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Iris Duhn 《Discourse: Studies in the Cultural Politics of Education》2015,36(6):920-931
This article engages critically with the concept of agency in infant and toddler educational discourse. It is argued that agency, when conceptualised with emphasis on individuality and the autonomous self, poses a conceptual ‘dead end’ for those who are not-yet-in-language, such as babies and toddlers. In considering agency as an aspect of becoming that is inherent in all matter, the article seeks to explore new pathways for conceptualising agency in infant and toddler education. Methodologically, the article aims to generate complex questions and, following Nigel Thrift's call, ‘wild ideas’, rather than solutions by addressing the relationship between discourse and matter to open up new spaces for thinking and doing ‘agency’ in education, for babies and toddlers and beyond. 相似文献
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Sepideh Fotovatian 《Globalisation, Societies & Education》2015,13(2):230-245
Globalisation and increased patterns of immigration have turned workplace interactions to arenas for intercultural communication entailing negotiation of identity, membership and ‘social capital’. For many newcomer immigrants, this happens in an additional language and culture – English. This paper presents interaction experiences of four non-native English language teachers with other institutional members. It uses a sociocultural perspective of second language to map their approaches to negotiations of professional and institutional identities in and through these interactions. Their discussions highlight the role of language, cultural practices and the emic socio-political factors embedded within institutional interactions in individuals' identity negotiation and integration. 相似文献
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Andrew Deuchar 《British Educational Research Journal》2022,48(3):504-518
The increasing number of people studying abroad has drawn significant scholarly attention to the experiences of international students. While these works have productively informed policy and practice regarding how international students may be better supported, they have not always considered the active ways international students contribute to higher education. This article suggests that adopting the notion of experience as a conceptual starting point is problematic because it only partially illuminates international students' agency and reproduces understandings of them as a vulnerable group. The more active notion of practice, by contrast, suggests a more agentive subject who is a pivotal actor in spaces of education. The main argument in this article is that the abiding focus on international students' experiences will be productively unsettled by orienting attention to their practices and theorising the notion of practice in more fluid and dynamic ways. After critically engaging with the existing literature, the article outlines four ways that a focus on international students' practices may reanimate debates. A focus on practice will: (1) show how international students actively contribute to spaces of higher education, including classrooms, campuses and other sites of sociality; (2) demand that researchers theorise agency in more expansive ways and consider the practices of a broader set of social groups; (3) encourage researchers to make use of a wider set of qualitative research methods; and (4) create a stronger political foundation from which to defend the interests of international students in a post-COVID-19 world. 相似文献
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This study discusses some of the paradoxes found in the rhetoric of participatory research. Research-with-children views them as competent and agentic and as social actors, as citizens with opinions that must be listened to and given due weight. This image of the child as a social actor fails to acknowledge the structural, contextual and relational conditions that can afford or restrict opportunities for children’s agentic action. It conceals the multi-faceted, multi-dimensional properties of power that shape children’s (and adults’) contributions and ‘voices’. Our research took place in a primary school and aimed at training Year 6 children to carry out their own research on their chosen topic of interest. The participatory research ‘space’ was informed by the participants’ different intentionalities and agendas. The children were invited to take initiatives and make decisions, to be agentic. However, their agency, or what counts as ‘proper’ agency, was framed and defined in our adult terms. Tensions arose when the children’s agendas conflicted with and threatened ours. As we argue here, this participatory space should rather be seen as a political arena, where different and often competing agendas are at play, where the roles and relationships between children and adults are far from fixed, and where the capacity for agentic action is always socially mediated and shaped by social structure. 相似文献
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庞善东 《河北体育学院学报》2014,(2):4-8
运用文献资料法和比较法,分析了我国运动员保险的发展现状。指出目前我国运动员保险存在的问题,并基于我国运动员保险制度处于转型时期的现实情况提出建议:建立运动员专项社会保险,完善社会保险体系;建立运动员保险基金,完善互助保险;加强运动员保险的强制立法;设计运动员保险产品组合,科学厘定保险费率;发展和优化体育保险中介。 相似文献