关键词： art education   translocality   dialogue   digital pedagogy   social media   collaboration   learning spaces   uncertainty  

摘要： #3CityLink involved fine arts researchers, artists and students in three cities: Regina, Canada;Coventry, UK;and Gyumri, Armenia. The project presented a platform for translocal creative interactions using online screen-based media and on-the-ground dialogues. Artists and students investigated the concerns of their locale, questioning the role of the artist in building narratives, revealing lost histories and imagining the future of where they live. Using descriptive case study design, the findings present the opportunities for enriching the student learning experience through challenging habitual approaches to art production, through alternative approaches to digital pedagogy in art education. Students' artwork took on new dimensions beyond what they could have produced working in relative isolation in a university-only studio setting. Students were encouraged to pursue and persist in online learning spaces whilst also taking responsibility for organising their own learning and that of others. Nonetheless, using visual technology and social media for connected, artistic, co-investigation needs further refinement to engage learners, and enhance the quality of visual presence and its potential in open education.

关键词： Entrepreneurship education   Andragogy   Academagogy   Heutagogy   Signature pedagogy  

摘要： Purpose The purpose of this paper is to address the increasing demand for entrepreneurship education (EE) across all levels of education globally. Specifically, the need to identify a signature pedagogy for entrepreneurship that can be used in all teaching and learning contexts associated with all forms of EE. Design/methodology/approach This conceptual paper draws upon the seminal work of Lee Shulman to contemplate and propose a signature pedagogy for EE. Contemporary ideas from the scholarship of teaching and learning (SoTL) literature are also used to develop a sound pedagogical foundation for the approach advocated. Findings This paper proposes an innovative solution that addresses the challenge of defining what minimally speaking, is EE? The development of a signature pedagogy for EE provides clarity around the challenge of developing a standard minimalist approach to teaching entrepreneurship. Practical implications - There are important implications that arise from this paper for all educators of entrepreneurship. Most importantly being that we can all share a SoTL regardless of the context of the author's teaching. Originality/value This paper presents new thinking that has the potential to fundamentally reshape how we conceive the process of designing and delivering EE. Importantly, this paper contributes to the future development of SoTL in EE.

关键词： 中职   学前教育   教育学   心理学  

摘要： 在中职学校学前教育专业,心理学和教育学是两门基础性课程。这两门课程的教学可以帮助学生了解幼儿的心理发展特点,从而实现学生职业能力的提升,让学生在毕业后可以顺利进入工作岗位并快速适应工作环境。

摘要： The article focuses on the story of film producer Harvey Weinstein's attempts to shut down stories and his use of tactics of intimidation and blackmail against his accusers is almost beyond belief but it begins to reveal the lengths that Weinstein went to in developing practiced routines of seduction and assault to sexual assaults his victims and to systematically cover-up his crimes. Topics include prevalence of sexual predation with critical comments about a U.S. Whitehouse culture.

摘要： Click to increase image sizeClick to decrease image size

摘要： Click to increase image sizeClick to decrease image size

关键词： Culture   indigenous   Sierra Leone   pedagogy   peacebuilding   de Sousa Santos  

摘要： Recent research on the peace-promoting agency of teachers in conflict-affected contexts has critiqued the dominance of a menu of curriculum initiatives circulated within aid organizations which ignore or dismiss indigenous cultural resources available within local communities. On the other hand, the turn to local culture in peacebuilding interventions has also been critiqued for idealizing the local. This paper presents a case study of the work of Fambul Tok Peace Clubs in conflict-affected Sierra Leone which aim to support teachers in drawing on local practices, rituals and symbols. Using an interpretative approach, alert to the meanings teachers ascribe to their pedagogical practices, it finds that teachers respond to local culture in multiple, sometimes contradictory ways. These range from celebration of indigenous practices as resources for conflict resolution that resonate with their pupils and communities to critique of their oppressive gender norms and inability to address structural drivers of conflict.

关键词： Graduate   higher education   international study   pedagogy   teaching assistants  

摘要： Although numerous universities offer graduate students opportunities to develop their teaching, few studies probe the credit-bearing graduate course in college teaching. A survey of 105 instructors of graduate pedagogy courses in the US and Canada explored their preparation, professional appointments, students, and assignments. Results showed diverse institutional units offer college pedagogy courses, which are taught by instructors with substantial preparation, most frequently to multidisciplinary groups from diverse majors. Many instructors assign teaching statements, though specifics differ. Comparison to the authors' earlier case study reveals an emerging, recognizable, and international course type that coheres in structure, timing, and at least one key assignment. The ubiquity of college pedagogy courses recommends substantial institutional investment, scholarly analysis, and professorial discussion to align them with the contemporary goals and standards of graduate education. © 2019, © 2019 Taylor & Francis Group, LLC.

关键词： Belonging   ethic of care   exclusion   marginalisation   performativity   social justice  

摘要： With schools coming under pressure to perform and produce outcomes, the caring practices of the institution have been increasingly framed around issues of achievement, excellence and outcomes. In this article, we examine how the performativity-driven practices of care impact on the possibilities of social inclusion for marginalised students. Drawing on case study data from two 14-year-old students in a government secondary school located in a low socio-economic suburb of Melbourne, Australia, we argue that the performative ethic of care fails to cater for the more complex needs of these students. Lacking the qualities of 'good student' as independent and successful learners, these students are positioned and treated differently in their schools, leading to their weak sense of belonging to the institution. We maintain that a plural social justice framework focusing on the politics of redistribution and recognition can provide the basis of a socially just education for marginalised students.

摘要： We draw from an ethnographic research perspective to examine the potential benefits and pitfalls of dual-language secondary classrooms. The data collected come from multiple sources including classroom observations and teacher interviews from dual-language secondary classrooms. A secondary dual-language education conceptual framework is presented. Three dimensions of the DLE framework inform teachers' pedagogical practices in the classroom: bilingualism, culture, and community engagement. Further, in this article, recommendations for effective dual-language secondary classrooms are offered as a way to advance teachers' pedagogical practices that leverage students' language repertoire.