Reflections on the emancipatory potential of vocational education and training practices: Freire and Rancière in dialogue     

Gisselle Tur Porres  Danny Wildemeersch  Maarten Simons 《Studies in Continuing Education》2014,36(3):275-289

This paper focuses on the issue of emancipation in education practices in general and in vocational education and training (VET) in particular. The principal aim is to contribute to the discussion of particular traditions of emancipation in education in connection with VET practices. The exploration of ongoing educational debates on VET policy-making and the issue of emancipation in VET reveals that, ultimately, emancipation in VET is understood as a specific function for socio-economic integration. The paper discusses this functionalist orientation and contrasts it with a vision on emancipation as a feature of an educational process rather than an educational outcome. Freire's and Rancière's core concepts of emancipation guide the discussion regarding the latter interpretation of emancipation in VET practices.  相似文献   

Schools in the making: mapping digital spaces of evidence     

Mathias Decuypere  Carlijne Ceulemans  Maarten Simons 《教育政策杂志》2014,29(5):617-639

In this article, the focus is on educational governing in the making. Drawing on conceptual underpinnings of socio-technical approaches, this implies an interest both on the way in which a sound knowledge base for policy measures is created, as on the distribution of that knowledge through publically available instruments. Governing by evidence only is possible when it relies on concrete instruments, such as feedback reports, publically consultable audits and examples of good practice. Since knowledge-related practices increasingly make use of online tools where knowledge is accessible for each and all, three websites are analysed in a particular way to describe the making of evidence. First, considered as active devices, the websites are analysed as essential components of the governing by evidence: by publishing specific data and information in a particular way, they come to constitute what comes to count as evidence and the way in which it comes to count. By addressing their visitors in a particular way, moreover, they constitute for whom it comes to count as evidence. As such, we argue, it becomes visible that digital spaces of evidence actually make schools real, and, at once, that there are different modes for schools to exist.  相似文献   

Time to rethink the role of the library in educating doctors: driving information literacy in the clinical environment     

Mary R. Simons  Michael Kerin Morgan  Andrew Stewart Davidson 《Journal of the Medical Library Association》2012,100(4):291-296

Question:

Can information literacy (IL) be embedded into the curriculum and clinical environment to facilitate patient care and lifelong learning?

Setting:

The Australian School of Advanced Medicine (ASAM) provides competence-based programs incorporating patient-centred care and lifelong learning. ASAM librarians use outcomes-based educational theory to embed and assess IL into ASAM''s educational and clinical environments.

Methods:

A competence-based IL program was developed where learning outcomes were linked to current patients and assessed with checklists. Weekly case presentations included clinicians'' literature search strategies, results, and conclusions. Librarians provided support to clinicians'' literature searches and assessed their presentations using a checklist.

Main Results:

Outcome data showed clinicians'' searching skills improved over time; however, advanced MEDLINE searching remained challenging for some. Recommendations are provided.

Conclusion:

IL learning that takes place in context using measurable outcomes is more meaningful, is enduring, and likely contributes to patient care. Competence-based assessment drives learning in this environment.  相似文献   

Transitional Rhetoric of Chinese Communist Party Leaders in the Post-Mao Reform Period: Dilemmas and Strategies   总被引：1，自引：0，他引：1  

Xing Lu  Herbert W. Simons 《Quarterly Journal of Speech》2013,99(3):262-286

Since 1978 China's ruling Communist Party has moved China's economy increasingly toward capitalism and its foreign policy toward strategic partnership with its old enemies in the West. These changes have required Party leaders to reconcile the reforms rhetorically with continued homage to their predecessors, to Chinese traditions, and to Marxist/Maoist orthodoxies. This analysis focuses on key slogans and catchwords used in top-down rhetoric by each post-Mao regime to facilitate economic/political reforms while legitimizing continued one-party rule.  相似文献   

‘To be informed’: understanding the role of feedback information for Flemish/European policy     

Maarten Simons 《教育政策杂志》2013,28(5):531-548

The aim of this article is to argue that the evident exchange of information on performance (and its supply, demand and use) should be regarded as a symptom of a new governmental regime that installs less evident power relations. Educational policy in Flanders (Belgium), and in particular the need for feedback information from the Flemish government, will be used as a case to describe this regime. Based upon the analytical framework of ‘governmentality’ (Foucault), the article focuses on the ‘governmentalization’ of Europe and Flanders that accompanies the need for feedback information. The main result of the analysis of European and Flemish policy documents can be summarized as follows: government or the ‘conduct of conduct’ currently takes the form of ‘feedback on performance’. This means that the strategy of the governmental regime is to secure an optimal performance for each and all (member states, schools), and acts upon the ‘need for feedback’ and ‘will to learn’ of the actors involved. On the basis of these findings, the article introduces in conclusion the notion ‘synopticon’ in order to grasp the exercise of power in ‘feedback on performance’.  相似文献   

Learning to play together.     

