Dahlbeck and Pure Ontology     

Jim Mackenzie 《Educational Philosophy and Theory》2016,48(9):928-942

This article responds to Johan Dahlbeck’s ‘Towards a pure ontology: Children’s bodies and morality’ (Educational Philosophy and Theory, vol. 46 (1), 2014, pp. 8–23). His arguments from Nietzsche and Spinoza do not carry the weight he supposes, and the conclusions he draws from them about pedagogy would be ill-advised in practice.  相似文献   

Science Education Rethought     

Jim Mackenzie 《Science & Education》2016,25(3-4):453-455

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I can't imagine doing anything else': why do teachers of children with SEN remain in the profession? Resilience,rewards and realism over time     

Suzanne Mackenzie 《Journal of Research in Special Educational Needs》2012,12(3):151-161

There has been a substantial amount of research on why teachers leave the profession but little on why they stay. The paper will follow Day et al.'s work (2007) in examining the factors that determine which teachers will maintain resilience and stay in the profession, focusing particularly on those who worked as special educational needs co‐ordinators (SENCOs), analysing the careers of 19 teachers who had been in the profession for more than 15 years. Data were gathered by focus groups and life history interviews taking a qualitative, narrative enquiry approach. This research found that some situated factors in schools were found to contribute positively and/or negatively to teachers' efficacy, commitment and perceived effectiveness. Personal influences were also significant and included having children, salary requirements and flexible working patterns. An important factor, and unique to this research, was a commitment to working with children with SEN, and all respondents wanted to continue doing this in some capacity in the future. The paper concludes with the implications for policy and practice and considers possible strategies for maintaining teachers' resilience across their careers.  相似文献   

Steps towards participation: the social support of learning trajectories     

Anne Edwards  Lin Mackenzie 《International Journal of Lifelong Education》2013,32(4):287-302

In this paper we argue that interventions aimed at preventing social exclusion need to be informed by detailed analysis of the formation, disruption, reformation and support of trajectories of participation in the opportunities for action provided. We draw on evidence we gathered on the lives of two women who used an inner city drop‐in centre to discuss how resilience and trajectories of inclusion are built slowly over time in relationship with others. Using concepts derived from sociocultural psychology and activity theory, we interrogate the evidence to first ask whether there is a pattern of changes in participation over time and to then explore how the identity shifts these changes represent are supported. The analysis reveals that there is a pattern, but it is a pattern of using and giving support which suggests that such trajectories are likely to be recursive. This using and giving of support we term relational agency and argue that a capacity for relational agency, as both the supported and the supporter, is a crucial factor in the development of purposive identities and the building of resilience. We also suggest that it is likely to be encouraged in settings which can foster trust and reciprocity as flexible and open learning zones.  相似文献   

Retaining a foothold on the slippery paths of academia: university women,indirect discrimination,and the academic marketplace     

Jacqueline Z. Wilson  Genee Marks  Lynne Noone  Jennifer Hamilton‐Mackenzie 《Gender and education》2010,22(5):535-545

This paper examines indirect discrimination in Australian universities that tends to obstruct and delay women’s academic careers. The topic is defined and contextualised via a 1998 speech by the Australian Human Rights Commission’s Sex Discrimination Commissioner, juxtaposed with a brief contemporaneous exemplar. The paper discusses the prevalence of women among casual and fixed‐term academic workers, and the contrasting low numbers of women in senior academic positions. It is argued that the neo‐liberal ‘marketisation’ of higher education, which still prevails, has fostered a number of indirectly discriminatory practices and conditions that substantially disadvantage women. A selection of studies of the problem are critiqued. It is argued that a broad statistical methodology is inadequate due to its tendency to ‘homogenise’ the academy and its component individuals, in the process giving scope for unjustified optimism among university policy‐makers. A particulate approach is advocated, acknowledging the wide variation between and within universities, and the range of hidden difficulties individual women academics can face. It is concluded that despite apparent reforms over the past decade, the situation of women has improved little in practical terms.  相似文献   

The Church,the War and Education     

William Douglas Mackenzie LL.D. 《Religious education (Chicago, Ill.)》2013,108(5)

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Book Reviews     

Dev Sharma  Helen Carlow  Greta Sykes  Karen Harris  Paul Riddick  Susie Mackenzie 《Educational Psychology in Practice》2007,23(4):381-392

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A review of recent developments in the role of the SENCo in the UK     

Suzanne Mackenzie 《British Journal of Special Education》2007,34(4):212-218

In this discussion paper, Suzanne Mackenzie, senior lecturer with responsibility for the special educational needs BA and MA programmes at the University of East London, reviews previous research in order to identify changes in the role of the special educational needs co-ordinator (SENCo) in schools in the UK. She provides an overview of the SENCo role from an historical perspective and discusses the diverse and challenging nature of the SENCo's work. She notes a marked lack of consistency, over time and across contexts, in interpretations of the SENCo role and examines variation in workload, status and position within school hierarchies. Suzanne Mackenzie highlights the gaps in current research on the work of SENCos and makes suggestions for future developments in the role. She focuses, in particular, on the ways in which SENCo 'effectiveness' can be determined.  相似文献   

Literary apartheid in the post‐war London novel: finding the middle ground   总被引：1，自引：1，他引：0  

Susie Thomas 《Changing English: An International Journal of English Teaching》2005,12(2):309-325

This article examines the development of literary apartheid in post‐war English fiction. While Anglo‐English novelists have generally not included black or Asian characters, London novelists have been an exception to the prevailing little Englandism. Separate critical traditions have also played a role: Anglo‐English critics have shown little interest in race, while black and Asian critics have been engaged in the necessary task of tracing black and Asian British traditions. Drawing on key texts from the 1950s to the 1970s (Colin MacInnes and Barbara Pym) and from the 1980s to the present (Michael Moorcock and Maggie Gee), the essay discusses varied Anglo‐English responses to the development of London as a multicultural city.  相似文献   

Religious Upbringing is not as Michael Hand Describes     

Jim Mackenzie 《Journal of Philosophy of Education》2004,38(1):129-142

Michael Hand, in his recent ‘Religious upbringing reconsidered’ in this journal, has claimed to find a logical problem neglected by earlier writers on religious upbringing and parental rights. In this paper, I argue that he has mis‐described the terms in which he poses the alleged problem.  相似文献