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1.
Nostalgia,the Future,and the Past as Pedagogical Technologies 总被引：1，自引：0，他引：1
Kenneth Petersson Thomas S. Popkewitz 《Discourse: Studies in the Cultural Politics of Education》2007,28(1):49-67
This article provides a genealogical perspective on narratives about the past and the future as governmental discourses in teacher education, public health, and criminal justice in Sweden. Contemporary governmental strategies bring nostalgic memories of the past and visions and fears about the future back to life in the present. The past (history) is a technology of the present to re-memorialize who “we” are and have been. The future is a spatial concept, a technology to shape and nurture the “future oriented” subject bent on the pursuit of lifelong learning. The notions of history and future in the construction of the lifelong learner function to link and harmonize the interest of the individual with that of society. As technologies of government these are not new. Similar technologies were operating in the discourses about the future, society, and the citizen in the first part of the 20th century. What is new is the particular capabilities and capacities of the individual as an agent of the future and the collective principles in which life is lived. 相似文献
2.
This article presents a critical case study of an inner city state school that for a decade (1940s–1950s) attracted the interest of a wide contingency of educationalists, policy makers, researchers, artists and various press and film media. It has been argued that if we are to progress ‘social alternatives’ in education, researchers need to construct ‘critical case studies of possibilities’ drawing inspiration from traces of experimental and utopian practice in schools from the past as well as the present. The article demonstrates how this might be achieved through research that questions dominant narratives, goes beyond the public accounts of particular sites of experimentation and explores multiple‐narratives embedded in the records of past practice. The authors argue that such situated counter‐currents in the history of education are necessary both to inform our collective notions of past experience and enrich our regard for future possibilities. 相似文献
3.
Katie Sciurba 《Children‘s Literature in Education》2017,48(3):276-293
Over the past fifty years, children’s picture books have made great strides toward literary equity by including more perspectives from and stories about marginalized groups, such as those whose gender identities do not conform to heteronormative standards. While texts featuring gender-variant male characters engage in topics that are far too often shoved into the proverbial closet, what is yet to be determined is the degree to which they adequately reflect the complexity of (gender) identity and to what extent such picture books can counter narratives related to traditional “masculinity.” The purpose of this paper is to critically examine picture book representations of gender variance, as exhibited by male characters, in order to determine the books’ potential for exploring issues of social justice with elementary-age students. This study utilizes a critical multiculturalist lens to challenge the ways in which gender variance is represented in children’s literature and the reasons that young gender-variant male protagonists achieve—or do not achieve—communal acceptance. 相似文献
4.
Melanie Walker Elaine Unterhalter 《Discourse: Studies in the Cultural Politics of Education》2004,25(2):279-297
This paper considers the educational work that narrative does. Against the context of the South African Truth and Reconciliation Commission that examined the crimes of apartheid, it discusses the narrative implications of South African poet Antjie Krog's multi-layered text of Truth Commission testimony, and autobiographical and philosophical musings. The paper argues that narrative points to education in four ways. The first involves research practices in which subjectivity and experience are acknowledged, celebrated and recognized to be powerful and compelling, allowing us to learn moral truths. Secondly, narrative can be utilised as part of a pedagogy of care, compassion and concern in which we ask questions regarding what it means to be taught by the lives of others, and how stories that are not our own speak to those we already have, enabling us to learn how to act morally through others' experiences. The third aspect of narrative is then the identity work it enables, offering the possibility for the reconstruction of the learning “I”, inflecting away from past perspectives to new ways of seeing. Through listening to others we might produce more accountable and more responsible knowledge. Fourthly, we explore how narratives might produce trustworthy accounts in which evidence is not endlessly plastic, but where the narrative form enlarges the scope for understanding. Throughout we show that individual and collective narratives are played out on a structural field, embedded in the political, social and historical conditions of a racial and gendered power, with real material effects. 相似文献
5.
Episodic prospection is the mental simulation of a personal future event in rich contextual detail. This study examined age-related differences in episodic prospection in 5- to 11-year-olds and adults (N = 157), as well as factors that may contribute to developmental improvements. Participants’ narratives of past, future, and make-believe events were coded for episodic content, and self-concept coherence (i.e., how coherently an individual sees himself or herself) and narrative ability were tested as predictors of episodic prospection. Although all ages provided less episodic content for future event narratives, age-related improvements were observed across childhood, suggesting future event generation is particularly difficult for children. Self-concept coherence and narrative ability each independently predicted the episodic content of 5- and 7-year-olds’ future event narratives. 相似文献
6.
