Oxford Review of Education最新文献_第6页

Young people’s literacy, numeracy achievements, and the school-to-work transition: a longitudinal study of regional variation 年轻人的识字、算术成绩和从学校到工作的转变:地区差异的纵向研究

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-07-21 DOI: 10.1080/03054985.2023.2230890

E. Ripamonti

引用次数: 0

Leadership for ethical conduct of Senior Secondary School Certificate Examination (SSCE) in Nigeria and the challenge of ‘Miracle Examination Centres’ 领导尼日利亚高中毕业证书考试(SSCE)的道德行为和“奇迹考试中心”的挑战

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-07-12 DOI: 10.1080/03054985.2023.2229548

Prince Agwu, C. Orjiakor, A. Odii, Chinyere E. Onalu, C. Nzeadibe, Pallavi Roy, O. Onwujekwe, U. Okoye

引用次数: 0

‘Go to Oxbridge, get an education, start a career. Do all the right things’: the ‘low value’ arts degree and the neoliberal university 去牛津剑桥大学，接受教育，开始职业生涯。做所有正确的事”：“低价值”艺术学位和新自由主义大学

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-07-12 DOI: 10.1080/03054985.2023.2229550

Orlaith Darling, Áine Mahon

引用次数: 0

Financial sustainability in a marketised and partially autonomous environment: the case of small new public universities in England 市场化和部分自治环境下的财务可持续性:英国小型新公立大学的案例

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-07-12 DOI: 10.1080/03054985.2023.2229246

R. Hickey

引用次数: 0

Indigenous heritage as an educational resource in primary education 原住民遗产作为小学教育的教育资源

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-07-04 DOI: 10.1080/03054985.2023.2218608

A. D. L. Rosa, Patricio Sebastián, Henríquez Ritchie, Tania Elizabet Zavala Martínez

{"title":"Indigenous heritage as an educational resource in primary education","authors":"A. D. L. Rosa, Patricio Sebastián, Henríquez Ritchie, Tania Elizabet Zavala Martínez","doi":"10.1080/03054985.2023.2218608","DOIUrl":"https://doi.org/10.1080/03054985.2023.2218608","url":null,"abstract":"ABSTRACT This paper is the result of an inter-university educational innovation project developed between the University of La Laguna (Spain) and the Autonomous University of Baja California (Mexico). Students from both institutions, studying at the equivalent level to become future primary education teachers, analysed the way in which primary school textbooks approach the topic of heritage in the Canary Islands and in Mexico. Flipped classrooms and project-based learning were the main teaching methodologies, culminating in a final assignment: a written report by students. The results enable us to re-evaluate the knowledge transmitted through textbooks in the light of this history, and their facilitation in teaching and learning processes, with attention to their epistemological biases. Several topics were highlighted as core concerns in the use of textbooks for teaching heritage: the need to question the role of the textbook in the teaching process, and the importance of Indigenous heritage when teaching and holistic concept of heritage. In outlining the inter-university teaching project, the article also shows how the analysis of textbooks in both contexts, and their subsequent comparison, has made possible a reformulation of how students of education in the Canary Islands and Mexico are taught to teach history.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"446 - 460"},"PeriodicalIF":2.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44883377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The power of stories: oral storytelling, schooling and onto-epistemologies in rural Malawi 故事的力量:马拉维农村的口述故事、学校教育和认知论

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-07-04 DOI: 10.1080/03054985.2023.2218609

T. Cochrane

{"title":"The power of stories: oral storytelling, schooling and onto-epistemologies in rural Malawi","authors":"T. Cochrane","doi":"10.1080/03054985.2023.2218609","DOIUrl":"https://doi.org/10.1080/03054985.2023.2218609","url":null,"abstract":"ABSTRACT In this paper, Indigenous and local understandings of the role of storytelling for children (nthanu) are contrasted with the didactic understandings of children’s stories that permeate the formal education frameworks of Malawi; frameworks which are deeply entangled in a colonial and (post)colonial history. For Chitonga speakers, the majority of whom live in rural communities along the northern lakeshore of Malawi, nthanu form a crucial part of what might be considered ‘education’ – as core components in the construction of the social-self, these oral stories play a critical role in the onto-epistemological formation of the young person. This storytelling is seen as marginalised by formal school systems. Through thick ethnographic material, the paper shows how people who are part of the ethno-linguistic group of the Tonga understand the role of story-telling for children as creating ontological notions of what it means to be human, to live in this world, and the sociality of being human that is seen as necessary for living a good life. In an examination of villagers’ fears about the disappearance of their stories, the paper locates the tensions between the literacy-oriented use of stories in formal schooling and the socio-ontological importance ascribed to stories in local learning modalities.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"478 - 495"},"PeriodicalIF":2.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47059345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil 领土学习和儿童保育实践：在巴西土著教育工作者的跨文化培训中探讨领土与保育之间的关系

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-07-04 DOI: 10.1080/03054985.2023.2213885

