Bourdieu’s habitus and field: implications on the practice and theory of critical action learning     

Rob Warwick  Janet McCray  Douglas Board 《Action Learning: Research and Practice》2017,14(2):104-119

This paper considers the logic of practice of the French sociologist Pierre Bourdieu in relation to critical action learning: in particular habitus which is co-created with field and the interplay amongst the two in the form of misrecognition and risk. We draw on interviews with participants who have experienced action learning as part of an NHS leadership programme. We argue that Bourdieu provides helpful ways of understanding and explaining the complex processes of social interactions which are centre stage in action learning – especially the ‘social friction’ through which action learners gain new insights and new prompts to action in their workplace from learning set members. These insights can support action learning practitioners keen to explore their own practice.  相似文献   

Action learning as an element within an assessed and supported year in employment for newly qualified social workers: a three-role perspective     

Carol Wells  Ikedola Animashaun  Anneliese Gibb 《Action Learning: Research and Practice》2017,14(2):167-173

The assessed and supported year in employment (ASYE) is employer-led and provides a programme to support and assess newly qualified social workers (NQSWs) working with children and families and adults during their first year of employment. Action learning was brought into Cambridgeshire County Councils ASYE programme as a 12-month pilot from October 2015 to September 2016, with the view of providing an opportunity for the 55–60 NQSWs to develop critical thinking, problem-solving and leadership skills. This paper gives an account of the journey from the perspective of the roles of the accoucheur and action learning lead, ASYE Programme Lead and Evaluator and identifies key learning points. In writing this paper, the authors acknowledge the contribution of their colleague facilitators and the NQSWs who participated in action learning sets.  相似文献   

Que Luchen por sus Intereses (To Fight for Your Interests): Unearthing Critical Counter-Narratives of Spanish-Speaking Immigrant Parents     

Kevin Roxas  Maria L. Gabriel 《Journal of Latinos & Education》2017,16(3):243-262

This article reports on findings from a year-long research project conducted during the 2012–2013 school year in a PK–12 school district, located in the Mountain West region of the United States, utilizing the Photovoice method. The findings in the project point to the important critical counter-narratives Spanish-speaking immigrant parents present to the larger school community when given the opportunity to have their voices and perspectives heard and recorded in written form. The article provides teachers, counselors, administrators, and support staff in schools and school districts with insight into the hopes and aspirations of Spanish-speaking immigrant parents and highlights educational practices that address issues of equity and access, as seen through the eyes of the participants in the study.  相似文献   

Culturally responsive computing as brokerage: toward asset building with education-based social movements     

Michael Lachney 《Learning, Media and Technology》2017,42(4):420-439

Bridging schools and communities has been a goal, if not hurdle, for reformers who aim to improve the education of low-income and underrepresented students from the bottom-up. Strategies to create these connections are often characterized as ‘brokerage’, where individuals or organizations bridge two or more social worlds. This paper details the design and implementation of educational technologies that support the brokering of school–community connections using a ‘culturally responsive computing’ (CRC) framework. Culturally responsive education is often limited to content and learning styles, which misses the opportunities it creates for a brokerage process that also connects to education-based social movements for economic access in underrepresented communities. This paper provides empirical support for the claim that the CRC framework is well suited for both purposes. It allows schools and communities to build assets together, translating the knowledge and skills of underrepresented communities into math and computing education, while illuminating the ways in which technologies can motivate education-based social movement building.  相似文献   

试论迁徙对景颇族社会发展的影响     

李怀宇 《保山师专学报》2003,22(1):16-19

民族迁徙是一个古老的人口现象，它常常伴随着民族发展的始终，成为民族史学、民族学研究的重要内容之一。论述了景颇族历史上的迁徙活动，阐示景颇族社会发展过程中，迁徙对本民族社会经济结构、政治结构、民族文化形态的影响和作用。试图为新时期研究边疆山地民族的发展探索一些历史与现实的依据。  相似文献   

