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1.
This paper draws upon empirical research to provide insights into current teacher learning practices under broader neoliberal conditions, and how the latter might be resisted. The paper contrasts neoliberal approaches to teachers’ learning with the Nordic tradition of educational action research and ‘Bildung’ as alternative resources to guide teachers’ and principals’ collective learning practices in schools, and draws upon empirical research to provide evidence of the benefits and challenges of doing so. The paper draws upon research into the learning practices of primary teachers in Australia, early childhood teachers in Sweden, and principals in Finland. The research reveals the influence of more Bildung-informed conceptions of educational action research, even as these are challenged by existing administrative cultures, and neoliberal pressures. The research presents ‘resources for hope’ to promote collective learning based on democratic values, not in an idealized or abstract manner, but in a way which is simultaneously cognizant of empirical realities. 相似文献
2.
Ian Hardy 《International Journal of Inclusive Education》2013,17(8):809-824
This paper explores the nature of teachers’ professional development (PD) practices in special needs/special education settings in Australia under current neoliberal and managerial conditions. The research is based on individual interviews with teachers from a juvenile justice centre and a dedicated special needs school in a regional city in the state of New South Wales. Bourdieu’s conception of social practice as contested is applied to make sense of teachers’ understanding of the conflicted nature of PD practices in these schooling settings. The findings reveal teacher PD in these special needs settings is influenced by the increased commodification of education, broader accountability pressures which seek to individualise teachers’ PD experiences, and increased attention to a narrower range of educational outcomes, particularly students’ test scores. However, at the same time, these settings also enable more localised, collaborative inquiry focused upon specific students’ needs, and PD relevant to a multi-faceted conception of students’ learning. In this way, teacher PD contributes to a focus upon student learning in all its complexity, even as it is simultaneously confined by neoliberal and managerial pressures. 相似文献
3.
This collaborative piece written by a philosopher/action researcher and an action researcher/philosopher explores the use of practical philosophy as a tool in action research. The paper explores the connection to be made between what we refer to, roughly, as ‘theory’ and ‘practice’ (while never losing hold of either). The connection is made around ideas of ‘practical philosophy’ and social justice. The authors suggest that ‘practical philosophy’ might develop as a ‘philosophy in human practices’. It begins from the understanding that philosophy is rooted in social practice, with philosophy in educational practices being rooted in educational practice. The paper goes on to explore the use of ‘little stories’ as a way into the diversity of significant particularities. Finally the links are drawn with action research. It is argued that the process of reconceptualisation is itself an action that will make a difference as part of a series of action research cycles. 相似文献
4.
Margaret Attwood 《Action Learning: Research and Practice》2007,4(2):191-198
Can the development, both clinical and managerial, of practitioners involved in healthcare be enriched by connecting action learning principles and practice with research on ‘tempered radicals’? Might such connection also assist the efforts of patients and their advocates to create more holistic approaches to patient care? This paper explores these questions with reference to a UK Department of Health project to improve renal services. The prime focus is the experience of a set of set advisers who ‘held the ring’ on the project, supporting the work of the sets and attempting to make sense of the emerging learning. 相似文献
5.
Action research as a practice‐based practice 总被引：1，自引：1，他引：0
Stephen Kemmis 《Educational Action Research》2013,21(3):463-474
Action research changes people’s practices, their understandings of their practices, and the conditions under which they practice. It changes people’s patterns of ‘saying’, ‘doing’ and ‘relating’ to form new patterns – new ways of life. It is a meta‐practice: a practice that changes other practices. It transforms the sayings, doings and relating that compose those other practices. Action research is also a practice, composed of sayings, doing and relating. Different kinds of action research – technical, practical and critical – are composed in different patterns of saying, doing and relating, as different ways of life. This paper suggests that ‘Education for Sustainability’, as an educational movement within the worldwide social movement responding to global warming, may be a paradigm example of critical action research. 相似文献
6.
