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This article explores how the current era in which we live, ‘New Times’, a term used to characterize the changing social, economic, and technological conditions of our current era, both affords and constrains the identities of future teachers. The case of Anna Cunningham, a pre-service English language arts teacher, is highlighted as a portrait of the intersection of New Times with teacher identities rooted in content/disciplinary affiliations. Findings suggest the beginning teachers in New Times become adept at negotiating multiple, and sometimes divergent, teacher identities. This negotiation becomes a primary tool in responding to a changing notion of what is means to teach English language arts. 相似文献
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Mathias Urban 《European Journal of Education》2015,50(3):293-306
In this article, I offer a critical enquiry into the landscape of European and international policy approaches and strategies towards young children, their families and communities in a rapidly changing global context. Early childhood has attracted unprecedented attention among policy makers and international bodies in the last two decades. The apparent consensus about the ‘need to increase participation in early childhood education and care’ has been framed mainly by a ‘human capital’ discourse that promises high returns on investment in early intervention, and social cohesion through increased educational achievement. While members of the early childhood research and practice community have welcomed (or actively contributed to) this argument in order to raise visibility and support, questions arise whether policies and practices grounded in this logic are appropriate and make a difference in the lives of children and families, especially those from marginalised backgrounds. Drawing on experiences from recent European and international research projects, this article argues that early childhood policies that aim at ‘closing the gap’ between children from marginalised and dominant groups in society are grounded in a logic of integration and assimilation into an assumed normality that no longer exists. Instead, marginalisation, hyper-diversity, inequality and fragmentation have become the defining feature of all societies. Against this background, the article explores possibilities and strategies for developing ‘competent systems’ for all children, families and communities that are based on democratic practices, recognition and affirmation. 相似文献
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This paper arose amongst the making and showing of a film and questions whether there are possibilities for interrupting powerful discursive frames that work at producing ‘the normal child’. Traditionally there has been a lack of interest in the use and critique of visual culture in educational research. Perhaps this lack of interest provides fertile opportunities to know something of the structure of education as a discipline, the rules that structure it and its deep grammar; it may also open up opportunities for disciplinary boundary-crossings where fields that embrace visual culture, such as photography and filmmaking, can bring their playfulness across binaries, including notions of certainty/ambivalence, to qualitative research in education. By turning to art theory, our aims are to interfere with our utopian longings that steadfastly cling to educational notions of the child. 相似文献
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Moselio Schaechter 《Resonance》2008,13(8):775-777
Joshua Lederberg will surely be remembered for his stellar contributions to microbial genetics and his sage intervention in
public affairs concerning exobiology, infectious diseases, epidemiology, and bioterrorism. Not so well know is his emphatic
mission to spell out that bacteria are cells and not something else. This brief sketch examines some of his contributions
to bacterial cytology.
Moselio Schaechter (Elio to friends) spent his career studying growth physiology and cell structure of enteric bacteria. Born
in Italy, he spent his youth in Ecuador before going to the United States where he chaired the Department of Molecular Biology
and Microbiology at Tufts University in Boston for twenty three years. After retirement he is at San Diego, where he has devoted
himself to sharing the excitement of the microbial world, mainly via a blog called “Small Things Considered”. He has authored
several influential textbooks and reference works. He succeeded Joshua Lederberg as Editor-in-Chief of the Encyclopedia of Microbiology. He also authored a book, In the Company of Mushrooms, which deals with his avocation, wild mushrooms. 相似文献
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Contextualising the notion of ‘belief enactment’ 总被引：1，自引：0，他引：1
Jeppe Skott 《Journal of Mathematics Teacher Education》2009,12(1):27-46
For more than 20 years, belief research has been based on the premise that teachers’ beliefs may serve as an explanatory principle
for classroom practice. This is a highly individual perspective on belief–practice relationships, one that does not seem to
have been influenced by the increasingly social emphases in other parts of mathematics education research. In this article,
I use the notions of context and practice to develop a locally social approach to understanding the belief–practice relationships.
