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1.
The feminist post-structuralist emphasis on social location has yielded crucial insights within debates about power and reflexivity in educational research; however, spatial location is also at play in the formation of educational ethnographies. Reflecting upon various aspects of a research project with rural students in Ontario, Canada, this paper explores three key elements of what I call the geography of ethnography. These include: (1) the spatial politics involved in constructing a research ‘site’; (2) the shifting location of the ethnographer in research practice; and (3) the liminal space of the focus group. Anchored in specific interactions in ‘the field,’ the paper demonstrates how integrating insights from cultural geography and feminist post-structuralism can yield new ethnographic understandings. I argue that educational ethnographers need to better account for the geography of ethnography in order to attend to the power-laden sphere of ethnographic research.  相似文献   

2.
Abstract

In this article I bring Giorgio Agamben’s notion of ‘whatever singularity’ into critical pedagogy. I take as my starting point the role of identity within critical pedagogy. I call upon Butler to sketch the debates around the mobilization of identity for political purposes and, conceding the contingent necessity of identity, then suggest that whatever singularity can be helpful in moving critical pedagogy from an emancipatory to a liberatory project (a distinction I take from Marx). To articulate whatever singularity I situate the concept within the work in which it appears, and then take a detour into Agamben’s general philosophical project. I propose that, for critical pedagogy to take whatever singularity seriously, it must uphold a respect for the ineffability of being, which entails in part the suspension of dialogue. To help flesh out what I mean by this proposal, I turn to a fragment of Lyotard’s philosophy and his critique of democracy. I conclude by addressing a pressing ontological critique of Agamben, which leads me to argue for a materialist appropriation of the figure of whatever singularity, one that is held in tension with ontological concerns of identity.  相似文献   

3.
Abstract

In this postformal co-autoethnographic research, the authors explore the changing landscape of American research universities from their respective locations as mid-career, post-tenure critical pedagogy scholars. By using autobiographical narratives in parallel with a running discussion of rodent habits and habitats, they explore the influence of Enlightenment humanism and Western epistemology in a) forming ‘the academy’ as an institution, and b) regulating how research and knowledge production are taken up within a rapidly neoliberalizing context. They recalibrate their ‘theories of change’ to recast critical researchers and critical pedagogy in relation to a volatile and hostile institutional context. By moving away from progress narratives of education for social change, the authors posit that critical pedagogy and critical research can be thought of as akin to ‘wayfinding,’ providing guidance, direction and reprieve while within the disorienting and violent flux of neoliberalization.  相似文献   

4.
Since a major purpose of critical pedagogy is to change society by changing schools, critical pedagogy must gain an increased presence within K-12 schools. For this to happen, however, critical educators must begin to more fully recognize and appreciate the structural obstacles that schools present to critical educational change. This paper examines three of these obstacles: schools’ nature as public institutions, the fact that schools change reform efforts, and the relationship between ‘first-order’ and ‘second-order’ change and the types of changes for which criticalists often advocate. The paper ends by encouraging a smaller, more practical critical pedagogy that is focused on tangible and meaningful effect.  相似文献   

5.
Until recently the dominant critique of ‘student participation’ projects was one based on the theoretical assumptions of critical theory in the form of critical pedagogy. Over the last decade, we have witnessed the emergence of a critical education discourse that theorises and critically analyses such projects using Foucault's notion of ‘governmentality’. In this paper, I argue that while these governmentality studies challenge some of the key theoretical and taken for granted assumptions upon which such initiatives rest, they neglect to challenge the central assumption that such initiatives represent a historical break with traditional schooling practices. The importance of accounting for and critically analysing these projects within a historical framework will be argued through a discussion of Foucault's notion of genealogy as a particular conception and method of critique. It will also be demonstrated using an example, which shows an unacknowledged nineteenth century history of the current discourse and practice of student participation.  相似文献   