Joy Clark 《International Journal of Lifelong Education》2013,32(3):187-205
Whether we are lost to flagrant and groundless subjectivism or whether we can actually sustain and support our actions by appealing to discovered, transcendental truths is perhaps the chief angst of the modern and postmodern ages. In this paper it is argued that by seeking a middle ground through praxis, a ground neither lured by false foundationalism nor racked by relativism, we can sustain our social practices as educators only by critical encounters with the traditions and ideologies from which those practices emerge. To pursue this argument, it is suggested that because science does not well ground our practices we must therefore seek a sounder basis. To that end, a revitalized form of praxis is proposed, one that retrieves its central concerns with the moral dimensions of human action. Thus, in opposition to dominant interests in technical forms of educational practice based on empirically ‘discovered’ regularities, it is suggested that ‘practical’ reasoning provides a more useful understanding of how we conduct our practices as educators. In this respect we can understand our educational practice as requiring choice and deliberation in specific circumstances where courses of action are variable and debatable. Such a focus then allows us to consider the value‐laden and community bases of practice and encourages improvement of practice through encounters with its normative nature. It is in this context that our views of what we believe to be right and why become the reasons for our actions as educators. Consequently, praxis has to be focused on the ideology of our practice. It is here that the final discussion of the paper considers the ultimate project of praxis which is to distinguish bad practice based on false beliefs from that which is sustained by continuing critical dialogue. 相似文献
7.
Teresa Strong‐Wilson 《Teachers and Teaching》2013,19(5-6):447-463
As new technologies promise to be an enduring feature of the landscape of teachers’ work, we consider how teachers implicitly bring stories forward into their classroom explorations with new media as a part of their ‘informal learning’. By ‘stories’ is meant specific classroom texts as well as preferred teacher practices with those texts. The article represents a reflection on the methodological role that ‘elicitation’ can play in drawing out teacher thinking during a time of professional change, thinking that would otherwise likely remain embedded, particularly when teachers’ attention is focused forward on innovation in practice. The methodological use of ‘elicitation’ emerged in the first year of an ongoing teacher action research study, in which seven teachers have been involved in a professional development initiative that actively engages teachers in examining changing literacy formations, beginning with the teachers’ own literacy formations. The methodological practice of elicitation borrows from phenomenology, ethnomethodology, narrative research, reader response theories, curriculum theory and psychoanalysis, and emerged as a way to acknowledge the life histories that teachers were bringing to their professional development with new media. We suggest that elicitation can potentially draw out deep and sustaining sources of a teacher’s commitment, as well as resistance, to change. It can help disclose the tensions between commitment and resistance that even teachers who voluntarily undertake to incorporate new technologies into their practice may experience. Within a teacher action research framework, elicitation can also serve to remind teachers (and others) of the value of what they know and are learning, thus contributing to teachers developing a ‘scholarship of practice’ in response to any actual or perceived ‘intensification’ of their work. 相似文献
8.
UK national policy and the practices of university course boards tend to reduce understandings of ‘student voice’ to a feedback loop. In this loop, students express feedback, the university takes this on board, then they tell the students how they have responded to their feedback. The feedback loop is a significant element of the neoliberal imaginary of higher education globally. This qualitative research study drew on interviews with course representatives in three universities in England, and on policy analysis, to explore the discursive construction and enactment of student voice. It uses the feedback loop as an analytical frame. Drawing on Foucault’s later work, the article aims to open up the feedback loop by exploring its manifestation in the mundane everyday practices of universities. In opening the loop, we identify the following effects of the student voice policy ensemble: students have to construct feedback as it is not just waiting to be gathered; it promotes a dividing practice, where reps are positioned differently to other students; there is a focus on problems; an ‘us and them’ is reinforced between staff and students; the loop closes down discussion; and a managerial logic obscures political processes. The article articulates its opening of the loop as a way of unmasking the modes of power which work through discourses of ‘student voice’, and hence seeks to create possibilities for resistance to being governed this way. 相似文献
9.
Is there (still) something specific about academic practice in contemporary neoliberal times? This article reports on a sociomaterial, ethnographic study informed by Deleuze’s untimely empiricism conducted at two research centres of a research university. We unfold the specificity of ‘the academic’ by elaborating upon two central notions: relational aspirations (the attachments of these academics, and the operations that such attachments generate) and mode of existence (the way academic practice comes into being by and through these attachments). The article discerns four types of relations that are typical for academic practice and argues that the way in which academic practice exists nowadays is characterized by a continuous distancing in action, that is, by drawing things together and by slowing things down. 相似文献
10.
