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Maria.a 14-year-old school。girl、likes reading outside in thefield。Last Sunday,the sun shonebrightly,the sky was clean andclear and the wind was blowing 相似文献
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This paper theorises how politics, economy and migrant population policies influence educational policy, utilising Bourdieusian theoretical resources to analyse the Chinese context. It develops the work of Lingard and Rawolle on cross-field effects and produces an updated three-step analytical framework. Taking the policy issue of the schooling of internal migrant children as an example, it analyses how a range of fields – political, economic and public policy – ‘export’ their logics of practice into the educational policy field (as a sub-field of the public policy field) and consolidate the changes. The cross-field effects shape the state school enrolment policy and the relative positions of agents and the relative value of their capital in the educational policy field. This paper demonstrates the analytical capacity of Bourdieusian theoretical resources for policy analysis in the Chinese context, by illustrating how the inequalities experienced by migrant families have been intensified in education by cross-field effects. 相似文献
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Heather Powers Albanesi 《Gender and education》2019,31(2):240-257
This study examines patterns in the kinds of discourses parents use to think about when to start their children in kindergarten in the US. Parents of three- to six-year olds were interviewed to gain an understanding of how parents make the ‘redshirting’ decision and the extent to which parental concern for sons’ achievement of successful masculinity plays into that choice. Focusing on the parents of male children, this analysis reveals parents employ two gender-related discourses: (1) the ‘failing boys’ backlash debate, surrounding the notion that schools are assumed to favour girls and how girls learn, and (2) a discourse involving the importance of hegemonic masculinity in competition with other boys. 相似文献
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Howard Youngs 《Journal of educational administration and history》2009,41(4):377-389
It is time to situate distributed leadership as a critical conceptualisation of school leadership; its popularisation has generally preceded conceptual and empirical development. Over the last 10 years distributed leadership has often been presented as a new construct of school leadership, though critique against education policy reforms and conceptual and historical links to the wider leadership field have generally been underemphasised. The theorisation and research of distributed leadership is currently situated at a critical point in its development; it is at the ‘crossroads’ of where it could dominantly be situated in the field of school leadership. A review of the literature and research suggests that distributed leadership is tending towards an uncritical position that is decoupled from critique of past and present education reforms and predominantly silent on how power relations at the local school level shape leadership activity. 相似文献
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Dympna Devine 《British Journal of Sociology of Education》2013,34(3):392-411
This paper explores the leadership practices of three principals following a period of intensive immigration in Ireland. Drawing on the work of Bourdieu, it conceptualises schools as structured social spaces and of their leadership work as a form of practising. This practising is an outcome of the intersection between deeply embedded subjectivities operating in diverse fields of action that shape, constrain and transform each principal’s practices. Presenting an analytical model that highlights the circular and capillary-like dimension to such practising, the paper explores how principals’ recognition of immigrant children (their recognitive practices) as well as investment in supporting their learning (distributive practices) are shaped by the logics of practice across different fields, as well as by their own evolving habitus and struggle to be authentic in a period of rapid social change. Practising effective leadership in newly multi-ethnic schools must be conceived as layered and multiple but must be underpinned by an ethic of justice, if the minoritised status of ‘ethnic’ others is to be challenged and overcome. 相似文献
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Robert J. Zeglin Danielle R. M. Niemela Melissa Vandenberg 《American journal of sexuality education》2019,14(1):55-73
Despite the counseling field adopting holistic health and developmental frameworks, sexual health is often absent or underrepresented in these discussions. Via content analysis, the authors examined publications in three counseling journals to assess the current state of the sexuality literature in the field. Almost half (46.6%) of publications are on the topic of sexual identity. There are notable gaps in the literature on topics related to anatomy/physiology, sexual functioning, and pleasure/sexual lifestyle. Implications for counselors and counselor training are discussed. 相似文献
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Victoria Cook 《Environmental Education Research》2008,14(5):507-517
