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1.
Audrey Osler 《Gender and education》2006,18(6):571-589
School exclusion and violence are defined with boys as the reference point and relatively little attention is given to the various forms of exclusion—disciplinary exclusion, self‐exclusion and withdrawal from learning—to which girls are subject. Girls in difficulty at school receive less attention than their male peers from policy‐makers, teachers and researchers. They find it more difficult to access resources. The concept of exclusion needs to be expanded to encompass girls’ experiences. This paper explores the policy context in which girls’ exclusion occurs and examines contributory factors, arguing that together they constitute systemic violence. Forms of violence include verbal abuse, psychological violence and the everyday “incivilities” which often go unchallenged in school cultures. The paper draws on research which privileged student voices and considered them alongside those of service providers, to analyse girls’ school experiences, examining violence and exclusion at interpersonal, institutional and structural levels. Issues such as bullying, self‐exclusion, learning difficulties, peer relationships, teacher–student relationships and student pregnancies are considered. 相似文献
2.
Marielle L. J. Le Mat 《Gender and education》2016,28(4):562-580
It has been increasingly recognised that sexual violence in schools is one of the major concerns with regard to promoting sexual and reproductive health and rights. This paper examines how boys and girls define, experience, and interpret sexual violence in a secondary school in Addis Ababa, Ethiopia, and considers from their perspectives, how sexual violence can be addressed effectively in formal educational settings. Fifteen in-depth interviews and two focus group discussions revealed how these views can be strikingly different for boys and girls: boys sharing a theoretical and instrumental view on sexual violence, as opposed to girls’ emotional views based on their experiences. This major difference in understanding complicates teaching about sexuality, and leaves room for sexual violence to remain tolerated in schools. Nevertheless, all students express the need to learn openly about sexuality, and particularly to reflect on the contradicting messages they receive from their environment. 相似文献
3.
This is a qualitative study to determine changes in the motivation of senior student teachers to teach (at the elementary,
early childhood, and secondary levels) in an urban setting during the student teaching internship in an urban public school.
Emerging themes include roles of classroom teachers, discouragement from tenured teachers, school bureaucracy, views of students,
relationships with cooperating teachers, candidates' views about subject matter, and their views about themselves. The findings
indicate that motivation to teach changed during student teaching. This cohorts' experiences strengthened their confidence
and commitment to teach in culturally diverse urban public schools rather than discouraging them. This research supports a
contextual approach to understanding motivation and challenges educators to reflect on several issues of preservice training
as well as collaboration with teacher practitioners. With a knowledge of what attracts teachers to the occupation and an understanding
of how that attraction is influenced by field experiences in urban schools, programs which prepare teachers may be better
able to educate teachers who want to teach in urban schools and can perform successfully in that setting. 相似文献
4.
Martin Mills 《教育政策杂志》2013,28(3):343-360
The Australian media’s interest in education, as in many Anglophone countries, is frequently dominated by concerns about boys in schools. In 2002, in a country region of the Australian State of Queensland, this concern was evident in a debate on the merits of single sex schooling that took place in a small local newspaper. The debate was fuelled by the inclusion in this newspaper of an advertising brochure for an elite private girls’ school. The advertisement utilized the current concerns about boys in schools to advocate the benefits of girls’ only schools. Drawing on research that suggests that boys are a problem in school, and utilising a peculiar mix of liberal feminism alongside a neo‐liberal class politics, it implicitly denigrated the education provided by government co‐educational schools. The local government high and primary school principals, incensed at this advertisement, contacted the paper to refute many of its claims and assumptions and to assert the benefits, to both boys and girls, of their particular schools. A letters to the editor debate then followed an article representing these government school principals’ views. These letters were from two private school principals. This country newspaper thus became a medium through which various school principals engaged with the current boys’ debate, and research associated with it, in order to market their schools. This paper examines this particular newspaper debate and argues that, in the absence of nuanced, research based, and thoughtful policy responses to gender issues, many school policies on gender are being shaped through and by the media in ways that elide the complexities of the issues involved. 相似文献
5.
