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1.
This paper outlines a theoretical context for research into ‘the subject of ethics’ in terms of how students come to see themselves as self-reflective actors. I maintain that the ‘subject of ethics’, or ethical subjectivity, has been overlooked as a necessary aspect of creating politically transformative spaces in education. At the heart of egalitarian politics lies a fundamental tension between the equality of voices (or ways of being) and the notion that one way of being or one voice may be deemed more legitimate than another; which in turn puts the equality of beings into question. Building from Michel Foucault’s work regarding ethics and subjectivity, I suggest that a ‘subject of ethics’ can be viewed, in part, as a series of relations of self that form the horizon upon which a subject comes to work on themselves relative to moral codes and power relations. Ethical relations of self can be a useful concept for those interested in educational research that furthers social and ecological justice. In the conclusion of this paper I also discuss the limitations of locating ethics entirely within a constituted human subject.  相似文献   

2.
The widening participation agenda: the marginal place of care   总被引：1，自引：1，他引：0  
This paper is based upon two empirical studies, which identify care‐giving responsibilities as a key mediator of mature students’ – a target group within the widening participation strategy – experiences of higher education. Employing a feminist lens on care, we identify a disjuncture between how students experience the challenges of negotiating care and study, and the narrow and economistic way care is addressed within higher education policy. We point to the broader recognition of care emerging within New Labour’s policies on the reconciliation of paid work and family life and argue that in the context of increasing expectations that learning is for life, care needs to be recognised in a broader form at the interface of both education and employment. Drawing on the notion of a ‘political ethics of care’, we conclude by identifying elements that should be included in a higher‐education ‘care culture’.  相似文献   

3.
Is it possible to manage human ‘resources’ in an ethical way? What does ‘being ethical’ mean as related to the human resources function? In my paper – which also reflects upon my own experiences of two co-operative inquiry projects done with human resource management (HRM) practitioners – I wish to argue that action research could be an exciting and novel way of exploring the meaning and practice of ethical HRM and also an appropriate tool with which to facilitate and develop individual and group ethical action learning: a learning process based on real action, collective real-case solutions and reflection. After introducing practical details pertaining to the two projects (in group ‘A’, I worked with members of the HRM department of a bank as co-researchers; for group ‘B’, I invited along HRM professionals from different companies), I need to stress some ‘learning points’. First, I would like to demonstrate how co-researchers explored their own definition of ethics, learned about the ethical diversity of their group and how they probed and re-shaped theories held via action and reflection. Second, I wish to show how collective ‘solutions’ of co-researchers’ own real-time and ethically dilemma-holding cases acted as a bridge between theory and practice – and then see how the process of case resolution developed by the group become an important individual- and group-level learning point.  相似文献   

4.
Drawing on previous research that focused upon the formation and mediation of teacher professional identity, this paper develops a model for conceptualising teacher professional identity. Increasingly, technical-rational understandings of teachers’ work and ‘role’ are privileged in policy and public discourse over more nuanced and holistic approaches that seek to understand teacher professional identity – what it is to ‘be’ a teacher. This article seeks to offer an alternative view, presenting the idea that an understanding of the processes by which teacher professional identity is formed and mediated is central to understanding the professional learning and development needs of teachers and advancing a richer, more transformative vision for education. I argue that instrumentalist notions of teachers’ work embedded in neo-liberal educational agendas such as those currently being advanced in many western countries offer an impoverished view of the teaching profession and education more broadly, and suggest that the concept of teacher professional identity holds the potential to work as a practical tool for the teaching profession and those who work to support them in the development of a more generative educational agenda.  相似文献   

5.
This article analyses the relations that teachers and school leaders establish with themselves and with others—especially those who would seek to govern them—through the professional and personal–professional activities that increasingly accompany pedagogical and administrative practice today. Specifically, the article seeks to analyse the conditions under which such ‘ethical-governmental’ relations have become possible and to clarify the lines of power, truth and ethics that are in play within them. In this way, it is argued, their intelligibility may be recovered; their contingencies disclosed. The article first posits a non-psychologised, ‘enfolded’ notion of the self on which analysis rests before turning to an analytics of (self-) government of the conditions themselves. An important element within this entanglement of diverse events, discourses, practices and foldings is the ensemble of policies and practices developed by the Australian Institute for Teaching and School Leadership. The article argues that the programmes of this national agency are a salient and widespread force for acting upon teachers’ and school leaders’ self-constitution as a subject of their own actions—a subject which, in consequence, is enjoined to be more agile, self-reliant, engaged and entrepreneurial than its ‘routine-bound’ predecessors; a subject we describe as the ‘adaptive professional’.  相似文献   

