Educational Studies-AESA最新文献_第5页

The relation between science teachers’ classroom management skills and their cognitive flexibility 科学教师课堂管理技能与认知灵活性的关系

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Educational Studies-AESA Pub Date : 2022-11-28 DOI: 10.1080/03055698.2022.2150513

Esra Geçikli, Emre Ak

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引用次数: 0

Does intense contact with people with disabilities lead to more inclusive behaviour within professional practice? 在专业实践中，与残疾人士的密切接触是否会导致更包容的行为?

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Educational Studies-AESA Pub Date : 2022-11-27 DOI: 10.1080/03055698.2022.2150512

E. Emmers, D. Baeyens, K. Petry

引用次数: 2

A glocalized bilingual policy implementation in a junior high school in Taiwan 双语政策在台湾某初中的实施

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Educational Studies-AESA Pub Date : 2022-11-08 DOI: 10.1080/03055698.2022.2143712

Y. Sia, Chiou-lan Chern

引用次数: 0

Colombia’s Cultural Explosion: Vivir Sabroso and Ollas Comunitarias as Pedagogies of Solidarity 哥伦比亚的文化爆炸：作为团结教育的美味生活和社区锅

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Educational Studies-AESA Pub Date : 2022-11-02 DOI: 10.1080/00131946.2022.2132395

O. Sorzano

{"title":"Colombia’s Cultural Explosion: Vivir Sabroso and Ollas Comunitarias as Pedagogies of Solidarity","authors":"O. Sorzano","doi":"10.1080/00131946.2022.2132395","DOIUrl":"https://doi.org/10.1080/00131946.2022.2132395","url":null,"abstract":"Abstract This article analyzes the cultural explosion of “28A,” the largest national strike in Colombia’s recent times. It aims to further understand the protest from the point of view of young artists that went out to protest. Following analytical tools borrowed from the performance studies, I bring a decolonial approach to the performance studies debate, analyzing social protests as “epistemological struggles” in relation to alternative pedagogies of resistance and solidarity. I join the decolonial commitment of this special issue by thinking from and with Indigenous, Black, Mestizxs, and Youth discourses and praxes, while opening Indigeneity, Blackness, and decoloniality to other spaces like the performing arts, circus, and the mestizo nation. I draw attention to Afro and Indigenous philosophies and practices that influence circus practice in Colombia. As those praxes transcend specific Afro and Indigenous communities, the cultural explosion not only challenges the idea of the mestizo nation but also reveals the prevalence of inter-epistemic dialogues and pedagogies of solidarity among young artists in Colombia. In the aftermath of 28A and its cultural explosion, those dialogues have been joined by other sectors of society as revealed in the current presidential elections, where Afro and Indigenous philosophies are finally being considered as valid alternative forms of governance within the mestizo nation.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47452150","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

Decolonial Discourses and Practices: Geopolitical Contexts, Intellectual Genealogies, and Situated Pedagogies 非殖民化的话语与实践:地缘政治背景、知识谱系和情境教学法

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Educational Studies-AESA Pub Date : 2022-11-02 DOI: 10.1080/00131946.2022.2132393

Jairo I. Fúnez-Flores, A. C. Díaz Beltrán, J. Jupp

引用次数: 5

Editorial Introduction: Inter-Epistemic Dialogues with Decolonial Thought from Latin America and the Caribbean 编辑简介：拉丁美洲和加勒比地区与非殖民化思想的跨认识对话

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Educational Studies-AESA Pub Date : 2022-11-02 DOI: 10.1080/00131946.2022.2132397

Jairo I. Fúnez-Flores, A. C. Díaz Beltrán, J. Jupp

引用次数: 2

Knowledges From the South: Reflections on Writing Academically 南方知识：学术写作的思考

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Educational Studies-AESA Pub Date : 2022-11-02 DOI: 10.1080/00131946.2022.2132394

