Educational Research for Social Change最新文献_第5页

Curating Provocative Engagements with Assessment in Education: A Mysterious Thing 策划教育评估的挑衅性参与:一件神秘的事情

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Educational Research for Social Change Pub Date : 2019-04-01 DOI: 10.17159/2221-4070/2018/V8I1A7

Vonzell Agosto, Jennifer R. Wolgemuth, Stephanie Green, Aimee Frier, Sujay V. Sabnis, M. Riley, Jean Romano, Jessica Kearbey

引用次数: 1

Using Photographs as Memory Prompt Objects: Influencing Pre-Service Language Teachers To Recognise Reading as a Driver of Social Change 使用照片作为记忆提示对象：影响职前语言教师认识到阅读是社会变革的驱动因素

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Educational Research for Social Change Pub Date : 2019-04-01 DOI: 10.17159/2221-4070/2018/V8I1A3

B. Campbell, B. Mhlongo

{"title":"Using Photographs as Memory Prompt Objects: Influencing Pre-Service Language Teachers To Recognise Reading as a Driver of Social Change","authors":"B. Campbell, B. Mhlongo","doi":"10.17159/2221-4070/2018/V8I1A3","DOIUrl":"https://doi.org/10.17159/2221-4070/2018/V8I1A3","url":null,"abstract":"The power of literacy is such that it has the ability to drive social change. This narrative inquiry study, which is informed by sociocultural theory, was inspired by the 2016 Progress in International Reading Literacy Study report. The report, which indicated that 80% of South African Grade 4 children cannot read for meaning, encouraged two teacher educators to investigate our literacy journeys. We selected objects that represent our literate life histories and wrote about our individual visual representations before discussing our objects. The objects selected were photographs of a father and his daughter and of a pile of books. Through our objects, this article identifies what shaped our reading proficiencies, and explores ways in which we can influence pre-service language teachers to recognise reading as a driver of social change. Our interactions with our chosen objects brought us to the realisation that, in spite of our multifarious backgrounds, our common literacy experiences enabled us to become proficient readers through which we gained access to higher education and academic success.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44332411","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

Hawks, Robots, and Chalkings: Unexpected Object Encounters During Walking Interviews on a College Campus 鹰、机器人和粉笔：大学校园徒步面试中的意外物体

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Educational Research for Social Change Pub Date : 2019-04-01 DOI: 10.17159/2221-4070/2018/V8I1A8

Maureen A. Flint

{"title":"Hawks, Robots, and Chalkings: Unexpected Object Encounters During Walking Interviews on a College Campus","authors":"Maureen A. Flint","doi":"10.17159/2221-4070/2018/V8I1A8","DOIUrl":"https://doi.org/10.17159/2221-4070/2018/V8I1A8","url":null,"abstract":"A feeding hawk, a sculpture of a fallen robot, and chalk markings pointing to a slave cemetery—each of these objects was unexpectedly encountered during walking interviews on a college campus. This article explores these object encounters in turn as provocations toward the potential for walking as a method to generate interventions in the reproduction of hegemonic spaces. Specifically, this paper takes up the Deleuzoguattarian concepts of the rhizome and the assemblage to explore how the practice of walking makes possible creative and imaginative explorations in the relationship between objects and place. Methodologically, walking produces the possibility for affirmative difference in the interview, a positive embrace of reading objects as complex and connected through an embodied enactment of rhizomes and assemblages. Inquiry that thinks with rhizomes and assemblages connects disparate encounters, moments, and objects through affirmative difference, embracing connections and relations. This article suggests implications for how the walking interview might engender reflective entanglements of theory and methodology, resist extractive methods, as well as produce imaginative reconceptualisations of place, and interventions and disruptions of hegemonic narratives.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48459229","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: 4

Ensembles of Life: Developing an Affirmative and Intensive Concept in Educational Research 生命的合奏：在教育研究中发展一个积极而深入的概念

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Educational Research for Social Change Pub Date : 2019-04-01 DOI: 10.17159/2221-4070/2018/V8I1A2

S. Nordstrom

引用次数: 0

The Map as Object: Working Beyond Bounded Realities and Mapping for Social Change 作为对象的地图：超越现实的工作和社会变革的地图绘制

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Educational Research for Social Change Pub Date : 2019-04-01 DOI: 10.17159/2221-4070/2018/V8I1A9

Jayna McQueen Baker, Gabriel Huddleston, Erin D. Atwood

{"title":"The Map as Object: Working Beyond Bounded Realities and Mapping for Social Change","authors":"Jayna McQueen Baker, Gabriel Huddleston, Erin D. Atwood","doi":"10.17159/2221-4070/2018/V8I1A9","DOIUrl":"https://doi.org/10.17159/2221-4070/2018/V8I1A9","url":null,"abstract":"Research supports the use of geographic information systems (GIS) to inform and direct action in geography and urban planning. As critical researchers, we also see the power of GIS in participatory projects with students to analyse power, privilege, and oppression in order to move toward action. Understanding that meaning shifts through an interplay of social, linguistic, and material interactions, GIS has the unique ability to show fluidity yet connectedness across geographic borders, providing intriguing opportunities as a research tool. Drawing on recent studies of GIS in research, we recognise the potential to build understanding of spatial context as both socially and politically constructed, but also the tendency to see a map as bounded data in finality. We argue here the importance to return the data back to the material itself in order to avoid reifying a flat, discursive representation of the material without claiming agency. Through the planning of a participatory project with GIS as a research tool, we consider the implications, cautions, and potential of using GIS as a fluid and incomplete representation of a moment in time and space that is also a path moving toward something else.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48062450","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

