Review of Education Pedagogy and Cultural Studies最新文献

{"title":"A crusade and the crowd of the dead: Understanding the logic of the U.S. right’s attack’s on public education","authors":"Eric Ferris, C. Robbins","doi":"10.1080/10714413.2023.2202594","DOIUrl":"https://doi.org/10.1080/10714413.2023.2202594","url":null,"abstract":"Recognizing that the American right, and specifically the Christian right, has achieved disproportionate power over shaping the landscape of education policy and political culture, the following engages in a twofold analysis of schooling in the United States. We consider the structural transformations that are being enacted as a result of the proliferation of (Christian) public charters and other privatization efforts as well as reactionary undertakings that have purposefully targeted the daily life of schools from administration to curriculum and pedagogy since the onset of the COVID-19 pandemic (for example: disruptions at school board meetings, threatening school officials, anti-LGBTQ and anti-anti-racism hysteria, among others). We put these minoritarian interjections in conversation with Elias Canetti's \"crowd of the dead” and consider the effects of this political activity in producing civic and social death while seeking to destabilize public institutions and institutional arrangements that should safeguard against the manufacturing of (civic) death. [ FROM AUTHOR] Copyright of Review of Education, Pedagogy & Cultural Studies is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78217634","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}

{"title":"An intense calling: How ethics is essential to education, by Jesse Bazzul","authors":"W. Blaisdell","doi":"10.1080/10714413.2023.2193131","DOIUrl":"https://doi.org/10.1080/10714413.2023.2193131","url":null,"abstract":"Jesse Bazzul (2023) delivers An Intense Calling: How Ethics is Essential to Education during a global pandemic against an escalating climate crisis. The book is timely, given its arrival when such circumstances undeniably demand attention to ethics. Bazzul situates the writing of the book during a time of movement while relocating from Ireland back home to the Canadian prairies in the traditional territories of the nêhiyawak, Anih sin ap ek, Dakota, Lakota, and Nakoda, and the homeland of the M etis. Like the transient conditions of its creation, the book has an ephemeral quality, pulling readers back and forth from at-times nightmarish realizations of reality to daydreamy ponderings of more ethical and pleasurable futures. The book is organized into two sections. The first, “Ethics and Subjectivity”, explores subjectivity, ethics, and education, inviting the reader to consider how ethics is entangled with politics and central to education. The second, “Ethics as Ontological Exploration”, pulls ethics beyond human subjectivity and proposes solidarity with nonhumans. The book encourages difference and possibility, asking that readers contemplate ways education is responsible for nurturing such difference and possibility. The thesis of the book is that the essence of education is ethics. In An Intense Calling, Bazzul illustrates a utopia where “education is an intensive ethical journey that moves someone from one way of being to another. Knowledge acquisition is always secondary” in the future he calls readers toward (p. 5). In the book’s preface, Bazzul does some important positioning: a positioning in both place and movement, and in intersecting positions of privilege. He offers the reader a consciously simplistic image of two figures: one which disregards social conventions and traditional mores, and one that holds them in too high of a regard. In a sophisticated move, he demonstrates his allegiance to the former by rejecting rigid scholastic semantics, beginning sentences with “and,” and filling the pages with fragmented phrases that mimic speech rather than normative academic texts. Bazzul’s warm, conversational approach is fitting for a book asking readers to question traditional mores and recognize the danger of taken-for-granted traditions. His metaphor of a figure wearing pajamas to dinner parties, sitting straight-faced, and asking guests why they insist on making things uncomfortable is an important setting scene. Bazzul takes the reader through a dizzying amount of educational theories, leaving nothing unquestioned, but with the relaxed, slightly cynical tone of someone who has been sitting with these theories for a long time—perhaps on a couch, in pajamas, at a dinner party. Everyone is welcome to this discussion, and he immediately dismisses selfimportant posturing, leaving no room for pretentiousness. He asks that more space be made for imagination, creativity, trans-discipline, and the arts in education. The book is whimsical and th","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83728049","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}

{"title":"Prepped for harvest: Monstrous metaphors of capital in the young adult dystopian film, The Maze Runner: The Scorch Trials","authors":"Nicholas Rickards","doi":"10.1080/10714413.2023.2187613","DOIUrl":"https://doi.org/10.1080/10714413.2023.2187613","url":null,"abstract":"Abstract Through the use of horror movie motifs like zombies and mad doctors, The Maze Runner: The Scorch Trials (2015) stands in drastic contrast to other young adult dystopian properties like The Hunger Games (2012), for example, in that Scorch Trials uses allegory as a means to comment on neoliberalism, alienated labor, and commodity fetishism essentially functioning as a Marxist critique of capital. However, this reading only occurs subtextually. By using a contextual cultural studies approach, which reads film as embedded in cultural politics, and a “monsterology,” which captures capital as a specter within the film, this essay will serve as an intervention surrounding discourse on The Maze Runner: The Scorch Trials. In doing so, this analysis will make the case that films targeted at students and young adults are important sites of pedagogy that contribute to an understanding of how capital alienates us from ourselves, each other, and social democratic structures.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72503132","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}

