Educational Studies-AESA最新文献_第4页

Carnival and the Fake School: Transgressing the Vertical Imaginary of Education with and for Young Children 狂欢与假学校:对幼儿教育纵向想象的越界

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Educational Studies-AESA Pub Date : 2023-01-27 DOI: 10.1080/00131946.2023.2169694

Erin Dyke

引用次数: 1

Federal Care Policy Possibilities in the 117th Congress: Toward Expansive Kinship and Collectivized Carework 第117届国会联邦护理政策的可能性:走向扩大亲属关系和集体化护理

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Educational Studies-AESA Pub Date : 2023-01-25 DOI: 10.1080/00131946.2023.2169693

Briana M. Bivens

引用次数: 1

“The Soft Bigotry of Low Expectations”: Perceptions of Teacher Expectations Among Black Families in a Suburban School “低期望的软偏见”:郊区学校黑人家庭对教师期望的看法

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Educational Studies-AESA Pub Date : 2023-01-24 DOI: 10.1080/00131946.2023.2165924

Larissa Malone, Vilma Seeberg, Xiaoqi Yu

{"title":"“The Soft Bigotry of Low Expectations”: Perceptions of Teacher Expectations Among Black Families in a Suburban School","authors":"Larissa Malone, Vilma Seeberg, Xiaoqi Yu","doi":"10.1080/00131946.2023.2165924","DOIUrl":"https://doi.org/10.1080/00131946.2023.2165924","url":null,"abstract":"Abstract Building upon literature that has shown that Black students hold definitive beliefs about their teachers’ expectations and knowing these notions have impact on Black student achievement, we explore the experiences within a school district where diversity and inclusion efforts have been ongoing. The participants of this study were high-achieving students and their parents, a nuance that provides depth to understanding Black families’ perceptions of teacher expectations. Critical Race Theory (CRT) served as the theoretical framework and the tenets of permanence of racism, interest convergence, critique of liberalism, and whiteness as property, were employed as categorical themes to centralize the focus on how the families made meaning of their educational experiences through a CRT lens. Findings revealed that the participants were subject to unjust, low expectations that created and maintained a racial hierarchy and an anti-Black ideation on the part of teachers and school authorities. Implications include the need for teachers to raise their awareness of how their actions are interpreted, their role in creating a culture of mistrust, and the need to counter individual level and institutional racialized structures.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49019941","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

Exploring Middle School Teachers’ Understanding of English Immersion and Their Instructional Practices in Xi’an, China 西安市中学教师对沉浸式英语的理解与教学实践

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Educational Studies-AESA Pub Date : 2023-01-20 DOI: 10.1080/00131946.2023.2165925

Tamirat Gibon Ginja, Xiaoduan Chen

{"title":"Exploring Middle School Teachers’ Understanding of English Immersion and Their Instructional Practices in Xi’an, China","authors":"Tamirat Gibon Ginja, Xiaoduan Chen","doi":"10.1080/00131946.2023.2165925","DOIUrl":"https://doi.org/10.1080/00131946.2023.2165925","url":null,"abstract":"Abstract Although there is an increasing number of middle schools establishing English immersion programs, teachers are not well-understood immersion and its application, as educators would hope them to do. Inadequate attention is paid to how teachers teach, how in-service training influences their understanding, and their practice of teaching. There is a pressing need to address these issues. This study is a mixed research design aimed at exploring selected in-service teachers’ understanding of English immersion, and their experiences. Data were obtained through a questionnaire, in-depth individual interviews, classroom observation, and post-observation discussion. The findings indicate there was confusion about content teaching vs. English teaching, and sometimes a failure to understand why teaching content in English was necessitated. The novice teachers have more irregularities between their understanding and practices. Factors, such as insufficiencies of in-service training, lacking time for planning and exposure to English practising activities; and absence of a policy framework and inadequate support, were identified as the cause for less success of the English immersion program. Implications are discussed, and suggestions for future studies are provided.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44151073","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

You Are Your Own Best Teacher! Sparking the Curiosity, Imagination and Intellect of Tweens. 你是你自己最好的老师!激发青少年的好奇心、想象力和智力。

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Educational Studies-AESA Pub Date : 2023-01-02 DOI: 10.1080/00131946.2023.2165079

Andrea Bennett-Kinne, Brian D. Schultz

引用次数: 0

Logic of Home: Resistance and Logic in Post-Truth Times 家的逻辑:后真相时代的抵抗与逻辑

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Educational Studies-AESA Pub Date : 2023-01-02 DOI: 10.1080/00131946.2022.2079089

Becky M. Atkinson, Bradley Toland

引用次数: 0

Enacting Critical Cosmopolitanism in Suburban Preservice Teacher Education through Crafting a Pedagogical Third-Space of Ethics 营造教育学的第三道德空间构建批判世界主义的城郊师范教育

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Educational Studies-AESA Pub Date : 2023-01-02 DOI: 10.1080/00131946.2022.2153683