ABSTRACTThe basic aim of this paper is to discuss the concept ‘Knowledge Democracy’ (KD) and what it can mean in the school context, its implications on knowledge production and dissemination and on the educational practices. We try to enrich this discussion by presenting action research projects to provide case studies of how thinking about KD can reshape educational practice. We consider that the discussion on KD has to be enriched as the concept seems very promising with good prospects towards school’s democratization. On the other hand, as it is quite new, it can encompass internal contradictions that can cause problems at the level of practice. So, we consider very important any contribution to this discussion not as another theoretical sample of the debate on the ‘politics of knowledge’, but because any improvement at the thinking of the issue can be reflected on school practices. Any challenge to traditional politics of knowledge can lead to a deeper understanding of the world of schooling and to transformations through new discourses and new approaches to teaching and learning in school. 相似文献
11.
Chris Beighton 《International journal of qualitative studies in education》2013,26(10):1293-1308
This article examines the Deleuzian concept of ‘assemblage’ in educational research in the context of Teacher Education (TE) for the ‘continuing education’ or ‘Lifelong Learning’ sector. Drawing on Deleuze’s creative approach to analysis, it draws a portrait of practice which identifies problems and successes in specific cases of TE with wider applicability. I argue that the concept of assemblage recognises developmental practices in distinctive ways and that it challenges the centripetal views implied by other models’ elision of more specific types of convergence, each of which is analysed. This is followed by suggestions which could help provide scope for creativity in research and practice in TE, if a set of challenges can be met. I argue that a situated and dynamic epistemological model is offered by assemblage theory which recognises not just the spatial but also the temporal and political complexities of actual practice. 相似文献
12.
Ian Hardy Peter Grootenboer Laurette Bristol 《International journal of qualitative studies in education》2016,29(7):925-945
In this article, we utilise recent theorising on praxis and educational development to explore how academics in universities can foster public, institutional and more personal development, even as they are challenged by what are sometimes described as more ‘managerial’ and ‘neoliberal’ conditions. The research draws upon a variety of sources of data, including publicly available correspondence on the university sector in Australia, interviews with colleagues, and personal reflective journals. These data reflect three instances of educational praxis development in the Australian university context, and at three scales/levels: nationally; unit-wide (university/faculty/institute); and sub-unit/individually. The findings reveal such development in the form of: academics using mainstream media to inform the general public about the nature of university industrial relations and funding at a national level; junior and senior academics collaborating and engaging in mentoring practices to build institutional research capacity at a university/institutional level; and, individual academics meeting to develop individual teaching practice. Through explicating the characteristics and value of educational development for and as praxis, we provide resources for hope for better understanding how the work of universities, including their broader mission to inform the public, might be enacted more educationally. 相似文献
13.
Ian Hardy 《Asia-Pacific Journal of Teacher Education》2008,36(4):277-290
This paper argues that neoliberal and managerial pressures external to the teaching profession, as well as more progressive and democratic approaches internal to the profession, have simultaneously influenced professional development policy and practice in Australia. In making this case, the paper reviews the nature of the teacher professional development that is supported in federal Australian policies associated with the recently defeated Liberal/National Coalition government (1996–2007) and research into how professional development has been enacted in practice in Australia, during this government's tenure. While acknowledging the significant impact of more neoliberal and managerial approaches and how such policy emphases contribute to the continuation of traditional, systemic/employer provided workshops, the paper also provides evidence of competing, more teacher‐centred approaches. 相似文献
14.
Katy Pilcher 《Teaching in Higher Education》2017,22(8):975-990
Drawing upon student narratives gleaned through qualitative interviews, this paper argues that teaching and learning ‘sensitive’ issues surrounding gender and sexualities through ‘creative’ pedagogies can be a mode of resistance against the reproduction of problematic social discourses, and to the negative impacts of neoliberalism on student’s learning within higher education. The findings point to the importance of speaking about sensitive issues; the value of creative approaches for enhancing learning; and that together these can enable students to articulate an agenda for social change. Students saw the ‘personal as political’ – of sharing personal journeys around sensitive issues as important. They further spoke of ‘apathy’ in an neoliberal era of student ‘consumers’ and how this could curtail ‘creative’ teaching and jeopardise learning. Overall, it is argued that creative approaches to teaching and learning sensitive issues can invoke a resistant potentiality which exposes the ‘hidden injuries’ (Gill, 2010) of the neoliberal university. 相似文献
15.
