Learning to respect

In this article, "learning to respect" is considered both as a condition for the creation of a safe learning environment and as a condition for "learning to live together" in a democratic society. Learning to respect is not a subject like mathematics or history. As far as the school is concerned, pupils learn to respect through experiences with interactions within the classroom and the school. This paper explores some of the consequences for school policy and teachers' skills.     

Learning to Care

Practice simulation exercises involve interaction with people who portray standardized clients in typical social work practice contexts. They are followed by feedback from these “clients” and from peers and instructors. This article delineates the conceptual background and previous use of this educational methodology and illustrates its application within a graduate health social work practice class. A preliminary evaluation found enthusiastic endorsement of this approach among students, with very strong agreement that all three components of the project-interaction with simulated clients, receipt of feedback, and participation as observers-prove useful. Practice simulations can allow transformative learning for participants and provide a useful classroom method for incorporating conceptual foundations into practice behaviors.     

Learning to Be Invisible

Abstract

This study is based on E-mail interviews with 27 self-identified lesbian and bisexual female high school students. The interviews were conducted in an informal style over a period of several months, permitting the participants an opportunity to respond to a series of questions, as well as voice any other concerns relevant to their school experiences. This process involved three distinct objectives: (a) to define the forms of homophobia and heterosexism in the high school environment, (b) to explore ways in which homophobia and heterosexism have impacted the participants, and (c) to propose ways to combat heterosexism and homophobia in high schools. This paper gives voice to these young lesbian and female bisexual students so that readers may develop a better understanding of the realities of their experiences in school.     

Learning to Understand Love

I'M still young, but I've experienced a lot emotionally; I've been married twice and had extramarital affairs. Thinking back on the past, I was really a fool back then, continually mired in confusion. I had my first love affair about 10 years ago when I was a university student, and didn't know much about life.     

Learning to Create Enquiry-based Blended Learning Designs: Resources to Develop Interdisciplinary Education

Interdisciplinary teaching and learning in social work education can improve service user outcomes by promoting collaborative working between professionals. Educators must ensure that students are given opportunities to gain the skills, knowledge and experiences required for collaborative working. Blended learning can overcome barriers of time and place to create spaces for interdisciplinary students to engage in interactive and collaborative learning experiences. Little has been written in social work education outlining how educators can gain the competences required to develop blended learning designs. This paper provides access to a set of resources aimed at guiding educators through the complex processes of creating interdisciplinary enquiry-based blended learning (EBBL) designs. The context, ethos and rationale for the development of these resources are outlined along with an evaluation that suggests they were successful in guiding an interdisciplinary group of educators through the complex processes of creating interdisciplinary EBBL designs.     

学会选择是成长——对“尊重”教育的一点感受

本文从哲学的角度剖析了中国传统的"教化"式教育的弊端,通过对"尊重"含义的重新解读,提出"尊重"教育的全新理念.进而指出师长和社会应让青少年学习选择,在学会选择的过程中逐步成长.     

Patterns of Field Learning Activities and Their Relation to Learning Outcome

Field practicum is an active learning process. This study explores the different learning stages or processes students experience during their field practicum. First-year master's of social work students in field practica were asked how much they had engaged in educational learning activities such as observation, working independently, process recordings, and conceptual linkage activities for their practice. Forty-eight students completed a questionnaire three times over the first-year field practicum. The results showed that observation and process recording decreased over the time points. However, most of the participatory activities and conceptual linkage activities increased. Conceptual linkage activities were more strongly related to learning outcomes than observational or participatory activities. The discussion includes suggestions for enhancing student learning over the course of the field practicum.     

Learning to Collaborate: An Application of Activity Theory to Interprofessional Learning Across Children's Services

This paper investigates the pedagogy of a continuing professional development (CPD) programme to develop interprofessional learning (IPL) and collaborative practice for professionals across children's services, using a framework underpinned by Activity Theory. The aim of the study was to establish which pedagogical features enabled successful interprofessional learning and subsequent changes in collaborative, interprofessional practice. Activity Theory was used as a theoretical framework to analyse and identify the ways in which pedagogy impacts upon the development of collaborative practice. The qualitative study found that pedagogies designed to harness the ‘multi-voicedness’ of activity systems and the contradictions of multi-disciplinary practice can be used to inspire learning and practice change. From our analysis, ‘community’ and ‘division of labour’ were important contextual influences on the learning process. We propose that the ideas underpinning Activity Theory are useful guiding principles when looking at the design of CPD that aims to build collaborative, multi-disciplinary practice across agencies and professionals in children's services.     

