共查询到20条相似文献，搜索用时 546 毫秒
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This article is about ‘making’ in education. Often associated with software programming (as in ‘digital making’), making can also involve creating or modifying physical technological artefacts. In this paper, making is examined as a phenomenon that occurs at the intersection of culture, the economy, technology and education. The focus is not on the effects on cognitive gains or motivations, but on locating making in a social, historical and economic context. Making is also described as a form of ‘material connotation’, where connotation refers to the process through which the technical structure of artefacts is altered by culture and society. In the second part of the paper, the theoretical discussion is complemented by a case study in which making is described as a networked phenomenon where technology companies, consultants, volunteers, schools, and students were all implicated in turning a nebulous set of practices and discourses into an educational reality. 相似文献
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The inclusion of the practice of “developing and using models” in the Framework for K-12 Science Education and in the Next Generation Science Standards provides an opportunity for educators to examine the role this practice plays in science and how it can be leveraged in a science classroom. Drawing on conceptions of models in the philosophy of science, we bring forward an agent-based account of models and discuss the implications of this view for enacting modeling in science classrooms. Models, according to this account, can only be understood with respect to the aims and intentions of a cognitive agent (models for), not solely in terms of how they represent phenomena in the world (models of). We present this contrast as a heuristic—models of versus models for—that can be used to help educators notice and interpret how models are positioned in standards, curriculum, and classrooms. 相似文献
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Stephen J. Ball 《Cambridge Journal of Education》1999,29(2):195-206
This paper considers Labour's education policy portfolio in two loosely related ways. Firstly, I argue for the need to see the policy continuities between the Conservatives and Labour in an international context and to suggest that in a sense Labour's policies are not specific to Labour at all; they are local manifestations of global policy paradigms. Secondly, I begin to sketch out an argument which suggests that in one key respect Labour's policy thrust is contradictory in its own terms. That is, the over‐riding emphasis on education's role in contributing to economic competitiveness rests on a set of pedagogical strategies the effects of which are actually antithetical to the needs of a ‘high skills’ economy. This contradiction arises in part from an inherited, and ultimately self‐defeating, impoverished view of ‘learning’. I shall also point to some of the effects of performativity in relation to teaching and learning 相似文献
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Arathi Sriprakash 《British Journal of Sociology of Education》2011,32(4):521-539
Global and national agendas to improve the ‘quality’ of Education For All have brought focus to pedagogic processes in developing country contexts. How can development research pay attention to the social and political significance of pedagogical projects and understand the micro-processes of classroom reform? This paper considers how Basil Bernstein’s sociological theories helped develop a nuanced account of pedagogic reform in a study of Indian primary education. I explore how the analysis encouraged by Bernstein’s concepts of recontextualisation and educational codes may contribute to current thinking on the role and significance of pedagogy in development research and evaluation activities. The paper also raises caution about the selectiveness and limits of efforts to capture, identify, measure or assess pedagogic processes and change. A Bernsteinian research approach is not immune from producing the kinds of reductionist accounts of pedagogy of which the analysis is wary. 相似文献
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This paper arose amongst the making and showing of a film and questions whether there are possibilities for interrupting powerful discursive frames that work at producing ‘the normal child’. Traditionally there has been a lack of interest in the use and critique of visual culture in educational research. Perhaps this lack of interest provides fertile opportunities to know something of the structure of education as a discipline, the rules that structure it and its deep grammar; it may also open up opportunities for disciplinary boundary-crossings where fields that embrace visual culture, such as photography and filmmaking, can bring their playfulness across binaries, including notions of certainty/ambivalence, to qualitative research in education. By turning to art theory, our aims are to interfere with our utopian longings that steadfastly cling to educational notions of the child. 相似文献
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Keith Skamp 《Environmental Education Research》2009,15(1):93-110
All eight teachers and their principal, at an Australian regional primary school in New South Wales (NSW) accredited for its ongoing ‘learnscape’ developments, were interviewed. This was to ascertain their perceptions about the role of learnscapes and their self‐reported use of such outdoor areas to assist in the achievement of their State’s syllabus and environmental education learning outcomes. Teachers at the school (6) and their principal were (re)interviewed a year later to determine if changes in perceptions and practice had occurred and why. This paper interprets narratives derived from the combined interviews of these latter teachers and their principal from an educational change perspective in order to gain insight into their level of use of learnscapes. Teachers’ learnscape and environmental education content and pedagogical knowledge, their focus on the consequences of learnscape use for student learning, and awareness of multiple learning outcomes, including social learning, when using learnscapes, were among interdependent change factors identified which may assist in understanding why teachers embraced learnscapes to different degrees. Consequent avenues for increasing the future use of learnscapes for syllabus and environmental purposes are suggested. 相似文献