Tina van der Vlies 《Paedagogica Historica: International Journal of the History of Education》2016,52(3):300-314
This article aims to contribute to the field of textbook research by exploring a new approach in textbook analysis. Inspired by Michael Rothberg’s concept of multidirectional memory, this article examines multidirectional narratives in history textbooks: narratives that combine different histories, places and times in a productive way. They generate new meanings by combining histories and help us understand new, unknown situations by putting them in familiar frames of reference. The study of multidirectional textbook narratives precisely brings to light how authors make sense of the past and how continuity and meaning interact with interpretations of the present and the future. The analysis of multidirectional textbook narratives enables textbook researchers to examine how past experiences and future expectations are organised. To illustrate this, this article examines how textbook authors generated continuity and meaning by establishing narrative links between the past, the present and the future in English history textbooks for 11- to 14-year-old students in the 1920–1960 period. A case study presents the English defeat of the Spanish Armada in 1588: how and why does the narration of the 1588 event interact with the narration of other historical events, and do these interactions change after the Second World War? 相似文献
7.
Jeannine E. Dingus 《The Urban Review》2006,38(3):211-233
National narratives on the movement to desegregate Southern schools, as construed by dominant cultural forces, focus on school desegregation from the vantage point of dominant culture; portraying school desegregation as a singular and inevitable event emanating from jurisprudence and principles of democracy, with little attention to the complexities of those most impacted. This article argues the importance of including counterstory to such narratives, specifically highlighting the narratives of African American teachers. Using qualitative methods, the study this article demonstrates how African American teachers’ personal narratives of school desegregation provide a window into the complexities of school desegregation illuminating the ways in which race, social class standing, gender, and personal relationships compounded individual support, views, resistance, and participation in the movement to desegregate Southern schools.Jeannine E. Dingus in an Assistant Professor of Margaret Warner School of Education and Human Development in University of Rochester. 相似文献
8.
Carey Philpott 《课程研究杂志》2013,45(4):462-480
This paper compares two theoretical frameworks for understanding the relationship between individual narratives of experience and the wider social and cultural narrative context. The two frameworks are the narrative landscape model of Connelly and Clandinin and a tool-based framework derived from a neo-Vygotskyan perspective that draws particularly on the work of Wertsch. The paper explores the effects that the fundamental structuring metaphors of landscape and tool have on how we might think about the relationship between individual narratives and social and cultural narrative context. The paper argues that we need to be critically reflective about the metaphors we use and not allow them to become naturalized. It also argues that this is best achieved by exploring alternative metaphors. 相似文献
9.
ABSTRACTThe aim of this article is to analyse the ways in which migration plays out in adult students’ narratives about their occupational choice and future, focusing on three individual narratives of adult students with various experiences of migration to Sweden. Drawing on Sara Ahmed’s conception of orientation, our results show how the adult students’ narratives on their future occupations are formed on the basis of migration, pertaining to their particular experiences of being recognised as migrant Others. Among the three students, similar challenges emerge in terms of their claims for belonging. One the one hand, the students do claim belonging to the Swedish social community. On the other hand, they are – as ‘migrants’ – repeatedly reminded of their non-belonging to this community. In various ways, they feel out of place. Although migration, in the narratives, is not played out one and the same way, but in various ways, engagement in adult education as a means of finding a job appear as the main orientation guiding the futures of the adult students, as being an important way of finding a future and claim one’s belonging to the Swedish social community. 相似文献
10.
Douglas Booth 《Quest (Human Kinetics)》2013,65(4):394-411
In this article, I analyze a set of narratives about, and memorials to, Philip Ashton Smithells, the founder of physical education in New Zealand and a pantheon figure within the discipline. Rather than analyzing these narratives and memorials as stories and artifacts that accurately reconstruct Smithells and his ideas and practices, I conceptualize them as choices that create representations or interpretations that are independent of the truth. I also conceptualize the memorials to Smithells, which include a building, painting, photograph, lecture, and scholarship, as triggers for personal and collective memories. But neither narratives nor memorials can guarantee what individuals or communities remember and, in this sense, history, as representations of the past, is always fluid. Notions of choice and representation may unsettle those who regard history as synonymous with facts and truths and who seek the clarity of a definitive past. However, conceptualizing history as representations reminds us that our understanding of physical education, its origins and its founders, will continually shift with new reflections and as fresh ideas emerge, material conditions change, and events unfold. 相似文献
11.