‘Wading through children’s tears’: the emotional experiences of elementary school inspections, 1839–1911     

Russell Grigg 《History of education》2020,49(5):597-616

ABSTRACT

This paper explores the emotional experiences of elementary school inspections, from the appointment of the first State school inspectors in 1839 to 1911 when Edward Holmes, the retiring chief inspector, signposted the prospects of a new era in elementary education. The paper is arranged in two parts: the first provides an outline of the origins and development of elementary school inspection, while the second discusses the potential contribution of emotions scholarship to inform our understanding of elementary schooling seen through the lens of inspection. Whereas previous studies have concentrated on the inspectorate’s administrative history in relation to school development, this paper’s contribution is to highlight what inspection sources reveal about elementary schools as sites of emotional expression and experience. While acknowledging the challenges a history of emotions framework presents, the paper concludes that such an approach offers a fresh perspective on inspection and school regimes in the past.  相似文献   

Intervention fidelity in participatory research: a framework     

Edison Trickett  Stacy M. Rasmus  James Allen 《Educational Action Research》2020,28(1):128-141

ABSTRACT

In community interventions more generally, the concept of fidelity refers to the degree to which a program is delivered as intended. The present paper discusses ways in which fundamental aspects of participatory research challenge the concept of fidelity and differ from more traditional science-dominated approaches. We begin with a discussion of the fidelity concept and some of its strengths and limitations. We then discuss both social problems and proposed solutions as representing complex problems defying simple or permanent solutions. We suggest that three prominent aspects of participatory research highlight this complexity and pose challenges in assessing fidelity. First, in participatory research, the goal is not only scientific but also social action on a local issue as well. Second, the participatory process among varied partners is itself part of the intervention itself to be understood as affecting both processes and outcomes. Third, the goals of participatory research include community-level as well as individual-level changes. These issues are illustrated in a discussion of how culture is conceptualized and acknowledged in fidelity assessment. We conclude with some recommendations for approaching fidelty in participatory research in a way that appreciates its differences from more traditional paradigms underlying community interventions.  相似文献   

大学体育公共服务体系平台的构建摭探     

丁鼎 《成才之路》2020,(8):18-19

为提高大学体育资源配置效率和构建良好的体育公共服务体系,文章运用文献调研、问卷调查、比较分析等方法展开调研,对建立高校体育公共服务体系的可行性及优化高校体育资源配置的途径进行研究。大学体育融入全民健身计划的关键是提高体育教师的服务意识及强化服务内涵,进而促进社会体育的发展和人力资源的培养。  相似文献   

Empirical Research into Teaching     

Robin Barrow 《Interchange》2006,37(4):287-307

The paper argues that 100 years of empirical research into teaching has failed to provide a usable account of best practice. This is partly because of conceptual and other logical problems that cannot in practice be resolved, as has been argued before. However, it is further argued that the real reason that no useful rules of good teaching can be established is that there are no substantive and important rules covering human interactions such as teaching. It is not that science cannot get the answers; rather it is that there are not any answers, and that is why there is not a science of teaching. Every teaching event is unique and the way to determine good practice is to be clear about what one is trying to achieve and to know one’s particular audience. This is not simply sound practical advice, but logically the only path to knowledge in this area.  相似文献   

"社会心理"理论视野下的当代审美文化现象     

吴益群 《连云港职业技术学院学报》2004,17(3):28-30

在市场经济的社会条件下,当代审美文化被实用主义哲学思潮所驱动,呈现出具有浓厚商业气息的消费化、娱遣化、包装化、快餐化、广告化、媚俗化等特征。如果用普列汉诺夫的“社会心理”中介理论来审视,便发现这种现象的发生是社会经济规律的必然,是文艺生产适应并满足文艺消费市场的需要。但这并不意味着文艺创作的主体可以放弃主观能动向文艺消费市场投降,相反文艺家应通过对社会心理的影响力去引导市场朝着先进文化的方向发展。  相似文献