MÉMORIA DE DOCENTES UNIVERSITÁRIOS: RESISTÊNCIA E LUTA NO CAMPUS UNIVERSITÁRIO DE ABAETETUBA

O presente artigo é parte de uma pesquisa mais ampliada sobre os docentes do Campus Universitário de Abaetetuba, que teve como objetivo apresentar os resultados da pesquisa intitulada Memória docente e narrativas de resistência na Universidade Federal do Pará, no período de 2013 a 2017, sendo parte da pesquisa financiada pelo PIBIC/UFPA e outra realizada sem financiamento. A pesquisa foi realizada com docentes do Campus Universitário de Abaetetuba, com o objetivo central de interpretar as estratégias e dispositivos de resistência docente aos modelos impositivos de instalação da Universidade heterônoma e neoprofissional, a partir da memória docente focalizando as narrativas dos docentes do Campus Universitário de Abaetetuba. Desse modo, verificamos que os docentes se baseiam na reflexão como forma de vivenciar e compreender a esfera do mundo da vida e do sistema, utilizando-se do trabalho intelectual como atividade de produção do conhecimento e na participação ativa na Universidade.Palavras-chave: Memória. Resistência. UniversidadeAVERAGE OF UNIVERSITY TEACHERS: RESISTANCE AND FIGHT IN THE ABAETETUBA UNIVERSITY CAMPUSThis article is part of a broader research on the teachers of the Abaetetuba University Campus, which aimed to present the results of the research entitled Teaching memory and resistance narratives at the Federal University of Pará, from 2013 to 2017, part of the research financed by PIBIC / UFPA and another carried out without funding. The research was carried out with professors from the Abaetetuba University Campus, with the central objective of interpreting the strategies and devices of teacher resistance to the imposing models of installation of the heteronymous and neo professional University, from the teaching memory focusing on the narratives of the teachers of the Abaetetuba University Campus. Thus, we found that teachers are based on reflection as a way to experience and understand the sphere of the world of life and the system, using intellectual work as an activity of knowledge production and active participation in the University.Keywords: Memory. Resistance. University

The negation of babysitting: Deconstruction and care in early childhood

In April 2020, during the COVID-19 Pandemic, New Zealand media reports revealed competing discourses of care in education. Specifically, the media narrated an apparent resistance to care evident in a primary and secondary teacher resistance to a return to school. While the resistance was clearly and explicitly concerned with care for teachers and their communities, at the same time a negation of caring occurred in the positioning of babysitting and caregiving as unreasonable activities for teachers. In this paper these different discourses are explored through a deconstruction of care. The first section of this paper explores deconstruction through a range of texts that explain and explore Derrida’s thinking. The paper then presents a positioning of care through one news media article. An analysis of one text that speaks to the meaning and problem of care in early childhood provides not just a reading of care in and as education, but also a reading of deconstruction as care. Through a reading of deconstruction as care, this paper offers an understanding of the positioning of caring in relation to teaching. Taking deconstruction as more than an attempt to make a case for caring (the saving of caring so to speak), this paper also takes up the challenge of the relationship between caring and not-caring, or the uncaring. Caring in relation to uncaring provides a way past the prescription and exploitation of caring as teaching and recognises the limits of a professionalisation of caring for practices of care. In the sense that deconstruction is care, the paper concludes with a re-imagining of teacher education through deconstruction.

Some Constraints in Using ICT and its Impact on EFL Teachers in Saudi Arabia

Nowadays, our world is experiencing a technological revolution and witnessing an explosion in the field of information and communication. The use of technology in English education is one of the developments associated with this contemporary scientific and technological advance. This paper discusses some issues which Saudi English teachers encounter in using technology in teaching English subjects at intermediate schools in Riyadh, Saudi Arabia. Taking a qualitative approach, the researcher focuses on the status of using technology in two intermediate schools. A discrepancy is found between intention and practice. During investigations and observations throughout the district, the researcher could not find a language laboratory in government intermediate schools. In this paper, the researcher will discuss three issues respectively as follows: teacher resistance, lack of training and self-confidence, and financial obstacles.

Professionalism and Parents: A New Frame for Color-Blind Racism in Schooling

This study deconstructs the racial dimension of teacher resistance to parent authority within the shared social institution of education. More specifically, we examine how teachers responded to a teacher evaluation policy that included a parent-based component to assess teacher quality. Using framing theory, this study illustrates the use of professionalism as one mechanism connecting teachers’ individual actions to broader sociocultural experiences of privilege and oppression. To illustrate the anatomy of color-blind framing, we deconstruct three tactics teachers used when framing their resistance to parents: minimizing professional responsibility for engaging parents, masking racist perspectives through geographic and social distance, and misdirecting attention away from parents’ rights to judge education as a public good.

Equity and Inclusion in Today's Diverse and Inclusive 21st Century Classroom

This chapter shares the odyssey of one African-American teacher educator at a predominately white institution in a diverse learner's course fostering culturally responsive pre-service teachers with the tools to provide culturally responsive instruction for today's diverse and inclusive 21st century classroom. Early on in this journey, the instructor found that resistance, fear, and anxiety often ruled student perception of diverse learners in the inclusive classroom. Therefore, through action research the African-American teacher educator collected data, and subsequently planned, implemented, and monitored various actions designed to lessen pre-service teacher resistance, anxiety, and fear of student diversities in the classroom while fostering culturally responsive teachers for the diverse and inclusive 21st century classroom. Ultimately, these experiences mitigated the fears and concerns of preservice teachers around the enormity of diversities in the classroom and equipped them with tools for success.

The Role of Language Teacher Beliefs in an Increasingly Digitalized Communicative World

This chapter discusses the role of the language teacher and their beliefs in realizing the potential that rapidly evolving technology-mediated tools offer second/additional language learning (L2) in an increasingly digitalized world. The promise and pressures of technology integration are first discussed highlighting the need for new approaches to pedagogy in technology-mediated L2 teaching. Factors contributing to teacher resistance are then reviewed including the unique qualities of educational resistance to technology. Research identifying the nature of teacher beliefs from a range of studies is examined along with a conceptual framework illustrating the interconnected factors shaping L2 teacher beliefs and behaviour towards educational technology. Recommendations for effective approaches to technology-directed language teacher education and areas of needed research conclude the chapter.

EXPLORING THE BARRIERS TO EFFECTIVE COOPERATIVE LEARNING IMPLEMENTATION IN SCHOOL MATHEMATICS CLASSROOMS

Literature is replete with research confirming the benefits of cooperative learning on students’ academic achievement and attitude towards mathematics. Despite these benefits, cooperative learning implementation in most Zambian secondary school mathematics classrooms has remained a challenge. An explanatory sequential mixed methods research design was employed to determine the causes of teacher-resistance to cooperative learning implementation in selected schools. A cluster random sampling method was used to select 62 teachers (43 male and 19 female) of mathematics from six public secondary schools in Ndola district of Zambia. A questionnaire was administered to all the 62 teachers followed by lesson observations in six randomly selected grade 11 mathematics classrooms, whose teachers later attended a focus group discussion. Research findings revealed that the majority of participants prefer expository teaching to cooperative learning. More than 64% of the participants indicated that they resisted implementing cooperative learning in their classrooms due to shortcomings in; assessing learners, ensuring a disciplined class environment, completing the already bulky syllabus, handling large classes, students’ low reasoning abilities and preparation time versus high teaching loads. These results provide evidence on the need for more attention to how the identified challenges could be addressed not only in Zambian mathematics classrooms but in other educational settings elsewhere. Keywords: cooperative learning, expository teaching, mathematics classrooms, mixed methods research.