Bronwyn Davies 《牛津教育评论》2013,39(3):229-241
In this paper, the discursive practices through which males and females are created as opposites and through which people become identifiably one or the other are analysed. It is shown how gender is created by individuals and within individuals as they learn the discursive practices through which to locate themselves as individuals and as members of the social world. Particular focus is given to the narratives through which children learn what it means to be male or female, and through which they become locked into (and thus limited by) masculine and feminine subject positions. The special place of the images and metaphors embedded in those narratives in constituting individual psyches, and in setting up patterns of belief and desire organised around a dualistic pattern of maleness and femaleness will be a central focus of the paper. 相似文献
12.
AbstractThis article illustrates the steps taken to enact a new methodology for participatory social mapping by the Environmental Education, Communications and the Arts (GPEA) Research Group of the Federal University of Mato Grosso (UFMT). The aim of Social Mapping is to record the identities, territories and socio-environmental conflicts experienced by social groups, based on their own namings and narratives, rather than relying on those more typically generated or provided by researchers or theorists. As such, it offers an important dialogical pathway for environmental education practices, in that it highlights the intrinsic relationship between culture and nature, and reinforces the understanding that the loss of one implies the disappearance of the other. 相似文献
13.
《International Journal of Research & Method in Education》2013,36(4):400-414
This paper explores narratives as an effective means of capturing multiple identities of research participants in complex social environments in education research. In doing so, it explores the role of the narrator in two case studies in two modes of narrative inquiry. Both studies present narratives of young people, focusing on multiple identities which are influenced by a variety of cultural and sub-cultural contexts which the participants inhabit to varying degrees. In the first case study, the researcher is the narrator; in the second, it is the research participants. The paper uses the two case studies to discuss three challenging areas in narrative research: participant voice, contextual complexities and researcher positionality and how the researcher responds to these challenges through construction and co-construction of the narratives. The authors share their strategies for addressing these three challenges in relation to the role of the narrator. 相似文献
14.
Kyle R. King 《Quarterly Journal of Speech》2017,103(4):372-394
Recent announcements by Michael Sam, Jason Collins, Robbie Rogers, and others belong to a longer tradition that I label the gay male athlete coming out narrative. I chart this rhetorical genre in three waves, corresponding to the historical moment in which each narrative was published and the rhetorical tactics that each set of authors use to reconcile their identities as gay athletes and argue for the existence and suitability of gay men in professional sports. Of particular note are contemporary third-wave narratives which introduce the actively out, visible, gay male body becoming aware of his place in history as a rhetorical opportunity for social intervention. Even as I recognize the limits of athletes’ ability to represent the diversity of interests, values, and politics of the broader LGBTQ movement, I argue that these narratives should become part of what Charles E. Morris III calls “the diverse domain of the usable past.” These narratives indicate the importance of understanding genre evolution alongside individual biography, historical context, and shifting values within broader attempts at social transformation. 相似文献
15.
Radha Iyer 《Literacy》2007,41(3):161-168
Critical literacy has been a particular focus in literacy education in the past two decades. Literacy models such as the ‘four resources’ model provide a significant framework for a critical understanding of texts and the social and cultural practices that inform them. In this paper, I draw on the ‘four resources’ model to argue that the success of the framework in developing critical literacy depends upon focusing adequate analytic attention on those subjectivities used in such practices. The intersubjective classroom dynamics and the subjective engagement of literacy practitioners are of equal importance in determining the meanings co‐constructed among subjects. I argue that beyond being text analysts, reflective practitioners, that is the teacher, and students as a group, can engage in postcritical negotiations of the text, contribute to new meaning possibilities and adopt an ongoing critical stance. Applying this literacy model successfully requires acceptance of a multiplicity of interpretations, collaborative practice between teachers and students and fluid subject positions. The paper concludes by considering the problematic of the classroom as a dynamic site for textual and cultural contestation of multiple perspectives. 相似文献
16.
