Continuous Assessment and Staff Development     

James Donnelly 《School Leadership & Management》2013,33(1):35-37

This article examines the nature of choice that is inherent in delegated forms of school finance. While it is often assumed that choosing between the cost of undertaking one activity and the cost of another is a rational activity, the author puts forward the view that both the nature of cost and choice are subjective. As a result, management attention should be given not only to the mechanics of the process but also the subjective nature of ‘choice influencing’ factors if efficiency in resource use is to be achieved.  相似文献   

‘Going global’: conceptualization of the ‘other’ and interpretation of cross-cultural experience in an all-white,rural learning environment     

《Ethnography and Education》2013,8(2):197-213

Based on an ethnographic case study done in an all-white, rural middle school, this article examines the students’ experience with and interpretation of an international education program implemented with a hope of providing more global/international contents to the curriculum. The study shows that these students interpreted other cultures introduced by the program in relation to their own culture and their own identity formation. The process of local ‘othering’ within the student school community was analogous to that of the students’ collective ‘othering’ of unfamiliar non-US cultures. The idea of US-centrism based on US consumer culture became the main standard against which the ‘otherness’ of different cultures were measured. The findings show how prejudice and stereotyping of global others derive from both the everyday process of differentiation in local home cultures and defense of national culture.  相似文献   

The Drama Teacher's Journey     

《Critical Studies in Education》2013,54(2):87-95

Abstract

This article focuses on Critical Discourse Analysis (CDA) and English as a Second Language (ESL) texts, that is texts produced in interactions between native and non‐native speakers of English. Such texts are hybrid in that they comprise a blending of ‘standard’ and ‘non‐standard'1 English forms. In these times of globalised English and the increasing prevalence of non‐native speaker models of English, research is increasingly likely to encounter ESL texts. The issue for the critical analysis of such ‘new’ texts is that CDA generally utilises ‘standard’ linguistic models for its analytical apparatus. Fairclough (2003), arguably the most widely‐recognised proponent of CDA, bases his analytical framework on Standard English. The question is whether and if so how CDA can accommodate hybrid texts, specifically those with a blend of linguistically ‘standard’ and ‘non‐standard’ forms of English. In this discussion, I consider the application of Fairclough's model of CDA to the analysis of an interview with a Thai ESL student beginning postgraduate studies in Australia. I argue that the analysis is made more effective by drawing on principles from Second Language Acquisition (SLA) research, in particular communication strategies.  相似文献   

Conceptualising teacher education and research as ‘critical praxis’     

《Critical Studies in Education》2013,54(3):281-295

A particular approach to epistemological action as ‘critical praxis’ is proposed where we bring together the ideas of ideology critique, self-reflective consciousness and emancipatory action. Critical praxis for educators seeks to move beyond the constraints of formal teaching, knowledge and curriculum and instead encourages communities, teachers and students to work together in producing new understandings and practices for the public good. As teacher educators, we are attempting to design a research methodology that will enable our field of practice to be theorised and to encourage a movement towards new critical understandings of teaching and learning for our students and for ourselves. This is a process of reflexive practice that endeavours to constantly and systematically interrogate our own views and to move beyond the status quo of conservative educational systems, procedures and rigidities so that knowledge is a legitimate investigation of possibility and transformation. In this article, we report a Critical Praxis Protocol to guide further development of teacher education and research. We trace our trajectory from a progressive emphasis on improving learning and professional educational practice to an emerging notion of criticality that seeks explanation with the theorising of Bourdieu. A draft habitus–field analysis is provided to indicate our current understanding of generative themes that suggest the emancipatory potential of teaching and schooling.  相似文献   

Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis     

《Critical Studies in Education》2013,54(2):104-121

Internationally, ‘College for All’ policies are creating new forms of vocational higher education (HE), and shifting relationships between HE and further education (FE) institutions. In this paper, we consider the way in which this is being implemented in England, drawing on a detailed qualitative case study of a regional HE–FE partnership to widen participation. We focus on the complex mix of collaboration and contestation that arose within it, and how these affected socially differentiated groups of students following high- and low-status routes through its provision. We outline Bourdieu’s concept of ‘field’ as a framework for our analysis and interpretation, including its theoretical ambiguities regarding the definition and scale of fields. Through hermeneutic dialogue between data and theory, we tentatively suggest that such partnerships represent bridges between HE and FE. These bridges are strong between higher-status institutions, but highly contested between lower-status institutions competing closely for distinction. We conclude that the trajectories and outcomes for socially disadvantaged students require attention and collective action to address the inequalities they face, and that our theoretical approach may have wider international relevance beyond the English case.  相似文献   

