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1.
《History of education》2012,41(1):87-102
Epigraph At the time I began work in university, I entered a world which was leisured, privileged and patriarchal, in the United Kingdom at least…. I came from a world in which only 3% of the population aspired to university. I belonged to a world in which, having got where I was through the eleven-plus and ‘A’ levels, there was almost a sense that society owed us a living. (Roy Lowe, 2002 1 ) Women were not obviously on the outside when I attended my first conference – a day conference in 1976 at what was then the Birmingham Polytechnic, now University of Central England. Many women attended although in the first years few were keynote speakers. More importantly there was little about women in the history itself except in the meetings of the Women’s Education Study Group where Carol Dyhouse, June Purvis, Penny Summerfield and Gaby Weiner were all dominant. (Ruth Watts, 2005 2 ) In 1967, aged 11, I moved on from my primary school in south London, and was selected to enter the local grammar school. I left most of my friends behind and began a daily routine of walking nervously through the council housing estates in my school uniform. By the time I left this school, seven years later, it had moved to one of the more prosperous suburbs of London to avoid being turned into a comprehensive. In the early twenty-first century, it is one of the leading academic secondary schools in the country, which it certainly was not in 1967. (Gary McCulloch, 2007 3 ) 相似文献
2.
Performativity,guilty knowledge,and ethnographic intervention 总被引：1，自引：0，他引：1
Steven Puttick 《Ethnography and Education》2017,12(1):49-63
This paper applies Dennis’ [(2009). “What does it Mean when an Ethnographer Intervenes?” Ethnography and Education 4 (2): 131–146] modes of ethnographic intervention to a fieldwork experience of an observed secondary school lesson in England. Ethnographic research raises numerous ethical dilemmas, in the face of which ‘intervention’ is unavoidable. The observed lesson – in which a teacher was judged as ‘Requiring Improvement’ – left me with ‘guilty knowledge’. The performative nature of observed lessons constructs highly charged events. Drawing particular attention to the power imbalances between observer and observed, ethical deliberation about the event is considered, and subsequent ‘interpersonal’ and ‘administrative’ intervention is presented. As ethnographers, it is impossible to avoid intervening in some sense. I conclude that performativity raises ethical issues which may demand particular responses from ethnographic researchers, whose empathetic intention places them well to explore – and critically engage with – the workings and effects of performativity. 相似文献
3.
Barry J. Hake 《History of education》2013,42(1):11-38
The dominant influences that forged curriculum policy in relation to the literacy curriculum in New Zealand during the 1930s can be seen to be enmeshed in the politics of the wider context of what de Castell and Luke have identified as the ‘literacy ideologies of the British Empire’. 1 It was these literacy ideologies and concerns over the cultural authority of ‘standard English’ that were to spark a growing public and professional concern during the 1930s over New Zealanders’ speech and the growing ‘insidious’ influence of American‐derived popular culture. These tensions led to debates that would eventually highlight the need for New Zealanders to develop their own national and cultural identity. They would also bring into question the role of Maori language and culture in New Zealand primary school education, and herald the first challenges to the cultural dominance of the English language in New Zealand’s Native schools in the late 1930s. 相似文献
4.
This study explores pre-service teachers' past interactions with ‘place’ in outdoor settings and how these experiences contribute to their current perceptions of the importance of taking their own students into the outdoors. Specifically, the researchers were interested in investigating if current pre-service teachers are part of the ‘nature-deficit disorder' generation described by Louv in his book, Last child in the woods: Saving our children from nature-deficit disorder (2005), as a generation of children growing up without direct experiences in nature. Study participants included 148 undergraduate pre-service elementary teachers enrolled in science teaching methods instructional courses at an urban college in the Northeastern United States and two suburban universities in the Southeastern United States. Participants wrote essay responses after reading Louv's Last Child in the Woods in which they were asked to relate the reading to their own past experiences and their ideas about elementary science education. Results indicate that a large majority of participants (97%) describe significant youth experiences in the outdoors, view nature as important in varying ways (89.9%), and express a desire to expose their own students to the outdoors (65.5%). Key findings are illustrated with direct quotations from the pre-service teachers' essay responses, as they write vividly of their interactions in outdoor places, referred to as ‘place meanings'. Implications are presented for teacher educators working with pre-service teachers to build upon their outdoor experiences and prepare them for implementing nature-based instruction. 相似文献
5.
