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1.
From ‘ritual’ to ‘mindfulness’: policy and pedagogic positioning 总被引：2，自引：0，他引：2
Paul Adams 《Discourse: Studies in the Cultural Politics of Education》2011,32(1):57-69
Schools and professionals respond to statute in different ways. However, professional activity is more than mediated response to policy. Versions of pedagogy are not simply envisaged on high and enacted in the workplace. This paper examines how professional views formulate policy imperatives. It proposes that to understand pedagogy requires an understanding of the ways in which professional selves are realised in relation to the policy formation process. To do this, positioning theory is used to describe how practice produces policy. Accordingly, the paper examines the dynamic interplay between: first, the story lines unfolding within and outside school; second, the positions adopted by individuals in the course of pedagogic decision-making. Third, the illocutionary (that achieved in saying something) and perlocutionary (that achieved by saying something) effects of language. Following this ‘positioning triad’, the paper proposes ‘pedagogy as ritual’ and ‘pedagogy as mindfulness’ and how these are representative, respectively, of limiting and delimiting pedagogic discourses. 相似文献
2.
Since the 2000s, successive governments in the United Kingdom and elsewhere have embraced the idea of ‘raising aspiration’ among young people as a solution to persisting educational and socio-economic inequalities. Previous analyses have argued that these policies tend to individualise structural disadvantage and promote a ‘deficit’ view of working-class youth. This paper adopts a novel approach to analysing aspiration discourses combining Michel Foucault’s four dimensions of ‘ethics’ and Mitchell Dean’s notion of ‘formation of identities’. Applying Foucault’s and Dean’s work in this way provides a new lens that enables an examination of how policy encourages particular forms of subjectivation, and, therefore, seeks to govern individuals. The findings presented in the paper complicate previous research by showing that raising aspiration strategies portray disadvantaged youth both in terms of ‘deficit’ and ‘potential’, resulting in a requirement for inner transformation and mobility through attitudinal change. The paper concludes with a discussion of the implications for the identity formation of young people and for conceptualising contemporary forms of governmentality. 相似文献
3.
M. Akshir Ab Kadir 《教育政策杂志》2019,34(4):547-576
This paper examines the implementation of Singapore’s landmark policy, ‘Thinking Schools, learning Nation’ (TSLN), in developing ‘thinking students’ through the prism of student voice. In the context of twenty-first century education and the growing importance of student voice in education, this paper argues that the time might be right to ‘disrupt’ Singapore’s education status quo and incorporate meaningful student voice in education policies. Instead of perceiving students as mere subjects of educational policy enactment, and seeing policy as something that is done to them, it should be reconceptualised as something which is done with them; importantly, students should be recast as key co-agents of educational change, consistent with TSLN’s reconceptualization of learners as ‘thinking students’. Basing its arguments on findings from a qualitative case study of students’ perceptions and schooling experiences of critical thinking in TSLN, this paper considers the case for the inclusion of significant student voice in Singapore’s educational policy reforms. It fills gaps in research on student voices in Singapore’s educational reforms and TSLN’s research from students’ perspective. The paper suggests that the inclusion of student voice in educational reform might be the next landmark step in ‘disrupting’ its educational landscape after the ‘big bang’ of TSLN. 相似文献
4.
Miranda Christou 《British Journal of Sociology of Education》2007,28(6):709-722
This paper examines arguments about the teaching of history in Cyprus, especially as they relate to the cultivation of patriotism. I point out how the narratives of ‘sacred history’ and ‘dangerous memories’ are discursive elements of a pedagogy that aims at maintaining patriotism by preventing subjective and divisive personal memories from eroding a cohesive national narrative. Along with other linguistic strategies (‘passions of the past’), these discourses allow an idealization of history and a rejection of subjective, personal memory. I argue that this contributes to viewing history as a distant entity and not as a field of action, something that ultimately works against the purported goal of sustaining patriotism. 相似文献
5.
This paper explores constructions of the ‘new’ university student in the context of UK government policy to widen participation in higher education. New Labour discourse stresses the benefits of widening participation for both individuals and society, although increasing the levels of participation of students from groups who have not traditionally entered university has been accompanied by a discourse of ‘dumbing down’ and lowering standards. The paper draws on an ongoing longitudinal study of undergraduate students in a post–1992 inner‐city university in the UK to examine students' constructions of their experiences and identities in the context of public discourses of the ‘new’ higher education student. Many of the participants in this study would be regarded as ‘non‐traditional’ students, i.e. those students who are the focus of widening participation policy initiatives. As Reay et al. (2002) discovered, for many ‘non‐traditional’ students studying in higher education is characterized by ‘struggle’, something that also emerged as an important theme in this research. The paper examines the ways in which these new student identities both echo the New Labour dream of widening participation and yet continue to reflect and re‐construct classed and other identities and inequalities. 相似文献
6.
