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1.
《History of education》2012,41(1):87-102
Epigraph At the time I began work in university, I entered a world which was leisured, privileged and patriarchal, in the United Kingdom at least…. I came from a world in which only 3% of the population aspired to university. I belonged to a world in which, having got where I was through the eleven-plus and ‘A’ levels, there was almost a sense that society owed us a living. (Roy Lowe, 2002 1 ) Women were not obviously on the outside when I attended my first conference – a day conference in 1976 at what was then the Birmingham Polytechnic, now University of Central England. Many women attended although in the first years few were keynote speakers. More importantly there was little about women in the history itself except in the meetings of the Women’s Education Study Group where Carol Dyhouse, June Purvis, Penny Summerfield and Gaby Weiner were all dominant. (Ruth Watts, 2005 2 ) In 1967, aged 11, I moved on from my primary school in south London, and was selected to enter the local grammar school. I left most of my friends behind and began a daily routine of walking nervously through the council housing estates in my school uniform. By the time I left this school, seven years later, it had moved to one of the more prosperous suburbs of London to avoid being turned into a comprehensive. In the early twenty-first century, it is one of the leading academic secondary schools in the country, which it certainly was not in 1967. (Gary McCulloch, 2007 3 ) 相似文献
2.
Attempts to Introduce a School of English Literature at Oxford: the National Debate of 1886 and 1887
Alan Bacon 《History of education》2013,42(4):303-313
3.
Barry Troyna 《牛津教育评论》2013,39(4):395-408
Abstract This article is intended to highlight some of the main features about race‐related research in education as it is configured in the 1990s. More specifically, it reflects on the status of antiracist research and addresses the thorny issue of the legitimacy of research which is explicitly ‘partisan’. In offering a position statement on partisan research I am particularly concerned with addressing the question: to what extent is the term, ‘partisan research’, an oxymoron? 1 相似文献
4.
Education and Families in The Spirit of Community: questions of identity,individuality and diversity
Jack Demaine 《International Studies in Sociology of Education》2013,23(1):37-48
ABSTRACT This paper [1] examines communitarian argument on schools, families and youth culture in Amitai Etzioni's influential book, The Spirit of Community. The paper concludes that in lieu of detailed policy argument Etzioni's readers are presented with appeals to ‘changes of heart’ and a circular (and inconclusive) account of the supposed role of various social institutions in inculcating ‘appropriate moral values’. The paper also discusses Ray Pahl's critique of communitarianism and his account of identity, individuality and diversity in what he refers to as the ‘friendly society’. 相似文献
5.
Abstract This article deals with the outcome of an educational research project conducted at the University of Ghent. 1 We started creating new teaching materials for teaching literature from a European perspective, and ended up with the conviction that the opening up of the traditional (ie national) literary canon should lead to a global revision of the literature course design. In such a revision the multimedia hypertext should play a key role, as we try to illustrate with two hypermedia applications on classic European novels: Don Quixoteand Robinson Crusoe. 相似文献
6.
In this paper we consider the effect of moves by the British Government to make initial teacher education (ITE) in England and Wales more school‐based (Blake, 1993). To monitor the impact of this shift towards school‐based training we conducted a fine grain study of what was happening on the ground within the one‐year Secondary School‐Based Postgraduate Certificate in Education (PGCE) at the Chichester Institute of Higher Education (ChIHE). * Data were gathered from questionnaire surveys and interviews. Findings from our regional case study indicate that while school‐based ITE programmes may offer student teachers greater insight into school life, this should not be at the expense of developing students’ analytical and theoretical understanding of education and schooling promoted within higher education‐based work. 相似文献
7.
Joyce Goodman 《History of education》2013,42(3):297-314
Women workers are at the bottom of the industrial scale. In almost every trade they do the least skilled portion of the work and the wages average not more than 12s a week. They work long hours, partly because their occupation is in workshops or the home rather than in the factories, and their trades are for the most part those in which overtime is allowed; and to this legal overtime is freely added, often . . .without payment. What a mockery to preach self‐help to women so placed! They cannot help themselves . . . Wages in the trades which are filled by women are always tending to fall lower and lower. The women are unorganised, and they will take work at any price. 1 相似文献
8.
Bill Ussher 《Asia-Pacific Journal of Teacher Education》2010,38(2):103-116
Educating a student on teaching placement involves a ‘village’, just as it takes a whole ‘village’ to raise a child. Creating a ‘village’ around each student teacher gives them greater agency, a sense of belonging and being valued as a member of that professional ‘village’. Participating students, teachers and lecturers share their perceptions of experiences in the one-day school-based placement that student teachers are required to undertake in a University of Waikato distance programme. Opportunities, relationships and a sense of inclusion are identified as influencing characteristics, “the all important human infrastructure that provides the opportunity for learners to succeed” (Campbell-Gibson, 1997, p. 8) rather than any modern technologies. Findings indicate that where the school acted as the ‘village of learning’, the perceived suitability of the placement as a site for learning teaching was conceptualised through a developed sense of belonging, accomplishment and inclusion. It is argued that greater effort should be made by initial teacher education providers to locate such ‘villages’ for student teacher placements. 相似文献
9.
