后方法理论视野下的外语教学法反思

后方法理论追求的是外语教学意识的变革与创新,并非某一新方法的形成。它赋予外语教师自主权与能动性,使教师不再是外语教学法的被动接受者和运用者。其包含具体性、实践性和社会性特征,其倡导的教学原则对教师教学法的运用有着重要的指导意义。     

试论《大雪飘落香杉林》的现代主义写作手法

美国作家大卫.加特森的第一部小说《大雪飘落香杉林》既继承了传统现实主义小说的现实性和客观性,又运用了鲜明的现代主义手法来体现其深刻的内涵。文章分析和探讨了其运用的空间形式、印象主义和象征主义等手法以及它们对作品的意义。     

Shifting the blame in higher education – social inclusion and deficit discourses

The principles of social inclusion have been embraced by institutions across the higher education sector but their translation into practice through pedagogy is not readily apparent. This paper examines perceptions of social inclusion and inclusive pedagogies held by academic staff at an Australian university. Of specific interest were the perceptions of teaching staff with regard to diverse student populations, particularly students from low socio-economic (LSES) backgrounds, given the institution's reasonably high proportion of LSES student enrolment (14%). A mixed-method approach was utilised: (i) in-depth interviews with a representative sample of academic staff and (ii) an online survey targeting all academic staff across the institution. The results point to the dual responsibilities of students and institutions in enacting inclusivity in order to move beyond reductive standpoints that simply apportion blame.     

‘If they can say it they can write it’: Inclusive pedagogies for senior secondary physical education

Pedagogical practices are fundamental to teachers' work, and in the spaces of schooling impact significantly on students' success and achievement (Evans, J. 1986. Physical Education, Sport and Schooling: Studies in the Sociology of Physical Education. London: Falmer Press.). This is especially the case for students from disadvantaged backgrounds who are deeply reliant on schooling for their educational resources. This article explores the interrelationships between pedagogical practices, the physical education curriculum at the senior secondary level and learning by both students and a teacher in a school located in an area of socio-economic disadvantage. Action research investigating a pedagogical redesign of a unit of ‘Skill Acquisition’ is the specific focus. Of key interest are pedagogical practices that incorporated opportunities to learn ‘about’ Skill Acquisition ‘through’ and ‘in’ movement. These practices attempted to develop and apply scientific literacies specific to the human movement sciences, which are important for academic success in senior secondary physical education. Findings reveal high student engagement, increasing utilisation of scientific literacies and application of new learning to life-world situations. We argue that pedagogical practices that integrate learning ‘about’ ‘through’ and ‘in’ movement disrupt default modes of teaching theoretical concepts in physical education, which diminish opportunities for academic success amongst students from low-socio-economic backgrounds.     

Engaging the ‘maximal’ intentions of the citizenship curriculum: one teacher's story

Exploring how the transformative intentions within the mandated citizenship curriculum framework for English schools demand a particular kind of citizenship teacher – one who ‘acts against the grain’ of the inequities and injustices of the social world – this paper presents Mr C's story. Mr C is a secondary teacher at an Upper School located north of London. The paper considers the significance of his philosophies and knowledge in enabling practice aimed at developing students' socially inclusive but critical understandings of diversity and difference. Mr C's well‐defined personal philosophies about justice and the ‘common good’ and his capacity to translate these philosophies into practice are presented as central to mobilising the transformative or ‘maximal’ intentions of the citizenship curriculum. In highlighting the complexities and sophistication in Mr C's approach, however, the issues presented in this paper further strengthen the critique regarding the curriculum's depoliticised approach. While Mr C draws on the curriculum as a political device to support equity goals, it cannot be assumed that citizenship teachers more generally will have the requisite philosophies and knowledge necessary to do so.     

Calming the spirit and ensuring super-vivencia: rural Mexican women-centred teaching and learning spaces

The changing social, cultural and economic conditions of transmigrant communities in rural Mexico require that women who stay behind, while their loved ones travel back and forth to the USA, create social relations that ensure their survival. From over five years of ethnographic research, this article explores the healing potential of women-centred teaching and learning spaces. By juxtaposing Ortega y Gasset's notion of vivencia – to live – with hooks' idea of collective healing and drawing on empirical data from Mexican rural women's convivencias (gatherings; coexistence), the author analyses the relationship between the mutual coexistence transpiring in women's gatherings and their survival (super-vivencia).     

Freirean critical consciousness in a refugee context: a case study of Syrian refugees in Jordan

This paper argues that education underpinned by critical pedagogies offers an alternative for engaging with the complexities of conflict, peace and social transformation in refugee contexts. Drawing upon a semi-ethnographic qualitative study with a focus on a non-formal educational programme for supporting Jordanian and Syrian refugee youth, we find that participatory pedagogies provide a promising mechanism for reaching out-of-school refugees in host communities. However, a series of intersecting factors, namely the perception that empowerment education is antithetical to the goal of gaining certification, leads to manipulation of the pedagogies. Hence, empowerment education risks being co-opted by the ‘banking model’ of education. The paper critiques the dominant market-oriented education and suggests an alternative approach to engage with challenges in refugee contexts.     

