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Changing English-Studies in Culture and Education最新文献

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Reading in Old Age 老年读书
IF 0.8 Q1 Social Sciences Pub Date : 2022-04-03 DOI: 10.1080/1358684x.2022.2055532
Jane A. Miller
ABSTRACT A consideration of how reading may change in retirement and old age, demonstrated in relation to five books by women
摘要:本文以女性的五本书为例,探讨退休和老年时期阅读的变化
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引用次数: 0
Editorial 编辑
IF 0.8 Q1 Social Sciences Pub Date : 2022-04-03 DOI: 10.1080/1358684x.2022.2058743
J. Yandell
Aujourd’hui, au-delà du travail d’appui mené dans les pays en développement, l’ensemble des structures et acteurs impliqués tendent à développer, voire généraliser, un autre pilier d’actions avec pour grand thème : « L’EDUCATION AU DEVELOPPEMENT ». Cette expression, dont beaucoup s’accordent à penser qu’il faudrait la renommer, est communément utilisée pour définir au Nord le champ de la sensibilisation, de la formation, de l’éducation à la citoyenneté et à la solidarité internationale. Après un premier tour de table auprès d’acteurs de Rhône-Alpes mettant en œuvre des activités « d’éducation au développement », il semble que le champ d’intervention de ce secteur offre des possibilités d’actions beaucoup plus importantes, qui ne se limitent d’ailleurs pas aux frontières de nos pays.
今天,除了在发展中国家开展的支助工作外,所有有关结构和行为者都倾向于制定甚至推广另一个行动支柱,其主题是“发展教育”。这一表达,许多人认为应该重新命名,通常用于定义北方的意识、培训、公民教育和国际团结领域。在与罗讷-阿尔卑斯地区实施“发展教育”活动的行为者进行第一轮讨论后,该部门的干预领域似乎为采取行动提供了更大的可能性,而且不限于我们各国的边界。
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引用次数: 0
The Mishpacha of Language: Yiddish and Belonging 语言的Mishpacha:意第绪语和归属
IF 0.8 Q1 Social Sciences Pub Date : 2022-04-03 DOI: 10.1080/1358684x.2022.2027742
Zoë Guzy-Sprague
ABSTRACT Exploring the Yiddish language of my father, grandmother, her grandmother, and beyond, this autobiographical article frames language as an ever-changing space where identities are negotiated, formed, and contested. Placing the history of Yiddish alongside my own familial relationship to the language, I explore how the stories of individual lives and the histories of people are created through their relationship with and negotiation of language. Through my own personal experience, this article posits language as a both a space of alienation and belonging.
摘要这篇自传体文章探讨了我父亲、祖母、祖母和其他人的意第绪语,将语言定义为一个不断变化的空间,在这个空间里,身份是协商、形成和竞争的。将意第绪语的历史与我自己与语言的家族关系放在一起,我探索了个人生活的故事和人们的历史是如何通过与语言的关系和语言的协商而产生的。通过我自己的亲身经历,本文将语言定位为一个既疏离又归属的空间。
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引用次数: 0
Resisting (in) English, Changing English 30.3 Call for Contributions 抵制(用)英语,改变英语30.3征求意见
IF 0.8 Q1 Social Sciences Pub Date : 2022-04-03 DOI: 10.1080/1358684x.2022.2066846
Liz Eades
‘My quarrel with the English language has been that the language reflected none of my experience. But now I began to see the matter another way . . . Perhaps the language was not my own because I had never attempted to use it, had only learned to imitate it. If this were so, then it might be made to bear the burden of my experience if I could find the stamina to challenge it, and me, to such a test.’ (James Baldwin, in Mair 2003)
“我对英语的不满在于它没有反映出我的经历。但现在我开始用另一种方式看待这件事…也许这种语言不是我自己的,因为我从来没有尝试过使用它,只是学会了模仿它。如果是这样的话,那么,如果我有足够的毅力去挑战它和我自己,那么它就可以承担我的经验的重担了。(詹姆斯·鲍德温,2003年3月)
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引用次数: 0
Constructing Identity in the Time of Coronavirus: Reading as Recovery 在冠状病毒时代构建身份认同:解读为康复
IF 0.8 Q1 Social Sciences Pub Date : 2022-03-24 DOI: 10.1080/1358684x.2022.2048950
Louise Torres-Ryan
ABSTRACT How does a beginning teacher go about constructing a teacherly identity in a pandemic? How does one reconcile what might be with what is, as dictated by the rhetoric of a neoliberal government, which prizes the individual mind over the collective one, the product over the process, and results over relationships? This essay explores these questions through the experience of reading Jane Eyre with a Year 9 English class. Personal and professional stories form the core of this investigation that explores the complexities of finding a teacherly identity; this is a discussion about aims and values and relationships, rather than just ‘effective’ teaching strategies.