Research on and about queer people and topics in higher education continues to evolve, expand, and push boundaries on identity, policy, and programming, increasingly informed by our narratives and experiences. Thus far, this work has done little to dismantle the imposed binary of researcher and subject(s), relegating queer research and practice as something that is done ‘on,’ ‘to,’ or ‘for’ queer people, rather than ‘with’ them. Collaborative ethnographic methodologies and communities of practice (CoP) provide alternative modes of scholarship and practice that build queer people’s agency through active involvement in research and social change processes. Situated in two of our own examples, our purpose is to explore big questions and raise even more. This article calls for a further queering of LGBTQ research in higher education by utilizing collaborative methodologies such as CoP and collaborative ethnography to improve the strategies, practices, and knowledge of campus queer communities and imagining new democratic and liberatory realities together. 相似文献
7.
Cate Watson 《Teachers and Teaching》2013,19(5):509-526
The importance of the concept of professional identity lies in its relationship to professional knowledge and action, but these links are complex. A traditional notion of identity is of something essential about ourselves, a fixed and stable core of ‘self’. More recently, however, identity has been seen as an ongoing and performative process in which individuals draw on diverse resources to construct selves. This process is seen as emerging in and through narratives of practice. This paper, based on research into teachers’ professional identities in relation to behaviour management, presents a narrative analysis showing how ‘Dan’ draws on available resources to construct himself as a teacher and how this process is shaped by the institutions in which he is situated. 相似文献
8.
Tonya Rooney 《Environmental Education Research》2018,24(1):1-12
In the context of challenges posed by climate change, this paper draws attention to the significance of children’s relationship with weather. The paper contends that it is time to engage more closely with children’s weather relations when developing and experimenting with new environmental pedagogies. Furthermore, it is argued that there is a need look beyond the ways children learn ‘about’ the weather (where this is presented as something separate to our human selves), to more situated and entangled ways of learning in and ‘with’ weather. Notions such as the ‘weather world’ and ‘weathering’ are discussed here as valuable starting points for re-thinking child/weather relations. These offer a way forward where the lively curiosity of children, combined with the educational practice of being with the weather, may open up alternative, less human-centric ways of coming to know and respond to the environmental challenges ahead. 相似文献
9.
This paper uses an auto‐ethnographic storytelling approach to connect an individual’s experience in leadership with the literature on women in leadership as a way of further exposing and understanding gendered organisational practices. Whilst the paper details only one women’s experience it was through the connection to the literature that most ‘sense making’ occurred and a realisation (on the part of one of the authors) that the experience was not unique or individualised but, rather, systematic of masculine, gendered, organisational cultures. The paper offers some ‘strategies for survival’ for other women who may find themselves in similar situations. It concludes with a call for programmes and strategies to bring about fundamental change. Although the setting is the higher education sector in Australia the paper’s findings and recommendations have much broader applicability. 相似文献
10.
This paper explores the nature of climate change education-related policy influence in England at a time when public consciousness about the need to accelerate climate change action was heightened, and as the 2018 climate strikes gathered momentum around the world. Informed by Foucault's concept of ‘governmentalities’, and using data generated through 24 exploratory interviews and reflexive thematic analysis, we examine the extent to which influential individuals were advocating for policy change. We discuss the nature of policy influence with particular reference to the ‘stances’ that individuals adopted relative to climate change education policy influence and noting a common tendency exhibited amongst participants which was a tendency towards ‘deference’. Coupling our insights with theorisations of dissent, we consider how ‘infra-political dissent’ could support key individuals to ‘step up’ and influence for more effective policy relative to climate change education, and to other areas of education or environment policy. 相似文献
11.
