Author: Dorinda R. BorgPublisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages : 110
Book Description
The Effects of the Extended Curriculum Programme on the Social Identity of Students
Author: Dorinda R. BorgPublisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages : 110
Book Description
Funds of Knowledge
Author: Norma GonzalezPublisher: Routledge
ISBN: 1135614059
Category : Education
Languages : en
Pages : 332
Book Description
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Extended Curriculum Programmes
Author: Tennyson MgutshiniPublisher: African Sun Media
ISBN: 1991201737
Category : Education
Languages : en
Pages : 164
Book Description
The introduction of ECPs in South African Universities is seen by many as South Africa’s key strategy for addressing the problem of poor patterns of student success and has its basis on the uncontested acceptance that an extended study duration may be necessary to bring some categories of learners to a level of parity with the readiness expectations of their course of study. Even so, this transformative strategic imperative has been plagued by a range of challenges that include poor systems readiness; poor selection mechanisms in the identification of ECP students; poor numeracy and literacy amongst students, and indifferent teacher involvement in ECPs. This volume offers a rare insight into many of the above-recognised challenges and in so doing provides critical matter for thought for educators within the higher education sector.
Negotiating Learning and Identity in Higher Education
Author: Bongi BangeniPublisher: Bloomsbury Publishing
ISBN: 1350000205
Category : Education
Languages : en
Pages : 213
Book Description
While access to higher education has increased globally, student retention has become a major challenge. This book analyses various aspects of the learning pathways of black students from a range of disciplinary backgrounds at a relatively elite, English-medium, historically white South African university. The students are part of a generation of young black people who have grown up in the new South Africa and are gaining access to higher education in unprecedented numbers. Based on two longitudinal case studies, Negotiating Learning and Identity in Higher Education makes a contribution to the debates about how to facilitate access and graduation of working-class students. The longitudinal perspective enabled the students participating in the research to reflect on their transition to university and the stumbling blocks they encountered in their senior years. The contributors show that the school-to-university transition is not linear or universal. Students had to negotiate multiple transitions at various times and both resist and absorb institutional, disciplinary and home discourses. The book describes and analyses the students' ambivalence as they straddle often conflicting discourses within their disciplines; within the institution; between home and the institution, and as they occupy multiple subject positions that are related to the boundaries of place and time. Each chapter also describes the ways in which the institution supports and/or hinders students' progress, explores the implications of its findings for models of support and addresses the issue of what constitutes meaningful access to institutional and disciplinary discourses.
Negotiating Learning and Identity in Higher Education
Author: Bongi BangeniPublisher:
ISBN: 9781350000223
Category : Articulation (Education)
Languages : en
Pages :
Book Description
Introduction / Rochelle Kapp and Bongi Bangeni -- Students' negotiation of learning and identity in working-class schooling / Rochelle Kapp, Elmi Badenhorst, Bongi Bangeni, Tracy S. Craig, Viki Janse van Rensburg, Kate le Roux, Robert Prince, June Pym and Ermien van Pletzen -- Closing the gap : three mathematics students talk about their transition to and through their undergraduate degrees in the sciences / Kate le Roux -- "Going nowhere slowly? : a longitudinal perspective on a first-generation woman student's withdrawal from university / Judy Sacks and Rochelle Kapp -- Humanities' students negotiation of language, literacy and identity / Rochelle Kapp and Bongi Bangeni -- The role of religion in mediating the transition to higher education / Bongi Bangeni and June Pym -- A longitudinal account of the factors shaping the degree paths of black students / Bongi Bangeni -- Enabling capabilities in an engineering extended curriculum programme / Tracy S. Craig -- The impact of previous experiences and social connectedness on students' transition to higher education / June Pym and Judy Sacks -- Conclusion : exploring the implications of students' learning journeys for policy and practice / Bongi Bangeni and Rochelle Kapp.
Resources in Education
Author: Culture in Education and Education in Culture
Author: Pernille HviidPublisher: Springer Nature
ISBN: 3030284123
Category : Education
Languages : en
Pages : 273
Book Description
In a world where the global engagement and international dialogue intensifies, some areas of cultivated knowledge suffer from this dialogue and this has consequences for people and communities. We propose education to be such a case. The global dialogue in education tends to be restricted to and mediated by standardized measurements. Such standards are meant to measure qualities of education and of student behavior and create the sought for condition for normative comparability and competition. The obvious drawback is that cultural variability – in local living as well as in education – is rendered irrelevant. Are there alternatives? The book insists on maintaining the discussion about education on a global level, but rather than moving towards homogenization and standardization of education, the attention is drawn towards the potential for learning from creative fits - and misfits - between concrete local cultures, institutional practices and global aims and standards of education. This work brings together a group of educational and developmental researchers and scholars grappling to find culturally informed and sensitive modes of educating people and communities. Case studies and examples from four geographical contexts are being discussed: China, Brazil, Australia and Europe. While being embedded in these local cultures, the authors share a conceptual grounding in cultural developmental theorizing and a vision for a culturally informed globalized perspective on education. As the theme of the book is learning from each other, the volume also includes commentaries from leading scholars in the field of cultural psychology and education.
Handbook on Positive Development of Minority Children and Youth
Author: Natasha J. CabreraPublisher: Springer
ISBN: 3319436457
Category : Psychology
Languages : en
Pages : 509
Book Description
This Handbook presents current research on children and youth in ethnic minority families. It reflects the development currently taking place in the field of social sciences research to highlight the positive adaptation of minority children and youth. It offers a succinct synthesis of where the field is and where it needs to go. It brings together an international group of leading researchers, and, in view of globalization and increased migration and immigration, it addresses what aspects of children and youth growing in ethnic minority families are universal across contexts and what aspects are more context-specific. The Handbook examines the individual, family, peers, and neighborhood/policy factors that protect children and promote positive adaptation. It examines the factors that support children’s social integration, psychosocial adaptation, and external functioning. Finally, it looks at the mechanisms that explain why social adaptation occurs.
Research in Education
Author: Inclusion in Southern African Education
Author: Dipane HlalelePublisher: Springer Nature
ISBN: 3031437527
Category : Education
Languages : en
Pages : 242
Book Description
This book reflects on more than two decades of adoption practices of inclusive education policy in Southern Africa. It is aimed at taking stock of the successes, challenges and achievements during this journey of making education inclusive and equitable. It responds to the educational needs of learners at all levels, regardless of their diverse needs, such as disability, gender, socio-economic status, race, ethnicity and language background. This book furthers the understanding and conceptualization of the notion of inclusion in education, and explores the challenges experienced during the operationalization and implementation of the process. It extends debates spawned by international and national policy mandates that sought to transcend exclusionary educational practices in order to realize inclusive societies and, by implication, inclusive classrooms. It offers a comprehensive conceptual framework for inclusive education in the Southern African context while drawing parallels from the regional and international experience. This book can be used as a reference or critical reading for scholars and researchers in the field of inclusive education. It will empower practitioners, administrators, teachers and school leaders, curriculum developers and planners, as well as policy makers with knowledge about theory and practice regarding inclusive education in the Southern African schooling system.