中国本土的华文教育——广州市华美英语实验学校华文教育初探

目前，华文教育愈来愈受到中国政府乃至全世界的重视。作为华文教育主课堂的中国，正吸引着来自世界各地的青少年前来学习汉语与中国文化。本文介绍了广州华美英语实验学校推行的华文教育课程模式和生活管理模式。     

对科学文化和科学教育的思考——兼谈素质教育的几个问题

“科学求真 ,人文求善” ,“科学教人做事 ,人文教人做人”的二分观点值得商榷 ,传统的事实价值二分模式和主客二分模式是其理论渊源。科学作为一种文化 ,不仅求真而且求善求美。对真善美的追求是科学文化的价值内蕴。科学在本质上是人文的 ,这是科学文化与人文文化“和而不同”的根基。缺乏完整的科学文化观和科学教育观 ,是科学教育最大的不足。完整的科学教育应当并且能够既教人做事也教人做人。要充分挖掘科学文化蕴含的人文价值来教育人 ,关键在于教师要提高自身的科学文化素养     

Narratives of dynamic lands: science education,indigenous knowledge and possible futures

We aim to share some of our work currently focused on understanding and unearthing the multiplicities of ways the denial of culture in relation to science and knowledge construction is embedded in issues of climate change and climate change education. The issues become more troubling when we consider how effects of climate change are manifesting locally in ways that force shifts in Indigenous ways of living while simultaneously nation-states seem to think that continued or increased control of Indigenous practice is warranted. For us, taking the implications of such approaches seriously requires significant consideration of how climate education impacts Indigenous learners and whether learning western climate science is indeed part of making real change important. In our work we have focused on the ways in which settler-colonialism and the resultant racialized hierarchies permeate science education and contribute to an expectation of human entitlement to land and a notion of land permanence.     

Hawks and baby chickens: cultivating the sources of indigenous science education

In this response to Hewson and Ogunniyi??s paper on indigenous knowledge (IK) and science teaching in South Africa, I seek to broaden the debate by setting the enterprise of integrating IK into science education in its cultural and socio-political context. I begin by exploring the multiple meanings of indigenous knowledge in Africa, next consider the sources available for accurately apprehending those different varieties of IK and then raise three issues of procedure that the Hewson and Ogunniyi approach seems largely to overlook: the varying meanings and styles of argumentation in African culture; the relevance of more participatory and discovery-based modes of inquiry to their topic; and the critical importance of grasping the socio-political terrain on which IK must operate. I conclude that, while their initiative opens valuable new paths of inquiry and practice, the proposed methodology would benefit from more solid grounding in discovery learning, African styles of debate and a clear mapping of stakes and stakeholders.     

International students: language,culture and the ‘performance of identity’

ABSTRACT

This paper examines the multiple, intersecting identities expressed by international taught-post graduate students who are studying in a culture and language that is not their own. The study presented includes the collection of data around and beyond a planned pedagogical intervention on a pre-sessional EAP programme. The data were thematically analysed. Conflicting and intersecting identities emerged around themes of: performative, representational and core identities; international, national and individual identity; troublesome and transformative knowledge; power, agency and choice. These interwove with key underlying pre-occupations: language development; disciplinary knowledge and societal structures. By focussing on identity studies alongside the language and culture of academic contexts, international students developed an understanding of, and reflexivity around, their position within UK HE contexts. I argue this focus eased transition into a new study environment and allowed students to both better access the taught and hidden curriculum, and to understand their resistance to it.     

The importance of place in indigenous science education

In this issue of Cultural Studies of Science Education, Mack and colleagues (Mack et al. 2011) seek to identify the necessary components of science education in Indigenous settings. Using a review of current research in informal science education in Indigenous settings, along with personal interviews with American educators engaged in these programs, the authors suggest some effective practices to use Indigenous ways of knowing to strengthen science programming. For the past 4 years, we have been interested in the importance of place in culturally relevant science education. We have explored the role of place and have used Gruenewald’s critical pedagogy of place (2003) to examine the importance of place in a variety of Indigenous contexts. In response to Mack and colleagues, in this paper we explore the importance of place as a means to reinhabituate Indigenous youth who live in urban, First Nation, and rural Costa Rican contexts.     

Neoliberal ideology, global capitalism, and science education: engaging the question of subjectivity

This paper attempts to add to the multifaceted discussion concerning neoliberalism and globalization out of two Cultural Studies of Science Education journal issues along with the recent Journal of Research in Science Teaching devoted to these topics. However, confronting the phenomena of globalization and neoliberalism will demand greater engagement with relevant sociopolitical thought in fields typically outside the purview of science education. Drawing from thinkers Michel Foucault, Jean Baudrillard, Judith Butler, and Louis Althusser this paper attempts to extend some key ideas coming from Ken Tobin, Larry Bencze, and Lyn Carter and advocates science educators taking up notions of ideology, discourse, and subjectivity to engage globalization and neoliberalism. Subjectivity (and its constitution in science education) is considered alongside two relevant textbook examples and also in terms of its importance in formulating political and culturally relevant questions in science education.     

