共查询到20条相似文献，搜索用时 31 毫秒
1.
Barbara Read 《Gender and education》2011,23(1):1-13
This paper looks at the ways in which the gendered social construction of the ‘popular girl’ infuses girls’ ideas as to their role models: those representing who they would like to be when they ‘grow up’. It will look at the ways in which the gendered characteristics that are seen to be of most value to girls (often embodied by ‘celebrities’ such as Britney and Beyoncé) often reflect socially dominant constructions of femininity. These characteristics can in some ways be seen to emphasise passivity rather than agency and power – for an example in an emphasis on attractiveness and appearance rather than activity and accomplishments. However, such desired characteristics are also those considered to characterise the ‘popular’ girl at school – a position of power and influence amongst girls’ peers. Therefore such desires are complexly located within both the constraints of hegemonic femininities and the dynamics of power relations between girls themselves. 相似文献
2.
《British Journal of Educational Studies》2012,60(4):493-495
ABSTRACTVygotsky considered vraschivaniya, or ‘ingrowing’, an indispensable stage in the ‘internalization’ of meaning and described three different ways this could happen. But were these different ways options or substages? By logico-semantic analysis of Vygotsky’s notebooks and published texts, and by recontextualizing them historically, I show that what started as three options became substages. By exemplifying some vraschivaniya with data from Korean school children, I show that what starts as dialogue shared only with the family through joint activity becomes, in the classroom, generalization that can be shared with a whole culture through narrative. 相似文献
3.
Education and the ‘universalist’ idiom of empire: Irish National School Books in Ireland and Ontario
Patrick Walsh 《History of education》2013,42(5):645-660
This paper compares the founding of the elementary school systems of Ireland and Ontario in the nineteenth century. The systems shared a common set of textbooks that had originated in Ireland. Using examples from a number of these books, which were part of a series that had been specially prepared for the Irish national school system, founded in 1831, and information from archive sources on policy and administration in both countries, the paper argues that there was a common, ‘universalist’, imperialist ideology being promulgated in both systems. The article focuses on these ‘universalist’ principles rather than undertaking a detailed analysis of the textbooks. 相似文献
4.
Helen Proctor 《History of education》2013,42(2):247-261
This paper is a reading of early twentieth‐century government high school culture as it was expressed through a twenty‐year run of one Australian high school’s student‐authored magazines. From its first issue the editors of The Parramatta High School Magazine were keen to promote its role in the making of a community. The idea that high school people belonged to a special and exclusive group was reiterated in a number of ways. Writing in the magazines described the features of a shared culture – whiteness, literacy, good taste, rational behaviour – and implicitly defined high school students as different from other categories of people, including non‐English speaking foreigners and ‘the uneducated’. Central to the process of classification and identification were statements of ‘who we are’ and ‘who we are not’ which were grounded in the language of meritocracy, and encompassed particular contemporary understandings of social class, race and gender. 相似文献
5.
《比较教育学》2012,48(1):119-133
This paper examines the ways in which ‘Palestine’ and ‘Palestinianess’ are culturally, socially and symbolically produced and regulated through formal and non-formal institutional sites in Palestinian camps in south Lebanon. It argues that although institutional power, processes and outcomes help to construct shared notions of ‘Palestinianess’, they also produce contestations and internal ‘others’. Moreover, since Palestinian youth identities are produced inter-textually across multiple civil society institutions, the artificial divide between the school and the community is challenged, the school is decentred as the primary learning site for the construction of youth identities, and notions of ‘student’ and ‘teacher’ are destabilised. This has important implications for how citizenship education is theorised and practised in the contexts of transience, political instability and conflict. 相似文献
6.
