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Educational Discourse (educational + discourse)
Selected AbstractsEducational Discourse and the Making of Educational Legislation in Early Upper CanadaHISTORY OF EDUCATION QUARTERLY, Issue 1 2010Anthony Di Mascio First page of article [source] Exploring Whiteness and Multicultural Education with Prospective TeachersCURRICULUM INQUIRY, Issue 1 2002Alice McIntyre In this article, I describe how I initiate an examination of whiteness with predominantly white students in teacher preparation programs by the use of group collages,a pedagogical tool that combines visual, textual, and oral representations of subject matter. In doing so, I illustrate one of the ways teacher educators can provide students with opportunities to (1) "see" whiteness as an integral aspect of educational discourse, (2) fix their gaze on themselves as a collective racial group, and (3) engage in processes aimed at changing beliefs, stereotypes, and practices that reproduce social and educational injustice. [source] Smoothing It: Some Aristotelian misgivings about the phronesis-praxis perspective on educationEDUCATIONAL PHILOSOPHY AND THEORY, Issue 4 2005Kristján KristjánssonArticle first published online: 26 JUL 200 Abstract A kind of ,neo-Aristotelianism' that connects educational reasoning and reflection to phronesis, and education itself to praxis, has gained considerable following in recent educational discourse. The author identifies four cardinal claims of this phronesis-praxis perspective: that a) Aristotle's epistemology and methodology imply a stance that is essentially, with regard to practical philosophy, anti-method and anti-theory; b) ,producing', under the rubric of techné, as opposed to ,acting' under the rubric of phronesis, is an unproblematically codifiable process; c) phronesis must be given a particularist interpretation; and d) teaching is best understood as praxis in the Aristotelian sense, guided by phronesis. The author argues that these claims have insufficient grounding in Aristotle's own writings, and that none of them stands up to scrutiny. [source] EXPANDING RATIONALITY: THE RELATION BETWEEN EPISTEMIC VIRTUE AND CRITICAL THINKINGEDUCATIONAL THEORY, Issue 2 2009Ryan Bevan According to Bevan, the critical thinking strategies characteristic of instrumentalism generally work to further the vocationalization of educational discourse as well as the cultivation of unreflective moral agents. He contends that critical thinking should be expanded beyond its rationalist criteria to focus on the process of inquiry. Such a virtue epistemology approach, according to Bevan, has the potential to uncover and change fundamental misconceptions that pervade current theoretical assumptions by encouraging learners to engage in a more inclusive inquiry that draws out alternative perspectives. Bevan concludes that citizenship education in particular can benefit greatly from this more expansive theory with concrete pedagogical implications. [source] Education for All: Reassessing the Historiography of Education in Colonial IndiaHISTORY COMPASS (ELECTRONIC), Issue 2 2009Catriona Ellis This essay won the 2007 History Compass Graduate Essay Prize, Asia Section. Despite the extensive literature on the history of education in colonial India, historians have confined their arguments to very narrow themes linked to colonial epistemological dominance and education as a means of control, resistance and dialogue. These tend to mirror the debates of the colonial period, particularly regarding the Anglicist-Orientalist controversy. This article argues that such an approach is both gendered and hierarchical, and seeks to fundamentally redress the balance. It looks firstly at formal school education , colonial and indigenous , in both philosophical and technological terms. It then turns to education as experienced by the majority of Indian children outwith the classroom, either formally or within the domestic sphere. The article then looks at the neglected recipients of education, and seeks to re-establish children as agents within these adult-driven agendas. By considering educational discourse and practice, and the emerging historiography of Indian childhood and children, we can begin to establish a more rounded and inclusive picture of what education really meant. [source] Women's Careers Beyond the Classroom: Changing Roles in a Changing WorldCURRICULUM INQUIRY, Issue 3 2001Nina Bascia Drawing from our own and others' research over the past decade and a half, we present four "readings," each illuminating a different dimension of women educators' career development, particularly their movement into work beyond the classroom. The majority of the participants in our studies are women who work for change in their classrooms, schools, and district organizations, using the opportunities, vehicles, and channels available,or apparent,to them. They do this work in professional and personal contexts that are continually changing, sometimes as a result of their own choices and actions and sometimes not. While there is a growing body of literature on women's movement into, and their lives in, educational administration, we are concerned here with the broader and more varied manifestations of leadership beyond the classroom. In the four readings, we bring together several strands in the literature on women educators' lives and careers. We first lay out the taken-for-granted oppositional contrasts in the educational discourses that have tended to obscure more complex understandings of work lives and careers. Next, we explore how the particular kinds of work available to women actually encourage some to move beyond narrow conceptions of the distinctions between classroom and nonclassroom work. Third, we discuss the developmental nature of individual career paths. Fourth, we note the spatial and temporal nature of leadership work by showing how it is influenced and changed by greater economic, social, and political forces. We believe that these multiple interpretations are required to understand the range and combination of influences that propel and compel women educators to take up various forms of leadership work beyond the classroom. [source] Kierkegaard as an Educational Thinker: Communication Through and Across Ways of BeingJOURNAL OF PHILOSOPHY OF EDUCATION, Issue 2 2001Ian Mcpherson Attempts to build bridges between Kierkegaard and current educational debates or dilemmas are in danger of appearing facile to friends of Kierkegaard, and opportunistic or irrelevant to each opposing side in educational controversies. In hope of reducing such extravagant risks, this essay explores some aspects of Kierkegaard on communication and on ways of being, i.e. his spheres or stages of existence. Communication through ways of being seems relatively straightforward. Communication across ways of being can seem either absurdly complicated or (if aiming at unravelling such complications) wonderfully illuminating. This Kierkegaard could become a creatively awkward, Socratic partner in educational attempts to critique and deepen current accounts of language and communication, narrative and accountability, reason and justification, personal and social development, emotional intelligence and (of course) moral and religious education (with or without ,spiritual' development) as well as political or citizenship education. Wittgenstein found in Kierkegaard one lifelong Socratic conversation partner. If other educators can do this in their own ways, Kierkegaard can still breathe more lively passion into the cold embers of educational discourses. [source] | |||||||||||||