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1.
Edward Kifer 《课程研究杂志》2013,45(6):627-636
This paper provides a critique of recent theoretical work on ‘critical pedagogy’, focusing particularly on its relationship with media education. The first part of the paper questions critical pedagogy on several grounds: its synthesizing political and theoretical ambitions; its neglect of educational practice; and its evasion of questions of power and authority. It concludes by considering the implications of recent criticisms of this approach in terms of classroom practice. The second part of the paper considers the ways in which critical pedagogy theorists have sought to engage with media education. It questions the pedagogical relations which are established by such writers’ critical practice, and the theories of the media and of learning on which they are based. It contrasts these arguments with approaches to media education developed in the UK and elsewhere, focusing particularly on the relationships between pleasure and ideology and between theory and practice. 相似文献
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Ursula Hoadley 《课程研究杂志》2015,47(6):733-749
The paper addresses the question of what we should make of Michael Young’s recent work with respect to curriculum theory by considering the particular case of South African curriculum reform. The paper thus traces two trajectories: the evolution of Michael Young’s ideas over time and South African curriculum reform in the post-apartheid period. The paper shows how the two trajectories have run in parallel, not least because of Young’s ongoing involvement and interest in South Africa. Three broad periods in Young’s career are identified: the new sociology of education period; a middle period where he engaged in substantial policy work, focusing predominantly on the relation between schooling and the economy; and his social realist phase, where much of his work has focused on an educational notion of specialized knowledge: ‘powerful knowledge’. The possibilities and limitations of this notion as it has been taken up in the research literature, and in relation to the South African case, are explored. 相似文献
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Jeanne Gamble 《British Journal of Sociology of Education》2014,35(1):56-72
Increasing pressure on all levels of educational provision, whether academic or overtly vocational, to be to ‘relevant’ and ‘useful’ prompts consideration of the relation between curriculum and pedagogy in terms of the internal structure of knowledge forms. Following Durkheim’s distinction between ‘sacred’ and ‘profane’ orders of meaning and drawing on the work of Basil Bernstein, this paper questions pedagogic presuppositions that directionality from sensory experience to abstraction posits the everyday life of the student as the foundation for the acquisition of complex, systematic knowledge. Two empirical examples are discussed: one focuses on the internal structure of craft knowledge, while the other focuses on the internal structure of mathematics as school subject. They converge in the finding that transmission of knowledge structure, whether in material or symbolic form, requires the transformation of empirical objects into theoretical objects before a connecting point can be found between the world of everyday experience and specialised knowledge forms. This is what constitutes a ‘relevant’ curriculum. 相似文献
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The Editors 《International Journal of Lifelong Education》2013,32(2):101-102
Those involved in professional education have been preoccupied with the interface between university courses and work settings. Often this preoccupation is referred to as ‘tensions or gaps between theory and practice, university ideals or ideas and the realities of work’. This paper takes as a case study the world of social work education. It analyses how writers in that field formulate, or explain and offer solutions for, the experiences and preoccupations of new graduates, persons who are said particularly to experience such ‘tensions and gaps’. The paper also summarizes a cohort of new graduates’ accounts of their own experiences and preoccupations. From these analyses, three modes of discourse are identified, each of which is based on a particular set of ideas about, and ideals for, professional practice, education, work settings and the nature of theory, practice and their relationship. Readers are invited to examine their own discourse to identify the assumptions that guide them in their work. 相似文献
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Writing and writer identity: the poor relation and the search for voice in ‘personal literacy’ 
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下载免费PDF全文 Paul Gardner 《Literacy》2018,52(1):11-19
