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1.
Research on welfare state regimes and research on educational policy share a common concern for the reduction of social inequality. On one hand, welfare state research is typically designed within a comparative approach where scholars investigate similarities and differences in social institutions across selected countries. On the other hand, the basic model of educational policy research is usually country specific and seldom identifies why and how we are to understand cross‐national differences pertaining to social inequality. The goal of the research is to bridge these two areas by testing socio‐economic gradients and educational outcomes among 15 industrialised countries (using 2003 PISA data) from a welfare state perspective. Results support Esping‐Andersen's ‘three worlds’ typology in that the level of between‐school educational inequality is the highest in conservative welfare states and is the lowest in social‐democratic countries.  相似文献   

2.
Evidence from large-scale studies of primary and secondary students’ technology practices at school over the last decade show disparities in student practices and suggest that schools need to do more to cater for all students. Research that explores the influence of social and cultural factors may be useful for understanding such inequality in student practice. Bourdieu’s theory of practice [(1977). Outline of a Theory of Practice. London: Cambridge University Press] is proposed as an example of a sociological theory that can be adopted in educational technology research to move towards understanding the wider complexities of technology practice. To encourage discourse and application of Bourdieu’s sociology in the field of educational technology research, this paper provides an introduction to the theory, a review of its application in research of primary and secondary students’ technology practice and relevant conceptual work. The paper presents a conceptual framework based on Bourdieu’s theory that has been developed through two recent studies, and review of empirical and conceptual works and invites its application in future research so that it can be critiqued and further developed.  相似文献   

3.
Inequality in adult learning and education (ALE) participation has been reported by previous comparative studies. In doing so, however, most of efforts have been made to understand such patterns of inequality in ALE participation at the micro-level using a conceptual approach based on human capital theory. While the micro-level approach offers an individualistic and economic perspective on learning, macro-level structural conditions play an important role in creating the circumstances faced by individuals. By performing a critical literature review, this paper intends to build conceptual foundations conducive to understand both micro- and macro-level dimensions implicitly and/or explicitly linked to inequality in ALE participation. Specifically, this paper takes a brief look into social origins as a micro-level factor, and takes an in-depth look into social inequality (i.e. education, economic and skill inequality) and institutional settings (i.e. active labour market policies and strictness of employment protection,) as macro-level factors. These conceptual foundations can be used as a conceptual framework for a cross-country empirical analysis of the degree of inequality in ALE participation.  相似文献   

4.
This study explores how social identity is formed in the United States of America. In particular, it examines the social, economic and educational problems experienced by underachieving Black American children and issues of social inequality along with their implications for social justice. Against the background of matters of group identity and its maintenance or loss, the author reflects on the under-utilization of Black American children’s educational and human potential. She also suggests a rationale for re-conceiving the goal of social justice and how it is to be achieved, as well as the paradigm of cultural assimilation.  相似文献   

5.
The animal or more-than-human turn in the humanities and social sciences has challenged nature/culture binaries in the fields of environmental education and early childhood studies, yet the field of educational studies has yet to confront its humanist roots. In this article, I sketch a nascent conceptual framework that outlines how multispecies ethnography, as a methodology informed by critical strands of feminist posthumanism, can begin to address and redress both social and species injustices in educational studies. To do this, I first provide a brief overview of educational humanism to situate the article within the animal and more-than-human turns in education. I then define multispecies ethnography and briefly review educational multispecies ethnographic research. Next, I sketch the conceptual framework, which is guided by feminist posthumanist theories of performativity and intersectionality, providing ethnographic examples from my own research projects and the research literature. I conclude by drawing out the implications for educational studies, with a consideration of how animal performativity and intersectionality open up new lines of inquiry to explore animal concerns, as well as social ones.  相似文献   

6.
School systems are a major social change agent capable of challenging social inequalities and economic disadvantages. Yet, while schools in Australia are being confronted with increasingly culturally diverse populations as well as an increasing focus on student retention, this transformative role is increasingly being played out in a broader educational context that has been found to replicate rather than challenge patterns of social inequality. Successive governments in Australia have responded to this context with a raft of policy initiatives. This paper, based on three‐year longitudinal research undertaken in the city of Melbourne, outlines this policy context and introduces the theoretical approach that underpins its innovative approach to managing cultural diversity in educational institutions. It argues for, and presents, a multidimensional model for managing cultural diversity in schools, one that provides the tools for transformative practices to be undertaken to effect positive change in school environments for the benefit of all students.  相似文献   

7.
Despite the widespread enthusiasm towards grit, little attention has been paid to how stable grit remains over time and what contextual factors can predict longitudinal changes in grit. The present study investigated adolescent students’ grit and its change over one year. We employed nationally representative longitudinal data from a sample of Korean adolescent students (N = 2,590) and their parents (N = 2,590). Specifically, we evaluated the temporal stability of student grit, parent grit and educational expectations as determinants of student grit, and the relative importance of student grit in predicting academic achievement compared to academic self-concept. Results of autoregressive cross-lagged modeling revealed that grit was fairly stable over one year. In addition, parents’ grit and educational expectations for students’ educational attainment emerged as significant predictors of longitudinal changes in students’ grit. Finally, when students’ academic self-concept was controlled, students’ grit was not predictive of their academic achievement. Implications and areas of future research are presented and discussed.  相似文献   

