Liberation in Higher Education introduces and expands on the notion of Endarkened Feminist Epistemology (EFE) based on a qualitative case study of Cynthia B. Dillard and her students as well as the white researcher and author, Sarah Militz-Frielink, as she became transformed through her research in higher education. Dillard, who created EFE as a teaching and research paradigm in 2000, grounded it in several frameworks: Black feminist thought, standpoint theory, the tenets of African American spirituality, and the work of Parker J. Palmer on non-religious spirituality in education. The book delves into EFE’s origins and students’ meaning-making experiences with EFE—including related themes such as healing, identity development, cultural histories, spirituality, and the evolution of the phenomenon over time. This book also includes a chapter in which Militz-Frielink applies EFE as a methodology to herself, which is one of the recommended practices of EFE as a research tool. Liberation in Higher Education concludes with implications and recommendations for practitioners, particularly white practitioners in higher education who work with African American students in predominantly white institutions.
Viele bisher erfolgte Einführungen von lernfeldorientierten Lehrplänen schöpfen das unterrichtsbezogene Potential des Lernfeldansatzes an den Berufsschulen meist nicht aus. Ausgangspunkt der vorliegenden Untersuchung ist die Anpassung des bisher fachsystematischen Lehrplans im Ausbildungsberuf Landwirt in Bayern an das Lernfeldkonzept. Neu an dem gewählten Implementationsansatz ist die umfassende Vorgehensweise, bei der die Autorin durch eine kontinuierliche wissenschaftliche Begleitung einen exemplarischen Prozessablauf für Lehrplanimplementationen entwickelt, fördernde Maßnahmen diagnostiziert und Unterstützungsstrukturen für eine externe Begleitung erarbeitet.
Perspectives on Inclusive Pedagogical Language in Zimbabwe
The teaching of English in multilingual contexts such as Zimbabwe, where English is often not the primary language of the Black majority public school student population, is a highly contested issue. Though generally considered as necessary in an increasingly globalized, English language dominated world, this conventionally Eurocentric, elitist-oriented English education system is imbued with colonialist discourses that tend to shape and complicate educators’ understandings about the place of diverse sociocultural backgrounds, ethnic-identified indigenous languages, indigenous knowledge systems, and differently abled learners within its conventional structures.
In Teacher Stories, the author utilizes postcolonialist theoretical lenses and a poststructuralist-inflected narrative inquiry approach to self-reflexively analyze her impressions of three veteran Zimbabwean teacher educators’ interpretations of what they understand to be their experiences of learning and teaching English.
The purpose of this research is to provide English education scholars and policy makers with some insights into what veteran Zimbabwean English teacher educators perceive as the efficacies and challenges of implementing policy-mandated inclusive education pedagogical practices. Since English teacher educators’ perspectives are a much under-researched area of English in a Zimbabwean context, this study makes a meaningful contribution to the international field of English education.
Theoretische und qualitativ-empirische Untersuchungen zu einem didaktischen Prinzip
Die Vielfalt der Welt muss im zeitgemäßen Unterricht widergespiegelt und reflektiert werden. Derjenige, der sich auf die Komplexität postmoderner Gesellschaften einlässt, macht Erfahrungen, die produktiv auszuhalten sind. Hier setzt die qualitativ-empirische Studie zu dem allgemeindidaktischen Prinzip der Perspektivenvielfalt an und untersucht sowohl dessen theoretische als auch empirische Relevanz. Die Untersuchung der Bedeutung für die Lehrkräfte und die Umsetzung in der Unterrichtsgestaltung stehen im Mittelpunkt der Arbeit. Der exemplarisch gewählte Literaturunterricht im Fach Deutsch bietet eine geeignete Gelegenheit für den Umgang mit Ambivalenz, Kontingenz und Vielfalt im Kontext eines Bildungsverständnisses, das Perspektivenwechsel, Diskursivität und Identitätsbildung betont.
Adopting Host Communication and Culture
Mass Media and Chinese ESL Students Abroad: Adopting Host Communication and Culture investigates Chinese ESL students’ use of host mass media and how such use enables them to acquire host communication competence and acculturation from their perspective. This qualitative study is grounded in Kim’s theory of communication and cross-cultural adaptation and the uses and gratifications theory and employs a phenomenography approach. Nine participants at a university in Ontario were involved in this study. Data obtained from media use logs, think-aloud protocols, and follow-up interviews provide a far-reaching and detailed description of the uses, reasoning, and effects of using host mass media for the participants.
This book illustrates that these students used a variety of media as sources of information, language acquisition, culture learning, entertainment, and communication. Findings suggest that host mass media were the major influence on these students’ acquisition of host communication competence and perceptions of and acculturation to Canada. Their reliance on mass communication went into the later years of their acculturation process and complemented their language and culture learning, which was somewhat limited through insufficient or reluctant participation in host interpersonal communication. Host communication competence was a primary factor that influenced their selection and use of host mass media, but it was not the only decisive factor relevant to their degree of acculturation. Individual characteristics and the social and cultural environment in Canada were also found to have significant impact on their acculturation process and outcomes. These findings can assist colleges and universities in designing effective programs based on these students’ needs and characteristics, thus enabling them to achieve their academic and professional goals.
