Childhood and Postcolonization

Cannella, Gaile S.; Viruru, Radhika

doi:10.4324/9780203463536

Cited by 102 publications

(119 citation statements)

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“…De revisar la noción de la enseñanza como recitación, el aprendizaje como repetición y el conocimiento como un recipiente estático (Cuban, 1993). De descolonizar las nociones de la infancia y la juventud (Cannella y Viruru, 2004), que niegan al otro su saber y su capacidad de ser.…”

Section: La Larga Búsqueda De Un Aprendizaje Con Sentidounclassified

Discursos y prácticas en torno a las competencias en educación

Sancho

2017

Fonseca, Journal of Communication

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RESUMENEn este artículo, basado en el conocimiento elaborado a través de distintos proyectos de investigación realizados en los últimos años, en primer lugar, argumento la dificultad de crear discursos y propuestas desde el campo de la educación debido, entre otros factores, a la escasez de medios y recursos para la investigación educativa. En segundo lugar, se sitúa el contexto de los cambios sociales, políticos, económicos, culturales y tecnológicos que han dado lugar a la aparición y expansión, sobre todo desde el campo empresarial, de los discursos sobre la importancia y conveniencia de poner en práctica una visión de la enseñanza basada en las competencias. También discuto las fortalezas, dificultades y peligros que esto conllevan. En tercer lugar, considero las propuestas realizadas por distintos organismos internacionales y su aplicación en el sistema educativo español. A continuación, exploro la dificultad de generar cambios sustantivos en la enseñanza y el aprendizaje, a partir de la promulgación de los reales decretos que estipulan la obligatoriedad de introducir las consideradas competencias básicas en los currículos escolares. El artículo finaliza con algunas conclusiones y propuestas para pensar.Palabras clave: Cambio educativo; competencia digital; competencias sociales y cívicas; condiciones de enseñanza; política educativa; práctica educativa. ABSTRACTIn this paper, based on the knowledge elaborated through different research projects carried out in recent years, I first argue the difficulty of creating discourses and proposals from the field of education due, among other factors, to the scarcity of means and resources for educational research. Second, I refer to the social, political, economic, cultural and technological changes that have led to the emergence and expansion, especially from the business field, of the discourses on the importance and convenience of implementing competency-based teaching and learning processes. I also discuss the strengths, difficulties and dangers that this entails. Thirdly, I consider the proposals made by different international organizations and their application in the Spanish education system. Next, I explore the difficulty of generating substantive changes in teaching and learning, from the enactment of the real decrees that stipulate the obligation to introduce the considered basic competences in the school curricula. The article ends with some conclusions and proposals for thinking.

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Section: La Larga Búsqueda De Un Aprendizaje Con Sentidounclassified

Discursos y prácticas en torno a las competencias en educación

Sancho

2017

Fonseca, Journal of Communication

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“…This, he argues, precludes any insight into children's agency and their social worlds (Speier 1976). Children have also been viewed through a developmental gaze, according to Canella and Viruru (2004), in a similar vein as colonized people. There are hence certain similarities to be found between the idea of socialization and the developmental discourse as brought about by Escobar (1995).…”

Section: Children's Agencymentioning

confidence: 99%

That will be your home : Resettlement preparations for children and youth from the Horn of Africa

Muftee¹

2014

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“…All themes around play must be viewed as particular to certain sociocultural groups within particular historical and geographical contexts (Göncü, Jain, & Tuermer, 2006). Indeed, questions in our parent survey study reflect a view of play that Cannella and Viruru (2004) argue "represents the biases and values of Western societies that privilege explorations with objects and monocultural notions of progress" (p. 104). For example, definitions of play as child centered and supportive of children's learning and overall development were influential to our survey item development.…”

Section: Development Of the Survey: Understandings About Playmentioning

confidence: 99%

The Role of Play at Home and in Kindergarten and Grade One: Parents’ Perceptions

Peterson¹,

Portier²,

Murray³

2017

J Child. Stud.

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Christine Portier is a postdoctoral fellow in the Department of Curriculum, Teaching, and Learning at OISE/University of Toronto. She is a former elementary teacher who now teaches graduate courses in elementary education and conducts research on young children's oral language and writing in play contexts in northern rural and Indigenous communities.Adam Murray worked as a teacher in the city centre for Edmonton Public School Board for ten years. He is currently the principal of Kennedy Elementary School and Grimshaw Jr/Sr High School for the Peace River School Division and an advisory committee member for the Northern Oral Language and Writing through Play (NOW Play) project. As a public school educator, he is passionate about teaching children to read, and he continues to research and implement strategies that close the literacy gap of early learners.

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Childhood and Postcolonization

Cited by 102 publications

References 0 publications

Discursos y prácticas en torno a las competencias en educación

Discursos y prácticas en torno a las competencias en educación

That will be your home : Resettlement preparations for children and youth from the Horn of Africa

The Role of Play at Home and in Kindergarten and Grade One: Parents’ Perceptions

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