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This paper arose amongst the making and showing of a film and questions whether there are possibilities for interrupting powerful discursive frames that work at producing ‘the normal child’. Traditionally there has been a lack of interest in the use and critique of visual culture in educational research. Perhaps this lack of interest provides fertile opportunities to know something of the structure of education as a discipline, the rules that structure it and its deep grammar; it may also open up opportunities for disciplinary boundary-crossings where fields that embrace visual culture, such as photography and filmmaking, can bring their playfulness across binaries, including notions of certainty/ambivalence, to qualitative research in education. By turning to art theory, our aims are to interfere with our utopian longings that steadfastly cling to educational notions of the child. 相似文献
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《Educational Philosophy and Theory》2013,45(3):349-362
It is taken for granted that the complexity of the information society requires a reorientation of our being in the world. Not surprisingly, the call for lifelong learning and permanent education becomes louder and more intense every day. And while there are various worthwhile initiatives, like alphabetisation courses, the article argues that the discourse of lifelong learning contains at least two difficulties. Firstly, the shift from a knowledge‐based to an information society has revealed a concept of learning with an emphasis on skills related to information retrieval, dissemination and evaluation. Learning now is the constant striving for extra competences, and the efficient management of the acquired ones. Secondly, the discourse of lifelong learning suggests the autonomy of the learner. However, educational practices are organized in a way that ‘choosing to learn (particular things)’ has become the contemporary human condition. With reference to Marshall's notion of ‘busno‐power’, it is argued that—contrary to what one likes to believe—lifelong learning has become a new kind of power mechanism. 相似文献
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J. R. Lakshmana Rao 《Resonance》1998,3(12):55-61
Some commonly held erroneous notions about the terms laws, hypotheses and theories are pointed out with specific examples from different branches of science. 相似文献
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Holly Henderson 《Journal of Further & Higher Education》2018,42(8):1105-1117
This paper first argues for the importance of continued analysis of marketising discourses in Higher Education (HE), both despite and because of their ubiquity. Secondly, the paper looks specifically at college-based HE provision in English Further Education (FE). Using the ‘possible selves’ concept alongside critical discourse analysis, the paper analyses the representations of prospective students on marketing web pages for HE provision in FE colleges. Arguing that the web pages reveal more than just the limited language of HE marketing strategy, the paper highlights common representations of the college-based HE student across policy, research and marketing sources. By exploring both the celebratory and the limiting nature of these representations, the paper therefore asks what the pages’ projections of future or prospective students can tell us about current understandings of English college-based HE. 相似文献
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Education ministries in the Caribbean countries have directed considerable attention over the last decade to ‘solving’ the ‘problem’ of boys’ underachievement. Rather than considering such interventions, our central concern in this paper is to revisit debates about the interpretation of the issue, to explore whether boys’ underachievement is indeed a ‘problem’, in the sense of both an empirical reality and an issue requiring political attention. In this paper, we explore contestations over the reality and complexity of educational underachievement and whether this relates to broader political–economic marginalisation (or privileging) of boys. We turn then to explore the relationship between material realities and gendered subjectivities. Overall, we argue that boys’ underachievement should neither be ignored nor be the exclusive focus of attention and that a move from ‘boys’ underachievement’ to a broader analysis of ‘gender and education’ is needed, to place the debate in a gender relational context. 相似文献
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Margaret Zeegers 《Asia-Pacific Journal of Teacher Education》1999,27(1):5-9
As teacher educators we are in perhaps one of the most demanding of professions in terms of constant upgrading of qualifications and updating of skills and knowledge, keeping abreast of new developments in education. As we question the relevance of what has become traditional discourse to inform our practice (such as Marxism on the Left of the political spectrum and various forms of discourses of the Right) we raise serious questions as well in reference to the ideological basis for academic boundaries that have become established, that have in effect structured the way in which we have been taught, the way we have engaged in learning, and in turn, the way we engage in our own practices of teaching and learning in our dealings with subject disciples and knowledge formations. It is now that we are seriously criticizing such discourses as having ignored the socially constructed nature of what is taught, how it is taught, and not only the underpinnings of the way they are evaluated, but how they are actually valued. This paper points to some of the implications of postmodernism for practioners. 相似文献
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Understanding: ‘Knowledge’, ‘Belief’ and ‘Understanding’ 总被引：1，自引：0，他引：1
The following paper is intended as an exercise in friendly criticism of one of Harvey Siegel's and Mike Smith's (Knowing, Believing and Understanding, this volume). I'm in substantial sympathy with the general thrust of their paper and my remarks merely provide some criticism of their discussion's conceptual coherence and clarity and a correspondingly slightly adjusted version of what they have to say. My focus is limited to the conceptions of knowledge, belief and understanding and their inter-relationships in terms of which they offer suggestions to science educators. 相似文献
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‘Like schools’, educational ‘disadvantage’ and ‘thisness’ 总被引：1，自引：0，他引：1
