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1.
This paper focuses on formative assessment in the field of higher education. It examines Bernstein’s work on vertical discourses and knowledge structures with the view to deepening understanding of the concept of assessment for learning. The first part of the paper draws on Vygotsky’s work on concept development and Bernstein’s work on knowledge structures to explain why ‘generalisation’ and ‘hierarchy’ are central in knowledge acquisition. It then explores Bernstein’s claim that, within the vertical discourse, different knowledge structures (hierarchical and horizontal) afford greater or lesser visibility of their epistemic structure, and thus of their evaluation criteria of what counts as a legitimate text. The second part of the paper investigates the ways epistemic expectations are signalled through the practice of evaluation to first‐year university students in a professional education course and proposes that markers do not offer students stuffiest access to recognition rules necessary for producing legitimate texts in the future. Drawing on Maton’s distinction between semantic gravity and semantic density, the paper offers an example of how markers could recast what is present in students’ work to offer students access to key ordering principles in vertical discourses. 相似文献
2.
Sarah Croché 《British Journal of Religious Education》2015,37(1):37-52
This article treats the various forms of adjustment between scientific and religious discourses at school. It aims to analyse the beliefs and practices of schoolmasters and to explore how the oppositions between the ‘dominant’ discourses of Western science and those of religion are addressed in secondary education in Senegal. The analysis leans on the Actor-Network-Theory and the concept of ‘apparatus’ from Foucault. The article shows that, in the secular Republic of Senegal, contradictory messages on some sensitive issues are conveyed to pupils, in the classroom, by the official schoolmaster himself. The schoolmasters, whatever their religion, teach for religion in public schools (in a devotional sense); they do not teach about religion (in an academic sense). An ‘enrolment’ work is in progress in the official schools whereby pupils adhere to the ‘true’ religious discourse, challenged by the ‘true’ scientific discourse. The schoolmasters do not want to exclude the official curriculum but wish to teach religious knowledge. The State cannot limit each discourse to its own sphere of relevance and fails to impose its criteria on some actors who prefer those offered by their own religious networks. A Senegalese ‘national religious apparatus’ produces effects on schoolmasters’ educational practices and curriculum. 相似文献
3.
ROBERT TOBIAS 《International Journal of Lifelong Education》2013,32(6):569-588
This article examines New Zealand experiences and understandings of lifelong education and lifelong learning over the past 30 years or so. It investigates the place of lifelong education and lifelong learning discourses in shaping public policy in Aotearoa as well as questions about the similarities and differences between the discourse in New Zealand and in Europe and the UK. The aim of the paper is to throw light on the following questions: what effects, if any, have notions of lifelong education or lifelong learning had on public policy discourses on tertiary education and the education of adults? Is there evidence to suggest that notions of either ‘lifelong education’ or ‘lifelong learning’ have provided a vision or sense of purpose or set of guidelines in developing public policies? Have they served to justify or legitimate new initiatives or funding arrangements? And, if so, what is the nature of this influence? Finally, in the light of this discussion the article also examines the question whether notions of ‘lifelong education’ and ‘lifelong learning’ as they have featured in the academic and policy literature are predominantly located in a Euro‐centred discourse and hence how they might be reconstituted to reflect more adequately discourses of learning and education in other parts of the world. 相似文献
4.
This article subjects contemporary informed discourse on the Credit Crunch/Great Recession/Long Recession to educational analysis and deconstruction. Such pro‐capitalist but not uncritical discourse is well represented by the UK Financial Times, whose columns between 2008 and 2012 comprise most of our data. We argue that the metaphors of the ‘meltdown’ are significant and performative, allowing variously moralised narratives to emerge as implicit diagnoses and remedies. In particular we identify a ‘domestic’ register of metaphors whose contained and homely tropes of austerity, prudence, book‐balancing and so on stand in dramatic contrast to a more melodramatic register, centring on various disaster scenarios. What is of most interest is that financial journalists and commentators switch between these registers, and allow ‘crossovers’ between them which are powerful in their discursive effects and political persuasiveness. These metaphorical discursive resources are intimately connected to the sorts of educational registers that characterise the ‘knowledge economy’. We conclude that our cultural ability to tell these sorts of stories rests as much on an underlying moral and theological storying as it does on any ‘scientific’ economic account (if such there can be, which we doubt). In this way we seek to educate economic discourses that are, as it were, ‘economical with the truth’. 相似文献
5.
