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ABSTRACTThe Anglican Church congresses sought to foster relations between clergy and lay people. They promoted the Church as part of the social fabric of the nation with parades, civic receptions, services and public talks. Women were a presence at the congresses as platform speakers, organisers, hostesses and members of the audience. Congresses provided opportunities for informal collaborations and networking between organisations including the National Union of Women Workers, Mothers’ Union and Girls’ Friendly Society. Dedicated women’s sections from 1881 provided a space that was exploited by women activists seeking a voice in the public sphere. The congresses reflected a context of increasing professionalisation amongst women. This article celebrates the contribution made by women in the role of popular educators via congress platforms between 1882 and 1913. In addition, the article seeks to commemorate the unvoiced presence of working class women who engaged with the congresses as members of the audience. 相似文献
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This paper draws on Lewis Carroll’s character of Alice as a metaphor for interrogating identity construction and agency amongst early career academics, a process which can seem like Alice’s pursuit of the White Rabbit in a strange land. Keeping in mind the effects of neoliberalism on the tertiary sector, we recognise the centrality of personal lives in decision-making about academic careers and the shaping of professional identities. We also foreground how communities of practice not only build agency amongst ECAs but can also be supported by academic developers. 相似文献
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Sue Haugland 《Early Childhood Education Journal》1993,20(3):30-31
Sue Haugland is Professor at Southeast Missouri State University, Cape Girardeau, MO. 相似文献
24.
Hiller A. Spires Shea N. Kerkhoff Abbey C. K. Graham Isaac Thompson John K. Lee 《Reading and writing》2018,31(6):1401-1434
The goal of this study was to define the construct and establish the validity of disciplinary literacy, which has recently gained attention from the implementation of the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers in Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects [PDF]. Authors, Washington, DC, 2010). After defining disciplinary literacy in the four core disciplines of English language arts, science, history and social studies, and mathematics, scales were developed and administered to a snowball sample of professionals nationwide, with 857 respondents. The data showed evidence of disciplinary literacy as a multidimensional construct with three related factors: source literacy, analytic literacy, and expressive literacy. Based on EFA and CFA results, we can conclude that there are at least three types of literacy in operation among the four core disciplines. The three factors of literacy varied significantly by the four core disciplines of English/language arts (ELA), science, history and social studies, and mathematics, supporting the notion that each discipline uses literacy uniquely. This is the first study of its kind to attempt to define, quantify, and validate the construct of disciplinary literacy. 相似文献
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Sue Haugland 《Early Childhood Education Journal》1992,20(2):44-45
Sue Haugland is with Southeast Missouri State University, Cape Girardeau, MO. 相似文献
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AbstractThis paper explores how the socio-cultural milieu of a community may foster a sense of environmental stewardship among children and young people. Ethnographic fieldwork, carried out in a popular tourist destination in Australia, revealed that the overt impacts of tourism activity such as littering provoke negative feelings among children and young people; these perceptions can in turn translate into a sensitivity towards the environment. While debated in some circles, a Significant Life Experiences (SLE) lens is useful in understanding children and young people’s lived experiences of – and sensitivity to - environmental issues in the communities where they are raised. SLE is employed in this article to explore how a sense of stewardship towards the environment is developed among children and young people growing up in a tourist destination. Findings suggest they actively contribute to protecting the environment in a variety of ways from regular beach clean ups and educating visiting tourists to participating in rallies and anti-development protests. 相似文献
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