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1.
This article outlines how I, as a primary teacher engaging with a self-study action research process, have come to a deeper understanding of my practice. It explains how I have also come to an understanding of why I work in the way I do; of how this understanding influences my work, and the significance of this new understanding. My work as a teacher frequently includes doing collaborative digital projects with my class. As I engaged in research on my practice, I initially experienced difficulties problematising this work. I struggled to achieve clarity not only with engaging in critical thinking but also with articulating my educational values. I found Mellor’s idea about ‘the struggle’ helpful as he explains how ‘the struggle’ is at the heart of the research process. My new understanding around these collaborative projects emerged in terms of holistic practice; clarifying my ontological values and learning to think critically. I am now generating an educational theory from my practice as I see my work as a process for developing spiritual and holistic approaches to learning and teaching. I conclude by outlining what I perceive to be the significance of my work and its potential implications for education. 相似文献
2.
HEIKKI J. KOSKINEN 《Journal of Philosophy of Education》2018,52(1):178-190
Contemporary recognition theory based on Axel Honneth's foundational work is a well‐established research programme that is highly relevant also for philosophy of education. However, some of Honneth's own relatively recent writings on pathologies of recognition, and especially on the notion of antecedent recognition threaten to undermine the carefully built systematic foundations of the theory. These developments also problematise the educational significance that recognition theory in its previously established form arguably has. In this paper, I will analyse and critically evaluate some of the educational implications of the very notion of antecedent recognition as discussed by Honneth. As my overall conclusion, I will argue that because of its unclear nature, the notion of antecedent recognition is highly problematic, and therefore, has questionable value for the philosophy of education. Although the discussion here focuses on Honneth, what is fundamentally at stake is a more general issue regarding capabilities and their preconditions. Honneth's conceptualisations and arguments represent particular types of moves in this educationally relevant discussion. Therefore, the conclusions drawn also have wider systematic significance beyond Honneth scholarship. 相似文献
3.
《International Journal of Research & Method in Education》2013,36(2):153-169
This conceptual article explores the notion of educational researchers operating as public intellectuals. To do this, I situate my analysis within a broader tradition of public intellectual work in the American academy. I also offer a framework for three specific forms of public intellectual work, supported by relevant examples, which can be taken up by educational researchers. I then raise critical issues, concerns, and tensions that complicate such work, and conclude by offering suggestions for better linking educational research to the broader public. Although this article focuses largely on researchers working within the university context, particularly tenure-line faculty, many of its insights are applicable to independent researchers, policy analysts, or others working within the broadly defined field of educational research. 相似文献
4.
Shelly J. Schmidt 《Journal of Food Science Education》2019,18(4):87-96
Traditionally, cognition and emotion were believed to be independent systems; however, research in the cognitive and neurobiological sciences has shown that the relationship between cognition and emotion is both interdependent and extensive. This intimate connection between emotion and cognition is leading to a number of insights that have the potential to inform and transform educational practices at all levels—from the classroom to the curriculum to educational policy. The question that has been on my mind (and on my heart) is, as a teacher, how can I both embrace and harness the power of emotion to help my students’ learning be more meaningful, useful, and intrinsically motivated? In this article, I would like to share with you some of the effective practices that I have implemented in my classroom and how I have worked to intentionally embed the emotional aspect of learning into the framework of the courses I teach. 相似文献
5.
Minerva S. Chávez 《Equity & Excellence in Education》2013,46(2):334-348
This article investigates the role of autoethnographic research as the methodological tool of choice for a Chicana who positions herself along the liminal perspective. I posit that testimonios, autobiographical educational experiences, must be used as valid ethnographic research to contribute to existing knowledge around issues of educational equity. Producing autoethnographic research acknowledges and validates my Chicana presence as well as draws attention to my marginal position inside dominant structures of education. Autoethnography and critical race theory are the manners in which I think about the world and the ways I have chosen to engage in educational research. My work is derived from personal experience in Los Angeles urban schools and later in elite institutions of higher education. These distinct locations present a unique opportunity to problematize the internalized forms of class and racial structures that permeate educational institutions. Grounded in my own educational biography, testimonios frame my research perspective to interrogate the role that educational institutions play in the creation of particular ideologies in working-class students of color. 相似文献
6.
Janet Lane 《Emotional and Behavioural Difficulties》2013,18(2):46-51
This article sets out to consider the definition of counselling, the nature of counselling in educational establishments and the identtties of those in the counselling role in order to examine counselling issues and the implications for a counselling relationship in an educational setting. Although my emphasis is upon mainstream schools, I make reference to my experience in a residential home for children with emotional and behavioural difficulties where I first became aware of the different perceptions and issues regarding counselling. 相似文献
7.
