A dialogue between partnership and feminism: deconstructing power and exclusion in higher education

Students as partners (SaP) has seen an increase in focus as an area of active student engagement in higher education. Many complexities and challenges have been shared in this evolving field regarding inclusivity and power. We discuss, in this dialogue, insights that can be uncovered by exploring SaP through a feminist lens – illuminating the fact that both fields seem to be seated in similar radical processes of challenging, questioning, destabilising, deconstructing, and empowering. We unravel issues of power and exclusion by exploring: what feminist theories might add to SaP; embedded binaries and what they reveal about power relations within the language of SaP; and ways of writing about SaP that are inclusive. We aim to step away from dominant understandings, incite acts of self-reflection, and open possibilities for future research and practice by questioning the boundaries and binaries that currently shape the institutions of higher education.     

Between urgent and lifelong matters: overweight children’s voices on health promotion pedagogies

ABSTRACT

This article addresses the learner perspective on being overweight by listening to 39 Danish overweight children aged 8–13 years. In accordance with the existing critique of the ‘obesity epidemic’ and medico-scientific discourses around food and exercise, this article explores how new health imperatives shape overweight children’s self-narratives. Health pedagogical activities in Denmark are between urgent and lifelong approaches to achieving health, and the article presents overweight children’s voices on having to learn new health behaviour in between these two schisms. From a social constructionist and post-structuralist perspective, the analysis demonstrates how the children both subscribe to discourses of discipline and control over health actions, as well as legitimate narratives of having to adjust, accommodate and negotiate health challenges to everyday life practices. The article addresses what can be learnt from listening to overweight children’s voices in the context of performing meaningful health pedagogies.     

Counselor Educators' Experiences Preparing Preservice School Counselors: A Phenomenological Study

The authors conducted a phenomenological study to explore the experiences of 32 school counselor educators preparing preservice school counselors. Analysis of data from 3 focus groups revealed 3 themes: breadth versus depth, balancing specialties and professor partiality, and preparation versus practice. These results highlight the need for collaboration across counseling specialties at the preservice level.     

案例教学在高师公共教育学教学中的运用

案例教学是通过对一个具体教育情境的描述．引导学生对这些特殊情境进行分析讨论的一种教学方法。案例教学在高师公共教育学中的运用，有利于提高公共教育学的教学质量，培养学生良好的综合素质。     

Informed learning design: teaching and learning through engagement with information

ABSTRACT

While higher education teachers are able to use information in sophisticated ways to learn and communicate within their disciplines, they may not be accustomed to teaching their students to use information creatively and reflectively to support their work in a course. This article introduces informed learning design, a curriculum design model by which teachers specifically enable students to learn course content through intentional engagement with information. Drawing from informed learning pedagogy and the variation theory of learning, the design model outlines an instructional pattern for enabling student awareness of critical aspects and features of the object being studied related to both information use and course content.     

Element‐and‐Principles Instruction,Perceptual Drawing and Paul Klee's Pedagogical Sketchbook

This study examines the key concepts of elements‐and‐principles art instruction, as defined in the publications by Vorkurs (preliminary course) instructors at the Bauhaus. Elements‐and‐principles instruction was for decades central to formalist art training, and continues to play a role, albeit limited, today. Preceding accounts of the elements‐and‐principles have not considered contextual matters worthy of attention, specifically, two other instructional frameworks. One is perceptual drawing that dominated in Western art culture before the inception of the elements‐and‐principles approach. The second is the instructional model Paul Klee proposed in his well‐known but under‐examined instructional publication of 1925, Pedagogical Sketchbook. With regard to the latter, scholars have failed to undertake detailed analysis that would explain Klee's instructional model and, in particular, its central (and idiosyncratic) concept of ‘trichotomy’. Trichotomy is a structure rather than a formal element, providing visual equivalents for extra‐visual events. The peculiarity of trichotomy and related concepts in Pedagogical Sketchbook has kept the publication a faint presence in elements‐and‐principles instruction and in related scholarly inquiry. With a more precise presentation of Klee's pedagogical focus, this study distinguishes heretofore overlooked dissimilarities between the Pedagogical Sketchbook model and elements‐and‐principles approach, and enables recognition of affinities between Klee's model and current conversations about embodiment pedagogies in visual arts education.     

审视教育中的"身体"--兼论教育中的"身体惩罚"

身体的教育学意蕴并没有引起教育学研究与实践的重视，事实上，身体（及其所蕴含的人的生物性）是教育的出发点与基础。通过审视身体在教育中的地位与意义，探讨身体诸题（如生命的身体、消费的身体、被规训的身体、身体智慧等）的教育学意蕴，进而探索一种“体”“现”教育学的可能性。     

Heraclitean Thinking: Implications for Philosophy of Education

Heraclitus was the first presocratic Ionian thinker to describe the underlying nature of reality as a set of processes in flux and to affirm the constantly changing nature of the cosmos. In this essay, I discuss four major doctrines of his thought which constitute the crux of the Heraclitean worldview. I then expound some thoughts on the relevance and implications of Heraclitean thinking for philosophy of education.     

Verbal energy: attending to poetry

This paper contends that the current English curriculum does not adequately acknowledge the potential of poetry to make meaning through sound. It reflects on how sound may embody or communicate meaning, and seeks enhanced conceptions of this aspect of poetry for pedagogy and the curriculum. It begins with the attention the mainstream press gave to Seamus Heaney's remarks about Eminem, and progresses to consider Heaney's notion of ‘verbal energy’ in the light of developing conceptions of multimodal ‘new literacies’. It suggests that new approaches could accord with an oral heritage approach to poetry while also acknowledging the influence of the communicational environments pupils experience beyond English classrooms. Throughout, the author draws on material that has informed his on‐going Teacher Training Agency‐sponsored project exploring the ways in which pupils approach poetry as sound, soon to be detailed on web resources for the English teaching community.     

论教育与教育学的主体建构性

教育是一种主体的建构性活动。生活本身就是人类的一种建构性活动 ,教育则是人类对生活的建构。由于教育的建构性 ,使教育学也具有鲜明的建构性 ,表现为价值性、选择性与多样性。教育与教育学的主体建构性是理解教育与教育学的根本途径