6.
Abstract

This article begins from a consideration of this issue’s contention that ‘central to politicized academic projects … is a critique of the cultural power of institutions’ and in particular pedagogical institutions. It argues that is clear enough what the Editor is thinking of here: he names ‘cultural studies’ as his prime suspect and from here it is not too far a leap to imagine that the pedagogical institution at which his ‘politicized academic projects’ take aim is the university. The article concedes that this might all appear to be superficially true, and that much of what is argued in it will up hold this hypothesis. However, the article does not wish to rush too quickly towards an unproblematic equation of cultural studies, or the ‘politicized academic project’ of a critical study of culture with something like a pedagogy of the popular. Equally, it proposes, we must distinguish rigorously between ‘a pedagogy of the popular’, pedagogy able to treat the popular, popular pedagogy, and popular culture as such. In this respect it argues that we would not wish to foreclose the impertinent question of ‘what is cultural studies?’ too early in an understanding of what it might mean to offer an institutional critique that takes the form of pedagogy. Much will depend upon what we mean by these vaguest of terms ‘culture’, ‘education’, ‘power’ and ‘pedagogy’ itself, none of which is at all straightforward even though a certain normative discourse renders such terms the cornerstone of national policy debates through which billions of human and financial capital are routed. The stakes in fact could not be higher in a ‘critique of the cultural power of [pedagogical] institutions’. Therefore, it is crucial that we make the effort to understand, or at least begin to unpack, a conjunction such as the one Bowman offers here that amalgamates ‘politicized academic projects such as cultural studies and politicized work in cultural theory and philosophy’. It argues that we will not be able to progress to a wider schema until we have some leverage on this relation. And this is what this article seeks to provide.  相似文献   

7.
ABSTRACT

Space is not separable from the learning and teaching that take place in and through teacher education programs. In this paper, we attempt to illustrate how the use of a spatial lens in preservice teachers field placement can provide them with opportunities to raise questions and understand more about the relationships between self, the discursive construction of others, and taken-for-granted notions of learning and teaching. In helping preservice teachers’ critical reflections upon their spatial experience at their field sites, we specifically focus on “mapping” space as our approach to developing a critical embodied pedagogy. In particular, we highlight one White female preservice teacher’s spatial experience in a homeless shelter. We discuss the implications of developing pedagogical tools from the spatial perspective for early childhood teacher education programs.  相似文献   

8.
Following the election of the Conservative–Liberal Democrat UK coalition Government in 2010, there has been an urgent intensification and focus upon early years numeracy and literacy and promoting systematic synthetic phonics. This paper argues that the current narrowing of early years assessment, along with increased inspection and surveillance, operates as a policy technology leading to an intensification of ‘school readiness’ pressures upon the earliest stage of education. The paper suggests that this governance has encouraged a functional ‘datafication’ of early years pedagogy so that early years teacher’s work is increasingly constrained by performativity demands to produce ‘appropriate’ data. The article argues that early years high-stakes national assessments act as a ‘meta-policy’, ‘steering’ early years pedagogy ‘from a distance’ and have the power to challenge, disrupt and constrain early years teacher’s deeply held child-centred pedagogical values.  相似文献   

9.
Jacob W. Neumann 《Interchange》2013,44(1-2):129-147
Increasing teachers’ dispositions towards critical teaching is a fundamental goal for critical pedagogy. Because critical educational change cannot occur without teachers’ “buy-in,” developing teachers’ inclination to implement critical teaching into their classrooms is a prerequisite for any successful critical pedagogy focused on change in K-12 schools. However, critical educators too often approach K-12 teachers’ dispositions in ways that are at best unproductive and at worst harmful to critical change efforts. Some critical pedagogy exists that approaches teachers’ knowledge and beliefs in “teacher friendly” ways, but most critical pedagogy suffers from the problem of totality and speaks merely to educators who already hold critical dispositions. In response to this problem, this paper identifies and examines three areas in which critical education scholars can work to better connect with a crucial, yet essentially unaddressed constituency: teachers in neighborhood schools. These three areas are critical pedagogy’s audience, teachers’ professional knowledge, and teachers’ beliefs about what constitutes ‘real schools’ and ‘real teachers.’ The paper ends by suggesting approaches to teachers’ dispositions that do not sacrifice the possible to the ideal, that value practical and eclectic change efforts, and that appreciate teachers’ already existing knowledge and beliefs as a foundational medium for developing critical education.  相似文献   

10.
Following the exponential rise in publications on mindfulness in education and the emergence of some critical perspectives on this field, this paper articulates three roles of mindfulness practice in education: Mindfulness in, as and of education. The three are developed based on an examination of the practice as it is shaped by two different socio‐historical narratives, which in turn manifest in different modalities of implementation and aims in the contemporary educational field. While much of the field is governed by ‘mindfulness in education’ within economic‐therapeutic interventions, equal attention is given to ‘mindfulness as education’ as reflected in a whole school approach and to ‘mindfulness of education’ in which the practice radicalises the ethos of critical pedagogy. Describing these three roles, the paper introduces readers to the practice itself, offers a framework for understanding its associations with a variety of educational aims, and critically discusses these associations as well as the diverse pedagogical possibilities that this practice brings to contemporary and future education.  相似文献   