This article uses the concept of emotional labour to understand some of the changes that are ongoing in the teaching profession. While research has explored the impact of the new performance culture upon teachers’ work and identified a marginalisation of the caring and emotional aspects of teaching, the concept of emotional labour allows us to extend this argument. Using interviews with teachers who have had their capability questioned, in the majority of cases through the threat or implementation of capability procedures, this article draws upon newer conceptualisations of emotional labour to analyse some of the changes teachers are experiencing with the introduction of new accountability and performance systems. Utilising Bolton’s typology of different forms of emotion management in the workplace, we argue it is possible to recognise the distinctiveness of the emotion work carried out by teachers and identify why teachers’ emotion work is particularly vulnerable to the educational reforms associated with the standards agenda. We suggest that not only is there a shift away from the caring aspects of teaching, but also the emotional work teachers are expected to perform is becoming increasingly prescribed in ways that mirror the management of emotional labour carried out in the service sector. This is particularly the case in the primary sector where the majority of teachers in the study were working. 相似文献
8.
《Studying Teacher Education》2013,9(3):249-262
This article reports a self-study from a larger research project that explored the impact on pre-service and in-service teacher education of a new national curriculum in New Zealand and the conceptualisations of epistemological shifts signalled by that document. A pedagogical initiative to introduce inquiry-based learning into a graduate diploma course for pre-service primary teachers was the result of and the catalyst for further reflection on my practice and the (mis)alignments between my theoretical understandings and beliefs and my pedagogical choices. In this article I focus on the tensions and contradictions I encountered while attempting to enact, in a tertiary environment, a pedagogy that aligned with the underpinning principles of the new curriculum. I describe the model that I developed to understand those tensions and contradictions, which are characterised as the spaces between realism and relativism. I suggest that negotiating these spaces is part of the process of becoming a teacher and a teacher educator in the twenty-first century. 相似文献
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Julie Pearson 《Educational Action Research》2013,21(4):503-515
In this paper I explore how I have come to theorise my work as a critical emancipatory practice as a lecturer in primary physical education (PE). I give an account of what I understand to be the epistemological foundations and practices of practitioner research and my potential educational influence in my own and other practitioner-researchers’ learning. I explain how I have generated my living educational theory of practice and discuss the changes in my learning from a propositional approach towards a dynamic epistemology of practice that is grounded in inclusional and dialogical ways of knowing. Within my paper I position myself as a professional educator and researcher, and share the exciting and transformational experiences of teaching and learning in evolving action research cycles of practice. I view my learning to date as an active act, working with the novice teachers I support to offer improvement and change in our future practice. I celebrate my reconceptualised view of education as a learner from within my practice and explain my move from knowledge transfer to knowledge co-creation. I make an original contribution to educational knowledge by explaining how I try to inspire others to research their practice and contribute to a new scholarship of educational enquiry. 相似文献
11.
KATARIINA HOLMA 《Journal of Philosophy of Education》2009,43(3):325-338
A crucial challenge in terms of research methods in philosophy of education is that of combining philosophical ways of analyzing and arguing, with the dialogical and pluralist way of thinking needed in educational research. In this article I describe how I dealt with this challenge in my research project focusing on educational implications of the positions defended in the debate on constructivism and realism between Israel Scheffler and Nelson Goodman. The key to my methodological approach is an emphasis on the role of a thoroughgoing process of analysis and synthesis. I see this process as the prerequisite for profound philosophical dialogue on education. 相似文献
12.
Alan Hodkinson 《British Journal of Special Education》2020,47(3):308-328
This article draws together my thinking in relation to special educational needs and inclusion that have dominated my practice. The article, through the concept of embodiment, revisits, reviews and reframes the key issues of the construction of special educational needs, inclusion and the ideology that binds them together. Through this exploration, I argue we often seem to move forward with policy while in reality standing still in ensuring the ‘success’ of all of our pupils. By critiquing and reframing taken‐for‐granted assumptions and the sacred words ‘success’ and ‘achievement’, this article maps out the future directions of inclusive education. It concludes with a reflection on my first days as a ‘teacher of special educational needs’ and my work to support Kenny, a student with cerebral palsy. This personal reflection maps out a different form of educational success that perhaps could provide a forward momentum to develop more successful inclusive education policy and practice. 相似文献
13.
ABSTRACTWhile teachers are being called upon to turn to educational research and find evidence of ‘what works’, critics argue that research often suffers from a crisis of representation. They contend that research reports fail to sufficiently capture the lived experiences of research participants. In this article, I present insights gleaned from 12 in-service teachers who read and responded to a research-based article published in a peer-reviewed journal. Data were collected from the participants’ threaded discussions on a wiki discussion board and individual in-depth interviews. The analysis of data suggests that the participants viewed the research article as both a means of representation and a potential obstacle to it. Contrary to the crisis rhetoric, the majority of participants were not too concerned about the issue of representation. They interpreted the theoretical knowledge presented in the article in light of their past experiences and socio-material contexts of work. I use the concept of recognition to illustrate their interpretive readings of the research article. I conclude the article with a discussion of how a recognitive approach to representation may help us re-conceptualize the dissemination and utilization of educational research in the current climate of evidence-based practice. 相似文献
14.
