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Editorial: Sketching Narratives of Movement in Early Childhood Education and Care 社论:在早期儿童教育和护理运动的素描叙述
IF 1.3
Research in Education Pub Date : 2022-12-21 DOI: 10.37119/ojs2022.v28i1b.682
Emily Ashton, I. Berger, Esther Maeers, A. Paquette
{"title":"Editorial: Sketching Narratives of Movement in Early Childhood Education and Care","authors":"Emily Ashton, I. Berger, Esther Maeers, A. Paquette","doi":"10.37119/ojs2022.v28i1b.682","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.682","url":null,"abstract":"Editorial for the Sketching Narratives of Movement in Early Childhood Education and Care Special Issue","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"67 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86437824","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
Pandemic-Provoked “Throwntogetherness”: Narrating Change in ECEC in Canada 大流行引发的“团结”:叙述加拿大ECEC的变化
IF 1.3
Research in Education Pub Date : 2022-12-21 DOI: 10.37119/ojs2022.v28i1b.655
Esther Maeers, Jane Hewes, Monica Lysack, P. Whitty
{"title":"Pandemic-Provoked “Throwntogetherness”: Narrating Change in ECEC in Canada","authors":"Esther Maeers, Jane Hewes, Monica Lysack, P. Whitty","doi":"10.37119/ojs2022.v28i1b.655","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.655","url":null,"abstract":"In Canada, multiple, intersecting, and incommensurable narratives promote investment in a public ECEC system. These dominant narratives are typically justified through an entanglement of discourses, including gender equity, colonialism, developmentalism, investment in children as future workers, and childcare as social infrastructure. With COVID-19, renewed economic arguments propose ECEC as an essential service, jump-starting an economy ravaged by the pandemic. Taking up a conversational approach, we question the potency of dominant narratives proliferated in media and policy initiatives as a way to effect large-scale change, and we seek to better understand alternative narratives of ECEC. We are drawn to those spaces where a range of new texts and narratives are generating possibilities for transformative changes. We co-create a bricolage of minor stories (Taylor, 2020) of change, keeping in mind Eve Tuck’s (2018a) theory of change and Elise Couture-Grondin’s (2018) premise of stories as theory.\u0000Keywords: early childhood education, policy, change, COVID-19, colonialism, throwntogetherness","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"31 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86022542","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: 1
Embracing Our Power: ECE Students’ Experiences Creating Spaces of Resistance in Post-Secondary Institutions 拥抱我们的力量:欧洲经委会学生在高等教育机构中创造抵抗空间的经验
IF 1.3
Research in Education Pub Date : 2022-12-21 DOI: 10.37119/ojs2022.v28i1b.651
Camila Casas Hernandez, Luyu Hu, Tammy Primeau McNabb, Grace Wolfe
{"title":"Embracing Our Power: ECE Students’ Experiences Creating Spaces of Resistance in Post-Secondary Institutions","authors":"Camila Casas Hernandez, Luyu Hu, Tammy Primeau McNabb, Grace Wolfe","doi":"10.37119/ojs2022.v28i1b.651","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.651","url":null,"abstract":"In this paper, we, four students with diverse social locations, explore the development of preservice educators’ professional identities as political resisters. Through our experiences in an Ontario college, we found commonality in our emerging need to resist “alarming discourses” (Whitty et al., 2020, p. 8). By dissecting and analyzing the neoliberal narrative perpetuated by our educational institution, we refused the notion of being the good ECE (Langford, 2007). Rejecting the universalism and totalism of Western European curricular and pedagogical inheritances, we set out to create a space to embrace alternative narratives to critically question our role and the expectations of our profession in a neoliberal world. This space was used for ECEC advocacy and brought together our student community, creating an opportunity to mentor while fostering human connections from our stories. Through collaboration, we reaffirm the importance of building community and reciprocal mentorship for nurturing and developing political agency within our field. We are motivated to sustain this critical space, to serve as a place of resistance for other students who question “universal truths.” Education comes from more than the diploma received.\u0000Keywords: Early childhood educators, professional identity, resistance, student advocacy, post-secondary institutions, ethics of care","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"05 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90327944","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