Developing an effective education reform model for indigenous and other minoritized students

Educational disparities between indigenous Maori students and those of the majority continue to be a major issue in New Zealand. Te Kotahitanga, an iterative research and development programme, which commenced in 2001, supports teachers to implement a relationship-based pedagogy in their classrooms in order to improve Maori students' achievement in mainstream secondary schools. This article addresses the question of how gains in Maori students' achievement can be sustained and expanded. Schools, from an earlier phase of the project, in their 6th and 7th year of the programme were examined, using a theory-based model designed to evaluate and promote dimensions necessary for effective institutional support of the teaching innovation. This article demonstrates that schools that have been the most effective implementers of the intervention have seen the greatest gains made by Maori students in the 1st year of national assessments. This article then discusses effective leadership for addressing problems schools encountered while implementing the pedagogic reform.     

Navigating complexity,culture, collaboration,and emotion: student perspectives on global justice and global justice education

Recent years have seen increasing scholarly attention to the ways in which colleges and universities might contribute to educating ‘global citizens’ who work toward addressing injustice and inequity. The present study examines the experiences and perspectives of students participating in an upper level ‘global justice inquiry’ course designed to help meet this goal. Drawing from interviews with students and reflections submitted as part of their course assessment, we explore participants’ developing understanding of global justice and their experiences of learning about this topic. This investigation reveals key issues that students highlight and with which they sometimes struggle, including the complexity of global challenges, the importance of collaboration in attempting to address such challenges, the significance of navigating cultural considerations, and the potential influence of emotion on understanding and action. Implications of these findings, including the potential value of considering these issues as threshold concepts in global justice education, are discussed.     

(Dis-) Locating the transformative dimension of global citizenship education

Despite a groundswell of evidence for transformative education, manifestos for ‘transformative pedagogy for global citizenship’ remain under-theorized and pay limited attention to implications for practice. This paper connects theory and practice through analyzing a curriculum development project that sought to produce a framework for ‘engaged global citizens’. It considers the political and philosophical framings of the self and other, citizen and world, that underlie this empirical work, especially with reference to reflexivity, hermeneutics, democratic engagement and co-production. The resultant pedagogical framework, based upon concepts of transformative learning, attempted to undercut the homogenizing tendencies within global citizenship education (GCE). This discussion highlights the tensions and reifying effects of educational frameworks such as the Teaching Excellence Framework in the UK and the proposed framework for ‘global competence’ in the 2018 Programme for International Student Assessment. Evidence is presented that frameworks which attempt to make explicit educational phenomena and processes are overdetermined by efficacy and metrics that become perverse ends in themselves. While the anticipated project output here was the framework itself, the substantive output was, in fact, practical: namely the ongoing deliberation and reflection upon the discourses that both do and undo the task of locating the transformative dimension of GCE.     

Discursive geographies in science: space, identity, and scientific discourse among indigenous women in higher education

Despite completing undergraduate degrees in the life sciences, few Indigenous women choose to pursue careers in scientific research. To help us understand how American Indian students engage with science, this ethnographic research describes (1) how four Navajo women identified with science, and (2) the narratives they offered when we discussed their experiences with scientific discourse. Using intensive case studies to describe the experiences of these women, my research focused on their final year of undergraduate study in the life sciences at a university in southwestern US. I point to the processes by which the participants align themselves with ideas, practices, groups, or people in science. As each participant recounted her experiences with scientific discourse, they recreated for me a discursive geography of their lives on the reservation, at home, at community colleges (in some cases), and on the university campus. In the construction and analysis of the narratives for this research, mapping this geography was critical to understanding each participant’s discursive relationship with science. In these discursive spaces, I observed productive “locations of possibility” in which students and their instructors: valued connected knowing; acknowledged each other’s history, culture, and knowledge; began to speak to each other subject-to-subject; and challenged normative views of schooling. I argue that this space, as a location of possibility, has the power to transform the crushing impersonalized schooling that often characterizes “rigorous” scientific programs in a research institution.

