关键词： In-service teachers   qualitative research   scientific evidence   diversity   dialogic pedagogy  

摘要： This study explored the interplay between science teachers' pedagogical beliefs, scientific evidence, and diversity. This study adopts a sociocultural view of science that views science as a cultural way of knowing, and acknowledges that it is laden with cultural understandings, interpretations, and a language of its own. This paper reports findings derived from qualitative data including interviews and journal field notes observations. The interview sample comprised seven primary school science teachers and nine secondary science teachers. The findings indicated that there was a reliance on dialogic teaching strategies to teach for the school science agenda, but not for the diversity agenda. The findings show that teachers used evidence pedagogy through using their dialogic pedagogy which act as mechanisms to avoid confronting and dealing with diversity, or with the diverse students' concerns. Teachers use these dialogic pedagogies as a 'teacher-led dialogues' tool. Conclusions from the study argue that science teachers need a clear sense of their own views of science in their cultural context in order to be able to understand those of their students and to engage with these views and enhance the use of the dialogic pedagogy by integrating these cultural beliefs into the science discourse.

关键词： Physical education   pedagogy   outsourcing   ability   pedagogic device  

摘要： Physical education (PE) in England, has historically been and is increasingly seen as a subject in which political agendas can and are being enacted (Penney, [2008]. Playing a political game and playing for position: Policy and curriculum development in health and PE. European Physical Education Review 4(1): 33-49) as health, sport and /or leisure agendas compete for space against educational aspirations (Houlihan & Green, [2006]. The changing status of school sport and physical education: Explaining policy change. Sport, Education and Society 11(1): 73-92). Against this backdrop, in 2012, the U.K. Government announced the launch of 'Primary PE and Sport Premium' (PPESP) funding (amounting to 450 pound million) for English primary schools, initially for three years (although later extended). Drawing on the theoretical work of Basil Bernstein, particularly his concepts, 'pedagogic device' (PD) and 'classification' (c) and 'framing' (f), this paper sets out to explore how, in a neo liberal outsourced world of primary physical education (PPE), pupils construct knowledge of PE. The analyses illustrate how a performance pedagogy appears to dominate the school setting this research took place in. There was a clear focus on sport rather than PE which in turns impacted how pupils saw PE and construct understandings of ability linked to PE, raising questions over the future direction of the subject.

关键词： Sustainability pedagogies   ESD pedagogies   initial teacher education   pre-service teacher education  

摘要： Many sustainability education scholars argue that active, participatory and experimental pedagogies, known as sustainability or ESD pedagogies, provide the most effective strategies for developing learners' understanding, thinking and ability to act for sustainability. However, factors that impact learning are complex and the extent to which some pedagogies are more effective than others for promoting student learning is contested. The work on sustainability pedagogies has tended not to be problematized. This paper interrogates the literature on sustainability pedagogies in initial teacher education to determine the extent to which the current level of evidence supports pedagogical assumptions held by sustainability education scholars. The findings suggest that factors that impact student teacher learning for sustainability require additional exploration in order to draw reliable conclusions and inform pedagogical decisions that can best support the development of prospective teachers' understanding, thinking and ability to employ sustainability pedagogies.

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关键词： Classroom revolution   critical thinking   Confucian do-after-me pedagogy   phenomenological   critical pedagogical consciousness   teaching intervention  

摘要： China's 2017 'classroom revolution' call intends to transform current teacher-centered pedagogies with brand-new philosophies and technologies. As a new entry point for classroom research, I problematize a naturalized (mis)belief-teacher-centered (Confucian) didactic pedagogies are not conducive to critical thinking cultivation-that has enthralled Chinese teachers in an epistemological-moral-pedagogical dilemma. My problematization, philosophically informed and practice-research grounded, unfolds in four steps. First, I explicate the presumed clash between the claimed Confucian pedagogies and critical thinking. Second, I historicize the Confucian pedagogical philosophy to implode the naturalized (mis)belief and some stereotypical (mis)understandings of Confucian teaching and learning, demonstrating instead an epistemological compatibility therebetween. Third, I unpack how my phenomenological case study discerns an unrecognized yet educative 'repair moment' in a Chinese math classroom, generating a possible re-conjoining between teachers' self-despised yet habitually implemented 'Confucian do-after-me pedagogy' and critical mathematical reasoning. Through observations and interviews, I illustrate how this 'repair moment' can become pedagogically significant, overturning teachers' naturalized (mis)belief, redeeming them from the moral-practical dilemma, and cultivating their critical pedagogical consciousness. Finally, I argue that this paper not only provides a philosophical-plus-empirical paradigm for teaching invention in China and beyond but also sheds new light on cross-cultural learning in transnational curriculum studies.

