Educational Studies-AESA最新文献_第6页

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":"58 1","pages":"581 - 595"},"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":"49 1","pages":"451 - 472"},"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

Onto-Epistemic Paradigm of the Countryside and Social Theory: What Do Popular Movements of Latin America and the Caribbean Teach Us? 农村与社会理论的本体论范式:拉丁美洲和加勒比地区的大众运动给我们的启示?

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Educational Studies-AESA Pub Date : 2022-10-27 DOI: 10.1080/00131946.2022.2132392

Lia Pinheiro Barbosa

{"title":"Onto-Epistemic Paradigm of the Countryside and Social Theory: What Do Popular Movements of Latin America and the Caribbean Teach Us?","authors":"Lia Pinheiro Barbosa","doi":"10.1080/00131946.2022.2132392","DOIUrl":"https://doi.org/10.1080/00131946.2022.2132392","url":null,"abstract":"Abstract The historical process of consolidation of a Latin American and Caribbean critical social theory is framed, to a great extent, in interpreting our socio-historical formation, identifying the axes that structure the great regional and national problems, with the intention of constructing analytical categories destined to contribute to social transformation. The emergence of popular education and participatory action research strengthened this process, shedding light on education's political dimensions and liberatory implications. Popular movements incorporate the philosophical foundations of social theory and Latin American and Caribbean pedagogical thought into their political struggles and in the formation of a historical subject. Likewise, they advance a social theory rooted in an onto-epistemic paradigm for and by the countryside, which includes a set of knowledges, ways of knowing, and being born in struggle. The objective of this article is to analyze this process and highlight what the popular movements of the region have taught us in terms of a social conceptualization and interpretation that must also be recognized as part of a Social Theory of the Oppressed complemented by a pedagogy of the oppressed.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"58 1","pages":"620 - 640"},"PeriodicalIF":0.9,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41637267","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: 4

The role of cooperating teachers and the training program in the development of professional identity among pre-service special education teachers 合作教师与培训计划在职前特殊教育教师专业认同发展中的作用

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Educational Studies-AESA Pub Date : 2022-10-13 DOI: 10.1080/03055698.2022.2133958

Michal Levi-Keren, Rinat Michael, M. Efrati-Virtzer

引用次数: 0

The effect of shared leadership on job satisfaction: the mediating role of teacher self-efficacy* 共享领导对工作满意度的影响：教师自我效能感的中介作用*

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Educational Studies-AESA Pub Date : 2022-10-12 DOI: 10.1080/03055698.2022.2133959

Sevda Katıtaş, S. Yildiz, Sibel Doğan

引用次数: 1

Online collaborative learning starts with the global collaborator mindset 在线协作学习始于全球合作者的心态

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Educational Studies-AESA Pub Date : 2022-10-12 DOI: 10.1080/03055698.2022.2133957

Julie Lindsay, P. Redmond

引用次数: 0

Comparing the impact of word writing and typing via mobile devices on L2 vocabulary learning 比较使用移动设备书写和打字对二语词汇学习的影响

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Educational Studies-AESA Pub Date : 2022-10-08 DOI: 10.1080/03055698.2022.2132815

Shelly Xueting Ye, Jia Shi

引用次数: 0

Academic literacy skills and the challenge for Australian higher education 学术素养技能与澳大利亚高等教育面临的挑战

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Educational Studies-AESA Pub Date : 2022-10-08 DOI: 10.1080/03055698.2022.2130178

W. Botha

引用次数: 2

Effect of an 8-week programme of active breaks between classes on cognitive variables in secondary school 为期8周的课间积极休息计划对中学认知变量的影响

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Educational Studies-AESA Pub Date : 2022-10-03 DOI: 10.1080/03055698.2022.2128992

Alberto Ruiz-Ariza, Sara Suárez-Manzano, Alberto Mezcua-Hidalgo, E. J. Martínez-López

引用次数: 3

Mathematics teaching and student algebra and geometry performances in Hong Kong, Chinese Taipei, and US 香港、中国台北及美国的数学教学及学生代数及几何表现

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Educational Studies-AESA Pub Date : 2022-09-29 DOI: 10.1080/03055698.2022.2128993

Nan Wu, Jian Wang

引用次数: 1