Educational Research for Social Change最新文献_第4页

An Exploration of Pre-Service Student Teachers' Understanding of Social Justice Issues Through Theatre-in-Education 从教育剧场看职前教师对社会公正问题的理解

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Educational Research for Social Change Pub Date : 2021-09-12 DOI: 10.17159/2221-4070/2021/v10i2a10

L. Athiemoolam

引用次数: 2

Using Photographs and Memory-Work to Engage Novice Teachers in Collaborative Learning About Their Influence on Learner Behaviour 利用照片和记忆工作让新手教师参与合作学习——关于他们对学习者行为的影响

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Educational Research for Social Change Pub Date : 2021-09-12 DOI: 10.17159/2221-4070/2021/v10i2a9

Khulekani Luthull

{"title":"Using Photographs and Memory-Work to Engage Novice Teachers in Collaborative Learning About Their Influence on Learner Behaviour","authors":"Khulekani Luthull","doi":"10.17159/2221-4070/2021/v10i2a9","DOIUrl":"https://doi.org/10.17159/2221-4070/2021/v10i2a9","url":null,"abstract":"This article offers an account of using photographs and memory-work as a visual participative method in research conducted by a deputy principal with novice teachers in a South African primary school. The study was prompted by observations of how novice teachers struggled to manage learner behaviour in socially just and compassionate ways. It aimed to help novice teachers express the uncertainties and challenges they encounter, and prompt candid discussions on learner behaviour. The article shows how visual participative methods can facilitate collaborative learning with novice teachers. Additionally, it illustrates how the novice teachers came to see their critical role in influencing learner behaviour and the value of positive teacher-learner relationships in supporting learner behaviour. This work will be valuable to educational researchers in diverse contexts interested in growing their participative research methods repertoire. Furthermore, it illustrates how working with photographs and memory-work can facilitate the expression of participants' viewpoints and understandings and intensify educational researchers' learning from and with others in the interests of social change.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45696437","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

A Leadership Development Programme: A Case Study of Transformative Learning in Qatar 领导力发展计划:卡塔尔转型学习案例研究

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Educational Research for Social Change Pub Date : 2021-09-12 DOI: 10.17159/2221-4070/2021/v10i2a1

F. M. Schnepfleitner, M. Ferreira

{"title":"A Leadership Development Programme: A Case Study of Transformative Learning in Qatar","authors":"F. M. Schnepfleitner, M. Ferreira","doi":"10.17159/2221-4070/2021/v10i2a1","DOIUrl":"https://doi.org/10.17159/2221-4070/2021/v10i2a1","url":null,"abstract":"Leadership development is an important issue for Qatar as it strives to achieve the ambitious goals set out in its 2030 National Vision (Ministry of Development Planning and Statistics, 2015). Various resources are being invested, but often with minimal results, forcing Qatar to continue to rely on expatriate expertise. Transformative learning experiences that change the deeply held beliefs, worldviews, and frames of reference of what it means to be a 21st century leader in Qatar are needed. This paper presents the case study of an executive leadership development programme to identify key success factors or inhibitors that fostered or hindered transformative learning experiences. It includes in-depth interviews conducted over a 10-month period during 2015. Additional rich data of the participants' experiences were obtained from their blogs, written assignments, and organisational documentation. A thematic analysis identified 11 themes, the inclusion of which fostered transformative learning or, the absence of which, hindered transformative learning: (1) identifying stakeholder expectations, (2) conducting a respected selection process, (3) appropriate English levels, (4) alignment between content and the participant's educational and cognitive skills, (5) time and commitment allocated to a well-structured pre-programme and a (6) post-programme stage, (7) in-depth awareness of the participants' professional and cultural contexts, (8) inclusion of autonomous components, (9) inclusion of personal and cultural interactions, (10) an acceptable balance of travel, stress, uncertainty, and course intensity, and (11) a group dynamic. There were indications the intensity of the programme pushed the participants beyond the required state of disorientation necessary for transformative learning and into one of being overwhelmed and stressed.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45920074","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

Towards a Digital Resource Mobilisation Approach for Digital Inclusion During COVID-19 and Beyond: A Case of a Township School in South Africa 在2019冠状病毒病疫情期间及以后采取数字资源动员方法实现数字包容:以南非一所乡镇学校为例

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Educational Research for Social Change Pub Date : 2021-09-12 DOI: 10.17159/2221-4070/2021/v10i2a2

