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1.
Megan Adams Joseph Agbenyega 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):647-665
ABSTRACTThis paper explores internationally mobile global middle class families (GMCF) in terms of how they rationalise moving away from their home country, select schools and reimagine their young children’s futures in an international setting. Building on Appadurai’s notion of ‘the future as a cultural fact’ and Anagnost’s concept of ‘life-making in neoliberal times’ we analyse how the search for escaping the past is dialectically related to seeking better futures. For GMCFs, the search for better futures within current neoliberal times leads to them discursively constructing spatial–temporal movements across international boundaries. The term ‘futurescaping’ is introduced and used to understand the act of imagining futures that are shaped by a person’s past and present experience. We argue that futurescaping is more than simply transnational mobility, but is a multidimensional act, which is dynamic, culturally value-ladened, historically embedded, futuristic and provides a unique view into the everyday lives of internationally mobile GMCF. 相似文献
2.
In this article we offer an ontological theorization of care. The article interrogates the self-evident quality of everyday meanings for ‘care’ that might be generated from psychological or biological discourses; we aim to question the way that ‘care’ is applied in a technical or an emotional sense within the field of early childhood education. The article works towards offering a new theorization that does not treat the meaning of ‘care’ as self-evident. If ‘care’ is a way of addressing concern for ourselves as human beings, we think that deepening the theoretical parameters of this concept will add to how we understand the complexity of gender and race relations. By articulating Heidegger’s use of ‘care’ and comparing it to Irigaray’s critique of Heidegger’s work on this concept, we hope to enable professionals and families to view conceptions of ‘care’ outside the familiar definitions applied in everyday discourse. The article treats early childhood education professional practice as an instance of how both gender and race delimit the way in which human relationships can be understood. 相似文献
3.
Phillip G. Payne 《Environmental Education Research》2010,16(2):209-231
‘Green families’ in Australia were studied so as to shed light on how a more durable, everyday environmental ethic and ecopolitic might slowly be enacted in the intimacy of the home ‘place’ over an extended period of time in rapidly changing socio‐cultural‐ecological conditions. Of particular interest to this study of the green household, or postmodern oikos, was how its proximal ‘moral spaces’ have been nurtured intergenerationally by family members from within the broader global climate of what Zygmunt Bauman refers to as the ‘moral lag’ of postmodernity. Three layers of interpretive findings about the social ecology and family dynamics of this oikos are presented in an effort to provide detailed understandings about families’ eco being, dwelling and becoming. Implications for education for the environment can be gleaned from the ‘best’ ecopedagogical practices found in the home that are ‘other’ than those occurring in the formal education sector. This study adds to the theorizations of ‘social ecology’, ‘experiential education’, ‘ecopedagogy’ and, more generally, the notion of an everyday ‘ecocentrism’, while providing some clues for how environmental education in schools might mirror pedagogical aspects of the postmodern oikos. 相似文献
4.
Agnieszka Bates 《Critical Studies in Education》2016,57(2):191-208
The imperative of continuous improvement has now become normative in education policy discourse, typically framed as setting ‘aspirational’ targets for pupil performance as a prerequisite for gaining competitive advantage in the global economy. In this context, teachers, leaders, teacher assistants and other practitioners working in schools across England have been under increasing pressure to raise standards. This article focuses on how values are deployed in reculturing and regulating practitioners to develop identities and work orientations which are congruent with the policymakers’ agendas. G.H. Mead’s concept of ‘cult’ values illuminates the process of fostering homogeneity with the dominant policy discourse through an inclusion/exclusion dynamic. Interview data collected in two primary schools revealed a significant convergence of practitioner discourse with policy objectives. Delivering improvement affects how practitioners talk about their work and see themselves as educators. The ‘cult’ of continuous improvement appears to inhibit a critical approach to the implementation of education policies by school practitioners in their everyday work. 相似文献
5.
The global expansion of children’s television: a case study of the adaptation of Sesame Street in Spain 总被引：1，自引：0，他引：1
Kristin C. Moran 《Learning, Media and Technology》2006,31(3):287-300
The landscape of children’s programming is changing because of the increased exportation of children’s television programs created in the USA. Networks have been aggressively marketing programs to an international audience through individual program sales and satellite network expansion. Some see problems as a result of the potential shift in cultural norms and values in areas where these programs are broadcast. An important alternative to this exportation is the co‐production process pioneered by Sesame Workshop. The results of a case study into the localization process of Sesame Street in Spain indicate that the production of Barrio Sésamo/Barri Sésam can be looked to as an example of not only the co‐production process, but also as exemplifying a process of ‘glocalization’ whereby a Spanish program has been influenced by both global and local realities imbedded in the program. The negotiation of what it means to be Spanish is constantly pushed against a global template, even in a program for preschool‐age children. 相似文献
6.