《Educational Philosophy and Theory》2013,45(1):213-227
In modern, Western societies the purpose of schooling is to ensure that school‐goers acquire knowledge of pre‐existing practices, events, entities and so on. The knowledge that is learned is then tested to see if the learner has acquired a correct or adequate understanding of it. For this reason, it can be argued that schooling is organised around a representational epistemology: one which holds that knowledge is an accurate representation of something that is separate from knowledge itself. Since the object of knowledge is assumed to exist separately from the knowledge itself, this epistemology can also be considered ‘spatial.’ In this paper we show how ideas from complexity have challenged the ‘spatial epistemology’ of representation and we explore possibilities for an alternative ‘temporal’ understanding of knowledge in its relationship to reality. In addition to complexity, our alternative takes its inspiration from Deweyan ‘transactional realism’ and deconstruction. We suggest that ‘knowledge’ and ‘reality’ should not be understood as separate systems which somehow have to be brought into alignment with each other, but that they are part of the same emerging complex system which is never fully ‘present’ in any (discrete) moment in time. This not only introduces the notion of time into our understanding of the relationship between knowledge and reality, but also points to the importance of acknowledging the role of the ‘unrepresentable’ or ‘incalculable’. With this understanding knowledge reaches us not as something we receive but as a response, which brings forth new worlds because it necessarily adds something (which was not present anywhere before it appeared) to what came before. This understanding of knowledge suggests that the acquisition of curricular content should not be considered an end in itself. Rather, curricular content should be used to bring forth that which is incalculable from the perspective of the present. The epistemology of emergence therefore calls for a switch in focus for curricular thinking, away from questions about presentation and representation and towards questions about engagement and response. 相似文献
12.
In recent years, there has been a growing interest in pre-school children’s meaning-making and learning in education for sustainability. Young children should be recognized as ‘agents for change’ and active participants in their own day-to-day practices. Such issues are thoroughly discussed in the early childhood education for sustainability field. However, only a few research reports are presented on the subject. In this paper, our purpose is to examine empirically how agency is constituted when pre-school children explore science-related issues in a context of education for sustainability. The empirical material consists of video-recording sequences of four- to five-year-olds. In the analysis, we use a methodological approach based on Dewey’s pragmatist philosophy. We describe what a small group of children are doing and their ‘course of action’ towards ‘fulfilment’. In view of this, agency is explained as something that children achieve together in transactions rather than something they possess. Furthermore, the findings show the significance of the aesthetic relations in the constitution of agency. At the end of the article, we also discuss agency in relation to the ongoing debate on participation in young children’s meaning-making for sustainability. 相似文献
13.
Sonia Exley 《教育政策杂志》2013,28(1):77-78
In this paper, one policy response to the problem of classed school choice experiences in England is examined. ‘Choice Advisers’ are employed by government to provide advice and information to working class and disadvantaged parents with the aim of ‘empowering’ them to exercise school choice and aspire to ‘better’ schools for their children. However, Advisers have been subjectified by contradictions inherent in policy, expected to solve the problems of school choice in a context of significant structural limits to choice for working-class parents. Interviews with choice Advisers show that difficulties of the job in addition to insecure working conditions within local authorities have led to depoliticised, contradictory advice and Advisers bearing the brunt of policy both in terms of overwork and the venting of parental frustrations. Agency, both for parents and for Advisers themselves, is described as being something possessed by individuals rather than collectives, so there is little sense overall that underlying inequalities within the education system might be challenged. 相似文献
14.
Cliff Yates 《English in Education》2007,41(3):6-19
This paper considers how ‘free writing’, derived from the automatic writing of the surrealists, can be used with students in writing poetry in order to emulate the successful practice of established writers. The paper considers how form can be taught, specifically line breaks and stanza breaks, both in relation to free writing and in relation to drafting, and argues that drafting should be considered an extension of the creative act of writing rather than as something which is done afterwards ‘to’ preexisting work. 相似文献
15.
Martin Davies 《高等教育研究与发展》2013,32(4):529-544
This paper argues that Moore's specifist defence of critical thinking as ‘diverse modes of thought in the disciplines’, which appeared in Higher Education Research & Development, 30(3), 2011, is flawed as it entrenches relativist attitudes toward the important skill of critical thinking. The paper outlines the critical thinking debate, distinguishes between ‘top-down’, ‘bottom-up’ and ‘relativist’ approaches and locates Moore's account therein. It uses examples from one discipline-specific area, namely, the discipline of Literature, to show that the generalist approach to critical thinking does not ‘leave something out’ and outlines why teaching ‘generic’ critical thinking skills is central to tertiary education, teaching and learning, and employment opportunities for students. The paper also defends the assessment of critical thinking skills. 相似文献
16.
