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1.
In this article I explore the pedagogical value of Gilles Deleuze and Félix Guattari’s philosophical concepts for helping make an ‘event’ of thought, with a view towards fostering deep learning in Chinese students' learning theory and criticism in a second language. Paying attention to the qualitative role of bodies, humour and creativity alongside an expanded trans-personal concept of ‘educational life forms’ that stretches out to include an affective assemblage of inhuman elements (such as art and technology), I explore how Deleuze and Guattari’s philosophical models provide a ethical alternative to corporate, Confucian and Cartesian models otherwise inhibiting students and teachers in the modern Sino-international university context.  相似文献   

2.
Working at the commencement from Derrida’s ‘Archive Fever’ (Mal d’archive – une impression freudienne) this article explores Derrida’s definition of the archive – topographical, nomological, archontic – and alongside this official archive counters with an alternative archive, non-topographical, non-nomological, non-archontic forms of archive.

The story of the accusations launched at Gerry Adams introduces some questions regarding the authenticity and authorisations of archives. This story evokes the competing archives of childhood and the possibility of critique arising from recognition of the tensions between competing archives. The article addresses the complications of archives, counter-archives, archaeology and genealogy as records and research materials. The writer uses Cixous’s notion of ‘ecriture feminine’ as a way of escaping the linearities of archivalism.  相似文献   


3.
Is it possible to manage human ‘resources’ in an ethical way? What does ‘being ethical’ mean as related to the human resources function? In my paper – which also reflects upon my own experiences of two co-operative inquiry projects done with human resource management (HRM) practitioners – I wish to argue that action research could be an exciting and novel way of exploring the meaning and practice of ethical HRM and also an appropriate tool with which to facilitate and develop individual and group ethical action learning: a learning process based on real action, collective real-case solutions and reflection. After introducing practical details pertaining to the two projects (in group ‘A’, I worked with members of the HRM department of a bank as co-researchers; for group ‘B’, I invited along HRM professionals from different companies), I need to stress some ‘learning points’. First, I would like to demonstrate how co-researchers explored their own definition of ethics, learned about the ethical diversity of their group and how they probed and re-shaped theories held via action and reflection. Second, I wish to show how collective ‘solutions’ of co-researchers’ own real-time and ethically dilemma-holding cases acted as a bridge between theory and practice – and then see how the process of case resolution developed by the group become an important individual- and group-level learning point.  相似文献   

4.
In 2007, Environmental Education Research dedicated a special issue to childhood and environmental education. This paper makes a case for ‘early childhood’ to also be in the discussions. Here, I am referring to early childhood as the before‐school years, focusing on educational settings such as childcare centres and kindergartens. This sector is one of the research ‘holes’ that Reid and Scott ask the environmental education community to have the ‘courage to discuss’. This paper draws on a survey of Australian and international research journals in environmental education and early childhood education seeking studies at their intersection. Few were found. Some studies explored young children’s relationships with nature (education in the environment). A smaller number discussed young children’s understandings of environmental topics (education about the environment). Hardly any centred on young children as agents of change (education for the environment). At a time when there is a growing literature showing that early investments in human capital offer substantial returns to individuals and communities and have a far‐reaching effect – and when early childhood educators are beginning to engage with sustainability – it is vital that our field responds. This paper calls for urgent action – especially for research – to address the gap.  相似文献   

5.
This paper considers Judith Butler’s discussion of the intersections between governmentality and sovereign power in Precarious life: the powers of mourning and violence. We consider this interrelationship with a view to considering how this might enable us to expand our understanding of contemporary discourses governing young people within and outside Australia. In particular we focus on the production of groups of young people, such as those classified as ‘illegal immigrants’ who may be situated outside the frame of ‘public good’ or the ‘private interest’. This enables for a theorisation of the lives of groups of young people who may ‘have no definitive prospect for a re‐entry into the political fabric of life, even as one’s situation is highly, if not fatally, politicized’. It is questionable whether the Foucauldian notion of governmentality gives sufficient account of the lives of these young people whose conduct is effectively considered irrelevant by the State. As educators, it is arguable that we have an ethical imperative to encourage our students to care for themselves, and for others, especially those others whose lives have been ‘fatally politicized’.  相似文献   

6.
ABSTRACT

This article illustrates and discusses some elements of the problematique ‘Southern Europe’. The themes stressed include its configuration and the criteria for its conceptualisation. A number of ways to think about ‘Southern Europe are discussed – of course with particular emphasis on the development and theoretical elaboration of comparative education in these countries, as well as on the imbalances in the international debate. That debate is not merely contemporary: there are historical dynamics that have influenced the imbalances of power that were, and can now be, found in definitions of ‘Europe’ and what counted as its political, cultural, historical (and finally, economic) centre.

