Foro de Educacion最新文献_第10页

La descolonización epistemológica y la educación política en Colombia. Hacia una perspectiva ciudadana del buen vivir 哥伦比亚的认识论非殖民化和政治教育。走向美好生活的公民视角

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Foro de Educacion Pub Date : 2020-01-04 DOI: 10.14516/fde.720

Jarol Andrés Piedrahita Rodríguez

{"title":"La descolonización epistemológica y la educación política en Colombia. Hacia una perspectiva ciudadana del buen vivir","authors":"Jarol Andrés Piedrahita Rodríguez","doi":"10.14516/fde.720","DOIUrl":"https://doi.org/10.14516/fde.720","url":null,"abstract":"This article, that starts from the theoretical review made within the development of a doctoral thesis, aims to analyze the contribution that epistemological decolonization can make to the necessary transformations in the Colombian educational system, taking as an example political or citizen education. For this, the most important concepts in the classical epistemological discussion are reviewed initially with the approaches of Karl Popper, Thomas Kuhn, Paul Feyerabend and the Critical Theory. Then, the main postulates of the decolonial theories and the southern epistemologies are presented, their central concepts, representative authors and contributions to the epistemological discussion to, subsequently, review the experiences and theoretical foundations of pedagogical currents that are part of this trend, addressing the principles of Buen Vivir and Vivir Bien, from which the proposal of citizen education in Colombia is analyzed critically. Finally, it is concluded that a process of epistemological decolonization, based on the principles of Buen Vivir, is necessary, not only for political education, but also for the education system in general, in the search for new forms of education, based on the respect for all forms of life, respect for others and towards nature.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":"18 1","pages":"47-65"},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47924080","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

Principios educativos locales con miras a la autonomía: construcción de un nuevo discurso educativo en el territorio williche (Sur de Chile) 地方自治教育原则：在智利南部威利奇地区建立新的教育话语

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Foro de Educacion Pub Date : 2020-01-04 DOI: 10.14516/fde.650

S. Cisterna

引用次数: 2

Epistemological Decolonization and Education. International Perspectives 认识论、非殖民化与教育。国际视角

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Foro de Educacion Pub Date : 2020-01-04 DOI: 10.14516/fde.797

Phillip Dylan Thomas Knobloch

{"title":"Epistemological Decolonization and Education. International Perspectives","authors":"Phillip Dylan Thomas Knobloch","doi":"10.14516/fde.797","DOIUrl":"https://doi.org/10.14516/fde.797","url":null,"abstract":"It is increasingly argued that European colonialism has left its mark not only in the political and economic structures of the current world system, but also in the fields of culture, science and education. Against this background, the demand for a comprehensive epistemic or epistemological decolonization is raised. This issue follows on from this demand to clarify to what extent the phenomena of cultural colonization and coloniality also affect the fields of pedagogy and educational science. In particular, the meaning of the demand for epistemic or epistemological decolonization in the field of education will be discussed. In the introduction to this volume, the main features of decolonial thinking are presented. This is a movement of critical thinking that starts from the history of Latin America in order to reconstruct, criticize and deconstruct the globally powerful connection between modernity and coloniality. After this short introduction, the individual contributions from this issue on decoloniality will be briefly presented. Finally, the differences and similarities of the individual articles are briefly referred to. In the end, the question is raised, whether decolonial education should distinguish itself more strongly within the discipline.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":"18 1","pages":"1-10"},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45755397","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

Doing CLIL in the Science Classroom: a Critical Sociolinguistic Ethnography in La Mancha Secondary Schools 在科学课堂中进行CLIL:拉曼查中学批判性社会语言民族志研究

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Foro de Educacion Pub Date : 2019-06-11 DOI: 10.14516/FDE.712

