Research in Education最新文献_第9页

Theorizing Māori-Philippine solidarities through agential realism and punk rock pedagogy 通过代理现实主义和朋克摇滚教学法理论化Māori-Philippine团结

IF 1.3

Research in Education Pub Date : 2022-08-03 DOI: 10.1177/00345237221110917

N. Romero, M. Estellés, Wairehu Grant

引用次数: 1

Ta-ohpinamahk ôma Michif opîkiskwîwin êķwa nehiyâw pimâtisiwin ôta Sâķitawak

IF 1.3

Research in Education Pub Date : 2022-06-21 DOI: 10.37119/ojs2022.v27i2b.617

Erin Laliberte

引用次数: 0

Editorial: Special Issue “Language and Landscape” 社论:特刊《语言与景观》

IF 1.3

Research in Education Pub Date : 2022-06-21 DOI: 10.37119/ojs2022.v27i2b.638

Melanie Griffith Brice

引用次数: 0

Our Language is From the Land: niinyanaan nutr piyii la laange 我们的语言来自土地:niinyanaan nutr piyii la laange

IF 1.3

Research in Education Pub Date : 2022-06-21 DOI: 10.37119/ojs2022.v27i2b.618

S. Cardinal

引用次数: 0

Nahkawēwin Revitalization: A Mini Language Nest Created With Hope and Determination. Nahkawēwin振兴:一个充满希望和决心的迷你语言之巢。

IF 1.3

Research in Education Pub Date : 2022-06-21 DOI: 10.37119/ojs2022.v27i2b.619

Denise A. D. Kennedy

{"title":"Nahkawēwin Revitalization: A Mini Language Nest Created With Hope and Determination.","authors":"Denise A. D. Kennedy","doi":"10.37119/ojs2022.v27i2b.619","DOIUrl":"https://doi.org/10.37119/ojs2022.v27i2b.619","url":null,"abstract":"This research based on my master's thesis explores Nahkawēwin language revitalization. This study draws on the language nest model, which first originated with Maori grandmothers and their grandchildren in the 1970s. In this study, my mother and I created what I refer to as a \"mini\" language nest in both of our homes to teach my children Nahkawēwin in a holistic manner. I call this a \"mini\" language nest because our nest only involved myself, my mother, and my children, when other language nests around the world have had multiple grandmothers and children who are participants of the language nest. This article aims to show how this approach to language nests can be used to revitalize or revive a language using intergeneration learning and teaching. In this study, I reflect on the different challenges one may face while creating a mini language nest, and how one might overcome these challenges through different language strategies, frameworks, and teaching tools. I do not wish to present language nests as a foolproof solution; rather, I share the reality of how one thought or intention can change the outcome of language learning in a positive manner. The language nest did not only teach my children their language, it brought us together with compassion, enthusiasm, and hope.\u0000Keywords: Indigenous, language, revitalization, revival, language nest, linguistic landscape, intergenerational learning.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82124759","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

Miskasowin askîhk: Coming to Know Oneself on the Land Miskasowin问khk:在土地上认识自己

IF 1.3

Research in Education Pub Date : 2022-06-21 DOI: 10.37119/ojs2022.v27i2b.615

Tammy Ratt

{"title":"Miskasowin askîhk: Coming to Know Oneself on the Land","authors":"Tammy Ratt","doi":"10.37119/ojs2022.v27i2b.615","DOIUrl":"https://doi.org/10.37119/ojs2022.v27i2b.615","url":null,"abstract":"miskâsowin askîhk is a nêhiyawêwin word that translates roughly “as finding oneself on the land.” Throughout this paper, I aim to tell a story about the journey I have taken on the land, with the language. The paper also addresses a process of coming to find myself throughout these experiences and relationships with land and language. Through my stories on the land, I have learned that I belong to the land and that the land teaches me. The article also shares what I have learned from Elders, Knowledge Keepers and literature. Namely, learning language on the land, with the land's resources, is an effective way to revitalize language and reclaim Indigenous identity in a balanced way. I finish this paper with the description of a project that I would like to research further. The project involves hand making beaded leather mitts while learning to speak nêhiyawêwin. This project is connected to asōnamēkēwin, a word in nêhiyawêwin that means that it is our responsibility to pass on knowledge that we learn. This is another important nêhiyawêwin phrase that guides me on this journey. It is my responsibility and I pass this responsibility onto anybody that I teach, to teach what they learn.\u0000 Keywords: land-based learning, Cree language learning, language revitalization, best practices","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90952723","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

Asônimâkêwin: Passing on What We Know Asônimâkêwin:传递我们所知道的

IF 1.3

Research in Education Pub Date : 2022-06-21 DOI: 10.37119/ojs2022.v27i2b.616

Krissy Bouvier-Lemaigre

引用次数: 0

Shadows and Light: Professional Women Educators Transitioning to Academe 阴影与光明:职业女性教育工作者向学术界的过渡

IF 1.3

Research in Education Pub Date : 2022-06-16 DOI: 10.37119/ojs2022.v27i2a.523

Candy Skyhar, A. Farrell

{"title":"Shadows and Light: Professional Women Educators Transitioning to Academe","authors":"Candy Skyhar, A. Farrell","doi":"10.37119/ojs2022.v27i2a.523","DOIUrl":"https://doi.org/10.37119/ojs2022.v27i2a.523","url":null,"abstract":"Many professional women educators make the transition from school settings to academe after significant graduate work in their field(s). This transition, which often occurs on a mid- to late-career trajectory, places such individuals within liminal spaces on many levels as they inevitably must navigate unfamiliar, often alien, territory that frequently does not recognize or respect the experiences with which they enter their new university contexts. The collaborative autoethnographic study we embarked upon involved examining our own experiences of making this transition. By revisiting an academic year’s worth of recorded conversations and analyzing them through an ecofeminist lens, we considered the lessons we had learned through engaging in a program renewal process and designing and co-teaching new courses in our first few years as faculty, as well as how these lessons impacted our emerging identities as new teacher educators. Our findings included three broad lessons learned: Beware of Institutionally Invisible Work; This is not High School, Dorothy; and Two Heads and Hearts are One. These lessons taught us to navigate the shadow places (Plumwood, 2008) of academe, including the delegitimization of teaching, nurturing and service work and the dematerialisation (Plumwood, 2008) associated with such delegitimization, and to embrace the light we found rooted in interconnectedness, an ethic of care, and our mutual recognition of the other. Moreover, these lessons offer others in the field ways of understanding the difficult transition to academe undertaken by professional women educators and the complexity of academic/teacher educator identity formation.\u0000Keywords: professional women educators, ecofeminist, institutionally invisible work, teacher educator identity, transition to academe, program renewal, collaborative autoethnography, borderland discourse, mutual recognition, shadow places, ethic of care","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73187051","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

Relationship-Based, In-Service Learning for Teachers of Indigenous Students 原住民学生教师基于关系的在职学习

IF 1.3

Research in Education Pub Date : 2022-06-16 DOI: 10.37119/ojs2022.v27i2a.533

M. Moon, Paul Berger

引用次数: 0

A Review of Teachers as Health Workers: A Critical Understanding of the Health-Education Interface by Louise McCuaig, Eimear Enright, Tony Rossi, and Doune Macdonald 教师作为卫生工作者的回顾:对健康教育界面的批判性理解，作者:Louise McCuaig, Eimear Enright, Tony Rossi和Doune Macdonald

IF 1.3

Research in Education Pub Date : 2022-06-16 DOI: 10.37119/ojs2022.v27i2a.636

Amanda Kornaga

引用次数: 0