关键词： Ethic of care   African-American women   othermothering   quiltmaking  

摘要： Quiltmaking has historically been an art form and socio-political tool among African-American women. This paper will examine quiltmaking among African-American women as a radical form of pedagogy that is grounded in an ethic of care. From the historical roots of slavery to contemporary social movements like Black Lives Matter, African-American women have taught each other quiltmaking while forming close bonds of sisterhood to resist racism, oppression, and patriarchy. Drawing on Black feminist thought, this paper will show how quilt-making is connected to an ethic of care in African-American culture that is called othermothering.' The idea of othermothering' has its origin in African traditions and refers to women who share mothering duties [Collins, P.2000. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. NewYork, NY: Routledge]. Quiltmaking practices permit the formation of bonds formed through othermothering' that support sisterhood, solidarity, and resistance.

关键词： Epistemology   paradigmatic dilemma   Heideggerian-Foucauldian language perspective   Confucius' wind-pedagogy   Yijing  

摘要： In international educational studies, cultural context matters and demands increased attention by educational researchers worldwide. Along with a globalized discourse, how to map historical-cultural understandings of teaching and learning without getting bogged down in modern Westernized epistemology has become a paradigmatic dilemma. This paper argues a Heideggerian-Foucauldian language perspective can provide a way to address this dilemma. As an example, the paper demonstrates how their language perspective has enabled the author to encounter a 'wind-education' discourse in China's current schooling, and to explore, as the originary (re)source of the whole Confucian educational culture, Confucius' 'wind-pedagogy' as expressed in Yijing. This unique historical-cultural 'wind-education' discourse is salient, yet goes unnoticed, in China's current schooling largely due to a planetary signifier-signified style of reasoning. This paper sheds new light on educational literature on Confucian educational thinking and provides an alternative paradigm to the (cross-)cultural studies of education in China and beyond.

关键词： Transformative pedagogy   physical education   social justice education   sociocultural perspective  

摘要： Background: Teaching for social good and inequity has been presented as needed in sport pedagogy research. However, very little is known how transformative pedagogical practices that teach for social good are implemented and sustained at the elementary ***: This digital ethnographic study sought to describe one elementary school physical education (PE) teacher's attempt to employ transformative pedagogy (TP).Method: Cochran-Smith's [1998. Teaching for Social Change: Toward a Grounded Theory of Teacher Education. In The International Handbook of Educational Change, edited by ***, ***, ***, and ***, 916-952. Netherlands: Kluwer Academic Publishers, 2004. Walking the Road: Race, Diversity, and Social Justice in Teacher Education. NewYork: Teachers College Press] pedagogical principles for social justice education (SJE) drove our data collection and analysis. Seven qualitative methods were employed to collect data about Harry's pedagogies, organizational structures, and the content he taught. These were formal and informal interviews, conversations, short films, document collection, social media accounts, and an electronic journal. Data were analyzed using both inductive and deductive methods [Patton 2015. Qualitative Research and Evaluation Methods. 4th ed. Thousand Oaks: Sage].Findings: Harry's TP and the factors that facilitated and limited his practice were uncovered within five main themes: (a) creating communities of learners through restorative practice principles, (b) building on what students bring to school with them for a democratic curriculum, (c) teaching skills, bridging gaps, and the affective component, (d), working with communities in-between social justice illiteracy, and (e) utilizing diverse forms of ***: We confirmed that there is no best way to teach social justice through PE and that TP must be individual to the teacher. In addition, this study highlighted methods and pedagogies by which teac

关键词： Higher education   forgiveness and discomforting pedagogies   intercultural citizenship   foreign-language learning  

摘要： This article describes an online project in the foreign-language classroom in which Argentinian and British university students communicated across the globe to address a topic of human rights violations. The aim of the article is to answer the question of whether there is a place in language education for forgiveness and discomforting pedagogies. This focus is new in the field. It begins with an overview of intercultural citizenship education in language pedagogy, followed by an outline of the pedagogical intervention and case study. It continues with a description of theoretical developments in forgiveness and discomforting pedagogies as the framework of the study and provides an analysis of the data from the project with these lenses. Findings indicate that students displayed varying affective, physical and intellectual forms of emotional investment as they mediated interculturally with their interlocutors and the ghosts of those who suffered from human rights abuse in the past. To do this, they engaged in what we call critical remembering, i.e. remembering wrongdoings through a decolonising human rights educational approach. It is concluded that it is possible for language teaching in the higher education sector to meet the educational aim of developing learners' democratic competences by combining intercultural citizenship with forgiveness and discomforting pedagogies.