8.
This article presents the results of a qualitative triangulation study which explored the development of educational inequality from the perspective of 13-year-olds, their parents and their friends. The article offers new empirical insights into the interaction of the family and peer settings and their importance for the educational biography of pupils aged about 13 and the development of educational inequality. First of all, the requirements for educational research into non-school settings are discussed. Then, the hitherto largely unconnected fields of research into educational biographies, families and peer settings are examined to ascertain how they could contribute to the goal of a qualitative triangulation study. This is followed by a presentation of the questions and the conceptual and empirical methods of our own study, before the results are presented in the form of a typology of the interrelationships. The article concludes with a discussion of the results against the background of the goals formulated at the beginning of the article and considerations about research into the social origins of habitus.  相似文献   

9.
Abstract Educationalization is a term most frequently used to indicate that government (in particular) has inappropriately imposed on educational institutions responsibility for providing the solution to some social or economic problem. In this essay David Bridges illustrates, however, the way in which educational institutions collude in this process, where they see doing so as in their interests. He also points to the way idealistically (rather than cynically) educators might seek to contribute to the wider social agenda of their age. Indeed it is arguable that there is a conceptual link between the idea of education and that of social improvement. These observations frame the question about educationalization as one concerning the appropriateness or otherwise of looking to educational institutions to solve social problems and how one might determine such appropriateness. To what extent, Bridges asks, can and should educational institutions play a role in addressing the wider social and economic political agenda? In this essay he attempts the beginning of an answer to both these questions.  相似文献   

10.
Previous international research has shown that educational goals are fundamental for explaining differences in the educational attainment between individuals. For a better understanding of educational inequality, it is therefore crucial to know more about the mechanisms leading to different expectations. Our paper contributes to this field of research by empirically testing how social networks affect educational expectations of mothers for their children. Furthermore, we try to disentangle the underlying mechanisms by investigating which role resources and attitudes within social networks play in influencing educational expectations. We use quantitative data gathered in three federal states in Germany. The key results indicate that network composition not only has an effect on educational expectations but also on general attitudes towards education. Both attitudes towards education and embedded resources seem to mediate the effect of social ties on educational expectations.  相似文献   

11.
In light of the 50th anniversary of the Brown v. Board of Education (1954) ruling, this article focuses on how the majority opinion in Brown set a precedent for the use of social science research in defining and examining inequity in education. This article argues that following Brown, social science research has gained prominence in its social function in shaping the debate in equal educational opportunity. Whereas Brown introduced racial desegregation in the governmental agenda, social science research since the 1960s has sustained the societal concerns on the challenge of inequality. This article examines how the use of social science research in Equality of Educational Opportunity (J. S. Coleman et al., 1966), an extensive study of schools and schooling under the direction of James Coleman of Johns Hopkins University and Ernest Campbell of Vanderbilt University during the mid 1960s, shaped the course of education research and policy toward the notion of equal educational opportunities. Further, this article discusses the more recent work of William Julius Wilson (1987) that shifts the equality of opportunity debate out of the courts and from individual and group opportunities to the equality of life chances.  相似文献   

12.
Utilising a globalisation framework this study contributes to discussions concerning inequality, education, and development by re‐examining the effects of educational and economic variables on income inequality. This research shows that the effects of education on income inequality are affected by the level of economic freedom in a country, and specifically that more economic liberalisation may limit the equalising effects of secondary enrolments. These findings imply that the level of economic freedom must be considered when creating policies to reduce inequality and that complex relationships must be considered for further research in this area.  相似文献   

13.
While the existence of a class, gender, or ethnic gap in educational attainment is well documented for many societies, how the practice of grade retention contributes to these patterns of educational inequality has been inadequately addressed. Given that grade retention is commonly practised in Macao, Macao is used as a case for illustration. Using data from PISA 2009 and a qualitative research project, we seek to demonstrate how inadequate state regulation could make possible the manipulation of grade retention institutionally and individually in Macao. This, in turn, illustrates how the specific contextualized structural operation of grade retention could serve as a mechanism for social differentiation and thus play a role in contributing to the observed educational inequality.  相似文献   

14.
This paper examines forms of boundary work undertaken by parents in a regional Australian city to negotiate social processes around the school market amidst rising economic insecurity. It outlines structural changes, which have increased economic inequality in Australia and impacted on educational reform, and the specific challenges faced by public schools in regional settings. Drawing on 18 months’ qualitative research in one regional location, it identifies and analyses forms of boundary work undertaken by middle-class families to manage these uncertainties in a field of scarce economic and cultural resources. Theories of class culture, stigma and whiteness are used to show how local social labels such as ‘ferals’ and ‘shiny people’ acted as classed and racialised ways of negotiating this social and economic landscape through the school field. Such practices engendered feelings of security and control and shed light on feelings of class-based resentment and anxiety in regional Australia, specifically a middle-class ‘fear of falling’.  相似文献   

