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José Luis Mateos-González Vikki Boliver 《British Journal of Sociology of Education》2019,40(2):145-158
Many countries, including Italy, are increasingly managing their public higher education systems in accordance with the New Public Management principle that private-sector management practices improve efficiency and quality. A key mechanism has been the introduction of performance-based funding systems designed to reward ‘high-performing’ institutions and incentivise ‘lesser-performing’ institutions to improve. Instead of improving efficiency and quality across the board, however, we argue that performance-based funding systems naturalise longstanding structurally determined inequalities between institutions by recasting national higher education systems as competitive institutional meritocracies in which institutional inequalities are redefined as objective indicators of intrinsic ‘merit’ or worth. We illustrate how performance-based university funding systems naturalise pre-existing inequalities between universities drawing on the case of Italy, a country characterised by longstanding inequalities between its northern and southern regions which demonstrably impact on the apparent ‘performance’ of universities. The concept of institutional meritocracy captures the illusory nature of this performance game. 相似文献
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Vikki Krane Sally R. Ross Katie Sullivan Barak Julie L. Rowse Cathryn B. Lucas-Carr 《Quest (Human Kinetics)》2013,65(4):249-267
In this paper we focus on the lived experiences of multidisciplinary scholars as we navigated and coalesced into a productive, interdisciplinary collaboration. We pull from our foundations in feminist methodology and provide excerpts from personal journals and reflexive group interviews to provide a behind-the-scenes account of the inner workings of a feminist research group. While sharing a common research goal, each member negotiated her personal, conceptual, and epistemological stances as we produced an effective, interdisciplinary pastiche. Throughout this process, we worked to create a non-hierarchical atmosphere, continuously and ethically questioned our methods, and incorporated reflexivity in the research processes. In addition to sharing our past experiences, we note challenges we encountered and offer practical suggestions based on the lessons we learned through this collaboration. 相似文献
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Consistent with other sciences (e.g, Kass-Simon, 1993; Tang 2006), the field of kinesiology has been called a "masculine domain," which has an institutionalized culture biased against women (Brackenridge, Mutrie, & Choi, 2005). This paper represents the second part of a larger project that examined the life histories of eight trailblazing women in sport and exercise psychology. In the first paper (Krane & Whaley, 2010) we made the case for replacing these women into the history of sport psychology, based on their contributions to research, teaching and service to the field. In this study, we explored the experiences of these women with regard to the challenges they faced and how they overcame or coped with them. The specific themes emerging from the data analysis were the trailblazers' graduate school and early professional experiences, general campus climates, departmental politics, gender or discipline, coping and the cost of caring and giving back and moving forward. 相似文献
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Georgina Tsolidis Vikki Pollard 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):427-442
The Greek community in Melbourne, Australia, is large and has a long history in the city. It is diverse and associated with a range of cultural, social and political structures. It has strong transnational links and in many ways exemplifies ‘diasporic’ in contradistinction to ‘migrant’. This paper focuses on young people from this community, particularly those who attend schools established to promote Greek language and cultural maintenance. In this paper, we examine such students’ explorations of their cultural identifications, most specifically how they adopt the term ‘wog’. This term is complex and its place in Australian discourse has shifted over time. Tracking these shifts and considering them as a context for these young people's use of the term allows us to consider the processes involved in their self-fashioning. We argue that their uptake of ‘wog’ involves the deployment of irony, given their awareness of its strong association with racism. We are also interested in the potential for women's experience to be silenced through the common association between ‘wog’ and protest masculinities. We argue that these students’ use of the term illustrates self-fashioning that provides insights into the complexities that surround cultural identification at the micro level, including schooling, but also in the broader context of globalisation. 相似文献
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Sue Heath Vikki Charles Graham Crow Rose Wiles 《British Educational Research Journal》2007,33(3):403-417
Gaining informed consent from research participants is widely regarded as central to ethical research practice. This article reports on research which sought to identify contemporary practice in this area amongst researchers working in fields where research participants are often constructed as vulnerable within the research process, and where their potential involvement tends to be mediated by institutional gatekeepers. Drawing on telephone interview and focus group data, the article focuses specifically on the experiences of researchers working with children and young people. It highlights the tensions experienced by many researchers between a personal commitment to an ethical framework which seeks to prioritise the agency and competency of children and young people, and the conditions imposed upon them by working within institutional settings where these principles may be undermined. This research suggests that the consent practices of child‐ and youth‐orientated institutions, however much frowned upon, tend to go largely unchallenged by researchers, to the detriment of the rights of children and young people to opt in and out of research on their own behalf. 相似文献
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Seven children were identified by staff consensus as being the most troublesome pupils in a comprehensive secondary school. A study was then conducted to examine the effects of ‘say‐do’ correspondence training in reducing the amount of troublesome behaviour engaged in by these pupils in the classroom. Such behaviour was defined as ‘talking out of turn’ and ‘hindering other children’, behaviours which had already been found to be the most common categories of troublesome behaviour for secondary classroom teachers.
