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Knowledge society discourse and higher education 总被引：1，自引：0，他引：1
The growing importance of knowledge, research and innovation are changing the social role of universities in the globalized
world. One of the most popular concepts used to approach these changes in post-industrial and post-modern societies is the
concept of ‘Knowledge Society’. In this paper, we will analyse the roles higher education is expected to play with regard
to various knowledge society discourses. We will begin with analyzing the uses of knowledge society as an intellectual device
and continue by reflecting on how changes in higher education are related to knowledge society discourses in national, regional
and global levels. In the final section we will reflect on current challenges and expectations generated within these discourses
for higher education and the implications these expectations have for higher education research. 相似文献
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Barbara Jaworski 《Journal of Mathematics Teacher Education》2007,9(2):187-211
In this paper I address the challenge of developing theory in relation to the practices of mathematics teaching and its development.
I do this by exploring a notion of ‘teaching as learning in practice’ through overt use of ‘inquiry’ in mathematics learning,
mathematics teaching and the development of practices of teaching in communities involving teachers and educators. The roles
and goals of mathematics teachers and educators in such communities are both distinct and deeply intertwined. I see an aim
of inquiry in teaching to be the ‘critical alignment’ (Wenger, 1998) of teaching within the communities in which teaching
takes place. Inquiry ‘as a tool’ and inquiry ‘as a way of being’ are important concepts in reflexive developmental processes
in which inquiry practice leads to better understandings and development of theory. 相似文献
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Soonghee Han 《Asia Pacific Education Review》2008,9(1):31-39
The purpose of this article is to analyze the meaning and presumptions of competence in the concrete context of knowledge
capitalism. First, the nature of competence as a ‘commodification of human ability’ that obtains a standardized monetary value
to sell in the labor market, is elucidated by applying Karl Marx’s critical theory. Second, it is further investigated that,
in the new context of the global learning economy, the production of the competence as a commodity itself becomes a key industry,
representing itself a crucialsub- system of knowledge capitalism. Third, this paper explains how competence discourse has a great deal to do with the current drastic
changes in the educational paradigm from ‘nation-state education’ to ‘global learning economy’. These changes are illustrated
by how traditional school subject-based curricula are replaced by competency-based curricula, academic qualifications integrated
into a unified form of qualification framework, and school achievement is evaluated according to the ‘demanded workplace competence’.
It is also argued that human competencies by nature have ‘double-bind’ characteristics: while it is pushed to meet the demands
as knowledge commodities, human beings themselves are beyond any notion of tradability, and the new capitalism based on human
commodities, if any, should reveal new rules to play the game. 相似文献
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Rereading metaphors as cultural texts: A case study of early childhood teacher attrition 总被引：1，自引：0，他引：1
Jennifer Sumsion 《The Australian Educational Researcher》2003,30(3):67-87
This article revisits a phenomenological case study in which I used metaphor to explore, over a seven-year span, the blossoming
and wilting of an early childhood teacher’s career due to the complex interplay between a range of personal, relational and
contextual influences (Sumsion 2002). Following Kamler (2001), I now bring a critical lens to my rereading of Sarah’s metaphors
as cultural texts that reflect the cultural storylines, positionings and practices that Sarah perceived were available to
her. I argue that deconstructing these cultural texts draws attention to the limitations of discourses commonly available
to preservice and early career teachers. Implications for teacher educators are discussed. 相似文献
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David Guile 《Vocations and Learning》2011,4(2):93-111
The paper analyses a form of interprofessional working and learning (IPWL)—the fleeting spatial and temporal constitution
of project teams with little prior history of working together—that is an increasing feature of work in the global economy.
