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1.
Boys, Poetry and the Individual Talent   总被引：1，自引：0，他引：1  
This article provides an explicit critique of existing poetry teaching practices which illustrates how adolescents, particularly boys, develop antipathy to this genre. Having established the need for alternative pedagogy, the theory and practice of ‘responsive teaching’ is described. The term ‘responsive teaching’ has been coined because it denotes teaching founded upon readers' responses which is informed by elements of reader‐response criticism. Selected findings are reported from a three‐year action research investigation examining how keen readers of pre‐twentieth‐century poetry can be fostered. Examples are given of dramatic improvements in certain boys' attitudes and attainment. It is suggested that such transformation can occur when the personal reading styles of pupils are allowed to flourish. The implications for teaching are considered.  相似文献   

2.
Following Foucault, ‘critique’ could be regarded as being the art not to be governed in this way or as a project of desubjectivation. In this paper it is shown how such a project could be described as an e‐ducative practice. It explores this idea through an example which Foucault himself gave of such a critical practice: the writing (and reading) of ‘experience books’. Thus it appears that such an e‐ducative practice is a ‘dangerous’, public and uncomfortable practice that is not in need of pastoral care but requires generosity, presence and attention. As such it demands a pedagogy of experience which is to be invented in order to ‘make’ oneself into a question, to transgress the limits of a governmental regime.  相似文献   

3.
The paper argues that a critical realist perspective can contribute to a critique of evidence‐based practice, while at the same time not abandoning the idea of evidence altogether. The paper is structured around a number of related themes: the sociopolitics of ‘evidence‐based’; epistemological roots and a critical realist critique; the debate in action based on the recent systematic review of personal development planning; and theory to practice gaps. The advocacy of evidence‐based practice is currently being used to undermine professional autonomy and to valorise the ‘gold‐standard’ of randomised controlled trials. However, the paper proposes that evidence can properly be claimed for critique and emancipatory projects, and that its current discursive location at the core of New Labour thinking is not the only one available. Moreover, thinking from a critical realist perspective liberates the space for theoretically informed work, whereby arguments about method, and in particular randomised controlled trials, do not become a proxy for the open examination of ontological and epistemological assumptions. One of the underlying themes in critical realism is that of critique and emancipation, and evidence properly understood aligned to clear theoretical argumentation is part of this project. Existing models of systematic review fall far short of this aspiration and are of little help to practitioners. As researchers and practitioners we have every reason to maintain a critical stance towards the way evidence is being deployed in debates about policy and practice.  相似文献   

4.
Abstract There has been a recent increase in interest in the research review as a method of presenting cumulative data about the effects of educational policies and practices. This is part of a wider movement in ‘evidence-informed policy-making’ espoused by the current Government. In part, the interest as been sparked by the perceived success of the Cochrane Collaboration in medicine, which has set up a framework for conducting and verifying systematic reviews and meta-analyses of random controlled trials of medical interventions. A pilot project to apply the methods of systematic review has been carried out at the National Foundation for Educational Research. The subject of the review was ‘Strategies to Support Pupils with Emotional and Behavioural Difficulties in Mainstream Primary Classrooms'. The article describes the process of the review, the adaptations of the ‘medical model’ to educational settings and discusses some of the implications of these for researchers and policy-makers.  相似文献   

5.
Becoming critical: the failure to connect   总被引：5，自引：4，他引：1  
This article is a retrospective critique of Becoming Critical by Carr & Kemmis. Into it are woven responses to other retrospective reviews of the book by Susan Groundwater–Smith, Susan Noffke, and Carr & Kemmis themselves. The basic argument is that Becoming Critical was overdependent on the work of Jurgen Habermas and was therefore vulnerable to the same critique. The author argues that just as Habermas did not resolve the dualism between theory and practice, nor did Becoming Critical. Like the work of Habermas, its theory of rationality is very weak in creating a link between ideology critique and the organisation of strategic action. This explains why, in spite of its attractiveness to many education academics, it was unable to support critical action research at an operational level. The article refutes suggestions that the problem with the book was that times have changed. It argues that Becoming Critical anticipated these changes, but was conceptually unable to address them. This was largely because it differentiated a hierarchy of distinct types of action research grounded in quasi–transcendental categories of knowledge constitutive interests. In the course of the critique of Becoming Critical the author proposes a more philosophically pragmatic account of action research that integrates the ‘critical’ as an intrinsic dimension of practical discourse.  相似文献   

