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1.
This paper draws on data from a research project that was funded by the UK's Higher Education Academy. The project focused on the experiences of disabled students in one English higher education institution, and a key feature of the project was to attempt to access the perspectives of ‘non‐declaring’ disabled students. This paper draws on the experiences of one of the ‘non‐declaring’ respondents, Anna, a postgraduate student. In the UK, some students declare their disabled status on entry to a higher education institution, some do so once at the institution and some never let the institution know of their impairment. It is the perspectives of this latter group that are particularly difficult to access. Anna's experiences as a postgraduate student provide some insight into what may affect decisions about declaration of impairment. Drawing on a social‐relational understanding of disability, factors that influenced her decision not to ‘declare’ and the consequent effect on her experience of higher education are explored.  相似文献   

2.
While the significance of the social model of disability for articulating inclusive approaches in education is recognised, the application of capability theory to education is less well developed. This article by Jo Trowsdale of the University of Warwick and Richard Hayhow of Open Theatre considers how a particular theatre‐based practice, here described as ‘mimetics’, can alter and extend the aspirations and achievements of children and young people with learning disabilities, and might be understood as applied capability theory or ‘capability practice’. Mimetics has been crafted from experimental psycho‐physical actor‐training processes by Open Theatre Company working in collaboration with actors with learning disabilities, and adapted to support the learning and development of young people with learning disabilities. This study draws upon an action research project set up by Creative Partnerships with Open Theatre Company and a special school, where children demonstrated increased motivation and capacity for communication and socialisation, improved well‐being, learning and wider achievement. To illustrate the process, we offer a case study of one child with an autistic spectrum disorder.  相似文献   

3.
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4.
Until recently, children and young people’s perspectives have been largely overlooked in considering optimal approaches to supporting their wellbeing at school. This article reports student views on the meaning of ‘wellbeing’ and how this is best facilitated, gathered as part of a large, national research project aimed at understanding and improving approaches to wellbeing in schools. The data reported here were gathered through 67 focus groups, involving 606 primary and secondary school students, across three Catholic school regions in different Australian states. Students provided rich accounts of how they view their wellbeing, conceptualised across three interconnected themes of ‘being’, ‘having’ and ‘doing’. They identified relationships with self, teachers, friends, peers and significant others, as central to their wellbeing. The findings point to immense potential in accessing and utilising children and young people’s views for change and reform in schools in the area of student wellbeing.  相似文献   

5.
The Transform Autism Education (TAE) project is a tri‐national teacher training scheme involving Greece, Italy and the UK, whose purpose is to set up training projects to facilitate the educational inclusion of autistic children. Running over three years from 2014 to 2017, the involvement of autistic participants has been the source of some discussion. Here, TAE team members Wood and Milton reflect on narratives of participation, acceptance and struggle which emerged during a workshop they ran in Greece. Derived from 11 non‐autistic and two autistic participants, and analysed via discourse analysis, these stories suggest a high value placed on autistic participation by non‐autistic TAE team members, but an unwitting tendency to ‘other’ autistic people and a lack of awareness of the power differential. Meanwhile, as the autistic team members describe how educational and social participation can be achieved, the implications for autism education researchers and practitioners are discussed.  相似文献   

6.
What happens when a team of university education researchers initiates a social justice learning project in a local high school, and – despite the overall project’s considerable successes in cultivating students’ critical political ‘voice’ – is confounded by the periodic, apparent ‘silences’ of some of its young female students? Drawing on eight years of fieldwork in a groundbreaking high school social justice education classroom, this article examines the presumptions inherent in certain forms of social justice pedagogy, and the ways in which ensuing classroom disjunctures may, in fact, lead to deeper insights about education for youth critical social consciousness. The article focuses on two, interrelated issues: the unsettling and sometimes confounding ‘silences’ of female students and the correlation between such silences and social justice educators’ attenuated ability to recognize and support the myriad ways in which minority female students may encounter, negotiate, and articulate their own particular forms of Freirian conscientización.  相似文献   

