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1.
Inner‐city femininities and education: ‘race’, class,gender and schooling in young women’s lives 总被引：1，自引：1，他引：1
This paper considers how urban, ethnically diverse working class girls’ constructions of femininities mediate and shape their dis/engagement with education and schooling. We discuss how girls generated a sense of identity value/worth through practices such as ‘speaking my mind’—which prioritized notions of agency and visibility and resisted the symbolic violences associated with living social inequality. However, we argue that this strategy was inherently paradoxical because it countered dominant discourses of the normative (middle class) female pupil and hence resulted in drawing girls into conflict with schools—a position that many girls came to ‘regret’. We illustrate how the girls’ attempts at resistance and transgression were constrained by gender‐ and class‐based discourses around moral worth, as girls struggled to be recognized as ‘good underneath’ and attempted to ‘change’ over the course of the project and their final year/s of schooling (to ‘become good’). This process, we suggest, illustrates the implication of reflexivity in the production of gendered and classed identities and inequalities, and illuminates how an internalization of multiple discourses of authority and surveillance of the self is integral to the production of the working class female educational subject. 相似文献
2.
Catherine Doherty 《课程研究杂志》2013,45(5):705-722
This paper reflects on how relevance has been invoked as a curricular principle, both by students and teachers, in curriculum documents and in curriculum theory, to explore its variously conceived parameters and conditions. By posing the questions ‘relevant to whom?’, ‘relevant to what?’, ‘relevant how?’ and ‘relevant when?’ this paper exposes relevance as both a curricular virtue and a curricular constraint. It draws on an empirical project undertaken in the prevocational curriculum offered in Australia’s recently extended compulsory schooling for students in non-academic pathways. Data vignettes offer windows into two settings to exemplify the different ways relevance can be interpreted, stretched or contested. Using Bernstein’s distinction between vertical and horizontal discourses and knowledge structures, the analysis identifies what is gained and what is lost when relevance, variously defined, serves as a principle for curricular selection. 相似文献
3.
This article draws on data collected during a pilot study conducted in two west London schools exploring young people’s understandings of success. It considers ways in which ‘discourses of success’, as part of New Labour’s project of re‐inventing schooling, may shape young people’s subjectivity. The article examines articulations between New Labour policy and aspects of social difference and how these structure new identifications with success. In particular, the article explores how class, gender and ethnicity shape discourses of success and how they are implicated in their distribution. In conclusion, the article indicates how current education policy (particularly in relation to educational success) articulates the ‘public’ domain with dimensions of the ‘private’ self and suggests that understanding this is vital in the pursuit of social justice. 相似文献
4.
This paper explores the ways two young women, living in Australia, make sense of themselves, their activities, and futures. The two young women come from two different schooling contexts—a prestigious private school and a government school. We analyse their self‐narratives in relation to neoliberal discourse, and consider how, and with what effects, their school contexts privilege and make available neoliberal discourses, and work to produce different subjectivities and notions of ‘worthwhile’ or ‘good’ lives. Conceptualising schools as sites of subjection, we analyse the discourses that their respective schools make available to the young women, and how they have appropriated them. We suggest that the different exposure and access to neoliberal discourses position the women very differently in terms of future possibilities and work‐life scenarios in the neoliberal economy. In that way, the article seeks to make a contribution towards understanding schools as implicated in social (re)production and in the (re)production of classed subjectivities. 相似文献
5.
Weijian Wang 《International journal of qualitative studies in education》2019,32(7):947-961
This article uses a queer lens in an intersectional analysis of students’ schooling experiences in rural China. I argue that a queer perspective has been largely neglected and issues related to sexuality have not been carefully investigated in Chinese educational contexts. Drawing on queer theory and an intersectional framework, I re-interpret one of my earlier qualitative studies ‘queerly’ and examine the different ways that the discourses of sexuality and gender shape rural Chinese students’ schooling lives. Findings reveal that these discourses marginalize both effeminate boys who demonstrate ‘too little’ masculinity and male ‘troublemakers’ who perform ‘too much’ masculinity. This queer route of rereading also disrupts other constructions of normalcy associated with class- and place-based identities, such as students’ ‘half-rural identity.’ The analysis shows the importance of foregrounding the intersectional dimensions of inequalities and embracing a queer theoretical framework in understanding rural education in China. 相似文献
6.