Anthony Blake Gail Edwards 《Discourse: Studies in the Cultural Politics of Education》2013,34(5):784-798
Popular television drama is an important discursive site engaging the public with debates about schooling and professional identity. Between 1999 and 2011, external discourses of ‘crisis’ (of academic achievement or students’ mental and emotional health) were mediated as alternative discourses of ‘crisis, failure, and salvation’ in which a Standards agenda predominated, or that of the school as a ‘caring community’. Genre analysis reveals how ‘school’ dramas exploited distinctive narrative types to privilege a particular discourse. Adapting Schatz's (1981) scheme of Hollywood genre types, these dramas are characterised by a narrative strategy of ‘restoration’ of the ‘failing’ secondary (high) school to its public function of raising achievement, or after 2007 of ‘integration’ more concerned with assimilating ‘troubled’ students into the school community. This shift in representation is consistent with, and contributes towards, the ‘rise of therapeutic education’ where the Head Teacher and teacher are portrayed more as counsellor than educator. 相似文献
6.
’The rise of a central authority for English education had been a slow, tortuous, makeshift, muddled, unplanned, disjointed and ignoble process.‘ 1
7.
Neil Harrison 《教育政策杂志》2013,28(3):449-468
‘Widening participation’ and ‘fair access’ have been contested policy areas in English higher education since at least the early 1990s. They were key facets of the 2003 White Paper – The Future of Higher Education – and the subsequent 2004 Higher Education Act, with stated objectives that the reach of higher education should be wider and fairer. In particular, there has been considerable concern about admissions to ‘top universities’, which have remained socially as well as academically exclusive. The principal policy tools used by the Act were the introduction of variable tuition fees, expanded student grants, discretionary bursaries and the new Office for Fair Access (OFFA). This paper draws on publicly available statistics to assess whether the changes implemented by the 2004 Act have indeed made access to English higher education wider and fairer in relation to young people progressing from state schools and colleges and from lower socio‐economic groups. It concludes that, while there is some evidence for modest improvements, these have been concentrated outside the ‘top universities’, which have seen slippage relative to the rest of the sector. The paper concludes with a discussion of the reasons why financial inducements appear to be a flawed and naive approach to influencing student demand. 相似文献
8.
《International Journal of Research & Method in Education》2013,36(3):295-308
In recent years, multimedia technologies have become increasingly common in teaching practice. Digital video has provided a welcome alternative to traditional instructional techniques. Though it has been used to facilitate research collaboration [Armstrong, V., & Curran, S. (2006). “Developing a Collaborative Model of Research Using Digital Video.” Computers & Education 46 (3): 336–347], it remains an under-utilized resource for presentation and research dissemination in doctoral education. The Innovation Academy at Trinity College Dublin and University College Dublin has established innovation and entrepreneurship alongside research and education as an integral element of the PhD programme. Since 2010, the Innovation Academy has facilitated the use of digital video within an interactive multidisciplinary learning environment. While enrolled on a Graduate Certificate in Innovation and Entrepreneurship, over 100 doctoral students have planned, shot, edited and presented a short video, ‘pitching’ their PhD research. This paper details the rationale and process of capturing complex research findings using this medium. We explore the challenges of using video to organize empirical data, visually represent theoretical concepts and evaluate its effectiveness in communicating PhD research to non-expert groups, the wider academic community and potential industry partners. Based on our findings, we reflect on how digital video may be used as a valuable tool for learning in action. 相似文献
9.
