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1.
At present, Australian sex(uality) education curricula aim to equip students with information which facilitates ‘healthy’ sexual choices as they develop. However, this is not neutral information, but rather socially and culturally regulated discourse which encodes a normative binary of sexuality. The largely US-focused sexuality education literature tends to categorise curricula as belonging to either ‘comprehensive’ or ‘conservative’ factions, consisting of progressive, secular approaches or religious- or abstinence-based programmes, respectively. Neither of these factions, however, appear to be able to cater for the integration of issues relevant to gay, lesbian, bisexual, transgender, intersex and queer (GLBTIQ) students nor does this binary conceptualisation represent the reality of Australian sexuality education policy and practice. This paper argues that contemporary sexuality education has a fundamentally neoliberal focus, which aims to assimilate GLBTIQ people into existing normative frameworks (economic and social), rather than challenge them. Such an approach does not foster critical student understandings of oppression, power or morality. The development of critical literacy around sexuality is regarded as essential to meaningfully address the complex needs of GLBTIQ students. The paper explores missing queer discourses within Australian teaching resources. The inclusion of these would benefit GLBTIQ students by bringing previously silenced issues to the fore.  相似文献   

2.
This paper explores constructions of the ‘new’ university student in the context of UK government policy to widen participation in higher education. New Labour discourse stresses the benefits of widening participation for both individuals and society, although increasing the levels of participation of students from groups who have not traditionally entered university has been accompanied by a discourse of ‘dumbing down’ and lowering standards. The paper draws on an ongoing longitudinal study of undergraduate students in a post–1992 inner‐city university in the UK to examine students' constructions of their experiences and identities in the context of public discourses of the ‘new’ higher education student. Many of the participants in this study would be regarded as ‘non‐traditional’ students, i.e. those students who are the focus of widening participation policy initiatives. As Reay et al. (2002) discovered, for many ‘non‐traditional’ students studying in higher education is characterized by ‘struggle’, something that also emerged as an important theme in this research. The paper examines the ways in which these new student identities both echo the New Labour dream of widening participation and yet continue to reflect and re‐construct classed and other identities and inequalities.  相似文献   

3.
ABSTRACT

This article explores university students’ constructions of the ideal student at present-day university, that emphasises student-as-consumer culture and employability rather than education as a virtue in itself. The research is based on thematic narrative accounts (n = 67) generated in a generalist field in one regional Finnish university. We apply a narrative-discursive approach to analyse how ‘traditional’ young students (n = 34) and ‘non-traditional’ mature students (n = 33) position themselves in relation to the ideal good student in a present-day university and in relation to their university studies. Moreover, we examine some of the consequences of such positionings for the students themselves. Our analysis indicates that the present-day university student is constructed in line with the ideal student of the neoliberal order and student-as-consumer culture. However, whereas mature students positioned themselves as customers and were comfortable with the demands of today’s university for self-directedness and self-responsibility, younger students positioned themselves as ‘school pupils’ and were critical about being left on their own without adequate support. The study suggests that the terms ‘traditional’ and ‘non-traditional’ make differences related to age and different kinds of student positionings visible and, thus, also possible to reconstruct the ideals and normalities of the present-day neoliberal university.  相似文献   

4.
ABSTRACT

The ‘digital imperative’ of contemporary education practice is without contention; however, much learning technology research has focused on pragmatic issues such as learning design, often founded on uncritically accepted claims about ‘digital natives’. This focus has come at the expense of learning theory. Alongside the scholarly voices calling for education research to redress this imbalance, there is increasing interest in the role played by technology not only in epistemological learning, but also in the ways technology is an identity issue. This paper explores how membership categorisation analysis opens up ways of understanding the role of technology for contemporary learner identities. Examination of student talk makes visible the diverse ways of being an iPad-using student, challenges widely-accepted constructions of contemporary learners as generationally uniform, and contributes to a more holistic conception of learning that accounts for the role played by technology in learning identity.  相似文献   

5.
’Experience’ is at the root of individual, socio‐environmental existence. Inquiries into its more ‘significant’ moments and episodes have arrived at a potentially important body of knowledge in environmental education. However, in the absence of parallel research efforts that demonstrate how the findings of those inquiries translate into contextually sensitive and socially useful educational practices, this discussion returns conceptually to questions posed by Louise Chawla about ‘inner nature’ and how significance of experience is socially constructed. To that future research agenda, I add the further question of how those constructions of ‘significance’ must be seen in relation to dominant social constructions of the ‘environment/nature’, sensitivity and activism. This begs the further question, exacerbated somewhat by the above lack of a connection with existing educational practices, of how teachers’ and learners’ thoughts and actions might also need to be examined in relation to dominant conceptions of the environment/ nature and constructions of environmental education. Consequently, by focusing on the ‘continuity of experience’, this response to issues raised primarily by Chawla about inner nature and other assertions by Tanner about the ‘right subjects’ also addresses broader tensions in environmental education. Significant life experiences (SLE) researchers should continue to refine their understandings of the ontological significance of the central category of human ‘experience’.  相似文献   

