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1.
Andrée Gacoin 《Discourse: Studies in the Cultural Politics of Education》2010,31(2):165-178
This paper draws on engagements with ‘voice’ in youth studies and ‘student voice’ work in order to interrogate the limits and opportunities of the call to ‘youth voice’ in HIV prevention discourses. Building on the limitations and opportunities within the debates of the ‘who’, ‘what’ and ‘how’ of speaking and the construction of the youth subject, the author argues that, unless there is commitment to working within the contradictions and instabilities inherent in these debates, ‘youth voice’ risks becoming a powerful discursive technique whereby the blame for failing to prevent HIV is put onto an essentalised category of ‘youth’ as ‘other,’ allowing ‘us’ (the researcher, international development practitioner, technical advisor, policy maker, donor) to escape blame. The author concludes by returning to the notion of an uncertain dialogue and ways in which ‘youth voice’ can begin to work productively within the discursive spaces of HIV prevention. 相似文献
2.
The International Baccalaureate and a framework for class consciousness: the potential outcomes of a ‘class-for-itself’ 总被引：1，自引：0，他引：1
Tristan Bunnell 《Discourse: Studies in the Cultural Politics of Education》2010,31(3):351-362
The International Baccalaureate (IB) examination system in early 2010 was on offer in 2700 schools in 139 countries. Since 1999, the Geneva-registered IB has created a platform for image consolidation, product standardization, and technological linkage. Out of this has emerged a globally branded ‘IB World’, educating the ‘IB Learner’, using an outcomes-based ‘IB Learner Profile’, and ‘IB Community Themes’. It is soon to be aligned within an ‘IB Association’. This creates a potential framework for class consciousness. The ‘IB Learner’, forming a ‘class-in-itself’, might form a self-conscious social grouping, a ‘class-for-itself’. This paper explores possible outcomes, within the context of two ‘agendas’. The ‘agenda for global peace’ desires an irenic class, tolerant and culturally aware. Within the context of an ‘agenda for global business’ a more inner-directed class might appear, sympathetic to globalization and the needs of Capital. Alternatively, a ‘third way’ could appear; a class who is business-oriented but socially-responsible. 相似文献
3.
Within a context of global reform agendas that promote economic ideologies in education the discourses surrounding ‘school failure’ have shifted from ‘individual risk’ to ‘a nation at‐risk’. Enhancing the quality of schooling through improving educational outcomes and standards for all, and thereby reducing ‘school failure,’ is simultaneously constructed as enhancing both social justice and a nation’s economic advantage in the global marketplace. Within this broader context, this research explores the complexity of issues related to policy for students at educational risk through an analysis of the Education Department of Western Australia’s ‘Making the Difference: Students at Educational Risk Policy.’ This research adopted a theoretical framework of a ‘policy cycle’ (that allowed for an exploration of power relations within the policy process. Primarily, consideration is given to the competing social and economic discourses found within the policy text and subsequent tensions reflected and retracted throughout the policy process from macro (system), to meso (district) and finally to micro levels within the schools and classrooms. 相似文献
4.
《British Journal of Educational Studies》2012,60(3):243-252
ABSTRACT This paper traces the way discourses within early years policy and practice impose meanings onto the signifier ‘play’. Drawing on Bernstein's conceptualisation of recontextualising strategies, we explore how these meanings regulate troubling excesses in children's ‘play’. The analysis foregrounds an underlying question about the hold the signifier ‘play’ maintains within discourses that appear antithetical to traditional understandings of ‘play’. 相似文献
5.
《Ethnography and Education》2013,8(2):182-195
Becoming familiar with ‘the field’ location and its inhabitants is a natural and important part of ethnographic research. However, little has been written about how operationalising a ‘familiarisation period’ within an ethnography can form the foundation on which fieldwork can be built. By reflecting on the experience of employing a familiarisation period within an ethnography with young children, this paper explores how key principles may be used to enhance research practice. The paper argues that the outlined principles of familiarisation are an important aspect of ethnography which need to be engaged with at the start of a study and also form a part of the reflexive process of ‘being in the field’. It is also argues that the familiarisation can be an important tool in effectively accessing children's ‘voice’ and working with so-called ‘hard to reach’ groups. 相似文献
6.