The teaching of writing has been a relatively neglected aspect of research in literacy. Cultural and socio‐economic reasons for this are suggested. In addition, teachers often readily acknowledge themselves as readers, but rarely as writers. Without a solid grasp of compositional processes, teachers are perhaps prone to adopt schemes that promote mechanistic writing approaches, which are reinforced by top‐down discourses of literacy. This ‘schooling literacy’ is often at odds with children's lives and their narratives of social being. After discussing theories of writing, tensions between ‘schooling literacy’ and ‘personal literacy’ are debated. It is suggested that the disjuncture of the two exposes gaps that provide teachers with spaces in which to construct a writing curriculum embedded in children's language and funds of knowledge. The elevation of this ‘personal literacy’ is viewed as an imperative to enhance children's identities as writers, as well as their engagement with writing. 相似文献
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Kenneth Wain 《International Journal of Lifelong Education》2013,32(2):85-99
Some years ago when the concept of lifelong education was in vogue and when there was a constant flow of literature about it being published by a core of writers gravitating around or employed by UNESCO, the constant warning was not to confuse the concept of lifelong education with adult education because this would unduly limit the concept and distort the educational philosophy it represented. This warning has not, generally, been heeded by writers and the expression ‘lifelong education’ has consequently lost the distinctive meaning writers like Dave, Cropley, Gelpi and Lengrand tried to give it in the 1970s and early 1980s. In 1979 Cropley edited a book called Lifelong Education: A Stocktaking which, in fact, tried to take stock of the state of the theory and to identify the problems with its promotion. Gelpi took up the latter task in some detail in a subsequent article but failed to address certain problems with the concept of lifelong education itself, raised earlier by Lawson. This paper goes over all this ground and then tries to clarify some confusions with the concept of lifelong education by examining two different interpretations or views of lifelong education, the ‘maximalist’ and the ‘minimalist’, which have evolved through the literature of the subject, identifying the former with the core of writers mentioned above. It then examines the role of adult education within the two interpretations, arguing that the ‘maximalist’ view has largely disappeared to the detriment of adult education, and reproposing it anew to adult education writers and practitioners. 相似文献
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Heather Meyer 《English in Education》2008,42(2):165-181
Since there is no single pedagogical theory that may provide all necessary strategies for the successful teaching of academic essay writing at senior levels, this paper makes a small but hopefully interesting contribution from the basis of Systemic Functional Grammar. It is intended to supplement teachers’ insights into the linguistic characteristics of academic writing considered ‘Excellent’, as much as to offer strategies for empowering students with a clearer idea of what is expected of them in academic writing. It attempts this by making explicit some of the grammatical choices made by successful writers, and how those choices facilitate the presentation of knowledge and ideas in ways that fulfil the expectations readers (and examiners) have of merit‐worthy writing. 相似文献
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Dissidence,difference and diversity in action research 总被引：1，自引：1，他引：0
Marion Dadds 《Educational Action Research》2013,21(2):265-282
This article served two purposes. First and foremost, it gave the author an opportunity to re-visit, and acknowledge, some ways in which her professional relationship with John Elliott and other professional friends influenced her work in action research. Second, it enabled the author to revisit current ideas held in two areas of interest that have, over the years, grown out of departure from, as well as identification with, John's own work. The first relates to the personal and emotional dimensions of theory in action research and the second, to issues of methodological creativity. In re-visiting these two areas of interest, the author tries to synthesise them in a new way in order to explore the connections between the personal, the emotional and the innovative in action research methodology. In this, the article attempts to link issues related to the ‘I’ of the action researcher with the ‘we’ of the collaborative research group. It is argued that our ‘self’ is implicated deeply in action research methodology, whatever form that might take. The emotional and social climate in which the ‘I’ operates is consequential. This means that we need to take a holistic view of the action researcher as person, and of collaborative colleagues as enablers and supporters, if we are to optimise the powers that can be brought to the process of enquiry and change. The article also tries to be ‘true’ to the notion that one's ideas, theories and work are shaped by what Wayne Booth calls ‘the company we keep’. 相似文献
