Education as habitus transformations     

Florian von Rosenberg 《Educational Philosophy and Theory》2016,48(14):1486-1496

Unlike a conventional reading of Bourdieu, this article focuses on his work with regard to the transformation of social structure. In the context of a rereading, from an educational theory perspective, the article proposes an approach that allows for the linking of empirically informed social theory, on the one hand, and biography research oriented to educational theory, on the other. Education, here, is generally conceived of as habitus transformation. For reconstructing the societal conditions of the possibility of education one needs to go beyond the habitus theory and its focus on actors and groups of actors. From the perspective of a theory of practice as proposed by Bourdieu, the concept that comes to mind is that of social field, largely neglected in the theory-of-education discourse. Based on a combination of biography analysis and discourse analysis is, then, presented as a perspective for a relational theory of education. The article aims to outline an empirical reconstruction of transformation processes between habitus and field.  相似文献   

Automated processes in tennis: Do left-handed players benefit from the tactical preferences of their opponents?     

Florian Loffing  Norbert Hagemann  Bernd Strauss 《Journal of sports sciences》2013,31(4):435-443

Abstract

Previous research on laterality in sport suggests an over-representation of left-handers in interactive sports such as tennis and cricket. These findings potentially reflect left-handers' advantage over their right-handed competitors in those sports. Although considered crucial for successful performance, the tactical component of their superiority has yet to be analysed. Two studies were conducted to test for a side bias in tennis players' tactical preferences. In the first study, 108 right- and left-handed players of varying skill watched rallies on a computer screen and had to indicate where they would place the ball in the opposing half. The results showed the tactical preference of players to place more balls on a left-handed opponent's mostly stronger forehand side compared with when faced with a right-hander. In the second study, 54 professional tennis matches involving right- and left-handers were analysed with respect to ball placement frequencies on the opponent's backhand side. Significantly fewer balls were hit to the backhand side of a left-handed opponent, thus replicating the findings of Study 1 in on-court situations. Both studies indicate players' preference to place shots to their right irrespective of their opponent's handedness. Findings support the assumption that left-handers might enjoy a strategic advantage in tennis.  相似文献   

Changing attitudes towards children with special needs     

Lani Florian 《欧洲特需教育杂志》2013,28(3):286-294

Inclusive education takes many forms, raising important questions about what constitutes good practice, what counts as evidence of such practice and how it can be known. This paper responds to Göransson and Nilholm’s critical review of research on inclusive education by considering why a clear working definition of inclusion has thus far proved elusive. It agrees that new types of studies and more theoretically informed work is needed if knowledge about inclusive education is to advance. A framework designed to capture evidence of inclusive education in action is presented as an example of a tool that is both theoretically informed and can be used to transcend contextual differences to obtain a deeper understanding of the ways in which teachers enact inclusive pedagogical practices.  相似文献   

Preparing teachers to work in ‘schools for all’     

Lani Florian 《Teaching and Teacher Education》2009

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Non-destructive comparative analysis by X-ray fluorescence of Asian and European seventeenth- to nineteenth-century glass     

Florian Knothe  Robert H. Brill 《文物保护研究》2014,59(5):S66-S69

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Philosophically Rooted Educational Authenticity as a Normative Ideal for Education: Is the International Baccalaureate’s Primary Years Programme an example of an authentic curriculum?     

Florian Lüddecke 《Educational Philosophy and Theory》2016,48(5):509-524

Whereas the importance of authenticity in relation to educational contexts has been highlighted, educational authenticity (EA) has mainly referred to a real-life/world convergence or the notion of teacher authenticity, implying that authenticity can be taught and learnt. This view, however, has largely overlooked philosophical considerations so that the semantic and ontological vagueness surrounding authenticity has generated an uneven dialectic between the term’s potential significance and its actual relevance for the educational field. This article aims to move closer towards an understanding of philosophically grounded EA as a normative ideal for education. It discusses three contemporary philosophical models of authenticity and how they relate to the multicultural dimension of the International Baccalaureate’s Primary Years Programme. I will argue that by extrapolating common features of these theories, EA bears significant potential for contemporary education as it combines the importance of civic engagement, preparation for political involvement, and co-construction of knowledge and offers a fresh rationale for student involvement in curriculum planning.  相似文献   

Editorial     

Lani Florian  Martyn Rouse 《Cambridge Journal of Education》2001,31(3):285-289

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Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers’ Tracking Recommendations     

Miriam Nürnberger  Josef Nerb  Florian Schmitz  Johannes Keller  Stefan Sütterlin 《Journal of Experimental Education》2016,84(1):152-174

This study investigated the extent to which differences in implicit and explicit math–language gender stereotypes, and essentialist beliefs among preservice teachers affect tracking recommendations for math/science- versus language-oriented secondary schools. Consistent with expectations, the results suggest that student's gender influences preservice teachers’ school career recommendations: Boys are more likely to be recommended for a math/science-oriented secondary school, whereas girls are more likely recommended for a language-oriented school. Both implicit math–language gender stereotypes and beliefs in genetic determinism (reflecting essentialist beliefs) predicted the stereotypicality of school career recommendations, whereas explicit measures did not. The results suggest that more closely investigating factors contributing to stereotypical behavior in teachers might help to minimize biased actions and decisions in the educational context.  相似文献   

Do Students' Religion and School Absences Moderate the Effect of Ethnic Stereotypes on School-Placement Recommendations?     

Florian Klapproth  Henrike Kärchner  Sabine Glock 《Journal of Experimental Education》2018,86(2):173-194

The results of two experiments demonstrate that preservice teachers made biased school-placement recommendations depending on student's ethnicity, which on average penalized students from an ethnic minority. Moreover, additional information that was supposed to disconfirm ethnic stereotypes (religious affiliation in Experiment 1, number of missed school days in Experiment 2) led to more high-track recommendations for low-achieving minority students and to fewer high-track recommendations for high-achieving minority students. Conversely, stereotype-disconfirming information exerted little or no influence on the recommendations for high-achieving native students but worsened recommendations for low-achieving students. The results were interpreted as being based either on subtyping (predominantly for minority Turkish students) or subgrouping (predominantly for majority German students) of ethnic stereotypes.  相似文献   

For Oscar Glory Or Oscar Money?     

Eva?DeuchertEmail author  Kossi?Adjamah  Florian?Pauly 《Journal of Cultural Economics》2005,29(3):159-176

This paper investigates the effect of Oscar nominations and awards on movies’ financial success by estimating the impact on weekly returns and on movies’ survival time. Our findings suggest that nominations for Oscars generate substantial extra revenues, while winning an award contributes only little to this extra rent.  相似文献