《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
7.
D'Ann Johnson 《International journal of qualitative studies in education》2013,26(2):173-175
8.
Sarah A. Robert 《Discourse: Studies in the Cultural Politics of Education》2012,33(4):485-498
Education reform continues around the globe, though questioned and critiqued in relation to goals of democratizing educational decision-making. Newspapers are one site of contestation and negotiation where struggles over global reform discourses are contextualized in ‘obvious’ and ‘natural’ local language. In this article, I argue that gender discourses are a powerful heuristic employed to push particular education agendas and particularly gendered ones that do not necessarily reflect education reform goals for democratizing educational decision-making or improving equity. I analyzed Argentina's education reform in two national newspapers from 1 November 2001 to 1 November 2002 to reveal the role of gender in reform mediation at the national level. The findings and their interpretation illustrated how educational institutions and actors were situated in a gendered hierarchy with responsibilities and authority. Evoking masculine and feminine roles, representations, and identities in everyday ‘natural’ language lent a familiarity to seemingly abstract and neutral global education reform goals, replicating context-specific educational decision-making processes. 相似文献
9.
Normative cruelties and gender deviants: The performative effects of bully discourses for girls and boys in school 总被引：1，自引：0，他引：1
Since the 1990s the educational community has witnessed a proliferation of ‘bullying’ discourses, primarily within the field of educational developmental social psychology. Drawing on ethnographic and qualitative interview data of primary and secondary school girls and boys, this article argues that the discourse ‘bullying’ operates to simplify and individualise complex gendered/classed/sexualised/racialised power relations embedded in children's school‐based cultures. Using a feminist post‐structural approach, this article critically traces the discursive production of how the signifiers ‘bully’ and ‘victim’ are implicated in the ‘normative cruelties’ of performing and policing ‘intelligible’ heteronormative masculinities and femininities. It shows how these everyday gender performances are frequently passed over by staff and pupils as ‘natural’. The analysis also illustrates how bully discourses operate in complex racialised and classed ways that mark children out as either gender deviants, or as not adequately performing normative ideals of masculinity and femininity. In conclusion, it is argued that bully discourses offer few symbolic resources and/or practical tools for addressing and coping with everyday school‐based gender violence, and some new research directions are suggested. 相似文献
10.
Wooden dolls and disarray: rethinking United States’ teacher education to the side of quantification
ABSTRACT According to the 2013 report by the National Council on Teacher Quality (NCTQ), most teacher education programs are failing in the United States. These programs, NCTQ insists, are not preparing new teachers with sufficiently ‘scientific’ methods and are, in the process, failing to properly train prospective teachers how to ‘lead the classroom’ (p. 2). In the deficit discourses employed by NCTQ, teacher education programs have become a cesspool of ‘mediocrity’ (p. 1) where the overall findings ‘paint a grim picture of teacher preparation in the United States’ (p. 17). We actually agree that things are grim, but for very different reasons and in very different spaces. Using NCTQ’s ‘Teacher Prep Review: A Review of the Nation’s Teacher Preparation Program’ as an entryway, the authors argue that the report typifies not only an alarmist approach usually found in conservative attempts at social policy and reform, but also further reifies quasi-empirically based research as the best (indeed the only) method by which to measure effective teacher education programs. The authors deconstruct the taken-for-granted assumptions within the NCTQ text, challenging quantification as a research/policy paradigm while arguing for the value of newly imagining educational possibility through risk and creation. 相似文献
11.
Children’s friendships are often neglected by teachers and researchers. This phenomenological study conducted with seven children aged five and six years explores young children’s perceptions of their everyday friendship experiences. This multi-method study used role play interviews, drawings and persona doll scenarios to consider children’s everyday experiences of friendship in school. The paper discusses the importance of socio-cultural aspects of children’s friendship including: imaginary friends; losing friends; protecting time and space to develop friendships and children’s routines and practices as they form and maintain friendships. Data and findings are discussed, leading to an original conceptual framework: a ‘Pedagogy of Friendship’. This is designed to help children make meaning from their friendship experiences and also provide practitioners with the opportunity to nurture and scaffold children through their friendship experiences in schools. We suggest that there is a need to raise the profile of children’s friendships in early childhood education and generate an educational perspective on friendship. Finally we conclude that listening to children’s views of friendship indicates that the application of the framework of a ‘Pedagogy of Friendship’ would be beneficial to children’s all round learning and development. 相似文献
12.