6.
Moments of restriction or impasse – situations that are seemingly intransigent, offering no alternatives or poor alternatives, predicaments leading to less than satisfactory resolutions or unhappy compromises – abound in the practice of educational research. This paper speculates on the possibilities offered by thinking with ‘Trickster’ – a shadowy, unconventional figure of myth and folklore – in such moments of impasse, and asks if this source of inspiration may allow for flashes of illumination and thus, room for newness to enter the world. Drawing on some ‘difficult’ moments from two rather different research projects, the paper reflects on what thinking with Trickster might have to offer to the praxis of educational research, especially in terms of methodology and ethics.  相似文献   

7.
Following a narrative and biographic approach, in this study, we present the case of an in-service language teacher and her professional learning trajectory in the context of the project ‘Languages and education: constructing and sharing training’. This project aimed at the construction of a collaborative teacher education context for learning and transformation of experiences, views and practices in language education, and involved teachers, teacher educators and researchers. Based on a single case study, the analysis tries to disclose the teacher’s discursive displacements as hints of professional transformation while she reinterprets the learning taking place in the collaborative education process. The signs of change are visible in the way she constructs meanings regarding her professional identity, re-identifies her mission as a language teacher and reconsiders her professional identity. Finally, we reflect upon how collaborative teacher education scenarios may foster teachers’ personal professional learning and renewed self-images.  相似文献   

8.
This article uses Foucault’s concept of the care of the self to interrogate the accounts of ethical agency provided by professionals involved in the settlement of refugees, in a global and national context marked by fear of the stranger and the embrace of neoliberal political rationalities. An argument is made to ‘free the professional self’ by refusing an individualised, psychologised and dehistoricised approach in working with refugees and asylum seekers. In its place, a threefold ‘ethics of engagement’ for ‘international citizenship’ is proposed as a way forward to further professionalism and civic action. By understanding the refugee problem as an ‘integral part of North-South relations’ rather than as a ‘Third World’ problem, new possibilities are opened for an ethics of civility and an ethics of care.  相似文献   

9.
Preparedness for disaster scenarios is progressively becoming an educational agenda for governments because of diversifying risks and threats worldwide. In disaster-prone Japan, disaster preparedness has been a prioritised national agenda, and preparedness education has been undertaken in both formal schooling and lifelong learning settings. This article examines the politics behind one prevailing policy discourse in the field of disaster preparedness referred to as ‘the four forms of aid’ – ‘kojo [public aid]’, ‘jijo [self-help]’, ‘gojo/kyojo [mutual aid]’. The study looks at the Japanese case, however, the significance is global, given that neo-liberal governments are increasingly having to deal with a range of disaster situations whether floods or terrorism, while implementing austerity measures. Drawing on the theory of the adaptiveness of neo-liberalism, the article sheds light on the hybridity of the current Abe government’s politics: a ‘dominant’ neo-liberal economic approach – public aid and self-help – and a ‘subordinate’ moral conservative agenda – mutual aid. It is argued that the four forms of aid are an effective ‘balancing act’, and that kyojo in particular is a powerful legitimator in the hybrid politics. The article concludes that a lifelong and life-wide preparedness model could be developed in Japan which has taken a social approach to lifelong learning.  相似文献   

10.
The educational research community has made great strides in clarifying and enhancing our understanding of professional development and how it occurs. Yet in relation to one question – How do people develop professionally? – this knowledge base falls short, for while much research has been directed at addressing the question, findings have tended to lack the specificity that offers the kind of elucidation that may usefully inform professional development-focused leadership policy and practice. In particular, the micro-level cognitive process of professional development – what occurs inside an individual’s head in order for her/him to experience a professional development ‘episode’ – remains under-examined in educational research. This article makes a contribution towards addressing this short-fall. It presents the author’s conceptual analyses of professionalism and professional development – revealing the multidimensional componential structure of each – and examines how understanding of this multidimensionality may help school leaders promote and facilitate professional development.  相似文献   

11.
This cross-national study contributes to the comparative literature on institutional variations in the regulation of the teaching profession by developing a theoretical typology articulated around teacher education, labor market regulation, and the division of labor. Drawing on Freidson’s work on professionalism in the field of sociology of professions, our typology highlights four models of regulation – the ‘market’, the ‘rules’, the ‘training’, and the ‘professional skills’ models. We discuss how these models, embedded in a bureaucratic, market-oriented or professional approach, shape the regulation of the teaching profession and teachers’ work in different contexts.  相似文献   