Karen Nairn Vivienne Anderson Keely Blanch 《Discourse: Studies in the Cultural Politics of Education》2018,39(1):41-52
We argue that Garrett and Segall’s concepts of ‘doing school’ and ‘pushing back’ are valuable tools for analysing pre-service teachers’ political views of neoliberal education reforms such as the introduction of charter schools. We extend Garrett and Segall’s conceptualization by hybridizing ‘doing school’ and ‘pushing back’ in order to move beyond a simplistic celebration of student resistance, which often overlooks forms of resistance that are compliant with the status quo, in this case the neoliberal status quo. We analyse participants’ political views as they emerged in a debate about charter schools in New Zealand. Garrett and Segall’s concepts, in conjunction with poststructuralist theories of subjectivity, are deployed as analytical tools for understanding the complexity of students’ political subjectivities in a debate conducted on a Facebook page set up for that purpose. 相似文献
16.
This article introduces the concept of ‘co-impact’ to characterise the complex and dynamic process of social and economic change generated by participatory action research (PAR). It argues that dominant models of research impact tend to see it as a linear process, based on a donor-recipient model, occurring at the end of a project following the take-up and use of findings. PAR challenges this approach, as impact is embedded in cycles of the action research process; the distinction between researchers, research informants and research users is blurred; and micro process-based impacts, including changes in the thinking and practices of co-researchers, are as significant as findings-based changes in policy and practice. A conceptual framework is developed, based on a three-fold distinction between ‘participatory’, ‘collaborative’ and ‘collective’ impact. This is applied to a case study action research project, Debt on Teesside, working with low-income households in North-east England. The project is analysed in terms of participatory impact (e.g. developing skills of participating households, mentor-researchers, and university staff); collaborative impact (e.g. findings-based changes in thinking, policies and practices of advice, community finance and housing agencies, and local authorities resulting from collaborative research); and ‘collective impact’, adapted from the field of social interventions, which involves organisations collectively targeting specific actions based on research (e.g. changing policy and practices of lenders and government relating to high-cost loans). 相似文献
17.
This paper examines the understandings (‘constructs’) of teachers’ professional knowledge and its sources that underpin current practice in initial teacher education in Kazakhstan and in particular the way in which pedagogika contributes to these. Drawing on empirical data collected over four years, the paper illustrates the ways in which professional knowledge and professional preparation of teachers in pre-service institutions are constructed within the Kazakh and Soviet pedagogical traditions, albeit with some reference to international scholars. Teachers’ professional knowledge is formed from pedagogic theory mediated by academic staff in what is seen by many from outside and inside the country who are engaged in educational ‘reform’ in Kazakhstan as a largely didactic style with little or no critical engagement or exploration of the implications for practice. This stands in contrast with two recent professional development programmes: the Collaborative Action Research and Center of Excellence, which are focused on interactive learning and teaching, reflective practice, classroom action research, and teachers’ collaboration as sources for teachers’ professional knowledge. This paper highlights this contrast and begins to explore what happens when these two different approaches to the construction of teachers’ professional knowledge encounter each other. 相似文献
18.
19.
Bruce Curtis 《Globalisation, Societies & Education》2016,14(1):87-109
This article explores ways the Performance-based Research Fund (PBRF) produces gendered results and expresses a cultural cringe. It is argued that the research evaluation is fixated with being ‘world-class’ at the expense of academic practice that focuses on New Zealand. In this context, disadvantage faced by female academics under the PBRF can be re-imagined as an exemplar of a broader experience faced by all New Zealand-trained and focused academics. At the same time, the PBRF has produced some embarrassing results for neoliberal policy-makers and somewhat empowers academics as arbiters of excellence by reifying elements of peer review. 相似文献
20.
Anthony Ruck 《The International Journal of Art & Design Education》2020,39(2):405-417
Education increasingly operates in neoliberal terms; privatisation, marketisation and competition have become key drivers for schools in England. This article explores the findings from an ethnography that points to how arts education practices are being used to ‘art‐wash’ schools resulting in parents with the requisite economic, social and cultural capitals ensuring that their children benefit the most from a creative education. Whilst most of the narratives on artwashing have so far focused on arts institutions and global capital, this article questions how some of the specific processes of gentrification may be extended to the current education system in England and ask if schools and arts organisations may increasingly be ‘art‐washing education’. 相似文献