共查询到20条相似文献，搜索用时 15 毫秒
1.
Chris Watkins Melanie Mauthner Roger Hewitt Debbie Epstein Diana Leonard 《British Educational Research Journal》2007,33(1):61-74
This article highlights one strand of a study which investigated the concept of the violence‐resilient school. In six inner‐city secondary schools, data on violent incidents in school and violent crime in the neighbourhood were gathered, and compared with school practices to minimise violence, accessed through interviews. Some degree of association between the patterns of behaviour and school practices was found: schools with a wider range of well‐connected practices seemed to have less difficult behaviour. Interviews also showed that the different schools had different organisational discourses for construing school violence, its possible causes and the possible solutions. Differences in practices are best understood in connection with differences in these discourses. Some of the features of school discourses are outlined, including their range, their core metaphor and their silences. The authors suggest that organisational discourse is an important concept in explaining school effects and school differences, and that improvement attempts could have clearer regard to this concept. 相似文献
2.
Dario W. Pellegrini 《Educational Psychology in Practice》2007,23(1):63-77
3.
This paper explores the ways two young women, living in Australia, make sense of themselves, their activities, and futures. The two young women come from two different schooling contexts—a prestigious private school and a government school. We analyse their self‐narratives in relation to neoliberal discourse, and consider how, and with what effects, their school contexts privilege and make available neoliberal discourses, and work to produce different subjectivities and notions of ‘worthwhile’ or ‘good’ lives. Conceptualising schools as sites of subjection, we analyse the discourses that their respective schools make available to the young women, and how they have appropriated them. We suggest that the different exposure and access to neoliberal discourses position the women very differently in terms of future possibilities and work‐life scenarios in the neoliberal economy. In that way, the article seeks to make a contribution towards understanding schools as implicated in social (re)production and in the (re)production of classed subjectivities. 相似文献
4.
While developmental discourses have been heavily critiqued in relation to education systems, less attention has been paid to how these impact the data collection process in classroom research. This article utilises Foucault’s concept of regime of truth to highlight the pervasiveness of developmental discourses when conducting research in primary schools. Such a theoretical framing makes explicit how developmental discourses work and are constructed as ‘truth’, which limit the possibilities for alternative perspectives. This article shows how this regime of truth works in practice by reflecting on qualitative research conducted with two age groups in two primary schools in Australia, focusing on the researcher’s navigations of these discourses. In particular, this article examines the impact of developmental discourses on conducting research with multiple age groups, initiating research, choosing methods for data collection, and negotiating power relations and ethical practices. 相似文献
5.
Amanda Keddie 《Cambridge Journal of Education》2012,42(2):197-212
This paper examines justice issues of representation, redistribution and recognition within a specialised secondary school for immigrant and refugee students in Queensland, Australia. Fraser’s three-dimensional model of justice – towards the ideal of ‘participatory parity’ – is drawn on to analyse interview data gathered from a study that sought to identify productive approaches to addressing cultural diversity. Through these lenses, injustices created by mainstream/dominant discourses within and beyond the school are highlighted. The paper details the school’s efforts to support greater equity for these students through educator advocacy, critically reflective practice and a centring of students’ perspectives. The significance of educators identifying and challenging the limits and exclusions of these discourses to support these efforts is highlighted. Fraser’s theorising is presented as useful in capturing, understanding and addressing justice and marginality in schools amid the broader social context where matters of justice are characterised by uncertainty, complexity and contention. 相似文献
6.
Kalwant Bhopal 《International Studies in Sociology of Education》2013,23(4):315-329
This article examines the concept of ‘White racism’ in relation to the experiences of Gypsy and Traveller groups in England. It is based on ethnographic research conducted in two secondary schools during the years 2006–2009. Interviews were carried out with pupils attending the secondary schools, their mothers and members of the Traveller Education Service. The research reveals that racism experienced by White Gypsy and Traveller groups is understood differently to that experienced by non-White minority ethnic groups. This is further related to how Gypsy and Traveller groups are perceived inside and outside schools, as ‘others’ and ‘outsiders’. The article considers discourses around racism and discrimination and how they might work to disadvantage Gypsy and Traveller groups in schools. 相似文献
7.