一名初出茅庐的教师如何在疫情中构建自己的教师身份?在新自由主义政府的花言巧语下,一个人如何调和可能与现实?新自由主义政府重视个人思想而不是集体思想,重视产品而不是过程,重视结果而不是关系。本文通过与九年级英语班一起阅读《简·爱》的经历来探讨这些问题。个人和职业故事构成了本次调查的核心,探讨了寻找教师身份的复杂性;这是关于目标、价值观和关系的讨论,而不仅仅是“有效”的教学策略。
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引用次数: 0
From ‘Our Island Story’ to ‘Citizens of Nowhere’: Culture, Identity and English Literature 从“我们的岛屿故事”到“无处可去的公民”:文化、身份与英国文学
IF 0.8 Q1 Social Sciences Pub Date : 2022-03-24 DOI: 10.1080/1358684X.2022.2053281
D. Talbot
ABSTRACT There is a growing consensus that the study of literature in English secondary schools is suffering a crisis: a fixation with knowledge and facts, a loss of creativity, and a denigration of students’ own experience, to name a few. This article argues that this is, in part, a result of the conception of culture embedded in the current National Curriculum; a conception in which the study of literature exists primarily to valorise and maintain a clearly definable national culture. In response to this, I suggest that recent thinking in the tradition of cultural cosmopolitanism can expose the inadequacies of this model and offer a set of conceptual resources for thinking about the role of identity and culture in relation to literary study in the secondary school. I also suggest that, as far back as the 1921 Newbolt report, fragments of this more capacious understanding of culture run through much of the most important thinking about the subject.
摘要越来越多的人认为,英国中学的文学研究正面临着一场危机:对知识和事实的执着,创造力的丧失,以及对学生自身经历的诋毁。本文认为,这在一定程度上是当前国家课程中文化观念的结果;在这个概念中,文学研究的存在主要是为了珍视和维护一种明确的民族文化。对此,我建议,最近对文化世界主义传统的思考可以揭露这种模式的不足,并为思考身份和文化在中学文学研究中的作用提供一套概念资源。我还认为,早在1921年的Newbolt报告中,这种对文化的更广泛理解的片段就贯穿了对这个主题最重要的思考。
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引用次数: 1
Critical or Creative? The Creature Writes to Victor Frankenstein 批判性还是创造性?生物写信给维克多·弗兰肯斯坦
IF 0.8 Q1 Social Sciences Pub Date : 2022-03-17 DOI: 10.1080/1358684X.2022.2048949
Kate Bomford
ABSTRACT This essay considers the relative merits of critical writing and writing in role as a means of enabling and assessing students’ responses to literary texts. Drawing largely on the author’s experience of teaching Frankenstein, it argues that the distinction between critical and creative writing is not as absolute as is sometimes supposed, and that so-called ‘creative’ tasks can be a very effective way of generating critical insight. It explores the significant limitations and limiting potential of the critical essay as a form, and argues that creative tasks such as writing in role afford far greater opportunities for school students to write fully and successfully as themselves. It links the longevity and pervasiveness of the critical essay as a mode of assessment within the English school system to its ‘exam-friendliness’, and makes the case for an alternative and more equitable approach that would allow for young people to be judged on their true potential as thinkers and writers.
本文考虑了批判性写作和角色写作的相对优点,作为促进和评估学生对文学文本反应的一种手段。根据作者教授《弗兰肯斯坦》的经验,本书认为批判性写作和创造性写作之间的区别并不像人们有时认为的那样绝对,所谓的“创造性”任务可能是产生批判性洞察力的一种非常有效的方式。它探讨了批判性文章作为一种形式的重大局限性和局限性潜力,并认为创造性的任务,如角色写作,为学生提供了更多的机会,让他们充分地、成功地完成自己的写作。它将批评文章作为一种评估模式的持久性和普遍性与英国学校系统的“考试友好性”联系起来,并提出了一种替代的、更公平的方法,使年轻人能够根据他们作为思想家和作家的真正潜力得到评判。
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引用次数: 1
A Pedagogical Framework for Critical Cosmopolitan Literacies 批判性世界主义素养的教学框架
IF 0.8 Q1 Social Sciences Pub Date : 2022-03-17 DOI: 10.1080/1358684X.2022.2042673
Shea N. Kerkhoff
ABSTRACT Understanding global perspectives and international cultures is important because of increasing global mobility, digital connections, and national chauvinism. As students engage with diverse others in schools and online, they need global, critical, and ethical understandings of language, literacy, and culture. From a critical cosmopolitan lens, language and literacy educators guide students to develop a cosmopolitan worldview; dismantle hierarchies through reading, writing, and thinking; and take action for justice worldwide. The purpose of this article is to converge cosmopolitanism, critical pedagogy, and teacher perceptions to construct a framework for teaching critical cosmopolitan literacies. The findings suggest five dimensions of critical cosmopolitan literacies: proximal stance, reflexive stance, reciprocal stance, responsive stance, and praxis. Overall, participants held positive views of infusing cosmopolitan dispositions and global perspectives in their classrooms and reported success with integrating global literature, structuring discussions to promote empathy, and implementing inquiry to connect local and global issues.
