Education As Change最新文献_第2页

The Linguistic Landscape as an Identity Construction Site of a United States’ Higher Educational Institution in the Time of COVID-19 新冠肺炎时期美国高等教育机构身份建构的语言景观

IF 0.5 4区教育学

Education As Change Pub Date : 2023-03-03 DOI: 10.25159/1947-9417/11405

Jae-hyun Im

引用次数: 2

A Social Semiotic Analysis of Gender Representations in Biology Textbooks for Upper Secondary Schools in China 中国高中生物教科书性别表征的社会符号学分析

IF 0.5 4区教育学

Education As Change Pub Date : 2023-03-02 DOI: 10.25159/1947-9417/12791

Daihu Yang, Minghui Zhou

引用次数: 0

Positioning the #FeesMustFall Movement within the Transformative Agenda: Reflections on Student Protests in South Africa 在变革议程中定位#FeesMustWall运动：对南非学生抗议活动的反思

IF 0.5 4区教育学

Education As Change Pub Date : 2023-02-17 DOI: 10.25159/1947-9417/10870

L. Ntombana, Asemahle Gwala, F. Sibanda

引用次数: 2

Article Title: “Universities and the Co-construction of Knowledge with Communities” 文章题目:《大学与知识社区共建》

IF 0.5 4区教育学

Education As Change Pub Date : 2023-02-07 DOI: 10.25159/1947-9417/13025

Na-iem Dollie

引用次数: 0

“Only What’s Right”: Normalising Children’s Gender Discourses in Kindergarten (The Case of Montenegro) “只有正确的”:幼儿园儿童性别话语的规范化(以黑山为例)

IF 0.5 4区教育学

Education As Change Pub Date : 2023-02-07 DOI: 10.25159/1947-9417/11504

Katarina Todorović, Jovana Marojević, Milena Krtolica, Milica Jaramaz

{"title":"“Only What’s Right”: Normalising Children’s Gender Discourses in Kindergarten (The Case of Montenegro)","authors":"Katarina Todorović, Jovana Marojević, Milena Krtolica, Milica Jaramaz","doi":"10.25159/1947-9417/11504","DOIUrl":"https://doi.org/10.25159/1947-9417/11504","url":null,"abstract":"This article presents results from qualitative research on children’s dominant gender discourses in kindergarten and the influence of the socio-pedagogical aspects of kindergarten culture, transmitted via teachers’ gender discourses and personal epistemologies, on the construction of children’s gender discourses and identities. The main questions guiding our research were: What gender stories are narrated in a group, and under which influences do these stories become established as norms? Our understanding of gender is based on the feminist poststructuralist perspective. Our research in two Montenegrin kindergartens with 54 children and four teachers during a two-week period showed a dominance of the binary opposition discourse of “hegemonic masculinity” and “emphasised femininity”, with an emphasis on gender-stereotyped toys, games, role-play, and professions. Additionally, it has been found that the kindergarten culture strongly shapes and “normalises” children’s perception of “right” gender practices, by reflecting and mirroring teachers’ gender-typed expectations and a value system based on an objectivist personal epistemology that implicitly promotes “feminine” values of subordination, peace, silence and obedience. The findings suggest the need for research focusing particularly on the relationship between teachers’ epistemological theories and the dominant gender discourses in kindergarten. It is also recommended that Montenegro’s early childhood education policy and strategy documents consider and elaborate more thoroughly the concept of gender identity and gender-flexible pedagogies.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48631158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Marxism, Pedagogy and the General Intellect: Beyond the Knowledge Economy, by Derek R. Ford 《马克思主义、教育学和一般智力:超越知识经济》，德里克·r·福特著

IF 0.5 4区教育学

Education As Change Pub Date : 2022-12-25 DOI: 10.25159/1947-9417/12507

Jianxing Guo, Jingxian Tang, L. Zheng, Cong Wang

引用次数: 0

Impact of COVID-19 on Self-Directed Learning: Perspectives of Rural English First Additional Language Teachers COVID-19对自主学习的影响:农村英语第一外语教师的视角