These complex themes – glossed over by hegemonic and ideological concepts such as the Global North and the Global South – include the territorial articulations of ‘Europe’; what counted and counts as ‘its centre’; the construction of ‘national states’; the changing valuations of ‘the national’; and the vital question of language. Overall, the crucial motif of the article is the ways in which all these themes are refracted and reflected in changing versions of what counts as, what is constructed as, ‘comparative education’.  相似文献   

7.
ABSTRACT

This theoretical paper argues that Feminist Science and Technology Studies (FSTS) can help advance the emancipatory project in critical Ed Tech research. To support this claim, we deploy Tsing’s concept of ‘scale-making projects’ (2005. Friction: An Ethnography of Global Connection. Princeton, NJ: Princeton University Press) to connect ‘global’ narratives to ‘local’ users in a mobile learning project for Kenyan health workers. Drawing from this exemplar case, we discuss more broadly how FSTS provides useful theory and methods for tracing the trans-national power relations of digital technologies ‘on the ground’. The paper concludes by advocating for new forms of emancipatory Ed Tech research – ones framed not only within oppositional pairings such as ‘global’ versus ‘local’, but which elucidate how binaries themselves are constituted through far-flung trans-national arrays of sociomaterial practice.  相似文献   

8.
Here, we argue that action learning (AL) has been evolving into different variations, whose respective advocates appear to concentrate on one of the several components inherent in Revans’ formulation of AL as L?=?P?+?Q. They do this – sometimes inappropriately – to the virtual or relative exclusion of other aspects, and this has consequences for the outcomes and impact of the AL process. In an attempt to delimit the boundaries between various versions and indeed to identify what Johnson [2010. A framework for the ethical practice of action learning. Action Learning: Research and Practice 7, no. 3: 267–283] called ‘inauthentic’ AL, we have been developing our ideas for a scanning device or framework. We refer briefly to some of the theoretical underpinnings of this framework. We then introduce a fresh taxonomy to explain and illustrate features of five principal variations of emphasis in AL that we have identified. The aim of this framework is to help stakeholders to work towards selecting and co-creating the most appropriate variation of ‘authentic’ AL to suit their unique set of circumstances at any given time. We outline the likely outcomes of each respective variation if taken to extremes and conjecture about their implications. This taxonomy should also help one to reduce the mystique and confusion that often surround AL while acknowledging its complexity. We suggest that by taking advantage of insights provided by this framework, purchasers and potential AL set members in particular are more likely to participate in learning conversations that lead to more informed decisions and actions to address or adjust their respective interests and needs. In conclusion, we identify some areas for further research and development.  相似文献   

9.
Abstract

This paper considers the ethics of educational technology in terms of whether or not selected media and methods are beneficial to the teacher and student, or whether other motives and criteria determine the selection. Communications media have proven themselves to be powerful and efficient tools, used like ‘dynamite’ for getting the most out of a ‘quarry’, but the vast scope of their applicability and flexibility may notoriously neglect the unprecedented risks to the user of current online methods – as one of the areas in which ethical issues arise. Having mentioned en passant any potential benefits of all communications media, their harmful potential is also noted, and, based on this introductory notification, ethical responsibilities of all parties involved in educational media have been examined. The authors’ main objective is to centralise the concept of the ‘uncritical mass’ representing the educationally uninformed general public whose selections of communication technologies can lead to their adoption as educational tools regardless of their educational value.  相似文献   

10.
This article argues that UK universities are at risk from a process of ‘hollowing out’ – that is, of becoming institutions with no distinctive social role and no ethical raison d'etre – and that this is a process which undermines the possibilities for meaningful institutional and academic identities. It begins with a condensed, and necessarily partial, review of recent UK higher education policy trends to indicate the historical context and direction of change and to highlight the growing separation of management and academic agendas and the linked rise in gloss and spin compared to academic substance. In the remainder of this article we focus on the normative dimension of these changes and unpack their implications for the nature of the university and of academic work. In so doing, we illustrate the breadth and depth of the threat posed by ‘hollowed-out’ universities, indicate alternative, more positive currents and call for a ‘re-valuation’ of the UK university.  相似文献   