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A policy sociology reflection on school reform in England: from the ‘Third Way’ to the ‘Big Society’ 总被引：2，自引：2，他引：0
This article presents a policy sociology reflection on Bernard Barker's book, The Pendulum Swings: Transforming School Reform. The book represents Barker's attempt to intervene in education policy during the lead-up to the 2010 UK general election and is framed by what he imagined might be possible under a new Conservative government. Barker draws inspiration from the Red Tory communitarian position articulated by Phillip Blond. In hindsight, we are less sanguine about these possibilities in the context of the Coalition government and its ongoing response to the ongoing financial crises. Indeed, what has emerged is a rearticulated neo-liberalism in the guise of ‘Big Society’ rhetoric. We agree with Barker's critical deconstruction of the five illusions underpinning New Labour schooling policy, but argue for a broader agenda of redistribution, both in social policy and with respect to schools. Policy needs to recognise and support teachers and good pedagogies, and we also see a pressing need to rethink richer forms of educational accountability. All of this must be located within a politics that pursues a new social imaginary. Nonetheless, we commend Barker's contribution towards post neo-liberal thinking in respect of school policy, specifically in England, but with relevance to other locations and systems. 相似文献
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Carrie Paechter Sheryl Clark 《Discourse: Studies in the Cultural Politics of Education》2016,37(3):457-471
In this paper we consider discourses of friendship and belonging mobilised by girls who are not part of the dominant ‘cool’ group in one English primary school. We explore how, by investing in alternative and, at times, resistant, discourses of ‘being nice’ and ‘being normal’ these ‘non-cool’ girls were able to avoid some of the struggles for dominance and related bullying and exclusion found by us and other researchers to be a feature of ‘cool girls’ groupings. We argue that there are multiple dynamics in girls' lives in which being ‘cool’ is only sometimes a dominant concern. There are some children for whom explicitly positioning themselves outside of the ‘cool’ group is both resistant and protective, providing a counter-discourse to the dominance of ‘coolness’. In this paper, which is based on observational and interview data in one school in the south of England, we focus on two main groupings of intermediate and lower status girls, as well as on one ‘wannabe’ ‘cool girl’. While belonging to a lower status group can bring disadvantages for the girls we studied, there were also benefits. 相似文献
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Informed largely by Affect theory (2004), this paper takes up ‘reflexivities of discomfort’ to reflexively engage with my affective struggles as a Christian, heterosexual, mother, educator, undertaking a study on homosexuality, which is a thorny issue in Uganda. It a methodological prologue, reflecting my thoughts and struggles before I undertake the study. My purpose is not to find solutions, but to lay bare some anxieties and ambivalences, also suggesting the limits of reflexivity. The paper begins with an autobiographical narrative about school in relation to (homo)sexuality. This is followed by an exposition of Uganda’s Anti-homosexuality Bill; my use of reflexivity and affect to inform my affective struggles; my background as it relates to sexuality, providing insights into my researcher positionality. I then engage with moments imbued with high affective/emotive intensity in my preparation to undertake the study. 相似文献
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Hillevi Lenz Taguchi Anna Palmer Lovisa Gustafsson 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):705-716
ABSTRACTWhat are the dominant images of the Child in contemporary Western societies? In order to challenge some dominant images of the Child, this essay explores the possibilities of analyzing an experimental dance practice with preschoolers aged 1–2 years with Claire Colebrook's theorizing on ‘the war on norms’. Colebrook suggests a Queer Vitalism to push the limits of how to understand humanness generally, and more specifically, how to understand processes of subjectification. She moves from a post-structuralist understanding toward the Deleuzian notion of practices of individuation and processes of becoming-imperceptible. In this essay, we draw on Queer Vitalism to show how it is possible to understand children's constructions of subjectivity in events of experimental dance practices for preschoolers. The analysis is performed in close interactions with video-films from these workshops transformed to still photography. We aspire to show how these practices can be understood as counter-power strategies in the enactment of an image of a Monstrous Child. Such an image might transform the taken-for-granted image of the Child and preschool practices in subversive ways. 相似文献
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The article elaborates and exemplifies a potential categorization of the reasons for using philosophy, in particular the philosophy of mathematics, in mathematics education and approaches to doing so—the so-called ‘whys’ and ‘hows’. More precisely, the ‘whys’ are divided into the two categories of ‘philosophy as a tool’ for teaching and learning mathematics, and ‘philosophy as a goal’, referring to a stance of considering it a purpose in itself to teach students certain aspects regarding the philosophy of mathematics. A division of the ‘hows’ into three different categories is offered: illumination approaches; modules approaches; and philosophy-based approaches. A major part of the article is spent on providing illustrative exemplifications of each of these approaches by referring to already implemented uses of philosophy of mathematics in mathematics education as well as by suggesting new ones. 相似文献
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Gerardo Blanco Ramírez 《International Studies in Sociology of Education》2017,26(4):337-352
