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N. Geoffrey Bright 《Ethnography and Education》2016,11(2):142-157
Drawing on research in de-industrialised coal-mining communities in the north of England, this article focuses on how experiences of some young people might be approached through a notion of precarity linked to the idea of a ‘social haunting’ of the coalfields. Concentrating on data gathered in the period after the 2010 change of UK government, the article considers how localities suffering under the impact of ‘austerity’ measures have also witnessed moments of vivid, carnivalesque resurgence linked to celebrations of the death of former British Prime Minister Margaret Thatcher in April 2013 and of the thirtieth anniversary of the 1984–1985 UK miners’ strike during 2014–2015. These celebrations mark a watershed in the cultural and affective life of the communities, one aspect of which relates to how young people with very different educational trajectories have become involved alongside each other in those events as a result of their different experiences of precarity. 相似文献
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Robin M. Bright 《Gender and education》2005,17(1):93-101
We cannot live there any more. We are selling our home, pulling our children from their schools and moving, not far, only 20 kilometres, to a new community, to a new beginning. The reason—bullying or ‘what girls do’. 相似文献
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G. Radhakrishna Pillai J. John Bright M. Indira P. L. Vijayammal 《Indian journal of clinical biochemistry : IJCB》1992,7(1):37-39
The effect of exposure to cigarette smoke on carboxylation of myoglobin was studied in rats. The amount of carboxymyoglobin
in the body tissues of rats exposed to smoke was measured and compared with normal rats. A significant quantity of myoglobin
carboxylated spontaneously due to smoke was detected in the body tissues of experimental rats. Despite an adaptive elevation
of total myoglobin content, a considerable reduction in the free myoglobin was observed in all tissues made under observation.
This free myoglobin depletion may be the cause for increased heart rate and respiratory rate coupled with low physical activities
observed in smokers. 相似文献
15.
Anita Bright 《Educational Studies A Journal of the American Educational Studies Association》2015,51(6):460-481
In an effort to support future teachers in their work toward enacting (and not just espousing) counter-hegemonic, social justice concepts, this research describes a course assignment that required teacher candidates (N = 134) to identify an issue related to power and/or privilege with which they personally grapple, and to then construct a professional workshop intended to work toward deepening their own understandings and the understandings of the participants in the workshop. With an emphasis on risk-taking and decentering their own authority, the teacher candidates in this study created critical workshops intended to reduce oppression (at the personal or institutional level), addressing topics across a broad spectrum of inequities. The findings from this research suggest that, given a supportive and collaborative forum, teacher candidates may be equipped to challenge hegemonic ideas and emerge as leaders in a new era of social justice. 相似文献
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Eileen Honan David Bright 《International journal of qualitative studies in education》2016,29(5):731-743
In this paper we explore the contributions that Deleuze and Guattari have made to thinking/writing language and how these ideas can be put to work in producing a doctoral thesis. We contribute to the field of work within what Patti Lather and Elizabeth St Pierre have called the “post-qualitative” movement, where researchers attempt to “imagine and accomplish an inquiry that might produce different knowledge and produce knowledge differently”. We attempt to rethink the thesis text, using a language where language always falls apart, a way of talking/writing/reading about presentation of research within a doctoral thesis that will provide the writermachine a space to “pass”. The paper will provide some ideas and ways forward for writers who are attempting to deterritorialize research, who are attempting to experiment with new representational forms. 相似文献
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Robert G. L. Pryor James E. H. Bright 《International Journal for Educational and Vocational Guidance》2012,12(1):67-79
Failing is a neglected topic in career development theory and counselling practice. Most theories see failing as simply the
opposite of success and something to be avoided. It is contended that the Chaos Theory of Careers with its emphasis on complexity,
uncertainty and consequent human imitations, provides a conceptually coherent account of failure in career development. The
benefits of failing are outlined. The counselling implications of failure and ways for it to be addressed and utilised with
those confronting career development challenges are also discussed. 相似文献
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Linda Walz Charlotte Haines Lyon Graham Bright Joan Walton Kalen Reid 《British Educational Research Journal》2023,49(4):711-730
This paper reports on a longitudinal study in the North of England with 13 educators in schools, colleges and universities during two lockdowns. The project was designed to ‘unlock’ education by providing spaces to co-create new ways of thinking about education in light of the Covid-19 pandemic. Focus groups were conducted with school and college teachers as well as university staff at the end of the first and second English lockdowns, in summer 2020 and spring 2021. An initial analysis identified issues with expectations and communication between educators and executive management as well as a lack of agency of educators, and how participants framed them as impacting on their identity as educators. Therefore, the framework of tactics of intersubjectivity was adopted to explore how educators discursively positioned themselves and others through constructions of similarity and difference, realness and power, and how their professional identities were affected by the experience of working through the pandemic and by those around them. Whilst educators took opportunities to authenticate their identity and reimagine education, their agency was undermined by top-down governing involving little successful communication, leading to denaturalising and illegitimising experiences for educators. Executive management were perceived as lacking engagement with staff and understanding of the implications of their decisions on them. The findings call for relationship building and recognition of educators' voice. 相似文献
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During the 1979-80 school year, a seven-year-old boy was treated with a Multimodal Behavior Therapy (MMBT) approach to counseling. The primary presenting problem evidenced by this youngster involved a low frequency of on-task behavior. While treatment strategies focused on specific modalities of the BASIC ID, the intervention package was built around three major parameters: (a) an emphasis on intervention in the classroom setting, (b) the use of treatment contracting, and (c) comprehensive assessment of client needs. Despite evidence suggesting that the client's teacher was not reinforcing him for on-task behavior, the youngster's on-task behavior increased from 10.5 minutes out of 30 minutes to the goal level of 20 minutes out of 30 by the end of the four weeks of treatment. At follow-up four months later, the client was engaged in on-task behavior for 17 minutes out of 30, and for 20.7 minutes out of 30 one and one-half years later, Implications for counseling with elementary school children are discussed, based on the three parameters listed above. 相似文献