《British Journal of Educational Studies》2012,60(4):367-382
ABSTRACT This paper examines Michael Young's 1958 dystopia, The Rise of the Meritocracy. In this book, the word ‘meritocracy’ was coined and used in a pejorative sense. Today, however, meritocracy represents a positive ideal against which we measure the justice of our institutions. This paper argues that, when read in the twenty-first century, Young's dystopia does little to dislodge the implicit appeal of a meritocratic society. It examines the principles of education and administrative justice upon which meritocracy is based, suggesting that since 1958 those principles have changed. Young's warning no longer has any effect on us because the meritocratic system it warns us against has been transformed. 相似文献
10.
Anthony Blake Gail Edwards 《Discourse: Studies in the Cultural Politics of Education》2013,34(5):784-798
Popular television drama is an important discursive site engaging the public with debates about schooling and professional identity. Between 1999 and 2011, external discourses of ‘crisis’ (of academic achievement or students’ mental and emotional health) were mediated as alternative discourses of ‘crisis, failure, and salvation’ in which a Standards agenda predominated, or that of the school as a ‘caring community’. Genre analysis reveals how ‘school’ dramas exploited distinctive narrative types to privilege a particular discourse. Adapting Schatz's (1981) scheme of Hollywood genre types, these dramas are characterised by a narrative strategy of ‘restoration’ of the ‘failing’ secondary (high) school to its public function of raising achievement, or after 2007 of ‘integration’ more concerned with assimilating ‘troubled’ students into the school community. This shift in representation is consistent with, and contributes towards, the ‘rise of therapeutic education’ where the Head Teacher and teacher are portrayed more as counsellor than educator. 相似文献
11.
Barry J. Hake 《History of education》2013,42(1):11-38
The dominant influences that forged curriculum policy in relation to the literacy curriculum in New Zealand during the 1930s can be seen to be enmeshed in the politics of the wider context of what de Castell and Luke have identified as the ‘literacy ideologies of the British Empire’. 1 It was these literacy ideologies and concerns over the cultural authority of ‘standard English’ that were to spark a growing public and professional concern during the 1930s over New Zealanders’ speech and the growing ‘insidious’ influence of American‐derived popular culture. These tensions led to debates that would eventually highlight the need for New Zealanders to develop their own national and cultural identity. They would also bring into question the role of Maori language and culture in New Zealand primary school education, and herald the first challenges to the cultural dominance of the English language in New Zealand’s Native schools in the late 1930s. 相似文献
12.
Kurt W. Clausen 《History of education》2013,42(2):204-221
Treading in the footsteps of past generations, Ontario policy advisers journeyed throughout the United Kingdom in the summer of 1966 to directly understand the educational reforms that were being undertaken in that country. On their return, these consultants brought back a number of innovations for discussion with their parent committee in the hopes of possible adaptation by the province. When their final submission was tabled two years later, the ‘Hall-Dennis Report’ (as it became popularly known) went on to reflect the tone for education in the province for a generation. This study examines the impact that Britain’s educational policies in the 1960s, and especially the ‘Plowden Report’ of 1967, may have had on the recommendations found in the Hall-Dennis Report. As well, it ties these two reports to the longstanding legacy of British influence on the Ontario education system 1 . 相似文献
13.
Gillian R. Evans 《History of education》2013,42(2):85-94
14.
《Journal of research on educational effectiveness》2013,6(1):88-110
Abstract As an example of how the effectiveness of well-designed laboratory interventions is often diffused in the field, we examined the effects of a motivation intervention on students' perceptions and learning. The intervention proved to be more effective in the laboratory (g = 0.45) than the field (g = 0.05) in enhancing subsequent motivation. We explored this reduction in treatment effectiveness through a fidelity analysis that examined the extent to which participants responded to the treatment. We calculated fidelity as three indices of achieved relative treatment strength (Cordray & Pion, 2006), and found that, regardless of how fidelity was calculated, achieved relative strength was about 1 standard deviation less in the classroom than the laboratory. In addition, greater levels of achieved relative strength were associated with greater differences in the motivational outcome—indicating that intervention was more effective for participants who actually received the treatment than those who did not. Multilevel analyses indicated that the drop in classroom treatment fidelity was partially because of teacher, rather than student, factors. Implications for theoretical models of change and research are discussed. 相似文献
15.
