Discourses of the good parent in attributing school success     

Sue Thomas  Jayne Keogh  Steve Hay 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):452-463

Recent education policy places a heavy emphasis on parents in relation to students' success at school. This paper explores how parents and teachers account for school success. Using membership categorisation analysis, it interrogates data collected in different interview situations across sites over a period of 20 years. The analysis shows how parents and teachers use talk as moral work to conversationally constitute particular agreed versions of the category ‘parent’. This category is interactively assembled through the use of category-bound attributes that construct deficit discourses of parents that explain student achievement. The analysis demonstrates that parents are complicit with teachers in producing versions of being a good parent wherein they are held responsible for their children's school success and that minimises the responsibility of the school. These findings raise questions both about who is responsible for schooling and about current contradictory policy emphases on parent and teacher responsibility for school success.  相似文献   

Neoliberal common sense and race-neutral discourses: a critique of “evidence-based” policy-making in school policing     

Kathleen Nolan 《Discourse: Studies in the Cultural Politics of Education》2015,36(6):894-907

The author of this paper uses critical discourse analysis and draws on critical social theory and policy studies to analyze the interdiscursivity between neoliberal common sense discourses around crime and safety and race-neutral discourses, “evidence-based” policy, and the research that supports school policing programs. The author offers a macro-sociological analysis of how neoliberal common sense and race-neutral discourses shape crime policy. Next, the author discusses the rise of “evidence-based” policy formation. She argues that evidence-based policy serves to narrow the scope of what constitutes “scientific” research and delegitimize research that uses race as an analytical lens. Then, through textual analysis of samples of the “evidence” supporting school policing, the author illustrates the ways in which neoliberal common sense discourses around crime and safety and race-neutral discourses become the ideological starting point for the research and internalized within research documents. The result is the creation of a hegemonic “evidence-loop” that privileges ideologically driven research that assumes a “scientific” stance and obscures racial bias while it excludes the critical research on the school policing.  相似文献   

The medicalization of current educational research and its effects on education policy and school reforms     

Daniel Tröhler 《Discourse: Studies in the Cultural Politics of Education》2015,36(5):749-764

This paper starts from the assumption of the emergence of an educationalized culture over the last 200 years according to which perceived social problems are translated into educational challenges. As a result, both educational institutions and educational research grew, and educational policy resulted from negotiations between professionals, researchers, and policy makers. The paper argues that specific experiences in the Second World War triggered a fundamental shift in the social and cultural role of academia, leading up to a technocratic culture characterized by confidence in experts rather than in practicing professionals (i.e., teachers and administrators). In this technocratic shift, first a technological system of reasoning emerged, and it was then replaced by a medical “paradigm.” The new paradigm led to a medicalization of social research, in which a particular organistic understanding of the social reality is taken for granted and research is conducted under the mostly undiscussed premises of this particular understanding. The result is that despite the increased importance of research in general, this expertocratic and medical shift of social research led to a massive reduction in reform opportunities by depriving the reform stakeholders of a broad range of education research, professional experience, common sense, and political deliberation.  相似文献   

Conditional cash transfers and improved education quality: A political search for the policy link     

《International Journal of Educational Development》2015

Conditional Cash Transfer programs (CCTs) provide cash to poor families upon the fulfillment of conditions related to the education of their children. Even though CCTs have been increasingly expected to improve educational attainment – besides their proven impact on greater enrollment and attendance, it is not clear whether they have had any impact on education policies. In order to explore that, this article builds upon a comparative study of three programs: Opportunity NYC, Subsidios Condicionados a la Asistencia Escolar (Colombia), and Bolsa Famila (Brazil). The article concludes that, when it comes to policy-making, the link between CCTs and education policies has been weak, contrary to high international expectations.  相似文献   

‘It’s very much taken as an insult if I say anything’: do new educators have a right to speak their mind?     

