Journal of Pedagogy最新文献_第9页

Teacher’s conceptions of quality in dance education expressed through grade conferences 通过年级会议表达的舞蹈教师素质观念

Journal of Pedagogy Pub Date : 2016-12-01 DOI: 10.1515/jped-2016-0014

Ninnie Andersson

引用次数: 9

Using literature to explore interpersonal theory: Representation of rhetorical objectification and oppression 用文献探讨人际理论:修辞对象化与压迫的表征

Journal of Pedagogy Pub Date : 2016-12-01 DOI: 10.1515/jped-2016-0013

C. Thompson, M. Kleine

{"title":"Using literature to explore interpersonal theory: Representation of rhetorical objectification and oppression","authors":"C. Thompson, M. Kleine","doi":"10.1515/jped-2016-0013","DOIUrl":"https://doi.org/10.1515/jped-2016-0013","url":null,"abstract":"Abstract This essay explains pedagogical experiment at the University of Arkansas at Little Rock using a piece of literature as a case study to examine interpersonal-communication concepts and to emphasize a course theme of objectification of other human beings. The course, entitled Rhetoric and Communication, has two co-instructors. One instructor is from Rhetoric and Writing, the other is from Communication. This essay reviews the course they teach, along with the readings they require, and it selects The Metamorphosis by Franz Kafka, to illustrate how interpersonal themes play out in a literary text and how objectification thwarts deeply personal values. Initially, the essay summarizes key interpersonal concepts (schema theory, coordinated management of meaning, the work of Martin Buber, and Knapp’s work on relationship stages). It then considers students’ work as they produce a “filtered” summary, a summary that endeavors to apply the interpersonal concepts being studied to Kafka’s work. Finally, it explains how summaries work, the “passage hunt” exercise, and how text-based class discussions can lead to lively discussion, robust student writing and a richer understanding of interpersonal concepts as well as the part objectification plays in damaging relationships. Thus, the paper illustrates several pedagogical strategies as it explores how The Metamorphosis becomes a literary case study that answers the question: how did this fictional family create communication that resulted in such communicative tragedy?","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91021444","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

Discourses on gender in early childhood education and care (ECEC) setting: Equally discriminated against 幼儿教育与保育环境中的性别话语:平等歧视

Journal of Pedagogy Pub Date : 2016-12-01 DOI: 10.1515/jped-2016-0011

D. P. Breneselović, Živka Krnjaja

{"title":"Discourses on gender in early childhood education and care (ECEC) setting: Equally discriminated against","authors":"D. P. Breneselović, Živka Krnjaja","doi":"10.1515/jped-2016-0011","DOIUrl":"https://doi.org/10.1515/jped-2016-0011","url":null,"abstract":"Abstract The paper addresses gender issues in the practice of ECEC through research with children. The research examines children’s perspectives of kindergarten practice, acknowledging the importance of the child’s perspective in critical investigations of this nature. In total, fifty children from thirty kindergartens across Serbia participated in the research involving the Mosaic method. Qualitative analysis through three iterative phases helped identify emergent themes. The themes were not imposed by the researchers but emerged from the children’s narratives generated around photographs and drawings they had produced, map-making and kindergarten tours. One of the emergent themes captured in the children’s narratives related to gender issues and helped us map the three pathways of data synthesis: gender segregation and stereotyping, gender discrimination, and close friendships. The examples of children narratives indicate that no particular gender discourse informed the teachers’ practices nor did they critically re-examine gender issues. This consequently led to the perpetuation of gender segregation and stereotyping, as well as gender discrimination against boys and girls. Thus, we argue that ECEC practices should be further re-examined to with a view to improving gender equity.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87026457","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: 10

Post-formalist explanation of academic achievement: Exploring the contribution of John Ogbu and Joe Kincheloe 学术成就的后形式主义解释:探讨约翰·奥格布和乔·金切罗的贡献

Journal of Pedagogy Pub Date : 2016-12-01 DOI: 10.1515/jped-2015-0009

Chetan Sinha

引用次数: 2

Exploring embodied methodologies for transformative practice in early childhood and youth 探索幼儿和青少年变革实践的具体方法

Journal of Pedagogy Pub Date : 2016-06-01 DOI: 10.1515/jped-2016-0005

H. Cahill, Julia E. Coffey, Kylie Smith

{"title":"Exploring embodied methodologies for transformative practice in early childhood and youth","authors":"H. Cahill, Julia E. Coffey, Kylie Smith","doi":"10.1515/jped-2016-0005","DOIUrl":"https://doi.org/10.1515/jped-2016-0005","url":null,"abstract":"Abstract The development of gendered identities during early childhood and youth occurs in a context of ‘body culture’ and the hyper-visibility of ‘perfect’ bodies, which align with traditional gender ideals. Embodied methods can assist to make complexity more visible, and to allow participants to see fluidity, shifts, and becoming. Whilst there has been significant theoretical development, further methodological innovations are needed to enable children and youth to articulate their perceptions of the way multiple influences shape their relations with their own bodies. Informed by ‘new materialist’ feminist theory this article will examine the work of Australian educators exploring use of creative and embodied drama-based play. The chapter advances methodologies to support pedagogical engagement with young children and youth about gender, identity and social change. The authors explore how embodied creative play can be used across ages to support children and young people to articulate the ways social norms and expectations influence their desires, imaginings, fears and actions and their perceptions of what is possible, desirable or appropriate in relation to performances of gender in their everyday worlds.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84763127","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

Diverse complexities, complex diversities: Resisting ‘normal science’ in pedagogical and research methodologies. A perspective from Aotearoa (New Zealand) 多样的复杂性，复杂的多样性:在教学和研究方法上抵制“常规科学”。新西兰奥特罗阿的视角