11.
This paper provides a philosophical viewpoint to questions regarding the role and purpose of the research degree. Drawing on non‐binary accounts of knowledge within the philosophical tradition, it argues against the instrumentalist conception of applied knowledge evident within higher education policy. The paper identifies a critical ethic at work within the views of research candidates who do a research degree to complement an established professional career. A parallel is identified between the critical ethic that is evident within professional's conceptions of the role and value of a research degree and the notion of philosophy as a way of life that was prevalent in antiquity. The implications for research pedagogy of treating criticality as a way of life are then explored through Ronald Barnett's alternative model for higher education as a facilitator of ‘critical being’.  相似文献   

12.
Kaori Kitagawa 《Compare》2019,49(6):851-867
Abstract

AbstractThis paper contributes to the conceptual and empirical development of ‘preparedness pedagogy’. Preparedness involves learning, thus disaster risk reduction (DRR) should be discussed more in the field of education, particularly its sub-discipline of public pedagogy. Disaster risk reduction education should have an element of a pedagogy in the interest of publicness, which is an experimental pedagogy in which citizens act in togetherness to develop their own preparedness. The paper pays attention to the two phrases utilised in the recent DRR discourse – ‘integrated’ DRR and ‘participation by all’ – and examines the case of Japan, applying whole-system thinking. It is suggested that ‘the mesosystem’ of the DRR system yields relationships and learning, and thus enables collaboration, change and ‘participation by all’. Preparedness pedagogy has a role to play in this. The mesosystem functions as the confluence between state-led and community-based DRR to truly integrate the system.  相似文献   

13.
Increasingly, countries around the world are promoting forms of ‘critical’ citizenship in the planned curricula of schools. However, the intended meaning behind this term varies markedly and can range from a set of abstract and technical skills under the label ‘critical thinking’ to a desire to encourage engagement, action and political emancipation, often labelled ‘critical pedagogy’. This article distinguishes these manifestations of the ‘critical’ and, based on an analysis of the prevailing models of critical pedagogy and citizenship education, develops a conceptual framework for analysing and comparing the nature of critical citizenship.  相似文献   

14.
Organizational learning or epistemology has emerged in order to manage the creation of knowledge and innovation within contemporary capitalism. Its insights are being applied also to the public sector. Much of the research in organizational learning has drawn upon the discipline of psychology, particularly constructivist theory. Two approaches in organizational epistemology are considered here: Nonaka’s theory of knowledge creation, and Engeström’s expansive learning theory. Notwithstanding the reference to ‘learning’, these approaches have so far had little application to schools, especially at the level of pedagogy. But there are indications that re‐culturing, ‘workforce re‐modelling’ and inter‐agency working are becoming more prominent within the public services in England. In these endeavours, government may come to regard organizational epistemology as an important new procedure in the management of change. Thus far, sociology has had two kinds of ‘relationship’ with organizational epistemology: first, social phenomenology and ethnomethodology have been of practical use; and, second, critical theory objects to the near‐absence of a consideration of power and ideology within the discourse of organizational epistemology.  相似文献   

15.
This paper seeks to draw attention to the extent to which liberatory pedagogical intentions can function as part of a technology of surveillance unless, as socially critical educators, we actively work against our own tendency to totalising educational discourse. It notes a number of folkloric traditions in pre‐service teacher education that derive from discursive practices which position students either as inevitably acting out a well‐documented scenario or as ‘victims’ of the dominant technocratic model of teacher education. This paper suggests a way forward for teacher educators through the application of post‐positivist theorising to what has come to be understood as ‘proven’ by past and current educational research. This process is exemplified in the discussion by the application of post‐structuralist deconstructive techniques to avant garde educational text in order to bring forward for scrutiny the binary oppositions in our own ‘transformative’ educational discourse. The implications of ‘advocacy’ research are discussed and a plea made for pedagogy that intervenes in socially critical practices by making problematic our own ‘versions’ of student teacher needs.  相似文献   

