关键词： Affect   complicity   social justice education   pedagogy   politics  

摘要： This article examines the important role of affect in pedagogical efforts to engage students with complicity in the social justice classroom. Recent theoretical shifts on affect and complicity enable education scholars and practitioners to move the focus away from what we do not want (i.e., more complicity) toward anti-complicity. The new openings emerging from these theoretical shifts create pedagogical spaces to inspire anti-complicity praxes - that is, actions that actively resist social harm in everyday life. It is argued that, for this to happen, educators need to help students navigate through the affective and political dynamics of complicity in both critical and strategic ways. The article concludes by discussing how an anti-complicity pedagogy may be 'translated' into strategic moves in the social justice classroom.

摘要： An introduction is presented in which the editor discusses articles in the issue on topics including the transformation of education system into a platform-based system; application of technological devices in school; and consideration of educational technology researchers in education industry.

关键词： Teaching methods   multilingualism   language minorities   bilingualism   immigrant learners  

摘要： This paper draws draw on conceptualisations of language as heteroglossic to examine whether and how multilingual practices and plurilingual pedagogies are enacted as instructional strategies in two multilingual English-medium universities in western Canada. Multilingual educational contexts have the potential to comprise 'translanguaging spaces' [Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9-30. doi:10.1093/applin/amx039], wherein educators and students mobilise a range of semiotic resources for teaching and learning purposes. From a monolingual paradigm, such practice is often seen as interference or deficit;however, from a multilingual paradigm, this practice is seen as legitimate and unrestricted, with students free to use their linguistic resources as they wish to their own benefit. To conceptualise and analyse engagement with multilingual practice, we draw on Cenoz and Gorter's [(2017). Minority languages and sustainable translanguaging: Threat or opportunity? Journal of Multilingual and Multicultural Development, 38(10), 901-912. doi:10.1080/01434632.2017.1284855] distinction between 'spontaneous' and 'intentional' translanguaging. To assist faculty to observe, act and reflect on implementation of plurilingual pedagogies, we propose a three-dimensional matrix comprising axes of (1) faculty- and student-initiated;(2) planned and spontaneous engagements with plurilingualism;and (3) plurilingualism as either a scaffold or a resource for curriculum, pedagogy and assessment.

关键词： Aretaic pedagogy   aretaic practice   virtuous-dispositional learning   virtues   teacher's artistry  

摘要： This study examines drama education from the perspective of aretaic pedagogy. It concentrates on the enquiry of pedagogical virtues that a group of student primary teachers applied in their drama teaching. This investigation is conducted in conjunction with the notion of artistry. Research findings demonstrate a series of critical issues that, overall, show how a drama ecology can be transformed into a virtue-driven learning ecology by the engagement of a teacher's embodied virtues. The study concludes with a key suggestion that a teacher's embodiment of virtues serves as scaffold for the engagement of pupils' aretaic practice.

关键词： Curriculum   early childhood   mathematics   psychoanalysis  

摘要： In many countries, in contemporary math curricula, particularly in early childhood and childhood classrooms, it is considered crucial to encourage children to show their work, to concretely represent their thinking. This article takes up an historiography of this trend (from an American perspective), and draws on case studies of elementary classrooms to show that sometimes, encouraging children to represent their thought betrays sensible epistemological and psychological understandings of the nature of thought and knowledge. The author draws on psychoanalytic theory in conversation with educational philosopher Gert Biesta to argue for a rehumanizing pedagogy, one that enables teachers to see children and themselves as whole and complex even in the context of a mandated and predetermined curriculum. Though the article focuses on math classrooms, its implications for childhood education are broader and trans-curricular.

关键词： Femininities   identities   popular culture   women   higher education   North America  

摘要： This article describes a study of selfies posted on Instagram by a group of predominantly white, college women at a large public university in the US South. Selfies are used as data to explore how performances of traditional femininity are legitimated, authorized, and reinscribed through photo-posting practices. The authors argue that these performances circulate a public pedagogy of femininity and contribute to notions of traditional gender roles and physical attractiveness that reinforce classed and raced norms of beauty. The selfies, which idealize the southern lady [McPherson, Tara. 2003. Reconstructing Dixie: Race, Gender, and Nostalgia in the Imagined South. Durham: Duke University Press], characterize a particularly regionalized type of self-promotion in the visual economy facilitated by Instagram. Drawing on theorizations of postfeminism, the authors describe how the hyperfemininity performed in these selfies can be interpreted within the morass of neoliberal discourses that on one hand encourage women's adoption of traditional gender practices while at the same time discourage the critique of systems that marginalize women.

摘要： Research shows that English language proficiency remains a barrier to learning among second language learners in South Africa. This article foregrounds the utility of translanguaging practices in teaching writing to English First Additional Language, Further Education and Training (FET) learners in South Africa. Five secondary schools in the Pinetown District participated in the study. Qualitative methodologies were adopted, using classroom observations of English writing lessons in the five schools. Guided by sociocultural theory, the study highlights the extent to and ways in which translanguaging is useful in enhancing learning of writing in this context. The findings suggest that bilingual teachers creatively employed translanguaging practices for pedagogical and pastoral purposes. In situations where the integration of isiZulu and English better explained writing concepts, translanguaging was found to enhance learners' cognition of the writing concepts and to stimulate active participation in the learning of writing. The findings also suggest that translanguaging is a useful learning resource in multilingual contexts where the use of English only is an obstacle to effective learning. Finally, translanguaging recognises values and respects languages that bilingual learners bring to the school from home, and this restores learners' identity.

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关键词： Performance ethnography   research-based theatre   drama pedagogy   professional learning  

摘要： This paper examines the application and efficacy of performance ethnography designed for adult professional learning. An ethnographic performance related to women in research leadership was constructed and performed in an executive tertiary leadership programme and the responses from the female audience/participants were investigated. The study defines a form of research-based theatre: interactive ethnographic performance where an ethnographic performance text is intersected by drama pedagogy designed to enhance the learning experience. It found that this model of interactive ethnographic performance applied to professional learning provides opportunities for deep engagement and critical reflection and offers a site for powerful collective learning.

关键词： 首都师范大学   高等学校分类   国家社科基金   体系重构   全国教育科学规划   分类学   教育学   类型学  

摘要： 由首都师范大学王楠主持完成的国家社科基金教育学青年课题“从类型学到分类学:我国高等学校分类体系重构”(课题批准号:CFA140134),日前通过了全国教育科学规划领导小组办公室的结题鉴定,现将成果报告如下。