Learning is an ontological process: Jarvis and theories of Christian Religious Education in dialogue
Alison Le Cornu 《International Journal of Lifelong Education》2017,36(1-2):95-111
AbstractBoth Jarvis and theories of Christian Religious Education (CRE) emphasise that learning develops the whole person, yet they differ in their understandings of how and why this is the case. Jarvis’s experiential learning theory begins ‘from below’ with experience, whereas many approaches of CRE begin with the end result: individuals themselves. By bringing the two into dialogue this paper offers critical insights into Jarvis’s work through an exploration of three conceptualisations of the whole person: biography, ontic self and wisdom. The discussion provokes and engages with questions focusing around the nature of experiential learning, how the whole person might be conceived and what the relationship is between learning and teaching in human becoming. The role of reflection in ‘forming’ people is then considered, together with its spiritual attributes. As a relational process, it also has a spiritual dimension, something which Jarvis, in his role of colleague, supervisor, mentor and friend, has frequently exhibited. 相似文献
17.
《Educational Philosophy and Theory》2013,45(5):638-651
It is not uncommon to hear parents say in discussions they have with their children ‘Look at it this way’. And called upon for their advice, counsellors too say something to adults with the significance of ‘Try to see it like this’. The change of someone's perspective in the context of child rearing is the focus of this paper. Our interest in this lies not so much in giving an answer to the practical problems that are at stake, but at disentangling the issues on a conceptual level. Within the so‐called second part of his Philosophical Investigations, Wittgenstein deals with shared practices and with concepts such as ‘seeing’ and ‘seeing as’. What he says there is in terms of content linked with his earlier Tractatus position concerning ethics, a matter which will first be dealt with. After that, the relevant sections of his later work are discussed. Following Cavell, it is concluded that to try to get someone to see what one sees, necessarily presupposes giving it out of one's hands. The passivity this points at highlights what Erziehung in the end comes down to. 相似文献
18.
Ben Trubody 《Journal of Philosophy of Education》2015,49(1):14-31
Within educational philosophies that utilise the Heideggerian idea of ‘authenticity’ there can be distinguished at least two readings that correspond with the categories of ‘weak’ and ‘strong’ utopianism. ‘Strong‐utopianism’ is the nostalgia for some lost Edenic paradise to be restored at some future time. Here it is the ‘world’ that needs to be transcended for it is the source of our inauthenticity, where we are the puppets of modernist‐capitalist ideologies. ‘Authenticity’ here is a value‐judgment, understood as something that makes you a better person. The ‘inauthentic’ person is simply deceived. ‘Weak‐utopianism’ is recognising the forces for change in the ‘everyday‐immanent’ where we do not look to overcome the world but own it as ‘heritage’. ‘Authenticity’ here is an ontological choice, a modification of inauthenticity, not its opposite. The ‘cult of the authentic’ relates to the ‘strong utopianism’ where ‘authenticity’ has become fetishized, harking back to a purer, pre‐modern state, untainted by the ideals of the Enlightenment and ethos of capitalism. ‘Authentic education’ is the overcoming of our environments and socio‐historical contexts, opening up new horizons of meaning. The radical notion of freedom that this implies, where one is free from rather than free in the realisation of constraint, may also be another dividing line between the ‘strong’ and ‘weak’ readings, which lend themselves to a Messianic narrative. It will be argued that if ‘authentic education’ is understood through a ‘strong utopianism’ it actually re‐enforces those very same dystopian ideals they look to overcome as characterised by ‘enframing’. 相似文献
19.
This article examines the attempted reform of education within an emerging audit culture in Australia that has led to the implementation of a high-stakes testing regime known as NAPLAN. NAPLAN represents a machine of auditing, which creates and accounts for data that are used to measure, amongst other things, good teaching. In particular, we address the logics of a policy intervention that aims to improve the quality of education through returning ‘good teaching’. Using Deleuze’s concepts of series, events, copies and simulacra, we suggest that an attempt to return past commonsense logics of ‘good teaching’ as a result of NAPLAN is not possible. In an audit culture as exemplified by NAPLAN, ‘good teaching’ is being reconceptualized through those practices and becomes unrecognizable. Whilst policy claims to improved equity and quality are admirable, this article suggests that the simulacral change to logics of good teaching may actualize something very different. 相似文献
20.
Investigating specialist school ethos … or do you mean culture? 总被引：1，自引：0，他引：1
Carla Solvason 《Educational studies》2005,31(1):85-94
This paper explores the concept of ethos as a facet of the government’s rapidly growing initiative of the ‘specialist school’. Schools accepted on to the scheme are expected to create a new identity, or ethos: but what exactly is meant by that rather nebulous term? And, in reality, is something as all‐consuming as a school ethos, or culture, something that a school can readily conjure up? This discussion, one facet of the author’s case study of a Specialist Sports College, explores the concept of school cultures, but also gives consideration to areas such as conflicting and ‘toxic’ cultures, and to the possibility that changing a school’s culture can have negative as well as positive effects. 相似文献