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1.
A beautiful myth? The gendering of being/doing ‘good at maths’ 总被引：2，自引：1，他引：2
Heather Mendick 《Gender and education》2005,17(2):203-219
This paper draws on a research study into why more boys than girls choose to study mathematics. My starting point is that only four of the 43 young participants, and all of them male, self‐identified as ‘good at maths’. By reading these interviews as narratives of self, I explore the ‘identity work’ accomplished within their talk and within the talk of those who produced themselves/are produced as ‘not good at maths’. I argue that central to this are the ways that young people locate themselves in a series of inter‐related gendered binary oppositions including: fast/slow, competitive/collaborative, independent/dependent, active/passive, naturally able/hardworking, real understanding/rote learning and reason/calculation. I then explore the socio‐cultural context that makes such imaginings a central feature of young people’s relationships with mathematics, discussing the role of the gendered discourses of rationality evident in western enlightenment thinking and in popular culture’s stereotypes of mathematical ‘nerds’ and ‘geniuses’. 相似文献
2.
Race and gender influences on adjustment in early adolescence: investigation of an integrative model
DuBois DL Burk-Braxton C Swenson LR Tevendale HD Hardesty JL 《Child development》2002,73(5):1573-1592
This research investigated an integrative model of race- and gender-related influences on adjustment during early adolescence using a sample of 350 Black and White youth. In the proposed model, prejudice/discrimination events, as well as race and gender daily hassles, contribute to a general stress context. The stress context, in turn, influences levels of emotional and behavioral problems in adjustment, with these associations mediated (in part) by intervening effects on self-esteem. Racial and gender identity similarly have positive effects on adjustment via their intermediary linkages with self-esteem. Structural equation modeling analyses provided support for all of these aspects of the model. Findings also revealed theoretically predicted differences in model parameters across race by gender subgroups. These include a direct effect of prejudice/discrimination events on emotional problems specific to Black youth and an effect of gender identity on self-esteem specific to girls. Black girls appeared to be most vulnerable to exhibiting significant adjustment difficulties as a result of the processes under investigation. 相似文献
3.
Phillip Payne 《Environmental Education Research》1999,5(1):5-34
This article argues that a ‘humanly‐constructive’ critical theory of environmental education called ‘a critical ecological ontology for educational inquiry’ provides a necessary complement to the ‘socially‐critical’ perspective. This humanly‐constructive curriculum theory focuses on our individual and collective ‘being‐in‐the‐world’. It invites learners, teachers and researchers to study how their ‘lived experience’ of socio‐environmentally problematic circumstances is shaped and stretched globally by various economic and technological imperatives. In so doing, ‘a critical ecological ontology’ highlights the personal politic required for a socio‐ecological praxis. Of particular relevance to the socio‐ecological politic ‘for being’ are interpretations of postmodern agency that emerge from three practical applications of ‘a critical ecological ontology’. This dialogue of theory and practice is necessary in the critical curriculum project of environmental education 相似文献
4.
David Gillborn Sean Demack Nicola Rollock Paul Warmington 《British Educational Research Journal》2017,43(5):848-874
Drawing on a secondary analysis of official statistics, this paper examines the changing scale of the inequality of achievement between White students and their Black British peers who identify their family heritage as Black Caribbean. We examine a 25‐year period from the introduction of the General Certificate of Secondary Education (GCSE), in 1988, to the 20th anniversary of the murder of Stephen Lawrence in 2013. It is the first time that the Black/White gap has been analysed over such a long period. The paper reviews the changing place of the Black/White gap in education debates and notes that, despite periods when race equality has appeared to be high on the political agenda, it has never held a consistent place at the heart of policy. Our findings shed light on how the Black/White gap is directly affected, often in negative ways, by changes in education policy. Specifically, whenever the key benchmark for achievement has been redefined, it has had the effect of restoring historic levels of race inequity; in essence, policy interventions to ‘raise the bar’ by toughening the benchmark have actively widened gaps and served to maintain Black disadvantage. Throughout the entire 25‐year period, White students were always at least one and a half times more likely to attain the dominant benchmark than their Black peers. Our findings highlight the need for a sustained and explicit focus on race inequity in education policy. To date, the negative impacts of policy changes have been much more certain and predictable than occasional attempts to reduce race inequality. 相似文献
5.
An Autoethnographical Study of Culture,Power, Identity and Art Education in Post‐Colonial South Korea 
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下载免费PDF全文 This article reflects my experiences of learning art in the 1970s and 1980s and my teaching career in school art education in twenty‐first century South Korea. This autobiographical reflection shows how I have struggled with my identity as an art teacher in the post‐colonial context of Western influences on Korean society since World War II. There has been greater tension and a greater struggle for different values, practices and identities when new values and practices have been introduced into the particular socio‐cultural context of South Korea. My struggles with particular kinds of pedagogic identity valued within the rapidly changing political, economic and cultural context of Western influences on Korean art education demonstrate the hidden structural mechanism of the relationship between culture, power and identity in the post‐colonial world of globalisation. This study as an autoethnographical research provides critical insights into how identities are produced by pedagogic discourses and practices of art education that are constructed through the specific systems of practice and language which transmit and regulate such identities and values. 相似文献
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7.