Margaret Walshaw 《British Journal of Sociology of Education》2006,27(5):555-567
Changes in participation and achievement patterns mark a turning point for girls in schooling and place female empowerment squarely in the public domain. Using data from a longitudinal study of girls, this paper looks at female empowerment by exploring the relationship between the production of female subjectivity and the processes operating in social spaces. Findings relating to aspirations for girls’ future careers are placed within a context of decile school ratings, and from those findings insights are offered about how the rhetoric of ‘girl power’ is lived and spoken into existence in relation to categories of social class. By examining how schooling, family and classed processes weave through hopes and dreams, the intent is to contribute towards a line of discussion about the shaping of female subjectivities. 相似文献
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ABSTRACTThis article examines the vulnerability of orphans to sexual violence in and around their township secondary school. Using photovoice as a methodology with which to unearth these experiences and narratives, we examine how such an approach might engage the voices of orphans to inform thinking regarding sexual violence. Our analysis was informed by our desire to engage learners as critical and creative thinkers who are capable of grounding and thinking critically about their own issues. Findings highlight the vulnerability of orphaned girls both in and outside school. The photographs they produced demonstrate the pervasive nature of sexual violence directed against them. Photovoice enabled both ourselves and our participants to investigate experiences of sexual violence among orphaned learners. In particular, as a participatory visual method, photovoice facilitated the development of a transformative pedagogy in which we created a safe space for orphaned learners, a group that is often marginalised and silenced in many spaces to speak about their experiences. While many groups, particularly poor girls and women, experience high rates of sexual violence, the vulnerability of orphaned girls and boys is further increased by their social status within their families, communities and at school. 相似文献
8.
Catherine Milne 《Cultural Studies of Science Education》2014,9(1):133-139
In Space, relations, and the learning of science, Wolff-Michael Roth and Pei-Ling Hsu use ethnomethodology to explore high school interns learning shopwork and shoptalk in a research lab that is located in a world class facility for water quality analysis. Using interaction analysis they identify how spaces, like a research laboratory, can be structured as smart spaces to create a workflow (learning flow) so that shoptalk and shopwork can projectively organize the actions of interns even in new and unfamiliar settings. Using these findings they explore implications for the design of curriculum and learning spaces more broadly. The Forum papers of Erica Blatt and Cassie Quigley complement this analysis. Blatt expands the discussion on space as an active component of learning with an examination of teaching settings, beyond laboratory spaces, as active participants of education. Quigley examines smart spaces as authentic learning spaces while acknowledging how internship experiences all empirical elements of authentic learning including open-ended inquiry and empowerment. In this paper I synthesize these ideas and propose that a narrative structure might better support workflow, student agency and democratic decision making. 相似文献
9.
Amanda Keddie 《International Journal of Inclusive Education》2013,17(12):1295-1310
In this paper Nancy Fraser’s conceptual tools are drawn on to theorise issues of justice in a culturally diverse primary school in Australia where approximately 30% of the student population are immigrant/refugees. The paper examines justice issues of cultural recognition in relation to refugee student identity, behaviour and assessment. Drawing on interview data from a study that sought to identify productive approaches to addressing equity for refugee students, the paper highlights the school’s efforts to remedy issues of cultural misrecognition associated with an equation of refugee student difference and marginality with deficit and lack. Such efforts relate to the school’s endeavours to create an inclusive and socially cohesive environment that supports a valuing of, and connection to, refugee student difference. These endeavours are theorised as highly productive in their capacity to disrupt the relations of cultural domination, non-recognition and disrespect that exclude and/or malign some refugee students at the school and broader level. The paper argues the importance of such an approach in light of the unprecedented diversity and complexity of the global context where schools are consistently challenged with new and changing equity concerns and priorities. 相似文献
10.
