跨文化教育中的另类知识和作为认识主体的教育工作者

IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Hamza R'boul
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引用次数: 0

摘要

当有关边缘地区的理论在构思和实施这一教学法时优先考虑自我批判性时,跨文化教育的行动主义基础可能会更加有效。这就需要研究教育工作者如何行使认识论能动性,使跨文化教育的社会学与其空间的生态学相一致。本文的目的是:(a) 解读教师对跨文化教育的前提和目标的理解所形成的文化和认识论;(b) 促使南方认识论主体产生关于跨文化教育的知识,以说明他们的认识论立场以及他们对当地亲密关系、需求和愿望的考虑。这项定性研究使用电子邮件采访摩洛哥英语教师,以征求他们的认识论意见,而不是将他们的回应置于主流文献之中。研究结果揭示了教育工作者在现有奖学金、本体论和背景因素的交叉作用下,参与构建其情景知识的复杂认识过程。研究结果表明,由于缺乏培训导致 "即兴创作",以及文献中的高抽象修辞,教育工作者在开展跨文化教育时遇到了问题,这可能需要教育工作者付出更多努力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Alternative knowledges in intercultural education and educators as epistemic subjects

The activist underpinnings of intercultural education may be more effective when the theories about the peripheries prioritize self-criticality in conceptualizing and implementing this pedagogy. This warrants examining how epistemic agency is exercised by educators to align the sociologies of intercultural education with the ecologies of their spaces. The aims of this paper are, (a) to unpack the cultural and epistemic formations of teachers’ understandings of the premises and objectives of intercultural education and (b) prompt southern epistemic subjects to produce knowledge about intercultural education that accounts for their epistemological positionalities and their consideration of local intimacies, needs and aspirations. This qualitative study uses email interviews with Moroccan EFL teachers to elicit their epistemic input rather than to situate their responses among mainstream literatures. Findings illuminated the complex epistemic processes that educators are engaged in to construct their situated knowledges informed by the intersection of available scholarships, their ontologies and contextual factors. Findings suggest that educators’ exercising of intercultural education is problematized by the lack of training which leads to ‘improvisation’ and the high-abstract rhetorics in literature which may require educators to sustain more efforts in addition to thorny attempt of doing intercultural education otherwise.

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来源期刊
International Journal of Educational Research
International Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.20
自引率
3.10%
发文量
141
审稿时长
21 days
期刊介绍: The International Journal of Educational Research publishes regular papers and special issues on specific topics of interest to international audiences of educational researchers. Examples of recent Special Issues published in the journal illustrate the breadth of topics that have be included in the journal: Students Perspectives on Learning Environments, Social, Motivational and Emotional Aspects of Learning Disabilities, Epistemological Beliefs and Domain, Analyzing Mathematics Classroom Cultures and Practices, and Music Education: A site for collaborative creativity.
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