{"title":"Una herida abierta: Considerations for (re)theorizing the border in teaching and research","authors":"Scott Jarvie, A. Segall, William Gaudelli","doi":"10.1080/10714413.2023.2179297","DOIUrl":"https://doi.org/10.1080/10714413.2023.2179297","url":null,"abstract":"Abstract No term defined the last U.S. presidency, and public discourse accompanying it, more so than “the Wall” and, with it, the U.S.-Mexico border more broadly. That discourse, however, has mostly been characterized by an a-historic, unproblematized, and under-theorized notion of “border.” Our experiences as curriculum scholars and teacher educators have illustrated that a similar stance about the border has taken place in public education. We begin from the assumption that the border is very real, but it is socially constructed and maintained, and impacts different groups differently. Borders are thus not only geographic markers but political, cultural, economic, and psychological disruptors of places and those living in them. In order to better understand these complex dimensions, we engage in an extended analysis of two cases, the U.S.-Mexico border and the internal displacement of the Rohingya of Myanmar, building upon prior theorizing by considering both the discursive and affective dimensions of each and implications for curriculum and pedagogy. The paper concludes with suggestions for applying these considerations in practice and questions for future inquiry.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79914685","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}

{"title":"Parenting and education: Navigating class, religiosity and secularity in Istanbul","authors":"Biray Kolluoğlu, Evren M. Dinçer","doi":"10.1080/10714413.2023.2176152","DOIUrl":"https://doi.org/10.1080/10714413.2023.2176152","url":null,"abstract":"Abstract This article studies the educational choices that secular and religious professional and managerial middle-class parents in Istanbul make for their children. It explores the ways in which class intersects with religion in Turkey where, politics, culture, social, and even economic life are marked by a deep divide among the religious and the secular. Focusing on a particular segment of the middle classes, that with higher economic and social capital, the article brings to fore the ways in which religiosity and secularity structure the processes of transforming privileges into acquired rights in the form of educational qualifications and extracurricular skills. It explores the current sociological conjuncture that bereaves both groups, albeit in different ways, of their ability to fully mobilize their accumulated economic, social, and cultural capitals in reproducing their class position in their children. The article argues that exploring the parenting of education along the secular and the religious divide can unravel the foundational elements of the ongoing competition and conflict in Turkey and enables a deeper understanding of the current divide and the potential for a future reconciliation. The study relies on a qualitative study that entails interviews with thirty families and two focus groups.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73305548","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}

{"title":"ʻYou gotta be responsibleʼ: How Kokua Hawaii fostered kuleana for the land and people of Hawaiʻi","authors":"Leiʻala Okuda, Alicia Reyes, Ethan Chang, G. Kim, Raymond Catania","doi":"10.1080/10714413.2023.2165889","DOIUrl":"https://doi.org/10.1080/10714413.2023.2165889","url":null,"abstract":"Abstract Recent scholarship has focused on the vital role of social movement organizations as key pathways into activism. Yet attention to how learning unfolds within social movement organizations has not been adequately studied. Informed by critical learning sciences, we investigated Kokua Hawaii, a social movement organization that catalyzed a near half century of grassroots activism throughout Hawaiʻi and the Pacific. We argue that Kokua Hawaii offered a space for activists to: (1) conceptualize eviction as a symptom of colonialism and capitalism, (2) open themselves to Kānaka Maoli (Native Hawaiian) epistemologies and lifeways, (3) participate in shared labor and collective care, and (4) author affirming and purposeful activist identities. Data includes 34 publicly available oral history interviews with members of Kokua Hawaii. We conclude by reflecting on our scholarly responsibilities to past, present, and future social movements.","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79346279","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}