The paper argues firstly: (i) this form of working and learning is relatively under-researched in professional, vocational
and workplace learning (PVWL); and, (ii) the research traditions—Cultural-Historical Activity Theory (CHAT) and Cultural Anthropology/Symbolic
Interactionist (CA/SI)—that some researchers in PVWL have drawn on to investigate IPWL do not allow them to capture the cognitive
and symbolic complexity of this activity. Secondly, it is possible to reveal the nature of this complexity when the concepts
and methods associated with CHAT and CA-SI-based approaches are supplemented with the concepts of ‘inference’, ‘space of reasons’,
‘restructuring and ‘recontextualisation’ (Guile, 2010). The paper demonstrates this claim by reinterpreting a classic study of the aforementioned form of working and learning
undertaken by Hall, Stevens and Torolba that drew on concepts and methods from CA and SI (2002). 相似文献
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Soonghee Han 《Asia Pacific Education Review》2001,2(2):85-95
This paper investigates the formation and establishment of lifelong learning support systems in six Asian countries, including
Korea, Japan, Singapore, Hong Kong(SAR), Thailand, and the Philippines. The countries included in this research are quite
diverse and unique in their basic characteristics. Despite the divergent values, systems, and social roles, since the 1990s,
the basic ideas and trends have been toward a somewhat integrated model in which each component of the system was geared to
function for serving the global knowledge economy. In this paper, the process of recent lifelong learning system development
in the selected six Asian countries was traced in two ways: global aspects and local peculiarity. I argued in this paper that
the cases in Asia mostly follows the ‘global trends’, especially with the ‘business mind’ of global capitalism. I also suggest
that Asian experiences can provide several distinctive characteristics rarely observed elsewhere: new role in mitigating diploma-disease,
building centralized supporting system between central and local governments, the impact of colonial legacy, unbalance between
HRD and humane-orientations, and preservation of the emphasis of adult basic education. 相似文献
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Jill Slay 《Cultural Studies of Science Education》2011,6(4):841-843
In this paper I reflect on perspectives presented by John Settlage as he examines the truth of the proposition that ‘many
teacher educators harbour deficit perspectives about their pre-service teachers, presuming that their lack of exposure to
economically, ethnically and linguistically diverse settings renders them deficient as future educators.’ In the study presented
in his paper, he ‘uncovered shifting identities that indicate that mainstream future teachers do not fit the ‘‘damaged goods’’
label that ardent multiculturalists might be tempted to impose.’ One of his conclusions was that ‘the practices of essentializing
education majors because of their perceived deficiencies born of privilege are inaccurate and unproductive.’ My reflections
focus on tertiary teacher-researchers in mathematics, information technology, environmental sciences and engineering, their
students and racism, and broaden Settlage’s context to teaching and research relationships in this setting. 相似文献
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Bronwen Maxwell 《Vocations and Learning》2010,3(3):185-202
The aim of the paper is to advance understanding of in-service learning and skills sector trainee teachers’ learning and propose
ways of improving their learning. A conceptual framework is developed by extending Billett’s (International Journal of Educational
Research 47:232–240, 2008) conceptualisation of workplace learning, as a relationally interdependent process between the opportunities workplaces afford
for activities and interactions and how individuals engage with these, to a third base of participation, the affordances of
the initial teacher education course. Hager and Hodkinson’s (British Educational Research Journal 35:619–638, 2009) metaphor of ‘learning as becoming’ is used to conceptualise the ways trainees reconstruct learning in a continuous transactional
process of boundary crossing between course and workplace. The findings of six longitudinal case studies of trainees’ development,
and evidence from other studies, illustrate the complex interrelationships between LSS workplace affordances, course affordances
and trainee characteristics and the ways in which trainees reconstruct learning in each setting. The experience of teaching
and interacting with learners, interactions with colleagues, and access to workplace resources and training are important
workplace affordances for learning. However, some trainees have limited access to these affordances. Teaching observations,
course activities and experiences as a learner are significant course affordances. Trainees’ beliefs, prior experiences and
dispositions vary and significantly influence their engagement with course and workplace affordances. It is proposed that
better integration of course and workplace learning through guided participation in an intentional workplace curriculum and
attention to the ways trainees choose to engage with this, together with the use of practical theorising has the potential
to improve trainee learning. 相似文献
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Miriam E. David 《The Australian Educational Researcher》2011,38(1):25-42
This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about
gender equality as about women’s education as a key issue in twentieth century higher education to questions of men’s education
in the twenty-first century. These changing concepts of equity are linked to wider social and economic transformations, the
expansion of higher education and the growth in the knowledge economy, or what has been called ‘academic capitalism’. Feminist
theorists and activists, often called second wave feminists, developed concepts of gender equality in education, including
higher education in the twentieth century, and these have been incorporated into higher education and policies with the expansions
of higher education, especially around notions of widening participation. Notions of widening participation in policy and
practice arenas focus on equity as about social class, socio-economic disadvantage, ethnicity and race, rather than specifically
on gender questions. Equity is now twinned with diversity and where gender is now invoked it is largely about young and working
class men’s disadvantage in relation to higher education. In this paper, I will also provide research evidence from the UK’s
Teaching and Learning Research Programme (TLRP) which has been the UK’s biggest ever initiative in education research about
equity and diversity as currently conceived in UK higher education. I will show how gender has been incorporated with diversity
