ECNU Review of Education最新文献_第7页

How Can Ignorance Be Useful to Teachers? 无知如何对教师有用?

ECNU Review of Education Pub Date : 2023-04-18 DOI: 10.1177/20965311231167189

L. Giray

引用次数: 0

When the Light Goes Out: Ignorance and Multiplicity in Teaching and Learning 当光明熄灭：教学中的无知与多元

ECNU Review of Education Pub Date : 2023-04-18 DOI: 10.1177/20965311231167190

Jais Brohinsky

{"title":"When the Light Goes Out: Ignorance and Multiplicity in Teaching and Learning","authors":"Jais Brohinsky","doi":"10.1177/20965311231167190","DOIUrl":"https://doi.org/10.1177/20965311231167190","url":null,"abstract":"If education is the movement from dark to light, what does it mean for the light to go out? Following this question, this paper examines how conceptions of ignorance inform and are embedded in ideas of learning and pedagogy. Through historical and contemporary examples, I ask how an understanding of ignorance as absence frames some forms of teaching and learning, how ignorance might be understood differently, and how a different formulation of ignorance creates possibilities for imagining teaching and learning otherwise. The framing of ignorance as absence articulates a distance between knowing and not knowing that defines what I call explicatory spacetime. This arrangement positions ignorance as a social problem and schooling as a solution aimed at closing the gap. I point to ways this framing persists today in research and practices that posit the acquisition of positive knowledge and the eradication of negative ignorance as a foremost educational responsibility. Engaging work across science and technology studies, psychoanalysis, and the philosophy of education, I argue that alternative conceptions of ignorance often maintain associations with absence. Building from this scholarship, I ask how reframing ignorance through multiplicity, that is, within a field of possibility out of which a thing called knowledge can cohere, offers a different framework and pedagogical arrangements. Finally, I explore how reframing ignorance in a spacetime of multiplicity opens possibilities for understanding and enacting pedagogical encounters.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42015092","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

Variegated Roles of and Relationships Between Private Tutoring and Schooling: Insights From the State of Maharashtra, India 私人辅导与学校教育的不同角色及其关系——来自印度马哈拉施特拉邦的见解

ECNU Review of Education Pub Date : 2023-04-18 DOI: 10.1177/20965311231167186

Shalini Bhorkar

{"title":"Variegated Roles of and Relationships Between Private Tutoring and Schooling: Insights From the State of Maharashtra, India","authors":"Shalini Bhorkar","doi":"10.1177/20965311231167186","DOIUrl":"https://doi.org/10.1177/20965311231167186","url":null,"abstract":"The relationship between private tutoring (PT) and mainstream education is among the complex themes characterizing PT discourses in the literature. This study examined the complications of practices and processes in tutoring and schooling to elucidate different roles played by PT and its relationship with mainstream education. This study used qualitative data from a diverse set of 37 PT providers from the State of Maharashtra, India, to delineate their roles and explore their relationship with schooling in this context. The classification of PT providers’ roles into complementary, accommodating, competing, and substitutive ones demonstrated a diverse range of relationships between PT and mainstream education. Further analysis showed that these relationships are dynamic in nature, and the boundaries between them are blurred. Research in the field of PT has been consistently pointing toward a perplexing mixture of positive and negative outcomes resulting from its relationship with mainstream education. This study transcended the positive vis-à-vis negative binary approach by contributing to the deeper understanding of PT relationships. Furthermore, it exemplified how future studies can disentangle the complexities of such relationships by deploying flexible, context-specific theoretical approaches.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49324863","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

The Participation Experiences of Chinese Teacher Trainees and Their Finnish Teacher Trainer on an In-Service Teacher Training Program Exported From Finland to China 中国见习教师和芬兰培训师参与芬兰向中国输出的在职教师培训项目的经验

ECNU Review of Education Pub Date : 2023-04-17 DOI: 10.1177/20965311231168415

Suhao Peng (彭素豪), R. Kantelinen, Pekka Räihä

{"title":"The Participation Experiences of Chinese Teacher Trainees and Their Finnish Teacher Trainer on an In-Service Teacher Training Program Exported From Finland to China","authors":"Suhao Peng (彭素豪), R. Kantelinen, Pekka Räihä","doi":"10.1177/20965311231168415","DOIUrl":"https://doi.org/10.1177/20965311231168415","url":null,"abstract":"Purpose This paper aims to examine the participation experiences of a sample of Chinese teacher trainees and their Finnish teacher trainer on an in-service teacher training program exported from Finland to Beijing, China. Design/Approach/Methods Six science teachers from Beijing and their Finnish teacher trainer participated in semi-structured interviews. From the ideological perspective of international education, a total of eight semi-structured interviews were analyzed through qualitative content analysis. Findings The results show that all interviewees were highly motivated to learn from the Other's education system and culture. Some participants benefited from a broader understanding of the Self's and the Other's education systems, while others did not. The interviewees also described some participation challenges, such as language barriers and practices that adapted learner-centered teaching approaches in Beijing schools. Furthermore, the interviewees mentioned future expectations of more in-depth communication between Finland and China. Originality/Value Some recommendations for better training outcomes, improving the quality of participation experiences, and reaching more mutual understandings were discussed at the end of this study.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":"6 1","pages":"385 - 409"},"PeriodicalIF":0.0,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47832444","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

Beyond Preschool Education: An Exploration From the Perspective of Cultural Studies 超越学前教育:文化研究视角下的探索

ECNU Review of Education Pub Date : 2023-04-17 DOI: 10.1177/20965311231167197

Xinyi Zong (宗心怡)

引用次数: 0

Dewey and China's Encounters With the West 杜威与中国与西方的相遇

ECNU Review of Education Pub Date : 2023-04-11 DOI: 10.1177/20965311231167193

Guoping Zhao (赵国平)

引用次数: 0

The Effect of Parenting Sense of Competence on Emotional and Behavioral Adjustment of Children With Special Education Needs: A Chain Mediating Model 父母能力感对特殊教育需要儿童情绪和行为适应的影响:一个链式中介模型

ECNU Review of Education Pub Date : 2023-04-11 DOI: 10.1177/20965311231167196

引用次数: 1