{"title":"Efforts to Improve Chemistry Learning Outcomes Through the Problem Posing Learning Model in Class X Tkr 1 SMK Negeri 2 Palembang","authors":"Nova Astriani, Muhammad Hadeli L, Rahma Aini","doi":"10.61436/pedagogy/v2i1.pp18-27","DOIUrl":"https://doi.org/10.61436/pedagogy/v2i1.pp18-27","url":null,"abstract":"Efforts To Improve Chemical Learning Outcomes Through Problem Posing Learning Model In Class X Tkr 1 of SMK Negeri 2 Palembang. This classroom action research aims to improve students' chemistry learning result of Class X TKR 1 SMK Negeri 2 Palembang through Problem Posing learning model. The study was conducted in two cycles, each cycle consisting of two meetings. The data were obtained by using observation sheet and test instrument of student learning result which was done at the end of the meeting. Improvement of student learning outcomes can be seen from the average of student learning outcomes before the action done (T0) of 64.97 with mastery learning 33.33%, an increase in cycle I (T1) to 66.01 with mastery learning 45.45% and in cycle II (T2) increased to 79,5 with learning mastery 84,84%. Keywords: classroom action research, problem posing model, student chemistry learning result DOI: http://dx.doi.org/10.61436/pedagogy/v2i1.pp18-27","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136207544","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}

{"title":"Improve Students' Assertive Behavior using Assertive Training Techniques in Tenth Grade Students of Adhyaksa Jambi","authors":"Joni Afri, Freddi Sarman, Rully Andiyaksa","doi":"10.61436/pedagogy/v2i2.pp56-60","DOIUrl":"https://doi.org/10.61436/pedagogy/v2i2.pp56-60","url":null,"abstract":"The hypothesis proposed in this study is that there is a change or increase in students' assertive behavior after being given the treatment of group counseling services using assertive training techniques. This study uses quantitative methods. This type of research is pre-experiment, using the one group pretest posttest design. Selection of subjects using purposive sampling method. The number of research subjects was eight people with the category of assertive (moderate) and low behavior. This research was conducted in Adhiyaksa High School, the instrument used was the scale of assertive behavior with a Likert scale model. Data were analyzed using nonparametric statistical techniques that used the Wilcoxon Signed Ranks Test. The results showed that the pretest score was 99.125 and posttest 134.625. Then to test the hypothesis obtained Asymp results. Sig. (2-tailed) 0,005 which means under alpha 0,05 (0,005 less than 0,012) thus Ho can be interpreted rejected and Ha accepted. Based on the results of this study, it was concluded that there was a change or an increase in the assertive behavior of students after being given the treatment of group counseling services through Assertive Training techniques. Keywords: group counseling, assertive training, assertive behavior DOI: http://dx.doi.org/10.61436/pedagogy/v2i2.pp56-60","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136207642","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}

{"title":"Ferdinand De Saussure's Semiotic Study of the Poetry “Paman Doblang” by W.S. Renda","authors":"Vita Dwi Agustin","doi":"10.61436/pedagogy/v2i2.pp78-82","DOIUrl":"https://doi.org/10.61436/pedagogy/v2i2.pp78-82","url":null,"abstract":"The poem \"Uncle Doblang\" by W.S. Rendra is a literary work that has its own charm. Apart from being a medium of entertainment, this poem also holds various meanings and intentions in it, which are conveyed by the author through the form of semiotic signs that must be understood by the reader so that the meaning can be conveyed properly. On the other hand, not everything can be given meaning without reason. The existence of semiotic studies, especially Ferdinand De Saussure's semiotics, can certainly be applied as a theory to dissect poetry from an easy level. The use of semiotic studies is to analyze the signifier and signified contained in the poetry text. This study utilizes a qualitative data analysis method, namely reducing data, then producing a conclusion. The results obtained show that the poem does contain a lot of signifiers and signifieds that describe the twists and turns of the life of a prisoner who has to spend a lot of time in a dark prison room. Keywords: semiotic analysis, uncle doblang poem, Ferdinand de Saussure semiotics DOI: http://dx.doi.org/10.61436/pedagogy/v2i2.pp78-82","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136207753","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}

{"title":"Literary Psychological Analysis of the Novel entitled “Laut Bercerita” by Leila S. Chudori","authors":"Alya Selsa Meyriska","doi":"10.61436/pedagogy/v2i2.pp75-77","DOIUrl":"https://doi.org/10.61436/pedagogy/v2i2.pp75-77","url":null,"abstract":"Literary work contains meaning in it, not just a form of work that contains aesthetics. Poetry means imaginative literary works, the words used are arranged using aesthetic and simple words, readers who do not have the knowledge of analyzing poetry will have difficulty understanding the meaning of the poetry they read. The writer is interested in analyzing the poem \"Rahasia Hujan\" by Heri Isnaini, because this poem has lyrics formed from a unique and simple language structure but has a broad meaning and makes readers interested in his work. Keywords: poetry, mimetic, literacy psychological analysis. DOI: http://dx.doi.org/10.61436/pedagogy/v2i2.pp75-77","PeriodicalId":45129,"journal":{"name":"Review of Education Pedagogy and Cultural Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136207754","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}