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22437 results in Education

Page 281 of 1122

  • Chapter 9 - Ruskin's Many-Sided Soulfulness

  • from Section C - Christianity and Apocalypse
  • Edited by Valerie Purton
  • Book:
    John Ruskin and Nineteenth-Century Education
    Published by:
    Anthem Press
    Published online:
    25 July 2018
    Print publication:
    14 June 2018, pp 149-168

  • Summary

    Virginia Woolf really could not place Ruskin: she saw him as a sad figure who had undoubtedly been an impressive prose stylist but one whom advanced art critics and economists in her set had left far behind. Yet she had to acknowledge what she called ‘a force which is not to be suppressed by a whole pyramid of faults’, and goes on to say: ‘That is why perhaps people in his lifetime got into the habit of calling him Master. He was possessed by a spirit of enthusiasm which compels those who are without it either to attack or applaud; but beneath its influence they cannot remain merely passive.’ She describes the critical prestige accorded similarly magisterial figures who were set apart:

    There can be no doubt that they liked their great men to be isolated from the rest of the world […] Accordingly, the great man of that age had much temptation to withdraw to his pinnacle and become a prophet, denouncing a generation from whose normal activities he was secluded.

    Recognizing a deference to that high ground, involving almost the courting of his moral censure, she comments that Ruskin's contemporaries submitted to a ‘scolding’. Why did the civic fathers of such industrial powerhouses as Manchester, Bradford and Sheffield solicit his predictable scourging in public lectures? Woolf admits, ‘Even now the straight free lashing of Fors Clavigera seems to descend far too often for our comfort upon the skin of our own backs.’ Aspects of his evangelicalism appalled her, but a lingering assumption of some kind of authority, driven by belief and purpose, attached uneasily to his ambiguously marginalizing and empowering prophetic role.

    Perhaps it was necessary to identify authority figures against whom the Bloomsburyites’ rebellious modernity could define itself. But whatever sense of admiring compunction Woolf still harboured it was not disturbed by any conscious residue of shared Christian values. She had no more regard for Ruskin's religious imagination than had Lytton Strachey for Cardinal Manning's.

  • Chapter 2 - ‘Souls of Good Quality’: Ruskin, Tolstoy and Education

  • from Section A - Changing the World
  • Edited by Valerie Purton
  • Book:
    John Ruskin and Nineteenth-Century Education
    Published by:
    Anthem Press
    Published online:
    25 July 2018
    Print publication:
    14 June 2018, pp 31-48

  • Summary

    ‘Education’, Ruskin wrote, is ‘leading human souls to what is best, and making what is best out of them’. For Tolstoy, who keenly admired Ruskin, it was ‘the development of a human soul, and […] making out of the younger generation the best men possible’. The similarities are obvious. For both of these literary giants of the nineteenth century, education was about the individual, and about the inner life. They sought not to make ‘a carpenter an artist’ – nor a peasant a landowner – ‘but to [make] him happier as a carpenter’ or as a peasant: nurturing ‘Souls’, in other words, ‘of a good quality’. What ‘makes men happiest in themselves’, Ruskin wrote, ‘also makes them most serviceable to others’. Education is key to the life of any healthy community. It should provide the glue that holds society together.

    This chapter seeks to establish which of Ruskin's views on education Tolstoy most strongly endorsed. It explores the central elements of Tolstoy's educational research, ideals, classroom practices and publications in order to compare his approach to educational questions with Ruskin's. It is a study of affinity rather than influence, one that highlights significant reasons for Tolstoy's admiration of Ruskin and demonstrates how two uncompromisingly independent thinkers living in very different countries came to challenge educational orthodoxies in strikingly similar terms.

    Ruskin and Tolstoy rejected nearly all the commonly stated purposes and widely accepted methodologies of the mainstream educationists of their day, and disregarded traditional classroom practices, embracing instead innovative and experimental approaches to teaching in the schools they planned or taught at. It is remarkable the extent to which they ploughed their own furrows, approaching matters that interested them – including education, though not limited to that subject alone – unencumbered by received opinion or orthodoxies. Neither rejected – still less, accepted – convention for the sake of it. They were fundamentalists in the truest sense: they sought to drill down to the roots of everything they studied.

    Both Ruskin and Tolstoy devised plans for ideal schools in which competitive examinations would play no part. Both taught children – Tolstoy in his own schools on his estate at Yasnaya Polyana, and Ruskin at the girls’ school at Winnington Hall in Cheshire.

