Emerging Attributes of Pedagogy and Curriculum for the “New World Order”

This article is a conceptual one designed to start dialogue on educational issues that are unfolding amidst the changes in other sectors of our society such as production, services, and recreation. We first present an overview of the fundamental but profound changes evidenced in our society and then discuss the nature of these changes and their impact on human ability to function effectively within such an environment. In light of the complexities such as uncertainties and dualistic/multiple perspectives and incongruities, we propose that a model for pedagogy and curriculum development should adopt critical thinking as the key attribute—because it has the potential to deliver an education system for the new world order.     

Unfolding Case‐Based Practicum Curriculum Infusing Crisis,Trauma, and Disaster Preparation

The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy.     

Teaching imaginary children: University students’ narratives about their Latino practicum children

This study investigates the dialogic processes involved in how teachers talk about their students and what consequences their ways of talking (i.e., “narratives”) may have for their guidance. We take a sociocultural perspective on learning as transformation of students’ subjectivity. Teaching, as a process of guiding and facilitating learning, cannot be effective if the teacher does not actively seek how the student perceives and understands reality. We borrow and adapt from Bakhtin (1999) four narrative ways of talking about others: objectivizing, subjectivizing, problematizing and finalizing. The presence of these narratives in web discussion postings of our pre-service teachers about the Latino children they worked with in a community center are analyzed. We then compare their ways of talking about children with print- and web-based discussions about children made by in-service teachers, model teachers and our pre-service teachers in a school-based practicum. Using mixed quantitative and qualitative methodologies, we found an overwhelming predominance of objectivizing and finalizing in our pre-service teachers’ narratives about the children with whom they work that seems to define a certain pedagogical regime that we call here “teaching imaginary children/students.” This “way of talking” about children seems to be characterized by unchecked speculations guiding instruction that are not tested by finding out from the children themselves how they understand the instruction and the world. These speculations, in turn, can lead to a dogmatic approach towards children.     

《工程材料及成形技术》教学改革的行与思

在对“工程材料及成形技术”及其实验课的课程教学改革实践中,增加了在线课堂学习,丰富了实验课的教学内容,据此对课堂教学的形式和考评机制进行了改革和实践探索,并对教改效果进行了反思。实践证明,教改在提升学生自主学习能力的同时,也有一些问题值得我们去反思、探索与改进。     

跨越时空的文化撒播——论网络文学的特征

网络和网络文学是伴随着西方“后现代化”而孕育、萌芽、成长、繁荣起来的，因而不可避免地带有后现代主义的特征，诸如认知上的反理性主义、道德上的犬儒主义和感性上的快乐主义。尽管学术界对网络文学众说纷纭，莫衷一是，但网络文学大量客观存在着。网络文学具有以下特征：创作主体的网民化；创作动机的娱乐化；文本特征的立体化；作者读者的互动化；文本传播的快捷化：文本价值的多元化。网络写手大多年轻化、城市化、小资化，主要为白领阶层和大学生，往往从事网络、金融、法律、编辑、广告、艺术设计等工作，网络技术异常娴熟。网络文学自诞生之日起就带有游戏的味道，不少网络写手就曾坦言，自己的创作就是为了自娱娱人。在创作主题和思想内容上，网络文学回避崇高，消解载道，拒绝代言，推卸责任，追求愉悦。在创作手段上，网络写手广泛运用“拼贴”、“意识流”、“蒙太奇”等艺术表现手法，使网络作品呈现出前所未有的独特魅力和意蕴。网民的点击、评说以及网站的定期TOP排行榜大大激发了网络写手的创作热情，网民的参与不仅仅表现在阅读的选择和评点上，有时更直接地表现在参与创作上，即网民的回帖和评论，也成为网络小说的有机组成部分。文本传播的快捷化表现在作品面世的快捷化、读者反馈的快捷化和文本更新的快捷化。网络文学活动的核心是网民的创作、阅读、评论几乎同时展开，同步进行，共同完成，所以它比以往任何传媒对文学的推动力、冲击力都大。     

南京电大开放教育网上教学现状分析与对策

网上教学工作是开放教育试点项目的中心工作之一，网上教学是实施开放教育课程并保证开放教育质量的关键因素，南京广播电视大学十分重视网上教学工作和网上教学效果研究。文章依据南京电大网上教学检查和网上教学问卷调查结果与分析，从加强网上教学资源建设、完善网上教学支持服务等六个方面。提出了促进网上教学工作的策略与措施。     

What future teachers believe about democracy and why it is important

This paper analyses pre-service education student perceptions and perspectives related to education for democracy in Australia. Using a critical pedagogical framework datum from an online survey, it presents both quantitative and qualitative responses of contrasting understandings of democracy. It begins by outlining the concepts of thick and thin democracy and why this is important in relation to contemporary debates about the state of civics and citizenship education, and then explains the conceptual framework of critical pedagogy and methodology. The datum analysed is discussed in relation to neoliberalism and indicates that the pre-service teachers in this study view democracy in a narrow or thin way that may impact on their classroom practice where they would be teaching about but not for democracy. A more critical and thicker understanding of democracy is suggested as essential if we desire our students to become active and transformative citizens.     

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.