Alicia Fernández-Barrera

{"title":"Doing CLIL in the Science Classroom: a Critical Sociolinguistic Ethnography in La Mancha Secondary Schools","authors":"Alicia Fernández-Barrera","doi":"10.14516/FDE.712","DOIUrl":"https://doi.org/10.14516/FDE.712","url":null,"abstract":"This study examines CLIL (Content and Language Integrated Learning) science education in two bilingual (Spanish/English) schools in Castilla-La Mancha (Spain), a region which has recently implemented «Bilingual or Plurilingual Projects» under the provisions of the new «Integral Plan of Foreign Language Teaching in Castilla-La Mancha». By taking a critical sociolinguistic ethnographic perspective, the article explores how CLIL is understood and accomplished in an actual science classroom through English as the medium of instruction. This empirical approach serves as the framework to reflect upon the pedagogical transformation of traditional core areas, such as science, and the ideologies circulating among science teachers regarding their own practice. By looking into interactional events in situated classroom practices, the analysis sheds light on three key issues: 1) the role of language(s) in the process of meaning-making negotiation; 2) the way content is organised, taught and acquired through English; and 3) how teachers and students construct both academic and linguistic knowledge. From a CLIL perspective, the study examines daily teaching and learning practices and how teachers struggle to appropriate this methodology to integrate content and language while facing multiple institutional, pedagogical, logistics and behavioural challenges in the science classroom. Data comprise CLIL science interactions in two 1st grade of compulsory secondary education (CSE) classrooms at two state-funded private bi/plurilingual schools in La Mancha City (pseudonym), as well as semi-structured interviews carried out with the science teachers involved in the bilingual programme. For this purpose, the CSE lens contributes to better understand how CLIL science education works by establishing links between language policies, teachers’ ideologies and situated practices in relation to wider social processes.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45101404","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

Coaching educativo: ¿Qué identidad docente nos revela esta nueva corriente? 教育辅导:这种新趋势向我们揭示了什么样的教师身份?

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Foro de Educacion Pub Date : 2019-06-11 DOI: 10.14516/FDE.657

A. Moya

引用次数: 3

La ciudad como contexto educativo: Desarrollo de la competencia cívica en las aulas infantiles y en el alumnado con necesidades de apoyo educativo 城市作为教育背景：在儿童教室和需要教育支持的学生中发展公民能力

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Foro de Educacion Pub Date : 2019-06-11 DOI: 10.14516/FDE.649

Gloria Latorre Madueño, Rosario Mérida Serrano

{"title":"La ciudad como contexto educativo: Desarrollo de la competencia cívica en las aulas infantiles y en el alumnado con necesidades de apoyo educativo","authors":"Gloria Latorre Madueño, Rosario Mérida Serrano","doi":"10.14516/FDE.649","DOIUrl":"https://doi.org/10.14516/FDE.649","url":null,"abstract":"Este artículo describe y evalúa una experiencia de innovación educativa desarrollada en la etapa infantil en cinco colegios y en un centro específico para alumnado con necesidades específicas de apoyo educativo. La innovación se centra en un enfoque de aprendizaje basado en proyectos para indagar el patrimonio histórico-cultural de la ciudad de Córdoba. El marco teórico que sustenta esta innovación integra cuatro conceptos básicos: (1) La Educación Infantil como etapa de especial plasticidad educativa; (2) La Educación Patrimonial; (3) La Educación Intercultural y (4) El Aprendizaje Basado en Proyectos. Se selecciona el proyecto «La Mezquita» para evaluar el nivel de cumplimiento de los objetivos establecidos, los cuales se relacionan con el análisis del potencial educativo de la ciudad de Córdoba, con la identificación de las competencias que adquieren los niños y niñas implicados y con las fortalezas y debilidades de esta experiencia. Se trata de un estudio exploratorio y transversal que se realiza a través de un estudio de caso. Se utilizan diversos instrumentos y técnicas: Análisis documental, entrevistas y documentación pedagógica. Los hallazgos más relevantes son: (1) Descubrimiento del potencial de la ciudad como contexto educativo para el desarrollo de la infancia y del alumnado con necesidades específicas de apoyo educativo; (2) Desarrollo de la competencia cívica y de respeto a las diferencias; (3) La transferencia y continuidad que propicia la Educación Patrimonial como espacio educativo en el que intervienen tanto la familia como la escuela. ","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45112701","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

