识字:成为公民的杆?
1UNESCO Chair in Adult Literacy and Learning for Social Transformation, School of Education and Lifelong Learning, University of East Anglia, Norwich, UK.
International review of education. Internationale Zeitschrift fur Erziehungswissenschaft. Revue internationale de pedagogie
|June 14, 2023
概括
这项研究探讨了积极的公民身份如何促进识字学习,超越基本的公民技能. 它强调识字能力.
科学领域:
- 教育教育教育教育教育教育.
- 社会学 社会学 社会学
- 公民研究 公民研究
背景情况:
- 公民教育往往狭义地将识字定义为功能技能或对权利的基本知识.
- 现有的模型忽视了通过积极的公民参与来发展识字的潜力.
研究的目的:
- 分析不断变化的公民身份模式,并重新定义识字与公民身份之间的关系.
- 探索如何识字学习可以通过积极的公民身份出现,而不仅仅是为了它.
主要方法:
- 分析不断发展的公民模式.
- 在日常生活中识字的民族学研究中借鉴.
- 将社会实践镜头应用于识字和公民身份.
主要成果:
- 识字学习可以是积极公民的结果.
- 识别了各种背景下识字的象征和工具意义.
- 强调非正式学习,批判性数字素养和对同情心的文学的重要性.
结论:
- 公民教育中的教学方法应纳入对识字的社会实践观点.
- 参与者应该被视为文本的共同构建者,与全球公民教育目标保持一致.
- 培养同理心和理解需要认识到多样化的识字实践.
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