Notions of culture, ethnicity and identity are highly political (and also personally meaningful) issues within diasporic communities. Complementary schools are particularly interesting sites in this respect, as they are often set up with an explicit cultural agenda of ‘preserving’ or ‘maintaining’ ‘traditional’ culture and language within diasporic communities. In this paper, we draw on qualitative data from an ESRC funded study conducted in six Chinese complementary schools to consider how pupils (n=60), parents (n=24) and teachers (n=21) in these schools construct and negotiate issues of culture and identity. We consider the ways in which the cultural agenda of the schools is constructed and experienced, teasing out the ways in which cultural discourses and pupil identities are deployed (and resisted, reworked) within the space of Chinese schools. Finally we consider the extent to which the schools are perceived by the young people to be ‘successful’ (or not) in their efforts to make pupils feel ‘more Chinese’. 相似文献
7.
Ian Cushing 《British Educational Research Journal》2021,47(1):23-41
This article presents an analysis of various language policy mechanisms currently circulating in secondary schools in England, with a particular focus on those that intermingle ‘language’, ‘standard English’ and ‘discipline’. Although the connections between language, ideology and behaviour are well established within critical educational linguistics, this has not been explored in relation to current education policy in England, which is characterised by an overt focus on standardised English and behaviour ‘management’. In a grounded approach, I explore how the disciplining of language correlates with the disciplining of the body, based on ethnographic-orientated fieldwork undertaken in a London secondary school and drawing on a broad range of policy mechanisms such as curricula, textbooks, classroom artefacts and Doug Lemov’s Teach Like a Champion industry. I show how the current linguistic conservatism found within government policy gets reproduced in school-level policies, pedagogies and classroom interactions, and highlight these relations within a network of policy actors and key terms associated with so-called ‘zero-tolerance’ and ‘no-excuses’ schools. I show how teachers are positioned as language policy managers who work within a system of surveillance, compliance, coercion and control. As such, this article contributes to current thinking within critical language policy and the sociology of education by offering an expanded view of language ideologies in schools, whereby connections between language and discipline are explicitly illustrated and critiqued. 相似文献
8.
Trisha Maynard Jane Waters Jennifer Clement 《Early Years: An International Journal of Research and Development》2013,33(3):212-225
The Foundation Phase for Wales advocates an experiential, play-based approach to learning for children aged three to seven years that includes child-initiated activity within the outdoor environment. In previous research, Foundation Phase practitioners maintained that children perceived to be ‘underachieving’ within the classroom came into their own when engaged in child-initiated learning outdoors. This study, which involved eight Foundation Phase teachers, aimed to explore these perceived differences as well as teachers’ perceptions of ‘underachievement’. It is concluded that the more natural outdoor spaces in which child-initiated activity took place appeared to amplify the effects of child-initiated learning and diminish the perception of underachievement; that engagement in this project enabled some teachers to see ‘underachievement’ as being distributed across people, place and activity; and that through constructing the outdoor ‘space’ as a ‘place’ embedded with positive meanings, children may have had the opportunity to reconstruct themselves as strong, competent children rather than as ‘underachieving’ pupils. 相似文献
9.
The impact of performative focused agendas on how teachers ‘do’ teaching and how children ‘do’ learning cannot be understated. While research continues to highlight the negative impact of ability grouping on children’s academic and social learning experiences in the classroom, policy imperatives (both global and local) continue to promote ability grouping as an ‘effective’ pedagogic tool for meeting the diverse needs of children, especially in the areas of numeracy and literacy. We argue that this is a symbolically violent process that negatively impacts the psychosocial positioning of children as they negotiate their identities within the figured world of the primary school classroom. This in turn influences their learner identities, as well as their perceptions of their ability to learn. Drawing on data collected with 100 children in three case study schools, we show how ability grouping evoked strong emotional and psychosocial responses characterised by feelings of ‘shame’, ‘upset’ and ‘inferiority’ for those in the low-ability groups. In contrast, children placed in higher-ability groups felt a sense of ‘pride’, ‘happiness’ and ‘confidence’. Ability grouping maps a geography of affect within the classroom demarcating not only how children ‘do’ learning, but also how they embody learning through a particular feeling of ‘being’ a learner in the classroom. 相似文献
10.
Emma Perry 《British Journal of Sociology of Education》2013,34(4):525-543
Over the past 10 years, cognitive-behavioural programmes have come to be seen as a standard form of rehabilitation for offenders in the United Kingdom. However, the majority of research has tended to evaluate the programmes purely within the evidence-based context of the ‘What Works’ criminal justice agenda. By placing the programmes within their social and political context, this article suggests that they function as neo-liberal regimes of governance that aim to ‘responsibilise’ offenders. Through an analysis of interviews with probation practitioners, the article explores how ‘othering’ discourses relating to offenders intersected with gendered, classed and ‘raced’ social identities. Consequently, young white, working-class masculinities were constructed within this educational environment as impulsive, irresponsible and ‘cognitively deficient’. Thus, the article calls for a discursive shift away from cognitive-behavioural rehabilitation techniques and towards more genuinely inclusive, socially just, and holistic educational programmes for probationers. 相似文献
11.
