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1.
This article describes two young Norwegian ethnic-minority girls in their efforts to involve social networks and to position themselves as learners in the transition between lower and upper secondary school. The article explores how they experience future possibilities represented by education and how they use resources in negotiating their everyday lives. We use the concept of social gendered positional identities to study how educational choices are individually and collectively formed and enacted in these girls’ everyday figured worlds. The study builds on ethnographic data collected by following two classmates across multiple settings over two years. We develop biographical cases to demonstrate how cultural factors relevant to learning emerged in particular contexts. The article concludes that gendered positions and choices made in educational transitions are connected and that meta-reflections on personal identity can help students to make decisions about the future. 相似文献
2.
Kristinn Hegna 《Journal of Education & Work》2019,32(1):52-65
The aim of this paper is to describe changing learner identities and trajectories of identification that take place among vocational education and training (VET) apprentices in Norway. This paper describes 23 young, male VET students’ learner identities in compulsory school (age 7–15) in comparison to their learner identities in VET apprenticeships (age 18–21), based on analyses of a set of biographical interviews about their schooling experiences. More specifically, the analysis describes changes in interviewees’ learner identities in their transition from school to apprenticeship. The analysis reveals that their narratives of being a student in school involved wounding educational experiences, such as negative student-teacher relationships, and feelings of failure and disengagement. At school, the participants’ learner identities were positional identities created in the shadow of the figured world of school, leading the students to individualised withdrawal. The narratives of their apprenticeship was characterised by a sense of belonging, feelings of equality to peers, independence and adulthood. The ‘adult working man’ identity is a disguised learning identity, in that it breaks with the wounded learner identity of the ‘failing student’ and thereby creates opportunities for active learning for apprentices, both as individuals and members of communities of practice. 相似文献
3.
ABSTRACTThe overall aim of this study is to explore how individual children with long-term school difficulties follow unique ‘trajectories of participation’ in special educational needs settings, sometimes in unexpected ways, and how this contributes to alternative forms of identification and processes of learning. The data draws on long-term video-ethnographic work, tracing trajectories of participation during the course of a school year for an individual girl with an ADHD diagnosis who is a newcomer to a special support school in Sweden. We use a multi-layered theoretical and methodological framework to learning, identities and participation as situated practices to explore how the focal girl, through her everyday participation in classroom contexts structured to amplify the student’s capabilities, gradually moves from an ‘unwilling student’ to an ‘agentive learner’. Through a multimodal interactional analysis, we demonstrate how the focal girl’s actions and the teacher’s scaffolding responses are interactionally organised, and the emotional and relational dimensions in the creation of participation frameworks for learning. It is argued that the student’s agency and emerging emotional engagement in school-based learning are intimately linked to the pursuit of building long-term learning relationships based on mutual trust. 相似文献
4.
ABSTRACTThis paper draws on sociological and critical educational frames, particularly Bourdieu’s concept of symbolic violence, in order to contest the dominant model of literacy education that is driven by the premise of a ‘knowledge economy’. Instead it foregrounds the political, social, and economic factors that marginalise learners. Data from two projects: an ethnographic study in a Further Education (FE) College in England and a study of community-based literacy programmes in Scotland, are probed to show how literacy classes can offer spaces to challenge symbolic violence and facilitate learners to reclaim identities of success. These changes are illustrated from the learners’ views of the contrasts between their experiences of school education and literacy programmes that use transformative and emancipatory approaches. Our research demonstrates how critical education can open up spaces for a more equitable approach based on the co-production of knowledge. It is argued that making changes to policy and practice could inform and shape the literacy curriculum and its pedagogy if adult literacy can disentangle itself from instrumental approaches driven by neoliberal fusion and instead create critical space for contextualised and emancipatory learning. 相似文献
5.
