Researching Early Schooling: poststructural practices and academic writing in an ethnography     

Jeanette Rhedding‐Jones 《British Journal of Sociology of Education》1996,17(1):21-37

Locating oneself as a poststructuralist not only emphasises multiple readings of texts, but generates data comparable with this location. This article considers some possibilities in researching everyday happenings at primary school. Reading and producing discourses, rather than texts only, involves bringing into play our own subjective understandings. Writing differently then becomes a methodology for the analysis of what we have recorded as research data. For the study of sites and events, one possibility is for deconstructions to follow a form of ethnography. However, with poststructural theories and their related academic practices, the research choices are different. An effect of this difference is that the timings and resolutions of gathering, presenting and analysing data are dislocated. These dislocations may be read as an enactment of a radical philosophy. They may also be read as a puzzle to be resisted, but which is nevertheless constructed to match today's cultural shifts and to challenge the nature of researching.  相似文献   

Across continents: Gender and education     

Jeanette Rhedding-Jones 《The Australian Educational Researcher》1997,24(3):115-123

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The Writing on the Wall: Doing a feminist post-structural doctorate [1]     

Jeanette Rhedding-Jones 《Gender and education》1997,9(2):193-206

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Examining the practice of beginning teachers’ micropolitical literacy within professional inquiry communities     

Marnie Curry  Kim Jaxon  Jennifer Lin Russell  Mary Alice Callahan  Jeanette Bicais 《Teaching and Teacher Education》2008

This paper investigates beginning teachers collaboratively making sense of and responding to the micropolitical environments of their schools. Drawing on a qualitative multi-case study conducted within the context of a university-sponsored, inquiry-based induction program, this research employs a community of practice frame to examine how novice teachers came to practice “micropolitical literacy.” The paper identifies four dimensions of micropolitical discourse that surfaced in the situated setting of the inquiry groups. The analysis further illustrates how beginning teachers, while participating in inquiry groups, coconstructed understandings of the organizational structures and professional cultures of their schools.  相似文献   

Multimedia's Effect on College Students’ Quantitative Mental Effort Scores and Qualitative Extraneous Cognitive Load Responses in a Food Science and Human Nutrition Course     

Jeanette Andrade  Wen‐Hao David Huang  Dawn M. Bohn 《Journal of Food Science Education》2014,13(3):40-46

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Using the (im)materialities framework to trace the contrapuntal lines of allegiance and belonging for globally mobile children     

Jeanette Hannaford 《Discourse: Studies in the Cultural Politics of Education》2018,39(4):495-508

This paper discusses the use of Burnett, Merchant, Pahl and Rowsell’s (im)materiality literacy analysis framework to explore online and offline literacies in the lives of globally mobile children. The voices of these children have been little explored in New Literacies research. Globally mobile ‘third culture’ children who attend International Schools are often foreigners where they live, yet have multiple sites of belonging, including digital worlds. In analysing the abundant data of a year-long multicase study, the theoretical lenses of spatiality, mediation, materiality, and embodiment, as proposed in Burnett el al.’s framework, provided a productive framework through which to explore the complicated intersections of literacy, identity, and digital worlds in these children’s lives. The paper demonstrates how the framework might be applied, focusing on two of the children in the study. Prompted by insights provided by the (im)materiality framework, a contrapuntal metaphor is proposed as a way to understand allegiance and belonging in the lives of these globally mobile children.  相似文献   

Untangling the conflation of ‘young adults’ and ‘young people’ in STI and sexual health policy and sex education     

Natalie A. Hendry  Marina Carman  Jeanette Ellard  Jack Wallace  Gary W. Dowsett 《Sex education》2018,18(5):527-540

Young adults, aged 18–30 years, are disproportionally mentioned in sexually transmissible infection surveillance data both in Australia and internationally. This contributes to categorising young adults as an ‘at risk’ group in health policy. How young adults are framed in policy, and what informs this, have direct implications for policy priorities and responses, including the development of health promotion programmes. In this paper, we provide a case study of Australia’s National Strategies for Blood Borne Viruses and Sexually Transmissible Infections from 2005 to 2017. We identify how ‘young adults’ as a population are masked by, and subsumed within, the broader category of ‘young people’ within these strategies. As a result, young adults become framed by default as a ‘risk category’ that requires education to correct its deficits, regardless of personal experience. For health promotion to advocate, mediate and enable better sexual health outcomes, a policy environment is needed that reflects the changing social and cultural contexts and sexual independence that young adults experience. Sexual health policies should reflect the complexity and opportunities of young adulthood if we are to offer an enabling policy environment for innovative and nuanced health promotion strategies, including adult appropriate health education.  相似文献