Lina Sun

{"title":"Enacting Critical Cosmopolitanism in Suburban Preservice Teacher Education through Crafting a Pedagogical Third-Space of Ethics","authors":"Lina Sun","doi":"10.1080/00131946.2022.2153683","DOIUrl":"https://doi.org/10.1080/00131946.2022.2153683","url":null,"abstract":"Abstract This paper explores critical cosmopolitan literacies as a framework to engage teacher preparation program candidates in re-conceptualizing about their work as active thinkers, ethical decision makers, and agentive global actors. The purpose of the study is to elucidate how preservice teachers, in a secondary literacy teacher education program, respond to ethics-oriented education in addressing complex and controversial sociopolitical issues, such as the dialectics of freedom, human rights, and growing racism in the neoliberal globalized context. The third space theory of ethics is used to interpret participant student teachers’ intellectual epistemology based on their engagement with literary and nonliterary works, as well as multicultural media products. Data consist of observations, discussions, focus-group interviews, reflective journals, and course evaluations. This study contributes to our understanding of how critical cosmopolitan literacies is situated in the intercultural dialogue pertaining to ethical and equitable decision-making as a promising professional enterprise in the preparation of literacy educators as global advocates for equity and social justice.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44991070","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

Urban Youth Culture Under the One-Child Policy in China: A Multiperspectival Cultural Studies of Internet Subcultures 独生子女政策下的中国城市青年文化:网络亚文化的多视角文化研究

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Educational Studies-AESA Pub Date : 2022-12-19 DOI: 10.1080/00131946.2022.2153685

Jing Sun

{"title":"Urban Youth Culture Under the One-Child Policy in China: A Multiperspectival Cultural Studies of Internet Subcultures","authors":"Jing Sun","doi":"10.1080/00131946.2022.2153685","DOIUrl":"https://doi.org/10.1080/00131946.2022.2153685","url":null,"abstract":"Abstract In my inquiry, I explore Chinese urban youth culture under the one-child policy through analyses of two Chinese Internet subcultural artifacts—A Bloody Case of a Steamed Bun and Du Fu Is Busy. Using Douglas Kellner’s multiperspectival cultural studies (i.e., cultural studies, critical theory, and critical media literacy) as the theoretical framework, and diagnostic critique and semiotics as the analytical method, I examine three general themes—resistance, power relations, and consumerism. The power of multiperspectival cultural studies, an interdisciplinary inquiry, lies in its potentials to explore Chinese urban youth culture under the one-child policy from multiple perspectives; explore historical backgrounds and complexity of cultural artifacts to understand contradictions and trajectories of Chinese urban youth culture; recognize alternative medias as a space for urban Chinese youth to express frustrations and dissatisfactions, to challenge social injustices, and to create dreams and hopes for their futures; recognize that the intertexuality among cultural artifacts and subcultures creates possibilities for Chinese urban youth to invent more alternative media cultures that empower them to challenge dominations, perform their identities, and release their imagination for the future; invite Chinese youth to be the change agents for the era but not to be imprisoned by the era; and overcome misunderstanding, misrepresentation, or underrepresentation of Chinese urban youth cultural texts to promote linguistic and cultural diversity in a multicultural, multilingual, and multiracial world.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41261098","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

“It’s Not Enough to Just Insert a Few People of Color:” An Intersectional Analysis of Failed Leadership in Netflix’s The Chair Series “仅仅插入几个有色人种是不够的：”Netflix《椅子》系列中失败领导力的交叉分析

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Educational Studies-AESA Pub Date : 2022-12-13 DOI: 10.1080/00131946.2022.2153684

Jennifer Esposito

引用次数: 1

Pitfalls and Possibilities of Social Justice Ally Development Models: Lessons From Borderland Theories for Building Solidarity Across Difference 社会正义联盟发展模式的缺陷与可能性——基于边界理论的跨差异团结

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Educational Studies-AESA Pub Date : 2022-12-08 DOI: 10.1080/00131946.2022.2153682

Beth Douthirt-Cohen, Tomoko Tokunaga, T. McGuire, Hana Zewdie

{"title":"Pitfalls and Possibilities of Social Justice Ally Development Models: Lessons From Borderland Theories for Building Solidarity Across Difference","authors":"Beth Douthirt-Cohen, Tomoko Tokunaga, T. McGuire, Hana Zewdie","doi":"10.1080/00131946.2022.2153682","DOIUrl":"https://doi.org/10.1080/00131946.2022.2153682","url":null,"abstract":"Abstract Over the past 25 years, educators and activists have used ally development models to emphasize how someone with privilege can enact solidarity across identity differences. Conceptualizing how people develop into “allies,” is even more pressing in the aftermath of the largest racial justice protests in recorded US history with concerns about how and if the momentum toward justice will be maintained. These models place a spotlight on “allyship” as a form of solidarity that could interrupt oppression and further justice. However, these ally development models can also limit imagining solidarity across identity, power, and privilege differentials especially in the context of ongoing violence and brutal dehumanization. Some limitations include a reinforcement of binary thinking about identity and a false sense of a linear process of becoming and being an “ally.” In order to expand current and strengthen future “ally” models, this article is an attempt to begin a discourse between these development models and some of the conceptualizations of identity and solidarity that come from borderland theories in the field of postcolonial cultural studies. These theories conceptualize identity and encounters across difference in a nuanced and culturally complex way, which can lead to the development of a more informed, sustainable, ethical, and accountable solidarity.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44289167","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: 2