12.
This paper unpacks the meanings and implications of the mobility of international students in vocational education – an under-researched group in the field of international education. This four-year study found that transnational mobility is regarded as a resourceful vehicle to help international students ‘become’ the kind of person they want to be. The paper justifies the value of re-conceptualising student mobility as a process of ‘becoming’. Mobility as ‘becoming’ encompasses students’ aspirations for educational, social, personal and professional development. Theorising mobility as ‘becoming’ captures international students’ lived realities and has the potential to facilitate the re-imagining of international student mobility with new outlooks. By theorising mobility as ‘becoming’, this research suggests the importance of drawing on the integrated and transformative nature of Bourdieu’s forms of capital in understanding the logics and practice of the social field – international student mobility.  相似文献   

13.
The relationship between educators’ ethics position and ethical judgment in student assessment practices remain unclear. The current study filled the research gap utilizing a sample of 406 educators (in-service teachers, pre-service teachers, and educational administrators) who completed a survey with relevant questions. The respondents were classified into four ethics position groups – situationists, exceptionists, subjectivists and absolutists. They had divided opinions in making ethical judgments (ethical or unethical) on 13 out of the 18 assessment scenarios. The logistic regression results indicated that educators’ ethics positions were significantly associated with their ethical judgment in seven student assessment scenarios. Exceptionists were more likely to endorse certain student assessment practices that are not recommended by assessment books, while subjectivists were more likely to have similar opinions with assessment books in certain practices. The study helps us gain a deeper understanding of educators’ individual differences in making ethical judgments about student assessment practices.  相似文献   

14.
Abstract

Bernstein has argued, through nearly 30 years of writing about language codes, that there is an ‘opposition’ (or at least a ‘radical discontinuity') between the modes of communication which predominate in schools and those to which many pupils are accustomed. Briefly, he has maintained that schools are ‘predicated upon elaborated codes’. This claim is re‐examined, partly in the light of Paul Atkinson's recent structuralist critique of Bernstein, and mainly by reference to evidence from classroom research which suggests more readily a predominance of restricted (or perhaps quasi‐elaborated) codes. While the processing of ‘decontextualised’ information is undoubtedly a central feature of formal schooling, it is argued that an essential defining feature of elaborated codes as Bernstein himself presents them is that meanings are transmitted in ways which give access to the grounds for accepting them and which are therefore open to being challenged. It remains an unusual classroom in which pupils find opportunities for disturbing a body of received knowledge.

Unlike Bernstein, I do not assume that the classroom is normally ‘predicated upon elaborated codes and their system of social relationships’. Making deliberate reference to his own analysis of open and closed role systems, I would typify meanings in the ‘regulative’ context as being realised largely through imperatives and through positional appeals in a restricted code, and describe pupils as having to ‘step into’ a predetermined set of instructional meanings and ‘leave it relatively undisturbed’. It is surely an unusual classroom in which pupils find frequent opportunities for ‘disturbing or changing’ a body of received knowledge, and so of ‘achieving meaning’ on their own terms.

(Edwards 1981, p. 291)
  相似文献   

15.
Abstract

This article reports on a two-year study of one principal’s professional learning practices in ‘Transform,’ a professional learning program in Edmonton Catholic Schools, Alberta, Canada. Transform was designed to be a bottom-up, morally-oriented professional learning approach in which principals and teachers worked as partners on critical, participatory action research projects. This article examines the research question ‘How are principals shifting from technically- to morally-oriented professional learning practices in their schools?’ and explores one theme – co-creating social spaces for risk-taking – to illustrate how principals shifted from being managers of teachers’ learning to being partners with teachers in researching and refining classroom practices.  相似文献   

16.
This article explores the impact of quality assurance and enhancement initiatives on teacher identities in higher education. Data from an interview-based study of a research-led institution in the United Kingdom are drawn upon to consider the implications of quality – for example, whether it has captured the inner assumptive worlds of higher educators (and supplanted their own understandings of quality) or whether it has opened up new subject positions and possibilities for change. I focus on a particular group of people within the article – those who have demonstrated an interest in higher education teaching by participating in professional development programmes. Such programmes have proliferated in the light of the quality movement whilst offering exposure to ‘educationalist’ discourses. Contextualising the work through previous critical higher education research, I consider the group’s perceptions of quality initiatives and the construction of their teaching identities within a research-led institution.  相似文献   

