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1.
ABSTRACT

Sociology of education, particularly in Britain and to a limited extent the USA, is examined in its relations to law and socio‐legal discourse. It is argued that in order to develop our understanding of educational accountability a fuller exploration of the institutional interface between law and education will be required. Several lines of scholarship and empirical inquiry are suggested, particularly with respect to the functions of law professionals and legal institutions in the contexts of ’public choice’, ‘juridification’ and the institutionalisation of irresponsibility in education.  相似文献   

2.
ABSTRACT

To investigate the spread of peace education (PE), we examined 685 documents in SCOPUS between 1970 and 2018 in 70 countries and triangulated the information with 11369 news articles and 22 international organisation? founding dates. PE emerged in scientific databases in the 1970s, lost momentum in 1990 and then globalised after 2003. PE’s institutionalisation was furthered by: (a) the increasing search for discourses that highlighted individual agency of self-declared ‘peace educators’; (b) educational expansion that generated a greater demand for so-called best practices; and (c) the active role of professionals working on organisations such as UNESCO, UNICEF and the identified international organisations. We recognised five loosely coupled narratives: PE’s (a) philosophical foundations and relationship to critical pedagogy; (b) application to improve international relationships; c) solution to internal conflicts; (d) measurements of interventions; (e) linkages to religion. We reflect on the implications of PE as an educational discourse in curricular reforms.  相似文献   

3.
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4.
ABSTRACT

Ensuring that students of all backgrounds are smoothly transitioned through the stages of access, participation and completion in higher education has been the focus of much public policy and research in recent decades. Subsequently, public policy discourse treats those who do not complete their higher education degrees as unsuccessful, despite a lack of research considering the beneficial outcomes of non-completing students. Evidence of beneficial outcomes of higher education participation without completion has potential to challenge the deficit-centric discourse of completion dependent on a binary view of success and failure. This article details a critical discourse analysis of responses to a 2017 survey of university non-completers asked ‘were there any benefits from the time you spent doing an [sic] incomplete degree?’. This study finds that non-completers experience a wide range of benefits from incomplete studies despite the dominant discourse discounting their experiences as unsuccessful. Additionally, this study presents a critique of framing surveys of non-completing students within the normative bounds of success as completion in higher education, and instead calls for a more nuanced construction of success in higher education.  相似文献   

5.
Kaori Kitagawa 《Compare》2019,49(6):851-867
Abstract

AbstractThis paper contributes to the conceptual and empirical development of ‘preparedness pedagogy’. Preparedness involves learning, thus disaster risk reduction (DRR) should be discussed more in the field of education, particularly its sub-discipline of public pedagogy. Disaster risk reduction education should have an element of a pedagogy in the interest of publicness, which is an experimental pedagogy in which citizens act in togetherness to develop their own preparedness. The paper pays attention to the two phrases utilised in the recent DRR discourse – ‘integrated’ DRR and ‘participation by all’ – and examines the case of Japan, applying whole-system thinking. It is suggested that ‘the mesosystem’ of the DRR system yields relationships and learning, and thus enables collaboration, change and ‘participation by all’. Preparedness pedagogy has a role to play in this. The mesosystem functions as the confluence between state-led and community-based DRR to truly integrate the system.  相似文献   

6.
Abstract

Both direct and indirect influences have been assumed to impact the transmission of political orientations within families. A lower socioeconomic status is related to lower intended political participation of adolescents. Within this context, schools play a crucial role in political socialisation, as citizenship education is assumed to either equalise or maintain these social disparities. We analyse a sub-dataset of the International Civic and Citizenship Education Study 2016 which includes 14-year-old students in four European countries: Belgium (Flanders), Denmark, Germany (North Rhine-Westphalia) and the Netherlands. Multi-level regression analyses reveal that formal citizenship education compensates the relationship between students’ socioeconomic status and intended electoral participation in Denmark, Germany (NRW) and the Netherlands, but not in Belgium (FL). Further, the composition of school classes is related to the perception of an open classroom climate in each of the four countries and to participation in civic activities at school in three countries.  相似文献   

7.
ABSTRACT

It is well established that China has emerged as a major economic power, resulting from the nation’s neoliberal modernization. What is less understood is the socio-cultural and educational impact of this change on public institutions. This article focuses on the education system, which is currently seen as central to delivering the nation’s modernization project, particularly through suzhi jiaoyu (education for quality). More specifically, we engage with a pervasive public discourse of a boy crisis. We suggest the need critically to explore the local (national) meanings within a contemporary Chinese context of this assumed projected crisis that appears to be established as a western phenomenon. We argue that the discourse of a boy crisis can be read as a strategic move to re-inscribe an earlier discourse, that of the boy preference, that in turn is discursively linked to nation building at a time of globally inflected socio-economic transformations.  相似文献   