Feminist Resistance Through the Lens of Everyday Lived Experiences of Young Women in India 从印度年轻女性的日常生活经历看女权主义抵抗
IF 1.3
Research in Education Pub Date : 2022-12-09 DOI: 10.37119/ojs2022.v28i1a.614
N. Kazmi
{"title":"Feminist Resistance Through the Lens of Everyday Lived Experiences of Young Women in India","authors":"N. Kazmi","doi":"10.37119/ojs2022.v28i1a.614","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1a.614","url":null,"abstract":"In this article, I examine the lived experiences of two young women from urban slums in India who participated in an after-school program focusing on issues of gender inequality within their homes, communities, and schools. Through unstructured and semi-structured interviews and observations, this paper argues that young women from marginalized spaces resist patriarchal structures of society through everyday acts of resistance. Using narrative inquiry, the data reveal that young women use different yet interconnected means to resist oppression in their daily lives. The article makes a case for expanding feminist resistance scholarship to be inclusive of young women at the periphery and their everyday resistance for finding a voice.\u0000Keywords: youth activism, narrative inquiry, lived experiences, pedagogical praxis, feminist resistance","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"15 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74130243","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
A Review of #BlackInSchool by Habiba Cooper Diallo 哈比巴·库珀·迪亚洛对#BlackInSchool的评论
IF 1.3
Research in Education Pub Date : 2022-12-09 DOI: 10.37119/ojs2022.v28i1a.647
Kamogelo Amanda Matebekwane
{"title":"A Review of #BlackInSchool by Habiba Cooper Diallo","authors":"Kamogelo Amanda Matebekwane","doi":"10.37119/ojs2022.v28i1a.647","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1a.647","url":null,"abstract":"A Review of #BlackInSchool by Habiba Cooper Diall","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"48 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74103444","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
Practice-Based Research Policy in the Light of Indigenous Methodologies: The EU and Swedish Education 基于本土方法的实践研究政策:欧盟与瑞典教育
IF 1.3
Research in Education Pub Date : 2022-12-09 DOI: 10.37119/ojs2022.v28i1a.628
E. Lindgren, Kristina Sehlin Macneil
{"title":"Practice-Based Research Policy in the Light of Indigenous Methodologies: The EU and Swedish Education","authors":"E. Lindgren, Kristina Sehlin Macneil","doi":"10.37119/ojs2022.v28i1a.628","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1a.628","url":null,"abstract":"Abstract\u0000Participatory research methods in education, such as action research, have been around for some time. Recently, not only researchers but also research policy makers have highlighted the importance of participation between society and research. Citizen science, science with and for society, and practice-based educational research are examples of approaches that aim to bring society and research more closely together. In this paper, we explore underlying premises behind practice-based research policies in the EU and in Swedish educational research policy. In order to understand how participation can be understood, we have analysed them closely through a lens of Indigenous methodologies. Results reveal an underlying understanding of participation as nonreciprocal where expertise is a key concept, researchers hold this expertise, and where the main responsibilities for research lie with the researchers. However, the results also indicate a sense of respect for practice and a willingness to form relationships between research and practice.\u0000Keywords: practice-based research, school-based research, participatory research, Indigenous methodologies, Citizen science, research policy","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"74 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74146300","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
Syrian Newcomer Students’ Feelings and Attitudes Regarding Their Education in Canada 叙利亚新生对加拿大教育的感受和态度
IF 1.3
Research in Education Pub Date : 2022-12-09 DOI: 10.37119/ojs2022.v28i1a.631
Mohamad Ayoub, George Zhou
{"title":"Syrian Newcomer Students’ Feelings and Attitudes Regarding Their Education in Canada","authors":"Mohamad Ayoub, George Zhou","doi":"10.37119/ojs2022.v28i1a.631","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1a.631","url":null,"abstract":"The purpose of this paper is to share and discuss our research findings on the experiences of Syrian refugee students in elementary public schools in a southwestern region of Ontario, Canada. We used Article 12 of the Convention on the Rights of the Child as a frame to guide this study. Data collection involved an anonymous questionnaire completed by the students. The majority of the students experienced interruptions to their education prior to resettlement in Canada. The students reported positive resettlement and socio-cultural experiences in Canada, however, some of them faced difficulties with their learning. \u0000Key words: Syrian refugee students; resettlement; school experiences in Canada","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"8 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76406681","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