  • Chapter 4 - Mad Governess or Wise Counsellor? Sesame and Lilies Revisited

  • from Section A - Changing the World
  • Edited by Valerie Purton
  • Book:
    John Ruskin and Nineteenth-Century Education
    Published by:
    Anthem Press
    Published online:
    25 July 2018
    Print publication:
    14 June 2018, pp 69-80

  • Summary

    This chapter begins, unusually for me, with an autobiographical anecdote that concerns my old school. Some little while ago I was invited to the annual Founder's Day, and as the invitation was insistent, I duly presented at 10 a.m. in the school hall, to find a seat with my name on it. Much of the programme was familiar, a rather uncanny sensation after so many years, but then members of the upper sixth performed a drama written by themselves, which enacted episodes from the story of the Pre- Raphaelite Brotherhood, involving John Everett Millais, Dante Gabriel Rossetti, Elizabeth Siddal, John Ruskin et al. I knew then why I had been invited. As an alumna who has written extensively about this group and their art and, being a connoisseur of dramatizations and retellings of the PRB's now near- legendary events, I enjoyed the somewhat tongue- in- cheek presentation by these stylish young women.

    More followed in the speech by the head teacher. I recalled that in my day the then head was a historian and annually pulled out of the past some aspect of the school's founding – by none other than the redoubtable Frances Mary Buss, this being North London Collegiate School, and she being immortalized alongside Dorothea Beale, the formidable founder of Cheltenham Ladies College:

  • Miss Buss and Miss Beale

  • Cupid's darts do not feel;

  • How different from us,

  • Miss Beale and Miss Buss.

    • On this particular Founder's Day at NLCS the historical theme was art, Frances Buss's father having been an unsuccessful artist who taught drawing at her new school, opened in 1850, and through whom she had artistic acquaintances. In the school archive is the record of a visit by Millais, who happened upon a student practising the harp; and also a letter to school governor Annie Ridley from John Ruskin, in which he wrote: ‘I am much interested in what you tell me of the school and of the feelings with which it has been founded’, adding, ‘I might perhaps be able to come and see what you are doing and to hear how I could promote it.’

  • Trading Places, Creating Spaces: Chris Candlin's contribution to aligning research and practice

  • Cynthia White, Janet Holmes, Vijay Bhatia
  • Journal:
    Language Teaching / Volume 52 / Issue 4 / October 2019
    Published online by Cambridge University Press:
    13 June 2018, pp. 476-489
    Print publication:
    October 2019

  • In referencing the title of Chris Candlin's (2008) plenary, this paper focuses on the continuing concern to align research and practice in applied linguistics, and more particularly in language for specific purposes (LSP) and professional communication. We examine how Candlin identified practices for trading places between research and practice and for creating synergies between them – and in so doing opened up new spaces for enquiry and understanding in the field. We identify and critically examine four approaches that Candlin developed to promote the alignment of research and practice: through particular research tools and methodologies, through the investigation of professional settings and inter-domain constructs (such as quality, trust and risk), through a concern with both rigour and relevance in relation to research and training, and through a focus on ‘critical moments of interaction’ in ‘crucial sites of engagement’ (Candlin 2008). To this end, we draw on the diverse domains and trajectories of enquiry outlined in the opening plenary symposium at the 4th Asia-Pacific Language for Specific Purposes & Professional Communication Association Conference from five standpoints: in recent impact case studies of professional communication in the Hong Kong context (Cheng 2017), in a ‘multi-perspectival’ account of Candlin's enacted philosophy of teaching and learning (Moore 2017), in examining the communicative basis of expertise (Sarangi 2017) and the concept of interdiscursivity (Jones 2017), and in the extensive fieldwork and analysis of workplace talk underlying the development of resources for new migrants in New Zealand (Holmes & Riddiford 2017). In conclusion, we pay tribute to an inspirational researcher and teacher whose influence will continue to impact applied linguistics for decades to come.

  • Teaching for transfer of second language learning

  • Mark Andrew James
  • Journal:
    Language Teaching / Volume 51 / Issue 3 / July 2018
    Published online by Cambridge University Press:
    07 June 2018, pp. 330-348
    Print publication:
    July 2018

  • An important issue in second language (L2) teaching is transfer of learning. Transfer occurs ‘when learning in one context or with one set of materials impacts on performance in another context or with another set of materials’ (Perkins & Salomon 1994: 6452). For example, knowing how to play guitar may help a person who is learning to play the piano, or experience playing team sports may help a person who has a job that involves teamwork, or having learned math in school may help a person who is shopping. Questions about whether and how learning is applied in different contexts are central to an understanding of human behavior, and answers to such questions are of practical value to educators. It is not surprising, then, that for over a century, transfer has been ‘among the most challenging, contentious, and important issues for both psychology and education’ (Day & Goldstone 2012: 153).