N. Andrew Peterson Antoinette Y. Farmer Louis Donnelly Brad Forenza 《Journal of Teaching in Social Work》2013,33(5):460-479
The implicit curriculum, which refers to a student’s learning environment, has been described as an essential feature of an integrated professional social work curriculum. Very little is known, however, about the heterogeneity of students’ experiences with the implicit curriculum, how this heterogeneity may be distributed across groups of students, and how it may impact students’ professional empowerment. This study used latent profile analysis to identify groups of students based on their experiences with the implicit curriculum in school and field contexts, and it examined differences between profile groups on measures of professional empowerment. Study participants (n = 534) were undergraduate and graduate students of a large school of social work in the northeast. Results revealed that four groups of students could be identified based on their experiences with the implicit curriculum: students who experienced (a) positive school and field environments, (b) positive school but negative field environments, (c) negative school but positive field environments, and (d) negative school and field environments. Profile groups differed significantly on measures of professional empowerment. Implications and directions for future work are discussed. 相似文献
11.
ABSTRACTIn an undergraduate families and communities course situated at a university in the borderlands of the United States and Mexico, early childhood majors have used Black feminist thought combined with photovoice to generate projects that explore family and community experiences with power and oppression. As a professor, teaching assistant, and student enrolled in the course, we share our conceptualization of Black feminist photovoice, student trends and issues engaging with photovoice throughout the semester, and provide an example culminating project that focuses on colonization. By describing students’ engagement with Black feminist photovoice, we illustrate how transformative spaces can be forged in early childhood teacher education, where students critically examine the struggles and empowerment of marginalized communities, and generate possibilities to serve as agents of social justice and change. 相似文献
12.
Cigdem Sahin Taskin 《Educational studies》2006,32(4):387-398
This paper examines student teachers’ perceptions of the course of school experience in a teacher education programme in Turkey. Data were obtained through interviewing student teachers in Canakkale Onsekiz Mart University, Turkey. In order to analyse the data, Strauss and Corbin’s grounded theory methodology was adapted. The analysis revealed that although the current teacher education programme put emphasis on effective practical training, in some circumstances student teachers feel that their chances of gaining real teaching experiences are minimal. The study suggests that there is a need for further strengthening the existing school–university partnership in teacher education. 相似文献
13.
Lexi Earl 《Ethnography and Education》2018,13(4):508-528
This paper discusses the use of mapping as part of an ethnographic research project exploring food experiences in primary schools. Whilst the main data collection instrument was participant observation, the project made use of a creative social mapping activity. Towards the end of fieldwork, children were asked to draw maps of the food spaces at school. This paper discusses how the creation of the maps and simultaneous conversations that took place both around the maps’ construction and in relation to questions asked revealed particular knowledges and spatial perspectives of children’s food experiences. This paper argues that the appearance of certain spaces on the maps caused me to re-evaluate my understanding of the foodscapes at school. This paper concludes by highlighting some of the challenges encountered but argues that the mapping activity provided a wealth of additional information. This paper shows the importance of including children’s perspectives when examining questions of spatiality. 相似文献
14.
Nelly P. Stromquist 《European Journal of Education》2015,50(3):307-324
Women's empowerment is a concept that has acquired substantial recognition in the past decade. However, it is better known among international development organisations, NGOs, and grassroots groups than in academic circles. This article examines the concept of women's empowerment as a foundational element in a theory of social change in which the oppressed must be key actors in the change process. On the basis of empirical evidence, it highlights four dimensions of empowerment: economic, political, knowledge, and psychological. The knowledge dimension is fostered by one of the most respected and universal of institutions: formal education. Yet schools do not always provide friendly or even safe spaces for girls; moreover, the school curriculum emphasises academic subjects and avoids ‘life skills’ discussions. Most successful cases of empowerment through education have occurred in non-formal education programmes that specifically promote critical reflection on gendered social norms and encourage corrective responses. The article argues that the empowerment process must consider the close connection between the private and the public arenas, as the private space seriously constrains women's availability and possibilities for transformative action; therefore, both macro- and micro-level interventions are needed to create a modified gender division of labour. The promotion of agency — at both the individual and collective levels — plays a major role in the development of women's empowerment. Such a process requires the engagement of non-state actors, particularly women-led NGOs. The article ends with challenges for policy. 相似文献
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Students’ views about teaching, learning, and school experiences are important considerations in education. The purpose of this study was to examine students’ perceptions of teachers who create and maintain safe and supportive learning environments. To achieve this, a survey was conducted with 360 students to capture students’ views on their classroom experiences. Follow-up focus group discussions were used to further elaborate and clarify students’ perceptions. Despite varying school contexts, students provided consistent reports that effective classroom managers meet students’ needs by developing caring relationships and controlling the classroom environment while developing student responsibility and engaging students in their learning. 相似文献
17.