16.
Reviews     
The authors' experiences of observing teaching and learning in schools have led them to become concerned at the dominant paradigm of a ‘pedagogy of poverty' at the expense of a ‘pedagogy of plenty’. Bernstein's theory of power and control of education knowledge is overtly practised in classrooms globally. This is evidenced in the narrowing of the curriculum in response to the ‘No Child Left Behind’ initiative in the USA and the centrally imposed National Strategies and Standards agenda in the UK. Bernstein's theory is still a means of clarifying the relationships between social class, family income and the education process. It introduced the concept of ‘restricted and elaborated codes’, which has been labelled by its critics as a deficit model for the working-class population. The authors contest that expectations for this new meritocracy have failed to materialise and the expectations for equity have been reduced by the prevailing metric. This ‘pedagogy of poverty’ is now practised in the current ‘one size fits all’ model of teaching and learning operating within narrow accountability based on a ‘testocracy’. This case study demonstrates one teacher using guided group work as a potential strategy for a ‘pedagogy of plenty’.  相似文献   

17.
《Africa Education Review》2013,10(2):219-235
Abstract

Education for transformation and social justice calls for critical, reflective, imaginative and independent thinkers with enquiring minds and a strong sense of curiosity – the ends and means of what Jonathan Jansen calls a ‘pedagogy to disrupt’ and Gert Biesta a ‘pedagogy of interruption’. For this reason, I introduced an innovative pedagogy in some of my courses at the School of Education, University of the Witwatersrand in Johannesburg – the internationally established ‘community of enquiry’ pedagogy. I report on how in an Ethics course the pedagogy opened up a space for undergraduate students to disclose their own experiences of corporal punishment in the schools where they were placed for teaching practice. The pedagogy made room for a critical incident to emerge that was painful for both tutors and students, but, as I argue, crucial for participation, inclusion and the demands of open-mindedness, critical thinking and also solidarity required in a deliberative democracy.  相似文献   

18.
Abstract

This article examines the significance of Jacques Rancière’s work on pedagogy, and argues that to make sense of Rancière’s ‘lesson on the lesson’ one must do more but also less than merely explicate Rancière’s texts. It steadfastly refuses to draw out the lessons of Rancière’s writings in the manner of a series of morals, precepts or rules. Rather, it is committed to thinking through the ‘lessons’ of Rancière in another sense. Above all, Rancière wants to ‘teach’ his readers something absolutely crucial about teaching. In making this claim the article emphasizes the extent to which Rancière advocates an utterly radical pedagogy, one that completely reconceives all the central elements of ‘schooling’, including teacher, student, intelligence and knowledge. Rancière thinks it possible to teach without knowing; he believes that the best schoolmasters can operate not on the assumption of their expertise, but on the equality of intelligence; and this means ultimately that Rancière contends that we can ‘teach what we do not know’. The best schoolmasters are ignorant schoolmasters. Rancière’s radical pedagogy depends upon, just as it consistently advances, a thoroughgoing resistance to a certain form of epistemological and ontological mastery. The rejection of mastery—of schoolmasters who would know it all, and convey this knowing to their students—forms the very backbone of all of Rancière’s writings and critical investigations. This is the chief reason why Rancière is, in a way, always talking about pedagogy, even when his subject matter appears to be something else entirely.  相似文献   

19.
In the last two decades, undergraduate medical education in the United Kingdom has undergone several important changes. Many of these have revolved around a paradigmatic shift from ‘paternalistic’ to ‘patient-centred’ approaches to healthcare. Adopting a Foucauldian understanding of power and borrowing from Freire’s critical pedagogy, in this paper I draw upon ethnographic data from one UK medical school to illustrate the recurrence among medical students of narrow and uncritical understandings of patient-centred practices. These understandings highlight a tension between the ideals and frameworks of medical education policy and students’ conceptualisations of professional learning and practice. I explore this tension by tracing some possible links between students’ views of patient-centredness and the teaching practices at the medical school. I argue that more critical approaches to medical learning are sorely needed and suggest some directions for medical education that would help support the personal and professional development of more critically aware practitioners.  相似文献   

20.
Abstract

My starting point for this paper is a problem in critical thinking pedagogy—the difficult of bringing students to a point where they are able, and motivated, critically to evaluate their own deeply held beliefs. I first interrogate the very idea of a deeply held belief, drawing upon Wittgenstein’s idea of a framework belief—a belief that forms part of a ‘scaffolding’ for our thoughts—or of a belief that functions as a hinge around which other beliefs pivot. I then examine the role of deeply held beliefs, thus conceived, in our ways of being in the world, exploring the extent to which engagement with others whose deeply held beliefs differ from ours may be possible through imaginative ‘travel’. Finally, I reflect upon the extent to which these imaginative moments also offer up opportunities for critical reflection upon our own deeply held beliefs and, thus, the possibility of changing or adapting those beliefs.  相似文献   

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