Pedagogical violence

YesIn this paper, we consider the phenomenon of “pedagogical violence” — infliction of physical, social, emotional, or psychological pains, or threat of such pains that is either the means for or non-accidental by-products of education used on a systematic basis. Pedagogical violence is often used for promoting certain desired learning in students. Alternatively, it can emerge as a violent reaction in students and teachers to particular educational settings directed against other students or teachers. In this paper, we review some of the debates and controversial issues around pedagogical violence, and we use a variety of illustrative examples to explore in more detail what pedagogical violence means in particular contexts. We argue that pedagogical violence is a natural consequence of alienated instrumental education. We will look at teachers’ desire to avoid physical and psychosocial pedagogical violence. We specifically consider diverse forms of psychosocial pedagogical violence and its issues such as: summative assessment, epistemological pedagogical violence, students’ ambivalence around pedagogical violence, rehabilitating/avoiding pedagogical violence through a carnival. We finish with a reflection about what can be done to minimize pedagogical violence. Our analysis heavily relies on the Bakhtinian theoretical framework of critical ontological dialogism

The moral journey of learning a pedagogy: a qualitative exploration of student–teachers’ formal and informal writing of dialogic pedagogy

YesStudents of education encounter a range of pedagogies yet how future teachers’ appropriate moral principles are little understood. We conducted an investigation into this process with 10 international students of education attending an intensive course on ‘dialogic pedagogy’ in a university in Finland. The data comprising student learning journals and essays were coded for the level of questioning, acceptance and irreverence. In the findings, reverential acceptance was more frequent than questioning and irreverence; however, our qualitative analysis also found a large number of micro-transitions between questioning, acceptance and irreverence suggesting a dynamic interplay. Recognising this vacillation as part of a moral journey may support better understanding of what it means to engage with a different pedagogy

Supporting parent-child conversations in a history museum

BACKGROUND: Museums can serve as rich resources for families to learn about the social world through engagement with exhibits and parent-child conversation about exhibits. AIMS: This study examined ways of engaging parents and child about two related exhibits at a cultural and history museum. Sample participants consisted of families visiting the Animal Antics and the Gone Potty exhibits at the British Museum. METHODS: Whilst visiting two exhibits at the British Museum, 30 families were assigned to use a backpack of activities, 13 were assigned to a booklet of activities, and 15 were assigned to visit the exhibits without props (control condition). RESULTS: Compared to the families in the control condition, the interventions increased the amount of time parents and children engaged together with the exhibit. Additionally, recordings of the conversations revealed that adults asked more questions related to the exhibits when assigned to the two intervention conditions compared to the control group. Children engaged in more historical talk when using the booklets than in the other two conditions. CONCLUSIONS: The findings suggest that providing support with either booklets or activities for children at exhibits may prove beneficial to parent-child conversations and engagement with museum exhibits

Navigating Authoritative Discourses in a Multilingual Classroom: Conversations With Policy and Practice

Using Bakhtinian concepts of persuasive and authoritative discourse, this study reports on science and English language arts instructional practices in a multilingual, rural, fourth-grade classroom in Kenya. Situated in English as a medium of instruction (EMI) and through the use of case study, the study explores classroom discourse data to illustrate how teachers use instructional practices to reproduce, contest, or navigate prevailing institutional monolingual policies when mediating students’ access to literacy and content. By analyzing classroom discourse, the authors argue that restrictive language policies that aspire for fixity disconnect multilingual learners from their daily realities. In contrast, they call for a (re)construction of multilingual pedagogy that capitalizes on the strengths of learners, teachers, and linguistic communities by embracing students’ languages and language varieties in language learning and literacy development. In particular, implications are drawn for the use of EMI for emerging bilingual and multilingual learners. The authors identify the need to prepare teachers for a multilingual reality through legitimizing multilingual pedagogies such as translanguaging

80 лет кафедре патофизиологии Омской государственной медицинской академии

The materials focused on formation and development of pathological physiology department at one of the oldest medical institutes in West Siberia are available in the article. The main trends of scientific research and the results of bringing elaborations into public health practice are described. The authors report base and clinical pathological physiology teaching peculiarities and enumerate text-books published by members of the department staff. The paper is a brief review of former members of the department staff who have placed at the head of scientific research institutes, pathological physiology departments in different cities of Russia afterwards.В статье содержатся материалы, отражающие становление и развитие кафедры патофизиологии одного из старейших медицинских вузов Западной Сибири. Раскрываются основные направления научно-исследовательской работы и результаты внедрения этих разработок в практику здравоохранения. Описываются особенности преподавания базисной и клинической патофизиологии, излагается перечень учебных пособий, выпущенных сотрудниками кафедры. Представлены бывшие сотрудники кафедры, впоследствии возглавившие НИИ, вузы и кафедры патофизиологии в других городах России

Understanding and examining teacher resilience from multiple perspectives

In this chapter, I argue that differing conceptualisations of the construct of resilience shape and enrich the research questions and methodology used to examine it. In addition, the conceptual focus has implications for questions such as whose responsibility it is for the development of resilience. Research conducted within two Australian projects, Keeping Cool and BRiTE (Building Resilience in Teacher Education) is used as an illustration of the impact of a changing conceptual focus. For example, beginning with a psychological perspective led to an examination of risk and protective factors for individuals. More contextual approaches involved a comparison of countries. Recent systemic views support a model that encompasses both personal and contextual characteristics, as well as strategies used and outcomes achieved. It is argued that taking multiple perspectives in this programme of work has enabled the incorporation of a broad range of research methods and findings, and contributed to a deeper understanding of the construct of teacher resilience

Bariatric operation in treatment of morbidian obesity and metabolic syndrome (revier of literature)

Morbid obesity, associated with various metabolic disorders leading to a decrease in the quality of life and its duration. Conservative treatment of morbid obesity is often ineffective, and therefore bariatric surgery is becoming more common. The review analyzed clinical recommendations and our experience in selecting patients for bariatric surgery, assessed the effectiveness and safety of various types of operations, and outlined the main problems of these operational benefits.Морбидное ожирение, ассоциировано с различными метаболическими нарушениями приводящими к снижению качества жизни и ее продолжительности. консервативные методы лечения морбидного ожирения нередко оказываются неэффективными, в связи с чем, бариатрическая хирургия получила широкое распространение. В обзоре проанализированы клинические рекомендации и наш опыт по отбору пациентов на бариатрические операции, проведена оценка эффективности и безопасности различных видов операций и обозначены основные проблемы данных оперативных пособий

Framing Young Children’s Humour and Practitioner Responses to it Using a Bakhtinian Carnivalesque Lens

This article presents findings from a pilot study offering an alternative framing of children's humour and laughter in an early childhood education setting. It employs a Bakhtinian carnivalesque lens to explore the nature of children's humour in an urban nursery, and investigate the framing of children's humour and laughter outside the popular paradigm of developmental psychology. In addition, it addresses the challenge that children's humour can present for early childhood practitioners, turning to Bakhtin's analysis of carnival to frame children's humour as carnivalesque. This conception is then offered as a part of a potential explanation for practitioners' occasional resistance to children's humour, proposing that dominating, authoritative discourses within early childhood education play a significant role in this. The article draws on a number of theorists, including Bakhtin more widely, to address reasons why humour is not valued pedagogically within the UK early childhood field, and suggests that further research in the area is imperative, in order that we gain a better understanding of the place and significance of children's humour within early childhood practice