Inside a Box: Using Objects To Collaboratively Narrate Educator Experiences of Transformation in Higher Education 盒子里：用对象合作讲述教育者在高等教育转型中的经历

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Educational Research for Social Change Pub Date : 2019-04-01 DOI: 10.17159/2221-4070/2018/V8I1A4

M. Müller

{"title":"Inside a Box: Using Objects To Collaboratively Narrate Educator Experiences of Transformation in Higher Education","authors":"M. Müller","doi":"10.17159/2221-4070/2018/V8I1A4","DOIUrl":"https://doi.org/10.17159/2221-4070/2018/V8I1A4","url":null,"abstract":"This article is a reflection on the use of object memory in creating a collaborative artsbased narrative that explores educator experiences with transformation in higher education. The collaborative arts-based narrative that I present here emerged from my doctoral thesis in which I collaborated with participants to explore how our memories and experiences could help us understand and approach issues of social justice in education. In this article, I reflect on the way in which memory objects guided the creation of a collaborative arts-based narrative of educators’ autobiographical experiences, educational encounters, and anti-oppressive education. Memory objects are used to explore educator identity, subjectivity, and experience in relation to issues of social change and social justice in higher education. Through this exploration, I hope to highlight the entanglement of context, experience, and the theoretical understandings of social justice and anti-oppressive education. The aim of this article is to reflect on how objects were used to make new connections and exciting discoveries through a collaborative narrative of memories and experiences of educators working towards social change in higher education.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47837660","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: 4

Enriching Teaching Through Artefacts: An Early Childhood Mathematics Teacher Educator's Self-Study Project 以手工艺品丰富教学:幼儿数学教师教育工作者的自学项目

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Educational Research for Social Change Pub Date : 2019-04-01 DOI: 10.17159/2221-4070/2018/V8I1A5

M. Kortjass

{"title":"Enriching Teaching Through Artefacts: An Early Childhood Mathematics Teacher Educator's Self-Study Project","authors":"M. Kortjass","doi":"10.17159/2221-4070/2018/V8I1A5","DOIUrl":"https://doi.org/10.17159/2221-4070/2018/V8I1A5","url":null,"abstract":"This paper reports on what I learned in a self-study research project, using artefacts for teaching foundation phase (FP) pre-service (student) teachers in the module, Numeracy in the Early Years. The study focused on the merits of an integrated learning approach (ILA). As a teacher educator, the self-study concept has inspired me to continually attempt to improve my educational practices with the aim of supporting pre-service teachers’ learning and, consequently, their teaching. ILA requires critical awareness of how mathematical relationships are used in social, environmental, and cultural relations. I adopted a sociocultural theoretical perspective that highlights the fundamental requirement of working together in educational contexts in order to make sense of collective and personal experiences. In the artefact activity I employed, students discussed and presented self-selected cultural artefacts such as beadwork, jewellery, and clothing. This interactive activity demonstrated that pre-service teachers require ample opportunities to utilise objects from their sociocultural environments whilst gaining practical experience of the content of early childhood mathematics in order to learn about and appreciate mathematics in a meaningful way. By engaging in innovative self-study methods to support pre-service teachers, teacher educators can improve the quality of their own practice, and improve student learning.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45651251","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

Rudy and Me: A Man and Dog's Joint Exploration of Their Neighbourhood and Implications for the Transformation of Schooling and Education Research 鲁迪和我:一个人和狗对邻里关系的共同探索及其对学校教育和教育研究转型的启示

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Educational Research for Social Change Pub Date : 2019-04-01 DOI: 10.17159/2221-4070/2018/V8I1A1

James Bernauer

{"title":"Rudy and Me: A Man and Dog's Joint Exploration of Their Neighbourhood and Implications for the Transformation of Schooling and Education Research","authors":"James Bernauer","doi":"10.17159/2221-4070/2018/V8I1A1","DOIUrl":"https://doi.org/10.17159/2221-4070/2018/V8I1A1","url":null,"abstract":"If we begin with the premise that learning opportunities are not confined to classrooms, then we open up a new way of thinking about education. Most research in qualitative inquiry explores humans and their complexity, based on interviews and observations. However, if we shift our focus to the context itself and, more specifically, to the objects that we see and experience in the world around us, these sights and experiences can be incorporated more fully into the ever developing and deepening reflective memories that connect our present to our past. In this article, I used daily walks with Rudy, our family beagle, as a field of data that could transform the commonplace sensory experience of objects into new perspectives for education and education research. While the human explorer in this study focused on the past, current, and future meanings of objects encountered during the fall and winter of 2017, his canine collaborator focused on everything sensory. As it turned out, Rudy enlarged the experiences and appreciations of the human because dogs, like children, are more concerned with the present than with memories of the past or concerns about the future.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48242131","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

Liberating the Oppressed Consciousness of Preservice Teachers Through Critically Reflective Praxis 通过批判性反思实践解放职前教师的被压迫意识

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Educational Research for Social Change Pub Date : 2019-01-01 DOI: 10.17159/2221-4070/2019/v8i2a3

R. Liebenberg, Vincent Bosman, Hanlie Dippenaar

引用次数: 1

Science Teacher Inquiry Identity: A Comparative Duoethnographic Study of Canada and Ethiopia Viewed Through a Bourdieusian Lens 科学教师探究身份:布尔迪厄视角下的加拿大与埃塞俄比亚多民族志比较研究

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Educational Research for Social Change Pub Date : 2019-01-01 DOI: 10.17159/2221-4070/2019/v8i2a1

Heather McPherson, S. Narayanan

引用次数: 0