Pat Thomson 《The Australian Educational Researcher》2000,27(3):157-172
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高世明 《中国小学语文教学论坛》1995,(1)
《语文学习》1992年第5期第27页写道:“写作教学的最大失败,是把心灵沟通,情感渲泄的快乐,变成言不由衷、动辄得咎的痛苦。” 《语文教学通讯》1992年第1期第30页写道:“把‘那就是一只蟋蟀’放在每段的段首,反复咏叹,让那悠悠的乡思和绵绵的乡情,得以充分的渲泄。” 相似文献
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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
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Despite entering higher education in good numbers, candidates from some black and minority ethnic groups are concentrated in less prestigious institutions. A similar pattern is evident in candidates’ applications, raising important questions about the role of ‘self-exclusion’. Statistical analysis confirms that candidates from some minority ethnic groups tend to target lower-ranking institutions, but these differences are almost entirely explained by other variables, particularly academic attainment, type of school attended, number of A-levels taken and subject mix. It follows that some minority ethnic groups appear to be indirectly disadvantaged by patterns of schooling that do not prepare candidates for elite higher education. Similar processes are evident in relation to social class, although candidates from less privileged family backgrounds remain less likely to target high-status institutions even when other variables are taken into account. 相似文献
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AbstractIn recent years, the ‘Western tradition’ has increasingly come under attack in anti-colonialist and postmodernist discourses. It is not difficult to sympathise with the concerns that underlie advocacy of historically marginalised traditions, and the West undoubtedly has a lot to answer for. Nonetheless, while arguing a qualified yes to the central question posed for this special issue, we question the assumption that the West can be neatly distinguished from alternative traditions of thought. We argue that there is fundamental implicit and explicit agreement across traditions about the most difficult of issues and on standards about how to reason about them and that the ‘West’ has demonstrably learned from within and without itself. But, we question the very viability under conditions of heightened globalisation and neo-colonialism of distinguishing between thought of the ‘West’ and thought outside the West. It is time to move beyond the reified assumptions that underlie the idea of ‘Western thought’, cast as an agent with a collective purpose. 相似文献
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Tom Inkelaar 《Open Learning》2013,28(2):152-163
Graduation rates in distance higher education are low compared with full-time higher education – often less than 20% compared with full-time UK rates of around 80% – the ‘distance education deficit’. In the University of London International Programmes, the difference between the face-to-face graduation rate of 61.5% and the distance version at 15.7% is particularly marked. A previous paper in Open Learning reported evidence that ‘proactive motivational support’ to distance students had some effect on their success rates. This paper reports an attempt in the International Programmes to use proactive motivational support in the form of ‘motivational emails’ which found an increase in retention of 2.3%. Although this increase was small, it had a positive financial return on investment to the institution. The paper suggests that motivational emails could be made more effective through the use of interactivity, nudging and priming. However, it also argues that distance student retention will always depend less on technology and more on personal human support. 相似文献
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Michael Thoma 《Critical Studies in Education》2017,58(1):19-35
This paper presents an approach to the critical analysis of textbook knowledge, which, working from a discourse theory perspective (based on the work of Foucault), refers to the performative nature of language. The critical potential of the approach derives from an analysis of knowledge-generating logics, which produce particular images of reality in the textual material. This kind of criticism creates space for didactic reflection in which something ‘other’ can be systematically highlighted. The approach is described by means of an example, an analysis of Austrian textbooks on business administration, looking specifically at the knowledge they contain about global economic contexts. 相似文献
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Amelia Hempel‐Jorgensen 《British Journal of Sociology of Education》2009,30(4):435-448
This paper examines the effect of school social class composition on pupil learner identities in British primary schools. In the current British education system, high‐stakes testing has a pervasive effect on the pedagogical relationship between teachers and pupils. The data in this paper, from ethnographic research in a working‐class school and a middle‐class school, indicate that the effect of the ‘testing culture’ is much greater in the working‐class school. Using Bernsteinian theory and the concept of the ‘ideal pupil’, it is shown that these pupils’ learner identities are more passive and dominated by issues of discipline and behaviour rather than academic performance, in contrast to those in the middle‐class school. While this study includes only two schools, it indicates a potentially significant issue for neo‐liberal education policy where education is marketised and characterised by high‐stakes testing, and schools are polarised in terms of social class. 相似文献
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K. Slack J. Mangan A. Hughes P. Davies 《British Journal of Sociology of Education》2014,35(2):204-223
This paper draws on the notions of ‘hot’ and ‘cold’ knowledge in analysing the responses of students to the relevance of different information and sources of such information in university choice. Analysis of questionnaire and focus group data from prospective and first-year undergraduate students provides evidence that many students put most credence on ‘hot’ knowledge, from persons in their social grapevine. However, this is supplemented by ‘warm’ knowledge from fleeting acquaintances at university open days. University provided knowledge is often distrusted. We discuss the implications of this given the recent government emphasis in England on the role of information provision in helping students to make informed decisions, including the relevance to the ‘fair access’ agenda. 相似文献