Joel Windle 《International Journal of Inclusive Education》2017,21(11):1128-1141
ABSTRACTThis article analyses some ways in which racialising discourses around refugees interact with the spatial and social dynamics of marketised schooling. It identifies conflicting discourses that contribute to the polarisation of school social composition and resourcing in the Australian state of Victoria. Media narratives around ‘ethnic’ gangs contribute to wider discourses surrounding working-class neighbourhoods and schools as dangerous and violent ‘hotspots’. At the same time, some elite private schools discursively produce themselves as providing a ladder of opportunity for talented and deserving refugee youth, offering volunteer tutoring and scholarships. These discourses work together to legitimate the funding of socially exclusive sites at twice the rate of the schools that cater to virtually all refugee-background students. The article draws on critical discourse analysis, based on media reporting on refugees, and interviews with parents selecting a secondary school for their children. The findings have implications for the management of school choice as a policy framework, suggesting that its exclusionary effects are heightened in the context of intense media and political attention to refugees as racialised subjects. 相似文献
8.
Educational leadership and social activism: a call for action 总被引：1，自引：1，他引：0
Lauren P. Hoffman 《Journal of educational administration and history》2009,41(4):391-410
The purpose of this article is to argue for a social activist stance in educational leadership that fundamentally addresses social change and human emancipation. This call for social activism is framed within neoliberal, neoconservative, and authoritarian populist discourses in the USA, which to social justice educators and leaders had devastating effects on education. Empirical data from an activist high school principal, activist university professor, and activist priest reflects their development of political clarity, political capacity, political collaboration, and an ethic of risk. It is suggested that the work of socially active educational leaders needs to be broadened to include such things as public policy advocacy, networking, organising, community development, and scholarship. Finally, the article concludes with a variety of ways educational leaders can demonstrate their social, moral, and political activism as they challenge the status quo, fight for social justice, and come to understand the politicised notion of leadership. 相似文献
9.
Anne‐Lise Arnesen Reetta Mietola Elina Lahelma 《International Journal of Inclusive Education》2013,17(1):97-110
The terrain of inclusion studies in discussed in this paper from the perspective of policy discourses and teachers’ constructions on student diversity. We start by discussing the concept of inclusion from normative and analystic perspectives. We then look at the kinds of discourses that can be found in the Finnish and Norwegian curricula, as well as teachers’ interviews when they talk about their students. On this basis we analyse how the patterns of diversity and inclusion are conceived and constructed; the phenomenon of ‘diversity’, as it is formulated in policy documents and as it is expressed in categories with which teachers operate and act upon in school; and, ‘diversity’ in the context of inclusive practices. We draw from ethnographic studies in Finnish and Norwegian schools; both from mainstream and from special classes. 相似文献
10.
Diane Gérin-Lajoie 《Prospects》2012,42(2):205-220
In recent decades, schools located in English Canada have experienced important demographic changes in their student population. This article examines the racial, ethnic, linguistic, and cultural diversity in these schools, through the discourses of those who spend the most time with the students: teachers and principals. Here, the concept of discourse is understood as a way of framing the world; it is far more than a simple tool for communicating with others. Since education operates under provincial and territorial jurisdiction in Canada, these discourses are examined in the context of provincial school policies that specifically address the issue of diversity among students. Using qualitative data collected in a national study completed in 2007, the analysis shows how teachers and/or principals make sense of this changed reality in their schools and its impact on their daily work. 相似文献
11.
