Дисертації з теми "Schooling spaces"
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Aura, Quynh. "A mic to the margin : opening up spaces for alternate voices in schooling." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54021.
Повний текст джерелаEducation, Faculty of
Graduate
Merkle, Jacqueline Powers. "Rocking the Boat, While Staying in: Navigating Domination and Resistance in Suburban Schooling Spaces." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1542224886343478.
Повний текст джерелаWatt, Diane P. "Juxtaposing Sonare and Videre Midst Curricular Spaces: Negotiating Muslim, Female Identities in the Discursive Spaces of Schooling and Visual Media Cultures." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19973.
Повний текст джерелаTerry, Clarence La Mont. "An exploration of the impact of critical math literacies and alternative schooling spaces on the identity development of high school-aged black males in South Los Angeles." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1970606961&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Повний текст джерелаHarasymchuk, Brad. "Place-based education & critical pedagogies of place: teachers challenging the neocolonizing processes of the New Zealand and Canadian schooling systems." Thesis, University of Canterbury. School of Teacher Education, 2015. http://hdl.handle.net/10092/10662.
Повний текст джерелаBrandão, Arlita Rodrigues. "Tempo e espaço no currículo escolar." Universidade do Vale do Rio do Sinos, 2009. http://www.repositorio.jesuita.org.br/handle/UNISINOS/1989.
Повний текст джерелаNenhuma
Problematizar o uso do tempo-espaço no currículo escolar na formação de sujeitos Modernos é a proposta desta dissertação. O material empírico foi organizado a partir da inserção em uma escola de tempo integral – CIEP, localizada na cidade de Santo Ângelo, Rio Grande do Sul. Objetivando analisar enunciados produzidos sobre a escolarização de tempo integral, compus o material analítico de 22 registros fotográficos justificando sua escolha. Das recorrências dos enunciados foi definido o problema de pesquisa, assim como as três categorias de análises. A pergunta de pesquisa – “Como categorias de tempo e espaço estão implicadas em práticas curriculares que se voltam para a constituição de sujeitos escolares desejáveis dentro de uma dada ordem social em uma escola de tempo integral?”. E, por conseguinte, as categorias de análise que permitiram fazer percursos interpretativos: 1) espaço e tempo como elementos para a constituição dos alunos nas práticas curriculares; 2) práticas curriculares como envolvimento de todo
To question the use of time-space in school curriculum in the formation of Modern subjects is the aim of this thesis. The empirical data was organized from the researcher insertion in a full-day school – CIEP, located in Santo Ângelo, Rio Grande do Sul. In order to analyze statements produced regarding full-day school-based, I assembled an analytic data of 22 photographic records justifying its choice. From the recurrence of statements it was defined the research question, as well as the three categories of analysis. The research question – “How time and space categories are implicated in curriculum practices concerned with the constitution of a desired school body inside certain social order in a full-day school?”. And, thereafter, the categories of analysis which allowed undergoing the interpretative paths: 1) time and space as elements for the constitution of the students in the curriculum practices; 2) curriculum practices as a collective involvement in school’s time-space; 3) pedagogical practices that r
Bizarro, Fernanda de Lima. "Em meio a infâncias e arquiteturas escolares : um estudo sobre os pátios da educação infantil." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/27058.
Повний текст джерелаMy purpose is to invite those who read me to think with me about my research concerning spaces of Childhood Education Institutions commonly called schoolyards. At the same time it is being relegate to them a secondary condition that takes them away from studies of their settings, step by step, in many schools they are being suppressed. Following the post-structuralist perspective on the writing process of my dissertation, I do not turn myself to so many existing schoolyards empirically, but to the study of their norms and speeches presented on documents and selected editorial publications that analyze schoolyards. Therefore, the empiric material of this analysis is composed by two recent documents released by the Ministry of Education and Culture (MEC) and two editorial publications released in the past decades: Infrastructure Basic Parameters for Childhood Education Institutions – volume (MEC, 2008a) and booklet (MEC, 2008b) - School Yard Landscaping (Fedrizzi, 1999) - The City and the Child (LIMA, 1989). Starting from them, I write about historical events that culminated with the construction of the Childhood Education Institutions as we know; I focus on the schoolyards amid the discourse that constitutes childhood education; I aboard the formation of discursive areas that, somehow, are authorized or legitimized as theoretical benchmarks for school spaces, especially referring to the examined documents and the childhood education institutions schoolyards and I dedicate myself to the question I consider central to this theme both for research related to childhood, as to school architecture. Those many highlighted questions above, aroused in the course of this investigation, led me to not well-known schoolyard, one that shows itself in different aspects. It is a place that contains a history and that constituted itself just like the own young children institutionalization/schooling. It is a place that invites children to stay in it. And, in this sense, a space with a particular role in schooling and that means a lot to children who remain in the Childhood Schools. A space destined to connect to the street, fantasy, fun, nature, learning, pleasure. All of this within school limits, not only in a physical sense, but an environment calculated and controlled to this purpose. A governed place. I remark, withal, that school architecture - and/or government of childhood using that architecture – does not belong to just one speech, in this case the pedagogical one. It belongs to a set of practices or discursivities areas around this site: the school.
