Journal of Pedagogy最新文献_第2页

Aesthetic encounters and agency in ECEC: Materiality, intra-action, and sensitive entanglements ECEC中的审美遭遇与能动性:物质性、内在行为和敏感纠缠

Journal of Pedagogy Pub Date : 2023-06-01 DOI: 10.2478/jped-2023-0007

Henriette Blomgren

{"title":"Aesthetic encounters and agency in ECEC: Materiality, intra-action, and sensitive entanglements","authors":"Henriette Blomgren","doi":"10.2478/jped-2023-0007","DOIUrl":"https://doi.org/10.2478/jped-2023-0007","url":null,"abstract":"Abstract The aim of the article is to analyse aesthetic encounters in Danish early childhood and care (ECEC) centres and create knowledge of and a language for aesthetics as sensitive encounters and vibrant matters between humans and the world. The article thus challenges traditional assumptions about and understandings of aesthetics as simply impression, expression, and rather formal hands-on work (also referred to as ‘aesthetic learning processes’). The article links to fieldwork taking place in two Danish ECEC centres – a kindergarten (3–5-year-olds) and an age-integrated centre for kindergarten groups and nursery groups (0–2-year-olds). The fieldwork is framed as focused ethnography, and the methods used are written and visual field notes (video recording, photos) and interviews with artists who visited the ECEC centres and worked with the pedagogues. In the analysis process, the author revisits the empirical data and dwells on micro-moments that, in the article, are sampled into vignettes. With and through theoretical perspectives related to aesthetics as sensitive, vibrant, intra-active, and entangled encounters with materiality, new insights appear and lead to findings that highlight aesthetics as subtle and informal processes engaging materiality as a symmetric co-player alongside the artists and pedagogues and in support of children’s aesthetic agency.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"30 1","pages":"117 - 136"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90487208","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

Exploring pedagogues’ understanding and detection of vulnerability in Danish early childhood education and care 探讨教师对丹麦早期儿童教育和护理中脆弱性的理解和发现

Journal of Pedagogy Pub Date : 2023-06-01 DOI: 10.2478/jped-2023-0008

Birgitte Theilmann

{"title":"Exploring pedagogues’ understanding and detection of vulnerability in Danish early childhood education and care","authors":"Birgitte Theilmann","doi":"10.2478/jped-2023-0008","DOIUrl":"https://doi.org/10.2478/jped-2023-0008","url":null,"abstract":"Abstract The conceptualisation of vulnerability among Danish pedagogues in the context of early childhood education and care (ECEC) is framed by both Danish legislation (Dagtilbudsloven, 2020) and key pedagogical concepts such as well-being, learning, development and formation (Ministry of Children and Education, 2020). Employing a phenomenological approach, this study investigated how pedagogues perceive vulnerability through interviews conducted with 15 informants. Drawing on Abbott’s key concepts of jurisdiction, diagnosis, inference and treatment, the collected data are operationalised to discern pedagogues´ different understandings of vulnerability. The findings highlight the inherent ambiguity surrounding pedagogues’ comprehension of vulnerability, closely tied to their primary responsibilities within the ECEC setting, namely, promoting well-being, facilitating learning, fostering development and enabling formation. The implications of the study shed light on the challenges faced by pedagogues in identifying vulnerability within ECEC, which encompasses both “traditional” and “new” understandings. Pedagogues tend to focus on detecting individual factors, such as personality traits and developmental disorders, or contextual factors related to a child’s family background, without considering the institutional context as a potential source of vulnerability production. This study emphasises the importance of re-evaluating current approaches to vulnerability detection in ECEC, particularly with regard to children in vulnerable positions.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"22 1","pages":"137 - 156"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76800804","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

“But we´re talking about Jonas?!” Danish ECEC Between Quality Cultures “但我们说的是乔纳斯?!”质量文化之间的丹麦ECEC

Journal of Pedagogy Pub Date : 2023-06-01 DOI: 10.2478/jped-2023-0004

Line Togsverd

{"title":"“But we´re talking about Jonas?!” Danish ECEC Between Quality Cultures","authors":"Line Togsverd","doi":"10.2478/jped-2023-0004","DOIUrl":"https://doi.org/10.2478/jped-2023-0004","url":null,"abstract":"Abstract The aim of the article is to support critical consideration about what quality is and might be in ECEC. It argues that two different quality cultures – understandings of what quality is, how it may be understood and supported – intersect and create tensions in relation to the ECEC area in Denmark. One is analyzed as influenced by a transnational quality discourse, a specific regime of truth regarding quality as a phenomenon “out there” that must be defined and assessed to improve. This technical-instrumental quality culture needs to be balanced by a quality culture founded in pedagogy as a distinct perspective foundational for ECEC. Drawing on a continental tradition of pedagogy as a human science discipline the article offers a language and understanding of pedagogical qualities. Such qualities refer to the attributes of pedagogy and go beyond what is easily disregarded as subjective in the prevailing quality culture. To identify such pedagogic qualities the article revisits empirical data from a narrative research project that explored pedagogic knowledge at play in ECEC professionals’ practice. The article argues that a critical quality culture founded in thoughtful consideration and ethical balancing of pedagogical qualities is crucial for the sake of the children and our democratic society.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"305 1","pages":"59 - 78"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74798772","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