Journal of Pedagogy Pub Date : 2016-06-01 DOI: 10.1515/jped-2016-0002

J. Ritchie

{"title":"Diverse complexities, complex diversities: Resisting ‘normal science’ in pedagogical and research methodologies. A perspective from Aotearoa (New Zealand)","authors":"J. Ritchie","doi":"10.1515/jped-2016-0002","DOIUrl":"https://doi.org/10.1515/jped-2016-0002","url":null,"abstract":"Abstract This paper offers an overview of complexities of the contexts for education in Aotearoa, which include the need to recognise and include Māori (Indigenous) perspectives, but also to extend this inclusion to the context of increasing ethnic diversity. These complexities include the situation of worsening disparities between rich and poor which disproportionately position Māori and those from Pacific Island backgrounds in situations of poverty. It then offers a brief critique of government policies before providing some examples of models that resist ‘normal science’ categorisations. These include: the Māori values underpinning the effective teachers’ profile of the Kotahitanga project and of the Māori assessment model for early childhood education; the dispositions identified in a Samoan model for assessing young children’s learning; and the approach developed for assessing Māori children’s literacy and numeracy within schools where Māori language is the medium of instruction. These models all position learning within culturally relevant frames that are grounded in non-Western onto-epistemologies which include spiritual, cultural, and collective aspirations.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82942526","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: 2

At sea: What direction for critical early childhood research? 在海上:批判性幼儿研究的方向是什么?

Journal of Pedagogy Pub Date : 2016-06-01 DOI: 10.1515/jped-2016-0007

Mathias Urban

引用次数: 10

Shaping the “Habits of mind” of diverse learners in early childhood teacher education programs through powerpoint: An illustrative case 通过ppt塑造幼儿教师教育项目中不同学习者的“思维习惯”:一个说明性案例

Journal of Pedagogy Pub Date : 2016-06-01 DOI: 10.1515/jped-2016-0004

A. Kirova, Christine Massing, L. Prochner, A. Cleghorn

{"title":"Shaping the “Habits of mind” of diverse learners in early childhood teacher education programs through powerpoint: An illustrative case","authors":"A. Kirova, Christine Massing, L. Prochner, A. Cleghorn","doi":"10.1515/jped-2016-0004","DOIUrl":"https://doi.org/10.1515/jped-2016-0004","url":null,"abstract":"Abstract This study examines the use of PowerPoint as a teaching tool in a workplace- embedded program aimed at bridging immigrant/refugee early childhood educators into post-secondary studies, and how, in the process, it shapes students’ “habits of mind” (Turkle, 2004). The premise of the study is that it is not only the bodies of knowledge shaping teacher education programs which must be interrogated, but also the ways in which instructors and programs choose to represent and impart these understandings to students. The use of PowerPoint to advance an authoritative western, linear, rule-governed form of logic is analyzed based on McLuhan and McLuhan’s (1988) and Adams’ (2006) tetrads. The findings demonstrate that Power- Point enhances western authoritative ways of being through its modes of communication and representation, means of organizing information, forms of representing content and pedagogical approaches, thus obsolescing or displacing immigrant/refugee students’ own indigenous ways of knowing. Since learning always involves the development, integration, and reorganization of tools, and the medium is an extension of the self (McLuhan, 2003), the students should have multimodal opportunities to engage with and represent knowledge. When such opportunities are not provided, the life experiences and cultural knowledges of immigrant/refugee students are silenced. Expanding communicative and representative forms in early childhood teacher education programs is necessary to promote a more inclusive environment.","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89543941","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

Weighed down by development: Reflections on early childhood care and education in East Africa 发展拖累:对东非幼儿保育和教育的思考

Journal of Pedagogy Pub Date : 2016-06-01 DOI: 10.1515/JPED-2016-0003

D. Dachyshyn

引用次数: 2

A manifesto for critical narrative research and pedagogy for/with young children: Teacher and child as critical annalist 幼儿批判性叙事研究和教学法宣言:教师和儿童作为批判性编年史

Journal of Pedagogy Pub Date : 2016-06-01 DOI: 10.1515/jped-2016-0001

M. O’Loughlin

{"title":"A manifesto for critical narrative research and pedagogy for/with young children: Teacher and child as critical annalist","authors":"M. O’Loughlin","doi":"10.1515/jped-2016-0001","DOIUrl":"https://doi.org/10.1515/jped-2016-0001","url":null,"abstract":"Abstract In this essay I pose the question of whether it might be possible to articulate a collaborative, critical narrative mode of research in which teachers and students come together using a critical and analytic epistemology to engage in adventurous pedagogy. This approach has echoes of Freire’s “teachers-as-students and students- -as-teachers,” but elaborates the Freirean metaphor to include conceptions of emotion, creativity, and incorporation of the latent historical subjectivities of teachers and students in the process. Contrary to the deadening, circumscribed epistemology of putatively “evidence-based” pedagogies, in which teachers and children are expected to check their cultural meaning-making capacities and their emotional investments at the door, this is a plea for a regenerative, engaged, local curriculum making process. As I note in the essay, “This is a strategy that cannot work in the service of utilitarian modes of education that are focused only on value (cf. Appiah, 2015). It can only work for forms of schooling that seek to foster values of receptivity, cultural respect, open-mindedness, and critical imaginaries. In these coldly utilitarian times we need to provide leadership to progressively minded teachers to allow them to develop, document, and disseminate such practices.”","PeriodicalId":38002,"journal":{"name":"Journal of Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90008773","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: 3