Confronting Partial Knowledge Through a Pedagogy of Discomfort: Notes on Anti-Oppressive Teaching 以不适的教学法面对片面的知识:关于反压迫性教学的注解
IF 1.3
Research in Education Pub Date : 2022-12-09 DOI: 10.37119/ojs2022.v28i1a.492
Michael P. Cappello, C. Kreuger
{"title":"Confronting Partial Knowledge Through a Pedagogy of Discomfort: Notes on Anti-Oppressive Teaching","authors":"Michael P. Cappello, C. Kreuger","doi":"10.37119/ojs2022.v28i1a.492","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1a.492","url":null,"abstract":"Wrestling with issues of racism and colonization in the classroom requires significant nuance from dominantly positioned educators. In this article, we weave together a narrative unpacking of an uncomfortable experience in a graduate level class with an exploration of relevant theoretical literature. Our reflection on practice takes up the possibilities for anti-oppressive education to engage with the partial knowledge of educators and students. Ultimately, engaging in a pedagogy of discomfort is necessary to unsettle dominantly positioned educators and students and enable a move towards bearing witness to the unequal realities of Canadian society. In order to begin to enter more deeply into relationships of accountability between non-Indigenous and Indigenous peoples, teaching moments such as these are inevitable, if not required.\u0000Keywords: anti-oppressive education, discomfort, colonialism, partial knowledge, Indigenous futurity","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84272903","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
Overcoming the Challenges of Family Day Home Educators: A Family Ecological Theory Approach 克服家庭日家庭教育者的挑战:一个家庭生态理论的视角
IF 1.3
Research in Education Pub Date : 2022-12-09 DOI: 10.37119/ojs2022.v28i1a.649
Laura Woodman
{"title":"Overcoming the Challenges of Family Day Home Educators: A Family Ecological Theory Approach","authors":"Laura Woodman","doi":"10.37119/ojs2022.v28i1a.649","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1a.649","url":null,"abstract":"This paper explores a framework of family ecological theory for overcoming the challenges facing family childcare educators (FCC educators), who care for small groups of children in their own home. Pathways to overcoming these barriers through an ecological approach will be outlined by critically examining current research on these challenges. In this way, I justify using ecological theory as an effective tool for conceptualizing the challenges of FCC educators. Ecological theory describes how people’s growth and change is influenced by the contexts around them (Bronfenbrenner, 1986). For isolated FCC educators working alone with young children, the limited interactions, supports, and environments they encounter offer incredible meaning and possibility. Examining how the challenges they face can be overcome with a family ecological theory approach illuminates many avenues for success in this unique population. In this paper, the four main challenges of lack of respect, low wages and funding, isolation, and lack of training currently facing FCC educators are examined with an ecological lens to highlight opportunities for positive change. Final thoughts of how this benefits others using an ecological theory framework conclude this paper.\u0000            Keywords: family day home, family childcare, early childhood education, ecological theory","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"13 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82036457","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: 1
A Review of Tools for Teaching in an Educationally Mobile World by Jude Carroll 裘德·卡罗尔(Jude Carroll)的《教育移动世界中的教学工具综述》
IF 1.3
Research in Education Pub Date : 2022-12-09 DOI: 10.37119/ojs2022.v28i1a.639
Lin Ge
{"title":"A Review of Tools for Teaching in an Educationally Mobile World by Jude Carroll","authors":"Lin Ge","doi":"10.37119/ojs2022.v28i1a.639","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1a.639","url":null,"abstract":"A Review of Tools for Teaching in an Educationally Mobile World by Jude Carroll","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"160 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90311147","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
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