Species-specific defense reactions in escape-from-fear situations

Five experiments are reported in which rats were given CS-shock pairings and then permitted, in the absence of shock, to perform a hurdle-jump response that led to CS offset. In Experiment 1–4, the animals failed to learn the required response. Although several procedural variations were employed, the experimental groups continued to perform no better than backward-conditioned controls. In Experiment 5, some animals were punished for remaining immobile during a single trial at the start of hurdle-jump training. These animals performed significantly better than nonpunished controls and better than any group in Experiments 1–4. The results support the idea that the major role of the CS in escape-from-fear situations is to activate an innate motivational system which chooses between the species-specific defense reactions of freezing and fleeing.     

Exploring the Meaning and Paths of Advocacy for Undocumented Students’ Access to Education

There is widespread national debate over how to address and advocate for undocumented immigrants in the United States. Education is key to the economic, occupational, and social mobility of young unauthorized immigrants, but policies and practices can hinder or open their access to education. Educators pursue a range of activities to support undocumented students in school. This article identifies the conceptualizations, strategies, and thought processes of educators who advocate for undocumented students. The results reveal that advocates’ backgrounds, resources, goals, identity, and the communities in which they advocate influence their perceptions and practices of advocacy.     

Addressing 21st-century crises through children’s literature: picturebooks as partners for teacher educators

ABSTRACT

Teacher educators might consider using high-quality picturebooks as partners to help teacher candidates understand and navigate today’s painful world realities. From a critical perspective, these books also have the potential to reflect and shape empathy and action in regard to these difficult situations. This piece includes a rationale for using picturebooks to address human crises, findings related to a study of 21st-century representations of crises in picturebooks, and implications for sharing these books as pedagogical partners to engage with teacher candidates. To this end, we conducted a content analysis of recent 21st-century fictional picturebooks depicting human crises. Topics related to refugee status, poverty, homelessness, and hunger were analyzed to reveal common themes across these books related to persistence, courage, caring, and hope. Teacher educators who are eager to address 21st-century disasters, many of which are presented in sensitive and accessible ways in recent touchstone picturebooks, can find a ready and capable partner in these powerful picturebooks to help readers understand and navigate these human crises.     

The school curriculum for ethnic minority pupils: A contribution to a debate

This paper discusses some of the canicular needs of children of migrant parents in the United Kingdom (in particular those of South Asian and West Indian origins), against the background of current provision. The author argues the merits of a cultural accommodation strategy and outlines the human rights model of education which that strategy implies. He then analyses three major problem areas faced by children of migrant workers: conflicts of identity, communication difficulties, and unequal access to employment opportunities. In a final section, tentative but practical suggestions are given of how the school curriculum can address these problems.

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Zusammenfassung In diesem Artikel stellt der Verfasser die curricularen Bedürfnisse von Gastarbeiterkindern (besonders denen südasiatischer und westindischer Herkunft) im Vereinigten Königreich dem gegenwärtigen Angebot gegenüber. Er befürwortet eine Strategie der kulturellen Akkommodation und skizziert ein dieser Strategie entsprechendes Menschenrechts -Modell für Schulerziehung. Darauf analysiert er drei Hauptproblemgebiete von Gastarbeiterkindern: Identitätskonflikte, Kommunikationsschwierigkeiten und ungleicher Zugang zu Beschäftigungsmöglichkeiten. Im letzten Teil macht er einige praktische Vorschläge, wie das Schulcurriculum diese Probleme angehen könnte.

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Résumé Cet article traite des besoins caniculaires des enfants d'immigrants au Royaume-Uni (particulièrement ceux qui sont originaires des Indes Occidentales et du Sud Asiatique) en fonction des prestations éducationnelles courantes. L'auteur démontre les mérites d'une stratégie d'acclimatation culturelle et trace dans les grandes lignes le modèle d'éducation droits de l'homme qu'implique cette stratégie. Il analyse alors trois catégories de problèmes majeurs qui confrontent les enfants des travailleurs étrangers: conflits d'identité, difficultés de communication et inégalité des chances d'accès à l'emploi. L'auteur termine en montrant, par des suggestions d'ordre pratique, comment le curriculum peut s'attaquer à ces problèmes.

     

Understanding experience better in educational contexts: the phenomenology of embodied subjectivity

ABSTRACT

The authors consider in this critical paper that claims that human agents experience things-in-the-world as the same are deeply flawed as these accounts misconstrue and fail to appreciate the phenomenology of embodied subjectivity. To overcome these complex problems they outline how phenomenology can reach beyond positivist and standardised approaches to classroom learning and assessment and offer a broader and more encouraging perspective. They consider that the naturalistic account of subjectivity advanced by Merleau-Ponty provides a theoretically sound basis for understanding experiences better and for embodiment to become more central to educational aims. In developing their position they detail how recognising changes in Merleau-Ponty’s thinking over time are crucial for appreciating the nature of embodied subjectivity. Thereafter, they highlight and exemplify how practical approaches based on a phenomenological reduction of seeking, sensing and seeing could enhance the centrality of embodied subjectivity in contemporary education.