8.
Abstract

In this article, I trace lines of materialist pedagogies in the history of women workers’ education following feminist interpretations of Spinoza’s assemblage of joyful affects. More particularly, I focus on the notions of laetitia [joy], gaudium [gladness] and hilaritas [cheerfulness] as entanglements of joy and trace their expression in practices and discourses inscribed in archival documents that I have reassembled around the theme of women workers’ education. My reading of Ethics follows a range of feminist thinkers that have engaged with Spinoza’s ‘ethics of joy’ in education and beyond. The article draws on extensive archival work with personal auto/biographical documents and public essays of women workers/educators/writers in Paris and New York that span the period between 1830 and 1950. What I argue is that it is the experience of creative and radical education that has created a platform for workers to re-imagine themselves in the world with others.  相似文献   

9.
This article uses critical discourse analysis in order to discuss the equity and social justice implications of an envisaged education reform agenda in Cyprus, as articulated by two consultation reports commissioned by the World Bank. The reports highlight, inter alia, the imperative to improve teaching and enhance accountability regimes with regard to students’ learning. Selected extracts from these documents are analyzed in order to highlight the absence of a social justice discourse in the rhetoric of educational reforms, despite the alleged centrality of a social justice discourse in official policy. The reports fail to include issues of social justice and learner diversity in discussing the necessity to strengthen the existing teacher policy framework and to mobilize structural educational reforms. This omission is indicative of the neoliberal imperatives that drive the envisaged education policy reforms as well as the low priority attributed to issues of equity and learner diversity, with particular reference to students designated as having special educational needs and/or disabilities.  相似文献   

10.
Abstract

This article discusses how the purpose of Education for Sustainable Development (ESD) is reflected within the perception of teachers and educational stakeholders in Vietnam and whether a difference exists between the two respondent groups’ perspectives. Biesta’s three functions of education, qualification, socialization, and subjectification, are considered to be the theoretical outline for analyzing perceptions of the respondents. The empirical material for this analysis consists of interviews in Vietnam with secondary teachers and educational stakeholders. The perspectives of the two groups regarding the purposes of ESD somewhat overlap: central interests in ESD discourse are to qualify students with knowledge, skills, and competences, and to teach them how to behave in sustainable ways. In other words, qualification and socialization, not subjectification, are major concerns of the respondents. This reflection, to some extent, reveals Vietnam’s sustainable development priorities and the role education should play.  相似文献   

11.
This paper advances the idea that ‘education for the social inclusion of children’ is similar but different to ‘inclusive education’ as it has come to be understood and used by some authors and UK government documents. ‘Inclusive education’ tends to carry an inward emphasis on the participation of children in the education system (with discussions on school culture, transitions, truancy, exclusion rates, underachievement, and school leaving age). In contrast, education for the promotion of children's social inclusion requires an outward emphasis on children's participation in ‘mainstream’ society while they are still children. The latter emphasis is seen to be lacking in educational policy discourse in Scotland though a recent shift in policy towards education for active citizenship is noted. Examples are provided to show how many policy statements enact a limitation on the scope for education to promote children's social inclusion by emphasizing children's deficits as social actors and focussing on the ‘condition’ of social exclusion. The paper draws on an empirical study of children's participation in changing school grounds in Scotland. The analysis shows how the enclosure of learning in books, classrooms and normative curricula was challenged. Learning from school grounds developments was constructed relationally and spatially, but the scope of what was to be learned was often delineated by adults. The paper closes with a discussion of how education that promotes the social inclusion of children will benefit from seeing both children and adults as current though partial citizens and using socio-spatial opportunities for the generation of uncertain curricula through their shared and/or differentiated participation.  相似文献   

12.
Educational research over the last decades has been preoccupied with the way the global discourse has been employed in national educational policy making. Examining a case of teachers’ continuing education in Greece, the paper focuses on the way this global discourse has been selectively appropriated by national agents.

Using data of focused interviews with key agents and the content analysis of policy documents, the paper examines the institutionalisation process arguing that (Greek) education policy is not always subject to rational planning, or global imperatives, but involves informal networks which interact parasitically inside formal policy networks to further sectoral interests.  相似文献   


13.
Abstract

Background: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.

Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.

Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.

Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform.  相似文献   

14.
This paper explores constructions of the ‘new’ university student in the context of UK government policy to widen participation in higher education. New Labour discourse stresses the benefits of widening participation for both individuals and society, although increasing the levels of participation of students from groups who have not traditionally entered university has been accompanied by a discourse of ‘dumbing down’ and lowering standards. The paper draws on an ongoing longitudinal study of undergraduate students in a post–1992 inner‐city university in the UK to examine students' constructions of their experiences and identities in the context of public discourses of the ‘new’ higher education student. Many of the participants in this study would be regarded as ‘non‐traditional’ students, i.e. those students who are the focus of widening participation policy initiatives. As Reay et al. (2002) discovered, for many ‘non‐traditional’ students studying in higher education is characterized by ‘struggle’, something that also emerged as an important theme in this research. The paper examines the ways in which these new student identities both echo the New Labour dream of widening participation and yet continue to reflect and re‐construct classed and other identities and inequalities.  相似文献   

15.
ABSTRACT

In this article, we analyze the coverage of Malala in The New York Times and The Wall Street Journal to explore how these influential media sources characterize Islam and Pakistan to tell Malala’s story. Our discourse analysis reveals how these newspapers construct Malala’s status as a global icon as an embodiment of her subject position as a girl. This media discourse mobilizes Malala’s agency in relation to her potential as an individual whereas her vulnerability as a young girl is presented in reference to her Muslim heritage and culture. Malala’s image as a global icon, thus, is produced through approaching her as an agent in a culture where girls are vulnerable victims of patriarchy. Through focusing on this media discourse, this article argues that Malala’s image as a global icon of girls’ education has become a site to reinsert, rather than challenge, the dominant images about Islam and Muslim societies.  相似文献   

16.
ABSTRACT

The needs of a globalized economy are rapidly changing what is legitimated as school knowledge and values, and calling up new understandings of teachers’ role in stimulating democratic spaces. We have termed this Teachers’ Democratic Assignment. We examine changing notions of teachers’ democratic assignment in Ireland and Sweden using a Critical Discourse Analysis. We tested our hypothesis that teachers’ democratic assignment has changed in unprecedented ways using an analysis of policy documents in teacher education. Our findings reported a substantive converging paradigm shift from a predominantly progressive (reconstructivist) curriculum discourse where democracy was seen as inextricably linked to everyday practice in the early years of this century, to a more essentialist (perennialist) discourse in recent times. The findings will have interest for a wider audience and have implications for the role of democracy in teacher education as well as the question of education as a social responsibility for a vibrant democracy.  相似文献   

17.
Abstract

In this article, factors contributing to the poor perceptions and inferior status of vocational education in Hong Kong are discussed. Critical discourse analysis (CDA) is employed as the methodology in examining the discursive construction of vocational education in the policy context. A total of five policy documents published between 1970 and 2015 are included. Our findings show that the socioeconomic transformation of Hong Kong in recent decades, massification of higher education, and cultural factors such as parental expectations are pertinent to the stigmatization observed in vocational education. This article discusses the implications from the findings and concludes with possible solutions for the future development of vocational education in Hong Kong under the novel vocational and professional education and training (VPET) initiative launched by the government.  相似文献   

18.
ABSTRACT

This research focuses on ‘sociotechnical imaginaries’ about education and learning emanating from the Edtech research and development sector. MindCet, the first Edtech incubator in Israel, aims to bring ‘disruptive innovation’ to the educational field, mainly by bringing in tech start-ups with their problem solving culture and practices. This centre acts as an intermediary between techno-business and education. Based on Biesta’s notion of ‘the new language of learning,’ my research shows how the learning imagined and constructed in techno-business production casts the student as a ‘user.’ I will argue that the construction of learners as ‘users,’ not ‘students,’ is crucial to understanding education technology production and discourse. This user-focused understanding of learning has implications for the commodification and depoliticization of education, and is an important factor in neo-liberal educational reforms and venture philanthropy interventions, both globally and locally.  相似文献   

19.
ABSTRACT

This article examines the participation of ‘third-sector’ organisations in public education in England. These organisations act as a cross-sectoral policy network made up of new kinds of policy experts: mediators and brokers with entrepreneurial careers in ideas. They have sought to make education reform thinkable, intelligible and practicable in terms of a computational discourse consisting of code, networks, interactivity and feedback, and related ideas of decentralisation, open methods and personalisation. What characterises this style of thinking is an ‘anti-political’ preoccupation with computer-coded systems and the idea of networks as a model for new political and educational forms.  相似文献   

20.
Abstract

This study examines Chinese international doctoral students’ academic socialization into TESOL discourses and communities. Rooted in the academic discourse socialization theory, complemented by the notions of Lave and Wenger’s community of practice, and Bourdieu’s capital, habitus, and field, this longitudinal multiple-case study suggest the focal participants’ academic discourse socialization is mediated by their participation in communities of practice, different forms of capital, and habitus in exerting agency. The participants are socialized into academic discourses and communities through their interactions with more experienced colleagues. By participating in the communities of practice, the focal students gain different forms of capital and experience different degrees of competence and memberships. However, due to the inequitable power relations in the TESOL doctoral program field, each participant is socialized to varying levels of central, peripheral, and marginal participation. This study concludes by providing suggestions for action to be taken by university advisors, instructors, and administrators.  相似文献   

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