Val Brooks 《History of education》2013,42(3):447-467
Secondary modern schools form the focus for this paper, which explores an aspect of this topic that has received comparatively little attention: the role of external examinations in determining the character and fate of these schools during the 20‐year period when they educated the ‘large majority’ 1 of pupils in the 11 to 15 age range. Particular attention is paid to the pivotal role played by external examinations in secondary modern schools’ quest for parity of esteem with grammar schools. Various functions performed by external examinations are considered and it is shown that, while some worked against the interests of secondary modern schools, individual schools were able to turn others to their own advantage. The paper ends by considering a darker side to examining, which was asserting itself as this brief period of history drew to a close. 相似文献
10.
Kurt W. Clausen 《History of education》2013,42(2):204-221
Treading in the footsteps of past generations, Ontario policy advisers journeyed throughout the United Kingdom in the summer of 1966 to directly understand the educational reforms that were being undertaken in that country. On their return, these consultants brought back a number of innovations for discussion with their parent committee in the hopes of possible adaptation by the province. When their final submission was tabled two years later, the ‘Hall-Dennis Report’ (as it became popularly known) went on to reflect the tone for education in the province for a generation. This study examines the impact that Britain’s educational policies in the 1960s, and especially the ‘Plowden Report’ of 1967, may have had on the recommendations found in the Hall-Dennis Report. As well, it ties these two reports to the longstanding legacy of British influence on the Ontario education system 1 . 相似文献
11.
Jonathan Rix 《International Journal of Inclusive Education》2013,17(2):263-279
This paper considers how notions of inclusive education as defined in the United Nations Educational, Scientific and Cultural Organization (UNESCO) Salamanca Agreement (1994) have become dissipated, and can be developed and reframed to encourage their progress. It analyses the discourse within a range of academic, legal and media texts, exploring how this dissipation has taken place within the UK. Using data from 78 specialist school websites it contextualises this change in the use of the terms and ideas of inclusion with the rise of two other constructs, the ‘specialist school’ and ‘personalisation’. It identifies the need for a precisely defined representative principle to theorise the type of school which inclusion aims to achieve, which cannot be subsumed by segregated providers. It suggests that this principle should not focus on the individual, but draw upon a liberal/democratic view of social justice, underlining inclusive education’s role in removing social barriers that prevent equity, access and participation for all. 相似文献
12.
《Journal of Further & Higher Education》2012,36(3):52-60
13.
Emily Falconer 《British Journal of Sociology of Education》2017,38(6):782-797
This article addresses the negotiation of ‘queer religious’ student identities in UK higher education. The ‘university experience’ has generally been characterised as a period of intense transformation and self-exploration, with complex and overlapping personal and social influences significantly shaping educational spaces, subjects and subjectivities. Engaging with ideas about progressive tolerance and becoming, often contrasted against ‘backwards’ religious homophobia as a sentiment/space/subject ‘outside’ education, this article follows the experiences and expectations of queer Christian students. In asking whether notions of ‘queering higher education’ (Rumens 2014) ‘fit’ with queer-identifying religious youth, the article explores how educational experiences are narrated and made sense of as ‘progressive’. Educational transitions allow (some) sexual-religious subjects to negotiate identities more freely, albeit with ongoing constraints. Yet perceptions of what, where and who is deemed ‘progressive’ and ‘backwards’ with regard to sexuality and religion need to be met with caution, where the ‘university experience’ can shape and shake sexual-religious identity. 相似文献
14.
L. Philip Barnes 《British Journal of Religious Education》2007,29(2):157-168
The aim of this article is to respond to Kevin O’Grady’s critique (in BJRE, 27, 2005, pp. 227–37) of my interpretation and assessment of Ninian Smart’s contribution to religious education. I begin by dealing with a range of issues that lend themselves to fairly summary discussion and then address two further aspects of his critique in more detail. First, the nature of the influence of the phenomenology of religion over phenomenological religious education is considered within the context of recent critical discussions of the fundamental assumptions of religious phenomenology. Secondly, O’Grady’s positive account of the continuing relevance of Smart’s thought to the issue of hermeneutics in religious education is both qualified by attention to its limitations and complemented by reference to the work of the French hermeneutical philosopher, Paul Ricoeur. 相似文献
15.
