Lacan,subjectivity and the task of mathematics education research

This paper addresses the issue of subjectivity in the context of mathematics education research. It introduces the psychoanalyst and theorist Jacques Lacan whose work on subjectivity combined Freud’s psychoanalytic theory with processes of signification as developed in the work of de Saussure and Peirce. The paper positions Lacan’s subjectivity initially in relation to the work of Piaget and Vygotsky who have been widely cited within mathematics education research, but more extensively it is shown how Lacan’s conception of subjectivity provides a development of Peircian semiotics that has been influential for some recent work in the area. Through this route Lacan’s work enables a conception of subjectivity that combines yet transcends Piaget’s psychology and Peirce’s semiotics and in so doing provides a bridge from mathematics education research to contemporary theories of subjectivity more prevalent in the cultural sciences. It is argued that these broader conceptions of subjectivity enable mathematics education research to support more effective engagement by teachers, teacher educators, researchers and students in the wider social domain.

Pushing the entrepreneurial prodigy: Canadian Aboriginal entrepreneurship education initiatives

Globally, neoliberal education policy touts youth entrepreneurship education as a solution for staggering youth unemployment, a means to bolster economically depressed regions, and solution to the ill-defined changing marketplace. Many jurisdictions have emphasized a need for K-12 entrepreneurial education for the general population, and targeted to youth labeled ‘at risk’. The Martin Aboriginal Education Initiative’s Aboriginal Youth Entrepreneurship Program (AYEP) has been enacted across Canada. This paper applies critical discourse analysis to a corpus of texts, exposing how colonial practices, deficit discourse, and discursive neoliberalism are embedded and perpetuated though entrepreneurial education targeted at Aboriginal students via AYEP.     

Relationship to place: positioning Aboriginal knowledge and perspectives in classroom pedagogies

This project is based on research conducted with 12 schools in New South Wales, Australia. It examines how each school incorporates Aboriginal perspectives in its Kindergarten to Year 6 program with a view to identifying quality practice. As we interviewed teachers in these schools, it became clear that there is considerable confusion over the difference between Aboriginal perspectives and Aboriginal knowledge with both concepts being used interchangeably to teach syllabus content and information about Aboriginal people. We endeavour to clarify these concepts and to suggest how teachers might incorporate Aboriginal knowledge in their programs, without recreating some of the stereotypical representations that are often an effect of current pedagogies.     

加拿大土著远程教育及其对我国的启示

加拿大土著远程教育体现了教育家和政策制定者的教育理念。他们相信,远程教育课程不仅可以使边远地区的学习者不必离开自己的居住地就可享受到更多的平等教育选择机会,而且还是一个更为划算的教育传播体系,因为它可以大大地降低教育成本。加拿大的土著远程教育由来已久,发展独具特色,对于我国少数民族地区开展远程教育具有启示作用。     

法国思想：原创力从何而来——拉康与弗洛伊德：无意识结构的语言分析

拉康倡导重新探究弗洛伊德,他以语言为无意识心智的镜子,有意将现代语言学、哲学与诗学中的语言研究引入精神分析,弗洛伊德的精神分析因此成为拉康的语言分析,此即为“无意识结构有如语言”。拉康还把主体与主体及他者之间的关系分为想象界、象征界和现实界三个阶段,这三个层次中,想象界是象征界的子群,象征界又是现实界的子群,形成相互影响的三种秩序。拉康重写弗洛伊德的努力,相当程度上也成了现代女权主义理论的批评资源。     

Integrating Western and Aboriginal Sciences: Cross-Cultural Science Teaching

The article addresses issues of social power and privilege experienced by Aboriginal students in science classrooms. First, I present a rationale for a cross-cultural science education dedicated to all students making personal meaning out of their science classrooms. Then I describe a practical research and development project, Rekindling Traditions: Cross-Cultural Science & Technology Units, that modestly illustrates cross-cultural science teaching for years 6–11, in which Western and Aboriginal sciences are integrated. This integration is discussed in terms of the Rekindling Traditions units, including the assessment of students.     

