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1.
Britt-Marie Berge 《International Journal of Inclusive Education》2013,17(2-3):281-292
This paper discusses how action research could be a useful method in order to work for social justice in societies between the modern and the postmodern. The examples are locally bound, since they emanate from parts of Swedish society. However, by being contextually politically aware of how power rules in a local politcal context and how the local, in different contradictory ways, is a piece in a jigsaw puzzle which trancends local and even national boundaries—the principles for carrying through these action research projects for social justice could be used in other contexts. Theoretically, it draws on feminist poststructural theories and discusses concerns with the normalizing and regulative aspects of dominant discourses especially regarding gender equity. The two concepts ‘moments of normalization’ and ‘moments of equity’, which highlight the motor of the changing process in the bodies of the participants, are useful since they simultaneously highlight the ways in which power rules in local contexts as well as possible and different ways of creating possible and different rules for reaching what could be defined as ‘social justice’. It is argued that by analysing different arenas of practices in these ways the local is not seen as separate from the global. 相似文献
2.
AbstractIn a recent keynote speech Paul Standish noted ‘there is agreement in judgments. But how the response to those judgments is realised is always cultural’ (paper presented to PESA Conference, Taiwan, 2012, p. 2). Making judgments about what constitutes ‘crisis’ for children is not necessarily agreed universally, though clearly there are some commonalities across many countries, as evident in United Nations on the Convention of the Rights of the Child (UNCROC) agreements. This article examines the local rhetoric and reality of ‘crisis’ for children in countries across the world. What constitutes a crisis for children, and how this plays out in the contexts of nine countries is explored by the authors based on the insights of each countries’ (OMEP) (www.omep.org.gu.se) Chapter representatives. Policies will be juxtaposed with provision based on the experiences of OMEP members reporting from their various contexts. Taken together they provide a contextualised perspective on ‘crisis’ and its relationship to a non-absolutist foundation to children’s rights. The article concludes that what constitutes crisis from a global perspective warrants consideration in the context of local reality—in this locale the concept of every child as having access to ‘rights’ is far from realisation. 相似文献
3.
International practicum is disappearing from teacher education programs with the increasing pressures for ‘local experience’. International practicum is seen as too different from local contexts to develop preservice teachers to meet professional standards. This study explores the teaching development of a group of 24 preservice teachers from a regional university on a placement in Beijing and examines the ways they make explicit connections between their learning on overseas practicum and their teaching in Australia. The findings indicate that it is precisely the difference in teaching contexts that enables professional development in key areas of professional standards. The study challenges perceptions of overseas practicum as ‘cultural tourism’ and also the presumption of conflict between preparing teachers for both global and local contexts. 相似文献
4.
Mike Radford 《牛津教育评论》2013,39(5):505-520
The dominant discourse in research, management and teaching is one that may loosely be characterised as that of prediction and control. The objective of research is to identify causal correlations within policy, management, teaching strategies and educational outcomes that are sufficiently robust as to be able to predict outcomes and make generalisations across practice. With the construction of a cumulative bank of evidence, given clearly specified educational outcomes, we might see research as supporting the improvement of schools towards ‘effective’ or ‘best’ practice. This discourse assumes that education, though complicated, nevertheless takes place within a bounded system of relatively stable, linear and balanced causal interactions. This perspective on schooling may be understood as the ‘prediction/control’ paradigm. This paper explores the possibility of an alternative perspective, one that is based on principles derived from complexity theory and which may be referred to as the ‘complexity’ paradigm. Under this paradigm schools are seen as open systems, subject to non‐linear and dynamic interactions among the multiple factors of which they are constituted, and often unpredictable. This paradigm, it is argued, is subversive of our ambitions to prediction and control. Researchers need to look to formal enquiry methods adopted in relation to other sites of complexity. In the meantime practitioners and researchers may benefit from various conceptualisations to which complexity theory gives rise, i.e. those of recursive symmetries, attractor states, sensitivity at bifurcation points and the phenomenon of ‘lock in’. 相似文献
5.
Drawing on Lugones’ ideas of world traveling, Dewey’s notion of education as experience, and Greene’s vision of seeing small/seeing big, this article inquires into lives lived in an Eastern educational milieu with attention reflectively paid to what educators in the West could learn from those in the East. Rather than focusing on mega narratives largely created by policy-makers and derived from accumulations of theory and/or political decision-making, this practical research in the reflective vein takes a ‘big’ look at three ‘small stories’ that emerged in a narrative inquiry we conducted in a Chinese elementary school and imagines their portability to Western educational contexts. Reflective attention is specifically paid to: (1) teaching without words, (2) principal images, and (3) shared responsibility for failure. What these small stories from our narrative inquiry research might disrupt, if introduced to Western educational settings, is especially taken up. 相似文献
6.