Bronwyn Elisabeth Wood 《International journal of qualitative studies in education》2013,26(2):214-232
This paper reports on a research study which drew attention to the constitutive nature of the everyday world in young people’s subjectivities and practices of citizenship. Central to the aim of this research was a need for alignment between the focus of the research (‘everyday’ citizenship), with methods which could illuminate the day-to-day experiences of being a citizen. In this paper, I re-examine some of the ‘everyday’ data generated by two research methods which were initially discounted as rambling or divergent. This data characteristically had frequent interjections, incomplete sentences, questions and queries, or a sense of ambiguity and uncertainty. Through a re-analysis of this data, I consider the potential it offers to contribute conceptual and theoretical insights into young people’s citizenship dispositions and practices. The research revealed the diverse, complex and contested understandings of citizenship that young people were forming in the context of day-to-day social and spatial interactions. 相似文献
13.
This paper explores the often‐touted incompatibility between ‘intellectual rigour’ and ‘relevance’ as this has manifested in Australian debates over Queensland’s New Basics and ‘productive pedagogies’, and associated initiatives such as the New South Wales Quality Teaching Framework. This debate can be located in longer‐standing concerns about how best to meet the educational needs of students who experience social disadvantage. In particular, we focus on the way Bernstein’s concept of ‘vertical’ and ‘horizontal’ discourse has been used by him and others to argue against attempting to make academic knowledge more ‘relevant’ by introducing elements of students out of school lives into the classroom. Drawing on examples from the literature, we trouble Bernstein’s contention that academic and ‘everyday’ knowledge represent different, incompatible knowledge forms that cannot be successfully integrated. This troubling creates an opening for reconsidering the relationship between ‘intellectual rigour’ and ‘relevance’. We argue that we can and should pursue the bringing together of ‘intellectual rigour’ and ‘relevance’ as a means to engage better all students, but particularly those who experience social and educational disadvantage, and improve their learning outcomes. Accordingly, we call for challenging, at a theoretical, practical and policy level, the perception that learning cannot be made relevant without sacrificing intellectual rigour. We also call for more research on teachers already integrating ‘intellectual rigour’ and ‘relevance’, and for teacher professional development and scaffolding to achieve this and to moderate multiple student perspectives and claims to ‘relevance’. 相似文献
14.
JULIET FLOYD 《Journal of Philosophy of Education》2019,53(4):715-733
Results of the Boston University Mellon Sawyer seminar 2016–2019 ( www.mellophilemerge.com ) reveal that social and philosophical drives are increasingly central to our uses of technology, including AI. This raises critical challenges for democracy, especially in a hyper‐connected world where social media shapes human conduct in ways we are only beginning to appreciate. A history of the mutual impact of Turing and Wittgenstein on one another points to the contemporary foundational significance of our artful capacity to embed everyday words in forms of life. Wittgenstein's mature focus on forms of life, interlocutory drift, and rule‐following, with its play between the ‘I’ and the ‘we’, was an informed critical response to Turing's idea of a ‘Turing machine’, his analysis of the very idea of taking a ‘step’ in a formal system. Wittgenstein's characterisations of our drive to evade a responsibility in speech, especially by appealing to ‘machines’ or ‘algorithms’ as pure mathematical objects, are invaluable warnings for us. The enduring importance of mutually‐attuned ‘phraseology’ to education may be formulated as a humanistic challenge to the very ideas of ‘computational foundations’ and ‘Big Data’ in our hyper‐connected world. 相似文献
15.
Jeanne Gamble 《British Journal of Sociology of Education》2014,35(1):56-72
Increasing pressure on all levels of educational provision, whether academic or overtly vocational, to be to ‘relevant’ and ‘useful’ prompts consideration of the relation between curriculum and pedagogy in terms of the internal structure of knowledge forms. Following Durkheim’s distinction between ‘sacred’ and ‘profane’ orders of meaning and drawing on the work of Basil Bernstein, this paper questions pedagogic presuppositions that directionality from sensory experience to abstraction posits the everyday life of the student as the foundation for the acquisition of complex, systematic knowledge. Two empirical examples are discussed: one focuses on the internal structure of craft knowledge, while the other focuses on the internal structure of mathematics as school subject. They converge in the finding that transmission of knowledge structure, whether in material or symbolic form, requires the transformation of empirical objects into theoretical objects before a connecting point can be found between the world of everyday experience and specialised knowledge forms. This is what constitutes a ‘relevant’ curriculum. 相似文献
16.