The neoliberal regime in English higher education: charters,consumers and the erosion of the public good     

《Critical Studies in Education》2013,54(2):208-223

The restructuring of higher education (HE) according to neoliberal market principles has constructed the student consumer as a social category, thereby altering the nature, purpose and values of HE. In England, a key government attempt to champion the rights of the student consumer has taken the form of institutional charters which indicate the level of services students can expect to receive and what they will be expected to do in return. Pierre Bourdieu’s conceptual framework is applied to analyse the dynamics of practice in the context of the intensification of marketisation in English universities. The impact on student identities and learning processes, on the curriculum and on the academic practices of faculty is explored. By studying the production of institutional information related to charters, a particular image of the ‘good’ student is promoted to prospective students, which simultaneously regulates current student expectations. We argue that the marketisation of learning may result in passive and instrumental learners, a reduction in the range of disciplinary knowledge and a deterrence of innovation in teaching practices, all of which impact on the public good functions of universities.  相似文献   

Discerning childcare quality: parents as potential informants of policy beyond regulation     

《Critical Studies in Education》2013,54(3):327-345

In the context of market-based childcare provision, governments in many industrialised countries use regulation to ensure quality standards and practices. Limited research, however, has investigated parents' perceptions of childcare quality and whether what parents value as contributors to quality resonates with regulatory frameworks. This article critically uses the Bourdieuian notion of ‘taste’ to explore the perspectives of parent users of high-quality childcare in Australia. Findings from six case studies show that irrespective of educational attainment, parents conceptualise ‘quality’ in childcare in ways that are consistent with, but also extend beyond, regulation. Parents identified factors such as engagement with the local community, not-for-profit community-based provision, and stability of committed staff who experience high job satisfaction as important to the provision of quality childcare. Identification of these factors highlights regulation as a potential discursive strategy that neutralises demand for other complementary but more contentious policy approaches.  相似文献   

Towards a theory of school leadership practice: a Bourdieusian perspective     

Scott Eacott 《Journal of educational administration and history》2013,45(2):174-188

Despite the ‘practice’ turn in the broader management literature, very little work in educational administration has engaged in a theoretical discussion about what constitutes leadership practice. Theoretically informed by the French sociologist Pierre Bourdieu, this paper contributes to the long-established critical tradition in the educational administration literature, to argue that: (i) ‘leadership’ is a label of the managerialist project of the state; (ii) leadership should be thought of as a disruptive practice; and (iii) Bourdieusian theory can enable this thinking, but not as it is frequently mobilised in the educational administration literature. The alternative put forth in this paper is not merely replacing one external narrative (managerialism) with another (Bourdieusian), but rather advancing a theoretical position on what is leadership that paves a way forward for a research programme.  相似文献   

Putting working-class mothers in their place: social stratification,the field of education,and Pierre Bourdieu's theory of practice     

Mary O’Donoghue 《British Journal of Sociology of Education》2013,34(2):190-207

This article explores how a small sample of working-class mothers encounters the field of education. In the management of family and their children's schooling, mothers bring to bear and replicate ways of knowing that are embodied, are historical and that offer many-sided insights into profoundly stratified societies. Here I draw on Bourdieu's theory of practice as a heuristic device and focus only on the field while leaving in suspension his other conceptual arsenal. Bourdieu argued that understanding the social space in which interactions occur is pivotal, characterised as it is by ‘permanent relationships of inequality'. This study shows that mothers bring to the field their embodied history, their habituated practice, and their access to capitals. The women I interviewed know the precariousness of how they occupy the field of schooling, negotiated through a matrix of intersected positionings and classifications that are embodied.  相似文献   

Analysing religion and education in Christian academies     

Elizabeth Green 《British Journal of Sociology of Education》2012,33(3):391-407

This paper asserts that the religious assumptions of Christian academies need to be fully examined in relation to any analysis of their cultural practices, impact or policy implications. It proposes that Bourdieu’s concepts of habitus, cultural capital and symbolic power can be broadened out from their traditional use in accounting for social positioning in order to explore the interaction of religious faith and institutional culture. The emergent analytical framework outlined relies on series of theoretical tools drawn from Bourdieu whose social theory and concepts are already employed extensively in sociology of education research and studies of religion.  相似文献