作为文化批评的人类学 : 一个人文学科的实验时代 = Anthropology as cultural critique

This paper opens with a story of what was once cutting-edge, state-of-the-art technology and its integration into preservice teacher preparation. It is a story of the technology, in this case video recording, the theories applied to its educational use, and a specific teacher training method--microteaching. The historical context of microteaching with video recording feedback is presented. The further evolution of this technology in self-reflective methods is explored by considering the combination of inner development of the individual teacher with the outer, critical examination of social contexts of teaching. The final part of the paper constructs a critical framework for utilizing both inner, self-reflective models of video feedback with models of critical video ethnography, used in overseas educational development work in Africa, that examine situational practice. The paper explores the theory foundation of these models in search of common principles to inform the practical use of video in new models of critical inquiry and reflection in professional development. (Contains 17 references.) (Author/MES) Reproductions supplied by EDRS are the best that can be made from the original document. Technology for Critical Pedagogy: Beyond Self-Reflection with Video David S. McCurry Curriculum and Instruction Department Monmouth University, New Jersey United States dmccurry@monmouth.edu Abstract: This paper*i opens with a story of what was once cutting-edge, stateof-the-art technology and its integration into preservice teacher preparation. It is a story of the technology, in this case video recording, the theories applied to its educational use and a specific teacher training method microteaching. The historical context of microteaching with video recording feedback is presented. The further evolution of this technology in self-reflective methods is explored by considering the combination of inner development of the individual teacher with the outer, critical examination of social contexts of teaching. The final part of the paper attempts to construct a critical framework for utilizing both inner, selfreflective models of video feedback with models of critical video ethnography, used by the author in overseas educational development work in Africa, that examine situational practice. This paper will explore the theory foundation of these models in search of common principles to inform the practical use of video in new models of critical inquiry and reflection in professional development. This paper*i opens with a story of what was once cutting-edge, stateof-the-art technology and its integration into preservice teacher preparation. It is a story of the technology, in this case video recording, the theories applied to its educational use and a specific teacher training method microteaching. The historical context of microteaching with video recording feedback is presented. The further evolution of this technology in self-reflective methods is explored by considering the combination of inner development of the individual teacher with the outer, critical examination of social contexts of teaching. The final part of the paper attempts to construct a critical framework for utilizing both inner, selfreflective models of video feedback with models of critical video ethnography, used by the author in overseas educational development work in Africa, that examine situational practice. This paper will explore the theory foundation of these models in search of common principles to inform the practical use of video in new models of critical inquiry and reflection in professional development. Once upon a time in teacher education... In the mid 1960s a group of pioneering teacher educators at Stanford University in Palo Alto California began an experimental use of a new technology, video tape recording. At roughly the same time, among the ferment of ideas contributing to many facets of academe, processes of group interaction and the boundaries of individual growth and human potential were being explored. How do people effectively communicate in groups? How do individuals relate to one another in group settings to accomplish group oriented tasks? The fields of social and humanistic psychology were at this time generating relatively new ideas related to everyday activity in the workplace. Therapy groups, transactional analysis, creative problem solving (i.e. Synectics, see Gordon, 1971) and social learning theory formed a conceptual environment which some would use to apply to the process of teacher training. While various approaches situated in humanism contributed ideas about the development of the individual, other approaches to increasing the threshold of human behavioral efficiency also influenced inquiry directed towards learning and knowledge transfer. Sub-fields such as cybernetics and computing technology were beginning to influence practice through research into learning, cognition, training and the use of technology, largely from an efficiency model (how to increase learning with the least possible input of resources in the least amount of time). Research supporting these latter models were often funded by the US government through Department of Defense related contracts in search of more efficient training systems. It was in this context that teacher educators would develop a process called microteaching, predicated on a few specific concepts. First, teaching behavior, and all complex behaviors for that matter, can be identified as a stream of activity which can be further atomized into discrete "micro" behaviors and that, once identified, can be studied, modified, practiced and learned (Acheson, 1964). Second, a powerful force in changing one's behavior is an external application of feedback, through peer interaction and internalized through personal, self-critique. A necessary set of pre-conditions is assumed to exist in that one has to be willing to accept the input of feedback towards the process of self-improvement and development. A central psychological concept, self-confrontation, is applied to this process of teacher training in small groups through peer feedback and self-analysis. BEST COPY AVAILABLE 1 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY

Technology for Critical Pedagogy: Beyond Self-Reflection with Video

Microteaching with video and its implications for education programs in Zimbabwe

Publisher Summary This chapter discusses various aspects of French educational management organization in the colonies. It presents a discussion of the importation of French bureaucratic technologies to colonial Vietnam and the reasons for developing a French-style ministry of education situated in Hanoi. The discussion is based on archival sources, government documents, school inspection reports, and annual reports of the office of public instruction. In the years of protracted warfare, Vietnamese village schools were abandoned in Cochinchina. The motive of the French was to maintain control over the colony so that the colonial government could pursue its political and economic purposes peacefully and efficiently. They had no clear-cut educational policy until 1917. Contending groups within the colonial society—each for its own reasons—resisted the introduction of the innovation. As a result, the new school system was heralded in among heated controversy about what kind of education Vietnamese should have. In Vietnam, the bureaucracy was necessary to legitimate a contested educational system and to mute the debate about education by rendering political matters technical ones.

The Transfer of an Education Operating System: French Educational Management Organization in the Colonies

Educational Radio and Television in Japan.

VIDEO IN FORMAL AND NONFORMAL EDUCATION IN MALAWI: A COMPARATIVE ETHNOGRAPHY MAY 1995 DAVID SCOTT McCURRY B.A., UNIVERSITY OF CALIFORNIA, SANTA CRUZ M.Ed., UNIVERSITY OF MASSACHUSETTS AMHERST Ed.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Robert J. Miltz The use of video recording in educational activities in African countries is neither recent or unique. Variously employed in teacher training and extension work over the past two decades, the uses of this technology have been guided primarily by non-indigenous models of communication. This is particularly evident in the teacher training technique known as micro-teaching. After a critical review of educational technology literature covering foundational theories and field experiences, two case examples are presented which describe first the historical use of video in Malawi’s Chancellor College and secondly, the combined use of video production with "Theatre for Development" in a Forestry Extension project. The analysis of these experiences, based in critical social theory, build arguments which show that conventional uses of video in education act as a

Video in formal and nonformal education in Malawi : a comparative ethnography.

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Video in formal and nonformal education in Malawi : a comparative ethnography.