Inclusive schooling policy: An educational detective story? 总被引：1，自引：0，他引：1
Julianne Moss 《The Australian Educational Researcher》2003,30(1):63-81
Since the publication of the Salamanca statement (UNESCO 1994), inclusive schooling has formed a growing part of the deliberations of the special education community. Inclusive schooling research in Australia in the main continues to reproduce traditions of the special education field, emphasising the dominant psychological perspectives that have been superimposed on inclusive education discourses. At the fifth International Congress of Special Education (ISEC 2000) held in Manchester, ‘the death knell of the concept of special education’ (ISEC 2000) was announced. The concept proposed by Mike Oliver, Professor of Disability Studies at the University of Greenwich, asserts an end to understandings of diversity dependent on medical, psychological and charity-based discourses. From a recent study of inclusive schooling policy, and drawing from poststructuralist methodology, I suggest an approach to research, policy development and practice that questions traditionalist theorising in the special education field. Reflecting on the implementation of the Inclusion of Students with Disabilities Policy (DECCD 1995) in the Tasmanian government school system, I outline my alignment with Oliver’s view and highlight how questions of epistemology and reconstructions of research methodologies are central to rethinking understandings of difference. I also illustrate a methodological orientation that offers possibilities for a different science to take place, thereby understanding diversity as multiple and contradictory — and beyond the single ‘detective story’ (Gough 1998) of the medical, psychological and charity-based discourses that circulate in schools as the populist conceptions of ‘inclusion’. 相似文献
7.
8.
Ruth Boyask Jean C. McPhail Baljit Kaur Kane O'Connell 《Discourse: Studies in the Cultural Politics of Education》2008,29(1):19-34
Through an exploration of two experimental schools, Oruaiti (1950s) and Discovery 1 (2000s), we aim to understand the socio-political contexts that create spaces for experimentation and examine their impact on mainstream schooling. Caught between competing, often contradictory, discourses such experiments struggle between the ‘regeneration’ and ‘reproduction’ functions of schooling. However, we argue that while they have limited impact on mainstream school reform, they contribute ideas of a democratic society and its citizenry. Consequently, they provide ‘windows’ into real-life laboratories in which social debates regarding the function and power of schooling, and specific visions of democracy are played out. 相似文献
9.
This article aims to theorise a storyline account of a collaborative three-year action research project into schooling re-engagement using a Bourdieusian framework. In the article we discuss how we (two teachers and a social worker) developed an alternative senior secondary school that re-engaged a sizable minority of marginalised young people back into formalised learning and consider how this school became a significant and sustainable educational alternative. Our work during this developmental period drew us into community-based activism enacting socially just curricular and pedagogical experiments. Through networked political action for schooling justice in concert with critical friends (our university partners), the marginalised young people we worked with and supportive regional youth stakeholders, we reconstructed our professional habitus as professionals into a more enabling rendering and strived to proffer through our relational, pedagogical and curricular work with students more of a transformative habitus. Our curricular and activist work inside the community extended the field of schooling relations into a more socially just orientation. This more enabling community field merged with our schooling field and enabled us to source political capital engendering secure, recurrent school funding and a purpose-built schooling facility. We claim that the market logics of schooling significantly influenced our beginning enrolment growth trajectory, and discuss how these logics compromised our ability to break through Bourdieu’s notion of the ‘destiny effect’. Since its inception in 2003, the Second Chance Community College has offered a comprehensive senior secondary schooling programme for more than 1000 young people. Throughout its 12-year history, the majority of students have gone on to secure work, apprenticeships and tertiary study but only 10% of students have successfully completed their final year of schooling. 相似文献
10.
Kate le Roux 《Teaching in Higher Education》2019,24(2):231-247
As public universities seek to be locally responsive and compete internationally, tensions arise between expansion and equity, and between discourses of neoliberalism and social justice. This article focuses on how students navigate these tensions, and the implications for how they can act, interact and be. Norman Fairclough’s three-level view of the social and language, and his method of critical discourse analysis are used to analyse longitudinal interviews with an undergraduate science student. This student is, on account of his home and schooling, considered ‘historically marginalised’ at an historically-white, English-medium South African university. The results show how the student navigates multiple positionings that draw on notions of class, language, independence, progress, choice, care, and so on. It is argued that while universities should support students to navigate some of these tensions, there is a need to re-imagine structuring discourses related to the ‘normal’, ‘independent’ university student. 相似文献
11.