7.
This paper uses one national case to illustrate how diverse ideological agendas of central state agencies contest the discursive space within which major education policy reforms are developed. In Aotearoa New Zealand in 1988, ‘self‐managed’ schools were promoted ostensibly to allow parents more say in their children’s education and local school administration. The Tomorrow’s Schools reform policy texts included an existing social democratic partnership rhetoric, positioning principals as professional leaders working collaboratively with elected parent boards of trustees. However, the new ideology of ‘parental choice’ of school within a local schooling marketplace, underpinned by a chief executive or market managerial model of principalship, was later operationalised through mechanisms of ‘steerage’ from the centre. To explain this shift, we examine selected policy text pre‐cursors to the reforms and identify how contrasting forms of ‘principal’ and ‘teacher’ identity emerged within social democratic, neo‐liberal and market managerial ideologies. We further show that while radical (Treasury) market liberal arguments for labour market deregulation and consumer choice failed to gain widespread support, the State Services Commission preferred market managerialist strategies for promoting public accountability of schools (based on aggregate student achievement outcome data and centrally determined national educational priorities) were successfully embedded during the 1990s.  相似文献   

8.
This article reports the findings of a project funded by the Joseph Rowntree Foundation, which explored the participation of children in out‐of‐school recreational activities. The experiences of children living in poverty were compared and contrasted with their more affluent peers. The aim of the project was to explore these out‐of‐school activities as sites of learning and to identify the impact of the children's experiences on the development of individual ‘learning identities’. Through in‐depth interviews with 55 children it was concluded that there were substantial differences in levels of participation and in the learning gained from these activities by two different groups of children, and stages in the development of their different dispositions towards the activities were shown. Attempts to identify the roles occupied by the children within a community of practice led the authors to question the extent to which the terms ‘core’ and ‘periphery’ can adequately account for the activity within such a community.  相似文献   

9.
Over the last decade, various organisations, scholars and educators across the globe have been arguing for the need to foster dialogue between and with children regarding the world they want to have, in terms of both justice and sustainability. Research has shown that stories and storytelling have a world-making and world-changing character that may trigger children’s social imagination on social justice issues and help them play a participatory role in society. In this context, the study presented here aimed to empower children to speak up for their beliefs and to become active agents of change in relation to social justice issues. To meet our research goals, we developed workshops around traditional folktales, which we implemented in four schools in Cyprus. During these workshops, we promoted critical dialogue for social justice issues through pertinent collaborative storytelling activities. Collaborative storytelling is a method that can involve participants in critical dialogue, enabling them to produce innovative and creative counter-stories. This can potentially deepen their perceptions about social justice, while also allowing them to communicate the knowledge they have built in engaging and accessible ways. Data collection included observations during workshops, as well as post-implementation interviews with a purposive sample of child participants. Our findings suggest that the children deployed either a ‘we are all different’ or a ‘we are all the same’ discourse to define social justice. Nonetheless, as the project progressed, they seemed to gradually turn to a ‘we need to see injustice to be able to act against it’ discourse. This project aims to contribute to academic discussions on promoting dialogue with children on social justice issues, and cultivating children’s metacognitive skills about societal injustices.  相似文献   

10.
This study analyses and describes the links between the curriculum policies of one urban school district in the US and an intervention by the economics firm Standard &; Poor’s (S&;P). It characterizes the languages and values introduced to the district leadership by S&;P as ideologically neoliberal. This school‐level case study that makes clear the connections between the introduction of neoliberal languages and values, local‐level curriculum policies, and the resulting experiences of teachers and children in the US. In the end, it offers a case study of the ways corporate forces, such as S&;P, are extending their reaches beyond national and state‐level policy bodies to local communities to further legitimize the neoliberal project and to ‘reform’ schools in ways that grow their own profitability.  相似文献   

11.
This study examines the effectiveness of service-learning as a pedagogical approach that seeks to bridge the gap of understanding between predominantly White undergraduate preservice teachers (PSTs) and diverse students at a local elementary school. Analysis of ‘before’ and ‘after’ reflective papers and surveys from 23 PSTs enrolled in an entry-level education course as well as reflective letters from 41 fourth-grade students, revealed that prior to the project, PSTs feared that students’ language barriers or home circumstances might prohibit them from understanding or valuing the concepts introduced through the project. In PST ‘after’ reflections, PSTs expressed their new realizations that teaching is complex and requires careful preparation, that the children were ‘less different’ and more engaged than they expected, and that they can make a difference in children’s lives. Benefits to the children include development of new and usable social skills and an increase in their interpersonal confidence.  相似文献   