Atle Skaftun Mari-Ann Igland Dag Husebø Sture Nome Arne Olav Nygard 《Learning, Media and Technology》2018,43(1):42-55
This socio-culturally informed qualitative study examines digitalised classrooms in Norwegian secondary schools, with a focus on the relationship between information and communication technology (ICT) and dialogic aspects of literacy practices. In the article, we foreground two cases: one on the use of digital mind maps and one on a writing process with online response. These cases display productive results of the tensions between old practices and new technology in that they open up spaces for dialogic interaction. This experience calls for a deeper historical contextualisation, and in the article we refer to different time scales: First, the restricted time scale of practices observed in the local school contexts over an academic year; second, the somewhat wider perspective of 20–30 years of educational research addressing technological innovation; and third, the extensive time scale of cultural history, with an analogy to the slow move from orality to literacy in ancient Greece. On this basis we suggest the term ‘transitional practices’ as an appropriate reference to all of these three time scales. Against this background, the glimpses of dialogue observed are seen as promising precursors of future development, but also as vulnerable plant shoots that may very well shrivel and die if they are not supported. 相似文献
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8.
Lena Gray 《Assessment in Education: Principles, Policy & Practice》2020,27(2):142-159
ABSTRACTThis article conceptualises the relationship between exam board insider research and the policy-making context in which they operate. Exam board researchers are constrained by commercial and political interests in disclosing their knowledge. and face pressures in disseminating research, butalso find themselves working in contexts where calls to ‘evidence-based policy-making’ are ubiquitous. This can deprofessionalise and disenfranchise the researcher.. This article will depict the context faced by exam board researchers attempting to influence policy before portraying possible responses, evaluating how these can be applied to exam board research, with reference to research on standard-setting. The article will build on a conceptualisation of successful exam board insider research as the creation of Habermasian ‘communicative spaces’, applying lessons from research–policy interface literature to that conceptualisation. Inapplying those lessons, the article will suggest possible solutions to the problems faced by that group in their attempts to influence policymakers. 相似文献
9.
ABSTRACTFilmmaking education has never been firmly integrated into schooling and in past years has suffered from cuts to funding for formal and non-formal arts education and youth work. It continues to exist only by drawing on creative industry and cultural consumption practices as well as state funding. In this paper, we explore the filmmaking education contexts we encountered while doing our own pieces of year-long ethnographic research. These contexts import ‘enterprising’ ways of thinking, doing and being from the creative workplace and ‘bedroom culture’. Located across life’s domains, they address enterprising subjects who take pleasure in work, make use of leisure and are always learning. We argue that these filmmaking education contexts support young people to develop their private creative practice and introduce them to the possibility of work in the creative industries but, because of the enterprise culture in which they are entangled, uncritically address these young people as enterprising subjects. 相似文献
10.
Focusing on Tanzanian and Mozambican PhD students funded by Swedish development aid, this article investigates how everyday academic work life is gendered in Sweden and in the students’ home academic departments. In particular, it focuses on the role of ‘important others’, such as international donors, universities, colleagues and family, in enhancing or alleviating vulnerability and how this shifts across spatial contexts. Integral to this is exploring how obstacles are managed and negotiated by PhD students, and how they articulate capability and therefore resist a position as a victim. The results indicate the glonacality of vulnerability as something that stretches over institutional and national boundaries, and how vulnerability can be (re)produced at local university level despite the good intentions of donors and universities operating ata global level. In addition,a translocational and intersectional perspective highlights how situations of vulnerability are gendered and radicalised differently in different academic contexts.
相似文献11.