关键词： Higher Education   pedagogy   autobiography   critical pedagogies   South Asia  

摘要： This paper employs an autobiographical approach to reflect on some limitations of conventional academic conferences in creating community and supporting deep learning. By and large conventional large conferences tend to be premised on what Brazilian educator Paulo Freire calls the banking model of education and therefore frequently reproduce prevalent academic hierarchies. Examining some feminist ways of conferencing, I argue that while they offer valuable opportunities for dialogue and reflection, they do not radically alter the canonised conferencing model of keynotes, plenaries and parallel presentations. I then reflect on my experience of attending a national conference of Theatre of the Oppressed (TO) practitioners in Bangalore, India, in 2014, framing it through the lens of feminist and critical pedagogy. I conclude that TO with its commitment to equity offers inspiration for re-imagining academic conferences to make them more inclusive of marginalised groups and to support professional and personal growth.

关键词： Testimonio   pedagogy   secondary education   curriculum  

摘要： The goal of this self-study is to share the process of a first-year, White, middle-class, female teacher adopting a pedagogy and writing curriculum that speaks to the lived realities of her Mexican American students. This paper argues how testimonio as curriculum and pedagogy advises critical pedagogy and calls to challenge the present definitions of power and literacy in traditional secondary English Language Arts classrooms. Data from classroom curriculum are paralleled to practitioner notes and student work to show that students respond to this curriculum and pedagogy, which together create a classroom space where discussions of society as students experience it are welcomed.

关键词： Schooling   Derrida   Black   Asian and minority ethnic communities   cultural heritage   racism   resistance  

摘要： Globally, the purpose of education is becoming increasingly narrowly defined. In this context, this article proposes that supplementary schooling offers a resource for re-thinking the epistemologies and processes of schooling. Drawing on Derrida's notion of "the supplement", the nature and status of this under-researched and marginal sector is interrogated from a historical perspective. Our primary focus is on educational settings established by adults from Black and minority ethnic communities in urban environments in England, which are typically focused on (and societally marked by their attention to) "language", "culture", "heritage", "identity" and, sometimes, "extra tuition". Drawing on exploratory meetings held with key players and conferences, as well as some informal observations in schools, alongside a review of international literature, we highlight the role of theory in posing "better" questions about this disparate, yet vital, sector. Specifically, we discuss how the supplementary status of these schools is produced from the outset, rather than added later, such that the designation "supplementary" fails to specify its precise relationship with formal, mainstream schooling. "Supplementary" emerges as fundamentally ambiguous, and - within dominant discourse - as working to suppress sociocultural features of the "mainstream", thereby highlighting the normative and exclusionary character of that mainstream. Two key issues emerge from this analysis: first, that the few commonalities across supplementary schooling provision may arise precisely because of its binary relationship with mainstream schooling;and, second, this analysis not only decentres the "settled" status of mainstream schooling, but also opens up for inquiry the diverse forms and functions of the mainstream.

关键词： Morphological awareness   translanguaging   multilingual education   multilingualism   multilingual repertoire  

摘要： This article focuses on the development of morphological awareness in English as a third language. It analyses how the activation of previous linguistic knowledge can influence morphological awareness. Participants were 104 primary school students who were learning English as a third language and were already fluent in two other languages, Basque and Spanish. Participants in the experimental group took part in a pedagogical intervention aiming at the development of morphological awareness by using translanguaging pedagogies. The aim of the intervention was to enable participants to use their linguistic repertoire across languages and benefit from their multilingual resources. Results indicate that participants in the experimental group obtained higher scores in morphological awareness than the control group from the same school. In addition, participants in the experimental group perceived that the use of translanguaging strategies was useful for their learning and also enjoyable as a teaching approach.

关键词： Culturally responsive pedagogy   Indigenous   Learning from Country   belonging   representation  

摘要： Culturally Responsive Pedagogy (CRP) has become a driving force for change in North America and New Zealand and is gaining some recognition in Indigenous education in Australia. But as a model of learning and teaching, it cannot be imported unproblematically into Australian schools, wherein the past Indigenous students have had limited success. Given that Country is positioned in the Australian Curriculum as a priority concept, we investigate how it might be leveraged as a foundation of CRP. We conduct a review of the international and Australian literature in order to identify research studies that provide evidence of clear links between Learning from Country as a pedagogical approach in school-based education and improved learning outcomes. Results of the review demonstrate that using Country as a 'teacher' of Aboriginal and Torres Strait Islander histories and cultures enacts a sense of belonging for students. As intrinsically pedagogical, Country enacts the seasons, the direction of winds, tides, light and sun. Country presents in the review of literature as a solid foundation for thinking beyond the cultural backgrounds of students, and beyond accusations of cultural assimilation, to position both Indigenous and western epistemologies at the centre of the Australian Curriculum.