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1.
We examine how global pressures for competitiveness and gender equality have merged into a discourse of ‘inclusive excellence’ in the twenty-first century and shaped three recent German higher education programmes. After placing these programmes in the larger discourse about gender inequalities, we focus on how they adapt current global concerns about both being ‘the best’ and increasing ‘gender equality’ in locally specific ways, a process called vernacularisation. German equality advocates used ‘meeting international standards’ as leverage, drew on self-governance norms among universities, used formal gender plans as mechanisms to direct change, and set up competition to legitimate intervention. This specific incremental policy path for increasing women's status in German universities also mobilised the national funding agency and local gender equality officers as key actors, and placed particular emphasis on family friendliness as the expression of organisational commitment to gender equality. 相似文献
2.
Jacky Brine 《教育政策杂志》2013,28(1):137-152
This paper provides a critical overview of the development of European education and training policy and its relationship to the discourse of ‘equality’. This development reflects significant shifts within the European Union's discourse of economic growth and peaceful unity‐‐that is, the economic and social concerns of the European Commission. Interwoven into both these discourses is the European discourse of ‘equality’. In the first section of the paper the historic development of the Commission's education and training policy is considered in relation to the discourses of equal opportunities and social exclusion, paying particular attention to the influence of the Action programmes for equal opportunities between women and men. This is followed by a brief section in which the recent interpretation of EC policy by the UK government is examined. In the final section the focus is on the equality discourse itself and the consequences of its application for under‐educated long‐term unemployed people. The paper concludes that although the differences between equal opportunities and social exclusion can appear as radical redefinition, they are nevertheless simply discursive shifts in a fundamentally unchanged equality discourse. Their significance, however, lies in the need for such an apparent shift. 相似文献
3.
Khalid Arar 《Journal of Educational Change》2014,15(3):281-301
Although the school constitutes a key cultural arena for the production and reproduction of gender identities, few studies have addressed gender discourse in educational institutions in developing societies. Such studies are especially sparse in Arab society in Israel. This study goes some way to addressing what is often absent from many sociological portrayals of young pupils and schools, since it uses the words of the teachers and students to clarify the construction of gender discourse in an Arab high school in Israel. It points to activities considered to be gendered; identifying distinctions between the sexes (if they exist) in the staff’s and students’ perceptions of educational experiences at school; and examining to what extent school authority is seen as masculine and whether the school promotes debate and socialization for equality between the sexes. The research employed an inductive methodology including ethnographic data-collection techniques: observations, focus group interviews of students and in-depth personal interviews with school role-holders. Findings indicate that a covert learning program influences gender construction in the Arab school, a program intended to maintain the existing hegemonic social hierarchy. Patriarchal control of the adolescents’ agenda appears weakened and a generation gap separates teachers from students. Voices of students and younger staff advocate deconstruction of the traditional structure and norms of Arab society, suggesting a new agenda, promoting egalitarian discourse, and new personal and collective identities. Conclusions are drawn concerning the school’s role in the deconstruction of the existing male hegemony, the promotion of gender equity. The paper provides ethnographic insights concerning the Arab high school in Israel, pointing up a need for empathetic educator-student dialogue, that will promote egalitarian perceptions and practices, listen to the voice of the younger generation and challenge residual social norms of Arab Muslim society. The findings indicate that a more open gender discourse could offer symbolic resources and/or practical tools to enhance the every-day implementation of equity in the school. The paper also suggests some new research directions. 相似文献
4.
PETER KENNEDY 《International Journal of Lifelong Education》2013,32(6):589-624
This article is concerned with the politics of lifelong learning policy in post‐1997 Hong Kong (HK). The paper is in four parts. Continuing Education, recast as ‘lifelong learning’, is to be the cornerstone of the post‐Handover education reform agenda. The lineaments of a familiar discourse are evident in the Education Commission policy documents. However, to view recent HK education policy just in terms of an apparent convergence with global trends would be to neglect the ways in which the discourse of lifelong learning has been tactically deployed to serve local political agendas. In the second part of this paper, I outline what Scott has called HK’s ‘disarticulated’ political system following its retrocession to China and attempts by an executive‐led administration to demonstrate ‘performance legitimacy’—through major policy reforms—in the absence of (democratic) political legitimacy. Beijing’s designation of HK as a (depoliticized) ‘economic’ city within greater China must also be taken into account. It is against this political background that the strategic deployment of a ‘lifelong learning’ discourse needs to be seen. In the third section of this paper, I examine three recent policy episodes to illustrate how lifelong learning discourse has been adopted and has evolved to meet changing circumstances in HK. Finally, I look at the issue of public consultation. The politics of education policy in HK may be seen to mirror at a micro‐level, the current macro‐level contested interpretations of HK’s future polity. 相似文献
5.