《Educational Philosophy and Theory》2013,45(6):885-906
This article draws on Foucault's concept of governmentality to explore how recent political moves to legalise ‘flexibility’ mobilises education authorities to make ‘community’ a technical means of achieving the political objective of schooling the child. I argue that ‘flexibility’ in this sense is a neo‐liberal strategy that shifts relations between the governed and the State. In this way, it transforms the idea of schooling from a State run institution for the purpose of ‘community building’ to a community run institution for the purpose of making parents governable by both instrumentalising and institutionalising individualism through the force of community membership. Rather than a form of liberation from bureaucratic rule, the paper exposes how ‘flexibility’ acts as a normalising strategy that works with difference to entangle parents as community members in the process of schooling the child through the moral obligation of the contract. 相似文献
12.
This paper analyses data from a longitudinal study which foregrounds the category of ‘place’ to ask: How do new teachers learn to do their work, and how do they learn about the places and communities in which they begin teaching? Surveys and ethnographic interviews were carried out with 35 new teachers over a three-year period in a region of rural Australia known for its disadvantage. In this paper we focus on the analysis of ethnographic data about ‘community’ which revealed that these new teachers understand the relationship between schools and communities in superficial ways through commonly circulating categories of school-community relationships. Cutting across these categories, however, a storyline analysis revealed that they enacted community through entrenched and taken for granted binary discourses of community as either a cosy place of belonging and comfort, or an abject place of deficit and disadvantage. The failure of new teachers to develop a more nuanced understanding of comfortable communities, and the abjection of communities that are different from their own classed experience, raises important questions in relation to outcomes for rural and regional children. We suggest that the site of teacher education, and the first years of teacher learning at work, are critical for learning ‘community’ as our study suggests that these assumptions become more entrenched as new teachers are further socialised into the institution of schooling. 相似文献
13.
This paper provides insights into teacher and school-based administrators’ responses to policy demands for improved outcomes on high-stakes, standardised literacy and numeracy tests in Australia. Specifically, the research reveals the effects of the National Assessment Program – Literacy and Numeracy (NAPLAN), and associated policies, in the state of Queensland. Drawing suggestively across Michel Foucault’s notions of disciplinary power and subjectivity, and Pierre Bourdieu’s concept of social fields, the research utilises interviews with teachers and school-based administrators to reveal how high-stakes, standardised testing practices served to discursively constitute performative teacher subjectivities around issues of funding, teacher and school reputation and target-setting within what is described as the ‘field of schooling practices’. The paper argues that the contestation evident within this field is also reflective and constitutive of more educative schooling discourses and practices, even as performative logics dominate. 相似文献
14.
Jeffrey Smith 《Gender and education》2007,19(2):179-198
The ongoing moral panic surrounding adolescent boys continues to cause concern, proving pivotal in popular discourses centring on the ‘problem of youth’. Drawing on ethnographic data from a large co‐educational secondary school, this paper illustrates how school outcomes are adversely affected by working class boys' investments in peer regulated ‘hegemonic’ masculinity. Echoing traditional working class masculine identities formed in relation to the physical requirements of industrial labour, these performances reject associations with activities constructed as ‘feminine’, leading to disaffection with schoolwork. The paper argues that, in a school culture of pervasive homophobia, some teachers paradoxically acted as ‘cultural accomplices’, naturalizing compulsory heterosexuality in engaging alienated and disruptive young men. Moreover, evidence suggests that this is an emerging response to managerialist pressures to ‘continuously improve’ grades by adopting ‘boy friendly’ approaches. This renders questionable strategies predicated on naturalizing assumptions about boys and makes problematic calls for more ‘role models’ without investigating how gendered pedagogies affect schooling for girls and boys. 相似文献
15.
Carol Reid 《International Journal of Inclusive Education》2013,17(6):617-631
This paper reports on a study into schooling responses to youth crime in south‐western Sydney, Australia. The project was a partnership between the New South Wales Department of Education and Training and the University of Western Sydney’s School of Education. Specifically, the paper analyses interviews with school leaders who were interested in understanding how to support young people constructed ‘at risk’ of engaging in criminal activity. A content analysis, drawing on the concept of ‘emotional capital’, revealed discourses of safety, hope, engagement, and justice and fairness in the narratives of participants. The various ways in which ‘emotion’ is operationalized in education is explored so that the nature of emotional capital and its class and gendered inflections are made clear. Emotional capital, as a theoretical framework, also provides new insights into the strategies used by school leaders and helps situate the experiences and interests of the participating principals and key staff in the schools in this study. 相似文献
16.