This article draws a comparison between the Portuguese in relation to British and French discourses on overseas educational policies at the turn of the nineteenth to the twentieth century until the 1930s. It focuses on three main colonial educational dynamics: school expansion (comparing the public and private sectors); State–Church relations (comparing these relationships at the European and colonial levels); and missionary competition (comparing Catholic with Protestant strategies towards educational incorporation). Colonial discourse is seen here as a power‐knowledge discourse aimed at constructing the colonial subjects as individuals, enabling them to imagine themselves as belonging to a particular cultural polity. The article intends to show how cross‐national discourses on education affect the principles on which theories of schooling are built and the ways in which they influence the first attempts to systematize pedagogical and school models in the colonial peripheries. On the other hand, it tries to understand, within government technologies of domination, the conflicting views, negotiations and ambiguities between global policy formulation and local school system implementation. In this sense, the author sought to analyse the different ways in which concepts such as ‘assimilation’, ‘civilizing mission’, ‘adapted education’, and ‘learning by doing’ were mobilized and appropriated into the colonial education discourses in order to legitimize particular governmental strategies. Two main ideas run through the text: the first attempts to demonstrate the existence of discontinuities between official educational ideologies at home and local system and school expansion strategies in the colonies. The second claims that educational borrowing from other colonies at the Empires' peripheries was, more often that is thought, a crucial feature of colonial educational discourse. 相似文献
6.
7.
Ian Kinchin Anesa Hosein Simon Lygo-Baker Emma Medland Dawn Morley 《International Journal for Academic Development》2018,23(4):339-354
In this study, members of a higher education department explore their research activity and how it influences their practice as academic developers in a research-led institution. While the research activities of the team members appear diverse, they are all underpinned by a shared set of professional values to provide an anchor for these activities. Research-as-pedagogy and the relationship between the discourses of research and teaching are explored using Bernstein’s knowledge structures. The authors conclude that differences in research focus (horizontal discourse) provide dynamism across a department and that stability is provided through the underpinning core values inherent in the vertical discourse. 相似文献
8.
Seyoung Hwang 《Environmental Education Research》2009,15(6):697-714
This article discusses a narrative inquiry as a methodology for understanding and examining teachers' interpretations of their environment‐related teaching experiences. Focusing on the value of teacher stories for interrogating the discursive practices of schools as institutional contexts, four main rhetorical themes are identified to illustrate how teachers' engagements in practice and thinking with environmental education display ongoing identity work. Five Korean secondary science teachers' stories illustrate the dynamic processes and interplay between multiple discourses, such as the ‘proper’, ‘good’, ‘science’ teacher, and the cultural norms, resources and subject positions available to them, as they take up and explain their own and others' meanings and subject positions in science education and environmental education. The paper discusses the value of narrative inquiry to conceptualising teacher agency in ways that offer alternatives to conventional research perspectives in this field, and in taking account of the possible meanings of environmental education, the possibility of creating cracks and ruptures in the ‘sense‐making’ discourses and ‘sense that is made’ of experiences of environmental education and school education more widely. 相似文献
9.
Suzanne J. New 《International Studies in Sociology of Education》2013,23(1):69-89
ABSTRACT This paper, drawing on data from a four‐year study of the governing bodies of 10 English schools, is concerned with the way in which lay members of governing bodies tend to downgrade the voice of professional educators, in particular the elected teacher governor(s). It is argued that the teacher governor's position is often undermined by a fundamental ambivalence on the part of many lay governors regarding the desirability of teacher involvement, the implication being that only lay governors, by virtue of possessing a ‘non‐partisan’, ‘common sense’ perspective on education, can act in the best interests of all concerned with the school. The questioning of teachers’ competence in the context of school governing bodies can be seen as part of a wider ‘discourse of derision’ surrounding the teaching profession. The discourse of derision can, however, take many forms and is capable of being resisted and replaced with alternative discourses. 相似文献
10.
Kristina Ledman Per-Åke Rosvall Mattias Nylund 《Journal of Vocational Education & Training》2018,70(1):85-106
Sweden is internationally commended for a high degree of gender equality, but many divisions in Swedish society, including the labour market, disadvantage women. This paper addresses gendered divisions of preparation for civic participation in the vocational upper secondary national curricula, which may participate in reproduction of the pattern. In a comparative analysis of the curriculum guidelines for different vocational upper secondary programmes, we focus on the inclusion of important knowledge for empowerment and how knowledge is contextualised in terms of valued labour positions. We deploy Bernstein’s concepts of horizontal and vertical discourse and Connell’s concepts of production, consumption and gendered accumulation. A general finding is that vertical discourse is contextualised towards discourses of consumption in girl-dominated programmes and towards discourses of production in boy-dominated programmes. Boy-dominated programmes include more knowledge that can be clearly classified in recognised disciplines or fields, whereas girl-dominated programmes include courses of undefined knowledge, such as creativity and entrepreneurship. We conclude that the vocational curricula reinforce rather than challenge existing gender structures in the labour market and wider society. In a historical perspective, it can be concluded that Swedish vocational education policy has a continuum of ‘gender-blindness', and thus confirming with wider norms. 相似文献
11.