《Studying Teacher Education》2013,9(2):213-228
This article examines the hermeneutic, narrative, and social co-construction of cultural understanding as two educators shared their teaching and learning experiences in Japanese and Canadian schools. Our dialogic inquiry reveals how perceptions of practices in one culture—including curricula in non-core, academic subjects, stances on student assessment, and attitudes toward extracurricular activities—were shaped by our prior school experiences. The study reveals that reconstruction of previous overseas experience and co-construction of meaning from this reconstruction can serve as a powerful means of enhancing understanding of cross-cultural issues. The reconstruction process also offers a means of engaging those who do not have international, educational experiences in discussion of these issues. The article concludes that seemingly casual, everyday conversations can offer insights that inform teacher practice as well as preservice teacher education. 相似文献
18.
Noel Patrick O’Connell 《British Journal of Religious Education》2018,40(1):84-92
This ethnographic study examines deaf people’s experience of the Roman Catholic Sacrament of Confession in two Catholic schools for deaf children in the Republic of Ireland from 1950 to 1990. The article fills a gap in Catholic deaf education literature that fails to uncover the experiences of deaf children. It provides space for their storied lives based on a total of 10 loosely structured individual interviews conducted with a purposeful sample of deaf adult participants who were past pupils of Catholic schools. Using ethnographic data, the study illuminates the views of participants concerning the learning obstacles created by a school policy dominated by oralism which prohibited use of Irish Sign Language. The article uncovers children’s experiences of the Sacrament of Penance for disobeying classroom rules against signing. Participants found their schooling experiences exemplify notions of stigma and stereotyping. As children, their response was to either subvert or submit to their school’s policy and religious practice. The findings make a useful contribution to current debates on language issues pertaining to teaching, learning and communication in deaf education. This paper concludes that, although heavily stigmatised in the past, Irish Sign Language has an important role in cultivating equitable access to Religious Education. 相似文献
19.
In recent years, student voice has become a popular school reform strategy, with the promise of generating relations of trust, respect, belonging and student empowerment. However, when student voice practices are taken up by schools, student voice may also be associated with less affirmative feelings: it is often accounted for in terms of teacher ‘fear’, ‘resistance’ or ‘uncertainty’ about altered power relations. Such explanations risk individualising and pathologising teachers’ responses, rather than recognising the complexities of the institutional conditions of student voice. This article considers the affective politics of student voice: that is, the contestations that attend who gets to name how student voice feels in schools. Working with data from an evaluation study of three Australian primary schools who engage in ‘exemplary’ student voice practices, we listen to school leaders and facilitating teachers’ accounts about the responses of other teachers at their schools to student voice. Parallels are drawn between the construction of some teachers as reluctant, and previous analyses of ‘silenced’ student voices in schools. We argue that, in order to analyse the enactment of student voice in more nuanced tones, it is necessary to consider the profoundly emotional experience of teaching and learning, the ambivalences of teachers’ experiences of student voice and contemporary reconstitutions of teacher subjectivities. 相似文献
20.
Saeeda Shah 《牛津教育评论》2013,39(4):523-540
Faith identity is emerging as significant for Muslim students in the post 9/11 scenario, with implications for their education and wider social cohesion. This poses challenges to school leaders, raising issues not only linked to student achievement and performance, but also with regard to students’ identity constructions and their educational engagement. The paper draws on data collected from a small number of teachers and Muslim students from two secondary schools in England, looking at how Muslim students experience their identity in the school context and with what implications for their educational engagement. It also discusses the challenges for educational leaders/teachers in managing ‘Muslimness’ on educational sites. The data indicate that the increasing engagement with faith identity can be a response to experiences of discrimination, marginalisation and negative media. The paper highlights the need for communication and understanding across differences, underpinned by an equally pressing need for the recognition of religious and cultural diversity. 相似文献