A. M. R. Gomes, Érica Dumont-Pena

{"title":"Territorial learning and childcare practices: exploring relations between territory and care in the intercultural training of Indigenous educators in Brazil","authors":"A. M. R. Gomes, Érica Dumont-Pena","doi":"10.1080/03054985.2023.2213885","DOIUrl":"https://doi.org/10.1080/03054985.2023.2213885","url":null,"abstract":"ABSTRACT The article discusses Indigenous caring relations in everyday practices involving children, in which co-learning approaches, as well as peer-to-peer learning processes, are grounded in territory. We revisit a set of learning encounters that unfolded as part of the Intercultural Training Programme for Indigenous Educators in Southeast Brazil. The course is part of the Minas Gerais Federal University’s (UFMG) Faculty of Education where, since 2006, it has trained and qualified Indigenous teachers to deliver Primary and Secondary education. In the text we argue in favour of the ‘school for many’, highlighting the pedagogical possibilities that emerge from the course’s ethnographic focus and, more specifically, from two care-taking learning scenarios with and among children. The records of these activities allow us to envision an educational agenda that includes such topics, respecting and dialoguing with Indigenous cosmologies and traditions; one that assumes this dialogue to be a fundamental part of Indigenous peoples’ resistance and respect for life.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"519 - 535"},"PeriodicalIF":2.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48823760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Pedagogy and Indigenous knowing and learning 教学法与土著知识和学习

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-07-04 DOI: 10.1080/03054985.2023.2228640

Elizabeth Ann Rahman, T. Cochrane

引用次数: 1

Gesturing towards decolonial teaching praxis and unlearning colonial methods: teaching reflections in the struggle to decolonise research methodologies 走向非殖民化教学实践与摒弃殖民方法:在非殖民化研究方法斗争中的教学反思

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-07-04 DOI: 10.1080/03054985.2023.2223920

A. Murrey, Nokuthula Hlabangane, S. Puttick, Christopher Francis Frattina della Frattina

{"title":"Gesturing towards decolonial teaching praxis and unlearning colonial methods: teaching reflections in the struggle to decolonise research methodologies","authors":"A. Murrey, Nokuthula Hlabangane, S. Puttick, Christopher Francis Frattina della Frattina","doi":"10.1080/03054985.2023.2223920","DOIUrl":"https://doi.org/10.1080/03054985.2023.2223920","url":null,"abstract":"ABSTRACT In this article, we reflect on our experiences teaching and learning in a digital course for PhD students, Oxford-UNISA Decolonising Research Methodologies. The aim of the course was to ‘gesture’ beyond the coloniality of knowledge by thinking ‘otherwise’ about research methodologies. As a decolonial teaching praxis, gesturing embraces experimentation, humility and becoming as we pursue decolonial being/thinking and seek/create coexistence, well-being and dignity beyond its constraints. We conceive of co-teaching as co-learning and co-becoming. Teaching as becoming, we argue, means engaging with students without a rigid structuring telos. We revisit video footage from the class, course materials and review insights from our students to reflect upon the substance and configurations of our co-teaching. We analyse the significance of ‘keeping the fire’ of our shared intellectual projects, even as we remain situated within colonial institutions. Three interrelated challenges emerged while teaching decolonial geographies and decolonising methodologies in this online course. These dynamics include: (a) the challenges of cultivating student-teacher trust in digital exchanges; (b) the aspiration to embolden transdisciplinary engagements in the face of logistical, temporal and practical constraints, including ‘settler time’ and our ties to stated disciplines; and (c) the significance of co-presence and shared commitment to challenge academic hierarchies.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"461 - 477"},"PeriodicalIF":2.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42318376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Tessellation, shamanism, and being alive to things 镶嵌，萨满教，以及对事物的感知

IF 2 3区教育学

Oxford Review of Education Pub Date : 2023-07-04 DOI: 10.1080/03054985.2023.2225851

R. Nemirovsky, Don Duprez

{"title":"Tessellation, shamanism, and being alive to things","authors":"R. Nemirovsky, Don Duprez","doi":"10.1080/03054985.2023.2225851","DOIUrl":"https://doi.org/10.1080/03054985.2023.2225851","url":null,"abstract":"ABSTRACT This study examines the entanglement of affects that occurred during a short episode at a science museum. The episode involved a small number of children and a teacher who had come to the museum in the context of a school field trip. It took place inside an exhibit called ‘Hmong House’, which reproduced various components of a traditional house of the Hmong people. A key aim of this paper is to trace, via the microethnographic analysis of a brief video recording, an affective journey meshing mathematical tessellation and Hmong shamanism. In addition, we elaborate on ways in which disparate themes, such as tessellation and shamanism, became interwoven in the life of those visiting the Hmong House at the time. The episode of the Hmong House may inspire other activities in which students or visitors, with life trajectories partially rooted in Indigenous cultures, can share practices that are foreign to other students. The most important qualities of these activities, we suggest, are the respectful dignity with which they are demonstrated and engaged with, and the freedom to undertake interdisciplinary journeys – without subjection to artificial disciplinary boundaries – in which improvisation and surprising turns are expected and ever-present.","PeriodicalId":47910,"journal":{"name":"Oxford Review of Education","volume":"49 1","pages":"496 - 518"},"PeriodicalIF":2.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43129798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2