Sarah Galloway 《British Educational Research Journal》2021,47(5):1416-1433
The objective of this theoretical article is to critique the notion that adult education, in its current marketised formations, might serve the purpose of rehabilitating learners. To date there has been no detailed interrogation by educationalists of the desirability of rehabilitation as an overarching aim for prison education, or to consider the existing educational philosophies that notions of rehabilitation might cohere with. This article begins to address this gap by engaging with the idea of rehabilitation from a critical adult education perspective. The conceptual framework informing the analysis is critical adult education theory, drawing tangentially on the work of Raymond Williams. The overarching assumption is that education might be understood as the practice of equality, which I employ alongside conceptualisations of empowering adult literacies learning as drawn from writings in the field of New Literacies Studies (NLS). These approaches enable the critique of criminological theory associated with prison learning, alongside the critique of assumptions traceable to NLS. The analysis focuses more specifically on Scotland’s prison system, where the criminological theory of ‘desistance’ currently holds some sway. I observe that whilst perspectives of criminologists and educationists draw upon similar sociological assumptions and underpinnings, different conclusions are inferred about the purpose and practice of adult learning. Here criminologists' conceptualisations tend to neglect power contexts, instead inferring educational practices associated typically with early years education. I also demonstrate the importance of equality in the context of adult education, if educators are to take responsibility for the judgements they make in relation to the education of socially excluded groups. 相似文献
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Hillarie J. Higgins 《Education 3-13》2013,41(5):451-472
This article discusses the risks and possibilities of communicating and educating the child's emotional self in a formal classroom environment. Through designing and implementing an expressive arts curricular intervention in a Scottish primary school classroom, my research produces an example of how therapeutic notions focused upon health and wellbeing can be integrated into contemporary education. Four case studies are provided to exemplify how individual children made particular sense of emotional expression through their own lens of interactive communication with parental figures. This article argues that educators' active and ongoing awareness of boundaries, disclosure and exposure will determine the ethical nature of a child's educational experience with emotional expression. 相似文献
17.
Barbara Comber 《English in Education》2007,41(2):7-26
This paper provides a retrospective account of three decades of my work as a literacy educator and researcher. Taking key insights from feminist sociologist, Dorothy Smith, including women's standpoint, the everyday world as problematic, institutional capture, a sociology for the people, I revisit my research on literacy, poverty and schooling. I argue that understanding better the effects of what we do in educational institutions, through collaborative research with teachers, can lead us to generate positive alternative equity‐driven practices. 相似文献
18.
Rachel Roegman 《International journal of qualitative studies in education》2013,26(9):836-850
AbstractFramed by autoethnographic methods, I use Milner’s framework for researching around race and culture to critically analyze my work as a researcher with a group of diverse educational administrators. I identify seen, unseen, and unforeseen dangers that I experienced in my research as a white doctoral student and university professor, and consider how they impact my development as an educational researcher. I conclude with implications for doctoral students as emerging scholars interested in researching race as well as implications for researchers working with elites. 相似文献
19.
Todd Reynolds 《Studying Teacher Education》2016,12(2):205-221
During my English Language Arts methods class, I noticed that my discussion patterns were teacher-focused and in an Initiation-Response-Evaluation format. Because I wanted to model dialogic methods of whole-class discussions for my preservice teachers, I recoiled from this finding and began a self-study using an action research method to examine the techniques and comments I used while leading whole-class discussion. Using dialogic instruction as the theoretical perspective, I examined 11 class sessions, including 32 whole-class discussion events. I found that I was using phrases that stopped student-to-student interaction and that I often took over the conversations. These findings led to more questions about the nuance in the analysis of whole-class discussion, as well as some specific concepts that I incorporated into my teaching of the next year’s class. 相似文献
20.
Yarrow Andrew 《British Journal of Sociology of Education》2015,36(5):651-668
Emotions have received increasing attention in educational circles in the last decade. Drawing on Bourdieu, feminist scholars use emotional capital to illustrate the ways gendered inequalities can compound the disadvantages of social class. This paper examines relationships within childcare services in Australia, showing how emotional capital functions as a resource for staff. Data from interviews with childcare staff illustrate key aspects of emotional capital, such as reflexivity, resilience and embodiment. Findings show that investing in emotional capital is the key to a long-lasting commitment to childcare work, and should be valued accordingly. 相似文献