What is to be done with curriculum and educational foundations' critical knowledges? Toward critical and decolonizing education sciences

ABSTRACT

As editors of the special issue in Teaching Education titled What Is To Be Done with Curriculum and Educational Foundations’ Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers, our purpose with this conceptual essay is twofold. First, we historicize and characterize the critical knowledges deployed in this special issue as a broad array of criticalities. Second, we provide a reading of these criticalities that together we tentatively call critical and decolonizing education sciences. In our discussion and conclusion, we focus on the dual challenges of developing work in critical and decolonizing education sciences: (a) better historicizing academic work and (b) clearly responding to demands of institutional praxis.     

批评语言学与英语新闻文本研究系统

从批评的角度来研究英语新闻文本 ,必须考虑到文本中的新闻语言要素。本文力图从批评语言学和系统论两个立足点出发 ,用语言学的研究手段尝试构建一个处于相对平衡状态中的英语新闻文本研究系统 ,使这一系统能够阐释新闻报道在现实生活中所扮演的角色。     

Visual culture and critical pedagogy: from theory to practice

ABSTRACT

This article presents an educational approach that merges ideas of critical pedagogy with those of visual culture. According to this approach – termed visual critical pedagogy – art is an integral part of the textures of society and culture and their manifold and complex visual expressions, including the more controversial and subversive among them. It objects to locking art and visual culture in art departments, and to restricting art history to a formalist analysis of ‘masterpieces’ – which represent primarily the Western art market and its underlying politics. It likewise rejects the conception of art history as the history of artists and art movements – a conservative approach still prevalent in many academic institutions. Integrating critical pedagogy with visual culture provides fertile ground for an educational practice within art classes and beyond them. Visual critical pedagogy is formulated using the concepts exposure, deciphering, representation and visibility, shared by both critical pedagogy and visual culture. These are discussed in the context of educational projects and activities planned and implemented by Jewish and Arab students enrolled in an education-through-art program in an academic college in northern Israel.     

Critical language awareness and English language teaching

Critical Language Awareness （CLA） is an approach to language teaching based on a critical sociocultural theory of language and critical discourse analysis. CLA has a great relationship with English language teaching, but there are few articles talking about it. So the author here will present her understanding of the relationship between CLA and English language.     

《史通》的散文观与小说观述评

《史通》是一部史学评论著作,其内容总括万殊,包吞千有。关于散文,刘知几主张内容要“实录”、风格要简约,模拟古人以“貌异心同”为上;关于小说,刘知几就文言小说的分类、小说与史诗的关系、小说创作中的虚实关系、小说的杜会功能等方面提出了较为全面的看法。     

Where Do They Go? Students’ Sources of Résumé Advice,and Implications for Critically Reimagining the Résumé Assignment

This article explores what sources students use for advice while writing their résumés, their reasons for choosing those sources, and their perceptions about the sources’ quality. Results from surveys, interviews, and focus groups with 86 undergraduates and 20 career counselors and instructors suggest issues with educators’ credibility and students’ access. To address these issues, the author suggests that educators approach the résumé as a research project, which empowers students and legitimizes educators’ expertise.     

Research and the Challenges of Contemporary School Leadership: The Contribution of Critical Scholarship

There is a widespread policy assumption that school leaders such as headteachers and governors need to have 'raining courses' which are constituted by a growing corpus of Education Management Studies (EMS) if they are to achieve successfully current schooling goals of 'effectiveness', 'quality', 'excellence' and 'value for money' Another body of work which attempts to address these issues in a wider cultural framework and which may be called Critical Leadership Studies (CLS) is regarded as interesting for those studying for higher graduate qualifications but hardly relevant for everyday school busyness. While EMS is constructed as 'practical'and therefore a necessary constituent of the National Professional Qualification for Headteachers and other training courses for school leaders, CLS is constructed as 'academic' and more suitable for the EdD seminar. It will be argued here that both cultural analysis and recent research shows this to be a simplistic and reductionist view with dangerous policy consequences. Critical scholarship in education has much to offer to those meeting the everyday challenges of school leadership. In particular, feminist critical scholarship offers oppositional models to both traditional and market forms of patriarchal school leadership.     

《楚辞章句序》与"四要素"关系的透视——对《面向21世纪课程教材·文学理论教程》理论建构的思考

本文以王逸《楚辞章句序》的文学批评实践与童庆炳先生主编的《面向21世纪课程教材·文学理论教程》建构的文学理论体系所依据的艾布拉姆斯的文学活动“四要素”进行比较,透视出产生于不同时空的艾氏的文学理论与王氏的批评实践在构成文学活动的世界、作家、作品、读者的这四个方面存在的共通性。     

Why are teachers absent? Utilising the Capability Approach and Critical Realism to explain teacher performance in Tanzania

Tanzanian teachers have been criticised for a variety of behaviours such as absenteeism, lack of preparation and rote-teaching. This paper introduces an analytical framework that attempts to provide explanations for these behaviours by locating Capability Approach concepts within a Critical Realist theory of causation. Qualitative data from three primary schools will contextualise this framework and demonstrate how criticised practices are often a product of teachers contending with capability constraint. By reframing teacher actions this way it is hoped that a more nuanced understanding of teacher performance might be had, which may enhance measures aiming to improve it.     

Authentic learning and multimedia in history education

The momentum gathering behind authentic learning/critical skills raises fundamental issues concerning teaching and learning. This article discusses some of the more general arguments surrounding authentic learning with particular reference to an in‐depth evaluation of its impact on schools in one part of Great Britain. It then moves on to describe how this approach to teaching and learning influenced the design of a multimedia CD‐ROM examining attitudes and policies towards poverty in the nineteenth century Glasgow. The article concludes by arguing that authentic learning and multimedia together create a powerful medium for learning by mirroring the methodology and sources used by historians.