C Simons 《Special education: forward trends》1977,4(2):17-19

  相似文献   

The influence of neighborhood disadvantage, collective socialization, and parenting on African American children's affiliation with deviant peers     

Brody GH  Ge X  Conger R  Gibbons FX  Murry VM  Gerrard M  Simons RL 《Child development》2001,72(4):1231-1246

This study focused on hypotheses about the contributions of neighborhood disadvantage, collective socialization, and parenting to African American children's affiliation with deviant peers. A total of 867 families living in Georgia and Iowa, each with a 10- to 12-year-old child, participated. Unique contributions to deviant peer affiliation were examined using a hierarchical linear model. Community disadvantage derived from census data had a significant positive effect on deviant peer affiliations. Nurturant/involved parenting and collective socialization processes were inversely associated, and harsh/inconsistent parenting was positively associated, with deviant peer affiliations. The effects of nurturant/involved parenting and collective socialization were most pronounced for children residing in the most disadvantaged neighborhoods.  相似文献   

Pasts and futures that keep the possible alive: Reflections on time,space, education and governing     

Mathias Decuypere  Maarten Simons 《Educational Philosophy and Theory》2020,52(6):640-652

Abstract

Over the last years, the European Commission has heavily promoted various forms of digital education. In this article, we draw upon two recent European policy documents as key articulations of Europe’s contemporary governing apparatus: Opening Up Education and the Digital Education Action Plan. The article more particularly conceives of both policy documents as offering a point of departure to analyze how this apparatus is presently seeking to enact a specific mode of existence of the contemporary learner. We argue that this educational mode of existence is being enacted by the fabrication of highly specific sorts of time and space. In order to highlight the particularity of the enacted sorts of time and space exemplified in the policy documents, we start this article with a discussion of how a traditional, modern governing apparatus aims to fabricate linear time and institutional space. The article proceeds by arguing that the present-day European governing apparatus that is concerned with digital education fabricates different sorts of times and spaces, namely potential (rather than linear) temporalities and ecological/networked (rather than institutional) spatialities. Likewise, the concrete instruments (such as platforms, portals, credits and certificates) presently adopted in order to do so largely differ from modern instruments. Conclusively, we argue that the presence of these newly emerging (often digital) instruments, and the times and spaces that are fabricated through these instruments, call for an opportunistic mode of existing as a contemporary learner.  相似文献   

THE GOVERNMENTALIZATION OF LEARNING AND THE ASSEMBLAGE OF A LEARNING APPARATUS   总被引：1，自引：0，他引：1  

Maarten Simons  Jan Masschelein 《Educational theory》2008,58(4):391-415

Abstract In this essay, Maarten Simons and Jan Masschelein reconsider the concepts “educationalization” and “the grammar of schooling” in the light of the overwhelming importance of “learning” today. Doubting whether these concepts and related historical‐analytical perspectives are still useful, the authors suggest the concept “learning apparatus” as a point of departure for an analysis of the “grammar of learning.” They draw on Michel Foucault’s analysis of governmentality to describe how learning has become a matter of both government and self‐government. In describing the governmentalization of learning and the current assemblage of a ”learning apparatus,” Simons and Masschelein indicate how the concept of learning has become disconnected from education and teaching and has instead come to refer to a kind of capital, to something for which the learner is personally responsible, to something that can and should be managed, and to something that must be employable. Finally, the authors elaborate how these discourses combine to play a crucial role in contemporary advanced liberalism that seeks to promote entrepreneurship.  相似文献   

Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement   总被引：1，自引：0，他引：1  

Vansteenkiste M  Simons J  Lens W  Soenens B  Matos L 《Child development》2005,76(2):483-501

The present experimental research examined whether framing early adolescents' (11- to 12-year-olds) learning activity in terms of the attainment of an extrinsic (i.e., physical attractiveness) versus intrinsic (i.e., health) goal and communicating these different goal contents in an internally controlling versus autonomy-supportive way affect performance. Both conceptual and rote learning were assessed. Three experimental field studies, 2 among obese and 1 among nonobese participants, confirmed the hypothesis that extrinsic goal framing and internal control undermine conceptual (but not rote) learning, even in comparison with a control group. Study 3 indicated that the positive effect of intrinsic goal framing on conceptual learning was mediated by task involvement, whereas the positive effect of autonomy-supportive communication style on conceptual learning was mediated by relative autonomous motivation.  相似文献