It is a corollary of the approach taken that the high hopes for belief research with regard to its potential impact on mathematics
instruction need to be modified. 相似文献
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The low status of the foundation subjects (e.g. Music and Physical Education (PE)) in English primary schools is well documented. Using PE as an illustrative example, a thematic analysis of 51 PE trainee students’ assignments, based on their perceptions of a two-week experience in a primary school, highlighted a number of areas of concern (e.g. limited/inadequate preparation; insufficient teacher knowledge/confidence; variable/limited subject leadership and non-qualified teachers delivering the curriculum). The possibility of teachers, coaches and other external specialists learning collaboratively with and from each other within a community of practice/learning is proposed as one way of strengthening the foundation subjects within the primary school curriculum. 相似文献
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<正>It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch 相似文献
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《Journal of Further & Higher Education》2012,36(2):265-286
After the 1992 Further and Higher Education Reform Act enabled polytechnics and the qualifying franchised colleges to be renamed universities or higher education institutions, the dominance of the rhetoric of skill development aggravated long‐standing schisms between further and higher education about whether or not degree‐level courses should be available in further education. One aspect of these disagreements concerns the dominance of a skills deficit model and its influence in learning and teaching. This article draws on the findings of a study into the role of a Students’ Skills Centre (SSC) in a post‐1992 university. It focuses on how and why working in SSCs is envisaged as a subordinate function, as a ‘support’ and not a ‘teaching’ role. The research study utilised both quantitative and qualitative research methods in a case‐study design to examine the nature of students’ requests for help in an SSC. The article argues that academic skills, including writing, study and key skills, are more effective if taught in a subject/disciplinary‐specific context. Hence, lecturers in the SSC had to provide intensive teaching, which, at the same time, also addressed this contextual dimension. This is a complex and highly specialised teaching process, yet, despite the yearly increase in numbers of students attending the centre for help, university managers and some academic staff refused to acknowledge the complexity of the nature of students’ learning requirements or the teaching function of the role of lecturers working in the SSC. 相似文献
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《Journal of moral education》2012,41(3):182-188
Abstract The term ‘pastor’ clearly has a religious origin and is thought of in connection with providing spiritual sustenance. Such provision must be seen in relation to some concept of authority since the pastor's job could otherwise not be done. It is likely that the connotation of a pastor in the religious sense has been carried over to the schools, especially when it is considered that schools are traditionally structures of authority. What is necessary is to insist upon the conceptual link between ‘pastoral care’ and ‘authority’ explicitly, so as to judge the final appropriateness of ‘pastoral care’ in schools. 相似文献
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Variation in Students’ Experiences of the ‘Oxford Tutorial’ 总被引：2，自引：0，他引：2
This paper examines Oxford University students’ conceptions of the role of the tutorial in their learning. An analysis of
interviews with 28 students constituted four qualitatively different conceptions of the ‘Oxford Tutorial’. These ranged from
the tutorial involving the tutor explaining to the student what the student did not know, to the tutorial involving the tutor
and the student in exchanging different points of view and both coming to a new understanding of the topic under discussion.
These different conceptions also appeared to be related to variations in students’ views of the role of the work done in preparation
for the tutorial, their view of the student’s and tutor’s roles in the tutorial, and the conception of knowledge that students
adopted in relation to the tutorial. The implications of this study are discussed in terms of the relations between students’
conceptions of tutorials and their anticipated learning outcomes and its implications for contexts outside of Oxford in terms
of students’ conceptions of academic tasks. 相似文献
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This paper is concerned with the rise of ‘the boot camp’ as a means of addressing ‘the problem’ of troubled youth’ in contemporary industrialised nations such as Australia and the UK. Drawing on a corpus of publicly available material including press releases and policy documents, media reports, and programme websites, the paper explores the legitimating discourses surrounding boot camps and suggests that they are a symptom of what Giroux [2011. “Youth in the Suspect Society and the Politics of Disposability.” Power Play: A Journal of Educational Justice 3 (1): 3–21] calls the ‘punishing state’. Such discourses work to construct young people as an escalating and uncontrollable problem, to frame this problem as individual rather than structural, and to suggest that state responses to problematic youth have been inadequate. Furthermore, we suggest, as the rationale for these boot camps indicate, that within this ‘punishing state', the militarisation of schooling is deemed to be an appropriate solution to this problem. 相似文献
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Seeing the ‘new’ in light of the ‘old’: evolving interpretations of a new national English curriculum 总被引：1，自引：0，他引：1
This 2‐year longitudinal study explores the process by which three populations of practitioners (mentors, co‐ordinators, and teachers) interpreted a national curriculum involving a change in policies for teaching English as a foreign language. The analysis revealed that the process of managing the changes brought about by the new curriculum yielded ‘dialogues of practice’ between ‘old’ and ‘new’. These dialogues engaged mentors, co‐ordinators, and teachers alike in mediating between new understandings and old ones. It addresses the ways in which they made sense of the terminology of the new curriculum in light of the old curriculum, negotiated between new pedagogical content knowledge and ingrained conceptions of subject‐matter teaching, adapted old understandings of testing to new conceptions of performance‐assessment processes, and mediated between their need to preserve a sense of professional competence while feeling destabilized as ‘novices’ as they confronted innovative curricular practices. Participants' strategic need to ‘survive’ the changes resulted in the development of networks to support professional exchange and assist teachers in managing their way through the uncertainty of curricular change. 相似文献
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Callie Spencer Schultz 《International journal of qualitative studies in education》2017,30(6):505-518
