Suchergebnisse

This book introduces the reader to a collection of research-based works by authors that examine assessment and the application of professional judgment guided by assessment for learning in contrast to the more normalizing assessment of learning that currently pervades the nature of assessment in teacher preparation.

Teaching at the intersection of race and poverty / Patrick M. Jenlink -- Appropriation or culturally relevant education? The place of black student culture in school curriculum / Kelly Wallace and J. Amos Hatch -- Improving public education by creating sanctuary in schools : a response to stress and trauma in children and adolescents growing up in poverty / Eileen Santiago, Joanne Ferrara, Sarah M. Yanosy and Kerron Norman -- On slavery and the racialization of teaching practices / Jon N. Hale -- Meeting the challenge of race and poverty in our schools : the role of teacher education / Patrick M. Jenlink -- What do I need to know to become a teacher in today's schools? / Laveria F. Hutchison -- High expectations, content, and support / Carrie Robinson -- Teacher educator responsibilities for preparing teachers to center race / Adam Julian Alvarez -- Real talk about race and poverty / Danné E. Davis -- Adopting a complex, decentered perspective of teaching marginalized students / Kathryn Strom -- Toward a critical race theory for teacher education / Daniel G. Solorzano -- Reimagining three responsibilities of teacher education/preparation : structural racism, poverty, and implicit bias / Sherick Hughes and Ronda Taylor Bullock.

Democracy's distraction by the politics of accountability and the public's disaffection in an ideologically bound culture of accountability further defines the work ahead for teacher educators in an era of neoliberalism. The author discusses the hegemony of neoliberalism and its political and economic threat to education and, more importantly, to the function of education in a democratic society. The author argues the need for teacher educators to advance a culture of democratic accountability in preparing future teachers. Further argued is that the current culture of technical-managerial accountability is counter intuitive to a democratic society and its educational system. The author examines the meaning of technical-managerial standards of accountability as a neoliberal agenda, presenting a counter narrative of standards of complexity as return to a culture of professional and democratic accountability.

AbstractDiscourse ethics, as related to design conversation, is a primary factor in the conceptions, decisions, and actions undertaken in the systems design processes. Considerations for what is ethical as well as who determines the system of ethics that guide the design of a human activity system are questions that must be addressed. In this paper, the author examines the importance of discourse ethics in the design of educational systems, situating ethicality within the conversational nature of social systems design. The author first discusses the ethical responsibility of educational systems design. Second, the author explores design conversation as an ethical human activity system. The author then examines discourse ethics and ethical discourse, concluding with an examination of design praxis as a stance taken by the user–designer who engages critically, reflectively, and intentionally in an inquiry that belongs intrinsically to a project of self‐understanding—realize the individual and social 'self' through authentic engagements. Copyright © 2004 John Wiley & Sons, Ltd.

AbstractThis article reflects an autobiographical account of Bela H. Banathy's life, providing a recorded history of his accomplishments, personally and professionally. Importantly, Bela's story provides insight into his early life and the historicity of his origins as a systems and design scientist. Copyright © 2004 John Wiley & Sons, Ltd.

AbstractEducational systems design, largely communicative in nature, depends on discourse as a semiotic tool for mediation within the cognitive, cultural, and creative activities essential to overcoming deep sociohistorical patterns woven into the fabric of society. The use of activity theory as a framework for understanding the mediational importance of conversation in educational systems design represents a sociocultural and inquiry‐oriented perspective that illuminates the relationship of design as a human activity system and the sociocultural context in which the design activity unfolds. As in Banathy's idealized concept of social systems design the importance of conversation is acknowledged in activity theory. Likewise, the importance of language as a symbol‐based mediational tool connects systems design and activity theory. Essential to the design of human activity systems, such as educational systems, is the ability of participants to acknowledge the dialectical contradictions that have emerged in their past or present activity system(s), while also acknowledging the importance of creating dialogical relationships toward the goal of designing new systems.Design conversation and systems language underlie the socially constructed process of educational systems design. The framework of activity theory suggests that mediational artifacts such as language and discourse do not exist inside or outside of individual consciousness; rather they reside on the borderline between oneself as designer and the others who are also designers and users. From this perspective one has to take and use cultural artifacts (i.e., design conversation and systems language), to appropriate these artifacts with the intentions of the designer and the design community.This paper will examine the mediational importance of conversation in the design of human activity systems that are educative and intentioned as learning systems. The paper will first examine activity theory and human activity systems, seeking to make connections between the systemic nature of activity theory as drawn from sociocultural learning theory and human activity systems grounded in social systems design. The paper will then examine educational systems design, viewing design as post‐epistemological in nature. Design conversation is then deconstructed to create an understanding of how this type of discourse draws from other genres or types of discourse such as dialogue, discussion, dialectic, ethical and critical discourse. The paper will then elaborate on design conversation as activity through an activity theory framework, demonstrating the dynamic relationship between participants, purpose, mediational artifacts, community, design work, and sociocultural rules governing design. The author will conclude with reflections on the mediational importance of design conversation in transcending dualisms that challenge social change. Copyright © 2001 John Wiley & Sons, Ltd.

