Visualizing Heterotopias for the Teaching of Other His(Her)Tories from a Hermeneutical Awareness by Gadamer
Abstract The present work deals with the possibilities of including Foucault’s concept of heterotopia in the teaching of the other his(her)tories, given that the visibility of the spaces that throughout past and present historical time have been places of exclusion and that should be studied is proposed. from a new perspective in which that otherness is empowered. This new perspective is to develop a hermeneutical awareness understood by Gadamer as a fusion of past-present horizons and that raises new meanings to project spaces in a future historical time generated by a critical and empathic citizenship that places it thanks to the teaching-learning process of Social Sciences as the main agent of social change.
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Antoniou, P., & James, M. (2013). Exploring formative assessment in primary school classrooms: Developing a framework of actions and strategies. EDucational Assessment, Evaluation and Accountability, 25(4). https://doi.org/10.1007/s11092-013-918
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy and Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678
Bhuiyan, A. K. M. Z. H., & Hossain, D. M. L. (2017). Quality education at College Level Institutions: Bangladesh Perspective. NAEM Journal, 12(24), 103–112.
Bjornsrud, H., & Engh, R. (2012). Teamwork to enhance adapted teaching and formative assessment. Policy Futures in Education, 10(4), 402–410. https://doi.org/10.2304/pfie.2012.10.4.402
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Black, P., & Wiliam, D. (2003). “In Praise of Educational Research”: Formative assessment. British Educational Research Journal, 29(5), 623–637. https://doi.org/10.1080/0141192032000133721
Boston, C. (2002). The Concept of Formative Assessment. ERIC Clearinghouse on Assessment and Evaluation College Park MD., 1(1), 1–8. https://doi.org/ED47026, 2002-10-100
Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How People Learn : Brain , Mind , Experience , and School.
Clark, I. (2012). Formative assessment: A systematic and artistic process of instruction for supporting school and lifelong learning. Canadian Journal of Education, 35(2), 24–40. https://doi.org/10.1007/s10648-011-9191-6
Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education, 24(3), 331–350. https://doi.org/10.1080/03075079912331379935
Formative and Summative Assessment. (2006). https://doi.org/10.1787/19939019
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers and Education, 57(4), 2333–2351. https://doi.org/10.1016/j.compedu.2011.06.004
Harlen, W., & James, M. (1997). Assessment and Learning: differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy & Practice, 4(3), 365–379. https://doi.org/10.1080/0969594970040304
Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38(1), 21–27. https://doi.org/10.1016/j.stueduc.2012.04.001
Jeffrey A. Barney & Robert McCowens. (2009). Transformative Assessment by W. James Popham. Alexandria, VA: Association for Supervision and Curriculum Development, 2008. Jeffrey A. Barney and Robert McCowen, 6(12), 137–138. https://doi.org/ISBN-978-1-4166-0667-3
Klenowski, V. (2009). Assessment for learning revisited : an Asia- Pacific perspective. Assessment in Education : Principles, Policy and Practice, 16(3), 263–268.
Monem, M., & Baniamin, H. M. (2010). Higher Education in Bangladesh : Status , Issues and Prospects Abstract : II . Higher Education in Bangladesh : The Present Scenario. Pakistan Journal of Social Sciences (PJSS), 30(2), 293–305.
Ngendahayo, E. (2014). Rethinking Rwandan higher education assessment system and approaches. Rwandan Journal of Education, 2(2), 31–47.
Nicol, D., & MacFarlane-Dick, D. (2006). Formative assessment and selfregulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
Pintrich, P. R., & Zusho, A. (2002). Student motivation and self-regulated learning in the college classroom. Higher Education: Handbook of Theory and Research, 17.
Rabiul, I. (2014). Higher Education in Bangladesh : Diversity , Quality and. First National Education Conference on Whither Policy Reform in Education: Lessons and Challenges, (November), 1–16. https://doi.org/10.1007/978-3-319-22464-0
Riaz, F., Yasmin, S., & Yasmin, R. (2015). Introducing regular formative assessment to enhance learning among dental students at islamic international dental college. Journal of the Pakistan Medical Association, 65(12), 1277–1282.
Roos, B., & Hamilton, D. (2005). Formative assessment: A cybernetic viewpoint. Assessment in Education: Principles, Policy & Practice, 12(1), 7–20. https://doi.org/10.1080/0969594042000333887
Ruiz-Primo, M. A. (2011). Informal formative assessment: The role of instructional dialogues in assessing students’ learning. Studies in Educational Evaluation, 37(1), 15–24. https://doi.org/10.1016/j.stueduc.2011.04.003
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. https://doi.org/10.1007/BF00117714
Sadler, D. R. (1998). Formative Assessment: revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5(1), 77–84. https://doi.org/10.1080/0969595980050104
Shahidul, H. M. M. (2016). Rethinking higher education. The Daily Star.
Wang, K. H., Wang, T. H., Wang, W. L., & Huang, S. C. (2006). Learning styles and formative assessment strategy: Enhancing student achievement in Web-based learning. Journal of Computer Assisted Learning, 22(3), 207–217. https://doi.org/10.1111/j.1365-2729.2006.00166.x
William, D. (2014). Formative assessment and contingency in the regulation of learning processes. Toward a Theory of Classroom Assessment as the Regulation of Learning, (April). Philadelphia, USA.