《Journal of moral education》2012,41(3):277-290
This paper argues that the ‘traditional conception of moral responsibility’ authorizes and supports denials of white complicity. First, what is meant by the ‘traditional conception of moral responsibility’ is delineated and the enabling and disenabling characteristics of this view are highlighted. Then, three seemingly good, antiracist discourses that white students often engage in are discussed – the discourse of colour‐blindness, the discourse of meritocracy and the discourse of individual choice – and analysed to show how they are all grounded in the ‘traditional conception of moral responsibility’. The limitations of these discourses are drawn and how these discourses work to conceal white complicity is established. Finally, implications for social justice education are discussed. 相似文献
12.
《British Educational Research Journal》2006,32(2):291-305
Defining and therefore evaluating the effectiveness of school sex education is problematic because of its location at the site of struggle between competing discourses. Those discourses—summarised here as ‘moralistic’, ‘harm reductionist’ and ‘empowering’—each emphasise a different conceptualisation of sex education's intended outcomes. The challenges that these discursive tensions present for research are examined by drawing on a study investigating the effectiveness of involving young mothers in school sex education. Through a discussion of some of the study's findings, the value of adopting a multi‐method approach as a way of managing different understandings of effectiveness is explored. The article concludes that research in the area of sex education needs to make use of complex study designs, which take into consideration these contested understandings regarding its purpose. 相似文献
13.
The importance of being a ‘lady’: hyper‐femininity and heterosexuality in the private,single‐sex primary school 总被引：1，自引：0，他引：1
Alexandra Jane Allan 《Gender and education》2009,21(2):145-158
Drawing on recent ethnographic research in one single‐sex, private primary school, this paper will explore what it meant for the girls in this setting to embody the discourse of the ‘lady’. The paper will propose that classed and gendered discourses of respectability featured strongly in the girls’ lives, as they were expected to behave like ‘proper’ upper‐middle‐class ladies. However, the paper will also suggest that these discourses were being reworked through post‐feminist, neo‐liberal notions of modern girlhood, meaning that the girls also felt compelled to make themselves as heterofeminine ‘girly’ girls; as sassy, sexy and successful, as well as respectable and upper‐middle‐class(y) enough. By exploring the clash between these two sets of discourse, the paper will specifically seek to examine the lived embodiment of intersections of class, gender and sexuality and to explore the relevance of Judith Butler’s heterosexual matrix for these upper‐middle‐class girls. 相似文献
14.
Looking to conflicting constitutions of education systems through the terms equality and excellence, this paper examines the discursive formation of two political rationalities in the contemporary German education system. While early childhood and primary education discourses are dominated by a terminology of equality, tertiary education institutions such as universities are described using a terminology of excellence that has become a reference point for political interventions and institutional reform processes. Drawing from hegemony theory, governmentality studies and systems theory, this paper analyses the rules of justification referred to by such hegemonic discourses. It presents a policy discourse analysis of strategic, conceptional and institutional texts produced between 2003 and 2010. Through this analysis, the paper suggests that ‘mobilising’ and ‘optimising’ represent the common principles of equality and excellence as economic rationalities. 相似文献
15.
Louisa Allen 《Gender and education》2004,16(2):151-167
A tradition of predominately feminist literature has revealed that there is a ‘missing discourse of desire’ in many sex education programmes. Building on this work, this article explores the gendered effects of this de‐eroticized and clinical form of education. It is argued that young women and men's (hetero)sexual subjectivities are differentially affected by the invisibility of desire and pleasure in this curriculum. To offer young women a sense of personal empowerment and entitlement, and young men a broader range of (hetero)sexual subjectivities, it is proposed that sex education include a discourse of erotics. This would comprise more than an acknowledgement of desire and pleasure and incorporate the embodied practicalities of these experiences. As a means of developing this discourse within sexuality programmes, empirical evidence of 17‐ to 19‐year‐olds' experiences of desire and pleasure are examined. 相似文献
16.
