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1.
Writing the queer self involves locating the self within a broad understanding of queer that recognises a spectrum of sex, sexual and gendered subjects. In this article, I discuss how I write the queer self to link the personal to my positional practice as a gay teacher educator. I overview my work with Agape, which is a focus group that I initiated in my university's teacher education programme to explore sex, sexual and gender differences in education and culture. I explore how I link my queer autobiography to the professional and the pedagogical, and how I use it to engender deliberations about queer presence, representation and place in education. I conclude by speaking on the importance of doing this work as an ethical project for social justice and educational transformation.  相似文献   

2.
This self-reflexive essay teases out the predicaments that I have encountered through my past publishing experience, while situating them in a critical review of the existing English-language studies of Japanese education. Drawing on postcolonial theoretical insights and recent critical sociology of academic knowledge production, I use my personal experience as a starting point to identify the particular discursive structure of comparative education that constrains the articulation of ‘other’ education in the field. My critical review of comparative studies of Japanese education demonstrates that many of them, including my own, unreflexively accept the subject positions offered by this discursive condition and thus further constrain space for those who write in English about ‘other’ education and Japanese education in particular. In conclusion, I discuss recent studies of Japanese education that partially address the dilemmas raised in this paper and the wider implications of this study for the field of comparative education.  相似文献   

3.
Spiritual Language and the Ethics of Redemption: a Reply to Jim Mackenzie   总被引：2，自引：0，他引：2  
I argue in this paper that Jim Mackenzie's critique of my recent work on religious and spiritual education fails on two main counts. First, his imputation to me of a confessional approach to religious education is simply misdirected, insofar as my previous papers are quite clearly concerned to sketch an alternative to both confessional and phenomenological approaches. Secondly, his attempt to reduce my 'spiritual truths' to moral and other claims turns on some question-begging decontextualisation of such judgements, as well as upon demonstrable ambiguities in his use of the terms 'moral' and 'soul'. In particular, I argue that the language of spirituality is indexed to an 'ethics of redemption' which is clearly distinguishable from any discourse of secular morality.  相似文献   

4.
This article examines the relation between the rise of neoliberalism and accountability in education. I argue that the contemporary accountability system of high-stakes standardized tests and privatized school choice is a manifestation of the neoliberal project of cultural reconstruction and moral reform. This study situates neoliberalism in the context of the accountability movement that emerged in the United States around 1970, and examines the implications of the philosophy, culture, and ethos of neoliberalism for educational thought and practice. I argue that resisting neoliberal forms of accountability is crucial, not only to defending the right of students to a genuine and equitable public education, but to refusing the extension of market values and culture to education. I conclude that neoliberal accountability fails to engender the cultural ideals it professes to value, and that this failure makes it possible to challenge the self-evident nature of neoliberal discourse and practices.  相似文献   

5.
In this article I raise three objections to Debra Satz's adequacy approach to education. I argue that her approach fails to see education as a positional good that opens the door to more inequalities. Second, I argue that her concept of adequacy for equal citizenship misses an essential part of students’ educational experience beyond their citizenship statues. Last, I argue that Staz's approach fails to answer crucial practical questions about how to distribute extra resources when the adequate level is already met. Finally, I provide an alternative view that is sensitive to the fact that education is a positional good, based on an active and more inclusive account of citizenship, and conditioned to limit inequalities to be to the greatest benefit of the least-advantaged.  相似文献   

6.
This article seeks to demonstrate a particular application of Foucault's philosophical approach to a particular issue in education: that of personal autonomy. The paper surveys and extends the approach taken by James Marshall in his book Michel Foucault: Personal autonomy and education. After surveying Marshall's writing on the issue I extend Marshall's approach, critically analysing the work of Rob Reich and Meira Levinson, two contemporary philosophers who advocate models of personal autonomy as the basis for a liberal education.  相似文献   

7.
This article is a meditation on a professor's effort to fuse the personal and political in his teaching and, especially, to reframe the stakes away from the technical and toward the moral. As a teacher and educator, I consider two questions about my teaching that emerged from the mandate to reflect on teaching effectiveness during my promotion and tenure review process: Are my students more powerful in the world because of my teaching, and does my teaching alleviate suffering? I theorize what each question means for how I approach my classes to uncover larger questions about what it means to teach. In particular, I argue that any consideration of teaching reduced to a set of skills fails to attend to the sociocultural reality of students' lives, and thus reproduces suffering.  相似文献   

8.
Handling the relationship between theory and practice is seemingly an endless challenge in Norwegian teacher education, and bridging theory and practice is highlighted whenever discussions about improvement of teacher education are raised. This article contributes to this discussion by shedding new light on the relationship through an analysis of empirical findings recorded in a subject-oriented action research project. The project was conducted as part of the subject Religion, Philosophies of life and Ethics integrated into teacher education at the University of Stavanger in 2008/09, and its name was ‘Teaching about Religious Diversity in School – Applying and Developing an Interpretive Cultural Approach to Religious Education’. As the name indicates, the project has tried out a particular approach to religious education. The tryout has been done by a community of practice. In this article I am asking whether findings from the project are pointing towards pedagogical approaches possible to categorize on a meta-level, and in which way these detected approaches shed new light upon the relationship between theory and practice in teacher education.  相似文献   

