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LOUISE ARCHER 《British Journal of Sociology of Education》2003,24(5):661-664
The Schooling and Identity of Asian Girls FARZANA SHAIN Stoke-on-Trent, Trentham Books, 2002 160 pp., £15.99 (pbk) ISBN 1-85856181-7 Asian girls are not often the subject of mainstream texts and research on issues such as youth, identities and schooling—so this book makes a welcome addition. Indeed, research on femininities continues to be somewhat eclipsed by the ongoing ‘boys in crisis’ debate, in which the primary focus of academic and policy attention has been directed at boys' ‘underachievement’ and associated social and behavioural problems. Equally, issues of ‘race’, religion and ethnicity have been historically sidelined within mainstream sociological and educational research and therefore The Schooling and Identities of Asian Girls makes for a refreshing change. Despite the relative academic silence regarding Asian identities, recent world events have propelled Asian (but particularly Muslim) identities, into the British media spotlight. Since the high-profile Salman Rushdie controversy of the early 1990s, through to the British and American governments' declaration of the ‘war on terrorism’ after September 11th 2001, Muslim identities and associated issues of citizenship, nationality, belonging and identity are now all hot topics for debate. 相似文献
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The research described in this article aimed to explore and examine the dominant ‘assessment’ and ‘participation’ stories of upper‐primary pupils with long‐standing and marked literacy learning needs, their views on how their level of participation in the assessment and remediation of their additional needs might be increased and also how they perceive themselves as literacy learners. This qualitative small‐scale study adopted a case study approach and utilised creative methodologies in the context of focus groups to investigate sensitively the views and experiences of Key Stage 2 pupils with additional needs in literacy. The findings discussed here are based on the outcomes from the four Northern Irish schools that participated in the original cross‐border (Northern Ireland/Republic of Ireland) study. Findings are discussed in the context of strategies for promoting holistic and empowering pathways for learners with additional needs in literacy. 相似文献
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This article reports the results of a study in which 102 American Indian 11th and 12th grade high school students rated 7 dimensions of perceived counselor credibility and utility. Results indicated that Indian counselors were perceived as more effective than non-Indian counselors and that the non-directive, “facilitative” verbal response style was rated as less effective than either a directive or a cultural/experimental style. 相似文献
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EMMA LOUISE WILLIAMS 《Journal of Philosophy of Education》2018,52(1):87-104
This paper examines David Bakhurst's attempt to provide a picture of ‘the kinds of beings we are’ that is ‘more realistic’ than rationalism. I argue that there is much that is rich and compelling in Bakhurst's account. Yet I also question whether there are ways in which it could be taken further. I introduce the discussion by exploring Bakhurst's engagement with phenomenology and, more specifically, Hubert Dreyfus—who enters Bakhurst's horizon on account of his inheritance of the philosophy of John McDowell. Whilst I recognise that Bakhurst's encounter with Dreyfus demonstrates his achievements—over rationalism and over Dreyfus—I also suggest that it opens up certain questions that remain to be asked of his position on account of its conceptualism. These questions originate, not from a Dreyfusian phenomenological perspective, but from the post‐phenomenological perspective of Jacques Derrida. Through appealing to key Derridean tropes, I aim to show why the conceptual idiom Bakhurst retains may hold us back from understanding the open nature of human thought. I end by considering what therefore needs to come—and what needs to be let go—in order to best do justice to the ‘kinds of beings we are’. 相似文献
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The Archaeology of Heroes: Carlyle,Foucault and the Pedagogy of Interdisciplinary Narrative Discourse 
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下载免费PDF全文 LOUISE CAMPBELL 《Journal of Philosophy of Education》2017,51(2):401-414
This paper argues in favour of the beneficial currency of Thomas Carlyle's ‘On Heroes, Hero‐worship and the Heroic in History’ in three ways, each of which finds the basis of its critique in aspects of Foucault's theories of discursive practice, as explored in Foucault's theories of historical discourse; 1) that Carlyle's terminology connects with his discursive practice in an ambiguous manner, as his concept of worship is more akin to study than devotion, if we take the text of his lectures as evidence of his perception; 2) the sources of enlightenment Carlyle offers us, based on these studies of heroic individuals, may provide an exemplar for interdisciplinary scholarship centred around biographies of notable individuals, and finally; 3) we challenge the notion that heroes such as those Carlyle offers us can be manifest in the present and argue that the depth of insight Carlyle demonstrates into his subjects is only possible by means of a lengthy temporal transition: the historicity of these narratives, and the narratives of social codification, cultural development and long‐term impact witnessed and described over generations, is what makes them feasible at all. 相似文献
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STEPHEN GORARD NEIL SELWYN LOUISE MADDEN 《International Journal of Lifelong Education》2013,32(3):281-287
The role of information and communications technology (ICT) in widening participation in lifelong learning, and thereby establishing the UK as a bona fide ‘learning society’, is now enshrined in a series of multi-million pound government initiatives such as the University for Industry, learndirect and UK Online. Although politicians and educationalists have been quick to herald such initiatives as revolutionizing post-compulsory education and extending learning opportunities to ‘anyone’ on an ‘anytime, anywhere’ basis, there has been little empirical analysis of how ICT is actually impacting on patterns of lifelong learning in the UK. With this in mind, the present paper presents an analysis of data from the 2002 National Institute of Adult Continuing Education (NIACE) survey of 5885 households, focusing on learners' access to technology and the role that technology is playing in facilitating learning. 相似文献
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This article proposes the development of self-instructional modules as one way to individualize counselor training. The advantages and constraints of self-instructional modules are discussed and the three basic components of a self-contained module are illustrated. Learning outcomes may be affected not only by adequate construction of a module but also by the personal variables of the individual learner. In order to provide choices for individual differences, the development of alternate learning activities is recommended. Suggestions are included for implementing a self-instructional module as an individual instructional unit or as part of a course or a workshop. 相似文献