6.
This paper examines the implementation of Singapore’s landmark policy, ‘Thinking Schools, learning Nation’ (TSLN), in developing ‘thinking students’ through the prism of student voice. In the context of twenty-first century education and the growing importance of student voice in education, this paper argues that the time might be right to ‘disrupt’ Singapore’s education status quo and incorporate meaningful student voice in education policies. Instead of perceiving students as mere subjects of educational policy enactment, and seeing policy as something that is done to them, it should be reconceptualised as something which is done with them; importantly, students should be recast as key co-agents of educational change, consistent with TSLN’s reconceptualization of learners as ‘thinking students’. Basing its arguments on findings from a qualitative case study of students’ perceptions and schooling experiences of critical thinking in TSLN, this paper considers the case for the inclusion of significant student voice in Singapore’s educational policy reforms. It fills gaps in research on student voices in Singapore’s educational reforms and TSLN’s research from students’ perspective. The paper suggests that the inclusion of student voice in educational reform might be the next landmark step in ‘disrupting’ its educational landscape after the ‘big bang’ of TSLN.  相似文献   

7.
Recent developments of the Italian student body are marked by an increasing diversification of prevailing student profiles. The presence of ‘new’ student groups is surveyed next to the groups which are the ‘traditional’ target of national policies for higher education and student welfare. Examples of such traditional target groups are, amongst others: males or females; students from well‐off and well‐educated families or from lower social backgrounds; resident or non‐resident students; undergraduate, graduate or postgraduate students (first, second or third cycle of university studies); students from different fields of study. Working students are to be quoted in ‘new’ profiles. They may either work regularly or take occasional jobs during terms; in both cases they no longer seem to be full‐time students and should be considered as de facto part‐time students. Although student work is not a novelty, what has changed in recent times is its development: working students are reported to be a majority in the university student body. Their emerging needs and expectations as university customers point to inadequacies and delays in the prevailing academic attitudes and in higher education policy‐making. The Italian Euro Student Survey is a monitoring of students’ living and study conditions in Italian universities. It is carried out in the framework of the Euro Student Report project, which involves many EU countries. Euro Student attaches great importance to the analysis of the impact of the diversification issue on the students’ living and study conditions, on their personal experiences and on their relations with academic institutions. Some of the most relevant emerging trends will be dealt with in this article, e.g. the demand for support and interaction with teachers and students (the ‘solitude’ issue), the increasing demand for better conditions in the study environment (the ‘quality’ issue), the differences in average academic achievements of different student groups (the ‘performance’ issue). Based on the updated available data, some ideas and theories will be explained as a conclusion about the possible impacts of the most recent reforms in the higher education sector in Italy, i.e. the design of new courses according to the ‘Bologna process’ and the planning of a new student welfare system.  相似文献   

8.
Abstract

This article explores the recent emergence of ‘working-class student officer’ roles in students’ unions associated with elite UK universities. These student representative roles are designed to represent the interests of working-class students within their universities and sit alongside student representatives for liberation groups and/or student communities. Based on interviews with postholders and using Bourdieu’s concepts of habitus and field and Reay’s applications of a ‘reflexive habitus’, I explore how these students have come to assert a public and political ‘working-class student’ identity within their universities. Their commentaries reveal the ‘makings of class’ in a context where students are very aware of claims for recognition and the ‘hidden injuries of class’ and offer an insight into how working-class students are finding new ways to navigate their classed identities in HE.  相似文献   

9.
This article uses a queer lens in an intersectional analysis of students’ schooling experiences in rural China. I argue that a queer perspective has been largely neglected and issues related to sexuality have not been carefully investigated in Chinese educational contexts. Drawing on queer theory and an intersectional framework, I re-interpret one of my earlier qualitative studies ‘queerly’ and examine the different ways that the discourses of sexuality and gender shape rural Chinese students’ schooling lives. Findings reveal that these discourses marginalize both effeminate boys who demonstrate ‘too little’ masculinity and male ‘troublemakers’ who perform ‘too much’ masculinity. This queer route of rereading also disrupts other constructions of normalcy associated with class- and place-based identities, such as students’ ‘half-rural identity.’ The analysis shows the importance of foregrounding the intersectional dimensions of inequalities and embracing a queer theoretical framework in understanding rural education in China.  相似文献   