Arianna Lazzari 《Early Years: An International Journal of Research and Development》2012,32(3):252-265
This paper explores the issue of early childhood professionalism from a socio-cultural perspective. In particular the article is concerned with how pre-school teachers conceptualise their professionalism by making sense of the work they carry out on an everyday basis in early childhood institutions. In analysing teachers’ perceptions special attention has been paid to the socio-political and historical conditions that have contributed to shaping them. Drawing on a recent empirical study conducted within Bologna province (Italy), contemporary issues in early childhood professionalism are analysed and insights for a possible re-conceptualisation are offered through a critical interpretation of teachers’ perspectives. The findings discussed in the article highlight how a complex conceptualisation of professionalism, building upon continuous learning in relational contexts, is currently challenged by recent neo-liberal influences. In facing these challenges a crucial role will be played by teachers’ collaborative practices in the workplace that, if reclaimed as a space for collective decision-making, could potentially become an arena for rethinking teachers’ professional development in dialogue with local communities. 相似文献
12.
Liz Brooker Corresponding author Sang‐Jin Ha 《Early Years: An International Journal of Research and Development》2005,25(1):17-30
This article discusses some findings from a small‐scale investigation of children's gendered beliefs and behaviours in a Korean kindergarten which was attempting to challenge gender stereotyping through the anti‐bias intervention of a ‘cooking curriculum’. A sample of 14 children, some with ‘working’ mothers and some with ‘housewife’ mothers, was observed for two months, and informally interviewed on several occasions. The children's mothers were also interviewed. The findings are situated in the context of the changing, but still traditional, culture of Korean society, as well as in the contexts of early childhood education and theories of gender acquisition. They confirm that, although children are highly likely to reproduce the beliefs current in their home environment, they are open to reconstructing these views when actively challenged to consider alternatives, either by the school curriculum or by engaging in debate with a researcher or practitioner. The nature of the ‘alternative’ views available may however be problematic. 相似文献
13.
This article focuses on the Building Colleges for the Future (BCF) initiative (2008) which saw a wave of new-build Further Education (FE) colleges spring up across England in the final years of the New Labour government. It draws on qualitative data from a research study focusing on four new-build colleges in the West Midlands of England to theorise the BCF initiative. Using theory derived primarily from Lefebvre, the paper contextualises BCF within a frame of neoliberalisation and discusses the impact of the ‘production of space’ represented by the initiative with a research focus on two areas: pedagogy and ideology. The main findings are that these new-build colleges can be interpreted as spatial expressions of policy-makers and others’ perceptions of teaching and learning; in ideological terms, they also trumpet a ‘new lifestyle’ and a ‘new art of living’ for FE staff and students that is however, in tension with residual pedagogical practices and values. The article concludes that despite being an expression of neoliberal abstract space, these new-builds can still be seen as providing a frame for alternative individual and collective encounters with education which may subvert and outlast the processes of neoliberalisation that they appear to embody. 相似文献
14.
This article draws on data from a three‐year Australian Research Council‐funded study that examined the ways in which young children become numerate in the twenty‐first century. We were interested in the authentic problem‐solving contexts that we believe are required to create meaningful learning. This being so, our basic tenet was that such experiences should involve the use of information and communications technologies (ICT) where relevant, but not in tokenistic ways. This article highlights learning conditions in which young children can become numerate in contemporary times. We consider ‘academic’ or ‘school‐based’ mathematical tasks in the context of a Mathematical Tasks Continuum. This continuum was conceptualised to enable focused and detailed thinking about the scope and range of mathematical tasks that young children are able to engage within contemporary school contexts. The data from this study show that most of the tasks the children experienced in early years mathematics classes were unidimensional in their make up. That is, they focus on the acquisition of specific skills and then they are practiced in disembedded contexts. We suggest that the framework created in the form of the Mathematical Tasks Continuum can facilitate teachers’ thinking about the possible ways in which they could extend children’s academic work in primary school mathematics, so that the process of becoming numerate becomes more easily related to authentic activities that they are likely to experience in everyday life. 相似文献
15.
This paper explores the metaphor of the classroom as a ‘crucible’ for early professional learning where beginning teachers forge professional identities in complex, unpredictable, paradoxical, affectively and physically potent contexts of practice. It works into the dissonances and contradictions of the micro-narratives embedded in the accounts that three high-achieving early career English teacher graduates give of their early professional learning in schools. It traces the conflicts they experience in the gap between ‘economies of performance’ and ‘ecologies of practice’ within which they improvise new professional identities as teachers. Their effective ‘transmutations’ into teachers are contingent on a bewildering range of factors, many of them out of their control. As the medieval transmutation of lead into gold was analogous to personal transformation, purification and perfection, so new teachers aspire to ideals of practice that may be impossible to achieve. The paper moves beyond simplistic conceptualisations of theory–practice binaries in new teachers’ work and evaluates the impact of new pressures from globalised discourses of standardisation and professionalism that erase singularity, particularity and relationality. Rather, it posits professional learning as complex identity work that is variously constrained and enabled by local institutional factors and broader policy contexts that affect the capacity and desire of beginning teachers to introduce and sustain innovative pedagogies in their English classes. 相似文献
16.