Sue Clegg 《Gender and education》2008,20(3):209-221
This paper draws on the theoretical resources offered by feminist scholarship to enquire into the discourse of the intellectual and how women do being an academic. My starting points are threefold: Val Hey’s interrogation of Butler’s work and her emphasis on the importance of sociality; Carrie Paechter’s exploration of the available personal sets of masculinities and femininities that modify the ‘person who is me’; and my own attempts to draw on other traditions in theorising agency and a sense of self. Drawing on these resources I re‐read some data on academic identities to explore the potentialities of academic personhood and the discourses associated with the idea of the intellectual as a site of gendered personhood. The position of woman as intellectual is analysed in terms of Beauvoir’s assertion ‘I am a woman’ and the paradox of a universal voice and the female sex. 相似文献
17.
Jessica Bundy 《Discourse: Studies in the Cultural Politics of Education》2012,33(4):591-605
Shifts are occurring in discourses regarding childcare, creating changes in the development of early childhood education programmes. Childcare, as an important ‘investment’ for the future success of nation-states, is a discourse recently developed across a variety of political arenas, both globally and in local governing bodies and institutions. This article will characterise the dual processes of change affecting how childcare is understood – the need to invest in children, coupled with the scientisation of childhood – in order to place in context the transforming discourse around parenting, and mothering in particular. Two theoretical frameworks guide this analysis: (1) a review of alterations to kindergarten in Ontario, Canada, within an understanding of the ‘social investment state’ welfare regime, reliant on ‘human capital’; and (2) the application of Foucault's analysis of biopolitical apparatuses to show how changes to children's education will monitor and intervene in the formation and regulation of populations. Through an analysis of Ontario's Early Learning Programme, this article will demonstrate the problems of policy that ignores gender while simultaneously redefining ‘good’ parenting. 相似文献
18.
Jacky Brine 《教育政策杂志》2013,28(1):137-152
This paper provides a critical overview of the development of European education and training policy and its relationship to the discourse of ‘equality’. This development reflects significant shifts within the European Union's discourse of economic growth and peaceful unity‐‐that is, the economic and social concerns of the European Commission. Interwoven into both these discourses is the European discourse of ‘equality’. In the first section of the paper the historic development of the Commission's education and training policy is considered in relation to the discourses of equal opportunities and social exclusion, paying particular attention to the influence of the Action programmes for equal opportunities between women and men. This is followed by a brief section in which the recent interpretation of EC policy by the UK government is examined. In the final section the focus is on the equality discourse itself and the consequences of its application for under‐educated long‐term unemployed people. The paper concludes that although the differences between equal opportunities and social exclusion can appear as radical redefinition, they are nevertheless simply discursive shifts in a fundamentally unchanged equality discourse. Their significance, however, lies in the need for such an apparent shift. 相似文献
19.
Elaine Richardson 《Gender and education》2009,21(6):753-767
Hegemonic discourses authorise certain ways of being, knowing, and doing. We internalise or appropriate images, patterns, and words from the social activities in which we have participated. Race, gender, sexuality, age, education, class are among aspects of identity (social constructions) that affect our language and literacy acquisition, the way we make sense. Grounded in the field of New Literacy Studies and drawing on the tools of critical discourse studies, I analyse verbal and non‐verbal excerpts from a street literature memoir, tentatively titled ‘PHD 2 Ph.D.: Po Ho on Dope 2 Ph.D, The Ill Narrative of Dr. E’, to examine young Black women’s negotiation of raced, classed, gendered and sexual ideologies. My aim is to show that these ideologies work to constrain the possibilities for Black womanhood by ascribing negative meanings and identities to Black women, which render them ‘at‐risk’ for various sorts of disadvantage, that ‘at‐risk’ youth are not inherently so, and that educators and other youth workers should be aware of the ways that social literacies frame youth identity and sense making. 相似文献
20.
Noel Gough 《Environmental Education Research》1999,5(1):35-48
In this article I critically analyse some of the ways in which human subjectivity and agency are constructed in contemporary discourses of environmental education research, with particular reference to conceptual change discourses such as those borrowed from ‘misconceptions’ research in science education. I argue that the methods of constructivist science education research are not necessarily applicable to either the (human) ‘subjects’ or subject‐matters (in an epistemological sense) of environmental education, and that poststructuralist methodologies may provide useful frames for rethinking the ways in which understandings of human subjectivity and agency are deployed in environmental education research. 相似文献