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《Critical Studies in Education》2013,54(1):23-46
Abstract This article outlines the innovative methodology I have developed for a study of young women, classed‐hybrid‐subjectivities and Australian government policies of ‘mutual obligation’. This methodology further develops and disturbs existing notions of research methods involving young people. I argue that in order for research involving young people to be inclusive it needs to attend to issues of ‘sameness, difference and diversity’. Central to this study are the notions of feminst praxis (Lather 1; Weiner 2) where the feminist‐researcher as feminist‐teacher grapples with issues of classism, racism, sexism, reflexivity and self‐reflexivity whilst attempting to take on and fulfill the roles of teacher‐researcher, researcher‐teacher in an ‘inclusive’ classroom. 相似文献
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《Ethnography and Education》2013,8(3):323-337
The feminist post-structuralist emphasis on social location has yielded crucial insights within debates about power and reflexivity in educational research; however, spatial location is also at play in the formation of educational ethnographies. Reflecting upon various aspects of a research project with rural students in Ontario, Canada, this paper explores three key elements of what I call the geography of ethnography. These include: (1) the spatial politics involved in constructing a research ‘site’; (2) the shifting location of the ethnographer in research practice; and (3) the liminal space of the focus group. Anchored in specific interactions in ‘the field,’ the paper demonstrates how integrating insights from cultural geography and feminist post-structuralism can yield new ethnographic understandings. I argue that educational ethnographers need to better account for the geography of ethnography in order to attend to the power-laden sphere of ethnographic research. 相似文献
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R. W. Connell 《牛津教育评论》2013,39(3):291-203
Most educational work concerned with changes in gender relations has been addressed to girls, justified on ‘equal opportunity’ principles, and governed by ‘sex‐role’ theories. This framework is not very relevant to educational work with boys, yet gender issues arise here too. The paper presents retrospective data on schooling from the life‐histories of two groups of men, drawn from a larger study of contemporary changes in masculinity. Unemployed working‐class men recall ‘getting into trouble’, a process of constructing masculinity through conflict with the institutional authority of the school. Here, the school, as part of the state represents a power they cannot participate in. However, the school is also a site of the differentiation of masculinities. Some working‐class boys embrace a project of mobility in which they construct a masculinity organised around themes of rationality and responsibility. This is closely connected with the ‘certification’ function of the upper levels of the educational system and to a key form of masculinity among professionals. Some young men from this background, however, reject the connection with abstracted knowledge and bureaucratic authority, among them men interviewed who are in the environmental movement. A number of these men had encountered feminism first‐hand, for instance through feminist texts. Where there are low levels of literacy, especially political literacy, feminist influence on men is slight. On the other hand, a common reaction among men who do study feminist writing is a demobilising guilt. A major opportunity for educational action exists, but there are difficulties in designing it. Broadly, the strongest effects of schooling on the construction of masculinity are the indirect effects of streaming and failure, authority pattern, the academic curriculum and definitions of knowledge—rather than the direct effects of equity programmes or courses dealing with gender. This is a major strategic problem for reform. Two criteria for action can be suggested: curricula need to be designed to broaden boys’ sources of information about sexuality and gender; programmes need to be designed that allow for practical accomplishment on these issues, not open‐ended problem identification alone. 相似文献
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Stephen Kemmis 《British Educational Research Journal》2012,38(6):885-905
This paper describes two parallel research programmes exploring educational practice/praxis. The first, including a theory of ‘practice architectures’, aims to contribute to contemporary practice theory that views practice from the perspective of a spectator. The second aims to contribute to an emerging (practical philosophy) tradition of ‘researching practice from within practice traditions’ and views practice (and praxis) from the perspective of participants. It is argued that these particular spectator and participant perspectives are complementary. They offer a dual approach to researching educational practice and praxis and allow us (educational actors, educational researchers) to see ourselves as formed by a collective praxis, within which teacher—researchers can aspire to act educationally in the sense of acting for the good for each person and for the good for humankind. 相似文献
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KELLEY M. KING 《Journal of Philosophy of Education》2018,52(2):330-344
The far right in the United States has gained international visibility and power by promulgating its ideas using multiple media sources. This paper considers contemporary right‐wing representations of John Dewey as found on English‐language internet websites. The author employs discourse analytic methods to address the questions—‘How is John Dewey constructed in right‐wing internet discourse?’ and ‘By what means has the Right come to construct Dewey in this way?’ Elements of the internet discourse are related to texts that helped shape it. The paper demonstrates that far right‐wing websites construct Dewey and his ideas as the antithesis of American values and as a political and existential threat of the highest order. In this discourse, Dewey is connected to Satan, communism and global conspiracy theories. The paper concludes with a discussion of the implications of these beliefs for current educational and political philosophy and praxis. 相似文献