questions and has lost its critical and feminist edge. I conclude with addressing questions about the future of higher education
policies and practices to address questions of equity and diversity, attempting to counter the systemic inequalities in current
forms of UK higher education. There are opportunities for developing new, critical and feminist pedagogies. More inclusive
or ‘connectionist’ approaches, rather than ‘teaching to the test’, would engage socially diverse men and women students in
a range of higher education subjects and settings. 相似文献
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Jeff Evans 《Educational Studies in Mathematics》1999,39(1-3):23-44
The takeup of opportunities for applying formal learning outside the school is often disappointing – to teachers, parents,
employers, and many pupils. Not surprisingly, there is much controversy among researchers in mathematics education and related
fields, as to the reasons. Here I argue that neither traditional nor constructivist views, with their simplistic faith in
the basic continuity of knowledge across contexts, nor currently popular ‘insulationist’ views such as the strong form of
situated cognition, which claims that transfer is basically not possible, are adequate. Instead, I analyse why transfer is
problematical in principle, and undependable in practice. I recommend an alternative approach for building bridges between
practices, based on analysing the discourses involved as systems of signs, and looking for appropriate points of inter-relation
between them. In this reconceptualisation of the ‘problem’ of transfer, the role of affective factors, previously under-examined
in the literature, is highlighted.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Peter P. Grimmett Diane Dagenais Laura D’Amico Marianne Jacquet Roumi Ilieva 《Journal of Educational Change》2008,9(2):101-121
This study investigated the relationship between education policy changes and the working conditions of teachers and school
leaders in Vancouver, Canada. We found that policy does shape educators’ discourse about their work conditions. This shaping
manifested itself in the emotions teachers experience as they attempt to construct their identity as professional educators.
Apparent contradictions emerged in educators’ discussions of their work conditions, particularly their contrasting reports
of feeling satisfied with their working environment, yet concerned about issues related to workload and recognition. Two different
discourses, the political and the professional, emerged at a deep level of practice. These discourses express conflicting
emotions about teaching and teachers’ identity struggles in a context of rapid policy changes. The political discourse is
framed around a partisan response to policy changes. The professional discourse focuses on engagement in satisfying educational
activities. This study proffers a different conclusion to other studies implying a lack of understanding of practice by policy
reformers. It suggests that, while teachers are very aware of policy changes, frequently engaging in a partisan critique thereof,
they nevertheless temper that critique with a professional discourse shaped by pedagogical concerns in the local context.
This concern with the classroom context enables them to focus their energies on constructing their sense of professional identity
that frequently leads them to reinterpret policy initiatives from a local educator’s perspective. While the political discourse
has trappings of despair, the professional–pedagogical contains glimpses of hope.
We wish to express our appreciation of the work of Barbara Waldern in the analysis that supports the findings about the professional
lives of educators. 相似文献
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Jonathan D. Jansen 《Prospects》2001,31(4):553-564
The South African obsession with performance-based pedagogies, as I have shown, has negative implications for resolving equity problems in educational reforms; it threatens to negate a political debate about ‘goals’ in favour of a technician’s debate about ‘ends’; and it fragments knowledge into meaningless tasks that assign value to external behaviours rather than the multiplicity of ways in which learning and valuing can be experienced (if not always expressed). The real danger to building a strong democratic culture through education is that what should be vibrant debates about ‘what’s worth knowing’ could be effectively silenced in a performance assessment system that only values, through a complex assessment system, that which is worth doing. Such an understanding of education is, unfortunately, entrenched in a global network of economic and technological processes that make such pursuits appear both normal and inevitable. 相似文献
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David A. Greenwood 《Cultural Studies of Science Education》2010,5(2):351-359
What is the role of education in wartime? To what extent should environmental and science educators directly address violent
conflict and a culture of prolonged war? This article gestures with empathy toward all educators who are working in wartime.
It posits that a critical pedagogy of place provides a theoretical framework that contextualizes all environmental work and
all education in the context of cultural politics. I argue that a fundamental component of a critical, place-based inquiry
must be acknowledging the contested history of colonization with respect to land (environment) and homeland (culture). I cannot
think of a place on the planet where this history is as complex and contested than it is in Israel and Palestine. However,
colonization and its legacy is a shared reality around the world, and acknowledging the context of colonization should not
be limited to inquiry in places where the bombs are still smoldering and where the rubble has yet to be cleared. Acknowledging
colonization may be especially appropriate in the US, where the historical record of militarized colonization remains hidden
behind the myths of global “progress” for the world’s remaining “superpower.” 相似文献
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In an era of rapid global economic and social change, educational institutions like schools and universities are struggling
to keep their curricula and programs relevant. Singapore’s schools are no exception, especially when education is viewed as
the essential element for maintaining the nation’s global competitiveness in ways that are totally disproportionate to its
size. The current shift from an ‘efficiency-’ to an ‘ability-’ driven paradigm in education, however, is increasing uncertainty
and raising the stakes in an already pressurized system where schools, educators and students constantly compete for top academic
awards and rewards. The concept of “partnership” in Singapore education is a significant, relatively new, trend that has caught
on among local schools only since the late-1990s, with the focus on creating better “total” learning environments for students.