  • LTA volume 51 issue 3 Cover and Front matter

  • Journal:
    Language Teaching / Volume 51 / Issue 3 / July 2018
    Published online by Cambridge University Press:
    07 June 2018, pp. f1-f5
    Print publication:
    July 2018
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  • Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level

  • David Lasagabaster
  • Journal:
    Language Teaching / Volume 51 / Issue 3 / July 2018
    Published online by Cambridge University Press:
    07 June 2018, pp. 400-416
    Print publication:
    July 2018

  • Although English-medium instruction (EMI) courses are burgeoning at university level on a global scale, there is a scarcity of pedagogical guidelines about how to implement effective courses, while most higher education institutions rarely offer courses aimed at helping EMI teachers tackle this new teaching context. An additional concern has to do with the fact that content EMI lecturers tend to avoid language aspects, a weakness that could be overcome by boosting team teaching, that is, the collaboration between language and content teachers. Previous research reveals that team teaching improves undergraduates’ learning and can also be a gratifying experience for the teaching staff involved, who usually highlight the motivational boost it gives them because it stimulates reflection on their pedagogical knowledge and practices. In this paper I put forward research tasks with a view to enticing researchers to embark on projects focused on this uncharted territory, as team teaching is a research field in which much remains to be done.

  • Interaction and instructed second language acquisition

  • Shawn Loewen, Masatoshi Sato
  • Journal:
    Language Teaching / Volume 51 / Issue 3 / July 2018
    Published online by Cambridge University Press:
    07 June 2018, pp. 285-329
    Print publication:
    July 2018
    • Article
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  • Interaction is an indispensable component in second language acquisition (SLA). This review surveys the instructed SLA research, both classroom and laboratory-based, that has been conducted primarily within the interactionist approach, beginning with the core constructs of interaction, namely input, negotiation for meaning, and output. The review continues with an overview of specific areas of interaction research. The first investigates interlocutor characteristics, including (a) first language (L1) status, (b) peer interaction, (c) participation structure, (d) second language (L2) proficiency, and (e) individual differences. The second topic is task characteristics, such as task conditions (e.g. information distribution, task goals), task complexity (i.e. simple or complex), and task participation structure (i.e. whole class, small groups or dyads). Next, the review considers various linguistic features that have been researched in relation to interaction and L2 learning. The review then continues with interactional contexts, focusing especially on research into computer-mediated interaction. The review ends with a consideration of methodological issues in interaction research, such as the merits of classroom and lab-based studies, and the various methods for measuring the noticing of linguistic forms during interaction. In sum, research has found interaction to be effective in promoting L2 development; however, there are numerous factors that impact its efficacy.

  • LTA volume 51 issue 3 Cover and Back matter

  • Journal:
    Language Teaching / Volume 51 / Issue 3 / July 2018
    Published online by Cambridge University Press:
    07 June 2018, pp. b1-b2
    Print publication:
    July 2018
    • Article
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  • Integrated assessment research: Writing-into-reading

  • Lia Plakans, Jui-Teng Liao, Fang Wang
  • Journal:
    Language Teaching / Volume 51 / Issue 3 / July 2018
    Published online by Cambridge University Press:
    07 June 2018, pp. 430-434
    Print publication:
    July 2018

  • The view that language should be divided into four skills – reading, writing, listening, speaking – has dominated second language (L2) teaching and learning for some time; perspectives have emerged that conceptualize language as holistic or skills as integrated. This construct of language is evident in language assessments, with an increase in ‘integrated skills’ tasks appearing in tests of writing or speaking. Integrated skills assessments have been defined in several ways (Knoch & Sitajalabhorn 2013) such as reading-into-writing performance with the reading content included in the writing or as tasks that use input, textual or visual, as stimulus for writing under the integrated umbrella (Plakans 2013). Even with these multiple interpretations questions arise: ‘Is that all?’ ‘Is there more to integration?’

  • Sympathy for the devil? A defence of EAP

  • Ken Hyland
  • Journal:
    Language Teaching / Volume 51 / Issue 3 / July 2018
    Published online by Cambridge University Press:
    07 June 2018, pp. 383-399
    Print publication:
    July 2018

  • The ability to communicate in English is now essential to academic success for many students and researchers. Not only has the language established a fairly firm grip in higher education, particularly in the lives of postgraduate students, but also in academic research, where careers are increasingly tied to an ability to publish in international journals in English. Countless students and academics around the world, therefore, must now gain fluency in the conventions of relatively ‘standardized’ versions of academic writing in English to understand their disciplines, to establish their careers or to successfully navigate their learning (e.g. Hyland 2009). English for Academic Purposes (EAP), and the teaching of academic writing in particular, has emerged to support this process (Hyland & Shaw 2016; Hyland 2017a). However, EAP, and its relationship to English language education more generally, is seen from a number of different perspectives, not all of which flatter the field. Among the more critical are that it is complicit in the relentless expansion of English which threatens indigenous academic registers (e.g. Phillipson 1992; Canagarajah 1999), that it is a remedial ‘service activity’ on the periphery of university life (Spack 1988), and that it imposes an imprisoning conformity to disciplinary values and native norms on second language writers (e.g. Benesch 2001).