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David Hartley 《牛津教育评论》2013,39(5):629-642
In England, a ‘revised’ educational code appears to be emerging. It centres upon the concept of ‘personalisation’. Its basis is less in educational theory, more in contemporary marketing theory. Personalisation can be regarded in two ways. First, it provides the rationale for a new mode of public‐service delivery, one which seeks to enable ‘users’ to co‐produce with professionals a solution to their needs. In this endeavour, it takes further that process of marketisation which had been set in train under the New Public Management. Second, it portends a new ‘grammar’ for the school, in the guise of ‘personalised learning’. At this stage, what shall count as personalisation—particularly in relation to personalised learning—remains incoherent and inchoate. For its justification as a policy, personalisation appeals to child‐centredness, to democracy and to consumerism. The analysis draws on contemporary social and marketing theory. 相似文献
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《British Educational Research Journal》2003,29(2):175-187
This article is written in a personal capacity; it is based on a presentation entitled ‘If the child is father to the man, can the researcher be mother to the poet?’ given as part of the ECER symposium, ‘Telling stories: truth and fiction in educational research’ hosted by David Bridges, at the European Conference on Educational Research, University of Edinburgh, 23 September 2000. It is meant as a stimulus to discussion about the relationship between poetry as a species of ‘creative’ writing, and research writing—how and why they might be complementarities as well as opposites. Rather than attempting a theoretical paper, the author uses excerpts from her own poetry—and those of the prize‐winning poet, Jane Draycott, with whom she recently co‐authored a book, and whose ideas have contributed to this article—to explore these ideas. 相似文献
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Helen Colley 《British Educational Research Journal》2014,40(4):660-681
This paper presents a research‐based, theoretically‐informed contribution to the debate on ‘impact’ in educational research, and specifically a response to Gardner's 2011 presidential address to the British Educational Research Association. It begins by discussing the development of the research ‘impact’ agenda as a global phenomenon, and reviews the current state of debate about ‘impact’ in the UK's Research Excellence Framework. It goes on to argue that a radical alternative perspective on this agenda is needed, and outlines Bourdieu's sociology—including his much‐neglected concept of illusio—as offering potential for generating critical insights into demands for ‘impact’. The term illusio in particular calls us to examine the ‘stakes’ that matter in the field of educational research: the objects of value that elicit commitment from players and are ‘worth the candle’. This framework is then applied first to analyse an account of how an ESRC‐funded project that I led was received by different research ‘users’ as we sought to generate impact for our findings. Second, it is used to show that the field of educational research has changed; that it has bifurcated between the field of research production and that of research reception; and that the former is being subordinated to the latter. The paper concludes by arguing that, despite many educational researchers' commitments to ‘make a difference’ in wider society, the research ‘impact’ imperative is one that encroaches on academic freedom; and that academics need to find collective ways in which to resist it. 相似文献
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This study illustrates the use of analytic memos during the action research process as a space to support preservice teachers’ emerging teacher identity and construction of practice through critical reflexivity. The authors reviewed 34 sets of analytic memos written by graduate preservice teachers by asking, ‘How are preservice teachers using the space of the analytic memo during the action research process as critical reflexivity?’. Reflexivity is understood in this work as a method of self‐inquiry, and positions teacher identity as fluid and subject to multiple and often competing discourses. The outcome of this analysis demonstrates how emerging action research questions reflect emerging teacher identity; the power of dialogue within the memos to act as a ‘corrective moment’; and the elliptical nature of action research as preservice teachers confront contradictions and paradoxes in learning to teach. The authors suggest that the analytic memo can act as a vehicle of agency and transformation, a space where preservice teachers may practice reflexivity as they begin to critically construct their practice, create and re‐create their teacher identity, and confront assumptions about teaching and learning. 相似文献
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Erica Mcwilliam 《British Journal of Sociology of Education》1993,14(2):199-205
This paper outlines the difficulties in conceptualising and presenting research, in particular doctoral work in education, in the current climate of intellectual theorising. It argues that many researchers experience a phenomenon described in the paper as ‘post‐modernist tension’ when trying to write in an atmosphere of theoretical and methodological uncertainty. The author elaborates the ‘symptoms’ of post‐modernist tension, and makes a critique of some elements of contemporary social theorising. Nevertheless, the author acknowledges the usefulness of contemporary social theory in challenging traditional research, despite its density and inaccessibility to many researchers 相似文献