12.
A major concern in the area of television's effect on children has been how children interpret both the content and form of the medium. As a form of representation, television has its own code. Messages are transmitted by manipulating this code. The last decade has seen a growth of interest in ways of combating the influence television has on children by increasing their awareness and understanding of the conventions of the medium. The research described here is a media literacy project that takes children ‘behind the scenes’ of television's ‘magic’ by providing them with the opportunity of producing a programme for community access cable television. This was accomplished by having two groups of grade five children experience a 10‐week media literacy curriculum. Following the curriculum phase, one group ‘produced’ a programme for telecast at the local cable studio. Pre‐, post‐, and long‐term media literacy tests were administered to the two groups and a control group. Results reveal that not only did the groups who had experienced the media literacy curriculum perform significantly better on the test, but also that their scores improved significantly between post‐and long‐term testing. In conclusion, the media literacy curriculum led to significant increases in understanding of media‐related concepts.  相似文献   

13.
This paper re-examines the purposes of a planned and intentional parenting style – ‘concerted cultivation’ – for different middle-class groups, highlighting that social class fraction, ethnicity, and also individual family disposition, guides understandings of the purposes of enrolling children in particular enrichment activities. We examine how parents and their children engage in extra-curricular activities for instrumental reasons with a view to securing skills, qualities and distinction for the future. Additionally, however, enrichment activities are understood as offering present-day values such as enjoyment, social bonding and purposeful activity. The paper also highlights that current policy and broader commercial discourses call for the increased responsibilisation and intensification of parenting, which means that ‘good’ parents are required to ‘buy into’ extra-curricular activities for their children, with concomitant implications for those whose access to activities is limited by economic circumstance.  相似文献   

14.
This study focuses on admissions criteria used for ‘comprehensive’ secondary schools in London, UK. It was found that schools whose admissions were controlled by the local authority were more likely to report giving priority to children with medical/social needs and special educational needs than were schools that controlled their own admissions; the latter were more likely to report the use of various potentially ‘creaming’ criteria. There was also more ‘selectivity’ among London comprehensive schools with autonomy over admissions, with higher proportions using potentially selective admissions criteria than in the rest of England. Moreover, it was found that schools with responsibility for their own admissions had lower proportions of pupils with special educational needs and obtained higher scores in public examination ‘league tables’ than schools whose admissions were controlled by the local authority. The findings suggest that some schools, although nominally ‘comprehensive’, appear to restrict access to certain groups of pupils.  相似文献   

15.
This paper explores the implementation of formative assessment through the ‘autism lens’ in order to analyse why the process can be exclusionary for some learners on the autism spectrum. The central thesis of the paper is that, where teachers have no understanding of the autism learning style, they are likely to revert to a normative, ‘majoritarian’ construction of learning. Two problems may flow from this. First, majoritarian assumptions about learning could dominate the inferential process that is the foundation stone of formative assessment. This could lead teachers to mis-read what is going on inside the heads of learners on the autism spectrum, and cause them to make partial and inaccurate inferences about their learning. Second, majoritarian assumptions may also inform the interactive process that underpins formative assessment. Social interaction can be challenging for learners on the autism spectrum and can limit or exclude their participation unless sensitive modifications are made to the social and communication environment. The case is, therefore, made for teacher awareness of a ‘minoritarian’ perspective that foregrounds knowledge and understanding of the autism learning style. Arguably, this knowledge and understanding could enable teachers to adapt the formative assessment process so that it is more effective and inclusive for this group of learners.  相似文献   

