scholarly journals Lived experience of pedagogical boomerang in mathematics teaching-learning

2021 ◽  
Vol 15 (1) ◽  
pp. 104-118
Author(s):  
Sher Singh Rawat ◽  
Bal Chandra Luitel ◽  
Shashidhar Belbase
Keyword(s):  
Lived Experience ◽  
Life Events ◽  
Capital City ◽  
Dropping Out ◽  
Teaching Mathematics ◽  
Learning And Teaching ◽  
Critical Life Events ◽  
The Social ◽  
Teaching Learning ◽  
Past Experiences

The purpose of this study was to explore the critical life-events of the first author's journey of learning and teaching mathematics that prompted critical thinking about his past experiences as a student and teacher. It portrays a paradigmatic shift from a traditionalist thinker to a constructivist actor in the classroom from the critical life-events within and out of classroom experiences by using autoethnography as the writing and research genre by connecting his personal experiences in the social, cultural, and teaching/learning contexts of Nepal. The major themes emerged from the autoethnography were-- Thinking Narratively: Joining a School and Dropping Out; Thinking Narratively: Back to School and Dropping In; Thinking Interpretively: Dropping out of School; Thinking Poetically: Dropping in School; and Nightmare of the First Teaching: A Pedagogical Boomerang. These themes portrayed a pedagogical boomerang in learning and teaching mathematics from a remote village in Western Nepal to the neighborhood of the capital city Kathmandu.

Mutuality of Learning Between the Old and the Young: A Case Study in Israel

1981 ◽  
Vol 1 (2) ◽  
pp. 247-262 ◽  
Author(s):  
Ora Cibulski ◽  
Simon Bergman
Keyword(s):  
School Age Children ◽  
Cultural Groups ◽  
Structured Interviews ◽  
Old People ◽  
Religious Knowledge ◽  
The Social ◽  
The Future ◽  
Teaching Learning ◽  
Past Experiences

ABSTRACTAn exploratory study examines the knowledge of old people, their past and present teaching-learning experiences with children, and their readiness to teach children in the future. The respondents to structured-interviews are 76 old people from three cultural groups in Israel: Europeans, Yemenite-Tunisians and Christian-Arabs. Old people have many kinds of knowledge: occupational skills; formal, general and religious knowledge; personal experience and traditions of the ethnic group. Old people who perceive of themselves as knowledgeable and competent, who have frequent contacts with school-age children (particularly their own grandchildren), who reside in communities that support the social norm of communication between the generations, have had positive experiences teaching children and are prepared to teach children in the future. Old people who teach children, integrate then- past experiences, enhance their self-esteem and provide alternative behavioural models to children.

Engaging Student Mothers Creatively: Animated Stories of Navigating University, Inner City, and Home Worlds

2017 ◽  
Vol 2 (2) ◽  
pp. 103-114
Author(s):  
Lise Kouri ◽  
Tania Guertin ◽  
Angel Shingoose
Keyword(s):  
Inner City ◽  
Community Engagement ◽  
Lived Experience ◽  
Graphic Narrative ◽  
Student Mothers ◽  
Education Outcomes ◽  
The Social ◽  
And Gender ◽  
The University ◽  
Animated Graphic

The article discusses a collaborative project undertaken in Saskatoon by Community Engagement and Outreach office at the University of Saskatchewan in partnership with undergraduate student mothers with lived experience of poverty. The results of the project were presented as an animated graphic narrative that seeks to make space for an under-represented student subpopulation, tracing strategies of survival among university, inner city and home worlds. The innovative animation format is intended to share with all citizens how community supports can be used to claim fairer health and education outcomes within system forces at play in society. This article discusses the project process, including the background stories of the students. The entire project, based at the University of Saskatchewan, Community Engagement and Outreach office at Station 20 West, in Saskatoon’s inner city, explores complex intersections of racialization, poverty and gender for the purpose of cultivating empathy and deeper understanding within the university to better support inner city students. amplifying community voices and emphasizing the social determinants of health in Saskatoon through animated stories.

Commentary

2017 ◽  
Author(s):  
Peggy J. Miller ◽  
Grace E. Cho
Keyword(s):  
Self Esteem ◽  
Social Imaginary ◽  
Active Engagement ◽  
Socioeconomic Conditions ◽  
Personal Meanings ◽  
Self Evaluation ◽  
The Social ◽  
The World ◽  
The Individual ◽  
Past Experiences

Chapter 12, “Commentary: Personalization,” discusses the process of personalization, based on the portraits presented in Chapters 8–11. Personalization is not just a matter of individual variation; it is a form of active engagement through which individuals endow imaginaries with personal meanings and refract the imaginary through their own experiences. The portraits illustrate how the social imaginary of childrearing and self-esteem entered into dialogue with the complex realities of people’s lives. Parents’ ability to implement their childrearing goals was constrained and enabled by their past experiences and by socioeconomic conditions. The individual children were developing different strategies of self-evaluation, different expectations about how affirming the world would be, and different self-defining interests, and their self-making varied, depending on the situation. Some children received diagnoses of low self-esteem as early as preschool.

scholarly journals Critical incidents in anorexia nervosa: perspectives of those with a lived experience

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Jenni Leppanen ◽  
Lara Tosunlar ◽  
Rachael Blackburn ◽  
Steven Williams ◽  
Kate Tchanturia ◽  
...  
Keyword(s):  
Anorexia Nervosa ◽  
Lived Experience ◽  
Life Events ◽  
Emotional Processing ◽  
Positive Emotions ◽  
Online Survey ◽  
Disease Model ◽  
Positive Outcomes ◽  
Critical Events ◽  
Social Emotional