The contribution of Aboriginal epistemologies to mathematics education in Australia: Exploring the silences

Epistemology is a conceptual template for how we think about the world, and the study of how we come to know the world around us. The world does not dictate unequivocally how to interpret it. This article will explore this position on the fluidity of epistemic constructs through two prominent philosophical perspectives, those being derived from the works of Ludwig Wittgenstein and Michael Foucault, respectively. These insights will be used to more deeply unfold the current situation for Aboriginal students within dominant approaches to mathematics curriculum in Australia, and the subsequent approaches to the inclusion of Aboriginal knowledge and epistemologies. It is suggested that the epistemic constructs most valued and thus credited as conveyors of ‘truth’, and therefore positioned as powerful forms of knowledge within dominant curriculum and education policy, are those derived from Western, Eurocentric origins. This privileging of particular epistemological constructs over others is reinforced unconsciously through the articulation of educational goals deemed most appropriate, or ‘socially just’, for the Aboriginal student population. The place of Aboriginal knowledge within such constructs is therefore reflective of broader ideation around the role of education within society and its failure to challenge existing structures of power and injustice.     

Gudaga goes to school study: methods used in understanding school transitions and early education experiences of an urban Aboriginal cohort

The Gudaga Goes to School Study described the transition to school and early education experiences of 117 urban Aboriginal children and their families. This paper outlines the methods and design of the study. A life course approach, employing multidimensional and multi-theoretical frameworks was used to capture the complexity of issues surrounding the transition and early school experiences with multi-methods used to collect data from children, parents and teachers. Quantitative data included questionnaires, checklists and educational assessments to track children’s academic progress, school attendance, and social/emotional/behavioural development. Qualitative data consisted of semi-structured interviews and focus groups to gain the perspective of stakeholders. Children also participated using photography and drawing mediums. The community controlled study was conceived, designed and conducted in close consultation with the local Aboriginal community.     

幻文:神魔小说特色的根源之一

在幻神的文体特征构成上,幻文成为神魔小说特色的根源之一,追求奇幻神异变换的叙事与文字,使神魔小说在幻文过程中形成了以幻生幻、以虚养幻和借事造幻模式,而作者在叙事中的权威和叙述的超越,则突出了幻文的用意.     

Improving the participation and engagement of Aboriginal and Torres Strait Islander students in business education

Most Australian universities have among their goals to increase the number of Aboriginal and Torres Strait Islander students at their institutions. In the Australian higher education context, Aboriginal and Torres Strait Islander students are seriously under-represented, particularly in business education compared to other disciplines. An understanding of why a larger proportion of Aboriginal and Torres Strait Islander students do not choose to study a discipline that provides promising employment opportunities, is fundamental to improving the status quo. This paper reviews the literature to identify key barriers to Aboriginal and Torres Strait Islander students’ participation and engagement in business education. Apart from multiple general barriers to participation in higher education, factors specific to business as a profession and as an academic discipline are also considered. The paper then discusses a number of strategies Australian educational institutions could pursue when seeking to increase participation and engagement of Aboriginal and Torres Strait Islander students in business. Drawing on the review, the paper concludes with recommendations for higher education institutional policy to further improve Aboriginal and Torres Strait Islander student participation and engagement in business studies.     

加拿大土著中等教育之变量研究:基于宏观与微观视角

多元文化政策和各项土著教育政策的实施促进了加拿大土著教育的良性发展。然而,根据最近统计数据,与非土著学生相比,土著在学习态度,学业成绩、出勤率和稳定学习等诸多方面均表现出极大的差距。根据雅塔.卡努教授对土著学生所做的教育调查报告的结果展开了深度思考,从土著文化与课程的有机融合,到宏观结构政策的积极配合,这两种变量对土著学生取得学业成功至关重要,缺一不可。     

The value of using a prenatal education planning model: application to an aboriginal community

A conceptual model for planning adolescent prenatal programs was developed that anticipated future trends, was easily modifiable, and fostered community self-direction (Loos & Morton, 1996). However, the model's reliability with diverse groups in atypical settings required testing. Validation of its reliability focused on adolescent Aboriginal women living in an isolated northern community. Use of the model helped identify modifications in program design, implementation, and evaluation to meet the ethno-cultural, socioeconomic, and age-related needs differences of this population, suggesting that this model is an effective tool for program development.     

