Educational Research for Social Change最新文献_第6页

Democratie Processes to Overcome Destructive Power Relations and Sustain Environmental Education in Primary Schools: Implications for Teacher Education in Tanzania 克服破坏性权力关系和维持小学环境教育的民主进程:对坦桑尼亚教师教育的启示

IF 0.5

Educational Research for Social Change Pub Date : 2019-01-01 DOI: 10.17159/2221-4070/2019/v8i2a5

V. Kalungwizi, S. Gjøtterud, E. Krogh

引用次数: 2

Youth as Participatory Action Researchers: Exploring How to Make School a More Enabling Space 青年作为参与行动研究者:探索如何使学校成为一个更有利的空间

IF 0.5

Educational Research for Social Change Pub Date : 2019-01-01 DOI: 10.17159/2221-4070/2019/v8i2a6

M. Mathikithel, L. Wood

{"title":"Youth as Participatory Action Researchers: Exploring How to Make School a More Enabling Space","authors":"M. Mathikithel, L. Wood","doi":"10.17159/2221-4070/2019/v8i2a6","DOIUrl":"https://doi.org/10.17159/2221-4070/2019/v8i2a6","url":null,"abstract":"Schools should be enabling spaces that nurture the holistic development of learners. However, in under-resourced communities in South Africa this is not always the case because learners, already vulnerable due to the effects of poverty, are exposed to added stressors within the school gates. We explored how engaging vulnerable learners in a rural high school in a youth participatory action research (YPAR) process could enable them to take action to make their school a more enabling space. This article reports on the data generated by the participants during the first cycle of the YPAR, which was to inform the planning of future advocacy through answering the question: \"How do youth perceive the current school climate?\" The three themes that emerged indicate that the climate in the school was not conducive to creating a physical, emotional, or social space for learners to attain positive outcomes. This first cycle enabled the participating youth to develop an evidence base on which to ground further action and the tools to do so. Although not without its tensions, we conclude that YPAR is a powerful pathway to develop the agency of learners, enabling them to transform from vulnerable victims into advocates with the ability to influence positive transformation in themselves, their peers, and the climate of their school.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67477865","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

The Agentic Capacities of Mundane Objects for Educational Equity: Narratives of Material Entanglements in a Culturally Diverse Urban Classroom 世俗对象对教育公平的代理能力:多元文化城市课堂中的物质纠葛叙事

IF 0.5

Educational Research for Social Change Pub Date : 2019-01-01 DOI: 10.17159/2221-4070/2018/v8i1a6

Adrian D. Martin

{"title":"The Agentic Capacities of Mundane Objects for Educational Equity: Narratives of Material Entanglements in a Culturally Diverse Urban Classroom","authors":"Adrian D. Martin","doi":"10.17159/2221-4070/2018/v8i1a6","DOIUrl":"https://doi.org/10.17159/2221-4070/2018/v8i1a6","url":null,"abstract":"Research on teachers’ professional practices to facilitate equity and social justice has often focused on pedagogical approaches or dispositions aligned with this aim. Less attention has been given to how interactions with material contexts, tools, or resources can also contribute towards such a purpose. This article reports on a study that sought to investigate the ways material resources served as a vehicle to promote social change and educational equity in a culturally and linguistically diverse early childhood classroom. The study reports on objects from the classroom of Valentina, a mid-career Latina preschool teacher in an urban context. Data sources were multiple observations of Valentina’s teaching, audio-recorded and transcribed interviews, lesson plans, and reflections on her practice. Employing a new materialist theoretical lens, analysis suggests that the micropolitics of classroom activity reflect inter/intra-actions with myriad tools (i.e., objects) with the agentic capacities to advance educational equity. Classroom objects were chiefly employed to promote student learning. Nonetheless, they were also repurposed, both by Valentina and by her students, in ways that highlighted the objects’ agentic capacities. Recommendations for future research on objects are provided.","PeriodicalId":43084,"journal":{"name":"Educational Research for Social Change","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67477727","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: 9

Body Mapping as a Critical Pedagogical Tool: Orientating Trainee Psychologists Towards Addressing HIV and AIDS 身体测绘作为一种重要的教学工具:引导实习心理学家解决艾滋病毒和艾滋病问题

IF 0.5

Educational Research for Social Change Pub Date : 2019-01-01 DOI: 10.17159/2221-4070/2019/v8i2a4

K. Frizelle

引用次数: 1