This paper presents findings from research into students’ perceptions and experiences of geography fieldwork. The study focused on Year 9 students (13–14 years) from three state secondary schools in urban northern England. Geography fieldwork, depending on its conceptualisation and implementation, has the potential to provide students with a wide range of environmental learning experiences. This paper analyses the implicit values and ideologies underlying the three schools’ approaches to fieldwork using Fien’s (1993) conceptual distinction between education about, through and for the environment. The significance of these underlying values and ideologies to the students’ affective engagement with the field environment is discussed. The paper concludes that, while some students engaged with the field environment in terms of their personal values and environmental ideologies, broader influences on the fieldwork agenda were also discernable. These findings deepen our understanding of the implicit values underlying environmental education and highlight a potentially important conflict between the cognitive and affective objectives of such work. 相似文献
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Hydrocarbon charging histories of the Ordovician reservoir in the Tahe oil field, Tarim Basin, China
INTRODUCTION Researches on hydrocarbon charging historyare essentially important to exploration and de-velopment, especially for the reservoirs subject tomultiple hydrocarbon generations, discharges, mi-grations and accumulations, as was the case of theOrdovician reservoir of the Tahe oil field located atthe southwest slope of the Akekule uplift, TarimBasin, China. Regarding the hydrocarbon charginghistories of the Ordovician reservoir, previousstudies based on burial histories (Y… 相似文献
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Kyriaki Messiou 《International Journal of Inclusive Education》2017,21(2):146-159
This paper sets out to challenge thinking and practice amongst researchers in the field of inclusive education. It does this based on an analysis of published articles in the International Journal of Inclusive Education between 2005 and 2015, which identified topics and methodologies used in studies of inclusive education. The analysis highlights the fact that most of the studies are only concerned with certain groups of learners and that a limited number make use of collaborative, transformative approaches. It is argued that focusing only on some students, rather than on all, is contrary to the principles of inclusive education. At the same time, given the emphasis of inclusion on enabling the participation for all students, it is argued that more research needs to adopt collaborative approaches that set out to change thinking and practice in the field. Illustrative examples from articles that used such approaches are discussed to highlight their potential benefits. 相似文献
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INTRODUCTION Soil-borne pathogens, including Pythium spp. and Fusarium spp., cause significant yield losses in horticulture and agriculture crops (Mao et al., 1997). Current practices for controlling plant diseases are based largely on disease resistant crops, cultivation management in fields and application of synthetic pesticides (Elizabeth and Emmert, 1999). Biological control using antagonistic microbes to reduce the use of chemical pesticides in a system of integrated plantdisease … 相似文献
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Joseph Maslen 《History of education》2017,46(1):94-107
This article asks historians of education to think about the influences that we bring to bear on our work. It uses, as an example, Carolyn Steedman’s book The Tidy House: Little Girls Writing (1982). The Tidy House set out to interpret a short story written by three primary school girls in Britain in 1976. Steedman contextualised this source against the backdrop of modern children’s writing and childhood experience in nineteenth- and twentieth-century Britain. Viewing the book itself as a source, this article explores the intellectual background (the ‘theoretical field’) that gave its ideas meaning. This involves looking at the historiographical surroundings of the author, such as Marxism and feminism, in a wider lens. It also entails a consideration of how The Tidy House relates to educational thought today – as well as to key issues tackled by some of the most celebrated historians of education in the last 40 years. 相似文献
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The “real value” of field trips in the early weeks of higher education: the student perspective 总被引：1，自引：0，他引：1
The benefits attributed to field trips by science educators are: social development; observation and perception skills; giving meaning to learning; providing first-hand experience and stimulating interest and motivation. Arguably, the “real value” of field work is attributed by students. In this study, 100 first-year students took part in an analysis of the value of a residential field trip. The field trip was a purposeful combination of personal development and academic activities. Pairwise comparison showed that the attributed value score for “Personal and Social Development” was significantly higher than scores for “Provide First-hand Experience” and “Observation and Perception Skills”. The attributed value for “Stimulate Interest and Motivation in the Subject” also scored more highly than “Provide First-hand Experience”, and “Observation and Perception Skills”; “Give meaning to Learning” was significantly higher than that for “Observation and Perception Skills”. In addition, the “educator” was also able to significantly improve students’ scores for “Stimulate Interest and Motivation”. This insight into students’ perceptions of field work recasts our thinking as educators; social capital is a key factor in student persistence and subsequence academic success. Field trips should be considered a valuable addition to retention strategies in a way that is tangible for students themselves. 相似文献
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Ann-Marie Bathmaker 《Cambridge Journal of Education》2015,45(1):61-80