Bilingual Beyond School: Students’ Language Ideologies in Bilingual Programs in South-Central Spain 校外双语：西班牙中南部双语课程学生的语言意识形态

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Foro de Educacion Pub Date : 2019-06-11 DOI: 10.14516/FDE.700

David Poveda

{"title":"Bilingual Beyond School: Students’ Language Ideologies in Bilingual Programs in South-Central Spain","authors":"David Poveda","doi":"10.14516/FDE.700","DOIUrl":"https://doi.org/10.14516/FDE.700","url":null,"abstract":"This article examines adolescent and late adolescent discourses on bilingualism, bilingual education and the role of English and other additional languages in the current out-of-school lives and future trajectories of Spanish students enrolled in bilingual education programs. The data is part of a larger critical sociolinguistic ethnographic project on the implementation of bilingual education programs in secondary education (organized as English-Spanish CLIL) in Castilla-La Mancha, a region in South-Central Spain. Discourses were mainly elicited through a series of workshop-type and group discussion activities held in classrooms from two semi-private and two public schools, as well as an additional focus group conducted with university students. In total, 12 group events, involving approximately 300 students, were organized and documented through video-recordings, audio-recordings, photographs and fieldnotes. Students’ language ideologies around bilingualism are examined through an inductive qualitative / grounded theory approach. Three themes are identified: (a) the definition of bilingualism and bilingual competence, (b) the place of English (and other additional languages) in students’ current lives and social experiences and; (c) the role assigned to English in future employment and mobility opportunities. These discourses are discussed in relation to recent critical sociolinguistic work on the interconnection between language, multilingualism and neoliberalism. The paper closes with some methodological thoughts regarding the place of linguistic ethnography in the analysis of students’ collective discourses.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49376339","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

N’ku Ifweln’uhu: etnografía en co-labor y la producción colectiva de la educación bilingüe intercultural desde la lengua y la cultura wichi (Chaco, Argentina) N'Ku Ifweln'UHU：从Wichi语言和文化合作和集体生产跨文化双语教育的民族志（阿根廷查科）

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Foro de Educacion Pub Date : 2019-06-11 DOI: 10.14516/FDE.701

V. Unamuno

{"title":"N’ku Ifweln’uhu: etnografía en co-labor y la producción colectiva de la educación bilingüe intercultural desde la lengua y la cultura wichi (Chaco, Argentina)","authors":"V. Unamuno","doi":"10.14516/FDE.701","DOIUrl":"https://doi.org/10.14516/FDE.701","url":null,"abstract":"Enmarcado en la investigación en co-labor (Ballena & Unamuno, 2017b; Leiva, 2011; Lassiter, 2005; Rappaport, 2008), este estudio se centra en el análisis de los registros etnográficos que llevamos a cabo en el marco de la elaboración del libro escolar «N’ku Ifweln’uhu» (Mi madre me enseñó) destinado a niños wichi de nivel inicial y primario. En un inicio, me propongo problematizar la investigación en contexto indígena en Argentina, especialmente en relación con el lugar de los indígenas en los procesos de investigación, incluyendo aspectos clave como la autoría y los beneficios directos e indirectos de dichos procesos. Luego, presentaré el contexto en donde trabajamos para poder explicar el recorrido hecho en la producción del citado material, centrándome principalmente en el uso de la etnografía para recuperar los saberes tradicionales de las madres wichi con el fin de hacerlos dialogar con los saberes escolares occidentales. El resultado del análisis de estos registros me permitirá, finalmente, proponer algunas conclusiones sobre la etnografía sociolingüística como espacio y práctica de producción de conocimientos colectivos en el campo de la educación bilingüe e intercultural.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49395487","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: 5