"Dialogue as a Means of Collective Communication offers a cross-disciplinary approach to examining dialogue as a communicative medium. Presented in five parts, the book takes the reader on a journey of exploring the power and potential of dialogue as a means for communication. In particular, this volume comes at a time when the global society's attention has been directed to creating more productive conversations in the name of world peace and harmony. It provides a unique new work on dialogue that brings the reader into a ""dialogue with dialogue"", offering an opportunity to understand the communicative potential of dialogue. In the book, readers are introduced to five sections: Section I examines the historical and cultural perspectives of conversation. This examination helps to create a foundation for a deeper study of the emergent and salient aspects of conversation as it relates to cultural creativity and human systems design. Sections II offers the reader an examination of dialogue through different philosophical and theoretical perspectives as well as methodological ideas related to conversation. Section III explores different modalities of conversation and the application of design conversation within and across various types of design settings and human experiences. Section IV examines the field of practice as related to use of different forms of conversation. Here various authors will share their different approaches to conversation and their reflections and insights in using conversation in a variety of settings. Concluding the book, Section V reflectively examines the authors' contributions to the book and provides the reader with a focus on the future."

Dialogue as a Collective Means of Design Conversation is the second volume edited by Patrick M. Jenlink and Bela H. Banathy to offer a cross-disciplinary approach to examining dialogue as a communicative medium. In this Compendium, the contributing authors set forth their ideas, experiences, and perspectives as the path of a learning journey a journey of new meaning, of new understanding, and of becoming self-aware of design conversation as future creating and consciousness evolving. In particular, this volume comes at a time when we as a global society are faced with the question of how we shape our actions and in turn shape our future, through conversation that is focused on resolving global conflict and fostering world peace. The volume evokes in the reader a realization that our greatest potential rests, in no small measure, with our collective capacity for cultural creativity and in our capacity to achieve new levels of consciousness through dialogue and design conversation.

AbstractThe Agoras of the City States of the Classical Greeks were public spheres where democracy was lived by citizens who made collective decisions about issues affecting their daily lives. The Agora Project—New Agoras—is a metaphor for social action contexts in which people can make collective decisions about their future. People in the settings of their families, neighborhoods, community groups, organizations and institutions have the potential to organize themselves as evolutionary design communities. Participants in the Agora Project collectively enjoin to establish a new public sphere that can sustain a meaningful actionable design dialogue among individuals within and across New Agoras. These New Agoras, communicatively linked, would serve as the infrastructure for democratic civil society and a system of public spheres animated by evolutionary conversation and guided by evolutionary design with purpose of self‐guided evolution of the society—cultural evolution of our species, Homo sapiens sapiens. Critical to the Agora Project is the establishment of stewardship communities. The task of these communities is to create knowledge bases for evolutionary inquiry, develop resources for evolutionary learning and explore suitable approaches, methods and technologies. This article will present an overview of the Agora Project and the Agora Steward Community that has evolved in relation to the project. Organization of the article includes: (1) an examination of the evolution of humankind, (2) a discussion of conscious purposeful evolution, (3) an examination of the Agora of ancient Athens, (4) an introduction of the New Agoras as a metaphor for social action in contemporary society, (5) a discussion of the New Agoras as public spheres for democratic civil society, (6) a description of the Agora Project, and (7) a discussion of the New Agoras as public spheres for evolutionary design. Copyright © 2002 John Wiley & Sons, Ltd.