17.
Assessment of clinical skills is a critical element of undergraduate medical education. We compare a traditional approach to procedural skills assessment – the Objective Structured Clinical Examination (OSCE) with the Integrated Performance Procedural Instrument (IPPI). In both approaches, students work through ‘stations’ or ‘scenarios’ undertaking defined tasks. In the IPPI, all tasks are contextualised, requiring students to integrate technical, communication and other professional skills. The aim of this study was to explore students’ responses to these two assessments. Third‐year medical students participated in formative OSCE and IPPI sessions on consecutive days. Although performance data were collected in both assessments, quantitative data are not presented here. Group interviews with students were conducted by independent researchers. Data were analysed thematically. The OSCE and the IPPI were both valued, but for different reasons. Preference for the OSCE reflected the format of the summative assessment. The IPPI was valued for the opportunity to practise patient‐centred care in a simulated setting which integrated technical, communication and other professional skills. We posit that scenario‐based assessments such as the IPPI reflect real‐world issues of patient‐centred care. Although the limitations of this study prevent wide extrapolation, we encourage curriculum developers to consider the influence of assessments on what and how their students learn.  相似文献   

18.
This study reports on the development of a self-reported measurement instrument – The Teacher Educators’ Researcherly Disposition Scale (TERDS) – to improve understanding of teacher educators’ researcherly disposition. Teacher educators’ researcherly disposition refers to the habit of mind to engage with research – both as consumers and producers – to improve their practice and contribute to the knowledge base on teacher education. Taking into account the shortcomings of the emerging field of teacher educator professional development research (which is largely confined to small-scale, qualitative studies), a large-scale quantitative survey study (n?=?944) was conducted. The first part of the article reports the results of factor analysis (EFA and CFA), which suggest a four-factor structure of teacher educators’ researcherly disposition: (1) ‘valuing research’ (α?=?.86), (2) ‘being a smart consumer of research’ (α?=?.89), (3) ‘being able to conduct research’ (α?=?.82), and (4) ‘conducting research’ (α?=?.87). Goodness of fit estimates were calculated, indicating good fit. The second part of the article explores differences in teacher educators’ researcherly disposition across several subgroups of teacher educators using the developed instrument. Results indicate that having research experience leads to significantly higher scores on each of the subscales. Furthermore, significantly higher scores were found for those with more than 3 years’ experience as a teacher educator, as well as for those without (prior) teaching experience in compulsory education. To conclude, the implications for further research and practices related to teacher educators’ professional development are discussed.  相似文献   

19.
This article reveals the nature of actions, discussions and relationships which helped forge school-community partnerships for engaged student learning and wider community participation for students and families living under difficult socio-economic circumstances. Specifically, the article draws upon interviews with key personnel and staff involved in the establishment and enactment of a ‘Community Partnerships’ programme to help improve the opportunities for students attending a primary school serving a low socio-economic urban community in south-east Queensland, Australia. Drawing upon the notion of educational practice as a product of ongoing interactions between particular actions (doings), discussions (sayings) and relationships (relatings), which both constitute and are responsive to particular conditions or ‘architectures’ for practice, the article reveals how the conceptualisation, establishment and consolidation of the community partnerships programme was dependent upon specific ‘relatings’ between key district and school personnel, the actions/‘doings’ of these personnel and ongoing ‘sayings’/dialogue about their work. Collectively, these ‘doings’, ‘sayings’ and ‘relatings’ all helped to stimulate new conditions – ‘practice architectures’ – for improved opportunities for students and their families. Teacher education informed by such theorising of community partnerships as the product of specific actions, dialogue and relationship-building is vital for developing improved understandings of such interactions and partnerships over time.  相似文献   

20.
This paper considers the experiences of a New Zealand family and their ‘disabled’ daughter Clare’s ‘inclusion’ and ‘exclusion’ in her early childhood centre and the implications of these experiences for shifting from a discourse of ‘inclusion’ to ‘belonging’ based on ‘an ethics of care and obligation to others’. I argue that the meanings and understandings of ‘inclusion’ for disabled children in education are variable and that they often default to dominant deficit discourses whilst believing themselves to be ‘inclusive’. I also argue that we must consciously develop a critical awareness of how exclusionary power operates in society and in our own settings. In this paper, I present ideas drawn from a ‘pedagogy of listening’ and Te Whaariki – The New Zealand Early Childhood Curriculum to critically reflect on some of the early childhood education experiences of Clare and her family. I suggest that teachers’ use of critical reflective ‘child’s questions’ can be used as tools for educational transformation towards the full and meaningful participation of disabled children in education.  相似文献   

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