Discursive identity: Assimilation into the culture of science and its implications for minority students

This study examined how, in some instances, participation in the cultural practices of high school science classrooms created intrapersonal conflict for ethnic minority students. Discourse analysis of videotaped science classroom activities, lectures, and laboratories was the primary methodology employed for analyzing students' discursive identity development. This analysis demonstrated differential appropriation of science discourse as four significant domains of discursive identities emerged: Opposition status, Maintenance status, Incorporation status, and Proficiency status. Students characterized as Opposition Status avoided use of science discourse. Students who exhibited Maintenance Status illustrated a commitment to maintaining their normative discourse behavior, despite a demonstrated ability to appropriate science discourse. Students characterized as Incorporation Status made active attempts to incorporate science discourse into their normative speech patterns, while Proficiency Status students demonstrated a fluency in applying scientific discursive. Implications for science education emerging from the study include the illumination of the need to make the use of specific scientific discourse an explicit component of classroom curriculum. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 810–834, 2004     

A new juncture in indigenous language education The impact of the experience of Maori education

If Taiwan＇s indigenous people are not able to save their own languages, they will lose their ways of thinking, cultural heritage, and the relation to the rest of the universe that distinguishes them as indigenous peoples. Taiwan is a multi-ethnic country. Although the majority of the population is comprised of Han speakers, there is also a significant indigenous Austronesian-speaking population. The multiple cultural manifestations of the indigenous people of Taiwan enrich the overall culture of Taiwan＇s society. Under the influences of globalization and colonial governance, indigenous peoples are facing the disappearance of their traditional languages and cultures. Therefore, Taiwan needs to carefully handle the topic of the development of its people＇s cultures; otherwise, it is not difficult to see the outcome of cultural assimilation due to encroachment by mainstream cultural dominance. Education is the best method of helping protect and revitalize non-dominant cultures and their languages; by the same token, it is also the most effective means of cultural assimilation. What course should indigenous education take？ From the development of local culture subject to current stage of dialects subject, indigenous languages are still highly subject to the nightmare of extinction. Thus, in this paper, the author analyzes the development status of Maori education in New Zealand, with the aim of providing Taiwan＇s education authorities with different viewpoints for consideration so that appropriate educational methods may be applied for the development of indigenous people, and also appeal to Taiwan＇s indigenous people to take on the challenge of ridding themselves of the rigid modes of thought caused by colonial education, and, from the bottom-up, contribute their efforts for the sake of revitalizing the languages and cultures of their people.     

Potentialities beyond deficit perspectives: globalization, culture and urban science education in the Bronx

The major focus of this ethnographic study is devoted to exploring the confluence of global and local referents of science education in the context of an urban chemistry laboratory classroom taught by a first-generation Filipino-American male teacher. This study investigates encounters between the teacher and four second-generation immigrant female students of color, as well as encounters among the four students. The pervasive spread of neoliberal ideology of accountability and sanctions both globally and locally, particularly in public high schools in the Bronx, New York City fuel situations for teaching and learning science that are encoded with the referents of top-down control. In the face of theses challenges, classroom participants must become aware of productive ways to build solidarity and interstitial culture across salient social boundaries, such as age, gender, ethnicity and role, to create and sustain successful teaching and learning of chemistry. Empirical evidence for solidarity was guided by physical and verbal displays of synchrony, mutual focus, entrainment, and emotional energy, body gestures, and prosody markers. This study shows that classroom participants used a combination of prosody markers to appropriate resources to decrease breaches in face-to-face encounters and, at the same time, create and sustain participation and solidarity to successfully complete an acid–base experiment.     

The building of knowledge,language, and decision-making about climate change science: a cross-national program for secondary students

The United Nations’ declaration on climate change education in December 2014 has sparked a renewal of policies and programs initiated during the ‘Decade of Education for Sustainable Development’ (DESD, 2005–2014), aimed at promoting awareness, understanding, and civic action for environmental sustainability within learning communities all around the world. We present findings from a dialogic, multimodal, and literacies-based educational project designed to provide secondary students (N?=?141) from four countries with the resources to read about and discuss evidence regarding climate change from seminal studies with peers and a core group of scientists (N?=?7). Post-program interviews revealed a significant increase in language use related to evidence-based reasoning. Students also demonstrated an increased propensity to recycle. These findings support the hypothesis that providing opportunities for students to read and discuss seminal scientific sources incites positive changes in beliefs, attitudes, and behaviors related to climate change and climate science, and understandings of the nature of scientific evidence and argumentation.     

English as a second language nurses in the United States: culture,communication, and needs for continuing education

The purpose of the study was to understand the role of culture in English as a Second Language (ESL) nurses’ clinical communication experiences in the United States, and how these experiences demonstrate the need for continuing education for ESL nurses. Five Taiwanese nurses who worked in U.S. health care contexts were recruited in the study. Data were collected through focus group and individual interviews, and data were analyzed using narrative and thematic analyses. Findings indicate that cultural differences in clinical settings complicated ESL nurses’ communication experiences, including linguistic and cultural diversity, the independent role of nurses, patient-centered care, and choice of speech registers. Findings further show that comprehensive on-the-job, vocational training in English for Nursing Purposes (ENP) is essential in order to assist ESL nurses’ transit between home and host country cultures. In other words, familiarising nurses with patient-centered care and different discourse patterns, developing critical thinking skills, and enhancing cultural competence should be emphasised in ESL nurses’ continuing education.