Working Through Asymmetries of Knowledge and Expertise in a «Giving Back to the Field» Session 在“回馈现场”会议中克服知识和专业知识的不对称

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Foro de Educacion Pub Date : 2019-06-11 DOI: 10.14516/FDE.699

Eva Codó, Emilee Moore

{"title":"Working Through Asymmetries of Knowledge and Expertise in a «Giving Back to the Field» Session","authors":"Eva Codó, Emilee Moore","doi":"10.14516/FDE.699","DOIUrl":"https://doi.org/10.14516/FDE.699","url":null,"abstract":"This article examines a «giving back to the field» experience in a state-funded faith school in Catalonia (Spain), where we conducted ethnographic fieldwork on the introduction of English as a vehicular language in compulsory schooling. After two years of observing pre-school, primary and secondary education classes, attending meetings, and interviewing teaching staff and administrators, we were asked by the primary school coordinator to hold a training session in June 2017 as university «experts» acquainted with the institutional context. The school had been teaching extra hours of a subject taught in English named Science , but teachers were only partially satisfied with the results. In addition, an educational consultant that the school had recently hired had suggested that these Science classes needed to be reformulated. In this paper, we shall trace the preparatory email messages that we exchanged with the primary school coordinator, as well as the discursive development of the two-hour face-to-face session, which was attended by over fifteen teachers and which we audio recorded. We discursively dissect the ways in which a shared understanding of the problem and of possible solutions was constructed. We also analyse how expertise is enacted in interaction and contributes to the meeting outcomes. We suggest that our approach was in line with collaborative, reciprocal and transformative research paradigms drawing on the close relations with some of the participants and the in-depth knowledge of the school culture that had developed out of our two-year ethnographic engagement with the field.","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42711854","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

Language Socialization and CLIL Teachers’ Agency in Castilla-La Mancha Bilingual Programs: Appropriations and Transformations 卡斯蒂利亚-拉曼恰双语项目中的语言社会化和CLIL教师代理：拨款与转型

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Foro de Educacion Pub Date : 2019-06-11 DOI: 10.14516/FDE.702

A. Pastor

{"title":"Language Socialization and CLIL Teachers’ Agency in Castilla-La Mancha Bilingual Programs: Appropriations and Transformations","authors":"A. Pastor","doi":"10.14516/FDE.702","DOIUrl":"https://doi.org/10.14516/FDE.702","url":null,"abstract":"Language socialization research in bilingual and multilingual settings, particularly across EFL (English as a Foreign Language) and ESL (English as a Second Language) contexts, has addressed the processes by which novices are «apprenticed» or mentored into the linguistic and nonlinguistic ideologies, values, practices, and stances (affective, epistemic, and other) of sociocultural groups to ultimately become «competent members» of these learning communities. However, one of the unexplored bilingual education contexts from a language socialization perspective refers to «Content and Language Integrated Learning» or CLIL, defined as «inclusive of a wide range of educational practices provided that these practices are conducted through the medium of an additional language and both language and the subject have a joint role». Taking these premises as a point of departure, this article discusses the language socialization processes CLIL teachers undergo to become competent members of the bilingual school communities (BSC) that have proliferated extensively in Castilla-La Mancha (CLM), Spain, in the last decade. Drawing on ethnographic data collected in four different bilingual state-funded and state-funded private schools in this region, the article analyzes the case of San Marcos’ teachers’ narratives of becoming and doing CLIL as «meta-agentive» discursive sites that display the ideologies and practices of professional personhood at stake in CLIL programs. The article further advances the latest ethnographic CLIL agenda interested in revealing the social processes involved in the organization of exclusionary practices in the era of the «bilingual» craze and pressure across different Spanish autonomous communities","PeriodicalId":43476,"journal":{"name":"Foro de Educacion","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2019-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44491485","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