9.
Tom G. Griffiths 《Compare》2010,40(5):607-622
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10.
In this paper, I defend the viability and relevance of Heidegger's philosophy of technology and consider its emancipatory potential in the field of education. First, I situate Heidegger's philosophy of technology within the broader emancipatory project of his early work—the fundamental ontology of Being and Time—and emphasise the role of language and (self-)appropriation in human subjectivity. Second, in light of the importance Heidegger placed on education for resisting the reifying and alienating effects of technology, I conclude with some critical reflections on recent attempts to develop a positive Heideggerian programme of education. In particular, I reveal some crucial limitations of the pragmatist or ‘bodily coping’ approach—defended by Hubert Dreyfus and Mark Wrathall and argue that an ‘appropriative’ alternative yields a more compelling philosophy of education, which emphasises the cultivation of moral articulacy.  相似文献   

11.
This paper uses the methods of personal reflection and auto/biography to consider the ways in which global social and political transformations have influenced a key generation of feminist sociologists entering the academy and attempting to introduce feminist knowledge and pedagogy into academic curricula. Three critical events on or around 22 November are used to highlight key political moments, the associated development of changing themes in forms of analysis of social transformations, and the part played by feminism and sociology within higher education. They are the assassination of President John Fitzgerald Kennedy in 1963, the Israeli-Arab war in 1973 and the resignation of Margaret Thatcher in 1990. The argument is that there has been a clear relation between changing social and political contexts and methodological understandings, which have drawn on developing feminist perspectives and reflexive sociological analysis, especially as embraced within the sociology of education. In particular, the shift from a political and professional perspective on social change and family life towards one that engages with personal issues is noteworthy. It is one of the hallmarks of both feminist notions associated with reflexivity and developing sociological methodologies and policy sociology. Thus, the personal and the political are now central methodological forms of feminist and sociological analysis within education and, especially, the sociology of education, influencing pedagogy within higher education, especially associated with developments in professional postgraduate education. I weave my personal reflections on my professional developments through an analysis of the key moments related to specific policy regimes and changing forms of understandings within the fields of policy sociology and sociology of education. I conclude with current concerns about the balances between the personal and professional within educational research and policy sociology.  相似文献   

12.
This article analyses the previously unresearched dynamics of sexual harassment in cross-gender, one-to-one PhD supervision in a UK social science faculty education department. I discuss two women research students' reflections on their supervisory relationships with a sexually harassing male supervisor, including the processes of obtaining a supervisor and the establishment or curtailment of the relationship. When students decide whether or not to be supervised by a particular individual there is a tension between personal compatibility and relevant research expertise. Once the relationship is established there is a further tension because the boundaries between discussions about academic work and personal life are so easily blurred. In particular, it is suggested that the sexually harassing male supervisor cannot simply be viewed as an aberration, for his exploits reveal a strategic exploitation of conditions which are actually integral and arguably necessary to this distinctive academic relationship.  相似文献   

13.
The philosophical and theoretical background of this article is the recent debate in conventional education, highlighting problems with the subject‐person of education (e.g., Oelkers, 1987). This debate has its origins in the questioning by philosophers of the project of modernity, of its future (e.g., Habermas, 1985; Wellmer,1985), and of its subject‐person (e.g., Frank et ah, 1990). The philosophy of education is affected by this debate primarily for two reasons: first, the subject‐person is at the core of the project of modernity and therefore of the inseparably linked idea of conventional education. Second, modernity is in itself an educational project (e.g., Oelkers, 1983), for, if education fails to bring forth the enlightened and emancipated subject‐person, modernity also fails. Therefore, if there is today, as is generally admitted, a crisis of modernity, conventional education and its conception of the subject‐person, as well as the corresponding learning model are inevitably affected. This also applies to adult education, in so far as adult education refers to models of the subject‐person that are still deeply rooted in conventional education.  相似文献   

14.
My aim in this paper is to raise the question of educational authority in terms of a philosophical and historical understanding in the context of a democratic polity. In particular, I wish to advance the view that educational authority in England is not well-founded since it resides increasingly with the Secretary of State for Education. This fails to reflect the public nature of education and also local conditions. The lack of appropriate authority contributes to many problems, the most prominent of which are the contested nature of education and schools provision and the frustrating fact that policies at national level change so frequently. Drawing on the discussion in Amy Gutmann’s Democratic Education, it examines differing conceptions of educational authority and proposes a tentative solution, which draws on the experience of the School Boards movement in England, 1870–1902.  相似文献   