George J. Sefa Dei 《比较教育学》2005,41(3):267-289
This paper explores how African learners and educators work with difference and diversity in schooling populations. Using a Ghanaian case study the paper offers lessons on/about how local discourses relating to ‘inclusivity and nation building’, ‘minority’ and ‘difference’ can inform debates about educational change and guide broad policy initiatives in pluralistic settings. While difference is affirmed, in some circles it can be said Ghanaian educators have not necessarily been responsive. It is contended that Ghanaian, and for that matter, African education, since historical times, has been approached in terms of its fundamental contribution to national development. In emphasizing the goal of post‐independence national integration, ‘postcolonial’ education in Africa has denied heterogeneity in local populations as if difference itself was a problem. With this orientation education has undoubtedly helped create and maintain the glaring disparities and inequities; structured along lines of ethnicity, culture, language, religion, gender and class, which persist and grow. By pointing to how local subjects (educators, learners and policy‐makers) link identity, schooling and knowledge production this paper implicates the search for genuine educational options or alternatives for Africa. 相似文献
17.
Noortje van Amsterdam Annelies Knoppers Inge Claringbould Marian Jongmans 《Gender and education》2012,24(7):783-798
This article explores how Dutch physical education (PE) teachers discursively construct body differences between students related to gender, (dis)ability and health. Our results show how disciplinary technologies of categorisation and normalisation are embedded in two distinct discourses that our participants used: the discourse of naturalness for explaining and managing differences in gender and ability and the discourse of transformation for explaining and managing differences in health. Both these discourses produced body norms in PE as male, abled and slender. However, how the teachers managed deviance and normalcy varies per discourse. ‘Fat’ bodies that were produced as deviant through the discourse of transformation were disciplined in explicit ways. The use of the discourse of naturalness resulted in justification and naturalisation of perceived differences in gender and (dis)ability and practices such as differentiated teaching. 相似文献
18.
Set in the context of a teacher education program, this study examined how three White pre-service teachers participate in book club discussions of children’s literature. We asked: When White pre-service teachers are in a context that enables talk about race, racism and anti-racism, what do they talk about? What conceptual and discursive tools do they use? We were guided by these questions, along with theoretical perspectives of racial literacy, multicultural discourses and a form of critical discourse analysis referred to as ‘positive discourse analysis’ or ‘reconstructive discourse analysis’. Our analysis illustrates that the participants held two questions, what constitutes racism and what makes a person a White ally, without firm resolution in the form and function of their talk. Their discourses illustrate that racial literacy involves what teachers say and also a willingness to stand in the space of indeterminacy, which may create space for new social positions. We argue for a continued theorization of critical discourse analysis alongside of racial literacy and multicultural discourses. 相似文献
19.
DEBBIE HILL 《International Journal of Lifelong Education》2013,32(4):307-321
This paper examines ways in which we, as teachers, can promote our students' critical awareness of the domesticating power of the very definition of education that is commonplace in contemporary discourse. It highlights how a first-year introduction to philosophy of education module encourages students to begin to ‘read their world’ by challenging not only the conventional renditions of education as simply ‘schooling’ but also those accompanying notions of ‘relevant learning’ that are commonly associated with an institutional and vocational focus. A further purpose of this paper is to highlight how a critical analysis of an individual's own social learning is a necessary prerequisite to personal growth and potential social transformation correspondingly. Such an analysis, it is argued, constitutes a direct assault on a much more invisible form of ‘banking’ educational practice than many Freirean educators have previously acknowledged. 相似文献
20.
This article draws a comparison between the Portuguese in relation to British and French discourses on overseas educational policies at the turn of the nineteenth to the twentieth century until the 1930s. It focuses on three main colonial educational dynamics: school expansion (comparing the public and private sectors); State–Church relations (comparing these relationships at the European and colonial levels); and missionary competition (comparing Catholic with Protestant strategies towards educational incorporation). Colonial discourse is seen here as a power‐knowledge discourse aimed at constructing the colonial subjects as individuals, enabling them to imagine themselves as belonging to a particular cultural polity. The article intends to show how cross‐national discourses on education affect the principles on which theories of schooling are built and the ways in which they influence the first attempts to systematize pedagogical and school models in the colonial peripheries. On the other hand, it tries to understand, within government technologies of domination, the conflicting views, negotiations and ambiguities between global policy formulation and local school system implementation. In this sense, the author sought to analyse the different ways in which concepts such as ‘assimilation’, ‘civilizing mission’, ‘adapted education’, and ‘learning by doing’ were mobilized and appropriated into the colonial education discourses in order to legitimize particular governmental strategies. Two main ideas run through the text: the first attempts to demonstrate the existence of discontinuities between official educational ideologies at home and local system and school expansion strategies in the colonies. The second claims that educational borrowing from other colonies at the Empires' peripheries was, more often that is thought, a crucial feature of colonial educational discourse. 相似文献