6.
Recent governments in the United Kingdom have introduced a number of initiatives aimed at improving the literacy levels of children. Policy and practice should be informed by rigorous evidence, and this evidence should be subjected to critical scrutiny. In the present paper the results of a ‘tertiary’ review of systematic reviews in literacy learning are presented. The methods, results and conclusions of 14 systematic reviews, containing meta‐analyses and meeting all the inclusion criteria for the tertiary review, are presented. The quality of the reviews, appraised using an adaptation of the Quality of Reporting of Meta‐analyses statement, is discussed. Overall the quality of the meta‐analyses included in this tertiary review was good; all reviews clearly stated their research question, and their methods of searching for and selecting included studies; most described their data extraction and used some form of quality assessment of included studies. However, six reviews did not make an assessment of publication bias, which is potentially a major threat to the validity of any systematic review. A number of reviews in this tertiary review are judged to be of sufficiently high quality in order to provide reliable evidence for the effectiveness of literacy interventions.  相似文献   

7.
This is a systematic review article of 27 studies on what existing research tells us about the experience (or lack of experience) of inclusion in Physical Education (PE) among disabled students, which localised factors are promoting or hampering inclusion in PE and to what extent attitudes are decisive in these localised processes. Seventeen studies examined teachers’ attitudes and 10 studies examined students’ experiences. The analysis follows the guidelines recommended by Harden and colleagues for ‘view-studies’; systematic reviews based on both qualitative and quantitative studies. The main findings reveal that students with disabilities experience exclusion and a lack of belonging in PE, but in some of the most recent articles we find students with disabilities who ‘love PE’. PE teachers share the normative goal of inclusion but perceive it as impossible to achieve due to a lack of competence and a lack of resources, but mostly due to the presupposition of the constructed ‘normate’ PE student.  相似文献   

8.
This paper explores the possibilities for pedagogy inherent in the reading practices which emerged from an extra‐curricular graphic novel reading group set up in a Scottish secondary school. The research is presented within the framework of the new literacy studies and its focus on ‘practices’ and ‘events’ but, more specifically, it uses the framework developed by researchers working on the Literacies for Learning in Further Education Project conducted recently in the United Kingdom. This framework allows a more detailed exploration of ‘events’ by unpacking the fine‐grained aspects that compose a literacy practice. This paper aims to identify, trace and analyse the aspects of the emerging new practice of this reading group. While the framework it employs is based on an opposition between curricular and non‐curricular practices, the data presented in this paper derives from an extra‐curricular activity uniquely positioned inside the school but outside of the official curriculum. By focusing on notions of identity and process in particular, the paper presents a critique of the ways in which literacy practices which take place outside of the classroom have been undervalued or ignored by educational policy and practice.  相似文献   

9.
Responding to Jan Masschelein's discussion of critical distance and the trivialisation of critique in his ‘How to Conceive of Critical Educational Theory Today?’, I draw attention to the antinomic character of immanence and transcendence—that is, to the way that it entails both non‐circumventible necessity and omnipresent risks. I argue that the discourse of critical thinking in education is exemplary of the tensions generated by such consolidated meanings. Through this prism, I aim to offer a nuanced account of ways in which the trivialisation of critique nurtures narcissistic and conformist tendencies that do not leave unaffected any critical philosophical line of thought. To illustrate my critique of contemporary critical education of all persuasions, I deal with an ethics of reading and writing. I suggest that, rather than encouraging cynicism and an abdication of responsibility, this antinomic character of critique should discourage any complacent and one‐sided reliance on one's own tradition.  相似文献   

10.
This article considers the relevance of Autonomist Marxism for both research and practice in education and technology. The article situates the Autonomist perspective against that of traditional Marxist thought – illustrating how certain core Autonomist concepts enable a critical reading of developments in information and communication technology. These include notions of the ‘social factory’, ‘immaterial labour’ and ‘cognitive capital’, the ‘general intellect’ and ‘mass intellectuality’, and the ‘cybernetic hypothesis’. It is argued that these perspectives are particularly useful in enabling a critique of the place of education and technology inside the circuits and cycles of globalised capitalism. The Autonomist approach can be criticised – not least for its apparent network-centrism and its disconnection from the hierarchical, globalised forces of production. Nevertheless, this position offers a powerful ‘way in’ to understanding education and technology as key sites of struggle. It lays bare the mechanisms through which technology-rich educational settings are co-opted for work, while also suggesting possibilities for pushing back against the subsumption of contemporary education for capitalist work.  相似文献   