Diana Moyer 《Gender and education》2009,21(5):531-547
This paper analyses how historical narratives of the 1930s conflict between child‐centred and social reconstructionist factions of US progressive education reinforce gendered constructions of education. The split between these two groups has been drawn along lines of gender with child‐centred education associated with female educators focused on individual development and social reconstructionists comprised of university male faculty working for social justice. The work of Elsie Ripley Clapp, an active proponent of rural progressive education in the 1920s and 1930s, is used to illustrate the limitations of accepted categorisations of progressive education. The focus on Clapp points to new ways of framing the ideological tensions within the progressive education movement and highlights how the politics of gender influence which educators are remembered as leaders and activists. The paper argues that the recent renewal of interest in social reconstructionism should include a critique of its oppositional and hierarchical relation to female progressive educators. 相似文献
17.
Douglas Biklen 《International Journal of Inclusive Education》2013,17(4):337-353
Drawing from critical disability narratives, including disability studies works, autobiographies and school age students' commentaries, explored is how discussions of school inclusion might be expanded to reflect disability voices. The analysis focuses on inclusion primarily as it concerns students with developmental disabilities such as autism, cerebral palsy, and Down syndrome, and how, in light of lessons from critical disability narratives, students with these disabilities might experience fuller academic as well as social inclusion. Specifically, presented are four themes drawn from disability narratives: (1) resisting static understandings of disability; (2) creating and finding contexts for experiencing competence; (3) learning to recognize and resist normate narratives of disability; and (4) honouring the experience of disability. The paper includes a series of assumptions and principles for practising inclusion that arguably can be derived from critical disability narratives. 相似文献
18.
Retaining teachers in the early stages of the profession is a major issue of concern in many countries. Teacher resilience is a relatively recent area of investigation which provides a way of understanding what enables teachers to persist in the face of challenges and offers a complementary perspective to studies of stress, burnout and attrition. We have known for many years that teaching can be stressful, particularly for new teachers, but little appears to have changed. This paper reviews recent empirical studies related to the resilience of early career teachers. Resilience is shown to be the outcome of a dynamic relationship between individual risk and protective factors. Individual attributes such as altruistic motives and high self-efficacy are key individual protective factors. Contextual challenges or risk factors and contextual supports or protective factors can come from sources such as school administration, colleagues, and pupils. Challenges for the future are to refine conceptualisations of teacher resilience and to develop and examine interventions in multiple contexts. There are many opportunities for those who prepare, employ and work with prospective and new teachers to reduce risk factors and enhance protective factors and so enable new teachers to thrive, not just survive. 相似文献
19.
This mixed-methods study focuses on narratives that undergraduates tell about pivotal moments (i.e., turning points) in their prior history with math. A key objective was to examine whether these turning points would be associated with participants’ current math affect, math motivation, and future plans with math. Undergraduate participants (N = 210) completed quantitative measures assessing math anxiety, math self-expectancy, and math value, and also wrote narratives about a turning point with math and their future math plans. Thematic analysis revealed four themes in the math turning point narratives: (1) redemption, (2) contamination, (3) consistently positive, and (4) consistently negative. Quantitative analyses indicated that participants who wrote consistently positive narratives reported significantly lower math anxiety and higher math self-expectancy and math value relative to participants who wrote other types of narratives. Further, participants who wrote consistently negative turning point narratives were more likely to indicate that they would avoid math in the future. These results suggest that an individual’s memory of their early math experiences can color their math affect, math motivation, and plans for pursuing math in the future, even years after the experience has occurred. Implications for math education are discussed. 相似文献
20.
Jinting Wu 《Globalisation, Societies & Education》2019,17(4):474-488
ABSTRACTToday China witnesses a renaissance of classical studies and Confucian Academies across the nation. With an estimated 10 million children attending Confucian kindergartens, classes, and schools, cultural heritage has increasingly become a new marker of social distinction. At the same time, Confucian tradition is often associated with excessive testing, competition, and academic burdens that continue to hinder China's educational innovation. Disenchanted with state-run schools, many urban middle-class families turn to alternative schools that use imported pedagogies such as the Waldorf, Montessori, and Reggio to cultivate a better future for their children. In reform-era China, Westernisation coexists with a return to tradition to produce a fascinatingly complex cultural-pedagogical terrain. This paper examines such curiously hybrid educational narratives to understand the idiosyncratic features of Chinese educational globalisation and offer a critical perspective to rethink the concept of scale in comparative education research. 相似文献