A multiple baseline across subjects design was employed which brought about a reduction in these two behaviours for three girls and three boys. The behaviour of a fourth boy, however, did not improve beyond the first half of the intervention period. This outcome is discussed in terms of a general deterioration in behaviour and competing contingencies in the classroom. There was some evidence of the generalisation of effects across settings and an increase in the amount of homework submitted.
These results build upon existing research which shows that correspondence training is a useful strategy for dealing with some common classroom behaviour problems. This paper reports an extension of the application of the correspondence training procedures to secondary school pupils of both sexes and covers a broad range of academic ability. 相似文献
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In 2007 the Scottish Government introduced an outcomes based approach to culture set within a National Performance Framework. One of the main data sources to measure “culture” in Scotland is the Scottish Household Survey (SHS). In this article, the SHS and its “Culture and Sport” Module are explored to show how useful the data is within the Scottish Government's economic agenda. This way, the paper reflects on the usefulness of the main data source used to understand cultural activity within Scotland. There are general difficulties measuring “culture”, but overall the SHS provides adequate national data for Scotland on cultural participation and attendance. However, the SHS cannot provide in-depth local level information and provides limited data on non-participants. Other surveys in Scotland and England give some example practices that could be incorporated to improve survey outcomes. Overall, the SHS is a useful policy tool but more could be done to utilise the data it can provide on the Scottish cultural sector. 相似文献
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In the United States, initiation or hazing activities in high school and university sport are increasingly being recognized as a serious issue facing coaches and sport administrators. These events include humiliation, degradation or abuse of new team members, presumed to enhance team bonding. This study is grounded in Waldron and Krane's conceptual framework linking social goal orientation and overconformity to team norms. We conducted focus group interviews with nine former male high-school athletes examining their hazing experiences. A narrative approach to the data analysis was used to provide a comprehensive account of their combined experiences. The data were integrated into monologues describing experiences of being hazed, one positively perceived and one negatively perceived experience. A third monologue presents the perspective of the athlete doing the hazing. These stories highlight the perceived rationale and acceptance of hazing, the emotional toll of being hazed and the power dynamics that allow hazing to continue. 相似文献
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Expansion,differentiation, and the persistence of social class inequalities in British higher education 总被引：1，自引：0，他引：1
Vikki Boliver 《Higher Education》2011,61(3):229-242
Conventional political wisdom has it that educational expansion helps to reduce socioeconomic inequalities of access to education
by increasing equality of educational opportunity. The counterarguments of Maximally Maintained Inequality (MMI) and Effectively
Maintained Inequality (EMI), in contrast, contend that educational inequalities tend to persist despite expansion because
those from more advantaged social class backgrounds are better placed to take up the new educational opportunities that expansion
affords (MMI) and to secure for themselves qualitatively better kinds of education at any given level (EMI). This paper sets
out to test the predictions of the MMI and EMI hypotheses against empirical data for the case of Britain where higher education
expanded dramatically during the 1960s and again during the early 1990s. The results show that quantitative inequalities between
social classes in the odds of higher education enrolment proved remarkably persistent for much of the period between 1960
and 1995, and began to decline only during the early 1990s, after the enrolment rate for the most advantaged social class
had reached saturation point. Throughout this same 35 year period, qualitative inequalities between social classes in the
odds of enrolment on more traditional and higher status degree programmes and at ‘Old’ universities remained fundamentally
unchanged. In short, social class inequalities in British higher education have been both maximally and effectively maintained. 相似文献