A. Muñoz-García, Andrea Lira, E. Loncon

引用次数: 2

Commentary on Inter-Epistemic Dialogues with Decolonial Thought from Latin America and the Caribbean 拉丁美洲和加勒比地区非殖民化思想的认识间对话述评

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Educational Studies-AESA Pub Date : 2022-11-02 DOI: 10.1080/00131946.2022.2132396

G. Dei

引用次数: 0

Counter-Pedagogies of Cruelty across Abya Yala: A Move with Otherwise Present-Futurities 阿比亚亚拉残酷的反教育学：一个具有其他未来性的举措

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Educational Studies-AESA Pub Date : 2022-11-02 DOI: 10.1080/00131946.2022.2132391

Romina S. Peña-Pincheira, Alexandra Allweiss

{"title":"Counter-Pedagogies of Cruelty across Abya Yala: A Move with Otherwise Present-Futurities","authors":"Romina S. Peña-Pincheira, Alexandra Allweiss","doi":"10.1080/00131946.2022.2132391","DOIUrl":"https://doi.org/10.1080/00131946.2022.2132391","url":null,"abstract":"Abstract This paper is a call for “counter-pedagogies of cruelty” and memory as counteractions to colonial technologies of violence, erasure, loss, and linear spatio-temporalities and notions of “progress.” In this paper, the authors move across geographic locations in Abya Yala to expose and unpack overlapping and often unnamed colonialities, violences, and racialized border logics. Centering a series of moments from our work and engagements in the nation-states of Chile, Guatemala, and the United States, we bring Segato’s concept of “pedagogies of cruelty” together with settler colonialism, decolonial feminisms, and decolonial geographies as central frameworks to illuminate ongoing colonial structures, violence, and resistance social movements across Abya Yala. We explore the ways “pedagogies of cruelty” are embodied, contested, and made visible when we move across borders and center the knowledges and demands of those most impacted. These frameworks also push us to think and move with and to an “otherwise” no longer beholden to modern/colonial frameworks. We center the “otherwise” as a future already present and past, that challenges neoliberal colonial temporalities and attends to the ways borders and the gratuitous nature of modern/colonial violences permeate schools and classrooms and the urgency of these disruptions.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46817314","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

The relationship between emotional intelligence and the learning motivation of students with specific learning disorders moderated by the inclusion ability of special education teachers in Arab minority in Israel 以色列阿拉伯少数民族特殊教育教师融入能力调节的特殊学习障碍学生情绪智力与学习动机的关系

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Educational Studies-AESA Pub Date : 2022-10-31 DOI: 10.1080/03055698.2022.2138268

Waleed Dallasheh, Ihab Zubeidat

{"title":"The relationship between emotional intelligence and the learning motivation of students with specific learning disorders moderated by the inclusion ability of special education teachers in Arab minority in Israel","authors":"Waleed Dallasheh, Ihab Zubeidat","doi":"10.1080/03055698.2022.2138268","DOIUrl":"https://doi.org/10.1080/03055698.2022.2138268","url":null,"abstract":"ABSTRACT This study examined the relationship between special education teachers'emotional intelligence and the learning motivation of students with specific learning disorders, moderated by the teachers' inclusion ability in regular education in Arab minority in Israel. The research setup is quantitative-correlative. The sample included 406 special education teachers (128 male and 278 female) in elementary and middle schools. The participants were asked to answer the following self-report questionnaires: sociodemographic background data, emotional intelligence, learning motivation, and a school inclusion index. The findings indicated significant positive relationships between emotional intelligence, school inclusion ability and learning motivation among the students from the teachers' viewpoint. In addition, the school inclusion variable was a moderator between the teachers' emotional intelligence and the learning motivation of the students with specific learning disabilities. Also, differences were found in the teachers' emotional intelligence and school inclusion ability on the demographic variables: age, gender, role and teaching experience. The necessary conclusion indicated that intelligent use of emotion and inclusion ability predict the learning motivation among students with specific learning disorders.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45930720","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