Educating adults： The critical role of experiential learni in legal education

For too long, legal educators around the world have treated their students as passive learners, dispensing knowledge either through lectures or through Socratic dialogue with individual students. Studies in adult learning have demonstrated the futility of these passive models in developing within our students the knowledge, skills, and values required to be effective and responsible lawyers. This article therefore describes a very different approach to legal education-an approach that uses experience as the crucible through which to develop the lawyers of tomorrow.     

Gender flexible pedagogy in early childhood education

Early childhood education (ECE) has long been recognized as one of the most gendered professions. This paper aims to examine how far ECE can become a space to deliver ‘gender flexible pedagogy’, a concept that incorporates ideas about staff modelling of alternative forms of masculinities and femininities, the value of a mixed gender workforce, and explicit gender teaching within curricula. The theoretical underpinnings of this concept are discussed drawing on data collected in discussions with pre-school teachers in order to understand the potential of this principle and identify how it can be practiced. The paper is based on two different interview based studies, one conducted in an Indonesian kindergarten and the other with Swedish preschool pedagogues. The findings suggest that gendered practices in ECE are rooted in teachers’ implicit gender beliefs influenced by larger socio-political discourses. Early childhood educators must develop an explicit gender consciousness before they can deliver a gender conscious pedagogy.     

The Voice of Young People

No abstract available for this article.     

The Next Generation: Creating New Peace Processes in the Middle East

This essay describes how Israeli students in a course on mediation and consensus building taught in an Israeli university law department by an American law professor and an Israeli instructor analyzed and studied the conflict in the Middle East. It describes the suggestions they made for process design for the next stages of whatever peace process might emerge for the region. In light of the students' suggestions, the authors present some ideas as to how different approaches to reconciliation and peace might be used, managed, and coordinated.     

Culture and Negotiation: The Pedagogical Dispute Regarding Cross-Cultural Simulations

This article examines one especially challenging aspect of active-learning international studies courses—the use of cross-cultural simulations. What is the significance of culture for negotiation? What difficulties might cross-cultural negotiations pose, and how might negotiators work with cultural differences to achieve successful outcomes? Is it possible to model the effects of cultures on negotiators in a classroom role-play? What are the advantages to using cross-cultural simulations, and what difficulties do they entail? How might an instructor make best use of materials that focus on cultural issues and their effect on negotiation? When teaching students of different cultures by active-learning methods, what ought an instructor to bear in mind? What cross-cultural simulations are available, and what readings might be assigned to accompany them?     

Using Blogs in Teaching Negotiation: A Technical and Intercultural Postscript

This article reexamines an earlier experiment in the use of blogs in teaching negotiation when undertaken in a different cultural environment. I briefly examine two core factors — technical competence and cultural preferences in communication — as well as a student preference to reserve the use of social media for purely social and informal communications. Parallels are also drawn with the technical and cultural contexts of developments in online dispute resolution.     

Crowdsourcing and Self-Instruction: Turning the Production of Teaching Materials Into a Learning Objective

This article describes a lesson plan that harnessed students’ abilities to generate new teaching material by constructing country timelines. This involved crowdsourcing, or the reliance upon task inputs from a large number of people to acquire information. The plan was motivated by an approach that conceives of learning as deriving from the joint activity of individuals with shared tools, and was geared toward promoting self-instruction alongside traditional lectures and exams. By relying on independent research and individual contributions to create a new teaching resource, the course facilitated strategic reading and peer learning and promoted a research-active learning environment. The experience encourages instructors to consider ways to use distributed learning in the classroom to make students both the producers and consumers of innovative content.     

美国档案鉴定的教学方法

通过一位美国教授的实际教学经历,介绍了在美国如何选择档案文献来培养学生的鉴定思维模式,详细阐述了如何选择鉴定案例与如何应用案例作为教学工具的各种方式。该教学方式对国内的档案教学研究具有一定的借鉴意义。     

日本教育学研究的历史嬗变与发展走向

日本教育学研究的发展史,以研究范式为划分标准,大致分为"翻译教育学""日本教育学""战后教育学"及"冷战后教育学"四个阶段。但纵观整个日本教育学的研究进程,研究范式的因袭与转换反映了日本教育学研究的一种思考动向,即"批判性"思维。这种思维,一方面在一定程度上阻碍了其教育学研究的继承性,另一方面却也推动了日本本土教育学的构建历程,使得日本教育学脱离了"欧-亚"二元对立的范式陷阱,开始走上独立教育学的构建之旅。     

Disrupting the Settler Colonial University: Decolonial Praxis and Place-Based Education in the Okanagan Valley (British Columbia)

This article demonstrates how decolonial Placed-Based Education can disrupt a settler colonial academic status quo. We begin by situating our analysis in the unceded Syilx Territories of the Okanagan Valley (British Columbia, Canada) and proceed by illustrating how both taken-for-granted colonial epistemologies and banal exnominations of white supremacy remain orthodox within mainstream Canadian higher education. We next define “decolonial praxis” by drawing from insights offered by critical feminist, anti-racist, and Indigenous scholars and community organizers before moving into a summary of how we embraced theories and strategies of decolonization coupled with Place-Based Education in an introductory Gender and Women’s Studies course. We conclude with our response to the ongoing exclusions being reproduced by neoliberal universities that result from the primacy they grant to Western knowledges and rationales. The piece reveals how decolonial place-based methods can be leveraged against settler colonial institutions, discourses, and logics to unsettle their claims to legitimacy, land, and authority over learning.