Rachel Brooks 《British Journal of Sociology of Education》2005,26(1):55-70
‘Age’ is an important social category used to define individuals and groups within our society and, often, to structure access to power, prestige and status. However, within educational research, age has been relatively neglected when compared with other social categories such as gender, class and ethnicity. In an attempt to begin to explore the impact of age within schools and colleges, this paper focuses on students' and teachers' experience of mixed‐age learning groups within the UK further education sector. First, the paper outlines various assumptions about the distinctiveness of age groups that underpin much sociological theorizing as well as current educational policy within the United Kingdom. It then draws on an empirical study of six further education colleges in Yorkshire and the south‐east of England to suggest that the ways in which students and members of staff construct notions of ‘age’ and ‘age difference’ bear little resemblance to the models adopted by policymakers. Nevertheless, the paper goes on to argue that, although there was little consensus about where the boundary between ‘younger’ and ‘older’ learners should be drawn, most respondents were able to identify specific age‐related differences that they believed affected the process of learning. In particular, mixed‐age classes were believed to offer considerable advantages over more age‐homogeneous groups. The final part of the paper explores some of these putative advantages and discusses their significance in the light of current debates about the ‘postponement’ of adulthood and the nature of inter‐generational relationships. 相似文献
12.
Fabian Cannizzo 《高等教育研究与发展》2016,35(5):881-894
This article explores the role that universities play in shaping the relationship between academics and their work. Drawing on Miller and Rose's interpretation of our present era as being characterised by ‘Advanced Liberal’ governance, this article demonstrates how discourses seeking to govern academic labour enrol ideals about the academic and subjectify academic staff within strategies to govern their conduct. Entrepreneurial conceptions of ‘good’ academic conduct are valorised through such initiatives as performance evaluation, interdisciplinary research programmes and Graduate Certificates of university teaching and skills development. Drawing on the past literature and an analysis of three Australian public universities, this article proposes three ideals through which academics are enrolled into strategies to govern their conduct: ‘the career academic’, ‘the tribal academic’ and ‘the celebrity academic’. The centrality of an entrepreneurial sense of self within academic ideals contributes to the production of insidious effects within academic practices. The subjectification of academics, as entrepreneurial knowledge managers, may potentially produce strain within academics who fail to close the psychological distance between their self-perceptions and academic ideals. This article proposes that future investigations of the development of academic ideals and values should engage with an analysis of modes of self-government. The utility of self-government is explored in an analysis of the dynamic production of academic ideals within policies and programmes aimed at governing the behaviour of academic staff. 相似文献
13.
Ruth Squire 《British Journal of Sociology of Education》2020,41(3):377-392
AbstractThis article explores the recent emergence of ‘working-class student officer’ roles in students’ unions associated with elite UK universities. These student representative roles are designed to represent the interests of working-class students within their universities and sit alongside student representatives for liberation groups and/or student communities. Based on interviews with postholders and using Bourdieu’s concepts of habitus and field and Reay’s applications of a ‘reflexive habitus’, I explore how these students have come to assert a public and political ‘working-class student’ identity within their universities. Their commentaries reveal the ‘makings of class’ in a context where students are very aware of claims for recognition and the ‘hidden injuries of class’ and offer an insight into how working-class students are finding new ways to navigate their classed identities in HE. 相似文献
14.
《Journal of Further & Higher Education》2012,36(2):179-193
A survey of student satisfaction and dissatisfaction was undertaken within an undergraduate education studies cohort at a new university in the English Midlands. The cohort included both ‘traditional’ and ‘non‐traditional’ students and represented an increasingly typical ‘widened’ community of students within higher education. This student‐ informed survey enabled expression of facets of experience which were found to be deeply satisfying or deeply dissatisfying by the cohort and which also had the potential to impact upon their academic and social integration. The cohort was asked to link facets found deeply satisfying or deeply dissatisfying to the likelihood of their retention and degree completion or the likelihood of their exit from the institution. Themes emerging were concerned with teaching and learning, debt and money worries, workload and support. Many of the facets identified fall within institutional control and can be managed in order that both ‘traditional’ and ‘non‐traditional’ students may achieve integration, maintain their personal vision and be retained. The survey methodology employed can be adapted to accommodate contextualization within other higher education institutions. It is suggested that engagement with such survey methodology represents investment in both institutional, educational and financial health. 相似文献
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16.
