Feminist critique of developmentalism

2005 ◽  
Vol 3 (3) ◽  
pp. 299-326 ◽  
Author(s):  
Linda Spatig
Keyword(s):  
Learning Communities ◽  
Human Development ◽  
Educational Practice ◽  
Educational Reforms ◽  
Feminist Critique ◽  
School Practices ◽  
Feminist Literature ◽  
Curriculum And Pedagogy ◽  
Educational Implications ◽  
Teachers And Students

Drawing on published feminist literature, this essay deconstructs developmentalism as a metanarrative that contributes to the oppression and exploitation of women and underpins educational practice. First, I examine feminist critiques of developmentalism, distinguishing between ‘insider critiques’ formulated by feminist psychologists evaluating and trying to improve traditional theories of human development and ‘outsider critiques’ articulated by feminists, both within and outside psychology, challenging science itself. Second, I address educational implications of the insider and outsider critiques of developmentalism. Educational reforms spawned by insider feminist critiques consist largely of efforts to make curriculum and pedagogy more ‘girl-friendly’. Reforms aligned with outsider feminist critiques call for ‘critique-friendly’ schooling that provides opportunities for reconceptualizing gender dualisms, critiquing school practices that strengthen dualisms and ongoing critique of educational reforms initiated in the name of such critiques. Following the outside critiques, I argue for feminist learning communities with authentic relationships between teachers and students whose diverse and changing identities and ideas are respectfully and compassionately acknowledged.

Special Education and the Linguistically Different Child

1974 ◽  
Vol 40 (8) ◽  
pp. 589-599 ◽  
Author(s):  
Diane N. Bryen
Keyword(s):  
Special Education ◽  
Verbal Behavior ◽  
Minority Group ◽  
Educational Practice ◽  
Educational Placement ◽  
Linguistic Difference ◽  
Educational Implications ◽  
Minority Group Children ◽  
Special Classes

The educational practice of grouping children on the basis of ability has recently been charged as discriminatory because the tests used for educational placement may be linguistically and culturally biased and may serve to place disproportionate numbers of minority group children (especially speakers of nonstandard English) into special classes. Because of this indictment, the linguistic deficit and the linguistic difference models are explored as possible explanation of the verbal behavior of linguistically different children. In addition, educational implications of each model are discussed.

scholarly journals The Myth of Independence as Better: Transforming Curriculum Through Disability Studies and Decoloniality

2020 ◽  
Vol 9 (5) ◽  
pp. 96-121
Author(s):  
Maria Karmiris
Keyword(s):  
Public Schools ◽  
Public School ◽  
Disability Studies ◽  
Teaching And Learning ◽  
School Teacher ◽  
Postcolonial Studies ◽  
Independent Learning ◽  
School Practices ◽  
The Gaze ◽  
Teachers And Students

By situating this article within disability studies, decolonial studies and postcolonial studies, my purpose is to explore orientations towards independence within public school practices and show how this serves to reinforce hierarchies of exclusion. As feminist, queer and postcolonial scholar Ahmed (2006, p. 3) contends, “Orientations shape not only how we inhabit, but how we apprehend this world of shared inhabitance as well as ‘who’ or ‘what’ we direct our energy toward” (Ahmed, 2006, p. 3). I wonder how the policies and practices that I am oriented towards as a public school teacher limit the possibilities of encountering teaching and learning as a mode of reckoning and apprehending “this world of shared inhabitance?” I also wonder how remaining oriented towards independence as the goal of learning simultaneously sustains an adherence to colonial western logics under the current neoliberal ethos. Through Ahmed’s provocation I explore how the gaze of both teachers and students in public schools remains oriented towards independent learning in a manner that sustains conditions of exclusion, marginalization and oppression.

scholarly journals Teachers 'and students' ideas about the existing advantages and possible risks of using digital products in the educational environment

2021 ◽  
Vol 53 (5) ◽  
pp. 95-109
Author(s):  
Elena B. Puchkova ◽  
◽  
Elena A. Sorokoumova ◽  
Elena I. Chardymova ◽  
Larisa V. Temnova ◽  
...  
Keyword(s):  
General Education ◽  
Education System ◽  
Work Experience ◽  
Online Survey ◽  
Basic Education ◽  
Educational Practice ◽  
Digital Learning ◽  
Digital Products ◽  
Advantages And Disadvantages ◽  
Teachers And Students