Annoesjka Boersma Geert ten Dam Willem Wardekker Monique Volman 《Learning Environments Research》2016,19(1):107-131
In this study, the concept of ‘community of learners’ was used to improve initial vocational education. The framework of a ‘community of learners for vocational orientation’ that we present offers both a theoretical understanding of teaching–learning processes in initial vocational education and heuristics for the design of innovative learning environments for optimising these processes. In a design research study, we investigated if, and how, learning environments designed on the basis of these heuristics fostered communities of learners for vocational orientation, in which students experience to learn in a shared, meaningful, reflective and transfer-oriented way. We examined students’ perceptions of the learning environment and their learning activities during eight curriculum units specifically designed to foster the communities of learners. During almost all of the units that we designed, students found themselves learning in a more shared, meaningful, reflective and transfer-oriented way than during regular units. We conclude that the proposed heuristics had been useful starting points for the design of innovative learning environments that foster communities of learners for vocational orientation. In addition, we show how the heuristics can be elaborated for a particular school, based on practical and pedagogical content knowledge of teachers, as well as students’ perceptions of the learning environment and their learning activities. 相似文献
7.
This paper presents a first attempt in an ongoing research study of the policy environments in four UK secondary schools to examine policy enactment, where ‘enactment’ refers to an understanding that policies are interpreted and ‘translated’ by diverse policy actors in the school environment, rather than simply implemented. The paper is divided into two parts. The first part presents an audit of the policies encountered in four case study schools in the south‐east of England. The second part looks at one current English government policy, namely personal learning and thinking skills, and how this is taken up in two of the case study schools. In this way, the paper not just explores why a policy is adopted but also illustrates the capacity for school‐based policy elaboration, where schools produce their own ‘take’ on policy, drawing on aspects of their culture or ethos, as well as on the situated necessities. 相似文献
8.
Ian Eyres Carrie Cable Roger Hancock Janet Turner 《Early Years: An International Journal of Research and Development》2004,24(2):149-162
This article reports on the findings of a small‐scale study into the perceptions of 78 primary school children regarding the adults in their classrooms. The data show that children easily differentiate between their own class teacher and other adults, but report a substantial overlap between the activities of teachers and teaching assistants. Some express the difference in terms of status rather than role. Accounts call into question the notion that teaching assistants ‘help’ rather than teach and that there is a clear division of labour between them and teachers. Teachers and assistants are seen as working in an interdependent way, with each making a significant contribution to children's learning. The difficulties of using children's language as evidence are considered and it is concluded that the notion of a ‘remodelled’ primary school workforce needs to take into account the ways in which teachers and assistants maintain fluid working relationships. 相似文献
9.
ABSTRACTThis paper presents an account of a cross-sectorial study investigating whether shared understandings of practices might enhance continuity during transitions to school. Applying an ontological lens to cross-sectorial leading practices, the paper sheds light on the contextualised realities of transitions to school as a site specific lived experience. The paper begins with an overview of the ways transitions to school practices are understood, including emerging perspectives of transitions as continuity practices. Then, cross-sectorial concepts of leadership and leading are presented to highlight fundamental differences in the ways these practices are enacted across the sectors. The paper presents empirical evidence of the ways leading practices can work to establish shared understandings of transitions to school practices and policies. Given ‘little research has been done on the direct effects of leadership on transitions’ (OECD. [2017]. Starting Strong V: Transitions from Early Childhood Education and Care to Primary School. Paris: OECD Publications, 95) the paper contributes to emerging discourses that construct transitions to school as continuities. 相似文献
10.
Marta Araújo 《British Educational Research Journal》2009,35(4):599-617
This paper examines Fresh Start, a New Labour flagship initiative to raise education ‘standards’ in a radical and innovative way. Drawing on a qualitative study of a comprehensive school in England, I argue that the initiative added to the problems faced by the ‘failing school’ and promoted rather traditional ways of raising ‘standards’ due to the close surveillance that Fresh Start schools were subjected to. In the case studied, the needs of the pupils that the initiative was meant to address were being sacrificed in the school's construction of a ‘successful’ identity. While the initiative has now lost momentum, some lessons can still be learnt. This paper illustrates the complexity of creating a new school, as well as the need to attend to the specificities of the local context and experiences in raising ‘standards for all’ pupils. 相似文献
11.