15.
ABSTRACT

Transnational academic mobility is often characterized in relation to terms such as ‘brain drain’, ‘brain gain’, or ‘brain circulation’ – terms that isolate researchers’ minds from their bodies, while saying nothing about their political identities as foreign nationals. In this paper, I explore the possibilities of a more ‘nomadic political ontology’, where the body is ‘multifunctional and complex, a transformer of flows and energies, affects, desires and imaginings’ (p. 25). In this sense, academic mobility is not only the outcome of national innovation and economic competitiveness strategies, but also sets the conditions for epistemic and ontological change at the level of the individual. In this paper, I explore a personal account of the nomadic political ontology of academic mobility to exemplify the interrelationships between nationalism, academic belonging and transnationalism. My experiences as a transnational subject affect the stability and scope of my work as a policy-oriented researcher who studies the academic profession and the internationalization of higher education. My positionality in relation to my research focus is likely not unique to the field of higher education studies or educational research more broadly, which permits a wider applicability of this exploration beyond personal narrative and a particular national context. This personal reflection, guided by nomadic theory and post-structural possibilities, offers a viewpoint of the academic profession beyond the standard mobility discourse.  相似文献   

16.
In this paper, in collaboration with a friend, who is an artist and a licensed counselor, I use a mixed-medium art project to enact Gloria Anzaldúa’s theorizations of nepantlera. I do so by making visible how I operate from the liminal space that Anzaldúa terms nepantla, as a transnational woman of color in US higher education. Using Anzaldúa’s framework of autohistoria-teoría, I integrate fragmented storytelling, art-making, and theorization, exposing the wounds that accompany my movement through personal and professional spaces in academia. Critical to this exploration are a sense of isolation and exile, unsettling understandings of home and belongingness, and the deep excavation of wounds that maintain and proliferate divisions between self and other. Such divisions offer sites of interrogation into our complicity with our oppression through denying power that comes from within, waging war on ourselves, and venerating oppressive externalized power structures.  相似文献   

17.
Outdoor education practice around the world occurs in diverse circumstances, environments and cultures. The application of outdoor education to specific cultural and environmental issues in particular places and communities has received little attention in research. While research in fields such as cultural geography has addressed the relationships between cultures, communities and geographical places, this is largely overlooked in outdoor education research. In this paper I draw on literature from cultural history and environmental history to explore how these disciplines might inform outdoor education research and pedagogy that addresses current cultural and environmental issues of specific communities and geographical places. With the aid of the rhizome metaphor for (re)structuring knowledge, I use examples from my practice in Australia to demonstrate how reading the landscape and the use of stories, or historical accounts, can assist outdoor educators and participants to probe and reflect on the relationships between personal experience and the complex cultural-ecological processes that have shaped the places in which we live and work.  相似文献   

18.
I am very pleased to have been invited to address you today, because this is a subject in which I am very interested and which is of great importance for the future economic development and growth of Europe as a whole. As a graduate engineer, I have some personal experience of the process which we are discussing today, but I must make it clear that I have no responsibility for education policies within the Commission's services, and therefore any comments that I make represent the personal view of an official whose prime concern is the stimulation of the rhythm of industrial innovation throughout the European Community. In choosing as the subject of this conference the education of the engineer in and for his society, I believe that you are showing a healthy concern to get things right in the future. So we first have to see what kind of society this will be.  相似文献   

19.
This paper is a personal reflection on the purpose and scope of school improvement. In explaining why in education the more things change the more they stay the same, I clarify the focus of educational reform as being powerful learning on the part of students, and then demonstrate that this occurs in contexts where content is conceptual rather than particular, where learning is constructive inquiry not passive reception, and where the social climate is expansive instead of restrictive. Such classrooms exist in schools whose organisational conditions and cultures are characterised by high expectations, collaboration and innovation. Finally I argue that equity and high standards require a coherent policy framework that emphasises process as well as substance.  相似文献   

20.
A primary function of schooling is to impart moral discipline, and art education distills this role to its core imperative of mandated pleasure, summarised by Jacques Lacan as the ‘will to enjoy’. This manifests in the insistence that, despite producing similar outcomes, students come to recognise themselves as unique and creative. In the twentieth century, art education in the USA has developed methods for extracting supposedly intimate personal expressions from young people, albeit without demanding the technical versatility, historical knowledge and critical reflection required of mature artists – the exception to this, despite its many flaws, being so‐called Discipline‐Based Art Education, or DBAE. In this article, I begin with reflections on the untapped potential of DBAE to relate to contemporary art practices. My ideas on moral instruction are expanded upon in the second section, when I undertake a ‘backwards’ history of British and American art education, in which the ideal of art class as a site of intrinsic and authentic meaning‐making is challenged by the functional requirements of education. My last section takes up a critique of critical pedagogy, in which I use the example of a project my high school students did about Michael Jackson to challenge ways in which trauma and pleasure are seen by critical pedagogues as features of experience that conflict fatally with the educational ends of individualist autonomy.  相似文献   

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