Victoria Elliott 《Curriculum Journal》2014,25(2):282-300
In January 2012, Scotland's First Minister Alex Salmond announced a radical measure that would see every Scottish school student study a Scottish text from a prescribed list. In 2010, Michael Gove announced that ‘Our literature is the best in the world’ and that every pupil should study particular authors. The ‘cultural heritage’ model of English is increasingly dismissed by teachers and students However, it is this ‘cultural heritage’ model which is preserved in the discourse of politicians. This paper explores the role that literary heritage texts play in the discourse of education policy in the context of devolution in twenty-first century Britain and considers the drivers and differences which can be seen in England and Scotland. 相似文献
6.
Jacky Brine 《Gender and education》2006,18(4):431-446
Through a discourse of diversity, specialism, equality and choice, selective schooling is again on the UK education agenda. A previous selection policy operated between 1944 and 1964. The argument that some children are more suited to a vocational education and others to an academic one is evident now and then. This paper focuses on the life‐histories of four ‘50‐something’ women sent to ‘bilateral’ schools in Bristol, England. With children from the same primary school or street, they found themselves on differing sides of a divide between grammar and secondary‐modern education. The paper explores the practices through which White working class children received contrasting experiences of the same school, where different gendered‐classed identities, aspirations and expectations were constructed. The co‐existence of firmly separated grammar and modern streams within one school allows an analysis of everyday practices of selective schooling, of the means by which one was constantly constructed against the other. 相似文献
7.
Margaret Arnott 《Discourse: Studies in the Cultural Politics of Education》2010,31(3):335-350
The paper draws on critical discourse analysis to examine and discuss some of the key developments in the governing of education in Scotland since the election of the Scottish National Party (SNP) government in May 2007. It analyses these developments, drawing on a study of key policy texts and suggests that discourse analysis has much to contribute to the understanding of the governing strategy of the minority SNP administration as reflected in its education policy. We suggest that there is a self-conscious strategy of ‘crafting the narrative’ of government that seeks to discursively re-position ‘smarter Scotland’ alongside small, social democratic states within the wider context of transnational pressures for conformity with global policy agendas. Thus the paper connects to current debates on the relationship between an emergent global education policy ‘field’ and the capacity of ‘local’ contexts to develop and sustain particular, embedded assumptions and practices. 相似文献
8.
Jennifer Bethune 《Gender and education》2017,29(3):389-404
This paper is a critical discourse analysis of teacher resource materials about girl bullying. The ‘mean girl’ phenomenon has been widely taken up as one of the current key narratives about schools and school girls. This paper argues for the importance of understanding the origins of this discourse within behavioural psychology, which coined the term ‘relational aggression’ to describe what is purported to be a uniquely female form of aggression. Our analysis problematises the ways in which this discourse reinforces gendered binaries and pathologises girls’ aggression. We trace the emergence of an ‘expert culture', exemplified by the texts we analyse, which disseminates this discourse and limits the range of ways in which girls’ aggression and friendships may be understood. We critique the raced and classed ways in which these texts establish hegemonic forms of white, middle-class girlhood. We show how the texts draw on neo-liberal ideologies of idealised forms of subjectivity and function as a mechanism for shaping these subjectivities within schools. 相似文献
9.
John Walker 《International Journal of Inclusive Education》2013,17(2):189-205
This paper uses Bhabha's concept of colonial discourse to explore how the subject of the educational discourse concerned with the education of the adult unemployed is constituted by a variety of stereotypical representations. The paper examines in some detail a key policy text which appeared at a critical moment in the establishment of REPLAN, a UK policy initiative for the education of unemployed adults, in 1984. It explores how the problem of education for the unemployed adult was made visible, the first arena for analysis in Scheurich's ‘policy archaeology’. A number of ‘regularities’—race, gender, sexuality, pro‐fessionalization, class and governmentality—serve to constitute that problem and, to a lesser extent, its solution. Educational policy is seen as a highly problematic play of fantasy and materiality, where policy texts produce and perpetuate inequalities. This critical reading attempts to subvert official discourse on education and unemployment.
there is no reason at all why people should wander about in a loafing and idle manner; if they are not earning their living they ought to be put under some control. (Winston Churchill, 1909). 相似文献
10.
