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‘Who do you think you’re talking to?’—the discourse of learning and teaching strategies 总被引：2，自引：0，他引：2
Karen Smith 《Higher Education》2008,56(4):395-406
As part of the ongoing enhancement and assurance of quality in the UK higher education sector, universities have been required
by the Higher Education Funding Council of England to prepare learning and teaching strategies since 1999. As part of an institutional
strategy development process, an investigation of currently available strategies was carried out. The research reported here
uses a critical discourse approach to analyse a sample of UK learning and teaching strategies. The results show a set of highly
impersonalized texts, where staff are largely absent and students are objectified. Such findings raise questions about whether
the learning and teaching strategy discourse disengages the very people who ‘make and shape’ policy, thus inhibiting institutional
enhancement of learning and teaching practices. 相似文献
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Meghan Stacey 《Teachers and Teaching》2013,19(4):404-417
ABSTRACTThis article presents evidence from across the segregated secondary school system in NSW, Australia, through the close analysis of three cases of teachers’ work in contrasting schooling contexts. Through this comparative approach, the relationship between school context and the work of the early career teacher is foregrounded, troubling views of teaching as reflecting a certain kind of life cycle in which early career teachers in particular are seen to be subject to pressures such as stress and burnout. In contrast, I argue that specificities of context, exacerbated by a market-based policy approach which has driven greater levels of differentiation between schools, have particular consequences for teachers, both in the nature and scale of the challenges with which they are faced. In demonstrating how teachers’ work is affected by context, I also speak back against recent, often ill-defined discourses of ‘classroom readiness’ and ‘teacher quality’, which emphasise the roles of teachers and teacher educators rather the systems within which they work. 相似文献
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Rebekah Willett 《Gender and education》2008,20(5):421-434
This article reports findings from a study in which 26 girls aged 12‐ to 13‐years‐old took part in workshops at a specialist ICT centre connected to a school in inner‐city London. The girls explored and discussed fashion as presented online, and they produced their own interactive fashion design webpages, making decisions about body shapes, types of clothing and audience. The article analyses interview data, looking at statements girls made in the context of discursive practices around body image, pleasures of play and self‐confidence. The analysis examines the role of structure and agency in girls’ discussions about fashion media and argues that the agency offered to girls is structured by neoliberal discourses. As girls draw on these discourses, they enter into complex and often conflicting negotiations, rendering themselves as seemingly active agents who are making politicised arguments, and at the same time restricting their possible subject positions. 相似文献
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Gerald Griggs 《Education 3-13》2013,41(2):121-130
Creativity has become a buzzword in UK culture in the twenty-first century and is in increasing demand across many spheres. In education, its usage is often generic and has become ever more widespread as it has found its way into a plethora of government documentation pertaining to primary schools over the last decade. However, with a continued focus upon a performativity discourse, creativity continues to be underdeveloped in primary schools, even in areas such as Physical Education (PE), which has great potential for fostering creativity due to an endless range of movement possibilities. Using Nicholson's model (Enhancing creativity, in R. J. Sternberg, Ed., Handbook of creativity; Cambridge, Cambridge University Press, 1999) for creative enhancement, this paper examines key issues that concern the development of creativity within primary PE and seeks to construct some ‘real’ recommendations for how this could manifest itself in practice. 相似文献
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Women consistently remain underrepresented in senior academic roles within the academy worldwide. Academics increasingly require research funding to conduct research, leading to publications, both of which can then be used for promotion applications. This article explores fourteen academic women's experiences of the research funding process in New Zealand, to provide insights into one aspect of why this inequity continues. The findings identify institutional, personal, and funding issues that impact on women's application behaviour. Addressing these may assist in developing women's careers as academics and provides us with a more in-depth understanding of the issues than have previously been gleamed from large quantitative studies. 相似文献
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Helen Breathnach Susan Danby Lyndal O'Gorman 《International Journal of Early Years Education》2017,25(4):439-454
Play is valued conceptually and pedagogically, although its place in early years settings is under increasing pressure. Framed by the sociology of childhood and understandings of children’s agency, this article reports on an ethnographic study with children aged five years in the first year of primary school in Australia. The study investigated children's understandings of play in classroom activities involving different periods of teacher-framed and child-selected activities. Drawing on children’s accounts and video-recorded observations, the study found that children’s participation was influenced by teacher-framed agendas, and the agency afforded to them to engage in self-chosen activities and to design and negotiate their play spaces. For instance, children generally were unenthusiastic about writing activities and called these activities ‘work’ if they were directed by the teacher, and yet they consistently chose to engage in writing activities during periods of freely chosen activities. The findings raise questions about what counts as ‘play’ and ‘work’ for children, and the important function of play and free choice to mobilise participation in foundational academic activities such as writing. These understandings generate opportunities for educators to reflect upon ways to enhance children’s participation in everyday play activities in the classroom as supporting foundational academic activities. 相似文献
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Christine Hockings Liz Thomas Jim Ottaway Rob Jones 《Teaching in Higher Education》2018,23(2):145-161