Thembani Mkhize, M. N. Davids

{"title":"Towards a Digital Resource Mobilisation Approach for Digital Inclusion During COVID-19 and Beyond: A Case of a Township School in South Africa","authors":"Thembani Mkhize, M. N. Davids","doi":"10.17159/2221-4070/2021/v10i2a2","DOIUrl":"https://doi.org/10.17159/2221-4070/2021/v10i2a2","url":null,"abstract":"COVID-19 is affecting the functioning of most countries globally, creating a situation now described as the “new normal”—a time of unexpected educational change. The national lockdown, accompanied by the closure of educational institutions, brought economic hardship and deepened the digital divide between the rich and the poor. Educational institutions capable of transitioning to an online mode of delivery made that shift, while the majority of South Africa’s schools remained excluded due to poverty and lack of technological infrastructure. The educational sector is at wits’ end to find strategies to curtail the growing digital divide. This paper offers a digital resource mobilisation approach as framework to keep schools on the path to achieving the National Development Plan’s aim of ICT capacitation. To consider developmental possibilities and respond to the digital exclusion of township schools, we asked the question: “What are the online teaching and learning experiences of school stakeholders?” Responses to this question assisted development of a digital resource mobilisation theory that is offered as a viable approach to digital inclusion and social change. Data were collected by telephonic interviews with three teachers, three learners, three school governing body parents, and one school principal. Based on the findings, recommendations for digital inclusion are suggested.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42067060","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: 7

Making Wine Without Grapes: The Case for Quality Teaching With Limited Resources 无葡萄酿酒：资源有限的优质教学

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Educational Research for Social Change Pub Date : 2021-09-12 DOI: 10.17159/2221-4070/2021/v10i2a3

Jasmine Matope

{"title":"Making Wine Without Grapes: The Case for Quality Teaching With Limited Resources","authors":"Jasmine Matope","doi":"10.17159/2221-4070/2021/v10i2a3","DOIUrl":"https://doi.org/10.17159/2221-4070/2021/v10i2a3","url":null,"abstract":"This article illustrates the significant role that creative, conscientious, dedicated, motivated, and committed teachers play in guiding, directing, and developing students' thinking, perspectives, and future lives. It highlights the importance of teacher agency in connecting learning to students' lives. It argues that good teachers can employ pedagogical practices that are not dependent on the availability of resources. It employs Pierre Bourdieu's theories of capital, field, and habitus to show how teachers can develop students' dispositions, consciousness, perceptions, perspectives, and lives. It also uses Nancy Fraser's theory of social justice to show how teachers can develop in working-class students, the essential knowledge, skills, and understandings that enable them to compete on a par with middle-class students. It uses life course theory to understand how the participants' schooling experiences, relationships, interconnectedness, and transitions influenced their thinking, doing, and lives. It employs a qualitative paradigm to explore five students' and one teacher's notions of how teaching and learning practices assisted the students to overcome the issue of inadequate resources. To locate the participants' perspectives and to analyse how their schooling experiences in the period 1968-1990 influenced their lives, the article uses the life history technique. The findings of the research stress that it is the inventiveness, competence, and attitude of the teacher that are the defining factors in the provision of quality education-not merely the availability of material resources.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48832910","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

Teachers' Experiences in the Implementation of the Life Skills CAPS for Learners With Severe Intellectual Disability 教师对重度智障学习者实施生活技能CAPS的经验

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Educational Research for Social Change Pub Date : 2021-09-12 DOI: 10.17159/2221-4070/2021/v10i2a7

Julialet Rens, Hannelle Louw

{"title":"Teachers' Experiences in the Implementation of the Life Skills CAPS for Learners With Severe Intellectual Disability","authors":"Julialet Rens, Hannelle Louw","doi":"10.17159/2221-4070/2021/v10i2a7","DOIUrl":"https://doi.org/10.17159/2221-4070/2021/v10i2a7","url":null,"abstract":"This article focuses on a participatory process where the experiences of teachers regarding the implementation of the life skills curriculum and assessment policy statement (CAPS) for learners with severe intellectual disabilities (SID) in schools for learners with special educational needs were investigated. This curriculum for learners with SID has been developed to be more effective in meeting the needs of these learners. The curriculum ensures that learners can meet the requirements of the national CAPS used in ordinary public schools at a reduced depth and width, or at a more functional level, in accordance with their cognitive abilities. Although a descriptive mixed research method was applied in the study, this article reports on the qualitative part of the research. In the qualitative phase, collages and arts-based discussions with core project groups were used to generate data. Four schools, 13 core project groups, and 51 participants (teachers) were involved in the research. The transcribed data from the core project group discussions were analysed using thematic analysis, and the themes that emerged were discussed by the participants. Based on the results of these qualitative arts-based discussions, the findings were used to create opportunities for the teachers to talk and work together to jointly develop a training manual for beginner teachers and to form a learning environment that would permit rich inquiry-based dialogue among the teachers.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46176031","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

A Visual Conversation From South Africa: Climate Resilience and Hope for a Green Recovery 来自南非的视觉对话：气候韧性和绿色复苏的希望

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Educational Research for Social Change Pub Date : 2021-09-12 DOI: 10.17159/2221-4070/2021/v10i2a5

K. Berman, Janis Sarra

引用次数: 1

Narrative Imagination and Social Change: Instructors in Agricultural Colleges in Ethiopia Address Sexual and Gender-Based Violence 叙事想象与社会变革：埃塞俄比亚农业学院的教师应对性暴力和基于性别的暴力