Christian Sandbjerg Hansen 《History of education》2013,42(6):806-822
In this paper, police files and court cases from the Copenhagen City Court from the late 1930s are used as a window into the ways in which the living conditions and everyday life on the street unfolded among ‘prostitute’ women in poor inner-city neighbourhoods. Bourdieu’s notion of habitus is employed to analyse the social conditions under which the women became ‘prostitutes’, and the tricks of the trade that it was necessary to learn in order to ‘work the streets’ in poor inner-city neighbourhoods in a transforming Copenhagen in the 1930s. 相似文献
17.
This paper examines a shift in the value awarded to the disciplinary knowledge developed in universities. The instrumentalised function of this type of knowledge as it is ‘priced’ and sold in the global higher education marketplace is given a value greater than that given to its symbolic or ‘priceless’ function in contributing to society’s social meanings. This shift in value is the result of the intensive commodification of knowledge in the higher education sector itself as a consequence of fundamental changes to the global economy. Knowledge now plays a central role as a valuable productive force in the global economy and higher education is the main site for its production and sale. The weakened insularity between disciplinary knowledge’s symbolic and economic functions gives greater value to its ‘price’ rather than to its ‘priceless’ function as a creative force in creating the social meaning of the symbolic sphere of human life. We describe the way this shift in the value of disciplinary knowledge has affected its functions in the ‘knowledge economy’ era with reference to an empirical study of the internationalisation of Indonesian higher education. 相似文献
18.
Within a context of global reform agendas that promote economic ideologies in education the discourses surrounding ‘school failure’ have shifted from ‘individual risk’ to ‘a nation at‐risk’. Enhancing the quality of schooling through improving educational outcomes and standards for all, and thereby reducing ‘school failure,’ is simultaneously constructed as enhancing both social justice and a nation’s economic advantage in the global marketplace. Within this broader context, this research explores the complexity of issues related to policy for students at educational risk through an analysis of the Education Department of Western Australia’s ‘Making the Difference: Students at Educational Risk Policy.’ This research adopted a theoretical framework of a ‘policy cycle’ (that allowed for an exploration of power relations within the policy process. Primarily, consideration is given to the competing social and economic discourses found within the policy text and subsequent tensions reflected and retracted throughout the policy process from macro (system), to meso (district) and finally to micro levels within the schools and classrooms. 相似文献
19.
Kassahun Weldemariam 《Environmental Education Research》2020,26(7):935-949
AbstractEarly Childhood Education in general, and Early Childhood Education for Sustainability in particular, have dominantly relied on an ontological framework that privileges children’s agency. This paper challenges this dominant narrative by attuning to the everyday ways in which children are moved by the weather within a multitude of weather assemblages. It attempts to illustrate how ‘learning’ could be achieved when bodies come in relation with, and are able to be affected by, other bodies. Drawing on ideas from post-qualitative research orientation that highlights weather-generated data, the paper elucidates how the weather acts on and comes into relation with humans and non-human bodies. It contends that noticing and engaging with the vitality of weather offers possibilities for creating affects and that this potentially leads to an attunement towards ecological sensibility. Notions such as ‘vital materiality’ and ‘lively assemblages’ are discussed as a possibility to go beyond an anthropocentric understanding of the weather, which could pave the way towards a more relational ontology as a basis for emphasizing human’s ‘inter and intra-dependence’ with non-human nature, and hence, arguably, sustainable living. 相似文献
20.
《Educational Philosophy and Theory》2013,45(3):270-286
This paper employs an eclectic mix of paradigms in order to discuss constituting characteristics of young children's learning experiences. Drawing upon a phenomenological perspective it examines learning as a form of ‘Being’ and as the result of learners’ engagement with the world in their own, unique, intentional manners. The learners’ intentions towards their world are expressed in everyday activity and participation. A social constructivist perspective is thus employed to present learning as situated in meaningful socio‐cultural contexts of the everyday, lived world and as a form of participation in those settings. These characteristics of learning are brought together into a holistic, synthesised model, a Gestalt of learning. The proposed synthesis has relevance for and is applicable to educational contexts as a means of making sense of children's learning experiences and of promoting and facilitating them. 相似文献