Misty Adoniou 《Cambridge Journal of Education》2015,45(4):401-414

This article describes the challenges beginning teachers face in schooling contexts that have become increasingly subject to direct political intervention. To tell the story it focuses on the experiences of five teachers in their first year of teaching in an urban jurisdiction in Australia, examining the ways in which they taught literacy, and were required to teach literacy. Government-driven political agendas of national testing, teacher standards and performance pay were all gaining traction as they commenced their first year of teaching. The ways in which these new educators felt they were discouraged from voicing their own opinions about these issues are examined and the consequences of silencing new educators are considered. The article concludes with recommendations for teacher education programmes to better prepare teachers for the politics of teaching.  相似文献   

Managing the teaching–research nexus: ideals and practice in research-oriented universities     

Lars Geschwind  Anders Broström 《高等教育研究与发展》2015,34(1):60-73

This paper demonstrates that while ideals of close linkages between research and teaching are widely embraced in research-oriented universities, a practice of division of labour between teaching-oriented and research-oriented staff persists. In an investigation of how the research–teaching nexus is managed at three Swedish universities, we identify a perceived misalignment between institutional incentives for individual academic staff and the needs of teaching. Under pressure from such tensions, managers are forced to deploy pragmatic strategies for the staffing of undergraduate education tasks. This includes allowing research needs and agendas to take priority over teaching needs. While managers seek to secure the participation of senior researchers in education, they often actively prefer to delegate the bulk of teaching activities to less research-active staff. Such strategies seem to reinforce existing patterns of division of labour among academic staff.  相似文献   

中国共产党从严治党的历史经验及现实路径     

李双金 《辽宁师范大学学报(社会科学版)》2015,(4)

党要管党、从严治党是中国共产党的一贯方针。在回顾建党90多年来从严治党历史的基础上,总结出了从严治党必须加强思想建设、严格管理领导干部、保持党同人民群众的密切联系、严肃党的纪律、完善党的制度等历史经验。对新形势下贯彻从严治党要求的现实路径进行了深入思考,提出了如下观点：从严治党要落实管党治党责任,坚定理想信念,坚持从严管干部,密切党同群众的血肉联系,加强党的制度建设和保持反腐高压态势。  相似文献   

Enhancing the link between higher education and employment     

《International Journal of Educational Development》2015

This study aims to improve the efficiency of fiscal assistance programs for higher education by investigating those variables that influence college graduates’ employment rates. An empirical analysis of 2010–2011 higher education statistics shows that two variables – educational expenditure per student and the number of students per full-time faculty member – consistently and significantly affect college graduates’ employment rates, even after location and type of school are controlled. Although scholarship rates also affect employment rates positively, the number of students per industry–academe liaison officer does not have a statistically significant effect. Moreover, as educational expenditure per student or the student/faculty ratio increases beyond a certain level, graduate employment improves at an increasing rate. The two variables also affect the employment rate interactively. At a relatively higher level of per-student expenditure, employment rates increase even as the student/faculty ratio rises. However, at a relatively lower level of per-student expenditure, employment rates decline as the student/faculty ratio rises.The policy implication is that fiscal assistance programs for higher educational institutions should accord a much greater weight to these key variables when selecting and assessing institutional recipients.  相似文献   

我国建筑节能财税政策研究     

彭月兰  吴庆慧 《山西财经大学学报(高等教育版)》2015,(1):27-31

我国建筑节能虽取得了一定成就,但依然存在能耗大、能源利用率低等问题。分析其存在的原因,财税政策对于建筑节能支持力度不够是重要因素之一,包括我国对建筑节能的财税激励作用较小、激励范围窄、政策设计有缺陷等。立足我国国情及建筑节能财税政策现状,从税收优惠、财政补贴以及相关配套措施等方面提出促进建筑节能发展的对策建议。  相似文献   

我国农村义务教育投入政策的多源流分析     

田华文  崔岩 《湖州师范学院学报》2015,(6)

多源流理论是由美国学者约翰·W·金登提出、用于解释政策过程和政策变迁的理论模型。使用多源流模型分析我国农村义务教育投入政策历经的两次重大变革,2001年“以县为主”的变革是农村税费政策外溢的结果,而2006年“新机制”的出台都是三条源流汇合、政策窗口开启导致政策变迁发生。从对我国政策实践的分析可以看出,多源流理论于我国同样具有解释力。  相似文献