共查询到20条相似文献，搜索用时 46 毫秒
1.
Joseph Smith 《Curriculum Journal》2016,27(4):500-517
This paper critically examines the framing of historical knowledge in the primary and ‘broad general education’ phases (ages 4–14) of Scotland's Curriculum for Excellence. The paper focuses on curriculum documentation, particularly the curriculum's aims and ‘Experiences and Outcomes’ and evaluates these in light of recent research on children's historical understanding. It is argued that the decision to frame historical understanding as ‘People, Past Events and Societies’ within the context of a ‘social studies’ curriculum area has been motivated by a misunderstanding of history's unique disciplinary identity. It is argued that history curricula must take account of the unique ontological and epistemological challenges posed by investigating the past and that by failing to do this, ‘Curriculum for Excellence’ offers children in Scotland a problematic representation of what it means to study the past. The paper challenges the curriculum in both epistemic and pedagogical terms, before suggesting that a rigorous study of history as a discipline can make a valuable contribution to children's personal and social development. 相似文献
2.
Claire E. Crawford 《教育政策杂志》2019,34(3):423-444
ABSTRACTThis paper challenges the notion that quantitative data – as a numeric truth – exist independent of a nation’s political and racial landscape. Utilising large-scale national attainment data, the analysis challenges the belief that ‘White working class’ children in England, especially boys, are ‘the new oppressed’ – as a former equality adviser has publicly claimed. The analysis applies Quantitative Critical Race Theory, or ‘QuantCrit’, an emerging quantitative sub-field of Critical Race Theory in education. The paper argues that far from being ‘oppressed’, White boys continue to enjoy achievement advantages over numerous minoritised groups; especially their peers of Black Caribbean ethnic origin. Additionally, the analysis uniquely exposes racialised trends of ‘equivalency’ in core subject qualifications, whereby minority ethnic children are over-represented in certain lower-status qualifications that are counted as equivalent in education statistics but not in the real world labour market. The analysis concludes that knowing misrepresentations of quantitative data are at the heart of an institutional process through which race and racism are produced, legitimised and perpetuated in education. 相似文献
3.
Neil Hopkins 《Journal of Philosophy of Education》2015,49(4):607-618
This article investigates the application of Philip Pettit's concept of freedom as non‐domination to the issues of educational standards and the negotiated curriculum. The article will argue that freedom as non‐domination (and the connected concept of debating contestations as part of a legitimate democratic state) shines a critical light on governmental practice in England over the past two decades. Joshua Cohen's proposal of an ideal deliberative procedure is offered as a potential mechanism for the facilitation of debating contestations between stakeholders over the curriculum. Cohen places particular importance on the participants being ‘formally and substantively equal’ in the proceedings and being able to ‘recognize one another as having deliberative capacities’. It will be argued that formal and substantive equality between children and responsible adults is highly problematic due to the ‘considerable interference’ (Pettit) teachers and adults have to make in children's lives. However, the article does offer examples of children's deliberative capacities on the issue of the curriculum (in response to Cohen). 相似文献
4.
5.
English,literacy, rhetoric: changing the project? 总被引：2，自引：0，他引：2
Bill Green 《English in Education》2006,40(1):7-19
In this paper I begin to trace two movements in the curriculum history and cultural politics of English teaching: on the one hand, a shift from ‘literature’ to ‘literacy’, as organizing principles for the field, and on the other, from ‘language’ to ‘rhetoric’. I do so within a particular understanding of history, as embracing past present and future dimensions. My aim is two‐fold: to open up questions about the subject's historical legacy, and to draw attention to some of the emerging challenges and prospects for English teaching today and tomorrow. 相似文献
6.
