El objeto de estudio del presente texto va encaminado hacia la creación de un poemario tipográfico propio, Vaguedás, con textos extraídos de la obra de la poeta Rosalía de Castro, Follas Novas ...(1880). Desde un posicionamiento teórico afín al uso de metodologías cualitativas se analizan las posibilidades que nos brinda el análisis de las dimensiones de la educación presentadas por Elliot Eisner en El ojo ilustrado (1998). El estudio de dichas dimensiones se erige como una metodología alternativa para la ideación de publicaciones divergentes en las que el empleo de la tipografía móvil se considera el recurso gráfico primario. Con este artículo, buscamos encontrar soluciones alternativas para estructurar el proceso creativo en el ámbito artístico. Para ello, nos basamos en el proceso proyectual de la publicación arriba mencionada y que evidencia la capacidad de este análisis para fomentar la reflexión sobre el propio quehacer. Así, la utilidad de esta investigación reside en presentar una herramienta novedosa, con capacidad para regenerarse y adaptarse en virtud de ser de utilidad tanto en la actualidad como en futuros escenarios.
Anne Haas Dyson comenzó a dictar clases a comienzos de la década de 1970, como maestra, y continúa haciéndolo hoy, como profesora, en la Facultad de Educación de la Universidad de Illinois. Hace unos ...50 años que investiga, mediante métodos etnográficos, los procesos sociales y culturales de escolarización y literacidad en la infancia; en particular, las culturas infantiles y el rol de la cultura popular en su desarrollo; las prácticas de literacidad extraescolares y escolares en la infancia transcultural actual; las políticas lingüísticas de la escuela y su incidencia en las identidades de los niños y niñas que usan variedades no estándar; el modo en que las sociedades construyen las infancias y la manera en que las niñas y los niños actúan como agentes para edificar infancias propias. Estas investigaciones le han valido a Dyson importantes distinciones y premios. Su amplia obra, que aún no ha sido traducida al español, incluye los siguientes títulos: Child cultures, schooling, and literacy: global perspectives on composing unique lives (2016); ReWRITING the basics: literacy learning in children's cultures (2013); The brothers and sisters learn to write: popular literacies in childhood and school culture (2003); Writing superheroes: contemporary childhood, popular culture, and classroom literacy (1997); Negotiating a permeable curriculum: on literacy, diversity, and the interplay of children's and teacher's worlds (1993); Social worlds of children learning to write in an urban primary school (1993), y Visions of children as language users: research on language and language education in early childhood (1991).
Bertold Eisner bio je prvi profesor Porodičnog prava kao samostalnog kolegija na Pravnom fakultetu Sveučilišta u Zagrebu od akademske godine 1946./1947. Biografija tog velikog pravnika izvanredan je ...dokaz da procesi europske integracije nisu započeli osnivanjem Zajednice za ugljen i čelik u Parizu 1951. godine s ciljem stvaranja zajedničkog tržišta za ugljen i čelik. Europska civilizacija dosezala je davno prije do istočnih rubnih područja na granicama Austro-Ugarske Monarhije. U profesionalnoj karijeri tog iznimnog pravnika slijedimo logičan put interesa za rimsko pravo, gradansko i porodično pravo te za medunarodno privatno pravo. Rijetko je koji profesor iza sebe ostavio djela takve trajne vrijednosti iz svih tih područja. Ne smije se nikada zaboraviti da je upravo kontinuiranim djelovanjem tog vrhunskog intelektualca nakon Drugog svjetskog rata pravna znanost ostala duboko ukorijenjena u europsku pravnu tradiciju, iako se u tadašnjoj FNRJ naglasak samo deklarativno stavljao na novi politički, tzv. postrevolucionarni kontekst.
Discursively learning outcomes have been embedded within an education-policy context characterised by a shift from teaching to learning. In the dominant education policy discourse, learning outcomes ...have come to play an important role in education whose emphasis is more on product than process, which by its critics have been characterised as scientific management. Calls have been made to reconsider alternative interpretations of learning outcomes and a renewal of older perspectives on learning outcomes such as in Eisner's works. The article examines the concept of learning outcomes, as interpreted in education policy, and discusses it within Eisner's framing of teaching and learning. Analysing policy developments and the introduction of learning outcomes in two Scandinavian countries, we ask what is taken for granted in the interpretation of learning outcomes. The analysis contributes to a widened narrative on what education could be about by illuminating alternative ways of interpreting and conceptualising learning outcomes in education.
