关键词： Veshya   Transference   Mirroring   Itinerant   Sex pedagogy  

摘要： Nalini Jameela (1954-) is a sex worker and activist from Kerala, India. She is also an autobiographer. Sex workers are treated as the other of ideal Indian womanhood. In regular parlance, the other is known by the term "veshya" (prostitute). Jameela willfully embraces the cultural other. We give details of Jameela's feminist sex pedagogy, especially of an itinerant kind. Jameela knows for a fact that her male clients always see her as a veshya figure. Their transferences on her are based on the cultural imagination of the veshya. Also, due to constant battering her mirror of the body is not totally predictable and speckle-free. In fact, it remains broken. Via transferences, Jameela's male clients open up to her. In the process, they learn a good deal about sex, intimacy, and mutuality of pleasure. She offers an alternative worldview about sex to her male clients who are by and large driven by stereotypes and taboo concerning heterosexual intimacy. In psychoanalysis, mirroring or transference signifies non-judgmental listening on the part of the therapist who also reflects back psychological projections of the patients. Although Jameela is not a trained psychotherapist, she deploys them unwittingly. Eventually, she rehabilitates ill-conceived cultural notions concerning the veshya figure.

关键词： Smart pedagogy   Australia   Higher education   Collective biographies   ICT   Sensemaking  

摘要： Scholars and practitioners argue that information and communication technology (ICT) provides flexibility of time and place and softens boundaries between students' learning lives. The fluid movement between formal and informal learning contexts afforded by digital technology has prompted a re-definition of higher education learning environments to harness its potential. Further, technology can cater to diverse learners and promote lifelong learning in ways that the traditional didactic settings characteristic of tertiary contexts cannot. Scholars and practitioners have labelled this new teaching and learning landscape as smart pedagogy. This article engages with this scholarship by analysing a specific Australian case study in which ICT reforms have been deliberately implemented to adhere to smart pedagogies. Using collective biographies as a methodological tool, this inquiry provides insights into sensemaking experiences of a group of university academics whilst implementing ICT reforms anchored on Smart Pedagogy.

关键词： Culturally responsive pedagogy   Novice teaching   School climate   Teacher beliefs   Teacher preparation  

摘要： Education scholarship is unclear about what matters most to novice teachers’ enactment of culturally responsive instructional practices. To better understand the factors that contribute to novice teachers’ instructional decision-making, the authors used Role Theory as a framework for an in-depth analysis of three first-year urban teachers who completed the same teacher preparation program. Classroom observation data of the three teachers indicated that one of the teachers used culturally responsive instructional practices frequently, one used them occasionally, and one only rarely. To understand this range in use, surveys and interviews measured the school context and cognitive variables that influenced each teachers’ perception of their professional role. Findings indicate that the key factor affecting use of culturally responsive pedagogy (CRP) was the degree to which each teacher experienced consistent or conflicting role demands between their school context and their personal beliefs about teaching. The role consensus experienced by one teacher supported her frequent use of CRP, while the role conflict experienced by the second teacher was attributed to her occasional use, and the role overload experienced by the third teacher explained her rare use of CRP. Implications for preparing teachers to deliver CRP in unfamiliar and complex environments are discussed. © 2021, This is a U.S. government work and not under copyright protection in the U.S.;foreign copyright protection may apply.

关键词： Historically Black Colleges and Universities   Culturally relevant education   Black students   Higher education   Educational practices   Minority-serving institutions   Faculty   Administrators  

摘要： Existing research notes that Historically Black Colleges and Universities (HBCUs) are bastions of Black culture where Black students often feel supported (e.g., Harris in The Urban Review, 44(3), 332-357, 2012). What is less well-known are the specific practices campus stakeholders enact to create culturally-affirming environments. This study addresses this gap in the literature by examining pedagogy and educational practices employed by HBCU administrators and faculty members that build upon the lived experiences of Black communities to help to promote Black students' success. In doing so, we seek to better understand the strategies these individuals utilize to center Blackness via culturally-informed practices and culturally engaging environments that affirm Black students' racial identities. Our findings highlight the following ways that HBCU administrators and faculty members embrace Black cultural affirmation: their emphasis on culturally relevant knowledge and culturally-informed pedagogy that centers Black experiences;and their commitment to Black cultural validation via connecting with Black communities and Black students' backgrounds. This research extends current scholarship on educational practices and environments with a focus on Black students' racial identity. The authors provide implications for culturally-affirming pedagogy and campus climates that can benefit institutions seeking to create inclusive educational spaces where students from various backgrounds do not have to feel divorced from key aspects of their cultural heritage. Recommendations for practice, research and policy are also discussed.

