An Autoethnographical Study of Culture,Power, Identity and Art Education in Post‐Colonial South Korea

This article reflects my experiences of learning art in the 1970s and 1980s and my teaching career in school art education in twenty‐first century South Korea. This autobiographical reflection shows how I have struggled with my identity as an art teacher in the post‐colonial context of Western influences on Korean society since World War II. There has been greater tension and a greater struggle for different values, practices and identities when new values and practices have been introduced into the particular socio‐cultural context of South Korea. My struggles with particular kinds of pedagogic identity valued within the rapidly changing political, economic and cultural context of Western influences on Korean art education demonstrate the hidden structural mechanism of the relationship between culture, power and identity in the post‐colonial world of globalisation. This study as an autoethnographical research provides critical insights into how identities are produced by pedagogic discourses and practices of art education that are constructed through the specific systems of practice and language which transmit and regulate such identities and values.     

英国医疗服务创新模式分析——以NHS西北创新中心TrusTECH为例

英国医疗服务创新成果显著,值得借鉴.首先简要介绍了英国国家医疗服务体系(NHS)及其创新系统的主要情况,接着以NHS的西北创新中心TrusTECH为例,介绍了它的两种创新模式--商业化创新和服务创新计划,然后通过三个案例(生理学追踪和触发系统、信息管理工作手册和戒烟服务)深入分析了TrusTECH的服务创新流程和特点.最后总结了英国医疗服务创新模式的理论启示,以及对我国医疗服务创新的实践启示,包括培养医护人员创新意识和能力,建立系统化的创新平台,实现平台上的知识共享,以及重视非商业化创新等.     

Understanding Complex Ecosystems Through an Agent-Based Participatory Watershed Simulation

Journal of Science Education and Technology - The properties and functions of complex systems apply across a variety of domains of science and are at the heart of the solutions to many global...     

Do the effects of early severe deprivation on cognition persist into early adolescence? Findings from the English and Romanian adoptees study

Cognitive outcomes at age 11 of 131 Romanian adoptees from institutions were compared with 50 U.K. adopted children. Key findings were of both continuity and change: (1) marked adverse effects persisted at age 11 for many of the children who were over 6 months on arrival; (2) there was some catch-up between ages 6 and 11 for the bottom 15%; (3) there was a decrease of 15 points for those over 6 months on arrival, but no differentiation within the 6-42-month range; (4) there was marked heterogeneity of outcome but this was not associated with the educational background of the adoptive families. The findings draw attention to the psychological as well as physical risks of institutional deprivation.     

‘Radically different learning’: implementing sustainability pedagogy in a university peer mentor program

Framed in Michele Foucault's theories of discipline and technologies of the self, this paper explores the possibilities for teaching and researching across disciplinary boundaries within the academy. In Foucault's studies of systems of thought, he conceptualized practices – like sexuality – to be instances of what is possible to be, think, and do within a historical moment. In the ethnographic study reported on in this paper, we examined perceptions and practices of discipline-based academics seeking to work across traditional scholarly boundaries as instances of what was possible to be, think, and do in transdisciplinary teaching and research in higher education. Connecting transdisciplinary knowledge production with possibilities for critically engaging with sustainability as a social movement and imperative, we identify questions about and the promise of higher education as a place where this work can be done.     

Secondary school experiences of individuals with foetal alcohol spectrum disorder: perspectives of parents and their children

The purpose of this study was to examine persistence in school among students with Foetal Alcohol Spectrum Disorder (FASD) from the perspectives of the students themselves and their parents. Tinto’s (1975 Tinto, V. 1975. Dropout from higher education: a theoretical synthesis of recent research. Review of Educational Research, 45(1): 89–125. [Crossref], [Web of Science ®] , [Google Scholar], 1997 Tinto, V. 1997. Classrooms as communities: exploring the educational character of student persistence. Journal of Higher Education, 68(6): 599–623. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar]) Student Integration Model (SIM) provided the theoretical framework for this research. This model involves an interplay between (1) background characteristics and attributes affecting the level of goal commitment, (2) level of academic integration, and (3) level of social integration into the institution that determine whether or not a student will graduate. The findings showed limited support for Tinto’s SIM and that parental advocacy is strongly linked with persistence among adolescents with FASD. A new model showing the parents’ role in encouraging persistence through their actions at home and advocacy at the schools is presented.