  • Forthcoming in Language Teaching

  • Journal:
    Language Teaching / Volume 51 / Issue 3 / July 2018
    Published online by Cambridge University Press:
    07 June 2018, p. 435
    Print publication:
    July 2018
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  • Looking inside the world of peer review: Implications for graduate student writers

  • Brian Paltridge
  • Journal:
    Language Teaching / Volume 52 / Issue 3 / July 2019
    Published online by Cambridge University Press:
    06 June 2018, pp. 331-342
    Print publication:
    July 2019

  • Getting published in academic journals is increasingly important for research students in terms of gaining employment when they complete their studies and, in the future, for tenure and promotion applications once they have obtained an academic appointment. In this paper, I discuss some of the challenges that student (and early career) writers face when submitting articles to academic journals and, in particular, how they might better understand and respond to the reports they receive on their work.

  • Chapter 2 - Pre-service teacher identities and the social construction of childhood

  • from Part 1 - Applying Poststructuralism(s)
    • By Son Truong, Senior Lecturer in Health and Physical Education in the School of Education, and is a member of the Sustainability Research Team in the Centre for Educational Research
  • Edited in association with Tania Ferfolja, Western Sydney University, Criss Jones Diaz, Western Sydney University, Jacqueline Ullman, Western Sydney University
  • Book:
    Understanding Sociological Theory for Educational Practices
    Published online:
    27 March 2019
    Print publication:
    04 June 2018, pp 25-41

  • Summary

    AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

    Standard 1: Know students and how they learn

    This chapter encourages readers to think more critically about child development, and the importance of questioning the universality of particular truth claims. Contextualist approaches help us to understand the relations between culture and human development and to consider alternative perspectives and question taken-for-granted assumptions about human development.

    Standard 4: Create and maintain supportive and safe learning environments

    This chapter highlights the importance of deconstructing dominant images of childhood to create inclusive learning environments in diverse educational settings. In particular, inclusive play practices begin with the recognition that children's play is a culturally structured activity.

    I guess just always being ready to question yourself. Like why things are done the way they are and not making assumptions of where those actions or behaviours are coming from. And constantly being self-aware of where your values and beliefs are coming from versus theirs, I think is a major part of working in a cross-cultural experience. Yeah, just trying your best to understand the context and the situation that the children and the community members are living in so that what you do is relevant for their lives.

    (Sam, undergraduate student, reflecting on what it means to teach in a cross-cultural context)

    Introduction

    In the contemporary global context of social, cultural, technological, political and economic integration, schools have become increasingly complex and diverse settings. Many Western countries, including Australia, have continued to see an increase of new immigrants, particularly from non-European-heritage countries (Organisation for Economic Co-operation and Development [OECD], 2013). Within these culturally diverse societies, schools, and in particular teachers, are tasked with the challenge of not only fostering an environment of respect for diversity, but also nurturing a sense of global citizenship through their teaching. However, given these responsibilities, it is essential to consider how we as educators develop or question our own perspectives and how this informs our approach to teaching children in culturally diverse educational settings. Fundamental to this process is a critical awareness of our own constructions of childhood and culture.

    This chapter examines the experiences of a small group of undergraduate students from a Canadian university during an overseas cross-cultural service-learning placement in Thailand in relation to the ways in which the experience became a catalyst towards a more emergent understanding of childhood and culture.

  • Chapter 1 - The unseen half: Theories for educational practices

    • By Tania Ferfolja, Associate Professor in Social and Cultural Diversity in the School of Education at Western Sydney University, Criss Jones Díaz, Western Sydney University, Jacqueline Ullman, Adolescent Development, Behaviour and Wellbeing in the School of Education, Western Sydney University
  • Edited in association with Tania Ferfolja, Western Sydney University, Criss Jones Diaz, Western Sydney University, Jacqueline Ullman, Western Sydney University
  • Book:
    Understanding Sociological Theory for Educational Practices
    Published online:
    27 March 2019
    Print publication:
    04 June 2018, pp 1-22

  • Summary

    AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

    Standard 7: Engage professionally with colleagues, parents/carers and the community

    Through an enhanced understanding of theory and reflexivity and their relationship to teaching as a profession, this chapter enables readers to more meaningfully engage with school professionals and communities through a critically aware and socially cognisant lens.

