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Margaret Walshaw 《British Journal of Sociology of Education》2006,27(5):555-567
Changes in participation and achievement patterns mark a turning point for girls in schooling and place female empowerment squarely in the public domain. Using data from a longitudinal study of girls, this paper looks at female empowerment by exploring the relationship between the production of female subjectivity and the processes operating in social spaces. Findings relating to aspirations for girls’ future careers are placed within a context of decile school ratings, and from those findings insights are offered about how the rhetoric of ‘girl power’ is lived and spoken into existence in relation to categories of social class. By examining how schooling, family and classed processes weave through hopes and dreams, the intent is to contribute towards a line of discussion about the shaping of female subjectivities. 相似文献
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Margaret Walshaw 《Journal of Mathematics Teacher Education》2010,13(6):487-497
This article deals with issues that are central to changed mathematics pedagogical practice. It engages general debates about
teaching reflexivity and within that, more specific debates in relation to identity. It uses theoretical concepts derived
from Lacanian psychoanalysis as a way of understanding what structures a teacher’s narrative about his practice. Thus, the
article is both a study of one teacher’s reflections on a sequence of algebra lessons at the secondary school level, and an
exploration into a range of theoretical issues about identity construction, about knowing, and about effective practice. 相似文献
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