10.
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   

11.
What might a distinct university contribution to teacher education look like? This paper tracks a group of prospective teachers making the transition from undergraduate to teacher on a one-year school-based postgraduate course. The study employs a practitioner research methodological framework where teacher learning is understood as a process of developing and evaluating self-representations. Students persistently revised a story of ‘Who I am becoming’, referenced to evolving notions of pedagogic subject knowledge. University sessions provided a platform for students to share and discuss their experiences in schools and reflect upon the research process as it occurred. Our findings suggest this approach enables student teachers to account for their learning in more nuanced and sophisticated ways where time for university-based reflection is restricted. The theoretical perspective draws on the psychoanalytic theory of Jacques Lacan. Subjectivity is conceptualized not as fixed but persistently re-produced in an increasingly analytical developmental perspective. Data comprise reflective and analytical material produced by students at successive stages of the course, where this material provides temporal reference points for them in tracking and asserting their own development. The paper provides a methodological framework for teacher education informed by critically reflective constructions of the process through which individuals become teachers.  相似文献   

12.
Reflection is not a new concept in the teaching of higher education and is often an important component of many disciplinary courses. Despite this, past research shows that while there are examples of rich reflective strategies used in some areas of higher education, most approaches to, and conceptualisations of, reflective learning and assessment have been perfunctory and inconsistent. In many disciplinary areas, reflection is often assessed as a written activity ‘tagged onto’ assessment practices. In creative disciplines, however, reflective practice is an integral and cumulative form of learning and is often expressed in ways other than in the written form. This paper will present three case studies of reflective practice in the area of Creative Industries in higher education – Dance, Fashion and Music. It will discuss the ways in which higher education teachers and students use multimodal approaches to expressing knowledge and reflective practice in such a context. The paper will argue that unless students are encouraged to participate in deep reflective disciplinary discourse via multi-modes then reflection will remain superficial in the higher education context.  相似文献   

13.
Education is criticized for producing inert knowledge and for paying too little attention to skills such as cooperating and problem solving. Powerful learning environments have the potential to overcome these educational shortcomings. The goal of this research was to find out ways in which a ‘learning enterprise’ can best be supported (coached) in order to constitute a powerful learning environment aimed at teaching certain cooperative skills in a business context. This ‘learning enterprise’ constitutes an entrepreneurial context in which students in secondary or higher education are working together to conceptualize and eventually commercialize a product. In this research, the impact of different ways of supporting a learning enterprise will be compared. These ways are based on existing guiding principles for the design of powerful learning environments and on a further elaboration of these principles in what is conceptualized as an ‘equilibrium model’. In this model, the balances that are needed between motivating students, activating them towards self‐regulated learning, coaching, structuring and steering the learning processes have been elaborated. Based on this model a differentiation between a ‘student‐controlled’, a ‘teacher‐controlled and a ‘coached approach’, as an equilibrated way between the various approaches to coaching a learning enterprise, has been worked out. We hypothesize that the coached approach will give the best learning results in relation to cooperative skills. A combination of self, peer and teacher assessment of these skills, and an adequate feedback‐strategy based on these assessments, should be an important part of approaches used. These approaches were put into practice in a design experiment, and the impact was compared by means of a pre‐test/post‐test design. Results confirmed the postulated hypotheses that there will need to be a balance between, on the one hand giving students enough freedom for self‐discovery and self‐regulation, and on the other hand steering the students in such a way that certain problems can be avoided and that every student can get optimal learning chances. An adequate assessment‐strategy is needed to search for this balance. Further, a systematic action research of the design experiences resulted in more information on how best to coach a learning enterprise. This information has been summarized in the form of general guidelines.  相似文献   

14.
Many studies into learners’ ideas in science have reported that aspects of learners’ thinking can be represented in terms of entities described in such terms as alternative conceptions or conceptual frameworks, which are considered to describe relatively stable aspects of conceptual knowledge that are represented in the learner’s memory and accessed in certain contexts. Other researchers have suggested that learners’ ideas elicited in research are often better understood as labile constructions formed in response to probes and generated from more elementary conceptual resources (e.g. phenomenological primitives or ‘p‐prims’). This ‘knowledge‐in‐pieces perspective’ (largely developed from studies of student thinking about physics topics), and the ‘alternative conceptions perspective’, suggests different pedagogic approaches. The present paper discusses issues raised by this area of work. Firstly, a model of cognition is considered within which the ‘knowledge‐in‐pieces’ and ‘alternative conceptions’ perspectives co‐exist. Secondly, this model is explored in terms of whether such a synthesis could offer fruitful insights by considering some candidate p‐prims from chemistry education. Finally, areas for developing testable predictions are outlined, to show how such a model can be a ‘refutable variant’ of a progressive research programme in learning science.  相似文献   