This paper analyses the challenges of matching rhetoric with professional practice with regard to school–home partnerships
in Singapore, and concludes that the key to authentic collaboration lies in the mutual appreciation and valuing of diversity
as well as a deep sense of shared responsibility by all parties concerned. 相似文献
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Heidi B. Carlone Julie Haun-Frank Sue C. Kimmel 《Cultural Studies of Science Education》2010,5(4):941-965
Science educators and researchers have bemoaned the lack of reform-based science in elementary schools and focused on teachers’
difficulties (i.e., lack of knowledge, interest, experience) in enacting quality science pedagogy. We present compelling evidence
that challenges assumptions about science education reform and draw on a practice theory perspective to examine the stories,
commitments and identities of thirteen teachers, whose beliefs and practices aligned with those promoted by science education
reform documents. Through ethnographic interviews, we learned about these teachers’ critical science experiences, perceived
science teacher identities, and their goals and commitments. Their stories highlight institutional and sociohistorical difficulties
of enacting reform-based science, the many biases, contradictions, and unintended consequences prevalent in educational policy
and practice today, and emphasize how easily the status quo can get reproduced. These teachers had to work as ‘tempered radicals’,
‘working the system’ to teach in ways that were consistent with reform-based science. 相似文献
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Julio Gimenez 《Higher Education》2012,63(4):401-419
Generic attributes such as ‘holding a critical stance’, ‘using evidence to support claims’, and ‘projecting an impersonal
voice’ are central to disciplinary academic writing in higher education. These attributes, also referred to as ‘skills’, have
for a long time been conceptualised as transferable in that once learnt students are able to use them in a variety of contexts
and for a range of needs. Over the past few years, however, the conceptualisation of these attributes as transferable has
come under close scrutiny as they have been identified to be highly context-sensitive rather than context-flexible as they
were once thought to be. Drawing on data from a 2-year study on undergraduate academic writing in nursing and midwifery at
a university in the UK, this paper critically examines the role of disciplinary epistemologies in the conceptualisation of
these attributes in the two disciplines, and demonstrates how these beliefs help to shape academic writing at undergraduate
level, thus contributing to debates on generic skills and attributes and specificity in disciplinary discourses. The paper
concludes by highlighting the importance for writers to examine how knowledge is displayed, constructed and communicated in
their disciplines, and the significance of analysing the relationship between disciplinary epistemologies, generic attributes
and academic writing as a way of gaining access to and producing central discourses in their professional community. 相似文献
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Christine Winberg 《Higher Education》2006,51(2):159-172
South African higher education institutions are increasingly under scrutiny to produce knowledge that is more relevant to
South Africa’s social and economic needs, more representative of the diversity of its knowledge producers, and more inclusive
of the variety of the sites where knowledge is produced. Only a small percentage of South Africans are graduates of universities
or technology institutes, and these graduates are not representative of the diversity of the South African population. As
a result there is a shortage of skills to address the country’s reconstruction and developmental needs. This places a burden
on higher education institutions to expand access to their programmes, and to ensure that their programmes are relevant to
the developmental context. Policy makers have found in the Gibbons [Gibbons, M., et al. (1994). The New Production of Knowledge. The Dynamics of Science and Research in Contemporary Societies. London Sage Publishers] thesis on ‘Mode 2 knowledge production’ a rationale for the transformation of higher education through
the inclusion of practices which are less abstract, less discipline bound and closer to those processes which characterise
the diversity and distribution of knowledge production in the wider society. Nowotny et al. [Nowtony et al. (2001). Re-thinking Science. Knowledge and the Public in an Age of Uncertainty. Cambridge: Polity Press.] have taken Gibbons’ thesis further and have described society itself as becoming increasingly
‘Mode 2’. In a Mode 2 society, differentiation is replaced with integration, and networks of knowledge producers conduct their
work in transdisciplinary teams across widely distributed sites. Such ‘transgressivity’ both pushes knowledge production systems
forward and distributes and diffuses knowledge more widely throughout society. In this paper, it is argued that there is a
need for higher education practitioners to engage critically – and constructively – with the knowledge bases of policy directives
to ensure that the new teaching and learning processes and systems adequately prepare students for the complexity and diversity
of South African society, and enable them to contribute meaningfully to its reconstruction and development. 相似文献