    [M]y students’ desire to learn about issues related to social justice seems to have been limited to those issues that did not confront them with their own complicity with oppression … Many of my students acknowledged and condemned the ways schools perpetuate various forms of oppression, but asserted that, as teachers, their jobs will be to teach academics, not disrupt oppression. By separating the school's function from the individual teacher's role, they were able to maintain their belief that they do not – and, as future teachers, will not – contribute to these problems.

    (Kumashiro, 2002, pp. 1–2, on pre-service teachers)

    Introduction

    In today's world, teachers’ work is more complex than ever before. This is due to: changes within the last 50 years in global economic forces and highly competitive production modes; the merging of finance, trade and communication knowledges; rapidly advancing technologies; political instability; and environmental concerns. There has been an intensification of migration and labour markets, bringing into contact diverse languages, cultures and identities in ways never before experienced (Romain, 2011). Those living in the Antipodes have not been untouched by changing global forces. These both result in and coincide with a local range of social, cultural and political complexities. These include, but are not limited to: economic disparities in and between postcodes; continued social disadvantage of Indigenous Australians; intolerance towards religious and other forms of diversity; changing mores in relation to gender and sexuality–diverse people; the rise of single-parent and same-sex-headed families as well as changing family constellations; and a political imperative that reduces access to social services, which have been increasingly privatised.

    The increase in privatisation is one element of neoliberalism. Neoliberalism, an economic theory that gained popularity in the late 1970s, has considerable influence on schooling. Claiming to offer individuals greater choice and freedoms, neoliberal educational policies have significantly impacted on the functioning and intent of education, requiring schools to produce particular kinds of work-ready subjects.

  • Chapter 6 - More than cultural celebrations: Indigenous identities in school settings

  • from Part 2 - Intersecting Theories for Meaning: Postcolonialism, Critical Race Theory and Cultural Theory
    • By Marnee Shay, Aboriginal education educator and researcher. She is Senior Lecturer in the School of Education and senior research fellow in the Centre for Policy Futures, University of Queensland
  • Edited in association with Tania Ferfolja, Western Sydney University, Criss Jones Diaz, Western Sydney University, Jacqueline Ullman, Western Sydney University
  • Book:
    Understanding Sociological Theory for Educational Practices
    Published online:
    27 March 2019
    Print publication:
    04 June 2018, pp 102-120

  • Summary

    AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

    Standard 1: Know students and how they learn

    It is critically important that teachers employ strategies for teaching Aboriginal and Torres Strait Islander students. Equally, it is important to understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians (see Standards 1.4 and 2.4). Indigenous education is a national priority. The inclusion of teacher standards that focus on Indigenous education is testament to how important it is for teachers to have access to quality resources to enable best practice in relation to Indigenous education – for both Indigenous and non-Indigenous students. Indigenous identity foregrounds all aspects of Indigenous education.

    The ‘concept of Aboriginality’ and what ‘an Aborigine is’ has been an ongoing construction of the colonisers, an imposed definition. It is also a political issue for Australia's First Nations peoples, who have been forced to live by legislation created around these constructions answering to variations of it, while at the same time trying to explain to our ‘other’ (that is, non-Aboriginal Australia) what it actually means to be Aboriginal from our perspectives and based on our lives in the twenty first century.

    (Heiss, 2012, p. 14)

    Introduction

    Australian research on Indigenous education has been based on deficit notions of cultural difference as the inhibitor to educational parity between Indigenous and non-Indigenous young people. Research from the 1970s focused on ‘why’ Indigenous young people were not succeeding in conventional school settings, and ‘how’ schools could engage and improve outcomes for Indigenous young people. In the following four decades, there has been limited research on the types of learning within which Indigenous young people have subsequently re-engaged after being disengaged.

    The research presented in this chapter focuses on the specific Australian schooling site termed ‘flexi schools’. The term describes a model of schooling outside conventional education addressing the needs of disenfranchised young people. There is an array of flexible schooling programs operating in Australia with the distinct aim of re-engagement (te Riele, 2007). Given the high numbers of Indigenous young people disengaging from conventional schooling and the disparity in educational outcomes between Indigenous and non-Indigenous young people (Australian Government, 2013), it is not surprising that there are high numbers of Indigenous young people engaged in flexi schools (Shay, 2013).

Page 281 of 1122