教育理论思维的公共性诉求

思维方式深层影响着教育理论研究.从方法论的维度看,公共性的极至崇拜和公共性的完全消解的相异思维方式同时影响着教育理论思维.为避免在两极间徘徊,应寻求一个基于实践的公共的教育理论论域,以基于实践的公共性诉求来理解、探求教育理论,并以爱教育的人间关怀使研究充满活泼的生命力.     

Managing diversity: academic’s perspective on culture and teaching

As UK Higher Education institutions continue to accept students from ethnically diverse backgrounds, there is now an onus and an expectation for academics to provide learning environments and experiences that are inclusive, validating and affirming. The aim of this paper is to explore, through the lens of the academic tutor, the pedagogical methods employed towards the implementation of ‘cultural branching’, which we define as helping ethnically diverse students to build bridges between their pre-existing knowledge and what they are expected to learn. To investigate this in more detail, the researchers interviewed 22 academic tutors across three UK Higher Education Institutions in the North of England. The findings suggest that current curriculum structures and pedagogical approaches favour the dominant non-ethnically diverse learner. Our research proposes that additional emphasis needs to be placed on developing a practical and functional approach which embeds cultural branching via technological platforms.     

Task-based learning approaches for supporting the development of social science researchers’ critical data skills

Conducting social science research is a complex process, and social science students face a number of learning challenges in order to develop their skills. Moreover, new sources and types of data including so-called big data are providing new opportunities for research, but also pose methodological challenges. In this article, we explore a task-based learning approach for teaching social science research methods. We draw on evidence from two case study learning tasks: (i) the collection and analysis of Twitter data; and (ii) designing and conducting a face-to-face and online survey. The students were guided to co-lead the tasks, apply their knowledge and then to critically reflect. The pedagogical framework of task-based learning provides opportunities to embed learning in new ways by integrating knowledge, practice and critical reflection. Task-based learning can create a dynamic learning environment and can empower students to develop their identities as researchers.     

语境与诠释:论中国教育学的研究范式

范式在中国教育学界的理论旅行,生成了三种不同的语境.本文基于文本阐释学的"过度诠释"概念,指出了解读教育研究范式的合法性理路,分析了库恩意义上的范式和胡森意义上的范式之间的联系与区别,从而揭示出教育研究范式的理论内涵.笔者指出,在我国当前的教育研究语境下,库恩意义上的范式转换是不存在的,而胡森意义上的范式转换则是可能的 ,这有助于"教育研究范式"的意义理解和研究深化.     

Reclaiming ourselves through Testimonio pedagogy: reflections on a curriculum design lab in teacher education

This article details one teacher preparation course centering Latin American Testimonio narratives of struggle/survival amid structural oppression for use in secondary curriculum. As our class of predominantly Latina/o students and two Latina instructors engaged Testimonio pedagogy, we fashioned a hopeful alternative to our own experiences of intergenerational oppression. While research indicates that the experiences and histories of pre-service Teachers of Color lend pedagogical strength and critical consciousness to teacher education, three Latina pre-service students highlight the ways in which Testimonio became more than a pedagogical approach. Testimonio’s collectivity, resistance, hope, and assertions of voice and dignity moved through them not as educators first but as (great-grand)daughters of oppressed though still-resilient People(s). Testimonio emboldened these Latina pre-service educators to recognize and validate their own inherited multiliteracies, (re)claim their connectedness to land, and articulate their visions for more equitable schooling. This work advances research into the essentiality of engaging race and ethnicity in K-12 and teacher education curriculum and pedagogy.     

教育公平的基本内涵及实现路径

为促进社会流动的公平性,基于经济学和社会学的相关理论分析教育的三个基本属性(准公共产品性、外部性和第三部门属性)及教育公平的基本内涵;进而从义务教育和高等教育两个方面剖析教育的不公平现象及其根源。在此基础上提出教育公平的实现路径:政府应当对教育资源进行合理配置,向义务教育倾斜,向薄弱学校和弱势地区倾斜;可以通过选择教育券制度实现教育公平。     

论职业教育学学科体系的构建

学科体系的完善与否是衡量一门学科发展水平的主要标志。职业教育学作为一门年轻学科近年来发展迅速,取得了巨大成就,但从其学科体系的建设上来看,还存在学科概念系统尚未成熟、将教材体系等同于学科体系、逻辑结构不清晰、内容上的模仿与移植等问题。如何克服这些问题,职业教育学可尝试按照科学职业教育理论、哲学职业教育理论和实践职业教育理论"三分法"模式进行学科体系的构建。     

Family Therapy and the Pedagogy of the Oppressed: Therapeutic Use of Songs in Apartheid South Africa

A central issue for family therapy is the critical question of how to define its role in influencing social change. Family therapy has tended to focus on how to liberate and empower individual clients, not communities, from the travails of tradition. This article highlights social change mechanisms implemented by the oppressed majority in South Africa during the apartheid period. It draws inspiration from the pedagogy of the oppressed articulated by Steve Biko and other members of his generation. This enabled the Black majority in South Africa ‘to name their world by reflecting on their conditions, imagining a better world, and then taking action to create it’ (Freire, 1968, p. 253) through the use of revolutionary songs that resulted in the collapse of the cruel apartheid system. The implications for family therapy are discussed.     

W.E.B. Du Bois and Filipino/a American exposure programs to the Philippines: race class analysis in an epoch of ‘global apartheid’

The article highlights the ongoing relevance of W.E.B. Du Bois for the global analysis of race and class. Engaging scholarly debates that have ensued within the educational subfields of critical race theory (CRT) and (revolutionary) critical pedagogy, the article explores how a deeper engagement with Du Bois’s ideas contributes theoretically and methodologically to these two subfields. Of particular focus is Du Bois’s conceptualization of a ‘guiding hundredth,’ which he forwarded as a corrective to his ideas of a ‘talented tenth.’ The article also offers a case study analysis of the film Sounds of a New Hope, which documents a hip hop exposure program to the Philippines. The case study draws upon Du Bois’s ‘guiding hundredth’ for a twenty-first century context as a Filipino American cultural worker utilizes hip hop to articulate, analyze, and alter the lived experiences for Filipino/a Americans in a global diaspora.     

“But I’m not a racist!” Phenomenology,racism, and the body schema in white,pre-service teacher education

In this article, I call for a phenomenological turn in educating white, pre-service teachers. As opposed to dominant pedagogical models which focus on changing one’s beliefs about race, phenomenology points toward the importance of pre-conceptual, pre-critical forms of racial embodiment. Here I draw upon recent work on the different between body image (beliefs about the body) and body schema (what the body can do). The worry is that existing forms of anti-oppressive education miss the centrality of the schema, and thus do not go far enough in uncovering the embodied, perceptual roots of racism.