15.
The ‘accordion effect’ is an effect of language which allows us to describe one and the same thing more or less narrowly. Social capital has been conceived in terms of our access to institutional resources, but also in terms that extend to the levels of trust and related resources found in the social networks we are embedded in. The former conception is narrower, favoured for its specificity and analytical utility. The latter conception is broader, favoured for its acknowledgement of context, including the qualitative features of relations between individuals and within communities. These conceptions appear incompatible, but both have numerous adherents in educational research, and it is unclear whether either can be eliminated without some threat to the intelligibility and explanatory promise of social capital theory in an educational context. This raises hard questions about the domains, questions and methods that the social capital concept is best applied to. Should the concept prove resistant to any defensible specification, this will require a significant revision to the stock of conceptual resources available for understanding and explaining educational progress.  相似文献   

16.
The purpose of this study was to explore geographic mobility among university students in Peru and to understand how mobility patterns differ by region and by demographic indicators of inequality. The ways that students may be able to move geographically in order to access quality higher education within the educational system can be a driver of equality or inequality, depending on who is able to take advantage. Using data from a university census, we examine how demographic indicators of inequality are related to geographic mobility for university attendance, how prior geographic mobility predicts later mobility for university attendance, and how these relationships differ based on the number and quality of universities in a region. Results show that sociodemographic variables related to social inequality explain a substantial amount of students' postsecondary mobility. However, some of these relationships do not operate in the same way in all of the regions. Depending on the availability of universities and their quality, patterns of association between inequality and geographic mobility change. Implications for higher education policy as well as further research examining geographic mobility and inequality in education are discussed.  相似文献   

17.
This paper offers a conceptual basis for refashioning the formulation of critical teacher education. It argues that current critical teacher education is uncritically constructed upon key theoretical departures from critical theories. Drawing on Boltanski’s critique of critical theories, the paper examines the ways these theoretical departures limit the structure of critique and therefore impede critical teacher education in its effort to empower educational actors, including students. Specifically, it analyses how critical theories’ justification of the goal of emancipation for educational actors hinges on intellectual inequality, the ignorance-knowledge continuum, and the hierarchical perception of social relations. This paper introduces networked-hutong siwei to reconceptualise critical teacher education that centres on developing teachers’ predispositions and skills to better mobilise and engage the critical capabilities of educational actors.  相似文献   

18.
In this article, Rebecca Tarlau attempts to build a more robust theory of the relationship between education and social change by drawing on the conceptual tools offered in the critical pedagogy and social movement literatures. Tarlau argues that while critical pedagogy has been largely disconnected from its roots in political organizing, social movement literature has shifted away from a theory of educational processes within movement building. Specifically, she suggests that the currently dominant “framing perspective” in the social movement literature is incredibly limited in its ability to analyze the pedagogical aspects of organizing. Conversely, while scholars of critical pedagogy are extremely convincing when critiquing U.S. schooling, the field is weaker when theorizing about how teachers using critical pedagogy can link to larger movements for social transformation. Critical pedagogues need more organizational thinking and social movement scholars need a more pedagogical focus. Tarlau suggests three conceptual frameworks for moving forward in this direction: the notion of social movements as pedagogical spaces, the role of informal educational projects in facilitating the emergence and strength of social movements, and the role of public schools as terrains of contestation that hold the possibility of linking to larger struggles for social justice.  相似文献   

19.
This review essay focuses on the prominence given to globalisation and discourses of globalisation in education reforms and pedagogy, as well as the way conceptual thinking in this area has changed and developed, due to competing ideologies, forces of globalisation and political, economic and cultural transformations. It analyses and evaluates the shifts in methodological approaches to globalisation and its effects on education policy and pedagogy. It focuses on forces of globalisation, ideology, social inequality and implications for equity and access to quality education.  相似文献   

20.
Abstract

In 2014, Thomas Piketty’s Capital in the Twenty-first Century rocked the economic and political world, with its argument that inequality is destined to increase; in the field of education, however, this book has been almost entirely ignored. I argue that Piketty’s treatise is relevant to educational theories for three reasons: his rejection of meritocracy contributes to theories of social mobility; his critique of human capital theory provides fodder for debates about educational purpose; and his interdisciplinary analysis supports the political economy tradition in education. However, I also argue that it is necessary to move beyond the economic determinism in Piketty’s arguments, to explore the transformative potential of education as a consciousness-raising process, the agency of communities, the production process, and alternative solutions to inequality. I argue that education scholars should use the renewed interest in inequality generated by Piketty’s book to shift the dominant discourses about education, schools, and social justice.  相似文献   

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