Louisa Allen 《British Educational Research Journal》2007,33(2):221-234
This article examines some of the discourses and practices through which schools produce and regulate student sexual identities. It suggests that schools' ‘official culture’ can be seen as a discursive strategy which identifies a preferred student subject that is ‘non‐sexual’. This preference is communicated through the contradictory nature of discourses and practices which constitute ‘official school culture’ around student sexuality. These discourses work to simultaneously acknowledge student sexuality and position young people as ‘childlike’. Through the tension created by these contradictory positionings, schools can be seen to undermine the kind of sexual agency that young people might access to support their sexual well‐being. It is concluded that schools' deployment of discourses around sexuality produces student sexual positionings that may in fact dilute sexuality education's ‘effectiveness’ (in terms of the production of sexually responsible citizens). 相似文献
12.
‘Shit shows’ or ‘like-minded schools’: charter schools and the neoliberal logic of Teach For America
Over the past three decades, two neoliberal educational reform efforts have emerged in tandem – the charter school movement and Teach For America (TFA). This paper critically examines the relationship between these entities through the lens of TFA corps members placed in charter schools, and explores two types of schools described by interviewees, namely, ‘shit shows,’ and ‘like-minded schools.’ Grounded in corps members’ teaching experiences, this paper argues that even at its best, the close partnership between TFA and charters can create a mutually reinforcing educational subculture that is isolated from broader educational discourses and practices. At its worst, this partnership can result in the ill-advised ‘propping up’ of under-funded, mismanaged, ill-equipped charters that might otherwise struggle to find adequate staffing and, consequently, close. This paper suggests that these two tendencies – toward corps members’ insularity and poor placement – have the potential to conflict with the charter movement’s and TFA’s stated purposes of improving the quality of schooling for disadvantaged and marginalized students. 相似文献
13.
Duygun Göktürk 《British Journal of Sociology of Education》2018,39(5):654-668
This article focuses on the pedagogical project of the Hizmet Movement, with a special focus on its gender politics as they were activated and performed at one of the movement’s schools in a peripheral rural city in western Turkey. Through an ethnographic, conversation-based account of female teachers as active and committed adherents of the Movement, this article traces a two-tier approach to the community’s pedagogical project: the first is the examination of micro-institutional mobilization units of the Movement, while the second tier is an analysis of key themes in the discourses surrounding gender, characterizing the role and the extent of women’s participation in the movement. Drawing on the central gender discourses of the movement, this article reveals the emerging pedagogical model developed by the Movement as the constitution of a new hegemonic form, which I call the ‘conservative sisterhood.’ 相似文献
14.
Debra Myhill 《Assessment in Education: Principles, Policy & Practice》2005,12(3):289-300
This article explores the relationship between children's prior knowledge of spoken and written discourses and how this influences their attempts at examination writing. Particular emphasis is given to task demand in examination questions and how frequently this fails to acknowledge how prior knowledge might be realized in response to the question. School writing has specific genres of its own, genres which, although they may partially mirror genres found outside school, are nonetheless very specific. A significant factor in school genres is they emphasize an asymmetric power relationship between the teacher and the writer, with the teacher not only knowing the conventions of the genre, but often also acting as the determiner of the title, and as the arbiter of the finished piece of writing. Moreover, children whose home background has socioculturally prepared them for production of written genres are advantaged over those with different cultural and meaning‐making resources available to them. 相似文献
15.
The two decades before the first world war were the ‘heroic’ period for French syndicalism, one that saw it emerge as a major workers’ movement pledged to revolution. Syndicalists were highly conscious of their class identity, seeing in class consciousness an essential element of a revolutionary movement. And so they rejected parliamentary politics as a means to the new socialist society that would be organized by a working class they regarded as sufficient in its own right for this task. For syndicalists, then, the spheres of daily life and of political activism tended to coincide, leading the movement to politicize every aspect of French culture. Few aspects of this contested cultural terrain were as important to syndicalists as education. This article explores the wide range of the syndicalist movement's educational project, which encompassed the Bourses du Travail, its most enduring institutional embodiment, as well as student‐worker groups, teachers’ syndicates, apprenticeship training and model schools. Finally, the article analyzes the question whether this project was an effective means to syndicalist political goals while also considering whether efforts in popular education, teacher unionization and school reform were valuable in their own right. 相似文献
16.
