Education As Change最新文献_第8页

Becoming Knowledge Makers: Critical Reflections on Enquiry-Based Learning 成为知识创造者：对探究式学习的批判性思考

IF 0.5 4区教育学

Education As Change Pub Date : 2021-08-02 DOI: 10.25159/1947-9417/8996

G. Nomdo, Aditi Hunma, Sean. Samson

{"title":"Becoming Knowledge Makers: Critical Reflections on Enquiry-Based Learning","authors":"G. Nomdo, Aditi Hunma, Sean. Samson","doi":"10.25159/1947-9417/8996","DOIUrl":"https://doi.org/10.25159/1947-9417/8996","url":null,"abstract":"The scholarship of teaching and learning recognises the important interrelationship between teaching and learning, and it values critical dialogues on teaching-learning praxis beyond local contexts. This focus shifts attention from research outputs drawing on student behaviour to a broader focus on teacher-learner mutuality, disciplinary practices, and institutional landscapes. Rapid changes in higher education require the fostering of critical citizenship as a core graduate attribute. The massification of education, however, has emphasised throughput at the expense of nurturing students’ sense of “becoming” as they navigate transformations in selfhood. This represents a stumbling block for meaningful participation in their own learning. Our article explores the incorporation of enquiry-based learning within a flipped blended classroom setting that seeks to engage teachers and learners more reflectively as co-producers of knowledge. We show how this approach can nurture an awareness of the self through the process of “becoming”. We employ a qualitative case-study methodology to interrogate data taken from student writings, interviews, and course evaluations. Our analysis traces the progression of developmental insights present in students’ reflective thinking and writing about their learning. We conclude that the process of “becoming” is possible within an educational context focused on measurable outcomes, where “becoming” is intricately linked to pedagogical imperatives seeking to empower, transform and enrich learning.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42596910","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

Aziz Choudry: The Quintessential Scholar-Activist (23/06/1966–26/05/2021) 阿齐兹·乔杜里：杰出的学者活动家（1966年6月23日至2021年5月26日）

IF 0.5 4区教育学

Education As Change Pub Date : 2021-06-04 DOI: 10.25159/1947-9417/9566

S. Vally

引用次数: 0

From Access to Quality? Examining the Interim Quasi-State Schools for Rural Migrants in Urban China 从获取到质量?中国城市农民工临时准公立学校的考察

IF 0.5 4区教育学

Education As Change Pub Date : 2021-06-01 DOI: 10.25159/1947-9417/7527

Hui Yu, Wei-Lin Huang

引用次数: 0

Pandemic Leadership in Higher Education: New Horizons, Risks and Complexities 高等教育中的流行病领导力:新视野、风险和复杂性

IF 0.5 4区教育学

Education As Change Pub Date : 2021-05-27 DOI: 10.25159/1947-9417/8880

K. Menon, S. Motala

引用次数: 5

South africa’s comorbidity: A chronic affliction of intersecting education, economic and health inequalities 南非的共病:教育、经济和卫生不平等交织的慢性折磨

IF 0.5 4区教育学

Education As Change Pub Date : 2021-05-11 DOI: 10.25159/1947-9417/8677

S. Maistry

{"title":"South africa’s comorbidity: A chronic affliction of intersecting education, economic and health inequalities","authors":"S. Maistry","doi":"10.25159/1947-9417/8677","DOIUrl":"https://doi.org/10.25159/1947-9417/8677","url":null,"abstract":"The analogy of South Africa as an ailing “organism” afflicted by chronic socioeconomic inequality is apt as it captures the nation’s manifest endemic abrasions and frailties, especially as it relates to the lived experience of its most vulnerable citizens (the precariat). COVID-19 has accentuated the plight of the poor, yet political rhetoric professes that the pandemic does not discriminate. In this article I offer an analysis of the intricate relationship between politics, economics, and education in the South African context. I argue that these are indeed complexly connected social “phenomena” that have particular variant manifestations and implications for South African citizens. While I recognise that health is also implicated in this matrix, it is beyond the scope of this article to examine this crucial social provision in any detail. I contend that in attempting to understand how COVID-19 impacts South African society, it is important to firstly analyse the prevailing (pre-COVID) status quo, especially as it relates to socio-economic inequality, as the effects of the pandemic impact the lived experience of people on the indigent-affluent continuum in starkly distinct ways. The pandemic has brought into sharp purview the accentuated nature of human adversity in the South African context and the social justice peculiarities plaguing South African society. Methodologically, I attempt a Foucauldian analysis of the contemporary political-economy-education matrix to reveal how fundamental neoliberal tenets have fashioned South African society and its education system into a dualism in which poverty and affluence co-exist. I attempt to move beyond constructions of deprivation, strife and adversity to reflect on resistance and the resilience (technologies of the self) that human beings summon in the face of crisis. Secondly, I examine the impact of the pandemic at localised school level to reveal its material effects on poor schools. © The Author(s) 2021.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46292441","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: 8

Introductory and Editorial Note – Covid 导论和编辑说明- Covid

IF 0.5 4区教育学

Education As Change Pub Date : 2021-05-11 DOI: 10.25159/1947-9417/9465

Na-iem Dollie

引用次数: 0

Introductory and Editorial Note 引言和编辑说明

IF 0.5 4区教育学

Education As Change Pub Date : 2021-04-26 DOI: 10.25159/1947-9417/9354

Na-iem Dollie

引用次数: 0

Disrupting Patriarchal Perceptions of Single-Mother Families: An Analysis of Adolescent Narratives 打破单亲家庭的父权观念:对青少年叙事的分析

IF 0.5 4区教育学

Education As Change Pub Date : 2021-04-26 DOI: 10.25159/1947-9417/8670

C. Jacobs, Grant Andrews

{"title":"Disrupting Patriarchal Perceptions of Single-Mother Families: An Analysis of Adolescent Narratives","authors":"C. Jacobs, Grant Andrews","doi":"10.25159/1947-9417/8670","DOIUrl":"https://doi.org/10.25159/1947-9417/8670","url":null,"abstract":"Parental educational support plays a significant role in the educational success of learners. Research has emphasised the important role of father involvement in educational achievement; however, little is known about how educational support is understood within marginalised contexts such as female-headed households, especially where fathers are absent or largely uninvolved in the lives of children. This article presents the perspectives of six adolescents in a South African community who reflect on what father involvement means to them in relation to educational support. Semi-structured interviews and a focus group were conducted with the participants to discuss their experiences. We use feminist theory to highlight the informal and non-traditional forms of support that are present in these female-headed households. The data were analysed by means of thematic content analysis. The findings revealed that all the adolescents had complex and deeply personal perspectives on the role a father could play in their lives, and that these views often contrasted with dominant stereotypes of female-headed households as inherently inferior. Although all the adolescents showed a desire for a relationship with a biological father, in some cases the influence of a father was framed as detrimental to the family unit and the educational success of the adolescents. These findings have implications for how schools and educational stakeholders can understand and engage with adolescents and families in female-headed households.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45110111","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

Assault on the Public Good 对公共利益的攻击

IF 0.5 4区教育学

Education As Change Pub Date : 2021-04-26 DOI: 10.25159/1947-9417/9305

E. Motala

引用次数: 0

Decolonising Schools in South Africa: The Impossible Dream? by Pam Christie 南非非殖民化学校:不可能实现的梦想?帕姆·克里斯蒂

IF 0.5 4区教育学

Education As Change Pub Date : 2021-04-05 DOI: 10.25159/1947-9417/9214

P. Kallaway

引用次数: 0