How private ‘everyday racism’ and public ‘racism denial’ contribute to unequal and discriminatory educational experiences

The study uses ethnographic research from four classes in secondary school as well as from two groups in upper secondary school, to examine everyday racism as an element of the daily institutional lives of students and teachers. The study is based on long-term participant observation and 89 interviews. These were all audio-recorded and transcribed. In Sweden the education of ethnic groups is couched in a discourse of integration and inclusion. However, the research presented shows that the aims of integration and inclusion were not achieved. Unequal and discriminatory educational experiences operated through two related actions: by private everyday racism and through public racism denial.     

The colour of numbers: surveys,statistics and deficit‐thinking about race and class

Drawing on the traditions of critical race theory, the paper is presented as a chronicle – a narrative – featuring two invented characters with different histories and expertise. Together they explore the strengths and weaknesses of quantitative approaches to race equality in education. In societies that are structured in racial domination, such as the USA and the UK, quantitative approaches often encode particular assumptions about the nature of social processes and the generation of educational inequality that reflect a generally superficial understanding of racism. Statistical methods can obscure the material reality of racism and the more that statisticians manipulate their data, the more it is likely that majoritarian assumptions will be introduced as part of the fabric of the calculations themselves and the conclusions that are drawn. Focusing on the case of recent national data on the secondary education of minoritized children in England, the paper highlights statisticians’ ability to define what counts as a ‘real’ inequality without public challenge or scrutiny; reflects on the dangers of statistical ‘explanations’ in the realm of public debate and policy outcomes; and questions quantitative assumptions about the intersectional relationships between different forms of oppression, including gender, class and race.     

Uprooting music education pedagogies and curricula: Becoming-musician and the Deleuzian refrain

Based on the British choralism movement of the nineteenth century, the historical legacy of music education in Canada and the US is one of social control. By the twentieth century, North American music educators used choral singing and music listening to teach music literacy skills to groups assumed to be in need of ‘improvement’: the working class, immigrants, and school-age children. Deploying so-called good music to improve moral character and instill national pride, their goal was to create docile citizens content with their place in society and committed to hard work. Exclusions, stereotyping, and arbitrary standards in music education still construct acceptable musics and musical behaviours along lines of race, gender, class, and sexuality that support the status quo and maintain social order. Uprooting music education practices from these manifestations of the Deleuzian refrain that constrains the profession opens spaces for transformative musical and educational potentialities.     

Reading This Bridge Called My Back for pedagogies of coalition,remediation, and a razor’s edge

In this article, I examine the engagement of pre-service teachers with US feminist of color theory. Centering coalition relations, re-mediation, and dialogic narrative, I argue that the field of women of color thought is pedagogical in thinking through the intersectional and multidimensional problems of teaching and schooling, particularly when working with under-resourced schools and displaced and dispossessed students and their families. A framework based on the intellectual labor of US women of color, where the pedagogies of coalition, re-mediation, and dialogic narratives create powerful epistemological interventions that support pre-service teachers as they think about the complex problems of schools in this era of the defunding and the dismantlement of public education. It is a US women of color pedagogy that engages teachers in developing alternative accounts of their relationship to the world, how these new accounts are unavoidably theoretical and provide a starting point for new thinking about pedagogy, power, and praxis.     

Building social and emotional efficacy to (re)engage young adolescents: capitalising on the ‘window of opportunity’

Research confirms that when students disengage from learning, there is a greatly increased risk of them dropping out of school and not completing secondary education (Year 12). In an Organisation for Economic Co-Operation and Development (OECD) report on Equity in Education [OECD. 2012. “Investing in Equity in Education Pays off”, in Equity and Quality in Education: Supporting Disadvantaged Students and Schools. Paris, France: OECD. doi:10.1787/9789264130852-3-en], school dropout rates in developed countries averaged 20% and, in some countries, was as high as 25%. Lyche [2010. Taking on the Completion Challenge. A Literature Review on Policies to Prevent Dropout and Early School Leaving. OECD Education Working Papers, No. 53. OECD. doi:10.1787/5km4m2t59cmr-en] noted that school dropout does not ‘just happen’ but rather is a long process of disengagement from school. Students entering early adolescence are experiencing rapid and complex changes to their social, emotional, physical, and cognitive development that can positively or negatively affect their experience in education environments. During this time, there is also an increased expectation, both at school and at home, that young adolescents should accept greater responsibility for themselves and their learning. However, when individual students fail to regulate their behaviour or manage the increasing difficulty of the academic work, they can begin to disengage from learning and become entrenched in a downward cycle of poor academic achievement and poor social competence. With an increasing trend in young adolescents to disengage from learning, identifying how to reengage students is critical to their social and academic success. This study reports on the key features of an early intervention programme that targets young adolescent students who are already showing early signs of disengaging from school. Data show that the programme aligns with evidence-based practice and has had a positive effect in promoting and building students’ social and emotional efficacy and re-engaging them in learning.     

PE: it’s just me: physically active and healthy teacher bodies

This paper focuses on the significance of embodied understandings to the emerging subjectivities and pedagogical practices of pre-service teachers undertaking a Physical Education (PE) specialisation through a B.Ed. (primary/middle). Data from a research project conducted at an Australian university with seven pre-service teachers will be presented through three themes: ‘Naturally’ sporty bodies; Healthy bodies; and Embodied pedagogical practices. Our findings suggest that through the configurative function of narrative identity, participants merge lasting dispositions around embodied physicality with acquired dispositions around embodied health, fitness and pedagogical practices. In doing so, they locate themselves in a contemporary narrative of PE which reinforces assumptions that bodies, subjectivities and lives can be shaped so as to protect against risks associated with obesity.