The aim of this paper is to consider whether Hannah Arendt’s (1996) [Arendt, H. (1958/1998). Vita Activa. The Human Condition. Chicago: University of Chicago] concept of ‘public space’ is a potentially useful and creative way of thinking about aspects of Muslim children’s experiences within the context of education. Following a terror attack in 2011, when 77 people were killed, the then Norwegian prime minister stated that ‘our answer to this violence is more openness and more democracy but not naivety’. Accordingly, this paper draws on data so as to put concepts drawn from Arendt to work. In so doing, we indicate possibilities for ‘more openness and more democracy’ where Norwegian children can have Islam as an important element within their lives in ways that avoid the charge of naivety. 相似文献
16.
R. Roudi Nazarinia Roy Walter R. Schumm 《The American journal of distance education》2013,27(4):209-225
Abstract As noted by Moore (2007, xxiii), the fifth section of the second edition of the Handbook of Distance Education focused on “some of the main consumers and suppliers of distance education programs,” including elementary and secondary education, community colleges, universities, the corporate sector, continuing professional education, the armed forces, and the virtual organization. Each chapter considered the historical development of distance education within each arena as well as policy developments and possible future trends. 相似文献
17.
This paper explores the social justice implications of two, ‘linked’, governance developments which have been instrumental in reshaping many education systems throughout the world: the ‘privatising’ and ‘globalising’ of education (Klees, Stromquist, & Samoff, 2012). We argue that such education governance innovations demand an explicit engagement with social justice theories, both in themselves, and as offering an opportunity to address issues of social justice that go beyond the re/distribution of education inputs and outputs, important though these are, and which take account of the political and accountability issues raised by globalising of education governance activity. To do this we draw upon Iris Marion Young’s concept of ‘the basic structure’ and her ‘social connection model’ of responsibility (Young, 2006a,b) to develop a relational account of justice in education governance frameworks. 相似文献
18.
Bill Ussher 《Asia-Pacific Journal of Teacher Education》2010,38(2):103-116
Educating a student on teaching placement involves a ‘village’, just as it takes a whole ‘village’ to raise a child. Creating a ‘village’ around each student teacher gives them greater agency, a sense of belonging and being valued as a member of that professional ‘village’. Participating students, teachers and lecturers share their perceptions of experiences in the one-day school-based placement that student teachers are required to undertake in a University of Waikato distance programme. Opportunities, relationships and a sense of inclusion are identified as influencing characteristics, “the all important human infrastructure that provides the opportunity for learners to succeed” (Campbell-Gibson, 1997, p. 8) rather than any modern technologies. Findings indicate that where the school acted as the ‘village of learning’, the perceived suitability of the placement as a site for learning teaching was conceptualised through a developed sense of belonging, accomplishment and inclusion. It is argued that greater effort should be made by initial teacher education providers to locate such ‘villages’ for student teacher placements. 相似文献
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20.
Carmen Mills 《Asia-Pacific Journal of Teacher Education》2008,36(4):261-275
As populations in contemporary Western societies grow more diverse, the need for teachers to better understand and work with difference productively becomes increasingly critical (Allard & Santoro, 2006; D'Cruz, 2007). However, the literature on teacher education shows that historically, teacher education programs have aimed to address diversity with add‐on or piecemeal approaches, with little success (McDonald, 2005). Moreover, some authors (e.g. Lortie, 1975) have argued that “the predispositions teacher education students bring to teaching are a much more powerful socializing influence than either pre‐service education or later socialization in the workplace” (Johnson, 2002, p. 154). This article explores research and scholarship in this area and argues that we must move beyond the fragmented and superficial treatment of diversity if we are to encourage dispositions in all pre‐service teachers that are more closely aligned with a recognitive view of social justice. 相似文献