关键词： Freinet pedagogy   teaching innovation   university   History of Education  

摘要： In the framework of European educational convergence, university teaching must respond to the new challenges posed by the European System of Transfer Credits (ECTS) while encouraging improvement and innovation in didactical aspects of formation. In Spain, the field of the History of Education has assumed an active role in the advancement of teaching quality by promoting projects for innovation and reform through different institutions and organisms. In this article we will describe a project for teaching innovation, supported by the Universidad Complutense of Madrid's Vice-rectory of quality, which is based on the pedagogy of Freinet. The aim of the project is to apply the Freinet methodology to the teaching of the History of Education to undergraduate students of primary education, pre-school education and pedagogy. The reasons for introducing the Freinet techniques in the university classroom have to do above all with the versatility of its methodology. The method's didactic potential in forming teachers - owing principally to its way of integrating and unifying diverse innovative methodologies from the Progressive Education movement - has been amply demonstrated. On the fiftieth anniversary of his death, the pedagogy of the French educator has been shown to be as relevant as ever.

关键词： Colonialism   pedagogy   museums and art galleries   display  

摘要： The quote in the title of this paper is taken from the first line of Marc Depaepe's article "An Agenda for the History of Colonial Education", published in The Colonial Experience in Education (Ghent, 1995). This presentation takes as its focus the informal learning space of the museum and the art gallery, and the emergence in recent years of curatorial activism. It seeks to explore the changing discourse and politics around addressing through display the history of colonialism and its meaning in today's globalised world.

摘要： The aim of the study reported in this paper was to identify the value that makerspaces can have in early childhood education (ECE). Drawing on data from research on makerspaces in four early childhood settings in a northern city in England, part of an international project on makerspaces in the early years ("Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity" or MakEY), we identify three key principles that are integral to this provision: maker agency, maker funds of knowledge, and postdigital maker play. The paper identifies that makerspaces lead to the development of skills and knowledge that will become increasingly important in societies that are becoming highly technologized.

关键词： Puerto Rican families   higher education   college completion   teaching and strategies   home  

摘要： Research focused on Latinas/os in higher education often examines patterns of failure, while neglecting factors that contribute to Latina/o generational familial success. This article focuses on intergenerational strategies taught within college-educated Puerto Rican households that assist in academic achievement and success in higher education. Delgado Bernal theorized pedagogies of the home to explain co-constructed cultural knowledge within Chicana/o households to challenge deficit perspectives. Through analysis of educational oral histories of four college-educated Puerto Rican families, pedagogies of the home are extended. The Puerto Rican college-educated children demonstrate sin pelos en la lengua (without mincing words), contradictions among college completers, and pa'lante siempre pa'lante (always moving forward) as strategies employed in navigating higher education. In rearticulating, pedagogies of the home for the Puerto Rican community, institutions of higher education can better respond to the various experiences of Latinas/os.

关键词： Collaboration   STEAM   arts education   interdisciplinary studies  

摘要： In this field report from a STEAM (science, technology, engineering, arts, and mathematics) study abroad programme, the author describes how students came to see collaboration - a key component of arts practice - as a buzzword, rather than a set of specific, tested, vital practices productive to a wide range of situations. The author argues that the arts have much to offer as a 'mobile critical paradigm' (Gallagher, Kathleen, and Barry Freedman, eds. 2016. In Defence of Theatre: Aesthetic Practices and Social Interventions. Toronto: University of Toronto Press), particularly in interdisciplinary situations, but only if educators are exacting and purposeful as they define and employ collaboration as one of the arts' most enduring lessons.

摘要： This article addresses the challenge of understanding the meaning and pedagogical application of social justice in social work by presenting and applying the circle of insight framework I created and proposing a social work definition of social justice. In particular, the circle of insight is presented as a tool and a process for critically examining learnings from social justice courses, transforming social justice social work pedagogy, and defining social justice in social work. In the fierce urgency of now, consistent with research findings and the social work profession's ethical codes and statements, social workers are invited to use the circle of insight process and proposed definition of social justice to engage in social justice-infused social work curricular transformation.