11.
The adoption of ‘structured teaching’ is evident in educational settings worldwide and has fast become one of the key ‘tools’ in autism education. As calls for evidence‐based practice have increased, research evidence has grown to interrogate the effectiveness of structured teaching components. Previous systematic literature reviews of the research evidence suggest that structured teaching has positive effects upon problem behaviours and also increases engagement and independent task organisation. This literature review builds upon previous reviews in order to explore the effects of structured teaching upon behaviour and learning, asking what the research evidence actually measures in relation to these two concepts. Gaps in the research evidence are identified, and discussion focuses upon the need for research which investigates the role of structured teaching components in meaningful learning, the need for greater attention to evaluate social validity of the approach which takes into account those who implement and indeed those who receive the intervention and finally the need for research to analyse the effects of structured teaching upon alternative outcomes of ‘well‐being’ and ‘quality of life’.  相似文献   

12.
Abstract

This article begins from a consideration of this issue’s contention that ‘central to politicized academic projects … is a critique of the cultural power of institutions’ and in particular pedagogical institutions. It argues that is clear enough what the Editor is thinking of here: he names ‘cultural studies’ as his prime suspect and from here it is not too far a leap to imagine that the pedagogical institution at which his ‘politicized academic projects’ take aim is the university. The article concedes that this might all appear to be superficially true, and that much of what is argued in it will up hold this hypothesis. However, the article does not wish to rush too quickly towards an unproblematic equation of cultural studies, or the ‘politicized academic project’ of a critical study of culture with something like a pedagogy of the popular. Equally, it proposes, we must distinguish rigorously between ‘a pedagogy of the popular’, pedagogy able to treat the popular, popular pedagogy, and popular culture as such. In this respect it argues that we would not wish to foreclose the impertinent question of ‘what is cultural studies?’ too early in an understanding of what it might mean to offer an institutional critique that takes the form of pedagogy. Much will depend upon what we mean by these vaguest of terms ‘culture’, ‘education’, ‘power’ and ‘pedagogy’ itself, none of which is at all straightforward even though a certain normative discourse renders such terms the cornerstone of national policy debates through which billions of human and financial capital are routed. The stakes in fact could not be higher in a ‘critique of the cultural power of [pedagogical] institutions’. Therefore, it is crucial that we make the effort to understand, or at least begin to unpack, a conjunction such as the one Bowman offers here that amalgamates ‘politicized academic projects such as cultural studies and politicized work in cultural theory and philosophy’. It argues that we will not be able to progress to a wider schema until we have some leverage on this relation. And this is what this article seeks to provide.  相似文献   

13.
In this paper, we use a diffractive reading developed by feminist philosopher and quantum physicist Karen Barad, as part of a response-able methodology, in order to consider the claim made by Serge Hein in his paper ‘The New Materialism in Qualitative Inquiry: How Compatible Are the Philosophies of Barad and Deleuze?’ (2016) that the philosophies of Barad and Deleuze and Guattari are incommensurable. Our point of departure is from a stance which is quite different from that of Hein’s – we propose that it is indeed productive to put the work of Barad into conversation with that of Deleuze. As an alternative to critique used by Hein to engage with the work of Barad and Deleuze, we consider how a response-able and diffractive reading of notions of critique could provide a more affirmative and productive way of reading academic texts, including those by Barad and Deleuze.  相似文献   

14.
Internationally, an interest is emerging in a growing body of work on what has become known as ‘diffractive methodologies’ drawing attention to ontological aspects of research. Diffractive methodologies have largely been developed in response to a dissatisfaction with practices of ‘reflexivity’, which are seen to be grounded in a representational paradigm and the epistemological aspects of research. While work on ‘reflexivity’ and ‘critical reflection’ has over the years become predominant in educational and social science research methodology literature, our reading indicates that there is still important conceptual work to be done putting these two practices – reflection and diffraction – in conversation with each other and exploring their continuities and breaks as well as examining the consequences for research methodologies in education. This article raises important questions about how the concepts of diffraction and reflection are defined and understood and discusses the methodological implications for educational research.  相似文献   

15.
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16.
Many commentators have suggested that the use of new information and communications technologies (ICTs) has significant potential in providing access to, and improving the quality of, teacher education. Such an idea is particularly relevant for the Global South, it is argued, where tens of thousands more qualified teachers are required if universal primary education (UPE) is to be achieved. This article explores six arguments commonly used to critique the relevance of ICT for development, encompassing technical, cost, philosophical, cultural and pedagogic issues. The arguments are categorised as the ‘technological’ view; the ‘donor’ view; the ‘anthropological’ view; the ‘standard’ view; the ‘individual’ view; and the ‘transmissional’ view. Drawing on empirical research into ICT and teacher education in sub‐Saharan Africa, including the work of the Digital Education Enhancement Project, six responses are used to review these arguments (‘developmental’, ‘democratic’, ‘cultural’, ‘deep’, ‘community’ and ‘pedagogic’). The author concludes that these contemporary data offer new ways of thinking about such debates and concludes with recommendations for policy makers, educators and the donor community.  相似文献   