11.
ABSTRACT

This 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   

12.
Contemporary discussions of globalisation (in general) and postcolonialism (more specifically) have largely remained wed to critiques of the West, including around its outsized role in the proliferation of neoliberal economic logics. As Chen argues in Asia as Method, these discussions have precluded other kinds of discussions about globalisation and its ‘theories’ – those that are generated between Asian countries and peoples (recognising that ‘Asia’ itself is a construction). In this essay, we look towards a different kind of conversation about the postcolonialism, one that does not take the West as its primary interlocutor. We will look closely at two South Korean contemporary artists – Do Ho Suh (1962–) and Kimsooja (1957–) – and see how they work through contemporary, material concerns around ‘home’ and ‘place’. In particular, these artists point us towards ‘movement’ as a trope for displacing extant concerns with fixed identity and as a kind of ontological state of being in the world.  相似文献   

13.
Disability should be a concern for those interested in analysing and subverting the cultural politics of education. In this paper we address this concern through connecting critical analyses of ‘developmental disabilities’ (formerly ‘mental retardation’), disability studies and poststructuralism. We target normative constructions of ‘developmental disabilities’ – and we propose alternative dynamic possibilities – through reference to narratives from our political and personal work with people with the label of ‘developmental disabilities’. Our aim is to unveil the ways in which we might understand the cultural formations of ‘impairment’ – as they relate to ‘developmental disabilities’ – in order to propel scholars, activists and practitioners towards a cultural politics of inclusion. First, we summarise some key debates from disability studies that have engaged with ‘impairment’: social model, relational and psychosocial models. We suggest that these debates benefit from a more grounded engagement with poststructuralist ideas. Second, we bring in the work of the poststructuralist thinkers Gilles Deleuze and Félix Guattari and the poststructuralist feminist Rosi Braidotti to tackle the social, historical, cultural and political conditions of ‘developmental disabilities’ through experimentation with rhizomes and nomads. In conclusion, we appeal for the development of a cultural politics of ‘impairment’ and ‘developmental disabilities’ that draws upon a vocabulary applicable to the post-modern subject of the contemporary world: as uncertain, productive and moveable.  相似文献   

14.
Attempting to push early modern presentism to the radical, logical conclusion of a more personal historicism, this essay draws on a number of interpretive practices and theoretical insights – Stephen Greenblatt’s self-reflectivity, Toni Morrison’s ‘rememory’, Marianne Hirsch’s ‘postmemory’, bell hooks’s ‘passion of experience’, and Linda Charnes’s alternative historicism – to establish the ethical and interpretive significance of my own painful situatedness as an African American man in Renaissance/Early Modern studies. Specifically, I illustrate that significance in a reading of Richard Mulcaster’s Positions Concerning the Bringing Up of Children, a sixteenth-century educational treatise that responds, as I argue, to early modern educational access and social mobility with an insidiously complex, exclusionary admissions policy.  相似文献   

15.
This paper is a reading of early twentieth‐century government high school culture as it was expressed through a twenty‐year run of one Australian high school’s student‐authored magazines. From its first issue the editors of The Parramatta High School Magazine were keen to promote its role in the making of a community. The idea that high school people belonged to a special and exclusive group was reiterated in a number of ways. Writing in the magazines described the features of a shared culture – whiteness, literacy, good taste, rational behaviour – and implicitly defined high school students as different from other categories of people, including non‐English speaking foreigners and ‘the uneducated’. Central to the process of classification and identification were statements of ‘who we are’ and ‘who we are not’ which were grounded in the language of meritocracy, and encompassed particular contemporary understandings of social class, race and gender.  相似文献   