Teachers’ participation in activities that will positively affect their professional development is of critical importance in terms of educational processes and the improvement of teacher quality. ...In-service education programs have important roles in increasing both the efficiency of educational processes and teacher quality. This study aims to evaluate the topic of “Armenian claims” included in the Information Seminar In-Service Education Program for Department head teachers of History and Social Studies Teachers organized by the Turkish Ministry of National Education, Board of Education and Discipline on November 11-13, 2022. The population of the study consisted of 81 history and 81 social studies department head teachers from the 81 provinces of Türkiye for a total of 162 department head teachers. The sample of the study consisted of 52 history and social studies department head teachers selected with the criterion sampling method. Eisner’s educational expertise and criticism model was used in the analysis and the study was designed as qualitative research. A semi-structured interview form about Armenian claims was administered to selected history and social sciences department head teachers after they participated in the in-service education program. The data obtained were subjected to content analysis using the MAXQDA 2022 package program and were then evaluated thematically. After the in-service education program, the history and social studies department head teachers stated that their level of knowledge about the Armenian claims increased, they had learned new and surprising information, and they would make changes to their lectures. The participants expressed positive opinions about the efficiency of the in-service program. In-service education activities provide history and social studies teachers with opportunities to further their professional development. This research shows the positive changes in both knowledge levels and course teaching on Armenian claims among the participants after an in-service education program.
This paper examines practitioners' experiences of global citizenship education (GCE) in an international baccalaureate (IB) international school and argues that the school's enactment of GCE ...constitutes an allosyncratic response. The author defines allosyncracy as the uniqueness of behaviour and temperament demonstrated by groups and individuals in relation to others of difference. Thinking with Jürgen Habermas and Elliot Eisner, the author elaborates allosyncracy and argues that the delineating and expressive properties of the concept form a useful thread for GCE advancement. This research will be of interest to those seeking to develop modes of global engagement, including global citizenship, cosmopolitan education, and international-mindedness.
This paper examines Elliot W. Eisner's theory of curriculum construction. Previous studies have not discussed the connection between Eisner's engagement in curriculum development practices in the new ...curriculum movement in the U.S. and his concepts of educational connoisseurship and educational criticism. Therefore, this paper explores Eisner's theory of curriculum construction and the process of its formation by focusing on the period before he published his major work, The Educational Imagination (1979). First, this paper examines Eisner's experiences with the Kettering Project. Eisner criticized the Tyler Rationale from two points of view: (1) the Rationale does not offer concrete measures for its operation, and (2) it takes a value-neutral position. In response to the former, Eisner argued that a distinction should be made among the three curriculum levels (academic level, subject matter level, course level) and that a theory should be created to contribute to the third (course) level. With regard to the latter, Eisner distinguished two curriculum theories, descriptive theory and normative theory. He then argued that curriculum decision as a value judgment should be theorized. Furthermore, his experience with the Kettering Project made Eisner realize the limitations of teacher-proof materials. Eisner focused on the fact that the curriculum that emerges in the classroom is ultimately controlled by the teachers, defining curriculum decision as a concept of "educational imagination." Educational criticism did not only describe educational practices, but also functioned to present alternatives to educational practices. Eisner regarded the classroom teacher as a curriculum maker. The educational imagination of the classroom teachers was a device that transformed visions of teaching into concrete educational programs. The educational imagination of the educational critics as curriculum specialists was a device for disclosing the null curriculum and offering alternatives to practice. Eisner advocated that collaboration between the two would contribute to curriculum improvement at the course level. This paper argues for the significance of Eisner's theory of curriculum construction from three points of view. First, Eisner's theory of curriculum construction was not a dichotomy between curriculum construction based on educational objectives and emergent curriculum construction, but raised curriculum-level issues in the differences between the two. Emergent curriculum construction works well as a unit and lesson planning theory that is granular and close to the classroom context. On the other hand, curriculum construction based on educational objectives may work better in some cases of granular curricular decision, such as policy decisions on subject matter content. Second, it is educational critics as curriculum specialists who support curriculum construction and improvement at the course level. Eisner finds a way for researchers to contribute to course level curriculum improvement by developing the role of curriculum specialists from curriculum developers to educational critics. Third, the concept of educational imagination evokes the need for intentional curriculum design and planning in emergent curriculum construction. The paper suggests that emergent curriculum construction does not mean unintentional and unplanned practice, but rather constant curriculum improvement rooted in the classroom context.
In this article, we analyse key policy documents on teacher quality produced by the OECD and the EU during the period 2005 to 2017 using an educational connoisseurship and criticism approach. The ...purpose of this article is to explore how Eisner’s concepts of educational connoisseurship and educational criticism can be understood and used to analyse educational policy, especially how teacher quality is discursively constructed in transnational authoritative texts on education policy. Eisner’s three aspects of criticism, description, interpretation and evaluation can be utilised in a differentiated critical approach to the analysis of transnational policy documents on education. While the critical descriptive discourse can be viewed as ‘identifying a simple relationship’ between social development and educational needs, the interpretative critical discourse can be regarded as ‘recognising the complexity’ of teachers’ tasks in changing societies and the critical evaluative discourse as ‘recognising and problematising contradictory interests’ that affect teachers’ work. We argue that the philosophical concepts of connoisseurship and criticism contribute to policy research by demonstrating that a multifaceted concept of teacher quality is needed to capture the complex nature of education.
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