早期教育环境中的电子档案和关系空间

Q3 Social Sciences Journal of Pedagogy Pub Date : 2018-06-01 DOI:10.2478/jped-2018-0002

Aisling Gallagher

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引用次数: 8

摘要

摘要本文考虑了电子档案作为一种在线工具的作用，旨在促进早期教育环境中家长、教师和儿童之间的更多参与。根据新西兰的研究，我将严格审查这项技术的引入，而不仅仅是对现有ECEC服务的补充。相反，我将强调它在促进父母、教师和管理者之间的新型关系方面产生的影响，我称之为新兴的“ECEC虚拟景观”。最后，我认为这种景观是由权力的不对称塑造的，这使得ECEC的主体化和治理过程以新的方式发生。

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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E-portfolios and relational space in the early education environment

Abstract This paper considers the role of eportfolios as an online tool intended to foster greater engagement between parent, teacher and child in early education settings. Drawing on New Zealand based research, I will critically examine the introduction of this technology as more than an addition into already existing ECEC services. Rather, I will highlight the generative impact it has in facilitating new kinds of relations between parents, teachers and managers, within what I term an emergent ‘virtual landscape of ECEC’. Ultimately I argue that this landscape is shaped by asymmetries of power, which allow for processes of subjectification and governing in ECEC to occur in new ways.

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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.