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Nicoli Humphry 《International Journal of Inclusive Education》2013,17(5):484-499
Deficit ways of speaking about educationally displaced young people are a dominant feature in the language educators draw on to make sense of particular young people. This language can have debilitating effects on the lives of those young people it is applied to. Despite well over 20 years of critique, deficit truths have remained dominant. However, in one Australian organisation, this dominance is being resisted. The resistance makes its appearance through an active silence I have termed ‘the pause’. The notion of ‘the pause’ came from teacher interviews in an ethnographic study of four alternative schools in one Australian organisation working with young people experiencing the extremes of disadvantage. I use the Foucaultian notion of silence to explore the suggestion that ‘the pause’ is one tactic deployed by this organisation, working to both resist and disrupt the dominance of deficit knowledges. I argue that these educators’ deployment of ‘the pause’ demonstrates their formation of a space where new language about these young people is engaged. 相似文献
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Catherine Hartung Nicoli Barnes Rosie Welch Gabrielle O’Flynn Jonnell Uptin Samantha McMahon 《Sport, Education and Society》2017,22(1):40-57
The ‘neoliberal turn’ in the higher education sector has received significant intellectual scrutiny in recent times. This scrutiny, led by many established academics working within the sector, has highlighted the negative repercussions for teaching and research staff, often referred to as the ‘academic precariat’ due to their tenuous employment prospects within an increasingly market-driven system. This critique of the modern university can also inadvertently position academics as either resisting or complying with neoliberal governance. This does not adequately account for the nuanced and poetic ways in which professional, personal and gendered subjectivities are formulated, intertwined and negotiated. In this paper we draw on the six overlapping yet distinct narratives of the six female authors, all early-career academics from Australia. We capture and analyse these narratives through collective biography, a qualitative methodology underpinned by the work of Davies and Gannon and others, that helps us to move beyond the ‘good vs. bad’, ‘resistance vs. compliance’ debates about academic life. We identify aspects of our lived subjectivities that offer rupture through poetic and hopeful ways of understanding how academics construct and negotiate their lives. 相似文献
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Nicola F. Johnson Nicoli Humphry 《International journal of qualitative studies in education》2013,26(6):723-739
The take-up of digital technology by young people is a well-known phenomenon and has been subject to socio-cultural analysis in areas such as youth studies and cultural studies. The Teenage Expertise Network (TEN) research project investigates how teenagers develop technological expertise in techno-cultural contexts via the use of a purposefully designed, youth-friendly, online environment – significant in this current age of Internet-mediated learning and rapid technological development. The design of TEN follows principles of ethnographic research adapted to an online environment. This article discusses the design, objectives and outworkings of this new media object, highlighting the tensions associated with conducting online research. This article considers why and how we should reengineer online methodologies and the complexities associated therein. It discusses the classification of this method considering the literature surrounding online data collection methods and virtual ethnography. 相似文献
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Claire Wyatt-Smith Stephen Humphry Lenore Adie Peta Colbert 《Assessment in Education: Principles, Policy & Practice》2020,27(1):65-86
ABSTRACTThis paper details a two-stage process for standard setting using an extended pairwise comparison method. It describes the application of a new process of establishing a set of scaled and ordered performances as a basis for exemplifying standards. In stage one, the method of pairwise comparison was used to generate data from pairwise judgements made at the criterion level and overall grade. In stage two, judges identified where the pass/fail boundary lay in relation to a selected subset of ordered performances generated from stage one. The combined evidence from the two-stage process demonstrates the method’s application to establish exemplified standards using on-balance judgements across multiple criteria. The approach combines expert judgement and statistical data to provide a basis for comparable cross-institution assessments against standards in the case of a summative assessment of professional competence in teacher education. It may be relevant to any discipline with professional standards and complex performance assessments. 相似文献
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Sherry K. Watt Gregg C. Curtis Jerri Drummond Angela H. Kellogg Adele Lozano Gina Tagliapietra Nicoli Marisela Rosas 《Counselor Education & Supervision》2009,49(2):86-105
In this qualitative study, the authors examined master's‐level counselor trainees' reactions to difficult dialogues in the classroom regarding racism, heterosexism/homophobia, and ableism over a 3‐year period. Using the Consensual Qualitative Research method as introduced by C. E. Hill, B. J. Thompson, and E. N. Williams (1997), the data analysis team analyzed narrative and reaction papers submitted during a didactic course on multiculturalism. Behavioral reactions were identified that form the basis for this study: denial, deflection, rationalization, intellectualization, principium, false envy, minimization, and benevolence. 相似文献
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