issue illustrate how their emotions and interpretations of the situation impacted their knowledge practices. The findings highlight that the quality of the epistemic object and the personal connection to it played a key role in the formation of epistemic agency.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"647 - 668"},"PeriodicalIF":2.0,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1946841","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43411083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 9
期刊
Pedagogy Culture and Society
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1