This paper uses Bourdieu’s concept of ‘field’ as a tool to examine higher education participation in England in the context of diversified and differentiated provision. Admissions practices for courses in two institutions offering tertiary and higher education demonstrate how the official rules of the game shape the experience of students moving into and through HE on vocational and alternative routes. These examples suggest that rules created for the ‘selective’ part of the HE field can have perverse effects on other parts of the field, creating barriers rather than bridges for students seeking to participate in HE via alternative routes. The paper concludes by considering the strengths and limitations of using Bourdieu’s tools for understanding diversification in HE. Does using Bourdieu lead to the inevitable conclusion that diversity is a form of diversion, directing a proportion of the population through an easily accessible, but ultimately less rewarding path, or can Bourdieu’s tools suggest possibilities for transformation and change? 相似文献
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《Paedagogica Historica: International Journal of the History of Education》2012,48(5-6):733-755
This article examines the role played by the conferences of the New Education Fellowship (NEF) in the emerging disciplinary field of the sciences of education between the two world wars. The NEF was a movement connecting lay enthusiasts for educational reform with major figures in the developing disciplines of psychology and education, such as Carl Gustav Jung, Jean Piaget and John Dewey. Use is made of Bourdieu's concepts of field, forms of capital and habitus to analyse the strategies of agents at the conferences and their relation to developments in the disciplinary field. The NEF is also considered from the perspective of social movement theory as a non‐class‐based movement of opposition. Seven international conferences on education are discussed plus others in South Africa and Australia. The themes are discussed and their social composition is analysed both in terms of the countries represented and the participation of members of the academy. The origins of the NEF are traced from the Theosophical Fraternity in Education and the leading roles of Beatrice Ensor and Elizabeth Rotten are considered in the framework of habitus. Discussion of the work of Ferrière, the third founder of the NEF, reveals a distinction between philosophical and moral conceptions of education and ones associated with positivism. The location of psychology in this binary is also revealed. Accounts of the conferences held in the 1920s reveal a strong commitment among the leaders of the NEF to the fostering of international understanding and a world consciousness through education and Support for the League of Nations. This and other elements of the NEF's ideology are characterized as a heretical discourse. Tensions between members of the academy and the other participants are highlighted and the heterogeneity of the audiences are identified as a source of strength as well as friction. The following section addresses the change of emphasis of the NEF in the 1930s in response to the worsening international situation and the involvement of leading figures from the academy. The NEF's position on research in education and the need to bring teacher training into the academy was made explicit at the conferences held in South Africa, Australia and New Zealand. These involved bureaux of education research, which were financed by American foundations, and the combination of the NEF's network with this money is considered in terms of the field's development and the consequences for the competition for prestige and other forms of capital. The conclusion reviews the extent to which these conferences contributed to the development of the field and to the necessity for historical accounts of its development to take account of the dimensions analysed by Bourdieu's conceptual framework. 相似文献
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This article provides insights into teachers’ and school administrators’ responses to the current ‘fetishisation’ of school performance data in Australian schooling. Specifically, the research investigates the accountability practices that emerged in a Queensland metropolitan primary school in response to this broader focus upon performance data. Drawing upon interviews with teachers and school administrators, literature and theorising on educational performativity and data, and Bourdieu’s theory of practice, the article reveals how performative, data-driven practices play out at the level of the school. This process reveals a ‘field of schooling practices’ characterised by contradictory and contested logics of deifying, delivering and denying data. We describe this as the ‘doublethink of data’, involving teachers engaging with performative processes for purposes of compliance but without any real sense of the value of doing so. The research reveals the extraordinary energy involved in this work, and cautions against these performative practices and associated technologies. 相似文献
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Lewis Winks 《The Journal of environmental education》2018,49(5):390-399
Outdoor learning experiences can invoke feelings of uncertainty and discomfort, acting to disrupt human-environment narratives. In this article, the “performance” of nonhuman nature and discomfort in outdoor learning is considered, told through two vignettes from residential field trips with secondary age students, held at Slapton Ley Field Centre in South Devon, UK. This article asserts that discomfort associated with outdoor learning and fieldwork creates opportunities for learners to challenge their own environmental beliefs, values and attitudes. In particular, it is suggested that learners enter into a coproduction of place through interaction with nonhuman nature, and that this can, in turn, lead to a development of environmental sensitivity beyond the normally instrumental focus of such field trips. 相似文献