Abstract Background Although social-emotional difficulties are believed play a key role in anorexia nervosa (AN), there is uncertainty regarding what these difficulties might look like. Previous research has largely focused on a “disease model” of social-emotional processing in AN with little attention paid to positive emotions and experiences. Therefore, the aim of the present study was to obtain a fuller picture of critical life events as identified by those with lived AN experience. Methods Thirty-four participants aged 16–48 with current or past AN completed an online survey describing self-defined positive and difficult critical events. Thematic analysis was used to assess patterns in participants narrative responses. Results Two major themes were identified in the descriptions of positive critical events: Moments of celebration and Unexpected positive outcomes. These major themes revealed increased external focus and some corrective experiences that challenged the participants pre-existing expectations leading to new positive outcomes. Difficult events clustered into life events that were identified as Eating disorder (ED) related and Non-ED related and included the dimensions of relational conflict and feeling unsupported. Discussion The findings suggest that although negative emotionality was identified in the accounts of those with lived experience of AN capacity for “big-picture” thinking with and explicit focus on others was also identified. Moreover, an openness to corrective experiences that worked to challenge negative expectations was evident for some participants. Together these findings have scope as targets for further clinical research and treatment interventions.

Studies in the Social and Economic History of Ostia

1938 ◽  
Vol 14 ◽  
pp. 152-162 ◽  
Author(s):  
Frederick H. Wilson
Keyword(s):  
Economic History ◽  
Capital City ◽  
Standard Of Living ◽  
Three Generations ◽  
The Social ◽  
History Of ◽  
The City ◽  
Made In

The first of these Studies was concerned chiefly with the history of Ostia during the period when the city was still growing and its prosperity increasing. Even so, during the period already considered, the prosperity of Ostia, though real, was to this extent artificial, in that it depended upon factors over which the citizens themselves had no control. Ostia was the port of Rome, and nothing else, and in consequence any lowering of the standard of living in, or reduction of imports into the capital city must have had immediate and marked repercussions upon her prosperity. She even lacked to a great extent those reserves of wealth which in other cities might be drawn upon to tide over bad times. The typical citizen of Ostia came to the city in the hope of making his fortune there; but when he had made it, he usually preferred to retire to some more pleasant town, such as Tibur, Tusculum, Velitrae, or Rome itself, where he could enjoy his leisure. Few families seem to have remained in the city for more than two, or, at the most, three generations. Whilst therefore fortunes were made in Ostia, wealth was not accumulated there.

Spaces of Exclusion: The Significance of Cultural Identity in the Formation of European Residential Districts in British Hong Kong, 1877–1904

10.1068/d310 ◽  
2003 ◽  
Vol 21 (2) ◽  
pp. 223-252 ◽  
Author(s):  
G Alex Bremner ◽  
David P Y Lung
Keyword(s):  
Hong Kong ◽  
Cultural Identity ◽  
Social History ◽  
Urban Form ◽  
European Population ◽  
Capital City ◽  
The Social ◽  
History Of ◽  
Residential District ◽  
Cultural Self

In this paper we discuss the role and significance of European cultural identity in the formation of the urban environment in 19th-century and early-20th-century British Hong Kong. Our purpose is to offer an alternative reading of the social history of Hong Kong-the orthodox accounts of which remain largely predominant in the general historical understanding of that society-by examining the machinations that surrounded attempts by the European colonial elite to control the production of urban form and space in the capital city of Hong Kong, Victoria. Here the European Residential District ordinance of 1888 (along with other related ordinances) is considered in detail. An examination of European cultural self-perception and the construction of colonial identity is made by considering not only the actual ways in which urban form and space were manipulated through these ordinances but also the visual representation of the city in art. Here the intersection between ideas and images concerning civil society, cultural identity, architecture, and the official practices of colonial urban planning is demonstrated. It is argued that this coalescing of ideas, images, and practices in the colonial environment of British Hong Kong not only led to the racialisation of urban form and space there but also contributed to the apparent anxiety exhibited by the European population over the preservation of their own identity through the immediacy of the built environment.

A Study on the Effectiveness of a Strategy Based on Cooperative Learning for Science Teaching in Class VII

2021 ◽  
pp. 123-136
Author(s):  
Mary Vineetha Thomas ◽  
R.G Kothari
Keyword(s):  
Cooperative Learning ◽  
Science Teaching ◽  
Education System ◽  
Learning Strategy ◽  
Technological Development ◽  
Teaching Strategy ◽  
The Social ◽  
Working Together ◽  
Education Today ◽  
Teaching Learning

Education today needs to be responsive to the diverse needs of our learners in order to make them globally competent. Innovative initiatives need to be brought into the present education system in order to meet the growing demands of our society. Our education system does not function in isolation with our society and so, along with academic aspects, the social aspects of learning too, have to be focussed on. This is possible with quality teaching strategies being introduced in our teaching learning process and one such strategy promoting the same is Cooperative Learning. Cooperative learning involves students working together in small groups to accomplish shared goals. It is widely recognized as a teaching strategy that promotes socialization and learning among students from kindergarten through college and across different subjects and science is no exception. Science enables pupils to be involved in group work where they have the opportunity to share ideas and cooperate with each other in collaborative practical activity. What is needed today is a new wave of educated students ready for modern scientific research, teaching and technological development. With students of diverse abilities and differing rates of learning in our classrooms, it is, therefore, essential for the teacher to have the knowledge of how students learn science and how best to teach. The present study was taken up in this context to find out the effectiveness of cooperative learning strategy in science teaching.

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