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Participatory action research and the public sphere 总被引：7，自引：6，他引：1
Stephen Kemmis 《Educational Action Research》2013,21(4):459-476
Some action research today lacks a critical edge. This article identifies five inadequate forms of action research, and argues that action research must be capable of ‘telling unwelcome truths’ against schooling in the interests of education. It reasserts a connection between education and emancipatory ideals that allow educators to address contemporary social challenges. It suggests how educational trends in recent decades may have led to the domestication of educational action research, and concludes with three messages about quality in educational action research. It re‐thinks educational action research initiatives as creating intersubjective spaces for public discourse in public spheres. 相似文献
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Robert Jean LeBlanc 《Ethnography and Education》2019,14(2):242-257
The ethnographer’s embodied action during research is a complex of habit, belief, social and institutional positioning, and intention. This article examines what urban anthropologist Wacqaunt calls ‘carnal sociology’ and considers its implications for ethnographers of religious educational spaces. Contemporary ethnographers of education have renewed their interest in religious educational spaces—religious schools, houses of worship, public festivals. In conducting research in the field of religious education, ethnographers often cross familiar and unfamiliar boundaries, engaging in forms of participant observation and practice beyond their own religious categories: we research in religious spaces and with religious communities different from our own commitments. Drawing on interactional data from a multi-year ethnography of an urban Catholic school and parish in Philadelphia (USA), I consider how my own embodied participation in the religious rituals of the school and parish led to a reflexivity on practice, and initiated institutional and youth-driven social positioning in response. 相似文献
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Vivienne Bozalek Michalinos Zembylas 《International journal of qualitative studies in education》2017,30(2):111-127
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
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Ella Westland 《Gender and education》1993,5(3):237-249
The project described in this paper was designed to test the feminist hypothesis that the Cinderella‐style fairy‐tales promoted by Anglo‐American society harmfully reinforce restrictive images of girlhood and womanhood. The research was based on work with over 100 boys and girls aged 9‐11 in five Cornish primary schools. Responses came from the children through group discussion, drawing pictures and writing stories. Although the figure of the pretty princess predominated in the girls’ pictures, it was apparent through the children's discussion and stories that few girls identified with this image. The girls favoured ‘upside‐down’ fairy‐tale scenarios that gave their heroines independence, while the boys clung to the traditional image of the prince for the same reason. These results indicate that girls of this age are ‘resisting readers’, able to criticise and manipulate — as well as enjoy — the gender images presented to them in the dominant fairy‐tales of our culture. 相似文献
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Jim Garrison 《课程研究杂志》2013,45(1):17-20
This is the third of four essays discussing John Dewey's short essay, ‘Education as engineering’, placing the essay into its historical context while also hinting at contemporary connections. This essay aims to show that one must not take the term ‘engineering’ in a narrow, technical sense. Dewey was concerned with how the beliefs and values of unreflective, customary thinking about education not only controls and limits and serious educational reform, but also the patterns of educational research carryied out. Because all inquiry is theory and value‐laden, ‘objectivity’ in educational research depends on acknowledging the beliefs and values that are assumed in inquiry. 相似文献
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This paper identifies the role of reflexivity as a central concern to educational researchers. We argue that reflexivity as a concept needs to be recognised at three key levels. Reflexivity can be considered in terms of learning in general, in relation to our research designs and finally with respect to the production of educational knowledge. Each of these levels is analysed and related to our understanding of social justice research in education. Through an exposition of Giddens’ notion of the ‘duality of structure’ we put forward one way of researching in the area of social justice and education which takes into account the reflexive nature of educational research. 相似文献
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Sharri Plonski 《Compare》2005,35(4):393-409
This paper discusses the presence of ‘peacebuilding islands’ within civil society as potential agents of transformation in the midst of intractable conflict. Focusing on the particular case of the Israeli‐Palestinian conflict, the argument stems from a deconstruction of the legacy of national myopia perpetuated through social and political institutions and the capacity of individuals to impact them. Inspired by feminist organisations and the personal experience of feminist peace activists in Israel and Palestine, the author discusses the intersection of a variety of peacebuilding and educational initiatives as paramount to the building of a culture of peace in the region. The study embraces strategies that challenge the structural, socio‐cultural and inter‐personal status quo as part of a multi‐layered effort at transforming conflict in the Middle East. 相似文献