Jeffrey Smith 《Gender and education》2007,19(2):179-198
The ongoing moral panic surrounding adolescent boys continues to cause concern, proving pivotal in popular discourses centring on the ‘problem of youth’. Drawing on ethnographic data from a large co‐educational secondary school, this paper illustrates how school outcomes are adversely affected by working class boys' investments in peer regulated ‘hegemonic’ masculinity. Echoing traditional working class masculine identities formed in relation to the physical requirements of industrial labour, these performances reject associations with activities constructed as ‘feminine’, leading to disaffection with schoolwork. The paper argues that, in a school culture of pervasive homophobia, some teachers paradoxically acted as ‘cultural accomplices’, naturalizing compulsory heterosexuality in engaging alienated and disruptive young men. Moreover, evidence suggests that this is an emerging response to managerialist pressures to ‘continuously improve’ grades by adopting ‘boy friendly’ approaches. This renders questionable strategies predicated on naturalizing assumptions about boys and makes problematic calls for more ‘role models’ without investigating how gendered pedagogies affect schooling for girls and boys. 相似文献
6.
‘Doing’ gender in a rural Scottish secondary school: an ethnographic study of classroom interactions
This article draws on data from an ethnographic case study that examined how pupils’ gendered identities are constructed in one rural secondary school in Scotland. We utilise the work of Michel Foucault and Judith Butler to provide theoretical insight into how and why pupils take up particular gendered positions in school, focusing on the influence of teacher–pupil interactions. The findings suggest that some teachers reinforce traditional constructs of masculinities and femininities, and fail to disrupt boys’ views of girls as objects of desire. Teachers are also seen to reinforce gender stereotypes in their understandings of the rural landscape as an exclusive site for constructing masculine identities. We claim that this potentially limits pupils’ educational experiences. We conclude by suggesting that there is a need for teachers to develop deeper, more sophisticated understandings of gender, an area currently neglected in Scottish educational policy and teacher education programmes. 相似文献
7.
Gemma Punti 《Journal of Latinos & Education》2018,17(4):314-329
This ethnographic study explores what happens in the lives of two 1.5-generation undocumented Latino youth that results in academic engagement or disengagement. It examines how turning points, policy, language proficiency, school structure, economic needs, and family and personal circumstances affect academic identities. Findings reveal how students’ agency can make a big difference in explaining the high school graduation of youth who are proficient in English. Consequently, labeling students as low or high achievers disregards the fluidity of their academic identities as well as their capacity to change their academic trajectories within society’s structural limitations. 相似文献
8.
Tuula Gordon 《Gender and education》2006,18(1):1-15
Education has been expected to maintain status quo through regulation of citizens, but also to contribute to social change and emancipation. In a collective ethnographic project we have proposed that these contradictions manifest themselves in everyday life at school through tensions between control and agency. Girls encounter practices whereby their use of space is curtailed, their embodiment is controlled and their voice is frequently considered inappropriate. Limitations encountered by girls when striving for independent individuality and citizenship generate a range of emotions. Girls enter educational spaces with the expectation of attaining rational individuality as learners. They often bestow great expectations on schooling and long to attain the position of an abstract independent individual and a citizen capable of exercising agency. In this process they enter a ‘transpositional’ space that frequently reminds them of their gender, as Victoria Foster suggests. The analysis is based on an ethnographic study and subsequent life history interviews on transitions of girls in ethnography. 相似文献
9.
Estonia is a post-communist Baltic state in which neoliberal market ideologies and still prevailing socialist norms exist side by side in educational policies and practices. It is no longer self-evident what is ‘normal’ and what is ‘problematic’. Special education class for students regarded as having problems is a new innovation in Estonia. The paper analyses the history and current changes and discusses how a ‘problem child’ is constructed in Estonian teachers' perceptions and in the pedagogical methods used with these children. The paper draws on teachers' writings and on an ethnographic study in a special education class. Some comparisons with Finnish educational policies and ethnographic research on secondary schools are made. The findings suggests that in Estonia, a ‘problem child’ is a student who does not conform to the norms of the school, and in focus is behaviour that disturbs the teacher: problems in relation to schools' regulations of time, voice, embodiment and equipment, lack of engagement and unruly behaviour. We reflect the Estonian case with some comparisons with Finland using the concept ‘professional pupil’ introduced in an ethnographic research. 相似文献
10.
