Cosmopolitical obstetrics: Some insights from the training of traditional midwives

Jordan, Brigitte

doi:10.1016/0277-9536(89)90317-1

Cited by 238 publications

(149 citation statements)

References 10 publications

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“…For instance, during formal apprenticeships, the workplace stories that students' mentors share help students understand what careers are like and the kinds of decisions and situations they might encounter. In these stories, intuitions related to folk domains, core content, and success and challenges in achieving outcomes adolescents care about are linked together, as Jordan (1989) noted, in packages of situated knowledge. Perhaps stories are stored in long-term memory more easily than written information because they draw on some combination of biologically primary learning processes such as audiovisual learning and embodied cognition (Paas and Sweller 2012).…”

Section: Cte As Evolutionarily Consistentmentioning

confidence: 99%

“…In traditional societies, learning often occurs via exploration and play, 1 storytelling that transmitted moral and other cultural information across generations (Jordan 1989), and apprenticeship-like pedagogy that included scaffolding by more skilled individuals and experiential or active learning (i.e., learning by doing; Brown 1991;Collins et al 1989;Geary 2011;Lancy 2010Lancy , 2012. In the context of storytelling and apprenticeship-like pedagogy, status-bearing adults enabled youth to learn the competencies prerequisite to adult roles.…”

Section: Education-relevant Information Processing Biasesmentioning

confidence: 99%

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Ecological and Evolutionary Principles for Secondary Education: Analyzing Career and Tech Ed

Richardson

Castellano

Stone

et al. 2015

Evolutionary Psychological Science

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Current approaches to secondary education expose students to cultural information and environmental conditions that were not typical features of youth development for the vast majority of human evolution. Understanding the mismatch between adolescents' evolved information processing biases and the educational content and environmental cues they often experience in school can help us to identify and/ or develop educational approaches that will work with student biases in attention and motivation, rather than against them. In this paper, we present an evolutionary perspective on adolescent learning, review life history theory, and describe how adolescents adopting a fast life history strategy (fast LHS) are especially susceptible to the mismatch between evolved biases and modern schooling. We then argue that learning in context is an approach that is more consistent with adolescents' evolved biases than traditional academic school environments and suggest that career and technical education (CTE) is an existing model that can be used successfully in secondary education, especially with students following a fast LHS. We conclude with future directions for CTE research and also applications of evolutionary theory to education and educational psychology.

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Section: Cte As Evolutionarily Consistentmentioning

confidence: 99%

Section: Education-relevant Information Processing Biasesmentioning

confidence: 99%

Ecological and Evolutionary Principles for Secondary Education: Analyzing Career and Tech Ed

Richardson

Castellano

Stone

et al. 2015

Evolutionary Psychological Science

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“…Telling stories by talking and writing within (as opposed to about) a practice helps newcomers to learn to talk and write as members of the community. As Jordan (1989,) …”

Section: Writing As Situated Activitymentioning

confidence: 99%

Writing an Ecological Mystery in Class: Merging genres and learning science

Ritchie

Rigano

Duane³

2008

International Journal of Science Education

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Reading and writing stories with science-related themes make it possible for students to develop interest in and capacity for scientific thinking when specialist science and more popular genres converge. As well, feminist scholars have called for greater use of creative-writing activities in school science to counter students' disengagement in participating in science discourses. Yet few studies have been conducted into how students construct meaning as fictional and non-fictional science genres are merged in writing activities. The purpose of this interpretive study was to investigate what happens as a class of fourth-grade children co-creates a publishable eco-mystery -that integrates both fiction and non-fiction -with their teacher. Interpretations are organized around two themes; namely, when genres clash, and scaffolding science learning. The study asserts that: the children's engagement and interest in the writing tasks were sustained across genres; and the children demonstrated fluency in their use of canonically accurate knowledge of ecological/biological concepts embedded in the eco-mystery with scaffolding from their teacher. Additional evidence suggests that the children's fluency with scientific registers had more than a short-term effect.

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“…They are not only used as vehicles for both formal training and imparting tacit knowledge, but also work to reinforce social identities. Jordan (1989) speaks of story-telling as a key factor in the learning that goes on within a community of practice. She notes that '[w]hat happens is that as difficulties of one kind or another develop, stories of similar cases are offered up by the [members] .…”

Section: Becoming a Tree Planter Learning The Culturementioning

confidence: 99%

Work and life in the clear‐cut: communities of practice in the northern Ontario tree planting industry

Sweeney

Holmes

2008

Canadian Geographies / Géographies canadiennes

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Based on ethnography, interviews with tree planters and a survey of tree planting contractors, this article focuses on work cultures in northernIf you can plant trees, you can do anything. (Anthonisen, in Cyr 1998, p. 138) Tree planting is the last step in the process of industrial forestry, and the first step in its renewal (Braxton-Little 2001). Although the most expensive, manual tree planting is the most reliable method of forest regeneration when compared with natural regeneration or seeding by aerial or mechanical methods, one important aspect of tree planting is that, like logging, the labour process occurs in the woods rather than the mill or factory (Prudham 2005). This has important consequences for production relations and the organization and management of work in the industry. In the case of tree planting, labour demands are seasonal and discontinuous, the work sites are not spatially fixed, there is a dispersed deployment of workers at the site and both the weather and the terrain on which trees are planted can be highly variable. All these factors present challenges for labour supervision and 'impede the predictability and rationalization of production' (Prudham 2005, p. 31). Furthermore, the compressed planting season and the relatively high yearly turnover in the workforce means that new workers must quickly learn how to plant efficiently. They must also become accepted and integral members of their tree planting crews. These imperatives have resulted in the development of distinctive work cultures and practices that facilitate learning and the sharing of tacit knowledge between planters. In this article, we use the concept of communities of practice to analyze how these work cultures are produced and reproduced in the tree planting industry in northern Ontario.Recognizing the importance of social relations in producing (and reproducing), spaces of production is central to our study and to the broader discipline of economic geography (Harvey 1989;Peck 1996;Herod 2001;Hudson 2001;Castree et al. 2004). Beynon and Hudson (1993) differentiate capital's use of space from labour's use of place. They see space as the domain of capital, 'a domain which capital is constantly searching in pursuit of greater profits' (p. 182), while place comprises the 'meaningful situations established by labour' (ibid.). In these places, workers are not simply reproduced as bearers of the commodity labour power, but socialized as human beings in distinct and diverse communities. In our context, Ontario's boreal forests are both the space where forest products companies and tree planting contractors pursue profits, and the places (campsites, worksites, travel Figure 6s), and it is estimated that there are over 2,000 tree planting jobs in Ontario every year, held primarily by post-secondary students from Southern Ontario (Sweeney 2005). Tree planting work is both physically and mentally taxing. Quit rates are high, especially during the early stages of a contract. Those who survive for a whole planting season, however,...

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Cosmopolitical obstetrics: Some insights from the training of traditional midwives

Cited by 238 publications

References 10 publications

Ecological and Evolutionary Principles for Secondary Education: Analyzing Career and Tech Ed

Ecological and Evolutionary Principles for Secondary Education: Analyzing Career and Tech Ed

Writing an Ecological Mystery in Class: Merging genres and learning science

Work and life in the clear‐cut: communities of practice in the northern Ontario tree planting industry

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