Oliveira, Nayara Cristine Sousa. "Jovens e o espaço escolar : ocupações, concepções e expectativas sobre a escola." Universidade Federal de Uberlândia, 2017. https://repositorio.ufu.br/handle/123456789/20908.
Повний текст джерелаThis paper is based on the assumption that there’s a divergence between the historicity of the school and its objectives and the contemporary youth and their requests. Therefore the objective of this research is to analyze the relation between the youth and the organization of the schooling space, more specifically, the following problematic was investigated: Which sense and perspectives, youngsters build over the schooling space? How is the schooling space configured and how it’s occupied/lived/transformed by youngsters? What expectations do youngsters evidence in relation to the transformation of the schooling space? How should the schooling space be organized according to young students’ point of view? The localization of the research is a public school which attends youngsters of Middle School and it’s located in a medium-sized city in the state of Minas Gerais. The methodological organization of the research combined four procedures to collection and analysis of data: i) the observation, the production of a notebook and field and the image registration (the production of photographic images) of the schooling space; ii) the analysis of text productions elaborated by young students of middle school, iii) the youngsters’ reports captured through interviews. We identified that the youth raised in the contemporary world produces conflicts with the modern schooling space and places the schooling education under suspicion. The organization of the schooling space is, in this context, put in check. As the school doesn’t meet the expectations of the youth universe, there’s a maladjustment between being young the role of a student. From the analysis of the schooling space we realize that the school doesn’t know the youngster that lies on the student, as if entering the gate this subject was able to abandon, for a few hours, one’s expectations, experiences, necessities, socio-cultural identity. However the youth lives and occupies the schooling space giving it meaning and diverse uses, letting their trademarks in the space organization, as in transgressions, escapes, indiscipline, type of sociability build, conflicts, scratches, bodies. Therefore they speak about impositions, strategies and resistance which imply the necessity of identifying, expressing, making the school a place of belonging.
Dissertação (Mestrado)
Castilho, Clarissa Silva de. "O espaço escolar como mediador simbólico: cultura, experiência e sentidos." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08122014-131828/.
Повний текст джерелаFrom Vygotskys construct of symbolic mediation, understood as intrinsic to the human psychological and cultural development, this qualitative study has investigated the school environment as a mediator of meanings and senses of school, both by means of what the schools architectural configuration proposes and by the experience and uses that it allows, and has focused on the schools resignification by its users, especially students. The study included two dimensions: an analysis of the theoretical framework and empirical research. The theoretical research included authors from different areas of knowledge education, architecture, psychology, philosophy and geography , who brought important contributions to this discussion. The empirical research was conducted in a state public school in Sao Paulo city. Built 104 years ago, during the First Republic, such school was listed by Conselho de Defesa do Patrimônio Histórico, Arqueológico, Artístico e Turístico (CONDEPHAAT Council for the Defense of Historical, Archaeological, Artistic and Touristic Heritage) of São Paulo State Department of Culture, for the historical, cultural and architectural value of its building. As for data collection, I used field observation and iconographic records (photographs and drawings), free interviews and recording of spontaneous comments from school officials and a semi-structured group interview with 8th grade students, aiming to identify and understand the constitution, organization, use, and daily experience and meanings of the school space. Thus, I have written a reflection that brings contributions to the understanding of space as a human construction and, as such, as a place that carries meanings that are not random and can be transformed and recreated through the diversity of appropriations by real people; a place that imposes constraints (conforming mentalities and corporealities) and enforces control and discipline or that may be open to creative experimentation; a place impregnated with culture(s), but also inhabited by our personal perceptions and experiences; and, in the case of school, materiality which also proposes senses of school and knowledge and about its role in our society.