IF 0.5 4区教育学

Education As Change Pub Date : 2022-12-22 DOI: 10.25159/1947-9417/11098

Mosebetsi Mokoena

{"title":"Impact of COVID-19 on Self-Directed Learning: Perspectives of Rural English First Additional Language Teachers","authors":"Mosebetsi Mokoena","doi":"10.25159/1947-9417/11098","DOIUrl":"https://doi.org/10.25159/1947-9417/11098","url":null,"abstract":"Since the advent of the COVID-19 pandemic, there have been changes in the ways teaching and learning occur in most classrooms, including English first additional language classrooms. Teachers spent less contact class time with their English FAL learners to comply with the COVID-19 safety protocols, such as social distancing. More than ever, learners in rural schools faced the responsibility of learning independently for extended periods. The focus in this article is on how the learners’ efforts to learn independently were disrupted and how teachers assisted these learners in overcoming these challenges amid the pandemic. The article explores the impact of the COVID-19 pandemic on rural English FAL learners’ self-directed learning. The findings confirm the existence of COVID-19-induced challenges that impeded rural English FAL learners’ self-directed learning. These included a lack of motivation and a negative attitude towards self-directed learning, closure of learning facilities and a lack of learning material, overdependence on the teacher, poor physical learning environments and limited parental support. The study also reports on strategies that English FAL teachers used to enhance learners’ self-directed learning during the COVID-19 pandemic. These included strengthening home-school partnerships, providing emotional support, and simplifying learning activities. The article concludes that the COVID-19 pandemic negatively impacted self-directed learning in South Africa.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43952953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

An Interdependent Literacy Model to Assist with Critical Reading Comprehension in the English First Additional Language Classroom 辅助英语第一附加语言课堂批判性阅读理解的相互依存读写模式

IF 0.5 4区教育学

Education As Change Pub Date : 2022-12-22 DOI: 10.25159/1947-9417/10979

Tilla Olifant, Naomi Boakye

{"title":"An Interdependent Literacy Model to Assist with Critical Reading Comprehension in the English First Additional Language Classroom","authors":"Tilla Olifant, Naomi Boakye","doi":"10.25159/1947-9417/10979","DOIUrl":"https://doi.org/10.25159/1947-9417/10979","url":null,"abstract":"Various attempts have been made to assist the multitude of South African learners who experience literacy challenges, particularly critical reading challenges, in the classroom. Although a number of critical literacy models that focus on reading literacy have been developed to alleviate the reading comprehension crisis in South Africa, poor reading comprehension continues to prevail among South African learners, as shown in the Progress in International Reading Literacy Study reports. This article argues for a focus on critical reading comprehension in the classroom. Based on a review of the Four Resources Model of Critical Literacy and the Interdependent Model of Critical Literacy, the researchers propose a new model to the literacy debate, the Critical Reading Interdependent Literacy Model (CRILM), which is designed to be used at school level and is suitable to be used from Grade 4 and beyond. CRILM is based on an instruction and learning framework that promotes a participatory-interactive-interdependent relationship between educators, learners, the text, and the author. Through the text and author, learners will be able to initiate critical insight and societal knowledge development from within the English First Additional Language classroom. Centred on the educator, the learners, the text, and the author, as well as their relation to reality, this proposed new model hypothesises the interaction and interdependence of all the participants during the reading process for the successful development of classroom critical reading comprehension.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46936343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Open Access Publishing and University Researchers’ Agency Towards Reshaping the Publishing Habitus 开放获取出版与高校科研人员重塑出版习惯

IF 0.5 4区教育学

Education As Change Pub Date : 2022-12-19 DOI: 10.25159/1947-9417/11390

Hao Xu

引用次数: 0

Phyllis Ntantala: An African Woman’s Leadership in the Struggle against a Pan-Eurocentric Education 菲利斯·恩坦塔拉:非洲妇女在反对泛欧洲中心教育斗争中的领导地位

IF 0.5 4区教育学

Education As Change Pub Date : 2022-12-13 DOI: 10.25159/1947-9417/11308

S. Sesanti

{"title":"Phyllis Ntantala: An African Woman’s Leadership in the Struggle against a Pan-Eurocentric Education","authors":"S. Sesanti","doi":"10.25159/1947-9417/11308","DOIUrl":"https://doi.org/10.25159/1947-9417/11308","url":null,"abstract":"The years 2021 and 2022 marked a significant period in the Pan-African struggle against the Pan-Eurocentric academy’s destruction of African dignity and freedom. 2021 marked the 70th anniversary of the Eiselen Commission’s report on Bantu Education. 2022 marked the 30th anniversary of the publication of Phyllis Ntantala’s autobiographical work, A Life’s Mosaic: The Autobiography of Phyllis Ntantala. Ntantala’s book documents African teachers’ and parents’ resistance to Bantu Education, which culminated in some African teachers being fired for refusing to “poison the minds” of African children. While the “heroism” of resistance to Bantu Education is well-recorded and celebrated, the “sheroism” of the struggle against Bantu Education is less illuminated and appreciated. This article, by examining Ntantala’s intellectual legacy in African people’s struggles for justice—including justice in education in South Africa, as well as in Europe and the United States of America—celebrates African sheroes’ institutional leadership in the struggles associated with education in politics and politics in education. A critical examination of Ntantala’s leadership against Bantu Education gives recognition to an important, yet often overlooked, aspect in decolonisation and re-Africanisation struggles in education, namely, that colonialism did not only express itself through racism, but also sexism.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44569064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0