‘Nothing to do’: The impact of poverty on pupils' learning identities within out‐of‐school activities

This article reports the findings of a project funded by the Joseph Rowntree Foundation, which explored the participation of children in out‐of‐school recreational activities. The experiences of children living in poverty were compared and contrasted with their more affluent peers. The aim of the project was to explore these out‐of‐school activities as sites of learning and to identify the impact of the children's experiences on the development of individual ‘learning identities’. Through in‐depth interviews with 55 children it was concluded that there were substantial differences in levels of participation and in the learning gained from these activities by two different groups of children, and stages in the development of their different dispositions towards the activities were shown. Attempts to identify the roles occupied by the children within a community of practice led the authors to question the extent to which the terms ‘core’ and ‘periphery’ can adequately account for the activity within such a community.     

Border Crossing

This paper describes a programme I have led on behalf of Tate Britain over the last five years, and sets out some initial thoughts about the impact on it of a range of different, sometimes conflicting, influences and pressures. The programme is Nahnou‐Together, which translates from the Arabic as ‘we together’ and, in this context, implies mutual learning. It is a partnership between Tate Britain, the British Council, the Adham Ismail Centre of Plastic Arts in Damascus and Darat‐al‐Funun, and the Jordan National Gallery of Fine Art in Amman, with support from the Jordan Ministry of Education.     

On equitable cake-cutting, or: caring more about caring

It is obvious that the values of women differ very often from the values which have been made by the other sex. It is the masculine values that prevail.
Virginia Woolf
A Room of One's Own
Getting hold of the difficulty deep down is what is hard. Because if it is grasped near the surface, it simply remains the difficulty it was. It has to be pulled out by the roots, and that involves our having to think about these things in a new way. The change is as decisive as for example, that from the alchemical to the chemical ways of thinking. The new way of thinking is what is so hard to establish.
Wittgenstein
Culture and Values     

试论《哈尼阿培聪坡坡》所载各迁徙阶段的历史分期

《哈尼阿培聪坡坡》是哈尼族最重要的迁徙史诗,长期以来一直为研究哈尼族的学者所重视,但是诗中所载各迁徙阶段的历史分期问题一直没有得到很好的解决。文章尝试运用新的证据为该史诗断代。据国内史学界研究,哈尼人最迟已于唐朝年间到达红河地区,这一研究成果成为笔者为该史诗断代的基点。通过史诗所述谷哈密查时期哈尼人学会"烧石化水"、"造犁铸剑"这一重要信息,结合昆明地区最早出现炼铁技术的史学研究成果,笔者初步判断哈尼人在谷哈密查的生活年代当为西汉末年到东汉末年。之后运用了三尖叉、轺车、父子连名制、南中大姓及哈尼在那妥、石七生活期间的社会氛围等相关资料为断代结果做进一步的论证,以确保断代的科学性。     

Preservice Secondary Education Majors and Visual-Spatial Perception: An Important Cognitive Aptitude in the Teaching of Science and Mathematics

Journal of Science Teacher Education -     

Multiculturalism,education for sustainable development (ESD) and the shifting discursive landscape of social inclusion

Australia has a long and sometimes turbulent relationship with the migrant Other. This paper examines a component of this relationship via the window of contemporary multicultural policy. The paper begins with an analysis of the political and social conditions that enabled a national and bipartisan policy of multiculturalism to emerge as formalised federal policy during the late 1960s and early 1970s. The paper re-problematises the influences that helped shape Australia's articulation of race and ethnicity and argues that multiculturalism, within a post-September 11 environment, can no longer be framed solely within its traditional framework of social justice. The paper positions education for sustainable development (ESD) as an emerging discursive field that provides educators with an alternative road map for critiquing Australia's fluid relationship with the migrant Other. By linking the tenets of multiculturalism with ESD, this paper suggests pre-service teacher educators are presented with a productive, and at the same time politically palatable, means for regaining pedagogical traction for a semi-dormant agenda of social inclusion.