Rosas, Blanch Faye, and faye blanch@flinders edu au. "Nunga rappin: talkin the talk, walkin the walk: Young Nunga males and Education." Flinders University. Yunggorendi First Nations Centre, 2009. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20090226.102604.
Повний текст джерела(13992118), Jennifer L. Elsden. "The transformative potential of art education: Inviting subjectivities into the classroom." Thesis, 2004. https://figshare.com/articles/thesis/The_transformative_potential_of_art_education_Inviting_subjectivities_into_the_classroom/21377850.
Повний текст джерелаThis thesis explores the transformative potential of art education. In particular, it argues that art education can be a productive site to explore the multiplicities of subjectivities and to adopt the transformative principles of feminist poststructuralism. To illustrate this notion, I researched a number of key spaces and texts related to art education. Firstly, I documented the art that was created by senior art students in three Queensland secondary schools. In addition to students' art, I documented their visual journals as a way of constructing meanings around their art. Secondly, I conducted interviews with three senior art teachers, which were aimed at exploring their personal philosophies to teaching and art education and their attitudes towards subjectivity in art. Finally, as a means of providing a context for these texts, I also undertook observations of the school and classroom spaces. From these data, I used the poststructuralist tool of discourse analysis to explore how schools, teachers and students take up, mobilise and occupy transformative spaces and discourses.
In adopting a feminist poststructuralist framework, this thesis opens by stressing the importance of writing from my body, subjectivity and lived experiences. I do so by exploring my own art and how I have used this space to explore my lived experiences and subjectivity. I also situate my methodology, research sites and participants. From this discussion, in Chapter Two, I discursively position my research within the literature. As such, in Chapter Two I focus on three key texts that allow my review to move between educational discourses, the gendering of art education and the transformative potential of art education. In Chapter Three, I explore in more detail poststructuralism's notion of subjectivity and the politics of transformation. As I argue, this perspective enables my research to adopt a productive way of seeing and understanding subjectivity and provides strategies of transformation. In Chapter Four, I outline how this lens has influenced the way I have constructed, designed and approached my research. After establishing the theoretical premise and design of my research, the next four chapters focus on the analysis of my research data. In Chapter Five, I analyse how students create art that resonates with the transformative principles of feminist poststructuralism. In doing so, I highlight how students use the potential of art education to explore their multiple subjectivities, embodiment and lived experiences. However, I believe this tells only part of the transgressive story, as the transformative potential of art education is a multi-layered and complex issue. Therefore, in the following three data analysis chapters, I explore some of the complexity surrounding art education and outline some of the possible factors or reasons that may contribute to students creating transformative art. In Chapter Six, I argue that the curriculum documents that relate to art education (such as the Visual Art Senior Syllabus and the teachers' work programs) provide spaces for students to explore their subjectivity and equip them with strategies of transformation. In Chapter Seven, I outline some of the differences that art education embodies and, by doing so, I suggest that these differences may contribute to the transformative possibilities of art education. In Chapter Eight, I discuss how art education can provide a space for students to explore and express emotions that have been traditionally edited out of the school environment. In the final chapter, I summarise my findings and suggest spaces for further research. Through this process this thesis advocates for art's importance in education. As such, it contributes to the ways in which teachers and schools recognise, accommodate and celebrate the role art has in the ongoing construction and negotiation of subjectivity.
Cairns, Kate. "Mapping Futures, Making Selves: Subjectivity, Schooling and Rural Youth." Thesis, 2011. http://hdl.handle.net/1807/31704.
Повний текст джерелаChapman, Valerie-Lee. "The body's tale subtitle : a counter history : schooling space and imperial subjectivities." Thesis, 2001. http://hdl.handle.net/2429/13686.
Повний текст джерела"Visually Understanding School Grounds: Schooling At Its Intersections with Community And Social Status." Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.25884.
Повний текст джерелаDissertation/Thesis
Doctoral Dissertation Educational Psychology 2014
Rubriciusová, Alžběta. "Jižní Tyrolsko: užívání jazyka ve veřejném prostoru." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-339564.
Повний текст джерелаHanus, Adam. "Hrad vzdělání a národa. Vznik, proměny a význam středního školství v politickém okresu Sušice mezi reformami 1869 a 1953." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-388245.
Повний текст джерела