Independent learning is one of the cornerstones of UK higher education yet it is poorly understood by students and is seen by politicians as a poor substitute for face to face teaching. This paper explores students’ understandings, approaches and experiences of independent learning and how they may become more effective independent learners. This large scale qualitative study, funded by the HEA, included students-as-researchers, independent learning diaries, and student-led interviews. Findings suggest that students initially use low level reinforcing and organising skills and in later stages of their courses develop higher level extending and applying skills. Clearer guidance, clearer tasks and in-course support are amongst the students’ recommendations for enhancing independent learning. However the most powerful influence on their independent learning was the support, collaboration and advice of other (more experienced) students in non-assessed scenarios. These findings have implications for staff involved in induction, student support, curriculum design and for staff and officers in Students’ Unions. 相似文献
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Vanessa Anthony-Stevens Philip Stevens 《Discourse: Studies in the Cultural Politics of Education》2017,38(3):328-341
ABSTRACTThis article explores the discourse practices of an Indigenous, community-based charter school and its efforts to create space for Indigenous both/and identities across rural–urban divides. The ethnographic portrait of Urban Native Middle School (UNMS) analyzes the discourse of making ‘a space for you’, which brings together rural and urban youth to braid binary constructs such as Indigenous and western knowledge, into a discourse of Indigenous persistence constraining contexts of schooling. We use the concept of ‘reterritorialization’ to discuss the significance of UNMS’s community effort to create a transformative space and place of educational opportunity with youth. The local efforts of this small community to reterritorialize schooling were ultimately weakened under the one-size-fits-all accountability metrics of No Child Left Behind policy. This ethnographic analysis ‘talks back’ to static definitions of identity, space and learning outcomes which fail to recognize the dynamic and diverse interests of Indigenous communities across rural – urban landscapes. 相似文献
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The use of peer learning and peer assessment has gained considerable interest in higher education driven by both its educational value and by its ability to provide students with the opportunity to develop important transferrable skills. This paper reports on the use of peer learning and peer assessment with a cohort of four-year undergraduate physiotherapy students and an 18 month taught post-graduate teacher education programme. The study observed the students’ engagement in the process, surveyed their opinions on the activity at the end of the experience and conducted one focus group discussion with a subset of students from each cohort. The study found that the vast majority of respondents felt that the experience was valuable and enjoyable. However, when asked to indicate whether it was a fairer method of assessment there were more varied responses. Similarly when asked whether their peers should have a greater say in their overall grade the majority disagreed. Views on the educational value of the experience appeared to differ between the two cohorts of students. The study highlights the influence of a prevailing assessment cultures on students’ engagement in peer learning which requires consideration when including such pedagogical approaches. 相似文献
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Informed largely by Affect theory (2004), this paper takes up ‘reflexivities of discomfort’ to reflexively engage with my affective struggles as a Christian, heterosexual, mother, educator, undertaking a study on homosexuality, which is a thorny issue in Uganda. It a methodological prologue, reflecting my thoughts and struggles before I undertake the study. My purpose is not to find solutions, but to lay bare some anxieties and ambivalences, also suggesting the limits of reflexivity. The paper begins with an autobiographical narrative about school in relation to (homo)sexuality. This is followed by an exposition of Uganda’s Anti-homosexuality Bill; my use of reflexivity and affect to inform my affective struggles; my background as it relates to sexuality, providing insights into my researcher positionality. I then engage with moments imbued with high affective/emotive intensity in my preparation to undertake the study. 相似文献
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David Limond 《Sex education》2013,13(4):409-419
This paper concerns the response to the sex education film Growing Up, made in 1971 by Dr Martin Cole, which used a combination of animation and live action to offer a frank and uncompromising account of sexual reproduction. As part of this, both male and female masturbation and an unsimulated act of male–female coitus featured in the film. Cole was widely denounced both by religious conservatives including the members of the Nationwide Festival of Light and by others involved in sex education. The former objected to what they took to be his promotion of precocious and promiscuous sex, and the latter charged him with setting back the cause of ‘responsible’ sex education by years or decades. However, evidence from various schools in which Growing Up was seen suggests that it was apparently well received by pupils. But an ad hoc alliance of religious conservatives and ‘responsible’ sex educators ensured that Growing Up was not widely distributed, and a tactic agreement of sorts has arisen that such explicit sexual imagery will not be featured in school sex education materials in the United Kingdom. Sources include selected media reports/discussions, parliamentary debates, letters sent to Cole, teachers' comments and an interview conducted in 2007. 相似文献
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Emily Dickinson is a witty and great poet in the 19th century.She is sensitive and full of humanity.She was living in almost total seclusion and wrote in secret whatever she was to feel,to see,to hear.The article is aimed to introduce Dickinson’ s attitude towards public life and her writing technique by analysing the poem," I’ m Nobody! Who are you?" 相似文献
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《中学生英语》2007,(Z1)
五岁那年为了音乐偷了生平第一台录音机,六岁时进入Guildhall School of Music(伦敦盖德霍尔音乐学校)学习音乐,十岁已经精通钢琴和小提琴的演奏——这就是Dido,英国一位创作型才女。Dido,1971年出生于英国伦敦,从小就和出色的舞曲制作人、哥哥Rollo一起参与录制音乐唱片。"Thank you"是Dido第一张专辑"No Angel"的成名作。专辑中,除了她哥哥Rollo等人的部分制作外,歌曲创作几乎由Di-do一人独自完成。一年后,说唱天王Eminem采用"Thank You",创作了2001年格莱美奖的压轴曲"Stan"。 相似文献