Questioning continuity: On children’s transition from day-care to kindergarten class in Denmark 质疑连续性:关于丹麦儿童从日托班到幼儿园班的过渡

Journal of Pedagogy Pub Date : 2023-06-01 DOI: 10.2478/jped-2023-0006

Ane Bjerre Odgaard

{"title":"Questioning continuity: On children’s transition from day-care to kindergarten class in Denmark","authors":"Ane Bjerre Odgaard","doi":"10.2478/jped-2023-0006","DOIUrl":"https://doi.org/10.2478/jped-2023-0006","url":null,"abstract":"Abstract Transition to school is recurrently pointed out as key to children’s immediate well-being at school start, as well as to their long-term educational endeavors. Aspirations towards continuity during transition is a common denominator across research, policy, and practice, in Denmark as well as internationally. This theoretical-conceptual paper problematizes continuity as a fluent or empty signifier within the transition field. This implies that, within transition theory and practice, the question of how continuity may be institutionally organized, as well as professionally facilitated, is a complex issue. By highlighting how Danish transition practices instantiate an ambivalence between a Nordic, child-centered kindergarten legacy from Fröbel, and an Angloamerican approach to academic accomplishments, the question of continuity is theoretically problematized. This leads to a socio-culturally informed discussion of change as a constitutive factor in transition, and of continuity as a matter of children’s trajectories of experience, learning, and development across divergent institutional settings. The findings imply a fundamental questioning of ambitions towards smoothing out transitions as a means for ensuring continuity. This has the implication that, within the fundamentally ambivalent Danish early childhood educational landscape, change and transformation may be valorized, rather than merely problematized. In addition, continuity may be approached as a matter of children’s trajectories of sense-making across diverse institutional settings. This reconceptualization may also inspire international transition practices.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"69 1","pages":"103 - 116"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90846030","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

How rural schools in Czechia respond to parental preferences: Different approaches to students’ well-being 捷克的农村学校如何回应父母的偏好:不同的学生福利方法

Journal of Pedagogy Pub Date : 2022-12-01 DOI: 10.2478/jped-2022-0010

Zdeněk Svoboda, D. Dvořák, Ladislav Zilcher, J. Šmíd, Silvie R. Kučerová

{"title":"How rural schools in Czechia respond to parental preferences: Different approaches to students’ well-being","authors":"Zdeněk Svoboda, D. Dvořák, Ladislav Zilcher, J. Šmíd, Silvie R. Kučerová","doi":"10.2478/jped-2022-0010","DOIUrl":"https://doi.org/10.2478/jped-2022-0010","url":null,"abstract":"Abstract Czech parents place particular emphasis on ensuring the overall quality of life of their child when choosing a school. Our study shows how rural state schools understand this demand. A mixed approach was used in our research. In the first step, administrative data from all schools in municipalities with a population of up to 3,000 was used to shortlist 91 schools in demand by both catchment and non-catchment families. In the second step, socio-geographic data on type of municipality, online presentations, and other documents of the shortlisted schools were analysed. In the last step, case studies of 13 schools were prepared on the basis of parent surveys and interviews with stakeholders. We present case studies of three schools with different explicitly expressed approaches to satisfying parental preferences through a specific mix of care for well-being and valued characteristics of the rural environment. Our study adds to the existing literature on school choice and school leadership by describing specific developmental and/or marketing strategies of rural schools based on the real or perceived characteristics of the countryside.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"96 1","pages":"105 - 127"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83937882","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

Potential for preventing the risk of social exclusion of children in Early Childhood Education and Care in Croatia 在克罗地亚预防幼儿教育和照料中儿童受到社会排斥的可能性