《Journal of Higher Education Policy & Management》2012,34(2):405-418
The NSW Department of Technical & Further Education provided post‐secondary education to 393 361 students in 1989 11 covering a vast range of courses offered in 107 colleges and associated centres throughout NSW. From the commencement of the 1990 academic year, the management structure of TAFE has changed. This paper discusses the background to the establishment of the NSW Department of TAFE; the organisational structure pre‐Scott; and the organisational structure of TAFE post‐Scott. 相似文献
16.
Kate Hoskins 《Journal of educational administration and history》2012,44(1):5-19
This article explores the context of the period following the Education Reform Act 1988 in terms of the efforts by successive governments to raise academic standards. These attempts are illustrated by discussion of the impact of the introduction of market forces and parental choice, a centralised National Curriculum and associated assessment regime, the increasing cultures of performativity and surveillance in schools and the resulting commercialisation of education. The article then examines the current Secretary of State for Education, Mr Gove's, plans for the future standards agenda1, speculating that the current trend of raising standards and emphasising standards and performance is nearing the end of its useful life. Finally, drawing on Barker's2 advocacy of progressive community schools and the best of the progressive tradition the article suggests a counter argument to the creeping commercialisation and narrow results-based focus on standards in schools since 1988. 相似文献
17.
Emily Falconer 《British Journal of Sociology of Education》2017,38(6):782-797
This article addresses the negotiation of ‘queer religious’ student identities in UK higher education. The ‘university experience’ has generally been characterised as a period of intense transformation and self-exploration, with complex and overlapping personal and social influences significantly shaping educational spaces, subjects and subjectivities. Engaging with ideas about progressive tolerance and becoming, often contrasted against ‘backwards’ religious homophobia as a sentiment/space/subject ‘outside’ education, this article follows the experiences and expectations of queer Christian students. In asking whether notions of ‘queering higher education’ (Rumens 2014) ‘fit’ with queer-identifying religious youth, the article explores how educational experiences are narrated and made sense of as ‘progressive’. Educational transitions allow (some) sexual-religious subjects to negotiate identities more freely, albeit with ongoing constraints. Yet perceptions of what, where and who is deemed ‘progressive’ and ‘backwards’ with regard to sexuality and religion need to be met with caution, where the ‘university experience’ can shape and shake sexual-religious identity. 相似文献
18.
Liselott Mariett Olsson Gunilla Dahlberg Ebba Theorell 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):717-738
ABSTRACT‘How to give brain and body to the multiple pack that we already are or are becoming: how, in other words, are we to make sensible (auditory, visually and affectively) the time before “I think” and “We think” that we cannot plan, control or know, but simply experiment with, which is the “time of the city” and nothing else?’ (Rajchman, 2010, p. 39)These powerful words constitute the starting point for this article that argues that, within the context of early childhood literacy in a globalized and ‘multicultural’ world, we need to experiment with new ways of understanding identity and language through amalgamating early childhood pedagogy and didactics with aesthetics. Such an endeavour needs to take place beyond ‘the indignity of speaking for the other’ (Deleuze, 2004, p. 208) and beyond the constructed categories that have been attributed to children in the name of one or another minority group. Through vivid examples and theoretical movements taking place within the research project ‘The Magic of Language’ we propose to shift focus – from the identifying and categorizing of individuals, as well as from the epistemological violence performed in the name of recognition and linguistic representation – to aesthetic experimentation and to the place of experiments. A ‘time of the city’ is also a ‘time of the place’ and in this article we are arguing for the importance of aesthetic experimenting with that place. 相似文献
19.
《Journal of moral education》2012,41(3):187-194
Abstract This paper, which is intended as a brief and provocative discussion piece rather than a fully developed argument, discusses the nature of the logical relationship between children's moral values and their behaviour. I suggest that this relationship is less tight than is often supposed, and that there are no necessary behavioural or motivational criteria to determine whether or not a particular value is held, for there must always remain the possibility of a gap existing between the holding and the enactment of a moral value. Feelings of guilt and remorse are examined to see if they can provide an alternative criterion. Finally, three important educational and methodological implications are drawn for teachers and researchers in the area of ‘values education’, underlining the dangers of assuming that values are unfailingly revealed and recognized in overt behaviour.1 相似文献
20.
Janet Soler Corresponding author Alice Paige‐Smith 《Early Years: An International Journal of Research and Development》2005,25(1):43-54
In this article we consider the development of key policy issues in England, related to the area of literacy learning and children who are considered to have difficulties in literacy in their early years. We trace the tensions which have arisen since the 1980s between different policies and practices in these areas. These tensions include pressures to raise standards of literacy and to support children with difficulties, and the establishment of a prescribed curriculum for young children. In particular, we focus on the blend and clash of national educational policy ideals in areas related to literacy and children who have been categorised as having ‘special educational needs’, and how these have influenced the development of the Early Literacy Support Programme (ELS) (DfES, 2001a; 2001b). This is a programme set up by the Department for Education and Science in England for children in Year 1, aged 5 to 6 years old. 相似文献