摘要了解全球视角和国际文化非常重要,因为全球流动性、数字联系和民族沙文主义日益增加。当学生在学校和网上与不同的人交往时,他们需要对语言、识字和文化有全球性、批判性和伦理的理解。语言和识字教育工作者从一个批判性的世界主义视角引导学生发展世界主义世界观;通过阅读、写作和思考打破等级制度;并在全世界采取行动伸张正义。本文的目的是融合世界主义、批判性教育学和教师观念,构建一个教授批判性世界主义文学的框架。研究结果提出了批判性世界文学的五个维度:近距离立场、反身立场、对等立场、回应立场和实践。总的来说,参与者对在课堂上融入国际化倾向和全球视角持积极看法,并报告了在整合全球文学、组织讨论以促进同理心以及实施调查以连接地方和全球问题方面取得的成功。
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引用次数: 0
Hearts, Minds and ‘My Hands’: Narrating the Literary Sociability of a Creative Writing Lesson 心、心和“我的手”:讲述一堂创造性写作课的文学社会性
IF 0.8 Q1 Social Sciences Pub Date : 2022-02-23 DOI: 10.1080/1358684x.2022.2034109
Lewis Goodacre
ABSTRACT This essay explores an English lesson I taught to a Year 9 class in which students drew upon and narrativised personal experiences. I describe and examine the literary sociability of the lesson, by which I mean the social and cultural exchanges that give shape to students’ reading and writing. In doing so, I demonstrate the need for policymakers to treat school English as a social practice and to make students’ experiences central to the curriculum.
摘要本文探讨了我教给九年级学生的一堂英语课,在这堂课上,学生们借鉴并讲述了自己的亲身经历。我描述并考察了这节课的文学交际性,我指的是形成学生阅读和写作的社会和文化交流。通过这样做,我证明了政策制定者需要将学校英语视为一种社会实践,并将学生的体验作为课程的核心。
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引用次数: 0
Reading the Word Instead of the World: GCSE English Re-sits and the Divorce of Literacies from Their Lifeworld Use 阅读单词而不是世界:GCSE英语重新考试和文学与生活世界使用的分离
IF 0.8 Q1 Social Sciences Pub Date : 2022-02-22 DOI: 10.1080/1358684X.2021.2024427
Rose Veitch
ABSTRACT This paper explores GCSE English re-sits in post-16 education. The re-sit policy was introduced in England and Wales to improve national literacy rates, yet persistently poor pass rates have drawn robust criticism of the policy. This article argues that traditional discourses of literacy predominate and contribute towards antagonisms between re-sit students and subject English. The high-stakes nature of the qualification and associated performativity pressures compound the difficulties. High levels of test-teaching and technique-spotting impair the ambit of the GCSE re-sit programme to deliver the type of literacy which the policy purports to improve. This autoethnographic study correlates the GCSE re-sit landscape with Paulo Freire’s ‘banking model’ of education and uses the work of The New Literacies Studies to suggest that dominant “autonomous” discourses of literacy are impeding educators’ appreciation of literacies as situated practices.
本文探讨了GCSE英语在16岁后教育中的重新定位。英格兰和威尔士引入了重新考试政策,以提高全国识字率,但持续的低通过率引发了对该政策的强烈批评。本文认为,传统的读写话语占主导地位,并助长了重读学生与主体英语之间的对立。资格认证的高风险性质和相关的业绩压力加剧了这些困难。高水平的考试教学和技术发现削弱了GCSE重新考试计划的范围,以提供该政策旨在改善的扫盲类型。这项自我民族志研究将GCSE重新考试的情况与保罗·弗莱雷的教育“银行模式”联系起来,并利用《新识字研究》的工作表明,占主导地位的“自主”识字话语阻碍了教育者对识字作为情境实践的欣赏。
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Changing English-Studies in Culture and Education
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