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41.
This article explores the British and West German public service radio’s abilities to reflect on and to address the specific needs and expectations of migrant groups in their programmes between the 1960s and 1980s. Mechanisms of social inclusion and exclusion alike can be investigated here. Empirically, it is based on comparisons of radio broadcasts on and for different immigrant communities, produced by BBC Radio Leicester on/for the post-war Asian migrants in England and by West German public service broadcasting on/for ‘Gastarbeiter’ (foreign workers) as well as for ‘Spätaussiedler’ (German repatriates from East Europe). Radio is studied as an agent of identity management and citizenship education. Not only did radio talk about migrants and migration to introduce these topics and the newcomers to the local population. It also offered airtime to selected migrant communities to cater for their needs and interests as well as to facilitate their difficulties of adjusting to an unfamiliar environment. 相似文献
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Gloria Dall’Alba 《高等教育研究与发展》2005,24(4):361-372
My aim in this paper is to theorize my teaching in a course for experienced university teachers, in a context of increased attention to such courses. My focus in the course is transforming and enhancing ways of being university teachers, through integrating knowing, acting and being. In other words, epistemology is not seen as an end in itself, but rather it is in the service of ontology. In the paper, I explore and illustrate how this focus on ontology is enacted in the course. 相似文献
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Marta Desimoni Teresa Gloria Scalisi Margherita Orsolini 《Learning and Instruction》2012,22(5):340-353
A sample of 170 Italian children was assessed for reading accuracy, reading speed, text comprehension and spelling in Grades 1 and 3 in order to investigate the concurrent and longitudinal relationships among literacy skills. Main results from multivariate analyses (regression, discriminant and path analyses) indicated that reading speed was the best predictor of later literacy and that spelling was the most stable measure and influenced text comprehension and reading speed. An asymmetry was also observed in the longitudinal relationship between reading and spelling errors, with reading errors predicting later spelling errors and a non-significant result in the opposite direction. 相似文献
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This article focuses on the development and experiences of two African American Language speakers who are on the precipice of biliteracy and bilingualism. Using a composite counterstory that integrates samples of the girls' language during daily routines as a critical race theoretical analytic tool, we examine their language virtuosity as well as their positive perceptions about AAL. Contrary to pervasive deficit perspectives and narratives about AAL, the counterstory reveals that the girls sometimes viewed Standard English (SE) as bothersome and tedious, and they actively resisted it. At other times, they embraced it when they determined using AAL instead of SE made sense. We capture aspects of their emergent biliteracy and bilingualism as they navigate between two literacies and languages. We demonstrate their transliterate and translingual confidence and proficiency. Implications for educators are included. 相似文献
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Thomas Crisp 《Children‘s Literature in Education》2011,42(2):91-104
On September 16, 2009, the Lambda Literary Foundation (LLF) released a statement revising their eligibility guidelines for
the Lambda Literary Award, the most prestigious citation offered for LGBT books and authors. This criteria, which demands
that an author must self-identify as a member of the LGBT family of writers, has been met with considerable disapproval within
the field of children’s and young adult literature, with critics decrying the decision as unfair and essentialist. By arguing
for the deployment of strategic essentialism as a discourse of resistance and by working to complicate discussions of essentialism
within the field of children’s and young adult literature, the author of this article confronts the condemnation levied at
the Lambda Literary Foundation and makes the case for the necessity of establishing the “Lammys” as an “insider-only” citation. 相似文献
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A number of previous studies have addressed gender role-stereotyping in Caldecott Award-winning picturebooks. Building upon
the extensive scholarship examining representations of females in Caldecott books, this current study offers a critical investigation
of how gender is represented in Caldecott Medal-winning literature from 1938 to 2011 by exploring the ways in which “femininity”
and “masculinity,” biological sex, and gender are constructed in these texts. The investigators briefly address author and
illustrator gender and the representations of males and females as characters or images in pictures and text before departing
from previous scholarship to offer a rereading of books that feature “ungendered” leading characters, those that are not identified
in the text as being either “male” or “female” and are therefore open to the interpretation of individual readers. By resisting
cultural cues and normative constructions of gender and biological sex, these ungendered depictions extend the range of possible
ways in which readers may see themselves or those in their lives represented in Caldecott Medal-winning picturebooks. 相似文献