Teresa K. Aslanian 《教育政策杂志》2020,35(4):485-502
ABSTRACT There is growing concern within the field of education regarding how the implementation of national frameworks based on the European Qualifications Framework displaces tacit and less traditionally formalized knowledge from policy. This issue is particularly salient concerning national frameworks that regulate early childhood teacher education, in which knowledge and competencies about caring are crucial, though under-articulated. The proportion of under three-year olds who participate in government subsidized early childhood education and care programs in Norway has risen from 37% in 2000 to over 82% in 2016. Amidst this historic rise, the word ‘care’ was removed from Norway’s most recent National Framework for Early Childhood Teacher Education. Whilst policy analyses generally focus on the content of policy texts, in this article, I examine the circumstances surrounding the curious disappearance of text, namely the key concept of care. Combining a Foucauldian concern with discourse with Malabou’s concept of plasticity, this article reports on a plastic discourse analysis of the removal of care from the newest framework for early childhood teacher education in Norway. 相似文献
11.
Ingela K. Naumann 《Zeitschrift für Erziehungswissenschaft》2014,17(3):113-128
The importance of investing in early childhood is widely acknowledged in policy circles. Particularly formal Early Childhood Education and Care (ECEC) is seen as key to creating equal opportunities and combating poverty by increasing educational achievement of children and supporting parental employment. This social investment perspective has in recent decades supported the rapid development and expansion of ECEC in most European countries. However, the international social investment discourse masks fundamental differences in European ECEC systems and detracts attention from the way ECEC is embedded in the wider welfare regime of a country. This paper critically examines the ‘social investment potential’ of ECEC systems by comparing an early social investment country, Sweden, with two ‘late movers’, the UK and Germany. It argues that investing in ECEC is not per se a panacea for social inclusion. To the contrary, if not combined with other, partly ‘traditional’ equality measures both in education and social protection, ECEC investment may have the opposite effect of increasing social inequality. 相似文献
12.
Isobel Urquhart 《English in Education》2002,36(2):18-30
This article examines the current dilemmas around children's comprehension of written texts in the primary school. National Curriculum tests have shown that questions requiring powers of inference are by far the most difficult for children to answer. Alongside this, recent research has shown that teachers' questioning rarely engages children in inferential thinking. The article argues that, in order to develop ‘higher‐order’ reading skills in the classroom, teachers need to go beyond a deferential approach to both texts and the discourse of the National Literacy Framework in order to promote more creative and imaginative approaches to the comprehension of texts. 相似文献
13.
Looking to conflicting constitutions of education systems through the terms equality and excellence, this paper examines the discursive formation of two political rationalities in the contemporary German education system. While early childhood and primary education discourses are dominated by a terminology of equality, tertiary education institutions such as universities are described using a terminology of excellence that has become a reference point for political interventions and institutional reform processes. Drawing from hegemony theory, governmentality studies and systems theory, this paper analyses the rules of justification referred to by such hegemonic discourses. It presents a policy discourse analysis of strategic, conceptional and institutional texts produced between 2003 and 2010. Through this analysis, the paper suggests that ‘mobilising’ and ‘optimising’ represent the common principles of equality and excellence as economic rationalities. 相似文献
14.
Michael Furtado 《International Journal of Inclusive Education》2013,17(4):431-448
The Australian Senate Employment, Workplace Relations and Education References Committee has been asked to examine the principles of Commonwealth Funding for schools, with particular emphasis on how these principles apply in meeting the current future needs of government and non‐government schools and whether they ensure efficiency in the allocation of school funding. The Committee will also investigate accountability arrangements including and through the Ministerial Council on Education, Employment, Training and Youth Affairs. This paper provides a critical discourse analysis of recent developments, tracking two themes: the construction of ‘efficiency and effectiveness’ in the allocation of school funding in Australia, and the impact of such a construction on a discourse of inclusive education for all schools in Australia. Through this analysis, it is argued that the current enquiry creates an opportunity for a substantial shift in focus — from funding government and non‐government schools in relation to government schools, to both government and non‐government schools — within a framework of presumptive equality and inclusion. It is also argued that extant policy, removing the substantial Catholic sector from its hitherto hybridized and separate funding position and bringing government and non‐government schools into sector‐specific funding competition with each other, realigns and rearticulates federal involvement in school funding policy areas that have been the traditional preserve of state governments and territories. In the process, responsibility for instilling and supporting inclusive educational practices is currently solely that of the states and territories where, in many cases, funding as well as inclusive education policies and programmes have been determined at local levels. The endorsement by the federal government of new principles in funding, as proposed here, linked with renewed requirements in relation to school access and participation, creates a space that potentially enables new strategies for inclusive education to be conjoined with funding allocation policy in Australian schools, to the economic and social benefits of all schools as well as the polity. 相似文献
15.