Both ways strong: using digital games to engage Aboriginal learners

Engaging Aboriginal learners in the school curriculum can be quite a challenge given issues of cultural and linguistic differences. Even more so, these differences can be expanded when the students are in their adolescence. Creating learning environments that engage learners, while providing deep learning opportunities, is one of the biggest challenges for teachers in remote communities. This paper reports on a reform initiative that centred on the use of a digital game, Guitar Heroes, in a remote Aboriginal school. It was found that the digital media provided teachers with opportunities for new learning spaces and resulted in additional unintended learning outcomes.     

陈鹤琴的活教育思想对幼儿园教育的启示

陈鹤琴是我国现代儿童教育的奠基者,为建立中国化的儿童教育体系做出了巨大的贡献。他的教育思想尤其是活教育思想主导了我国20年代到40年代的儿童教育,对当前的幼儿园教育也具有重要的指导意义。     

国外高等教育改革对我国高等教育的启示

我国高等教育改革要借鉴国外高等教育改革的经验,注意密切高等教育与产业界及整个社会生活的关系;使高等教育进一步向大众化和普及化的方向发展;高等教育将由单一职能和类型向多元化扩展,改革高等教育的投入体制;加强高等教育的国际合作;改革高等教育的课程设置,注重人文及宽广知识的教育。     

试论韩国公民教育的特点及对我国教育事业的启示

韩国公民教育在整个教育体系中占有重要的地位,发挥着重大的作用,它不仅对社会稳定起到了积极作用,而且还促使了经济的腾飞,韩国的教育体制也引起了世人的关注。韩国公民教育能获得成功,笔者认为主要在于把握了三个重点:坚持科学的理念,规划明确的内容,运用有效的方法,这些对我国的教育事业都有着重要的启示作用,我们应当积极借鉴。     

法国成人教育立法及对我国的启示

法国成人教育的实施在世界上是较成功的,究其原因,这与其国家高度重视成人教育立法是分不开的。本文简要介绍了法国历史上一些关于成人教育的法律条文,并从六个方面分析了法国成人教育立法的特点。其目的在于从中吸取有益经验,为成人教育立法尚不健全的我国提供借鉴作用。     

Developing a university contribution to teacher education: creating an analytical space for learning narratives

What might a distinct university contribution to teacher education look like? This paper tracks a group of prospective teachers making the transition from undergraduate to teacher on a one-year school-based postgraduate course. The study employs a practitioner research methodological framework where teacher learning is understood as a process of developing and evaluating self-representations. Students persistently revised a story of ‘Who I am becoming’, referenced to evolving notions of pedagogic subject knowledge. University sessions provided a platform for students to share and discuss their experiences in schools and reflect upon the research process as it occurred. Our findings suggest this approach enables student teachers to account for their learning in more nuanced and sophisticated ways where time for university-based reflection is restricted. The theoretical perspective draws on the psychoanalytic theory of Jacques Lacan. Subjectivity is conceptualized not as fixed but persistently re-produced in an increasingly analytical developmental perspective. Data comprise reflective and analytical material produced by students at successive stages of the course, where this material provides temporal reference points for them in tracking and asserting their own development. The paper provides a methodological framework for teacher education informed by critically reflective constructions of the process through which individuals become teachers.     

德国体育职业教育对我国的启示

本文通过对德国的实地访问学习,了解德国职业教育的基本情况和特点,针对我国体育职业教育的现状,借鉴德国职业教育的有益经验,为发展我国体育职业教育提供可供参考的理论依据。     

国外职业院校四大教育模式共性原则及对我国的启示

国外四大教育模式-澳大利亚的TAFE、英国的BTEC、北美的CBE、德国的Dual System坚持市场和社会需求为导向的运行机制,具有以能力培训为核心、行业主导和法律制度平台优良等共性原则。借鉴国际经验,我国教育改革应加强国家宏观调控政策支持;以职业岗位能力标准为主线,构建实践能力培养模块体系;贯彻教师下＂岗＂,实现产业和职业教育的有机整合。