Journal of Pedagogy Pub Date : 2022-12-01 DOI: 10.2478/jped-2022-0006

Dejana Bouillet, Sandra Antulić Majcen

{"title":"Potential for preventing the risk of social exclusion of children in Early Childhood Education and Care in Croatia","authors":"Dejana Bouillet, Sandra Antulić Majcen","doi":"10.2478/jped-2022-0006","DOIUrl":"https://doi.org/10.2478/jped-2022-0006","url":null,"abstract":"Abstract This study assumes that preventing the risk of social exclusion (RSE) of children, in the context of ECEC, entails guaranteeing ECEC availability and pedagogical practices that provide children with the necessary skills for healthy and successful development. This can be achieved by strengthening the protective factors in the child’s surroundings. The overall research goal was to determine the accessibility and describe the quality of attendance of children at risk of social exclusion in the Croatian ECEC system. The sample consisted of 3,500 children from 66 ECEC facilities, or 6% of all children aged 5 to 7 attending ECEC programs at that time, from 10.4% of all the ECEC facilities operating in Croatia. Data were collected through a questionnaire to assess the etiological and phenomenological aspects of RSEs among early years and preschool age children (ECEC teachers’ version). The research confirmed that RSEs did influence the children’s ECEC attendance. The greatest obstacles to accessibility of ECEC are risk of poverty and minority ethnic identity of children. Inconsistencies in the quality of the Croatian ECEC system are explained as a missed opportunity for the potential of ECEC to prevent RSEs.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"12 1","pages":"5 - 27"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82647248","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

Arts-based critical service-learning experiences as transformative pedagogy 以艺术为基础的批判性服务-学习经验作为变革教学法

Journal of Pedagogy Pub Date : 2022-12-01 DOI: 10.2478/jped-2022-0007

R. Jacobs

{"title":"Arts-based critical service-learning experiences as transformative pedagogy","authors":"R. Jacobs","doi":"10.2478/jped-2022-0007","DOIUrl":"https://doi.org/10.2478/jped-2022-0007","url":null,"abstract":"Abstract Initial teacher education programs regularly engage students in service-learning programs, providing an additional pathway to personal, professional and pedagogical transformation in their learning journey. One of those pathways is through service-learning placements in community arts projects. This paper reports on a study of arts-based service-learning programs at two universities. Eight initial teacher education (ITE) students were interviewed after their placements and a number of key themes emerged. These include the importance of productive discomfort as part of the service-learning experience and transformative pedagogy resulting from the art-based experience. This paper also explores some critiques of traditional service-learning models that have opened spaces for critical service-learning approaches. The analysis of ITE students’ narratives led to findings about the path of transformation from traditional to critical service-learning approaches through arts-based projects, an area which has been largely unexplored in previous research. The paper concludes with discussion of future avenues for related research that orientate service-learning in the arts towards social and creative justice.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"52 1","pages":"29 - 53"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79397476","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

Implementation of the legal framework for inclusive education in Portugal (Decree-Law 54/2018) – A qualitative assessment by primary and secondary school teachers 葡萄牙全纳教育法律框架的实施(第54/2018号法令)——中小学教师的定性评估

Journal of Pedagogy Pub Date : 2022-12-01 DOI: 10.2478/jped-2022-0008

Marco Ferreira, José Reis-Jorge

{"title":"Implementation of the legal framework for inclusive education in Portugal (Decree-Law 54/2018) – A qualitative assessment by primary and secondary school teachers","authors":"Marco Ferreira, José Reis-Jorge","doi":"10.2478/jped-2022-0008","DOIUrl":"https://doi.org/10.2478/jped-2022-0008","url":null,"abstract":"Abstract Successful inclusive education requires school transformations and changes to the education system. In Portugal new legislation passed in 2018 (Decree-law 54/2018) brought a new perspective in inclusive education for all educational agents. Three years later, it is essential that the legislation is evaluated by the teachers implementing it. Forty-three primary and secondary school teachers and two coordinators of multidisciplinary teams providing inclusive education support were the participants of our study. The data collection instruments were a questionnaire and interviews. This study values the participants’ narratives, highlighting the new concepts and attitudes required for the implementation of the new inclusive education legal framework in Portugal. The results of the thematic analysis were organized around four key themes: 1. Theoretical representations; 2. Practices; 3. Challenges; and 4. Training. It is also worth noting the notions of collaborative work, the need for reflective teachers and the development of learning communities to support the implementation of the new legislation.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":"14 1","pages":"55 - 76"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85173854","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

When policy clashes with practice: The case of teaching assistants in the Czech Republic 当政策与实践相冲突:捷克共和国助教的案例

Journal of Pedagogy Pub Date : 2022-12-01 DOI: 10.2478/jped-2022-0009

K. Slezáková, Lenka Kissová, Lenka Felcmanová

引用次数: 0

School, forced displacement and teacher knowledge in Bogota, Colombia 哥伦比亚波哥大的学校、被迫流离失所和教师知识

Journal of Pedagogy Pub Date : 2022-06-01 DOI: 10.2478/jped-2022-0005

Ana Rodriguez, A. Becerra

引用次数: 0