Melbourne Studies in Education最新文献_第6页

Melbourne Studies in Education Pub Date : 2003-11-01 DOI: 10.1080/17508487.2003.9558603

引用次数: 0

Students researching their subjectivities as constructed by Australian ‘mutual obligation’ policies 学生研究澳大利亚“相互义务”政策所建构的他们的主体性

Melbourne Studies in Education Pub Date : 2003-05-01 DOI: 10.1080/17508487.2003.9558590

J. Edwards

引用次数: 2

Introduction: Performing shared responsibilities: Inclusive methodologies for educational inquiry 导论:履行共同责任:教育探究的包容性方法论

Melbourne Studies in Education Pub Date : 2003-05-01 DOI: 10.1080/17508487.2003.9558588

N. Gough

{"title":"Introduction: Performing shared responsibilities: Inclusive methodologies for educational inquiry","authors":"N. Gough","doi":"10.1080/17508487.2003.9558588","DOIUrl":"https://doi.org/10.1080/17508487.2003.9558588","url":null,"abstract":"Let me say from the outset that the following articles really need no introduction, and that their authors certainly do not need my patronage (or anyone else's) to legitimate their work. Nevertheless, I very much enjoyed the presentation of four of these articles in their earlier versions (at the Annual Conference of the Australian Association for Research in Education held in Fremantle in December 2001) and the authors have persuaded me that introducing their articles and making some connections between them might serve some useful purpose. I admit that much of my enthusiasm for these articles is unabashedly self-interested. Four of them those by Jan Edwards, Valerie Harwood, Margaret Kumar and Mary Lou Rasmussen were invaluable in helping me to understand and address a pressing practical problem in 2001, as I will explain in more detail below. I read the fifth article by Anna Hickey-Moody only a few weeks before writing this introduction, but it has proved to be no less useful in informing the same practical problem, as well as a more recent research interest. Each of these articles responds critically and creatively to the challenges of performing and representing inclusive methodologies in educational research. For much of my career as an educational researcher and teacher of research methodology studies, I thought I 'knew* how difficult these challenges were. Like many of my colleagues, I have struggled with the ontological, epistemological, methodological and axiological complexities of reading, representing and narrating difference without fearing or fetishising it, and of performing modes of inquiry that respond constructively to the effects of difFerence in mediating educational change. But I have become more aware of the limits of my understandings in recent years, especially since 1998 when I began to participate in a number of research and teaching activities in southern Africa. These literal (if occasional) shifts in location have helped to shape my enthusiasm for the articles in this issue.","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124413772","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

‘Turning away’ from intellectual disability: Methods of practice, methods of thought 远离智障:实践的方法，思考的方法

Melbourne Studies in Education Pub Date : 2003-05-01 DOI: 10.1080/17508487.2003.9558589

A. Hickey-Moody

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引用次数: 10

Queer trepidations and the art of inclusion 同性恋恐惧和包容的艺术

Melbourne Studies in Education Pub Date : 2003-05-01 DOI: 10.1080/17508487.2003.9558593

M. Rasmussen

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引用次数: 5

Notes on Contributors 投稿人说明

Melbourne Studies in Education Pub Date : 2003-05-01 DOI: 10.1080/17508487.2003.9558595

引用次数: 0

Strands of knowledge: Weaving international student subjectivity and hybridity into undergraduate curriculum. 知识链:将国际学生的主体性和杂性融入本科课程。

Melbourne Studies in Education Pub Date : 2003-05-01 DOI: 10.1080/17508487.2003.9558592

Margaret Kumar

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引用次数: 5

Subjugation and disqualification: Critiquing the discourses of psychopathological behaviour used in education 征服与丧失资格:批判教育中使用的精神病理学行为的话语

Melbourne Studies in Education Pub Date : 2003-05-01 DOI: 10.1080/17508487.2003.9558591

V. Harwood

引用次数: 9

Four Literacy Practices roled into One: Drama and Early Childhood Literacies 四种识字实践合而为一:戏剧和幼儿识字

Melbourne Studies in Education Pub Date : 2002-11-01 DOI: 10.1080/17508480209556402

J. Martello

{"title":"Four Literacy Practices roled into One: Drama and Early Childhood Literacies","authors":"J. Martello","doi":"10.1080/17508480209556402","DOIUrl":"https://doi.org/10.1080/17508480209556402","url":null,"abstract":"Drama: Undervalued and Underused The literature on process drama and its use as an effective pedagogical strategy is both extensive and convincing (see, for example, Bolton, Morgan & Saxton, Warren). However, so far, it has not convinced a majority of educators to employ drama in the primary school classroom on a regular basis. This is particularly true of early childhood classrooms, where, it can be argued, it is more appropriate than any other learning and teaching strategy. Although some states in Australia have drama as part of the mandatory curriculum for primary schools, there is evidence to show that it is not generally taught as a subject discipline or used as a learning and teaching strategy. The need for further evidence of drama's value continues to drive committed drama educators to research and explain this much under-rated subject and pedagogy. Dramas value as a learning and teaching strategy is a driving concern of this article. The article characterises drama as a 'productive pedagogy' promoting quality student learning on four essential dimensions. At a time when the spotlight is on the quality of teaching as a determining factor in many children's success in literacy and in schooling in general, the productive pedagogy framework provides critical guidance in how we might achieve excellence in teaching. In relation to specific curriculum content, the paper focuses on the use of drama in early childhood to extend students' literacy learning into four kinds of literacy practices that constitute effective literacy. The work of Luke and Freebody is used here as the basis for discussion of literacy","PeriodicalId":347655,"journal":{"name":"Melbourne Studies in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125891128","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: 6

Notes on Contributors 投稿人说明

Melbourne Studies in Education Pub Date : 2002-11-01 DOI: 10.1080/17508480209556410

引用次数: 0