Universities in Aotearoa New Zealand are public institutions established on lands purchased or acquired by government since 1869. As particular sites in the built landscape, they each carry a history and geography. A project at Massey University’s Wellington campus seeks to open-up diverse identifications with the ‘place’ of the campus and has produced resources, established fora, and built relationships that differently recognise aspects of place and identity. The Pākehā authors reflect on the theoretical frameworks that have influenced their work on the project including geography, critical pedagogy, and discourse theory. As Pākehā academics engaging with the indigenous history of the land through which they work, the authors discuss the implications of this knowledge and the difficulties and responsibilities of working in a project that seeks emancipatory outcomes. 相似文献
What we know about the experiences of black teachers is limited, especially considering the vast amount of research conducted on and about black boys and young men. This article describes and analyzes how a black teacher at a suburban high school in the Midwestern United States negotiated professional relationships through culturally relevant discourse. Anthony Bell was the only black male teacher participating in a classroom discourse analysis study group at a diverse suburban high school. Throughout the course of the semester, Anthony’s stated objective for learning discourse analysis was to understand, structure, and facilitate more productive conversations with a struggling student teacher he was mentoring. Yet Anthony also used his discursive inquiry to “trouble the water” in his classroom and in the study group workshops. Participation in the study group provided Anthony with metalinguistic tools to critique his interactions with his students, student teacher, and professional peers. Anthony’s analyses of his own teaching, his student teacher’s work, the study group, and the school index themes in critical and critical race theory in education. As he became a teacher researcher, Anthony reported a greater sense of professional self-efficacy, eventually facilitating a successful workshop at a national teacher conference. Anthony’s case is an exemplar of the unique and critical role of black men who teach, as well as the imperative of practitioner research within the current climate in teacher education. 相似文献
The study examined 2500 business degree students from 21 countries, enrolled at an Australian university, using a survey to assess learning style, which was integrated into a global culture taxonomy. The research hypothesis was that academic outcome could be explained through an interdisciplinary model, by integrating proven theories from educational psychology (learning style) and anthropology (culture). The literature review included interdisciplinary and rival theories to make the research useful for global practitioners. Technical discussion was minimized, focusing on the pedagogical implications of a generalized least squares regression model, which was statistically significant (r2 = 0.87; X2 = 0, df = 0, p < 0.0001; n = 715). Four factors dominated the model in predicting higher multicultural student academic outcome: collectivist and risk‐taking cultures, along with visual‐input and active‐processing learning styles.
L’apporte a examiné le degré d’affaires 2500 étudiants de 21 pays, inscrits dans une université australienne, au moyen d’une enquête visant à évaluer le style d’apprentissage, qui a été intégré à une culture mondiale en matière de taxonomie. La recherche a été hypothèse que études résultat pourrait être expliqué par le biais d’un modèle interdisciplinaire, en intégrant les théories éprouvées de psychologie de l’éducation (style d’apprentissage) et de l’anthropologie (la culture). La revue de la littérature inclus interdisciplinaire et théories rivales à faire de la recherche utiles pour les praticiens mondial. Discussion technique a été réduit au minimum, axée sur les implications pédagogiques d’un généralisée des moindres carrés modèle de régression, qui a été statistiquement significative (r2 = 0.87; X2 = 0, df = 0, p < 0.0001; n = 715). Quatre facteurs dominent le modèle supérieur à la prévision multiculturelle des étudiants universitaires résultat: collectiviste et de prendre des risques cultures, ainsi que les visuels d’entrée et de processus actif styles d’apprentissage. 相似文献
Many universities, colleges, and schools are contemplating mandatory computer ownership policies for undergraduate students. Review of these policies and the rhetoric employed in debate over such policies leaves some with strong misgivings. I suggest that seemingly widely held social values and a number of suspect assumptions underlie such policies, the questions raised by both their supporters and detractors, and the answers offered in response to those questions. Moreover, I identify four serious ethical concerns linked to mandatory computer ownership policies. Therefore, I argue that social science educators and practitioners have an ethical responsibility to resist such policies. 相似文献
Social Work educators are increasingly concerned with discerning how to help students develop the affective, relational, and meta-cognitive skills needed for effective, resilient, and sustainable social work practice. A small but growing literature supports mindfulness training as a path to those ends. However, most mindfulness intervention studies, even those mentioning ‘brief intervention,’ have typically used fairly lengthy training programs, often 2–3 h per week for 6–8 weeks. It is unlikely that already over-committed social work practice classes would devote this amount of class time to these strategies. This concurrent mixed methods study examined whether very brief mindfulness training in undergraduate social work practice classes (100 min over the course of a 3.0 semester credit hour course) would influence outcomes on measures of mindfulness, emotional regulation, and empathy, as well as student perceptions of helpfulness in managing stress and meeting course goals. No significant differences were found on quantitative measures at post-test. However, results of the qualitative analysis suggest that even brief mindfulness exercises in social work practice classes are perceived by students as helpful for managing anxiety, staying present-focused with clients, reducing premature judgment, and feeling safe and connected in the classroom. Implications for social work education are discussed. 相似文献
Competence in ethical decision making is one of the most important issues in the industry and practice of public relations, yet professionals entering the discipline overestimate their knowledge and skills related to ethical principles. This article features a pedagogical approach to strengthen ethics education in public relations through the use of collaborative student-professional ethics narratives. This technique attempts to move beyond a traditional case study approach and transcend traditional classroom boundaries through the development of narratives featuring real ethics situations experienced by public relations professionals. The project involved the development, implementation and assessment of the pedagogical approach that required students to interview local communication professionals (mostly in public relations) and to craft narratives that explore ethical dilemmas these professionals faced. Pre- and post-test surveys and group feedback helped explore the impact of narrative inquiry in helping students internalize ethical lessons. 相似文献