Bücher von Barbara Ward

Apesar de muitos educadores e especialistas em currículos falarem dos valores da utilização da discussão na sala de aula, nem sempre é claro exactamente o que é a discussão ou como ela tem impacto nos seus participantes, particularmente as mulheres nas salas de aula onde a discussão é utilizada como parte dos métodos de ensino. As vozes dos estudantes, especialmente das mulheres, raramente são ouvidas nos estudos de investigação que examinam as práticas da sala de aula, e este estudo tenta ampliar essas vozes de modo a compreender como experimentam a discussão como prática da sala de aula e o que está por detrás das suas razões para falar ou não falar durante as actividades da sala de aula ostensivamente concebidas para os encorajar a participar. Este estudo qualitativo utiliza a observação da participação, entrevistas com professores, e entrevistas com os cinco alunos seleccionados para o estudo, a fim de compreender as razões por detrás do silêncio na sala de aula. O estudo conclui com uma discussão sobre as implicações que os investigadores e educadores retiram dos seus resultados.

Bien que de nombreux éducateurs et spécialistes des programmes d'études vantent les mérites de la discussion en classe, on ne sait pas toujours exactement ce qu'est la discussion ni quel est son impact sur les participants, en particulier les filles, dans les classes où la discussion fait partie des méthodes d'enseignement. Les voix des étudiants, en particulier des femmes, sont rarement entendues dans les études de recherche qui examinent les pratiques de classe, et cette étude tente d'amplifier ces voix afin de comprendre comment ils vivent la discussion en tant que pratique de classe et ce qui se cache derrière leurs raisons de parler ou de ne pas parler pendant les activités de classe ostensiblement conçues pour les encourager à participer. Cette étude qualitative utilise l'observation de la participation, les entretiens avec l'enseignant et les entretiens avec les cinq élèves sélectionnés pour l'étude afin de comprendre les raisons du silence en classe. L'étude se termine par une discussion sur les implications que les chercheurs et les éducateurs peuvent tirer de ses résultats.

Obwohl viele Pädagogen und Lehrplanspezialisten die Werte der Diskussion im Unterricht anpreisen, ist nicht immer klar, was genau eine Diskussion ist oder wie sie sich auf die Teilnehmer auswirkt, insbesondere auf die weiblichen Teilnehmer in den Klassen, in denen die Diskussion als Teil der Lehrmethoden eingesetzt wird. Die Stimmen von Schülern, insbesondere von Frauen, werden in Forschungsstudien, die Unterrichtspraktiken untersuchen, selten gehört, und diese Studie versucht, diese Stimmen zu verstärken, um zu verstehen, wie sie die Diskussion als Unterrichtspraktik erleben und was hinter ihren Gründen für das Sprechen oder Nicht-Sprechen während der Unterrichtsaktivitäten steckt, die angeblich entwickelt wurden, um sie zur Teilnahme zu ermutigen. Diese qualitative Studie nutzt teilnehmende Beobachtung, Lehrerinterviews und Interviews mit den fünf für die Studie ausgewählten Schülern, um die Gründe für das Schweigen im Klassenzimmer zu verstehen. Die Studie schließt mit einer Diskussion der Implikationen, die Forscher und Pädagogen aus ihren Ergebnissen ziehen können.

Sebbene molti educatori e specialisti dei programmi scolastici esaltino i valori dell'uso della discussione in classe, non è sempre chiaro cosa sia esattamente la discussione o quale sia il suo impatto sui partecipanti, in particolare sulle donne nelle classi in cui la discussione è usata come parte dei metodi di insegnamento. Le voci degli studenti, in particolare delle donne, sono raramente ascoltate nelle ricerche che esaminano le pratiche in classe, e questo studio cerca di amplificarle per capire come vivono la discussione come pratica in classe e cosa c'è dietro le loro ragioni per parlare o non parlare durante le attività in classe apparentemente concepite per incoraggiarle a partecipare. Questo studio qualitativo utilizza l'osservazione della partecipazione, le interviste agli insegnanti e le interviste ai cinque studenti selezionati per lo studio per comprendere le ragioni del silenzio in classe. Lo studio si conclude con una discussione sulle implicazioni che ricercatori ed educatori possono trarre dai suoi risultati.

Aunque muchos educadores y especialistas en planes de estudio pregonan los valores del uso de la discusión en el aula, no siempre está claro qué es exactamente la discusión o cómo afecta a sus participantes, en particular a las mujeres en las aulas donde se utiliza la discusión como parte de los métodos de enseñanza. Las voces de los estudiantes, especialmente de las mujeres, rara vez se escuchan en los estudios de investigación que examinan las prácticas en el aula, y este estudio intenta amplificar esas voces para entender cómo experimentan la discusión como práctica en el aula y qué hay detrás de sus razones para hablar o no hablar durante las actividades de clase aparentemente concebidas para animarlas a participar. Este estudio cualitativo utiliza la observación de la participación, las entrevistas con el profesor y las entrevistas con los cinco estudiantes seleccionados para el estudio para comprender las razones que hay detrás del silencio en el aula. El estudio concluye con un análisis de las implicaciones que los investigadores y educadores pueden extraer de sus resultados.

Miss Barbara Ward is one of the ablest writers on public affairs o four time. She writes clearly and informally from an admirably firm background of training in economics and history and with a deep commitment to the Western religious and ethical tradition a commitment, however, not a dogmatic intolerance. These virtues come out clearly in this brief but very compact book.

Although many educators and curriculum specialists tout the values of using discussion in the classroom, it isn''t always clear exactly what discussion is or how it impacts its participants, particularly the females in the classrooms where discussion is used as part of the teaching methods. The voices of students, especially females, are rarely heard in the research studies that examine classroom practices, and this study attempts to amplify those voices in order to understand how they experience discussion as a classroom practice and what lies behind their reasons for speaking or not speaking during classroom activities ostensibly devised to encourage them to participate. This qualitative study uses participation observation, teacher interviews, and interviews with the five students selected for the study to gain understanding into the reasons behind silence in the classroom. The study concludes with a discussion of the implications researchers and educators my draw from its results.

It is so often said that an understanding of the present relies upon an understanding of the past; in the present age the truth of this is perhaps less patent than formerly. Never before has the world been so divided by conflicting ideologies, never has so much depended upon the finding, not, perhaps, of a reconciliation of the ideologies, but of a means of coexistence. The very continuation of the human race would seem to hang upon a solution of this problem. Through all these lectures runs a single thread, the inevitability of the freedom of man, even if that freedom is liberty for self-destruction. All history has shown that domination of man by man must in the end bring revolt, passive or active, when the right of the individual or the group triumphs over suppression . . . The past may no longer be a certain guide to the future; let us hope that in this one respect history will be the signpost, and that intolerance and exploitation and inhumanity of man to man may some day vanish from the earth. -Kwame Nkrumah, from the Foreword

The lectures upon which this book is based were first given for the Canadian Broadcasting Corporation, and are published with their kind permission. The collection of much of the material used in the broadcasts was made possible by a generous grant from the Carnegie Foundation.

Three topics dominate discussions of the global environment: pollution; the consequences of the affluent running ever faster through finite resources; and the growing tensions between rich and poor. Barbara Ward refused to see these processes as inevitable. Here, she describes new technologies for recycling waste, for energy, for 'getting more or less', linking them to ordinary people's working lives. She suggests a strategy for meeting the basic needs of the disadvantaged, and shows how the vast inequalities between countries can be reduced.