文化包容性的护理教学法:一种叙事探究

Q3 Social Sciences Journal of Pedagogy Pub Date : 2019-12-01 DOI:10.2478/jped-2019-0008

Lata Rana, Yvonne Culbreath

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引用次数: 3

摘要

摘要本文是对文化相关的护理教学方法的反思，以实现幼儿时期不同文化的更公平的结果。作者是新西兰奥克兰一所高等学院的学者。我们的目标是分享我们在新西兰这个多元化和多民族城市的教师经验。作者利用叙事方法解构我们的经验，并分享我们如何在教学和学习中定位自己。本文强调制定一种承认多元文化知识和其他认识方式的教育学。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Culturally inclusive pedagogies of care: A narrative inquiry

Abstract This paper is a reflection on culturally relevant pedagogies of care to achieve more equitable outcomes for diverse cultures within early childhood. The authors are academics at a tertiary institute in Auckland, New Zealand. Our aim is to share our experiences as teachers in a diverse and multi-ethnic city in New Zealand. Authors draw on narrative methodology to deconstruct our experiences and share how we position ourselves in teaching and learning. The paper emphasises an enactment of pedagogy that recognises diverse cultural knowledge and other ways of knowing.

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.