Carmen Mills Trevor Gale Stephen Parker Catherine Smith Russell Cross 《British Journal of Sociology of Education》2019,40(5):614-630
This article advances current conceptions of teacher activism through an exploration of the social justice dispositions of teachers in advantaged and disadvantaged contexts of schooling. We interrogate the practices of teachers in a government school, with a high proportion of refugee students and students from low socio-economic backgrounds, in a high-fees, multi-campus independent school, and in a disadvantaged Systemic Catholic school to illustrate how Bourdieu’s notion of dispositions (which are constitutive of the habitus) and Fraser’s distinction between affirmative and transformative justice are together productive of four types of teacher activism. Specifically, we show that activist dispositions can be characterised as either affirmative or transformative in stance and as either internally or externally focused in relation to the education field. We argue that the social, cultural and material conditions of schools are linked to teachers’ activist dispositions and conclude with the challenge for redressing educational inequalities by fostering a transformative activism in teachers’ practices. 相似文献
17.
This article explores Bolivian schoolteachers’ attitudes and practices surrounding gender in the context of a national educational reform law that mandated gender equity. Teacher interviews and primary school classroom observations indicate teachers’ discourses and practices reflect a sometimes paradoxical blend of advocacy for gender equality and reinforcement of existing traditions of patriarchy. Specifically, long-standing cultural assumptions that essentialise women's maternalism were common within schools and supported by both teachers’ attitudes and classroom practices. While this served to reinscribe gender inequality and women's subordination, teachers’ discourses also drew upon ideals of maternalism as a basis of women's strength and empowerment in opposition to sexism. In this article, we explore the tensions that arise as teachers negotiate their own staunch support for girls’ rights alongside their assumptions about gender differentiation. 相似文献
18.
By providing a place in which children can be accessed, the school has long been a site for population-level health initiatives. Recent policy shifts towards health-promoting schools have however re-cast the school from passive host to active collaborator in public health. This paper examines secondary school teachers' views of their roles as partners in Scotland's human papilloma virus vaccination programme. Focus groups were held in seven schools across Scotland. Confusion was evident in relation to this role, with competing understandings of young women's sexuality, concerns about parental perceptions and uncertainty about professional responsibilities. Many teachers sought to distance themselves from the vaccination programme. Evidence was found of a ‘sedimentation of discourses’, as mass models of state-sanctioned health intervention persist alongside contemporary discourses of individual choice. 相似文献
19.
《Critical Studies in Education》2013,54(2):157-170
This paper presents an analysis of Asia–Pacific international school web pages, and explores the expressed purposes of schooling, with regard to the kinds of students/subjects that the schools purport to produce. Using the concept of globalization as a ‘master’ analytical frame, it is argued that despite claims to offering students unique experiences, international school web pages reproduce similar discourses in the construction of the student as an individual, member of a community and world‐changing global citizen. Importantly, it is argued that while such discourses are often contradictory, this is nowhere more exemplified than in the claims to produce global citizens. 相似文献
20.
Julia Annas 《牛津教育评论》2013,39(2):199-210
abstract This paper examines recent British and American discourses on the question of the efficacy of bridging the liberal/vocational divide in the curriculum of secondary schools. It proceeds from a conceptual frame consisting of strongly taken positions on both sides of the question. In both countries it is shown that the discourse springs from the need to make secondary school vocational education more responsive to the needs of contemporary work places. The article traces the lineage of the more enduring philosophical aspects of the discourse to the thought of Dewey, Whitehead and Wamock. It contends that dualistic curricula take their cue from class rigidities in society, and that while the economic climate now makes all education vocationalist, until schools become more truly egalitarian, offering a common liberal or general curriculum to all, the efforts of the current movement will amount to nought. 相似文献