17.
This article explores ‘mobilities’ as a research framework for learning not so much in terms of what has to be done to enhance learning using mobile technologies. Instead it focuses on our embodied ways of knowing and learning by ‘being mobile’ in physical and mediated spaces. It reviews current mobility frameworks used in mobile learning research and other technology integration studies. It proposes a practice‐based mobility agenda for learning by ‘setting in motion’ not just technologies, but also bodies and spaces from a sociological perspective and a phenomenological standpoint. It seeks to understand what is being done – the re‐configurations of bodies, spaces and technologies in a mobile society that is increasingly characterised by media convergence and ubiquitous connections and communication. To move educational research, a conceptual framework that articulates body‐types in relation to technologies is discussed.  相似文献   

18.
It is a common acceptance that contemporary schoolchildren live in a world that is intensely visual and commercially motivated, where what is imagined and what is experienced intermingle. Because of this, contemporary education should encourage a child to make reference to, and connection with their ‘out‐of‐school’ life. The core critical underpinnings of curriculum‐based arts appreciation and theory hinge on educators and students taking a historical look at the ways artists have engaged with, and made comment upon, their contemporary societies. My article uses this premise to argue for the need to persist with pushing for critique of/through the visual, that it be delivered as an active process via the arts classroom rather than as visual literacy, here regarded as a more passive process for interpreting and understanding visual material. The article asserts that visual arts lessons are best placed to provide fully students with such critique because they help students to develop a ‘critical eye’, an interpretive lens often used by artists to view, analyse and independently navigate and respond to contemporary society.  相似文献   

19.
Abstract

Higher education has not been spared from the effects of the disruptive aspects of technology. MOOCs, teach bots, virtual learning platforms, and Wikipedia are among technics marking a digital transformation of knowledge. The question of the university, the foundation of its authority and purpose is more than timely; it is urgent to any future philosophy of higher education. Will the university survive in the future and if so, for what purpose? We examine two philosophers, Jacques Derrida and Bernard Stiegler, who take on this challenge. Derrida, writing at ‘the scene of teaching’, proposes new humanities for a university ‘without condition’, one with increasing autonomy to democratize it further. Stiegler takes issue with him on the conditions of the university of the future. Stiegler offers not an ‘anti-Derridian discourse’ but a ‘deconstruction of a deconstruction’ of Derrida. Stiegler’s critique of Derrida on the role of the professoriate and the university of the future expand the fissure between them. In this article, we argue that Stiegler’s reading of Derrida points to the university not as an anachronistic way of knowing displaced by the digital revolution but as vital to a politics of the spirit in a democratic future.  相似文献   

20.
There are many possible ways to approach the topic of educational theory and critique. One could inquire into the meaning of critical phenomena and subject‐matter in practical education and instruction, investigate the various forms of critique with the goal of determining the extent to which they assist in clarifying pedagogical action, or one could ask: ‘What is meant by critical educational research?’ and ‘How do the various approaches to this topic relate to one another?’. This article inquires into the relationship between critique and negativity. Such a distinction is relevant for the practical, theoretical and research‐oriented use of the various forms and subject matters of critique. This analysis of their relationship aims to clarify how the structure of human learning connects to that of pedagogical action; and, additionally, how the theoretical guidelines and orientation for pedagogical action relate to scientific analyses and research in education in a way that is productive. Distinctions made in thought, judgement and action are not simply delimiting positive characteristics. Such distinctions are at once mediated by the relations of knowledge and ignorance, ability and inability. Although ignorance and inability can be transformed into positive knowledge and ability, they are not superseded in the process. Ignorance and inability are, on the contrary, constitutive elements of learning. The possibility for transitions from ignorance and inability to knowledge and ability—a possibility that itself presupposes knowledge and ability—point to a form of negativity within the process of education (Bildung). This form of negativity relates to the human ability to learn (Bildsamkeit) and provides the definitive basis of human learning. A form of negativity constitutive of learning processes leads to one that grounds pedagogical processes. Pedagogical efficacy is mediated by a double negativity, comprised of both a universal and a particular form of negativity. The relation of negativity to learning and pedagogical efficacy, with specific reference to educational research studies on teaching and learning processes, is considered. A form of educational research that operates beyond fundamentalist criticisms—that is to say, criticisms based on unshakeable beliefs—and utilises issues arising from a pluralisation of critique to confront the pluralism of critical positions, is considered. The article closes with reflections on the relation between the Critical and the Uncritical.  相似文献   

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