In this paper, I enact an ‘inquiry among the ruins’ of a collaborative feminist duoethnography. Through the process of exploring instances of failure, I aim to (re)think ‘collaborative’ research, feminist goals for collaborative research, and a space for such research in the academy. As I work the ruins of a duoethnography, I read failures as a series of paradoxical ‘betrayals’ in hopes of being ‘accountable to complexity’ so to open up spaces for new ways of theorizing and practicing collaborative feminist research. 相似文献
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John Clark 《Educational Philosophy and Theory》2018,50(14):1350-1351
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Hillevi Lenz Taguchi Anna Palmer Lovisa Gustafsson 《Discourse: Studies in the Cultural Politics of Education》2016,37(5):705-716
ABSTRACTWhat are the dominant images of the Child in contemporary Western societies? In order to challenge some dominant images of the Child, this essay explores the possibilities of analyzing an experimental dance practice with preschoolers aged 1–2 years with Claire Colebrook's theorizing on ‘the war on norms’. Colebrook suggests a Queer Vitalism to push the limits of how to understand humanness generally, and more specifically, how to understand processes of subjectification. She moves from a post-structuralist understanding toward the Deleuzian notion of practices of individuation and processes of becoming-imperceptible. In this essay, we draw on Queer Vitalism to show how it is possible to understand children's constructions of subjectivity in events of experimental dance practices for preschoolers. The analysis is performed in close interactions with video-films from these workshops transformed to still photography. We aspire to show how these practices can be understood as counter-power strategies in the enactment of an image of a Monstrous Child. Such an image might transform the taken-for-granted image of the Child and preschool practices in subversive ways. 相似文献
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Sally Power Kevin Smith 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):590-602
This paper explores the responses of nearly 1200 children and young people in Wales who were asked to identify which three famous people they most admired and which three they most disliked. Analysis of these young people's responses reveals a number of sociological and educational issues. Their selections confirm other research which has highlighted the importance of celebrities in the lives of young people. Their ‘heroes’ and ‘villains’ are drawn mostly from the worlds of popular music and sport. Their choices are also highly gendered and ‘raced’. Of particular interest is the finding that someone's ‘villain’ is more than likely to be someone else's ‘hero’. Our young people's selection of heroes and villains reflects the broader landscape of celebrity culture, where female fame is as much about appearance as talent and Black and minority ethnic celebrities are to be found largely in the fields of sport or popular music. The paper concludes by discussing the chasm between our young people's ‘heroes’ and ‘villains’ and those which are ‘officially sanctioned’ within the school curriculum and considers what schools and teachers might do about it. 相似文献
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When educators consider ‘student behaviour’, they usually think about ‘problem behaviour’ such as disruption or defiance. This limited and limiting view of ‘student behaviour’ not only fails to acknowledge children as educational actors in a wider sense, but also narrowly positions educators as either in control or out of control of their classroom. Mainstream educational psychology’s responses to ‘challenging behaviour’ point educators to numerous ways to prevent its occurrence, through, for example, changing their disciplining approaches and techniques. However, much of the advice directed at improving student behaviour fails to interrogate the core notion of ‘student behaviour’ itself, as well as the conceptual baggage that it carries. The focus is squarely on eliminating ‘problem behaviour’ and often resorts to a pathologisation of students. Meanwhile, when considering ‘student behaviour’ through a Foucauldian post-structuralist optic, behaviour emerges as something highly complex – as spatialised, embodied action within/against governing discourses. In this opening up, it becomes both possible and critical to defamiliarise oneself with the categorisation of ‘challenging behaviour’ and to interrogate the discourses and subject positionings at play. In this paper, we pursue this task by asking: what happens with the notion of ‘behaviour’ if we change focus from ‘fixing problems’ to looking at the discursive constitution of ‘learner subjectivities’? What does it become possible to see, think, feel and do? In this exploration, we theorise ‘behaviour’ as learning and illustrate the constitution of ‘learner subjectivities’. Drawing on two case scenarios, we explore how children accomplish themselves as learners and how this accomplishment links the production of subjectivity and embodied action, and illustrate how ‘student/child behaviour’ appears significantly different to what mainstream educational psychology would have us see. 相似文献
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Even though choice is not officially a feature in the German primary school system, some parents intervene in determining which school their child attends. Especially in urban contexts, the informal school market is growing. This demand is based on promises with respect to a certain quality of education as well as on issues that prevail in certain inner city schools. In looking at Berlin, as a global city, this article shows how contrary school choice practices gain traction in the face of ‘cultural differences’ that those practices produce discursively. Cultural semantics are activated with regard to the composition of the student body, when parents chose schools with a bilingual profile, but also when parents engage in the practice of ‘group enrolment’ into schools in inner city hotspots perceived as problematic. Our research shows how school choice practices may become acceptable despite being a public taboo, if parents argue by appeal to ‘cultural differences’. 相似文献
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Aaron Koh 《Discourse: Studies in the Cultural Politics of Education》2012,33(2):167-178
This article mobilizes story-telling to narrate my lived experience of teaching English as a minority academic in one Australian university. Positioning myself as living ‘in-between’ two cultures and as an ‘Other’, I tell my story of how I have been ‘racialized’ and ‘Othered’ because I do not look White, and my spoken English is distinctly accented; hence, my legitimacy of teaching English is held suspect. My story contributes to the theorizing of the sociology of the in-between with the argument that while living in-between culture can be a space of negativity, it can also be a space of empowerment if one exercises choice and agency by forging new spaces. I end my story-telling with a happy ending by presenting a contrasting story of how my run-away from Australia to (a new space in) Hong Kong to teach English has reaffirmed my cultural capital as I morph into a different ‘Other’. 相似文献