An integral feature and an urgent task of the modern education system is the use of digital products in educational practice. The forced implementation of mass distance learning in the period 2020-21 showed both the advantages and disadvantages of digital learning and set new horizons for optimizing this process. In May-June 2021, a study consisting of two parts was conducted: 1) an online survey of teachers of the general education system in order to determine the ideas about the advantages and risks for students when using digital products in educational practice; 2) an online survey of adolescent students in order to determine their ideas and experience of using digital products in the learning process. The sample consisted of 482 adolescents aged 13-15 years; 147 teachers of basic education with work experience from 3 to 23 years. Online surveys were conducted anonymously in the form of questionnaires using Google Forms. It was found that 80% of teachers and 98% of students highly appreciate the need to use digital products in educational practice. The majority of teachers noted the predominance of advantages provided by digital products as opposed to risks, the same idea was revealed in the survey of students. Conclusions are drawn about the similarities and differences in the understanding of teachers and students of the goals, forms and advantages of using digital educational products. For example, teachers believe that digital products should be used to copy educational materials and perform independent work tasks; they do not welcome their use during the lesson, which, on the contrary, is the main goal for students. The revealed discrepancies in the views of teachers and students regarding the goals, advantages and risks of using digital products makes the question of finding ways to coordinate and optimize relevant.

Code-switching in Jamaica Creole: Some Educational Implications

1978 ◽  
Vol 5 (1&2) ◽  
pp. 16-31
Author(s):  
Velma Pollard
Keyword(s):  
Comparative Study ◽  
English Language ◽  
Educational Practice ◽  
Code Switching ◽  
Linguistic Research ◽  
Educational Implications ◽  
Actual Speech ◽  
The Caribbean ◽  
Jamaican Creole

The importance to educational practice of linguistic research in the Caribbean has never been underplayed. Although linguistic descriptions have a validity all their own, it is in their application to educational practice that they can best serve our societies. Bailey, in the conclusion to her definitive work "Jamaica Creole Syntax", comments that the work should help "provide the basis for a thorough comparative study of the two languages on which alone satisfactory English language texts for the island's schools should be based." This paper hopes to look at the phenomenon of code-switching in Jamaican Creole by examining in detail certain actual speech situations, with a view to discovering how the classroom operation can benefit from first-hand knowledge of how situations tend to condition the individual's choice of speech style.

An Integrated Framework for Sustainable Schools

2016 ◽  
Vol 6 (2) ◽  
pp. 30-38
Author(s):  
Ting Wang
Keyword(s):  
Theory Of Planned Behavior ◽  
Human Factors ◽  
Environmental Protection ◽  
Human Behavior ◽  
School Leaders ◽  
School Practices ◽  
The Core ◽  
Teachers And Students ◽  
Green School ◽  
Sustainable Schools

This article proposes a framework which presents a general overview of the key components within school scenario in relation to going green. Three important human factors are covered by the framework. They are school leaders, teachers, and students. Each of the groups contributes to implementing green school practices successfully through analysis. School leaders' attitudes are very decisive at the beginning of a new program. Teachers, who link both school leaders and students, undertake important roles of spreading and performing green school practices. Besides, students are the core of the framework. Going green cannot be finally realized if students are unwilling to participate and have weak awareness of environmental protection. In order to test whether the three groups of people are going to cooperate in implementing green school practices, the framework suggest following the theory of planned behavior (TPB). It is a theory widely used for checking human behavior and intentions. The article ends in presenting recommendations and research possibilities for implementing green school practices based on the proposed framework.

scholarly journals Active Learning in an Environment of Innovative Training and Sustainability. Mapping of the Conceptual Structure of Research Fronts through a Bibliometric Analysis

2020 ◽  
Vol 12 (19) ◽  
pp. 8012
Author(s):  
Clemente Rodríguez-Sabiote ◽  
Álvaro Manuel Úbeda-Sánchez ◽  
José Álvarez-Rodríguez ◽  
Daniel Álvarez-Ferrándiz
Keyword(s):  
Active Learning ◽  
Web Of Science ◽  
Educational Practice ◽  
Conceptual Structure ◽  
Methodological Challenge ◽  
Research Fronts ◽  
Teachers And Students ◽  
New Space ◽  
European Higher Education ◽  
Emerging Topics