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The paper contrasts two different approaches to the educational challenges of the ubiquitous, rapidly developing information and communication technologies (ICT). The first is the constructivist ‘knowledge building’ theory spearheaded by Carl Bereiter and Marlene Scardamalia and recently further developed by Kai Hakkarainen and Sami Paavola; the second is a pragmatist standpoint drawing in particular from John Dewey’s ideas about learning as a natural part of human social actions and transactions. The knowledge builders have set their approach out as a suitable answer to the challenges of the present-day, ICT-characterised ‘Knowledge Age’. But here it is argued that a pragmatist approach can be advanced that avoids the over-intellectualisation of education characteristic of knowledge builders and thereby offers a viable alternative for improving present-day educational practices in ways that promote appropriate utilisation of ICT in schools in particular. 相似文献
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David W. Livingstone 《British Journal of Sociology of Education》1995,16(1):53-73
Since the appearance of Bowles & Gintis’ (1976) ‘correspondence thesis’, neo‐Marxist theorizing about educational change has gone in several directions. Different approaches have emphasized capitalist reproduction requirements, contradictions between these requirements and the democratic state, hegemony theory and processes of class formation. While studies with affinity to a Marxist problematic of subordination and oppression have become more theoretically open and empirically grounded, some of the core explanatory ideas of the historical materialist perspective tend to have been ignored or dismissed. In consequence, the main conceptual, empirical and theoretical limitations of the correspondence thesis are being repeated, notably in arguments about a ‘post‐Fordist’ form of education. After a discussion of the contemporary relevance of historical materialism's core ideas for explaining educational change, the limited foci of neo‐Marxist theories of education are critically reviewed. Some suggestions are then made for overcoming these persistent limitations—most notably a hyper‐rationalistic image of education and a lack of direct attention to both production relations and educational relations per se. 相似文献
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There has been an increasing focus in policy and practice on adopting inclusive pedagogy as a way of reconceptualising how schools work with children with special educational needs (SEN). The paper considers the split between knowledge and pedagogy inherent in some dominant strains of inclusive pedagogy. Drawing on the ‘knowledge turn’ in curriculum studies, we argue that although an analytical distinction between knowledge and pedagogy may be useful, too strong a delineation between the two fails to best serve the needs of children with special needs. Specific implications for teacher education in relation to SEN in England are considered. 相似文献
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Glenn Rikowski 《British Journal of Sociology of Education》1996,17(4):415-451
This paper provides an external account of the demise of the ‘old’ Marxist educational theory flowing from social reproductionism/ resistance theory. Five developments are explored in terms of how they have undercut the ‘old’ educational Marxism: hyper‐academicism; dislocations/disjunctions between theory and practice; the postmodern challenge; the new liberal ‘Left’ challenge; and, the ‘death of Marxism’ syndrome. The first two elements form the basis of some important ‘lessons’ for the revitalisation of Marxist perspectives on education. It is also argued that, although the five trends and developments have posed a serious challenge for the ‘old’ Marxist educational theory, nevertheless, it will probably circulate for some time‐‐given revivals, revisits, and as a source of easy criticism for anti‐Marxists. Finally, there has been a recent flowering of new approaches to theorising education from a Marxist perspective, which this paper maps out. 相似文献
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Drawing on Bourdieu’s theory and using Durkheim’s concepts of ‘social fact’ and ‘regulation’, this article examines the place held by public universities within the French higher education (HE) system, breaking with the purely bureaucratic vision prevailing in France today. By setting aside some of the main received ideas about the effects and meanings of student selection and drop-out, the article suggests that public universities play an essential role in regulating the successive flows of first-generation students through French HE. It is precisely because public universities are non-selective that they are able to play this role. Finally, the distribution of HE choices and students’ dropping out are both considered as products of a structural and institutional process of regulation. 相似文献
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Helena Pedersen 《Discourse: Studies in the Cultural Politics of Education》2010,31(2):237-250