Katy Pilcher 《Teaching in Higher Education》2017,22(8):975-990
Drawing upon student narratives gleaned through qualitative interviews, this paper argues that teaching and learning ‘sensitive’ issues surrounding gender and sexualities through ‘creative’ pedagogies can be a mode of resistance against the reproduction of problematic social discourses, and to the negative impacts of neoliberalism on student’s learning within higher education. The findings point to the importance of speaking about sensitive issues; the value of creative approaches for enhancing learning; and that together these can enable students to articulate an agenda for social change. Students saw the ‘personal as political’ – of sharing personal journeys around sensitive issues as important. They further spoke of ‘apathy’ in an neoliberal era of student ‘consumers’ and how this could curtail ‘creative’ teaching and jeopardise learning. Overall, it is argued that creative approaches to teaching and learning sensitive issues can invoke a resistant potentiality which exposes the ‘hidden injuries’ (Gill, 2010) of the neoliberal university. 相似文献
17.
Anastasia Liasidou 《Emotional and Behavioural Difficulties》2016,21(2):228-240
While acknowledging the discursive constitution of student identities through the interplay of unequal power relations and discriminatory processes, the article discusses the ways in which social, emotional and behaviour difficulties (SEBD) are ‘produced’ and ‘managed’ within current schooling. SEBD are routinely framed in terms of ‘psychopathologisation’ and managed through zero-tolerance policies and punitive interventions. In this way ‘difference’ is framed as a ‘behavioural problem’ in schools and used, as an ontological a priori, to legitimise the construction and management of subjectively defined ‘disordered identities’ through disciplinary procedures. Issues of power and identity politics are central to any attempt to analyse the complex and intersecting social and discursive factors which contribute to the construction, negotiation and definition of ‘disordered identities’. It is suggested that a human rights approach to difference and diversity requires that ‘challenging behaviour’ and ‘SEBD’ are understood and managed on the basis of an intersectionality-based policy analysis (IBPA) framework and that such an analysis should inform development of policies which take a holistic and socially just approach to understanding and managing students’ problem behaviour. 相似文献
18.
This research aims to understand the factors influencing international academic mobility within the Chinese higher education context. The inventory of University Students’ Perceptions of Influencing Factors for International Academic Mobility was developed and tested to enquire about Chinese university students’ perceptions of factors influencing their decisions on international academic mobility. The findings reveal that ‘mobility cost’, ‘quality of host institutions’, ‘future career prospects’, ‘financial aid and employment rate and income in host country’ play leading roles in international academic mobility. Important differences were identified in ‘gender’, ‘major‐ and family‐education background’. Hierarchical multiple regression analysis was conducted to predict the interest in mobility from the external factors. The results indicated that ‘future career prospects’, ‘quality of host institutions’, ‘mobility cost’ and ‘climate environment in host country’ emerged as significant favourable pull factors for Chinese university students' interest in mobility. ‘Geographical distance’ emerged as a significant unfavourable pull factor. ‘Impact from parents’ and ‘language and intercultural training of home institutions’ emerged as favourable push factors. ‘Economic situation of home country’ emerged as an unfavorable push factor. 相似文献
19.
John G. Sharp Brian Hemmings Russell Kay Carol Callinan 《Journal of Further & Higher Education》2015,39(5):612-644
This article presents detailed findings from the qualitative or interpretive phase of a mixed-methods case study focusing on the professional identities and lived experiences of research among six lecturers working in different capacities across the field of education in a ‘teaching-led’ higher education institution. Building upon the quantitative phase published earlier in this journal, factors both facilitating (e.g. research infrastructure, support for doctoral study) and constraining (e.g. time, space, workload, critical mass, ‘practitioner bond professionalism’, ‘organisational socialisation’, networks, roles and responsibilities, power relationships) research activity are identified. These are considered in the context of an institution often recruiting staff with ‘non-traditional’ backgrounds from within ‘the professions’ (e.g. from schools and colleges without doctorates) looking to become more ‘research-informed’ and establish a more vibrant and sustainable research culture. Recommendations for further development focus on ‘identity transitions’ and ‘cultural transformation’, emphasising the importance of research leadership and its distribution throughout the organisation. With current trends towards the apparent intensification and prioritisation of research activity over teaching, findings are considered particularly important for institutions of a similar nature to the one described here, for education departments in larger institutions also on similar journeys, and in light of an anticipated increase in demand for research activity arising from the expansion of higher education provision in further education and the private sector, where recruitment from within ‘the professions’ to teach across ‘vocational’ programmes is common. 相似文献
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