关键词： Cisgenderism   heteronormativity   neoliberal governance   queer and trans pedagogies   transgender  

摘要： In this paper, we draw on conversations with two English teachers in an Australian government speciality arts focused school to investigate possibilities for envisaging trans-affirmative and queer pedagogies in the classroom. It draws from two studies that are concerned to investigate how gender and sexually diverse students are being supported in the education system. Our study employs queer and trans-informed epistemological insights into the pedagogical limits of heternormativity and cisgenderism in high schools. The data involved engaging with teachers who responded to a range of multi-literacy resources that addressed the politics of queer and trans representation, recognition and visibility in their classrooms. We tease out several themes which pertain to the institutionalisation of heteronormativity and cisgenderism, and how it is entwined with neoliberal governance in one particular case study school. Our purpose is to illustrate how this gender and sexuality politics works in tandem with a particular manifestation of neoliberal governance in the public education system, and plays into a specific policy discourse with particular consequences for schools, students and teachers in terms of impression management and its calculative and performative effects.

关键词： Teaching conceptions   reflection   teaching philosophy   engineering education  

摘要： Although engineering educational endeavours are often described with regard to how well they prepare students to meet national or global engineering concerns, the purpose of this paper is to show how those efforts can also serve the larger educational goals of the educators themselves as they develop learning experiences for their students. This paper describes the reflections of four engineering educators who used a research-based 'Pedagogy of Larger Concerns' (PLC) as a conceptual lens for examining important aspects of their courses. A PLC is a set of teaching conceptions that was identified in a study exploring the thinking of outstanding professors in order to improve our understanding of the basis of their effectiveness.

关键词： Person-centred   experiential   social pedagogy  

摘要： The aim of this article is to show how the theory and philosophy of the person-centred experiential approach, originally developed by the psychologist Carl Rogers, can usefully inform the development of professional practice, educational methods and critical social theory of social pedagogy. Social pedagogy is introduced, followed by a description of philosophical and theoretical underpinnings to the person-centred experiential approach. It is suggested that person-centred experiential theory offers a meta-theoretical basis to social pedagogy. Evidence is provided from the social pedagogy literature to support the proposed fit. It is proposed that a radical form of person-centred experiential therapy is a form of social pedagogic practice, that it is premised on a pedagogical discourse and not a mental illness discourse, and that it addresses personal and structural power, and the dialectical relation between self and society. It is concluded that person-centred experiential theory provides a foundation to social pedagogy as an emerging field of social theory, research and practice.

关键词： public health education   bachelors of public health   undergraduate public health   undergraduate education   curriculum development   high-impact educational practices   career preparation   critical thinking  

摘要： Engagement of undergraduate public health students in active learning pedagogy has been identified as critical for recruitment, retention, and career preparation efforts. One such tool for engagement that has proven successful in STEM programs is deliberative pedagogy, where it is used to stimulate student interest in research and policy applications of technical course content. Broadly applied, deliberative pedagogy is a consensus model of decision-making, applied as an in-class exercise, where students work in small groups and model a community task force with assigned group roles. In these groups, students collect evidence from literature and media sources, and prepare a consensus response to an assigned question. Here we present an adaptation of this pedagogy to provide undergraduates with the tools needed to actively engage in public health policy and planning work groups. This adaptation is first applied during an introductory public health course, where it is used as a tool for engagement and excitement, and as a critical thinking exercise. It additionally serves as an opportunity for students to apply information literacy skills and engage with research and policy initiatives discussed in class. The same tool is reintroduced prior to graduation in a capstone course, where the emphasis shifts to application of research skills and analytical concepts. The activity is also an opportunity for students to apply professional skills needed for engagement in program development, program evaluation, institutional policy, and legislative advocacy. Through application of this pedagogical tool at two critical time points in an undergraduate curriculum, students develop skills necessary for early career professionals and are better prepared to actively engage in policy and planning as it relates to critical public health initiatives, both locally and globally.