The present study seeks to map and visualize up-to-date perspectives of the topic of active learning by analyzing and interpreting the different elements that make up learning ecosystems within the European Higher Education Area. With this aim, scientometric methods were employed to analyze a sample of 474 articles recovered from Web of Science (WoS) during the three-year period between 2018 and 2020. All articles examined the topic of active learning. Keywords (authors’ keywords and ‘keywords plus’) from the manuscripts were examined through co-occurrence analysis in order to establish the conceptual structure of active learning. Among the different trends and emerging topics identified, there is an important presence of topics related to technology applied to the field of education, where digital contexts acquire a preponderant role in current education. These innovative changes focused on the digital updating and exploitation of technology represent a methodological challenge that requires an involvement and commitment to this new space for educational practice by teachers and students.

Design Practice Guidance Modes Based on Network Technology

2014 ◽  
Vol 687-691 ◽  
pp. 2796-2800
Author(s):  
Xiao Feng Yang
Keyword(s):  
Real Time ◽  
Computer Network ◽  
Educational Practice ◽  
Network Technology ◽  
Design Practice ◽  
Time Interaction ◽  
Teachers And Students

Combining computer network and students feature, with analysis the exited features of students’ practice guidance ,mainly as real-time interaction for core, the purpose of which is to design educational practice guidance modes based on BLOG, and BBS and QQ, the article takes students of year 2007 in Shangluo university for object as case to explore BBS –based interactive discussion mode, reaching the purpose of settlement of difficult offsite management ,insufficient practice guidance and incomplete exchange between teachers and students, etc. thereby, archieve an effective guidance for students’ practice.

scholarly journals A Deconstructive Approach to Class Meetings: Managing Conflict and Building Learning Communities

2013 ◽  
Vol 1 (1) ◽  
pp. 31
Author(s):  
Maria Kecskemeti ◽  
Kathleen Kaveney ◽  
Sheridan Gray ◽  
Wendy Drewery
Keyword(s):  
Learning Communities ◽  
Narrative Therapy ◽  
Teaching And Learning ◽  
Community Building ◽  
Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
Class Meetings ◽  
Zealand Secondary School

When the quality of teacher-student and student-student relationships is undermined by conflicts, classrooms can become unwelcoming environments that are not conducive to teaching and learning. Circle conversations are widely utilized in response to such conflicts as well as for academic and community-building purposes. In this article, we introduce a form of circle conversation, which we have termed deconstructive class meeting. We developed this specific meeting format in a New Zealand secondary school drawing on local, indigenous processes of community conversation, discourse theory and narrative therapy. The structure of our meeting is deliberately designed to support the simultaneous achievement of two, seemingly contradictory objectives: conflict resolution and community building. We argue that when teachers and students collaboratively examine the power of ideas or discourses of learning not only alternatives to problematic practices become available, but learning communities and relationships are strengthened also.

scholarly journals ONLINE SCHOOLING IN RURAL AREAS IN ROMANIA DURING THE PANDEMIC: TEACHERS’ PERSPECTIVES

2021 ◽  
Vol LXVIII (2) ◽  
pp. 101-120
Author(s):  
Cristina TUNEGARU
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Rural Areas ◽  
Educational Practice ◽  
Rural Teachers ◽  
School Year ◽  
Starting Point ◽  
Teachers Experiences ◽  
Teachers And Students ◽  
Teachers Perspectives

Because of the threat of the Coronavirus pandemic, schooling in Romania moved in distance regime in March 2020. During the next school year, each municipality chose the scenario for each school – face-to-face schooling or online learning – according to the local number of infections. However, online education encountered many difficulties in terms of material and human resources, especially in rural areas. In this study we aim to explore rural teachers’ perspectives about online schooling in Romania, during the Coronavirus pandemic. The data – obtained through a series of interviews and questionnaires – were collected from rural teachers working in various parts of the country. In this study we propose to follow two main directions. First, we explore teachers’ experiences concerning the access to material resources in the school and at home. The absence of proper digital equipment and the quality of the internet connection are two of the main concerns for policy makers. Second, the study focuses on educational practice, discussing teachers’ accounts and experiences during two periods: March-June 2020 and the next school year, until present. We intend to explore rural teachers’ experiences in depth, as rural was always disadvantaged in Romania’s education system. This study is a starting point for further research of rural teachers’ preparedness in Romania and the implications of online learning on rural teachers and students.

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