Using postcolonial and decolonial theory as a framework, this study focuses on the lived experiences of international students of color entering the United States for the first time in their lives from the global South. Our goal was to understand how they communicate/perform their dis/located identities in relation to “race” when immersed for the first time in a White settler society context. Findings from this qualitative study underscore discomfort with U.S.-centric race logics, production of ambiguity in relation to identity and race, and the growth of compassion for cultural Others as a result of becoming racial Other. The decolonial implications of such dis-identification with U.S. colonial race categories are discussed. 相似文献
8.
W. D. Halls 《牛津教育评论》2013,39(3):281-282
In this paper I compare talk about class and gender by public‐school girls (who classified themselves as upper class and whose parents are in socio‐economic class I and/or are landowners) and comprehensive‐school girls whose parents are in socio‐economic class III. The comprehensive‐school girls had no clear concepts or categorisation of their own class position. Girls in both schools shared a diagnosis and set of grievances about the injustices and dilemmas of girlhood. However, the extent to which they used feminist categories and their contentment with these categories varied markedly — the public‐school girls being notably more uncomfortable. I analyse and theorise these differences as discursive, rather than psychological or purely sociological. This analysis highlights the importance of self‐conscious and critical discursive practice by educators and pupils in the educational setting. 相似文献
9.
Claire E. Crawford 《教育政策杂志》2019,34(3):423-444
ABSTRACTThis paper challenges the notion that quantitative data – as a numeric truth – exist independent of a nation’s political and racial landscape. Utilising large-scale national attainment data, the analysis challenges the belief that ‘White working class’ children in England, especially boys, are ‘the new oppressed’ – as a former equality adviser has publicly claimed. The analysis applies Quantitative Critical Race Theory, or ‘QuantCrit’, an emerging quantitative sub-field of Critical Race Theory in education. The paper argues that far from being ‘oppressed’, White boys continue to enjoy achievement advantages over numerous minoritised groups; especially their peers of Black Caribbean ethnic origin. Additionally, the analysis uniquely exposes racialised trends of ‘equivalency’ in core subject qualifications, whereby minority ethnic children are over-represented in certain lower-status qualifications that are counted as equivalent in education statistics but not in the real world labour market. The analysis concludes that knowing misrepresentations of quantitative data are at the heart of an institutional process through which race and racism are produced, legitimised and perpetuated in education. 相似文献
10.
Nazir Carrim 《Cambridge Journal of Education》1998,28(3):301-320
This article traces the desegregation of South African schools, particularly within the Gauteng region, from 1990 to 1996. It argues that there is a discernible shift from ‘race’ to ethnicity in the educational discourses of South Africa and that at school level the response to ethnicity has been predominantly assimilationist. Attempts to move towards a more multicultural way of operating are affected by conceptions of identity as stereotyped, homogenised and generalised, leading to ‘bad’ multicultural approaches being adopted. Simultaneously, within official enunciations at national level, a consistent anti‐racist stance is emphasised in order to ‘redress’ apartheid's legacies. I argue that such initiatives are limited due to their structurally functionalist underpinnings and their failure to address the complexity of identities contained within the classifications of ‘black’ and ‘white’. I argue that, on both the macro and the micro level, questions of identity and difference are central in developing a school (and societal) environment that is not only free from racism, but other forms of discrimination too. 相似文献
11.
Undergraduate students who are required to withdraw from university: The role of ethnicity 下载免费PDF全文
下载免费PDF全文 Ruth Woodfield 《British Educational Research Journal》2017,43(2):230-252
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
12.
Brenda Leibowitz 《高等教育研究与发展》2009,28(3):261-274
The study presents a framework for investigating the powerful resources within learners’ educational biographies, which, from their own accounts, appear to influence their engagement with teaching and learning practices. The research framework stresses the material, social and cultural influences on a learner’s biography and the need for recognition as well as the redistribution of resources. It assumes that both socio‐cultural influences as well as individual, affective and agentic phenomena play a role in shaping a student’s career. This framework is discussed in relation to a study undertaken at a South African university, at which 164 students, lecturers and academic support staff participated in semi‐structured interviews. The main focus of the interview was the individual’s educational biography as narrated by the individual. The findings support the socio‐cultural perspective and show that the relationship between identity, identification and feeling ‘at home’ with engagement in deep teaching and learning, is both complex and uneven. 相似文献
13.
Alex Kendall 《Literacy》2008,42(3):123-130
In this paper I will argue that while young adult readers may often be represented through ‘othering’ discourses that see them as ‘passive’, ‘uncritical’ consumers of ‘low‐brow’, ‘throw‐away’ texts, the realities of their reading lives are in fact more subtle, complex and dynamic. The paper explores the discourses about reading, identity and gender that emerged through discussions with groups of young adults, aged between 16 and 19, about their reading habits and practices. These discussions took place as part of a PhD research study of reading and reader identity in the context of further education in the Black Country in the West Midlands. Through these discussions the young adults offered insights into their reading cultures and the ‘functionality’ of their reading practices that contest the kinds of ‘distinction[s]’ that tend to situate them as the defining other to more ‘worthy’ or ‘valuable’ reading cultures and practices. While I will resist the urge to claim that this paper represents the cultures of young adult readers in any real or totalising sense I challenge the kinds of dominant, reductive representations that serve to fix and demonise this group and begin to draw a space within which playfulness and resistance are alternatively offered as ways of being for these readers. 相似文献
14.