Learning How to Make Life Swing

How do we explain the contradiction between the centrality of African-American culture in the U.S. and the simultaneous marginality of African-American people in contemporary American society? Pursuing an answer to this question through my ethnographic work on the Lindy Hop led to a radical rethinking of current approaches to cultural appropriation. This article serves as an intervention into ethnographic research on race and ethnicity by synthesizing Wacquant's carnal sociology with his call for the formation of an analytical theory of racial domination. This synthesis, in which theory and method work reciprocally, offers a new model for undertaking research in the areas of race and ethnicity by which we are able to differentiate and dissect the material and symbolic mechanisms that generate racial domination in particular historical contexts.     

Opposition to gender-sensitive development. Learning to answer back

Opposition to gender-sensitive development policies can arise within the very development agencies charged with implementing the policies. Agencies may maintain that policies on equality for women are unnecessary because development is concerned with improving welfare in general. This can be refuted by referring to the literature which points out that failure to address the specific needs of women means their exclusion from the development process. Agencies may argue that women's equality is a political rather than a developmental issue. This is countered by the fact that the "Forward-Looking Strategies" define women's development, equality, and empowerment as intertwined processes. Agencies may say that promoting women's equality constitutes undue interference in a country's internal affairs. This is wrong because aid programs should not be supported in countries which do not support women's rights. Agencies may claim that they must work within the existing laws and policies of a developing country. This is partly correct, but the point must be limited because policies and laws may be "given," but they are not fixed. An agency may state that they have no business seeking or promoting change in existing social and customary practices. This is wrong where such practices stand in the way of development and because any development project is by definition a social and economic intervention. Agencies may consider their policy on women an inappropriate imposition of Western ideas. This is wrong because international conventions place a concern for women's rights on a level with a concern for human rights. Finally, agencies may maintain that women in developing countries do not desire equality with men. While it may be true that women accept their subordinate position, this does not offset issues of human rights and equal development. Oppressed women may be very silent; given the opportunity, they generally have a great deal to say.     

Learning to laugh: humor as therapy

Use of humor may indicate a person's mental health status, may reveal psychosocial problems and conflicts, and may indicate ability to cope with those problems and conflicts. Humor may also be one way of helping people more effectively cope with the stresses and strains of living in a complex world. Humor may be incorporated into psychotherapy, either as part of the therapist-client relationship or as a humor program. The humor used by the author in a humor program with chronically mentally ill clients is the laughing with, not the laughing at, type. It deals with problems of life and of people living life. The stories, jokes, comic strips, and songs selected show how people perceive and laugh at the ironies and absurdities in their predicaments and are able to cope with, and frequently transcend, them.     

Challenges to Connecting Sociology and Service Learning

Service-learning programs are not free from challenges brought about by lack of financial support, lack of widespread commitment from professors, community agencies, and recipients of service, and lack of knowledge and insight in students directly involved in such programs. While service-learning initiatives and programs serve positive functions for organizations and individuals, rhetorical accolades for service learning can distort or omit the realities of program implementation and sustained delivery. This paper specifically explores the following challenges connected to service-learning programs: (1) pedagogical difficulties; (2) student limitations; (3) time constraints; and (4) community cooperation.     

When the Learning Disabled Go to College

Abstract

During the last decade, federal laws have provided for remedial education in elementary and secondary schools for students with learning disabilities, preparing large numbers of them for college. Federal law also mandates helping learning-disabled students with their needs once they matriculate. Declining numbers of high school graduates in the aftermath of the baby boom have made more colleges open their doors to these students. The disabilities, and the accommodations they require, arrive in college with the rest of a student's baggage, demanding attention. Colleges and universities have chosen a variety of approaches, from specific remedial programs and individual accomodations according to need to more general programs. Some colleges pretend these disabilities do not exist and seem oblivious to their presence on campus. Learning disabilities can have an impact in every class and lecture hall and can contribute to unhappiness and the college's attrition rate. On the other hand, responsive and responsible programs provide students with the resources for the same education, honors, and opportunities as their nondisabled peers.     

Learning to detect deception from three communication channels

A Lie Detection Test—a videotape of senders delivering truthful and deceptive messages—was administered to subjects via one of three channels: Face only, speech only, or face plus speech. Feedback information, identifying the messages as truthful or deceptive, was given to some subjects (learning condition) but not to others (control). It was found that subjects in the learning condition performed better overall relative to control subjects, regardless of the channel presented to them. In addition, however, accuracy of subjects in the learning condition improved progressively over the course of the test (relative to control), for the speech only and face plus speech channels but not for the face only channel. This effect was interpreted in terms of the limited number of deception cues offered by the face.     

Learning to teach history in culturally diverse classrooms

This paper examines prospective history teachers’ thinking about ethnic and cultural diversity and their experiences of learning to teach about history in multicultural classrooms. The paper reviews the findings of a follow‐up study of 22 Finnish student teachers during their nine‐month teacher education programme. The data consist of questionnaire data and various written assignments of this sample, plus interviews with nine selected persons. According to the results, signs of continuity and transformation are apparent in the student teachers’ thinking. The informants frequently described problems related to diversity, although most of them did not see diversity as changing their way of teaching history as such.