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首页> 外文期刊>Qualitative research journal >'This course made me feel guilty to be an Australian': Exterior assemblages and continuing reflections
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'This course made me feel guilty to be an Australian': Exterior assemblages and continuing reflections

机译：“这门课程让我对成为澳大利亚人感到内“”：外观组合和持续的思考

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Purpose - From one Graduate Diploma Secondary student taking a pro-diversity course that both authors had a connection with there was a very angry response, encapsulated by the statement "This course made me feel guilty to be an Australian". We are aware that negative student evaluations can be part of the territory for tertiary teachers working in diversity courses. The purpose of this paper is to explore the students' confronting comment which will be construed as a type of offer that is being extended to us - an offer that we are refusing. We draw on Deleuze and Guattari's notion of "exterior assemblages", and we shift our gaze to consider "what constitutes the territory" that is our response to the pre-service teacher's evaluative claim. Design/methodology/approach - The specific methods we deployed involved an eclectic appropriation of various tools. We embarked on this process of exploration by journaling, collective reflection and informal discussions with other colleagues. Our journals responded to the question: What constitutes the place that is the territory that is our refusal of the student's offer? In order to explore this place we: kept a hand-written journal; used conventional text and arts based practice techniques in our journaling; discussed our journal entries periodically (face to face, via Skype and via e-mail); discussed this project with colleagues - giving them knowledge that we were doing this - and that we might write journal entries about these conversations; and read a variety of relevant texts We engaged in these processes for a three month period. At the end of this period we shared journals, and set about the task of analysing them. We engaged in a number of analyses and detailed our findings over the next month. Further, over a longer period of time we engaged with this incident and our journal entries and presented a series of in progress papers at a variety of conferences and seminars. The analysis of the data generated involved discourse analysis and dialogue. Findings - A series of key discourses were identified and listed in the paper. Research limitations/implications - The key identified ideas are briefly linked to a series of implications for practitioners. Practical implications - One of the key practical implications is the suggestion that where disagreements surface in education that one response to such moments might be for the parties to consider where they are located. Social implications - The paper outlines a way of thinking about disagreements that has useful implications when considering issues relating to pedagogical strategies aiming to work towards social justice. Originality/value - The paper is an original response to a critical moment that occurred for two lecturers in pre-service teacher education.
机译：目的-从一名研究生文凭课程中生参加了两位作者都与之有关的多元化课程，并对此表示了非常愤怒的回答，并附上“此课程使我对成为澳大利亚人感到内gui”。我们知道，学生的负面评价可能是在多元化课程中工作的大专院校的一部分。本文的目的是探究学生的直言不讳，这将被解释为一种向我们提供的提议，即我们拒绝的提议。我们借鉴了德勒兹（Deleuze）和瓜塔里（Guattari）的“外在组合”概念，并且将目光转向考虑“什么构成了领土”，这是我们对职前教师评价性要求的回应。设计/方法/方法-我们部署的特定方法涉及各种工具的折衷使用。通过日记，集体反思和与其他同事的非正式讨论，我们开始了这一探索过程。我们的期刊回答了这样一个问题：我们拒绝学生录取的是什么地方？为了探索这个地方，我们：保留了一份手写日记；在我们的日记中使用了基于文本和艺术的常规练习技术；定期讨论我们的日记条目（通过Skype和电子邮件面对面）；与同事讨论了这个项目-让他们知道我们正在这样做-并且我们可能会写关于这些对话的日记条目；并阅读了各种相关文本我们在这些过程中进行了三个月的时间。在此期间结束时，我们共享了期刊，并着手分析期刊。我们进行了许多分析，并在下个月详细介绍了我们的发现。此外，在更长的时间内，我们参与了该事件和日记条目，并在各种会议和研讨会上发表了一系列进行中的论文。对生成的数据的分析涉及话语分析和对话。调查结果-确定了一系列关键论点并在论文中列出。研究的局限性/意义-所确定的关键思想与对从业人员的一系列意义简短地联系在一起。实际含义-关键的实际含义之一是这样的建议：在教育中出现分歧的地方，对此类时刻的一种应对可能是各方考虑他们所处的位置。社会影响-本文概述了一种思考分歧的方法，当考虑与旨在实现社会正义的教学策略有关的问题时，这将具有有益的影响。原创性/价值-本文是对两位教师在职前教师教育中的关键时刻的最初反应。

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