David Gillborn Sean Demack Nicola Rollock Paul Warmington 《British Educational Research Journal》2017,43(5):848-874
Drawing on a secondary analysis of official statistics, this paper examines the changing scale of the inequality of achievement between White students and their Black British peers who identify their family heritage as Black Caribbean. We examine a 25‐year period from the introduction of the General Certificate of Secondary Education (GCSE), in 1988, to the 20th anniversary of the murder of Stephen Lawrence in 2013. It is the first time that the Black/White gap has been analysed over such a long period. The paper reviews the changing place of the Black/White gap in education debates and notes that, despite periods when race equality has appeared to be high on the political agenda, it has never held a consistent place at the heart of policy. Our findings shed light on how the Black/White gap is directly affected, often in negative ways, by changes in education policy. Specifically, whenever the key benchmark for achievement has been redefined, it has had the effect of restoring historic levels of race inequity; in essence, policy interventions to ‘raise the bar’ by toughening the benchmark have actively widened gaps and served to maintain Black disadvantage. Throughout the entire 25‐year period, White students were always at least one and a half times more likely to attain the dominant benchmark than their Black peers. Our findings highlight the need for a sustained and explicit focus on race inequity in education policy. To date, the negative impacts of policy changes have been much more certain and predictable than occasional attempts to reduce race inequality. 相似文献
7.
《British Journal of Educational Studies》2012,60(1):26-35
Abstract A recent article on education in China succeeded in giving a fresh tweak to the arguments concerning whether aptitude or achievement testing is more likely to promote equality of educational opportunity. In ‘The Diploma Disease’ Ronald Dore expounded the view that aptitude testing is to be preferred for selection purposes on the grounds that it gives more weight to ‘innate potential’ (his term) than does achievement testing which produces results more affected by quality of schooling, an influence which is all too variable, especially in emerging countries. Although shot through with considerable ambivalence, Dore's view could still be instrumental in persuading educational and political authorities in those countries that aptitude testing will do what he says it will do ‐ ‘make for greater equality of educational opportunity and be more effective in mobilizing all available talent’. And even if these authorities have never set eyes on Dore's book, there is sufficient evidence that some of them are acting as if they had taken Dore's view on board for it to be worth re‐opening the question. It is argued here that Dore's position cannot be supported. 相似文献
8.
Alison M. Thomas 《British Journal of Sociology of Education》2004,25(2):143-160
Since sexual harassment was first named and identified as an obstacle to women's equality in the mid 1970s, concern about both its prevalence and its damaging effects has resulted in the widespread introduction of anti‐harassment policies in UK universities, as in other work and educational settings. The study reported here sought to assess the impact of these policies, in the context of criticisms of the effectiveness of universities' implementation of equal opportunities policies more generally. Its findings indicate that key differences in how policies are both conceived and implemented influence the degree of impact they have. In discussing these different approaches to tackling harassment I highlight the significance of adopting a ‘proactive’, rather than merely ‘reactive’ strategy and consider the reasons why many universities appear to be resisting doing so. 相似文献
9.
Oscar Espinoza 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):343-363
Background Over the past four decades there have been a number of controversies arising from the discussion of ‘equity’ and ‘equality’. These concepts are often invoked by policy analysts, policy-makers, government officials and scholars in order to justify or critique resource allocation to different levels of the educational system. Purpose By creating a new equality–equity goal-oriented model, which allows the combination of different dimensions for each concept with different stages of the educational process, this paper aims to achieve two purposes: (1) to clarify among researchers, educators, evaluators, policy analysts, and policy-makers the notions of ‘equality’ and ‘equity’; and (2) to encourage researchers and evaluators to critically examine and synthesize equality/equity-based research. Sources of evidence A review of the literature concerning the meaning, goals and assumptions of the concepts ‘equity’ and ‘equality’, and their implications for social and public policy, is presented. Main argument A survey of recent and earlier debates on ‘equity’ and ‘equality’ among scholars and researchers reveals disagreement and confusion about what those concepts really mean and what they involve in terms of goals and results. It is debatable whether we can have ‘equity’ and ‘equality’ in a society that prioritizes efficiency in resource management over social justice. Certainly, such questions have shaped and guided many discussions and theoretical debates among scholars, policy analysts and policy-makers. Conclusions Most of the definitions of ‘equity’ and ‘equality’ are frequently used by many researchers, evaluators, policy-makers, policy analysts, scholars and educators as if they were interchangeable. Instead of arguing for a unique or simple conception of ‘equity’ and ‘equality’, a set of definitions of those concepts as well as a discussion related to theoretical and policy issues associated are presented. In order to avoid that confusion, the equality–equity model developed in this paper suggests several new directions for analysis and research. It provides some ideas about how ‘equity’ (i.e. ‘equity for equal needs’, ‘equity for equal potential’ and ‘equity for equal achievement’) and ‘equality’ (i.e. ‘equality of opportunity’, ‘equality for all’ and ‘equality on average across social groups’) could be treated and measured in future research in relation to different features of the educational process (availability of resources, access, survival, output and outcome). 相似文献
10.