Edited by Gerd-Bodo von Carlsburg
Dieser Band dokumentiert eine Reihe von ausgewählten Beiträgen der XXII. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung zum Thema »Transkulturelle Perspektiven in der Bildung«, die vom Ministerium für Bildung und Wissenschaft der Republik Litauen und der Vilnenser Akademie für Bildungswissenschaften der Vytautas Magnus Universität in Kaunas (VDU) gemeinsam konzipiert und veranstaltet wurden. Im Fokus standen der Diskurs kulturwissenschaftlicher Bildungsforschung und der Austausch von Beispielen transkultureller pädagogischer Praxis in der Hochschul- und Schulbildung. Der Erwerb dieser interaktiven Kompetenzen in der kulturwissenschaftlichen Forschung ist Voraussetzung für die Bildung einer Identität, die den Herausforderungen unserer Gesellschaft im kommenden Jahrzehnt gerecht wird.
This volume presents a series of selected contributions from the XXIInd International Scientific Conference on The Reform of Education and Teacher’s Training dealing with the topic »Transcultural Perspectives in Education«, which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania together with the Vilnius Academy of Educational Science at Vytautas-Magnus-University in Kaunas (VDU). The focus of attention was the discourse on research in cultural studies and the exchange of examples of transcultural pedagogical practice in Higher and Secondary Education. The acquisition of interactive competencies in cultural research is a prerequisite for the formation of identity in order to meet the challenges our society will be facing in the coming decade.
Edited by Sylvain Wagnon
Cet ouvrage présente un état des lieux des recherches francophones concernant l’étude du manuel scolaire et une analyse des défis et des enjeux de cet outil scolaire dont on annonce perpétuellement la mort proche mais qui reste une interface majeure entre les enseignants, les élèves et les apprentissages.
Au carrefour du monde scientifique, didactique, pédagogique mais aussi culturel, politique et économique, le manuel scolaire est un témoin de son temps. À partir de l’analyse du manuel dans son contexte d’écriture, d’édition et de réception, cet ouvrage l’envisage comme un véhicule de normes sociales, politiques et éducatives.
L’ensemble des contributions de cet ouvrage pose les jalons méthodologiques de compréhension du manuel scolaire comme objet d’étude et de recherche. Par de multiples regards croisés, venant de toutes les disciplines, avec des démarches et des problématiques renouvelées, l’étude du manuel apparait ici comme une source et un outil majeur de compréhension de la culture scolaire et des pratiques enseignantes.
The Rockefeller Years (1902-1917) and Beyond
John M. Heffron
The Rise of the South in American Thought and Education documents the generalization of southern values and institutions northward at the close of the nineteenth and beginning of the twentieth century. The traditional emphasis in the South on vocational education (a reflection of the Christian ethic of work as redemption, not the Republican one of free labor), country life and living, racial segregation, and the centrality of nature study as a source of both science and religion, added up to a coherent vision that responded to "undesirable" economic and social change in the urban North. The survival of Southern cultural traditions, as antiquated as they were, posed no threat to the plans of corporate progressives; indeed, as the book argues, it facilitated them, and nowhere more so than in the field of education. Modern educators wanting to put into historical context relations of class, race, and ethnicity as they persist in today’s schools will find much here to inform them, putting to rest, for example, false distinctions in the history of school reform between a liberal-progressive North and a conservative and reactionary South. The book will appeal as well as to a popular audience of Americans curious to understand the illiberal foundations of the modern liberal state.
The 2014–2015 academic year marked the first year that American, preK–12 public school enrollment became majority nonwhite, with Hispanic/Latino as the largest minority. Population shifts have continued to occur, with Latinos now representing 28% of public school students.
American public schools are in trouble, with national achievement reaching new lows and progress for nearly two-thirds of all 4th and 8th graders below proficiency levels and stagnant for years. According to the Nation’s Report Card, students of color rank lowest, with Latinos and African Americans consistently at the bottom.
To understand the history of Latinos in particular, The Story of Latinos and Education in American History goes back in time to recreate the story. In this book, Dr. Noboa-Ríos relates the dark legacy before and after Plessy, as well as the post-Brown challenges that linger. For a better and more balanced future for the nation, America’s challenge is to ensure that Latino students excel. Understanding how and why this dark history has occurred is imperative to rectify the situation.
A Practical Guide in Conversation, Vocabulary and Writing
Many students today have to grapple with questions such as What am I very good at? and What are my strengths and how can I use them for a better life? These are central questions for us as learners, employees, family members, friends and thriving individuals in general. An inquiry into our skills helps us discover our potentialities and the talents we need in order to create a fulfilling life. As a result, it assists us in successfully finding the right role for ourselves in society. Skills: A Practical Guide in Conversation, Vocabulary and Writing is intended to take learners on a reflective skill-investigative journey, in which speaking and writing about skills is both self-exploratory and fun.
This book offers a more reflective approach to thinking and talking about skills. Learners will become well-equipped with knowledge and understanding of a set of skills they can ascribe to themselves and others. This will, consequently, prepare them for a world of work that is very specific in its skillset requirements. The book aims at helping students think critically about skills both orally and in writing. It also includes activities intended to expand vocabulary, which underlies successful communication.