《British Educational Research Journal》2003,29(4):471-488
Two increasingly important strands in current educational thinking are reflected in growing interest amongst researchers, policy‐makers and qualification designers in formative assessment strategies that motivate learners and enhance their educational attainment. In addition, a body of research suggests that learners develop ‘learning careers’ from primary education, through the National Curriculum into post‐compulsory education and beyond. This article engages with this work in order to highlight some key factors in ‘learning careers’, particularly in relation to the impact of formative assessment practices. It aims to relate findings from research on formative assessment in primary and further education, carried out by the authors, to studies which use Bourdieu's notions of ‘habitus’, ‘field’, ‘cultural capital’ and ‘social capital’ to explore learning careers and learning identities in different sectors of education. The article evaluates whether the concept of ‘assessment careers’ illuminates a specific strand within young people's ‘learning careers’. In particular, it asks whether the concept might offer more precise insights about how practices produced by different assessment systems, particularly those purporting to promote formative assessment, affect learners' identities and dispositions for learning. 相似文献
11.
Margaretha Järvinen 《British Journal of Sociology of Education》2018,39(5):669-682
This article analyses the relationship between cannabis use and educational trajectories among 42 young drug users, recruited at addiction treatment centres in Denmark. Quantitative research shows regular cannabis use to be associated with poor school performance and drop-out. However, these studies do not pay much attention to differences between educational tracks or to the links between the educational field and other fields. Drawing on a Bourdieusian framework we analyse the interviewees’ involvement in four different fields: the academic field, the field of vocational schools, the labour market field and the artistic field. We contribute to the literature on post-16 educational trajectories by showing how successful ‘investments’ in education depend not only on available resources (capitals), but also on the ability to navigate in an increasingly complex educational system. Furthermore, we show how regular cannabis plays into the ‘illusio’ of different fields, challenging the interviewees’ playing of educational games. 相似文献
12.
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
13.
The differentiated experiences of young mature-age students are under-researched and often unacknowledged in higher education literature and university policy. This article contends that, due to their age (early 20s to early 30s), many younger mature-age students feel ‘out of the loop’ and ‘alienated’ from university culture. The sample is drawn from a large first-year subject and analyses students’ written ethnographic reflections on their identities as students within university culture. Using interpretive theory and NVivo coding software to analyse the written assignments, the experience of isolation amongst the young mature-age demographic was a prominent and unanticipated finding. Students in this age range want academic-based sociality but do not identify as either school leaver or ‘mature-age’. They feel like isolated learners. We argue young mature-age students’ experiences of social isolation pose a significant barrier to full participation, negatively impacting their identities as students and their university transition. In Australia and internationally, governments and universities have increased their enrolments of young mature-age students, but their capacity to structure learning environments to suit them are limited without greater knowledge of their diverse experiences. Taking a cultural, socially situated view of learning allows insights into students’ experiences and suggests opportunities for understanding and supporting them. 相似文献
14.
Normative cruelties and gender deviants: The performative effects of bully discourses for girls and boys in school 总被引：1，自引：0，他引：1
Since the 1990s the educational community has witnessed a proliferation of ‘bullying’ discourses, primarily within the field of educational developmental social psychology. Drawing on ethnographic and qualitative interview data of primary and secondary school girls and boys, this article argues that the discourse ‘bullying’ operates to simplify and individualise complex gendered/classed/sexualised/racialised power relations embedded in children's school‐based cultures. Using a feminist post‐structural approach, this article critically traces the discursive production of how the signifiers ‘bully’ and ‘victim’ are implicated in the ‘normative cruelties’ of performing and policing ‘intelligible’ heteronormative masculinities and femininities. It shows how these everyday gender performances are frequently passed over by staff and pupils as ‘natural’. The analysis also illustrates how bully discourses operate in complex racialised and classed ways that mark children out as either gender deviants, or as not adequately performing normative ideals of masculinity and femininity. In conclusion, it is argued that bully discourses offer few symbolic resources and/or practical tools for addressing and coping with everyday school‐based gender violence, and some new research directions are suggested. 相似文献
15.
This paper investigates the ways in which corporate ideas are impacting on Australian education, with a particular emphasis on secondary schools. We note the growing importance of a culture of enterprise in changing the practices of schooling, indicating how a performative organisational culture is producing different identities and relationships in educational work. The paper begins by considering the imperative for schools and individuals to be enterprising. It then moves on to examine more closely the impact of this discursive shift on teachers, students and school communities as they engage in enterprising practices. We draw on our research of over 50 state and private schools mainly in south-east Queensland to demonstrate how the newly emergent corporate ‘curriculum’ is producing a changing set of imperatives, responsibilities and outcomes for leadership in ‘enterprising’ schools. 相似文献
16.