关键词： 高等教育学   人才培养体系   华东师范大学   研究成果   出版社   教育界   学术界  

摘要： 高等教育作为人才培养体系中的高级阶段,最基本的任务就是培养人才。为了促进高等教育综合全面的发展,需要提升中国高等教育的软实力。杨德广主编的《高等教育学概论》(华东师范大学出版社,2010年12月版)一书结合中外学术界的研究成果和高等教育界的实践成果,结合时代发展的特点,联系高等教育的现实,详细论述了我国高等教育的现状及面临的挑战。通读全文,发现全书呈现三大特色。

关键词： Bodymindspirit   Critical pedagogy   Embodied pedagogy  

摘要： Seeking to meet Freire’s (Pedagogy of freedom: ethics, democracy, and civic courage, Rowman & Littlefield, Lanham, 1987) call to enact a critical pedagogy of love, this article explores how one urban teacher/researcher engages in pedagogy that supports students to heal from internalized oppression towards what bell hooks (Talking back: thinking feminist, thinking black, South End Press, Boston, 1989, Sisters of the yam: black women and self-recovery, Routledge, New York, 2015) calls self-recovery. Set in an elective class for young women in a Los Angeles middle school, I examine my process as teacher/researcher to understand the experiences of a student named Chelsea, and develop curriculum to serve her arising needs. I integrate critical pedagogy with embodied pedagogies and women of color feminist epistemology to critique dominant ways of knowing and teaching in urban schools. Then, I use auto-ethnography and portraiture to craft three blended portraits: exploring how Chelsea’s sense of self is influenced by her life experiences;how interventions like meditation, dialogue and vulnerability, or what I call pedagogies of bodymindspirit, helped Chelsea to unpack her distrust of others and a longing for wholeness;and how a final project supported Chelsea’s path towards self-recovery. I conclude with ways to cultivate love in the face of material and epistemological violence in schools, and offer implications and tensions for teachers seeking to utilize a bodymindspirit praxis to serve all marginalized students. © 2018, Springer Nature B.V.

关键词： 课程思政   教育本质   民主协商   学习获得感   建构主义  

摘要： "课程思政"是高校思想政治教育教学改革的内在要求,运用课堂教学主渠道,发挥高校立德树人的主阵地作用。该文在对德育和社会主义思政教育比较分析的基础上,从教与育的本质解读课程思政,并把改革具体落实在教学风格的民主化、教学过程的开放性和教学评价的多元化,关注学生价值观等核心概念的形成,引导学生多维度全面发展。

关键词： 教育学原理   案例   案例教学法  

摘要： 本文对案例教学法在《教育学原理》课程中的应用进行了探讨,主要讨论了案例及案例教学法的界定,案例教学法的实践及对教学案例法的反思,通过案例教学法的应用,提高学生的学习兴趣和学习参与度,教学活动转化为学习共同体的活动,学生成为学习活动的主体,实现培养应用型人才的教育目标。

关键词： 思想政治教育   网络空间   思想行为   思想引导  

摘要： 对网络空间思想行为逻辑的深入理解,是当前思想政治教育学研究所面临的一个棘手问题。由于网络空间的独特性、虚拟性和复杂性,以及人们在网络空间思想行为的碎片化、不确定性和多样性,增加了网络空间思想引导的难度。因此,当前思想政治教育学界需要建立相应的研究框架,深入分析网络空间的思想行为,为网络空间的思想引导提供必要的理论支撑。

关键词： 教育学   思辨性教育知识   实证性教育知识   诠释性教育知识   批判性教育知识   经验教育“学”   科学教育学   普通教育学  

摘要： 教育学在发展的过程中形成了思辨性教育知识、实证性教育知识、诠释性教育知识和批判性教育知识四种主要知识传统。多元知识传统影响了人们对学科建构基本问题的认识,知识传统间的争论也影响了学科成熟度的提升。教育学的学科建构应秉持"尊重知识传统,注重分类建构;发展知识传统,促进学科成熟;沟通不同传统,建构自身逻辑"的原则,按照经验教育"学"、科学教育学和普通教育学三条路径分别进行。经验教育"学"以具体情境中的问题解决为旨归,创生实践性教育知识,帮助实践工作者明智行动。科学教育学研究教育系统中的教育现象,揭示变量间的通则式规律。普通教育学则以教育行动本身为研究对象,沟通和整合教育学各分支学科,确立教育学自身的学科逻辑。从经验教育"学"、科学教育学到普通教育学,是一条从个别到一般、从具象到抽象、从开放到内敛的教育学学科建构之路。