Yorke, M. (2003). Formative assessment in higher education : Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, 477–501.
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy and Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678
Bhuiyan, A. K. M. Z. H., & Hossain, D. M. L. (2017). Quality education at College Level Institutions: Bangladesh Perspective. NAEM Journal, 12(24), 103–112.
Bjornsrud, H., & Engh, R. (2012). Teamwork to enhance adapted teaching and formative assessment. Policy Futures in Education, 10(4), 402–410. https://doi.org/10.2304/pfie.2012.10.4.402
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
Black, P., & Wiliam, D. (2003). “In Praise of Educational Research”: Formative assessment. British Educational Research Journal, 29(5), 623–637. https://doi.org/10.1080/0141192032000133721
Boston, C. (2002). The Concept of Formative Assessment. ERIC Clearinghouse on Assessment and Evaluation College Park MD., 1(1), 1–8. https://doi.org/ED47026, 2002-10-100
Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How People Learn : Brain , Mind , Experience , and School.
Clark, I. (2012). Formative assessment: A systematic and artistic process of instruction for supporting school and lifelong learning. Canadian Journal of Education, 35(2), 24–40. https://doi.org/10.1007/s10648-011-9191-6
Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education, 24(3), 331–350. https://doi.org/10.1080/03075079912331379935
Formative and Summative Assessment. (2006). https://doi.org/10.1787/19939019
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers and Education, 57(4), 2333–2351. https://doi.org/10.1016/j.compedu.2011.06.004
Harlen, W., & James, M. (1997). Assessment and Learning: differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy & Practice, 4(3), 365–379. https://doi.org/10.1080/0969594970040304
Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38(1), 21–27. https://doi.org/10.1016/j.stueduc.2012.04.001
Jeffrey A. Barney & Robert McCowens. (2009). Transformative Assessment by W. James Popham. Alexandria, VA: Association for Supervision and Curriculum Development, 2008. Jeffrey A. Barney and Robert McCowen, 6(12), 137–138. https://doi.org/ISBN-978-1-4166-0667-3
Klenowski, V. (2009). Assessment for learning revisited : an Asia- Pacific perspective. Assessment in Education : Principles, Policy and Practice, 16(3), 263–268.
Monem, M., & Baniamin, H. M. (2010). Higher Education in Bangladesh : Status , Issues and Prospects Abstract : II . Higher Education in Bangladesh : The Present Scenario. Pakistan Journal of Social Sciences (PJSS), 30(2), 293–305.
Ngendahayo, E. (2014). Rethinking Rwandan higher education assessment system and approaches. Rwandan Journal of Education, 2(2), 31–47.
Nicol, D., & MacFarlane-Dick, D. (2006). Formative assessment and selfregulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
Pintrich, P. R., & Zusho, A. (2002). Student motivation and self-regulated learning in the college classroom. Higher Education: Handbook of Theory and Research, 17.
Rabiul, I. (2014). Higher Education in Bangladesh : Diversity , Quality and. First National Education Conference on Whither Policy Reform in Education: Lessons and Challenges, (November), 1–16. https://doi.org/10.1007/978-3-319-22464-0
Riaz, F., Yasmin, S., & Yasmin, R. (2015). Introducing regular formative assessment to enhance learning among dental students at islamic international dental college. Journal of the Pakistan Medical Association, 65(12), 1277–1282.
Roos, B., & Hamilton, D. (2005). Formative assessment: A cybernetic viewpoint. Assessment in Education: Principles, Policy & Practice, 12(1), 7–20. https://doi.org/10.1080/0969594042000333887
Ruiz-Primo, M. A. (2011). Informal formative assessment: The role of instructional dialogues in assessing students’ learning. Studies in Educational Evaluation, 37(1), 15–24. https://doi.org/10.1016/j.stueduc.2011.04.003
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. https://doi.org/10.1007/BF00117714
Sadler, D. R. (1998). Formative Assessment: revisiting the territory. Assessment in Education: Principles, Policy & Practice, 5(1), 77–84. https://doi.org/10.1080/0969595980050104
Shahidul, H. M. M. (2016). Rethinking higher education. The Daily Star.
Wang, K. H., Wang, T. H., Wang, W. L., & Huang, S. C. (2006). Learning styles and formative assessment strategy: Enhancing student achievement in Web-based learning. Journal of Computer Assisted Learning, 22(3), 207–217. https://doi.org/10.1111/j.1365-2729.2006.00166.x
William, D. (2014). Formative assessment and contingency in the regulation of learning processes. Toward a Theory of Classroom Assessment as the Regulation of Learning, (April). Philadelphia, USA.
Yorke, M. (2003). Formative assessment in higher education : Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, 477–501.
Visualizing Heterotopias for the Teaching of Other His(Her)Tories from a Hermeneutical Awareness by Gadamer. (2019). El Futuro del Pasado, 10, 145-157. https://doi.org/10.14516/fdp.2019.010.001.005
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