Formal education in Western society is firmly rooted in humanist ideals. ‘Becoming human’ by cultivating certain cognitive, social, and moral abilities has even symbolised the idea of education as such in Enlightenment philosophical traditions. These ideas are increasingly coming under scrutiny by posthumanist theorists, who are addressing fundamental ontological and epistemological questions about defining an essential ‘human nature’, as well as the elastic boundary work between the human and nonhuman subject. This paper responds to the ongoing discussions on the diverse articulations of posthumanism in education theory and animal studies by investigating possibilities of a shared conceptual framework that allows for a productive dialogue between them. By analysing some of the meanings attached to the notion of posthumanism in education theory and animal studies, the paper begins to identify some instabilities of humanist traditions/ideals of education and explores posthumanist challenges to research on the institutionalised production, mediation, and development of knowledge. 相似文献
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Johannah Fahey Jane Kenway 《Discourse: Studies in the Cultural Politics of Education》2010,31(5):627-640
In order to enhance understandings of the international mobility of researchers and the implications of their mobility for knowledge production and circulation, we need to develop more sophisticated conceptual resources. Here we draw on and seek to develop ideas generated from literary theory and geography in order to highlight the links between internationally mobile researchers, knowledge, geography and power. In particular, we develop three interrelated concepts: ‘geographies of power/knowledge’, ‘empires of knowledge’, and ‘edges of empires’. We also turn to Edward Said's notion of the ‘exilic intellectual’ because it speaks to the manner in which some mobile individuals navigate this terrain, as well as to issues of their links to place, positionality and the academy. The paper puts these concepts to work as we ask ‘What do they look like through the lens of an individual's intellectual biography?’ and ‘How can a biography add nuance to the concepts?’ Overall we adopt what Said calls a ‘worldly’ perspective that involves considering the time and place of ideas. 相似文献
17.
Martin Oliver Katerina Avramides Wilma Clark Jade Hunter Rose Luckin Cecilie Hansen 《Teacher Development》2018,22(4):587-606
Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice. 相似文献
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Paul Adams 《Education 3-13》2013,41(3):243-257
In the drive to improve standards, the collection and dissemination of numerical data still directs much contemporary educational policy. However, recent publications and debates seemingly attempt to reorient discussion from performance to learning. In support, constructivism is often referenced as a contributor in this endeavour. However, constructivism is not a single unified theory either of knowledge or pedagogy. This article identifies one version of constructivist thinking, social constructivism, both in terms of its underlying epistemology (theory of knowledge) and related pedagogy. Contemporary educational theories are then outlined to demonstrate that many practical solutions and theoretical ideas now presented as ‘good learning and teaching’ have much in common with social constructivist thinking. Finally, the article concludes by identifying two issues that require further discussion and debate if pedagogy of a social constructivist nature is to be considered. 相似文献
19.
John Beck 《Cambridge Journal of Education》2013,43(2):177-193
This paper seeks to introduce a wider audience to a set of ideas developed by a group of sociologists of education who draw on Basil Bernstein’s late work on knowledge structures and whose epistemological stance is grounded in Social Realism. The paper’s main substantive focus is the concept of ‘powerful knowledge’ – recently popularised by Michael Young – and the implications of this notion for curriculum change. ‘Powerful knowledge’ connects with two other key ideas – ‘knowledge of the powerful’ and ‘esoteric knowledge’ – all of which have fed into recent debates about curriculum development and change. Various inter-connections between these ideas are examined. The paper concludes by identifying three chronic ‘tensions’ which impede efforts to extend powerful knowledge to socially and economically disadvantaged students. 相似文献
20.
We take Mattias Lundin’s Inviting queer ideas into the science classroom: studying sexual education from a queer perspective as a point of departure to explore some enduring issues related to the use of queer theories to interrogate science education and its practices. We consider the uneasy, polygamous relationship between gay and lesbian studies and queer theories; the border surveillance that characterizes so much of science [education]; the alluring call of binaries and binary thinking; the ‘all’ within the catchcry ‘science for all’; and the need to better engage the fullness of science and the curriculum, in addition to noting silences around diverse sexes, sexualities, and desires. We catalogue some of the challenges that persist in this work, and offer thoughts about how to work with and against them to enact a more just and compelling science education. 相似文献