16.
(Mis)Understanding underachievement: a response to Connolly   总被引：1，自引：1，他引：0  
In British Journal of Sociology of Education Volume 29 number 3, 2008, Connolly presented what he termed a ‘critical review’ of some of our previous work on the relative attainment of male and female students in UK schools. He proposed three general areas for criticism – our use of attainment gaps, our consideration of outcomes other than at specific thresholds, and our querying of the idea of student ‘underachievement’. These problems, he claimed, have ‘given rise to a number of misleading conclusions that have questionable implications for practice’. However, those of his ‘criticisms’ with any merit are actually the same as our own conclusions, transmuted by Connolly from our papers that he cites, while his remaining ‘criticisms’ are based on faulty elementary logic. In case readers have not read our work and were somehow misled by Connolly, we give here a brief reply to each criticism in turn. This matters, because a greater understanding of patterns of attainment and of the nature of underachievement is a precursor to the design of successful initiatives to overcome inequalities in educational opportunity and reward. This is both a practical and an ethical issue.  相似文献   

17.
Against a backdrop of globalised higher education (HE) – one in which a number of British universities are setting up campuses overseas – China represents a vast and lucrative market. This paper presents data on the perceptions and experiences of 20 Chinese students who are currently studying at a British university's campus located in China. Drawing upon theoretical and empirical linkages between the expansion of British HE into overseas markets and neo-colonial (or imperialist) activities, this paper discovers that sociocultural perceptions and ideological constructs such as ‘creativity’ and ‘value’ form a vital basis for the exchange of knowledge in transnational HE.  相似文献   

18.
ABSTRACT

This paper examines visions of ‘learning’ across humans and machines in a near-future of intensive data analytics. Building upon the concept of ‘learnification’, practices of ‘learning’ in emerging big data-driven environments are discussed in two significant ways: the training of machines, and the nudging of human decisions through digital choice architectures. Firstly, ‘machine learning’ is discussed as an important example of how data-driven technologies are beginning to influence educational activity, both through sophisticated technical expertise and a grounding in behavioural psychology. Secondly, we explore how educational software design informed by behavioural economics is increasingly intended to frame learner choices to influence and ‘nudge’ decisions towards optimal outcomes. Through the growing influence of ‘data science’ on education, behaviourist psychology is increasingly and powerfully invested in future educational practices. Finally, it is argued that future education may tend toward very specific forms of behavioural governance – a ‘machine behaviourism’ – entailing combinations of radical behaviourist theories and machine learning systems, that appear to work against notions of student autonomy and participation, seeking to intervene in educational conduct and shaping learner behaviour towards predefined aims.  相似文献   

19.
In this paper, we examine the emergence of what might seem an unexpected policy outcome – a large multinational corporation, frequently blamed for exacerbating childhood obesity, operating as an officially sanctioned driver of anti-obesity initiatives in primary schools across the globe. We draw on Foucault's notion of governmentality to examine the pedagogical work of two international programmes devised and funded by Coca-Cola. We demonstrate how these programmes work simultaneously as marketing campaigns and as governmental strategies to position children as responsible for their own health, conflate (ill)health with body weight and strategically employ the concept of energy balance. We argue that these programmes not only act to unite the interests of corporations, governments and schools, but also seek to use schools to reshape the very ideas of health and a ‘healthy life’. We conclude by considering two sets of ethical and political issues that come sharply as corporations like Coca-Cola continue to exploit the policy space created by the ‘obesity epidemic’.  相似文献   

20.
ABSTRACT

Since 2010 the government in England has committed to accelerating the expansion of academies (‘state-funded independent schools’) through displacing the role of local government as principal manager and overseer of schools. In response increasing numbers of schools are embracing the co-operative trust model to improve economies of scale, facilitate stakeholding and community resilience and resist capture from the monopolising tendencies of some large multi-academy trusts seeking wholesale takeover of certain underperforming schools. Yet there are concerns that co-operative schools do not represent a radical departure from routines of neoliberalism – defined by managerial deference, technocratic efficiency, upward accountability and performativity – despite clear signs that co-operative schools promote themselves as jointly-owned, democratically-controlled enterprises. In this paper, I adopt a ‘processual view of neoliberalisation’ [Peck, J., and A. Tickell. 2002. “Neoliberalizing Space.” Antipode 34 (3): 380–404] to complicate the idea that co-operative schools can be judged in binary terms of ‘either/or’ – neoliberal or democratic, exclusionary or participatory – and instead point to the variegated organisational life of co-operative schools and their messy actualities as they straddle competing and sometimes conflicting sets of interests, motives and demands in their practice of school governance.  相似文献   

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