16.
This paper examines the degree and nature of universities’ interaction with their communities from the perspectives of individual academics. It considers whether academic values and practice tend toward a ‘detached’ or ‘universalist’ perspective in which location is largely redundant and any perceived ‘community’ has a global character, or whether values and practice in fact indicate a significant perhaps substantial degree of community engagement at a local, regional or national level. We explore interaction with the community which takes a broadly ‘civic’ form, and that which is of more specifically economic relevance. This issue is of great importance at a time when higher education has become a more obvious object of political scrutiny, both in terms of its use of public funds and its more general social and economic purpose. Our findings are based on a postal questionnaire administered to a sample of academics, and a series of follow‐up interviews with a smaller sub‐sample of respondents. We conclude that academics exhibit a strong commitment to engagement and interaction with their communities both in principle and practice; that such interaction often takes place at a variety of geographical levels; and that it is often accomplished under less than propitious circumstances.  相似文献   

17.
Educational outcomes for looked-after children on the autism spectrum are significantly poorer than for autistic children not being looked-after by their local authority (those ‘in care’), and poorer than for most other groups of children with special educational needs who are looked-after in England. Such poor outcomes have led to calls for specific attention to be paid to the needs of autistic looked-after children within the care of local authorities. There is also evidence that the numbers of autistic children being looked-after by local authorities could be under-represented in official figures. This study sought to find the current numbers of autistic looked-after children formally recorded across local authorities in England, and whether their needs are given special attention via strategic planning and oversight, using freedom of information (FoI) requests sent to all local authorities in England. From the 147 (97%) local authorities who responded, approximately 3% of looked-after children in England are recorded as having an autism spectrum diagnosis, although this is still very likely to be an underestimation. The majority of local authorities do not routinely monitor or report on the diagnostic status of autistic looked-after children at a strategic level. Implications for research and practice are discussed.  相似文献   

18.
This article explores the views of six higher education students with autism/Asperger syndrome. The research draws upon social identity theory to explore how participants made meaning of their label. There was consensus that information given at the point of diagnosis generally did not reflect their individual experiences. First‐hand accounts tended to be perceived as more personally relevant. The ‘Asperger’ identity was generally framed as fragile and inconsistent, leading some individuals to distance themselves from it. This may be problematic for a group that is already disadvantaged and isolated. However, participants conveyed strong self‐images regardless of how and whether they identified with their diagnosis, which was attributed to their relative privilege in achieving higher education and therefore experiencing success and achievement related to their personal strengths. In this article, Andrea MacLeod, Ann Lewis and Christopher Robertson, from the University of Birmingham, call for researchers and relevant services to involve autistic individuals directly in fostering a constructive ‘autism identity’.  相似文献   

19.
The editors of a recent special edition of Qualitative Studies in Education map a new field of post-qualitative research and raise fundamental questions about core concepts such as ‘method’ and ‘data.’ They ask whether qualitative inquiry as we know it is any longer possible if we understand language, the human and the material as completely imbricated. In taking up the relation between language and representation as core to what is proposed as the ‘new new,’ the paper examines these questions in relation to data generated in a project called ‘Love Your Lagoons’ conducted with 10 schools and 300 children in Sydney’s water catchment. In particular, the paper focuses on data from one secondary school that offered ‘Regeneration’ as a sport option in which the students walked to their local Redbank Creek every week and spent time there. By closely attending to the circumstances of the collection of data and analyzing it through approaches offered within the ‘new new,’ insights into the relationship between language, materiality, and the human are offered. Summary comments are made about the politico/ethical project of the post-human I and the relevance of data and method to such post-qualitative inquiry.  相似文献   

20.
ABSTRACT

Schooling has long been studied for its role in class formation and reproduction, Australian government secondary schools have also traditionally been associated with ‘the local’ and with ‘nation building’. Some schools might now also be engaged with ideas of the ‘the global’ not only through policy practices and priorities, but also through the social dynamics of migration and movement. In globalizing times neither class formation nor schooling can be thought of simply in national terms. They are connected to globalizing forces yet cannot be divorced from their national specificity. We suggest that within Australia recent and historical emphases on skilled migration are pivotal to considering local connections to global middle class circuits. We argue for new approaches to studying the school experiences of global middle-class families and students, through a focus on transnational connectivities, generational dynamics, family and social life, rather than on more ‘culturalist’ approaches and national comparisons.  相似文献   

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