Paul Gardner 《English in Education》2014,48(3):230-249
This article employs an autoethnographic, rhizotextual approach to analyse the compositional processes involved in the construction of two poems by the same author. What the analysis reveals is not only the internal thinking of the author in the process of composition but how the socio‐cultural standpoint of the author is implicated in the texts. It is posited that, in addition to the author's own lived experience informing composition, rhizotextual analysis enables us to extend beyond the self to interrogate the ‘secondary worlds’ of others and to form an empathic relationship to the ‘Other’. The findings of this article have implications for teachers’ knowledge of the socio‐cultural contexts of written composition. An authoethnographic, rhizotextual approach allows personal insights into the self, both as a writer and a person. This approach has implications for classroom practice, particularly for writing around issues of identity located in social class, gender, ‘race’, disability and sexual orientation, as well as the growing body of work on the teacher as a writer. 相似文献
15.
Troubling identities: teacher education students' constructions of class and ethnicity 总被引：2，自引：0，他引：2
Working with diverse student populations productively depends on teachers and teacher educators recognizing and valuing difference. Too often, in teacher education programs, when markers of identity such as gender, ethnicity, ‘race’, or social class are examined, the focus is on developing student teachers' understandings of how these discourses shape learner identities and rarely on how these also shape teachers' identities. This article reports on a research project that explored how student teachers understand ethnicity and socio‐economic status. In a preliminary stage of the research, we asked eight Year 3 teacher education students who had attended mainly Anglo‐Australian, middle class schools as students and as student teachers, to explore their own ethnic and classed identities. The complexities of identity are foregrounded in both the assumptions we made in selecting particular students for the project and in the ways they constructed their own identities around ethnicity and social class. In this article we draw on these findings to interrogate how categories of identity are fluid, shifting and ongoing processes of negotiation, troubling and complex. We also consider the implications for teacher education. 相似文献
16.
In this article, the author reports findings from a youth participatory action research (YPAR) project, aimed to engage a group of Black girls from a low-income urban high school in a social justice project. The YPAR project conducted during the 2015 and 2016 academic year focused on a critical examination of the high school educational pathway to specialized fields, such as STEM careers. Findings from phase one of the project show Black girls know race and class affects their educational experiences. However, they know little about racial and gender disparities along STEM educational pathways. In fact, when given an opportunity to engage in a critical examination of school-based issues, these girls initially reified negative racial stereotypes to explain social and educational injustices. The findings reveal how school and culture intersect and affect urban Black girls’ school experiences, perception of educational and specialized career pathways, and their racial identity development.
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18.
《Journal of Education & Work》2012,25(2):91-102
Abstract This paper is about social class, gender, the Youth Training Scheme and social reproduction, which are explored in the context of entry into ‘caring’ careers. The data is drawn from one of a group of ethnographic studies being undertaken within the context of the ESRC 16‐19 Initiative. This particular study is based on participant observation with a group of 16 to 18 year old girls training for jobs in the field of institutional care. The paper begins by exploring aspects of the girls’ experience of their training and work placements. These involve physically and emotionally stressful tasks such as coping with violence, dealing with incontinence and laying out the dead. The paper then documents a gradual process of adjustment to this type of work which ends with the girls positively seeking work in this field. This provides a basis for posing the central questions of the paper: why do working‐class girls continue to enter working‐class, gender‐stereotyped jobs? What roles does the Youth Training Scheme play in promoting their adjustment? An explanatory framework is then developed which revolves around: features of the occupational culture of institutional care; aspects of gender socialisation in the context of working‐class families; specific functions of the hidden and visible curriculum of the YTS programme; and the wider context of youth unemployment and job scarcity. 相似文献
19.
Laura Quiros 《Journal of Teaching in Social Work》2013,33(5):518-531
Questions pertaining to racial and cultural identification are salient among social work educators in their role as teachers in the classroom. In the context of the 21st century, as an increasing number of people cannot be classified by race, an awareness of the complexities of cultural and racial identity is more important than ever. For social work pedagogy there is a need for critical reflection, increased awareness, sensitivity to multiculturalism, and cultural diversity. As social work educators, it is crucial for us to teach through the lens of multiculturalism and create spaces for voices of students who belie traditional racial and ethnic categories. This article elevates the voices of Black ethnic women, underscoring the complexity of identity construction within the United States. Qualitative interviews explore the dynamic social constructions of identification for 10 women who identify as Black and ethnic, as one example of a nuanced differentiation of race and culture. This article is a discussion of research findings and includes implications for teaching social work practice that broaden our range of understanding and highlight representations of women with marginal identities, thus furthering our social justice mission. 相似文献