In this paper we compare the representation of texts in a sample of Advanced Level English Language examination papers set over the past decade in order to explore the changes in ‘what constitutes English and its assessment’. Prior to the year 2000, texts used in most A Level Language examination papers were usually typeset in a word processed format stripped of original font, layout, accompanying images, and colour, and devoid of the material marks of the texts' ‘history’ and materiality. From 2001, the texts for AQA B examination papers1 have been reproduced in facsimile form to include the original graphology used. This shift in production in the materiality of embodiment has led to a corresponding shift in assessment in the codes of recognition of what constitutes English text, and what counts as English response. The sample of texts that we discuss present an ‘ecology of text’ and an ‘ecology of texts and literacy practices’ on a ‘continuum of multimodality’: from the heavily edited, word processed, linguistically circumscribed texts of the 1990s examination papers, through to the more visually‐dependent texts of 2004 with their manner of writing, typographic detail, colour, and sometimes even complete with creases and stains. Taking a multimodal approach to these texts, we discuss the implications of this change for what is being required of students analysing texts for examination assessment and more broadly for the subject ‘English’ ‐ ‘what English is’. We also consider how this shift problematizes the English work of students, teachers, examiners, and the institutions in which these agents operate. 相似文献
11.
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
12.
Tess Moeke-Maxwell 《Discourse: Studies in the Cultural Politics of Education》2005,26(4):497-510
This paper examines the exclusion of bi/multiracial Maori women from dominant representations of Maori women's identity and engages with a new articulation of Maori women's difference through a narrative of cultural hybridity. Through a study of key texts on the history of New Zealand and dominant articulations describing Maori nationalists’ efforts to invoke equality for Maori during the 1970s and 1980s, I exemplify how an essentialist Maori women's identity was promoted within Maori nationalist appeals to bicultural nationalism. I argue that current articulations of Maori women's identity do not include an analysis of race, gender, and class, nor the way they operate simultaneously to position the bi-multi racial woman discursively in the nation today. Twenty women who position themselves as bi/multiracial were interviewed and their stories show how the raced and gendered body must be reinstated within articulations of Maori women's identity through situating corporeal difference within discussions on their subjectivity and related marginalization. 相似文献
13.
R.D. Osborne 《Higher Education Quarterly》2005,59(2):138-152
The higher education sector in Northern Ireland has been fully involved in the public policies designed to enhance equality. Starting with measures designed to secure greater employment between Catholics and Protestants, known as fair employment, the policies are now designed to promote equality of opportunity across nine designated groups together with the promotion of ‘good relations’ on the grounds of religion and race. The paper examines the implementation of this new policy framework in the universities and suggests that progress to date has been fairly limited. 相似文献
14.
15.
《Journal of moral education》2012,41(1):52-54
Abstract The paper considers the way in which white teachers and students make sense of ‘race’ in a multiracial college of further education. It argues that within white cultural forms there are two main ways of comprehending race, the ‘nationalistic’ and ‘liberal’. It suggests however that these two forms are interrelated and that paradoxically the nationalistic may feed in and support a white ‘liberalism’. It is argued that the liberal form's denial of structure serves to sustain a white racism. On a more positive note it is argued that teachers’ concerns with equal opportunities provide an important resource in the development of an anti‐racist education. 相似文献
16.