关键词： OBE理念   学前教育学   精品在线开放课程   课程建设   人才培养  

摘要： 基于OBE理念,从明确课程定位、注重课程建设指导思想和建设思路、把握课程建设基础、体现课程设计特色等方面展示了如何建设《学前教育学》精品在线开放课程.通过课程建设实践,发现高职《学前教育学》精品课程建设存在课程思政元素不足、产教融合程度不足、团队资源整合不足的问题,从增强课程思政元素、提升产教融合程度、强化团队资源整合三个方面提出了建设精品在线开放课程的建议.

关键词： Education for Sustainable Development   Sustainability education   Flipped classroom   Active learning   Reflective learning   Transformative learning   Student engagement  

摘要： Effective Education for Sustainable Development (ESD) requires appropriate pedagogies that engage learners in transformative learning. These pedagogies include reflective and active learning, involving experiential, collaborative and learner-centred activities. This paper discusses student experiences and perceptions of an interdisciplinary social science ESD course at a UK university that incorporated reflective and active learning by using a 'flipped classroom' (FC) design and innovative assessments. FC creates time in class for reflective and active learning by moving content acquisition to pre-class study. Adoption of the flipped classroom in social sciences is rare and literature on use of FC for ESD is very scarce;hence this paper offers valuable insights into the design of a flipped social science ESD course, and participants' responses. Results of two surveys demonstrate very positive student perceptions of the course, and illustrate several benefits of the FC design. Over 90% of respondents agreed that in-class active learning exercises made the classes more engaging and the material more memorable than usual, offering useful opportunities to put information/ learning into practice, with most students expressing strong agreement. In-class mini-lectures were nevertheless also appreciated, as were reflective practices. A large majority of the students considered the workload reasonable. Findings also reveal the importance of incentivising pre-class preparation using graded assessments such as quizzes, which additionally helped students understand/remember content, and gave confidence about contributing in class. It is clear that the active and reflective learning that FC facilitates engages students in ESD. The paper concludes by offering recommendations for successfully implementing this approach.

关键词： Analytics   pedagogy   simulation   curriculum design   decision making  

摘要： Disciplines such as information systems, finance, and accounting largely depend on analytics processes and applications to create value. Nevertheless, most organizations underutilize their analytics potential for decision making due to insufficient human resource. Reflecting on the role of academia in alleviating the human resource issue, I used a simulation approach to design a master's level analytics course and evaluated its effectiveness in teaching analytics concepts. I collected quantitative data in a survey and statistically evaluated how the simulation approach impacted analytics learning. Next, based on the survey's textual responses, I used text analytics to determine users' perceptions about the strengths and weaknesses of the simulation module. I found that simulation is an effective approach for enhancing the conceptual, theoretical and practical understanding of business analytics. However, prior discussions about theoretical concepts are needed. Also, students should be given enough time for an in-depth analysis of requisite analytics concepts.

关键词： 少儿编程   教育学意义   编程思维   课程开发  

摘要： 开展少儿编程教育是培养人工智能时代“数字化公民”的内在要求,对创新型社会建设具有重要影响和积极作用。基于实施少儿编程教育的历史必然性、少儿编程教育的多元智能基础、目标价值及其教育学意义,分析推进少儿编程教育的主要路径,进而对少儿编程教育的语言选择、教材开发、环境建设等提出建议。

关键词： 教学主张   教育叙事   课堂实践   课堂教学实践   语文教育   教阅读   教育学   语文名师  

摘要： 《曹公奇教阅读》是教育学人大系《语文名师教学文库》中的一本。全书由三部分组成:“我的教育叙事”,主要讲述作者在语文教育成长过程中的经历和体验;“我的教学主张”,是作者关于语文教育的理念和主张;“我的课堂实践”,则是作者课堂教学实践的实录、设计和反思等。本书融理论、实践和叙事为一体,对教师的专业成长具有学习借鉴意义。

关键词： 德育教育   高等教育   艺术美育   基础教育   品德修养   舞蹈教育   情绪控制   民族民间舞蹈  

摘要： 舞蹈教育是现代素质教育课程体系中专业艺术教育的重要部分,舞蹈教育不仅是一种艺术美育,也是一种德育教育,它要求学习者能够通过训练在情绪控制、情感渲染、品德修养等方面达到自如的境界。从教育学角度看,当前,我国舞蹈教育人才还存在很大缺口,基础教育、高等教育和社会性专业舞蹈教育(如民族民间舞蹈)方面的教育人才在培养质量和数量上都尚未满足现实需求,这对我国舞蹈艺术的传承和舞蹈人才的培养有一定的影响。因此,对舞蹈教育进行创新探索,系统构建科学、实用、高效的舞蹈教育教学模式,是解决这些问题的关键。