关键词： composition classroom   cross-cultural communication   disidentification   identification   multimodal texts   non-identification   rhetorical listening pedagogy  

摘要： This article explores the means of applying Krista Ratcliffe's theory of rhetorical listening into composing and interpreting multimodal texts to facilitate and promote communication across genders, cultures, and classes;especially between privileged classes and marginalized groups. New technologies and media channels have especially changed the ways we communicate and the ways we approach composition classrooms. Digital technologies and multiple modes provide rich rhetorical possibilities for making meanings and articulating our voices effectively. However, these voices cannot be heard if audiences/listeners do not devote effort to rhetorically listen. In this article, I elaborate on the theory of rhetorical listening and its strategies—raising awareness of identification, clarifying potential disidentification, and constructing non-identification that can be applied in listening to multimodal texts for cross-cultural communication. Finally, this paper suggests using rhetorical listening pedagogy in composition classrooms;and illustrates how the theory of rhetorical listening can be applied in multimodal composition teaching to enrich students’ multimodal experiences as well as help them promote cross-cultural communications. © 2019 Elsevier Inc.

摘要： The Douglas Fir Group (2016) argued that applied linguistics needed new interdisciplinary perspectives, and I suggest here that the concepts provided by new materialism might aid in gaining such perspectives. New materialism fore-grounds the material nature of humans, discourses, machines, other objects, other species, and the natural environment, as well as constant change, non-binary thinking, and the porosity of boundaries;it also asks for the posing of new problems and new concepts to 'bring forth a world distinct from what we already are' (Colebrook and Weinstein 2017: 4). Refusing the central binaries and hierarchies of Cartesian thinking, new materialism's relational ontology stresses becoming;people, discourses, practices, and things are continually in relation and becoming different from what they were before. New materialist conceptions of knowledge/knowing and language/languaging are also relational, processual, and entangled. I review recent new materialist educational research and present two descriptions of events in my own research to show what pedagogical and research-oriented questions might be stimulated from this perspective.

关键词： Critical pedagogy   Critical consciousness   Dance   movement therapy education   International student   Multicultural   Social justice   Embodied practice   Language privilege   Nonverbal  

摘要： Dance/movement therapy (DMT) is a profession and cultural community with its own habitus, assumptions, and biases. Because of the profession's progressive and unique embodied-dance approach to psychotherapy, the lack of social critique of the inherent 'whiteness' of its epistemology can be overlooked in the process of education and training of DMT professionals. The DMT norms, that are not explicitly stated, may manifest in practice as unintended oppression of trainees as well as peers. Drawing from critical race feminist theory and critical pedagogy, we offer an embodied dialectical approach to exploring the power dynamics that exist within the field of DMT education and training in the US. We raise case examples of heteropatriarchal European-American epistemology in DMT and offer counternarratives and frameworks for humanizing the admissions process, curriculum, and the facilitation of classes and/or supervision of practica and internship. We believe that a critically conscious DMT education and training opportunity leads to healing, liberation, and celebratory social action.

关键词： Western science   Family pedagogy   Cultural-historical   Everyday concepts   Culturally sensitive teaching   Dinka  

摘要： As increasing numbers of families migrate from a range of countries into communities where Western science is viewed as valued curriculum content, a need for understanding the cultural nature of teaching Western science has become more urgent. The study reported in this paper sought to investigate pedagogical responses to everyday and scientific learning of pre-school children from a group of Dinka (South Sudanese) families now living in a large Australian city. Adopting a cultural-historical methodology, we analyzed 42 h of digital video observations of 34 children, one teacher and 22 parents during their participation in a regular play group in their community. We identified four pedagogical approaches being used to support children's learning. The videos capture how the use of observational pedagogy, physically helping pedagogy [in the spirit of Barbra Rogoff's (Hum Dev 57:69-81, 2014. 10.1159/000356757) "pitching in"], verbally helping pedagogy, and embedded scientific narratives, supported new forms of cultural knowledge production by the children. The study suggests that together these relational dimensions of the pedagogy in the playgroup are "transformative" because they support genuine access and participation to other forms of cultural knowledge, such as Western science.

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关键词： Teacher Role   Elementary Secondary Education   Preschool Education   Teacher Burnout   Professional Autonomy   Faculty Mobility   Teaching (Occupation)   Communication (Thought Transfer)   Communication Research  

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关键词： Professional isolation   leadership   preschool teacher-directors' contextual factors   professional strategies  

摘要： This study aims to investigate preschool teacher-directors' sense of professional isolation, and discover the origins of their isolation at work and coping methods. The qualitative paradigm was the research method. The sample comprised 25 preschool teacher-directors in public municipal preschools, and the semi-structured interview method was used. The findings of this study extend our understanding of preschool teacher's sense of professional isolation, the origins of their isolation and the coping strategies they use to cope with their isolation such as professional support, professional cooperation, initiating educational projects, and professional development. The results demonstrate that professional strategies possessing aspects of shared leadership and pedagogy are the most effective.

摘要： "Women workers’ education, life narratives and politics: geographies, histories, pedagogies." Gender and Education, 31(8), pp. 1095–1096

关键词： Africa   Doctors   Medical schools   Pedagogy   Team-based learning  

摘要： Background: As far back as 1995, the Cape Town Declaration on training Africa's future doctor recognized the need for medical schools to adopt active-learning strategies in order to nurture holistic development of the doctor. However, medical education in Africa remains largely stuck with traditional pedagogies that emphasize the 'hard skills' such as knowledge and clinical acumen while doing little to develop 'soft skills' such as effective communication, teamwork, critical thinking or life-long learning skills. Body of abstract: By reviewing literature on Africa's epidemiologic and demographic transitions, we establish the need for increasing the output of well-trained doctors in order to match the continent's complex current and future healthcare needs. Challenges that bedevil African medical education such as outdated curricula, limited educational infrastructure and chronic resource constraints are presented and discussed. Furthermore, increased student enrollments, a trend observed at many schools, coupled with chronic faculty shortages have inadvertently presented specific barriers against the success of small-group active-learning strategies such as Problem-Based and Case-Based Learning. We argue that Team-Based Learning (TBL) offers a robust alternative for delivering holistic medical education in the current setting. TBL is instructor-driven and embodies key attributes that foster development of both 'hard' and 'soft' skills. We elaborate on advantages that TBL is likely to bring to the African medical education landscape, including increased learner enthusiasm and creativity, accountability, peer mentorship, deep learning and better knowledge retention. As with all new pedagogical methods, challenges anticipated during initial implementation of TBL are discussed followed by the limited pilot experiences with TBL in Africa. Conclusion: For its ability to enable a student-centered, active learning experience delivered at minimum cost, we encourage individua