ABSTRACTIn this article, the authors analyzed White teachers’ open-ended responses to three critical items on the Teachers’ Race Talk Survey (TRTS). The authors focused on: (1) teachers’ beliefs about the importance of discussing race in the classroom with their students; (2) teachers’ feelings of preparedness to have race conversations in the classroom with their students; and (3) teachers’ beliefs about discussing, in class, police violence against Black people. Findings showed that while most White teachers believed race was important to discuss in order to unlearn and disrupt their prior beliefs, the majority described fear as a primary factor for feeling unprepared to actually discuss race in the classroom. Despite their beliefs about the importance of race, teachers’ beliefs about police violence against Black bodies reflect a color-blind approach by either viewing police violence as a natural occurrence or minimizing the role that race plays. To continue developing teachers’ critical knowledge related to race, the authors discuss implications for examining the quality of race-centered curriculum in teacher education programs and they pose broader questions related to the evolving knowledge base for teaching. 相似文献
17.
Madeleine Arnot 《British Journal of Sociology of Education》1991,12(4):447-466
According to the Conservative Party, the ‘age of egalitarianism is now over’. This article explores the development of egalitarianism in the United Kingdom in the last decade and the threat represented by the Education Reform Act 1988. It focuses on the political struggles over gender and ‘race’ equality in education since the significance of these struggles appears to have been neglected in current reassessments of social democracy. Teacher autonomy, child‐centred learning and freedom of curriculum choice, as defined by social democracy, have been challenged by campaigns for social equality. Yet calls for increased state intervention and more coercive strategies of reform were not conducive to a participatory democratic order. The analysis, therefore, demonstrates the tensions between equality and democracy as political goals within advanced capitalist societies, and suggests that not only liberal, but also the egalitarian approaches of the 1980s require critical re‐evaluation. 相似文献
18.
Joyce Goodman 《Journal of educational administration and history》2014,46(2):145-159
In order to explore education at the first two Pan-Pacific Women's Conferences, this article builds on Campbell and Sherington's account of education in Oceania and on empirical research undertaken by Selleck and others, along with relevant primary source material. It traces elements of empire as they played out in inter-war women's education and cultural internationalism. Following Paisley it argues that histories of ‘racial modernities’ articulated in and through women's education and circulating via practices of cultural internationalism were integral to histories of ‘race’ and nation. 相似文献
19.
Christine Forde 《Cultural Studies of Science Education》2014,9(2):369-376
This article responds to Astrid Sinnes and Marianne Løken’s article ‘Gendered education in a gendered world: Looking beyond cosmetic solutions to the gender gap in science’ by exploring the idea of ‘gender-sensitive’ education and its usefulness in educational policy. It draws on theoretical discussions of the concept of gender and of difference to consider ways in which ‘gender-sensitive’ education might serve the task of promoting equality and justice. 相似文献
20.
Georgina Tsolidis Vikki Pollard 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):427-442
The Greek community in Melbourne, Australia, is large and has a long history in the city. It is diverse and associated with a range of cultural, social and political structures. It has strong transnational links and in many ways exemplifies ‘diasporic’ in contradistinction to ‘migrant’. This paper focuses on young people from this community, particularly those who attend schools established to promote Greek language and cultural maintenance. In this paper, we examine such students’ explorations of their cultural identifications, most specifically how they adopt the term ‘wog’. This term is complex and its place in Australian discourse has shifted over time. Tracking these shifts and considering them as a context for these young people's use of the term allows us to consider the processes involved in their self-fashioning. We argue that their uptake of ‘wog’ involves the deployment of irony, given their awareness of its strong association with racism. We are also interested in the potential for women's experience to be silenced through the common association between ‘wog’ and protest masculinities. We argue that these students’ use of the term illustrates self-fashioning that provides insights into the complexities that surround cultural identification at the micro level, including schooling, but also in the broader context of globalisation. 相似文献