Anna Robinson‐Pant 《Gender and education》2004,16(4):473-489
This article looks at how far educational approaches to gender equity can be packaged and exported to developing countries. I analyze current discourses on women's education at international, national and local levels. Drawing on detailed ethnographic data from Nepal, I argue that issues around gender and education need to be addressed as ideological in nature, rather than a technical matter of tackling ‘drop out’ from women's literacy classes or getting more girls into school. From talking about ‘change’, ‘transformation’ and ‘access’, we need to think more about what is being changed to what and whose values underlie specific educational approaches. 相似文献
17.
Jonathan Glazzard 《Support for Learning》2014,29(1):39-53
This study is a life history account of Bev, a special educational needs co‐ordinator who works in a primary school in England. The research examines how, within Bev's experiences, the discourses of integration and inclusion have affected learners with special educational needs. Additionally, the study examines the impact of the ‘performativity’ agenda on a mainstream school with a high proportion of learners with special educational needs. The account illustrates how, in Bev's experiences, inclusion operates within a powerful othering framework which marginalises children with special educational needs and their teachers. Additionally, the account raises questions about the risks of choosing to work in schools with high proportions of children with special educational needs within a discourse of performativity. It raises questions about whether the inclusion agenda has resulted in limited forms of inclusion and whether it was easier to meet children's holistic needs under the integration agenda. 相似文献
18.
Bridge-building activities are practiced widely in the education systems of Europe. They are meant to bridge transitions between lower and upper secondary school and form a mandatory part of the youth guidance system in Denmark. By giving pupils the opportunity to experience the different educational context of upper secondary school, bridge-building activities are meant to facilitate their decision-making on educational paths, but also to attract more and new groups of pupils. However, the premises of the inherent differences of educational contexts and of pupils’ lacking knowledge of upper secondary education can be questioned. In this ethnographic case study of a bridge-building project in a rural area in Denmark, we analyse the implicit knowledge of the general upper secondary school, as it is practiced in a bridge-building project, and how it is experienced by the pupils on the background of their prior knowledge. The analysis is theoretically informed by especially the code concepts of Basil Bernstein. 相似文献
19.
Elizabeth Walton 《International Journal of Inclusive Education》2013,17(11):1171-1185
A concern with formal and epistemological access to schools can neglect the importance of access to the informal school and the friendships and sense of belonging that this implies. Despite the challenges of ‘voice’ research, listening to what young people have to say about their experiences of, and attitudes towards social inclusion and exclusion at school may help to identify and address exclusionary pressures. This article reports on a study conducted at an inclusive high school in South Africa where learners have only known a diverse peer group. Despite this, questionnaire and focus group interview responses show that learners have ambivalent attitudes about Others. They position themselves and their school as ‘normal’ and show a mixture of empathy, prejudice and patronisation as they consider how they might respond to peers or a fictional character who is different from them. These Grade 10 learners have strong feelings about who should be admitted to their school, and they identify some exclusionary practices that operate in their social world. Their attitudes cannot be considered apart from a schooling system which normalises educational separation and exclusion and a pedagogy of compassion is suggested as a way to enable young people to address their prejudices towards Others. 相似文献
20.
Ann-Marie Bathmaker James Avis 《Discourse: Studies in the Cultural Politics of Education》2013,34(5):731-748
This article explores constructions of teacher identities at a time of significant changes to public service professionalism. The article draws on different discourses of professionalism, contrasting ‘organisational’ and ‘occupational’ professionalism, with discourses of ‘personal’ and ‘critical’ professionalism, to explore changing meanings and enactments of teacher professionalism in the 2000s. Narratives of three novice teachers, followed over eight years, are used to consider the impact of dominant discourses of ‘organisational’ professionalism in English further education, resulting in inbound, outbound and peripheral trajectories. In response, the article considers how practitioners might engage critically with current changes, arguing that it is necessary to work with what matters to teachers, such as their relations with students, teaching and learning and subject specialism. Such work might create, at least temporarily and locally, spaces in which more favourable conditions towards socially just and enabling educational practices can be worked towards. 相似文献