This article presents an argument for re-reading Jean Baudrillard’s ideas considering their potential contribution to the sociology of higher education, particularly in relation to contemporary debates about ‘world-class’ universities. In order to apply Baudrillard’s ideas, China’s commitment to the development of ‘world-class’ universities is presented as a case study. Radical thinking, as understood by Baudrillard, relies on ambivalence and fascination – instead of critique – and seeks to push a logic to its limits rather than opposing it. Critiques of world-class universities have not stopped the totalizing effects of rankings and world-class status seeking; on the contrary, these phenomena and their effects continue to accelerate. A non-deterministic approach to thinking is set into motion around the paroxystic state that prevails in the pursuit of ‘world-class’ status among contemporary higher education systems. 相似文献
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《Journal of Further & Higher Education》2012,36(2):265-286
After the 1992 Further and Higher Education Reform Act enabled polytechnics and the qualifying franchised colleges to be renamed universities or higher education institutions, the dominance of the rhetoric of skill development aggravated long‐standing schisms between further and higher education about whether or not degree‐level courses should be available in further education. One aspect of these disagreements concerns the dominance of a skills deficit model and its influence in learning and teaching. This article draws on the findings of a study into the role of a Students’ Skills Centre (SSC) in a post‐1992 university. It focuses on how and why working in SSCs is envisaged as a subordinate function, as a ‘support’ and not a ‘teaching’ role. The research study utilised both quantitative and qualitative research methods in a case‐study design to examine the nature of students’ requests for help in an SSC. The article argues that academic skills, including writing, study and key skills, are more effective if taught in a subject/disciplinary‐specific context. Hence, lecturers in the SSC had to provide intensive teaching, which, at the same time, also addressed this contextual dimension. This is a complex and highly specialised teaching process, yet, despite the yearly increase in numbers of students attending the centre for help, university managers and some academic staff refused to acknowledge the complexity of the nature of students’ learning requirements or the teaching function of the role of lecturers working in the SSC. 相似文献
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John Smyth 《Journal of educational administration and history》2016,48(4):275-289
This paper is both a careful analysis of a seminal piece of work in the sociology of education, as well as a passionate plea to revisit with renewed urgency, the way in which education continues to fail unacceptably large numbers of working-class children. Through closely examining the work of Dennis Marsden (with his colleague Brian Jackson) in Education and the working class, the paper argues that this pioneering work done in working-class Huddersfield the 1950s, remains a stoic statement of what is wrong with working-class education, and is as rich in substantive and methodological insights as when it was written in 1962. By taking some biographical slices of key contemporary scholars, in particular Stephen Ball and Diane Reay, who have themselves been prolific scholars in this field, the paper speaks to the central arguments of Marsden’s unique work through their biographies, while establishing the distinctiveness of Marsden’s contribution to understanding social class within the wider field of sociology of education. The paper argues for a reinvigoration of the elusive search for the kind of authentic understandings of working class pioneered by Marsden, as the basis for an equitable and just schooling for working-class children. 相似文献
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In this article we examine how students’ accounts of the discipline of sociology change over the course of their undergraduate degrees. Based on a phenomenographic analysis of 86 interviews with 32 sociology and criminology students over the course of their undergraduate degrees, we constituted five different ways of accounting for sociology. These ranged from describing sociology as a form of personal development focused on developing the students’ opinion to describing sociology as a partial way of studying the relations between people and society. The majority of students expressed more inclusive accounts of sociology over the course of their degrees. However, some students’ accounts suggested they had become disengaged with sociology. We argue that the differences in the ways that students were disengaged were not captured by our phenomenographic categories. In conclusion, we argue that our analysis illustrates the crucial role that students’ relations to knowledge play in understanding the transformative nature of higher education. 相似文献
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Mary Christina Cobbett 《Gender and education》2013,25(3):251-266
Whilst it is known that Caribbean girls academically outperform boys, much less is known about their experiences of school. This paper, based on qualitative research in Antiguan secondary schools, is concerned with who girls can ‘be’ in their school contexts and the consequences of positioning oneself (or being positioned) within different discourses. Drawing on interview narratives and classroom observations, this paper discusses the stories of six girls to illuminate three broad types of gender performances that were observed: ‘beauties’, ‘geeks’ and ‘men-john’. Using Francis' concepts of gender ‘monoglossia’ and ‘heteroglossia’, the extent to which these girls were able to resist the normative gender–sexual order and the consequences of conformity/non-conformity are examined. 相似文献
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《Journal of moral education》2012,41(3):182-188
Abstract The term ‘pastor’ clearly has a religious origin and is thought of in connection with providing spiritual sustenance. Such provision must be seen in relation to some concept of authority since the pastor's job could otherwise not be done. It is likely that the connotation of a pastor in the religious sense has been carried over to the schools, especially when it is considered that schools are traditionally structures of authority. What is necessary is to insist upon the conceptual link between ‘pastoral care’ and ‘authority’ explicitly, so as to judge the final appropriateness of ‘pastoral care’ in schools. 相似文献