This paper traces the trajectory of New Labour education policy since the formation of the first New Labour government in 1997. During that time the policy discourse has moved from a position of individualized school improvement through competition, to one where there is an emphasis on ‘partnership’ and ‘collaboration’ as key mechanisms for improvement. We note, however, that ‘specialism’, ‘diversity’ and ‘choice’ are still key components of policy and that ‘partnership’ often denotes a deficit model, with more successful schools supporting (or in some cases taking over) less successful ones. Although there are the beginnings of a recognition that social class and social deprivation are factors which make achievement at school more problematic, generally New Labour policy has not attempted to alleviate the tendency to social polarization which has emerged as a result of school choice policies. 相似文献
16.
Judith Gill 《教育政策杂志》2013,28(5):453-467
This paper will trace the adoption of a policy of Social Inclusion in schools in one Australian state in terms of the way in which the policy direction, its discourses and adoption reflect a rhetoric of what Ball has labelled a ‘paradigm of convergence’. The analysis will show that the policy discourse, especially in its focus on school retention, appears to endorse the vision of a neo‐liberal entrepreneurial competitor as the educated product despite being initiated and implemented by a Labor state government within a rhetoric of community concern for social justice. The second part of the paper reports on the ways in which primary school leaders have responded to this policy which reflects some older educational discourses and is more in line with a prior version of a well‐run school and an inclusive society. 相似文献
17.
This paper draws upon critical discourse analysis, cultural studies and communication theory, studies on media and educational reform, and the work of Bernstein, Bourdieu and Luhmann in particular, to explore how the print and media ‘mediated’ a period of educational change marked by moves to self‐management in schools in Victoria, Australia. It considers how the media was mobilized by various education stakeholders, and in turn informed relations between schools and government, through policy discourses and texts. It considers why and how particular themes became media ‘issues’, how schools and teachers responded to these issues, and how the media was used by various stakeholders in education to shape policy debates. It is based on a year‐long qualitative study that explored critical incidents and representations about education in the print media over a year in the daily press. It illustrates the ways in which a neo‐liberal Victorian government mobilized the media to gain strategic advantage to promote radical education reform policies, considers the media effects of this media/tion process on schools and teachers, and conceptualizes how school and system performance is fed from and into media representations, public perceptions and community understandings of schools and teachers' work. 相似文献
18.
Sue Jackson 《Gender and education》2007,19(1):61-77
Children’s cultural worlds provide them with many different sources of information about gender and work. Early school reader illustrations, for example, are a cultural resource that produces particular meanings about gender, however children may also draw on understandings from other contexts to make their own sense of these representations. The study described in this article interviewed young children about illustrations depicting women and men’s work in two early school readers. Feminist poststructuralist analyses were used to examine representations in illustrations and how children made sense of them. Findings revealed variability of meanings about gender and work in both illustrations and the children’s accounts, assigning women agency and equality on some occasions while locating them in a gender hierarchy below men at other times. Although findings illuminate children’s access to an egalitarian discourse, they also point to an ongoing need to support and encourage children’s critical reading of texts. 相似文献
19.
Amanda Keddie 《Gender and education》2008,20(6):571-583
This paper explores issues of critical literacy, gender justice and masculinity through ‘Mr A’s’ story. Mr A is head of English at ‘Grange College’ – an all boys’ school in a large urban centre in Queensland (Australia). The paper highlights how the privileging of rationality, control and ‘the masculine’ within Mr A’s ‘teaching‐as‐usual’ discourse constrains his efforts to pursue gender justice through critical literacy. While Mr A scaffolds his students’ critical analysis of gender and power in texts, his investments in teacher/student binary relations draw rigid boundaries between himself and his students in ways that delegitimise the terrain beyond the rational and ignore a theorising of the self. Drawing on Mr A’s story within Davies’ theorising about the possibilities of critical literacy, this paper adds to key work in arguing the importance of teachers’ interrogating their classrooms as lived texts where the relations of domination and power that derail the social justice possibilities of critical literacy can be made both recognisable and revisable. Such interrogation is foregrounded here as particularly urgent within the current moment where rationalist discourses within and beyond schools are increasingly working to circumscribe and constrain teacher practice in ways that stifle transformative social agendas. 相似文献
20.
Katherine Nicoll 《教育政策杂志》2013,28(1):43-55
This paper seeks to extend work previously published that points to the importance of rhetorical analysis to policy studies. It argues against the notion that policy can be dismissed as ‘spin’ and explores further the work of rhetoric within the UK government’s policy texts of lifelong learning. For the authors, rhetorical analysis helps to point to the politics of discourse that is at play in policy‐making processes. This paper points to some of the conceptual resources upon which one can draw in undertaking rhetorical deconstructions of policy texts and discourses, in this case, of lifelong learning, and one’s own role, as analysts and sultans of spin. 相似文献