15.
Diversity, understood in a multiplicity of ways, has been a focus of attention in education in recent years. As in many other countries, recent post‐school education policies in Aotearoa/New Zealand have emphasised previously under‐represented ethnic groups, such as Māori and Pasifika. The intention has been to widen participation in further and higher education (FHE) as a means to improve the country's economic performance in a global market. However, the same policies imply a deficit discourse – where diversity is perceived as a problem or deficit to be ‘fixed’. As part of a larger study into FHE student retention, 137 teachers were surveyed to identify what they did to cater for the learning of these ‘diverse’ students. The responses varied. For example, some insisted that, to be fair, all students had to be treated the same; others described teaching/learning approaches they used to ensure students succeeded. Five positions were identified in the data: universal, universal/group, group, group/individual, and individual. These positions are discussed and linked to Banks's cultural‐pluralist and assimilationist ideologies. It is argued that FHE teachers could draw on strategies from each of the three main positions to enhance student learning.  相似文献   

16.
A large body of international research focuses on identifying reasons why students do not ‘persist’ (Tinto, 2006 ) within higher education. Little research has focused on students whose leaving is non‐voluntary and where narratives of ‘persistence’ are therefore not as pertinent. This paper seeks to refocus some of the attention onto the distinct group of students who do not elect to leave their studies but who are, instead, required to withdraw; such students leave under ‘Academic fail’ and ‘Exclusion’ categories. More specifically, it explores the relationship between student leavers’ ethnicity and their likelihood of being required to withdraw. Utilising a large dataset comprising UK‐domiciled undergraduate students enrolled to take a degree within an English higher education institution in 2010/11, it finds that most groups of Black and Minority Ethnic students are more likely to be required to withdraw than White students. Ethnicity exerts an independent impact on a student's likelihood of being required to withdraw, when other background and on‐course characteristics are controlled for, but this impact varies by disciplinary area. It is suggested that these findings implicate factors within the higher education sector itself as key drivers in the process that leads to students being required to withdraw. Lessons are drawn out for those tasked with managing the student experience within higher education.  相似文献   

17.
This article focuses on an exploratory study, undertaken in 2009–2012, which explored student transitions from a foundation degree (level 5) into the third year of a BA honours degree (level 6). Direct entry students and staff from an early years programme at a post-1992 British university and second-year foundation degree students and staff from the corresponding foundation degree at nine dual-sector further education colleges took part and completed online questionnaires about their experiences (N = 156). A sample of students and staff (N = 20) was subsequently interviewed about themes that arose from the questionnaires. Three themes emerged: (1) the difference between studying at foundation degree and at honours degree level; (2) student emotions about progression and issues around personal identity (students spoke about ‘not being good enough’, ‘feeling guilty’ ‘not fitting in’ and ‘trying to balance it all’); and (3) ways in which the transition process could be improved upon, including building prior relationships between university staff and students and more information being made available. Our findings on the emotional nature of progression as well as the challenges that face personal identity offer significant contributions to the research literature. Furthermore, we suggest that improving the progression experiences of students is not only important in terms of retention and student experience but also in light of recent changes to student fee structures which may make foundation degrees more attractive to students. This could potentially increase the numbers of students progressing to university for the final year of their degree.  相似文献   

18.
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19.
Although studies on writing pedagogy and academic literacies have examined changing genres in tertiary education, there has not necessarily been an emphasis on how a range of modes and media have influenced texts in various disciplines. This paper explores the influence and incorporation of the visual into student texts in Higher Education, looking at the semiotic weighting of modes, conventions and functions of images, visual / verbal linkages and visual composition. These aspects of multimodal texts have implications for the ways in which we teach ‘academic literacies’ practices and writing as multimodal composition to students.  相似文献   

20.
In this paper we explore how the ‘employable’ student and ‘ideal’ future creative worker is prefigured, constructed and experienced through higher education work placements in the creative sector, based on a recent small-scale qualitative study. Drawing on interview data with students, staff and employers, we identify the discourses and practices through which students are produced and produce themselves as neoliberal subjects. We are particularly concerned with which students are excluded in this process. We show how normative evaluations of what makes a ‘successful’ and ‘employable’ student and ‘ideal’ creative worker are implicitly classed, raced and gendered. We argue that work placements operate as a key domain in which inequalities within both higher education and the graduate labour market are (re)produced and sustained. The paper offers some thoughts about how these inequalities might be addressed.  相似文献   

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