Kay Livingston 《European Journal of Education》2014,49(2):218-232
The pace of change in today's society means that there is an ongoing need for teachers to learn, have new knowledge and use new pedagogical approaches to meet the needs of their pupils. For many teachers, this requires redefining their identity as teachers and what ‘teaching’ means in 21st century learning environments. These changes also require teachers to be supported in learning to ‘teach’ in different ways that are relevant to their own individual needs and to the contexts in which they work throughout their career. In this article, it is argued that a more integrated and collaborative approach to teacher education is needed with better understanding of those who take up the roles of teacher educator across a teacher's career. With a particular emphasis on ‘teacher educators’ working in school to support teachers' career-long professional learning it is argued that currently many do not recognise themselves as teacher educators nor are they recognised by those they work with as teacher educators. Drawing on an empirical study carried out with mentors in schools in Scotland, it is suggested that these teacher educators may be ‘unrecognised’ and remain ‘hidden professionals’ because of the identities they construct for themselves, the values and priorities that they or others attach to their roles or because of the institutional structures and cultures in which they work. It is concluded that it will be difficult to recognise and value these ‘hidden teacher educators’ and the distinctive contribution they can make to teachers' career-long professional learning without further clarification by them and others of the roles and responsibilities they hold. 相似文献
17.
This article uses a multi-level ecological model to explore the dynamics of localities in England and their effects on the 14+ participation, progression and transition (14+ PPT) of young people at a time when nationally and internationally there is a recognition that transitions from education to employment are both more complex and take longer. Drawing on major research programmes, national enquiries and local studies, the article further develops the concept of a ‘local learning ecologies’ (LLEs) that represent localities in the physical, economic and social senses and that function as part of a multi-level ecological framework or system. The article exemplifies this concept by using qualitative research from one local study to provide insights into an LLE that shows characteristics of a ‘low opportunity progression equilibrium’. The authors conclude by reflecting on international examples of skills ecosystems and suggest that expansive forms of local partnership and ecological governance can be used to begin to move LLEs towards ‘high opportunity progression ecosystems’. However, they argue that because of the power of macro factors and the need to support equity and sustainability, these new forms of local networking will have to be nurtured by sympathetic national action. 相似文献
18.
Vivienne Anderson 《Higher Education》2014,68(5):637-652
In an era of unprecedented student mobility, increasingly diverse student populations in many national contexts, and globally interconnected environmental and social concerns, there is an urgent need to find new ways of thinking about teaching and learning. Static assumptions about so-called ‘Western’ versus ‘non-Western’ teaching and learning approaches or ‘local’ versus ‘international’ students are inadequate for responding to the complex histories, geographies and identities that meet and mingle in our higher education (HE) institutions. In this paper, I use María Lugones’ ‘world-travelling’ as a framework for discussing international and New Zealand women students’ reflections on teaching, learning and transition in New Zealand HE. I conclude with some suggestions as to what effective pedagogy might look like in internationalised HE if we think beyond culturalist them-and-us assumptions and recognise students’ complexity. 相似文献
19.
Through focusing on forms of clothing, this article reveals how educated women from marginalized communities in Pakistan and India made differential claims to being modern. Our analysis of two ethnographic studies shows how the participants mobilized their subjectivities as modern and educated women through a distinction between ‘local modern’ and ‘local traditional’. In this article, our goal is not to define modernity, but instead to illuminate what it meant to be modern in both contexts. We integrate the narratives of young, rural Muslim women in Pakistan with those of young, rural Hindu women in India to disrupt the linear telling of the production of universal and homogenous modernity through education. 相似文献
20.
Elise Newman 《English in Education》2005,39(1):32-42
This article explores some of the issues raised by the perennial ‘Boys and English’ debate. It questions whether stereotypically masculine or ‘laddish’ behaviour and the apparent ‘feminisation’ of English hinders the achievements within the subject of all boys. A study of a selective independent boys' school reveals that social context greatly influences how boys relate to the subject, suggesting that it is unhelpful to make generalisations about ‘boys’ and English. The analysis frames the fieldwork with reference to media debate, Ofsted reports, and the literature on gender and English. 相似文献