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Educational Research for Social Change Pub Date : 2021-09-12 DOI: 10.17159/2221-4070/2021/v10i2a8

S. M. H. Sadati, C. Mitchell

{"title":"Narrative Imagination and Social Change: Instructors in Agricultural Colleges in Ethiopia Address Sexual and Gender-Based Violence","authors":"S. M. H. Sadati, C. Mitchell","doi":"10.17159/2221-4070/2021/v10i2a8","DOIUrl":"https://doi.org/10.17159/2221-4070/2021/v10i2a8","url":null,"abstract":"Ethiopia has one of the highest rates of sexual and gender-based violence (SGBV) in the world, making female students particularly vulnerable in its post-secondary institutions. Although there is extensive literature that describes the problem, mainly from the students' perspectives, what remains understudied is the role of instructors, their perception of the current issues, and what they imagine they can do to address campus-based SGBV, particularly in rural settings. In this study, we used the concept of narrative imagination to work with instructors in four Ethiopian agricultural colleges to explore how they understand the SGBV issues at their colleges and what they imagine their own role could include in efforts to combat these problems. Using qualitative narrative-based methods such as interviews and an interactive storyline development workshop, as well as cellphilming (cellphone + film) as a participatory visual method, the data were collected across several fieldwork phases. We consider how we might broaden this framework of narrative imagination to include the notion of art for social change.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41994713","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

Building Academic Support in Preservice Teacher Education Using Peer Tutors: An Educational Action Research Project 利用同伴导师在职前教师教育中建立学术支持:一个教育行动研究项目

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Educational Research for Social Change Pub Date : 2020-09-01 DOI: 10.17159/2221-4070/2020/v9i2a3

V. Rademeyer

{"title":"Building Academic Support in Preservice Teacher Education Using Peer Tutors: An Educational Action Research Project","authors":"V. Rademeyer","doi":"10.17159/2221-4070/2020/v9i2a3","DOIUrl":"https://doi.org/10.17159/2221-4070/2020/v9i2a3","url":null,"abstract":"In this paper, the authors report on the process of designing and implementing an academic support programme using peer tutors at a newly established rural university. The need for support for the development of first-year preservice student teachers' English language academic proficiency motivated the programme. In educational action research mode, the authors tracked changes and improvements to the programme and its implementation over a four-year period. Data in the form of questionnaires, interviews, video recorded lessons, and observations were generated in four cycles to inform reflections and new actions. The data were analysed using procedures associated with content analysis, and interpreted through the lens of cultural historical activity theory. The results show that competing tensions and a lack of focus on a shared object initially led to a delay in building shared knowledge in the beginning of the project. The authors interpret the results from a CHAT perspective and show the value of these tensions for identifying levers of change in a developmental process in the project. In this respect, the missteps of the researchers led to multiple iterations of reflection and action in order to arrive at a shared object, while defining the legitimacy of mediating tools, organisation of division of labour, and effective rules in a higher education programme.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46573210","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

"I Recognised That I Needed To Look Searchingly at My Own Teaching": Storywork as a Self-Study Method for Educational Research for Social Change “我认识到我需要寻找自己的教学”:故事作为社会变革教育研究的自学方法

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Educational Research for Social Change Pub Date : 2019-09-01 DOI: 10.17159/2221-4070/2019/v8i2a2

S. Madondo, Ntokozo Mkhize, Kathleen Pithouse-Morgan

{"title":"\"I Recognised That I Needed To Look Searchingly at My Own Teaching\": Storywork as a Self-Study Method for Educational Research for Social Change","authors":"S. Madondo, Ntokozo Mkhize, Kathleen Pithouse-Morgan","doi":"10.17159/2221-4070/2019/v8i2a2","DOIUrl":"https://doi.org/10.17159/2221-4070/2019/v8i2a2","url":null,"abstract":"Storywork is an indigenous research practice of making meaning through stories. This article offers an account of storywork as a self-study method for educational research. It brings into dialogue the distinctive personal stories of two South African primary school teachers, S’phiwe Madondo and Ntokozo Mkhize, who engaged in self-study research with the support of their supervisor, Kathleen Pithouse-Morgan. S’phiwe’s and Ntokozo’s storywork centred on stories of remembered childhood and adolescent experiences. The article presents S’phiwe’s personal story piece, “An Outdoor School,” which is accompanied by S’phiwe’s reflection on his learning from the piece. Next, is Ntokozo’s piece, “Lifetime Treasures,” and her reflection. Then, S’phiwe’s and Ntokozo’s voices converge in a dialogue piece to demonstrate their mutually respectful, reciprocal learning in relation to the process of composing, reflecting on, and sharing personal stories. Writing and reflecting searchingly on these stories highlighted the pedagogic significance of finding out about children’s and adolescents’ cultural encounters and viewpoints, and incorporating these into learning and teaching. Additionally, engaging in storywork opened up possibilities for taking a simultaneously appreciative and critical stance on stories of the past, with the educative intention of contributing to educational and social change.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46374319","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