Karen Walshe 《British Journal of Religious Education》2020,42(4):471-489
ABSTRACT Despite its centrality to most, if not all educational endeavours, what is meant by understanding is highly contested. Using Religious Education (RE) in England as a case subject this paper examines pre-service secondary school teachers’ construals of understanding. It does so by employing conceptual metaphor theory to analyse their linguistic discourse. Specifically, it examines the metaphors employed by participants in a series of focus group discussions (FGD) and provides important insights into how understanding is conceptualised by these pre-service teachers who are preparing to enter the RE profession. The metaphors employed by these pre-service teachers (‘understanding is SEEING’; ‘understanding is CONSTRUCTING’; ‘understanding is GRASPING’), focus on the dynamic and developmental nature of understanding (rather than on the outcomes) and reveal subject specific ways of thinking and practicing. This paper argues that each of the three conceptual metaphors employed by participants suggest particular ways of acting towards understanding with significant implications for teaching and learning in RE. 相似文献
12.
This article traces the ‘cultural turn’ in UK educational policy through an analysis of the Creative Partnerships policy (New Labour's ‘flagship programme in the cultural education field’) and a consideration of an arts project funded under this initiative in one primary school. It argues that current educational policy foregrounds the economic importance of cultural activity and its contribution to the social inclusion agenda. However, ‘creativity’ is seen as being located outside mainstream school structures, in projects rather than in the National Curriculum, and in artists rather than in teachers. The emphasis is on enjoyment and inclusion rather than cultural or social critique, or significant curriculum change. The transformative potential of involvement in the arts is marginalised in favour of a relatively weak form of social inclusion. 相似文献
13.
Margaret Robertson Andrew Fluck Sharon Thomas 《The Australian Educational Researcher》2001,28(1):147-167
This study sought knowledge of the decision-making used by learners when interacting with multi-media environments. Mounting evidence on related thinking processes appeared to expose a gap in the prior knowledge, vocabularies and values used when entering cyberspace. We were curious to know about the decision making judgements made by learners and any associated rules or strategies they had developed to interact with new and emerging information technology environments. How decisions are undertaken are considered major issues for educational institutions at local, national and global levels with ramifications for civic and community life. In a sample drawn from a senior high school and university we investigated students’ responses to different questions including: What ways of knowing are used by learners? What codes of behaviour apply? Are they age and gender related? The responses provide a rich and fascinating insight to the ways in which people are interacting with the new media environments. ‘Experts’ versus ‘novices’ appeared to provide the major distinction. 相似文献
14.
This paper examines some intersections among school literacy events and practices, identity formation, and the institutional practice known in the US as tracking. During a year‐long, critical ethnographic study to examine how a team‐taught, interdisciplinary curriculum impacted the development of students’ literacies, it was found that not only the literacies, but also identities, were being shaped and developed. Particular literacy events led the students to perceive that they were being encouraged to think of and comport themselves in distinct ways, based on their status as ‘honours students’. Classroom practices created a culture of privileged performativity for the students through which they came to perceive that recognition as an ‘honours student’ had less to do with deep, intellectual, and critical understanding and communication of important ideas than with the ability to perform in specific, rather superficial ways. For the participants, ‘honours’ identity was tied discursively and materially to a set of constructs that stemmed from competing and contradictory views about how one becomes an ‘honours student’. Key literacy events and practices through which ‘honours’ identity was recruited and enacted were inherently undemocratic, despite the teachers’ stated commitment to democratic pedagogies. 相似文献
15.
This article draws upon recent theorising of the ‘becoming topological’ of space– specifically, how new social spaces are constituted through relations rather than physical locations – to explore how standardised data, and specifically test data, have influenced teachers’ work and learning. We outline the varied ways in which teacher practices at a primary school in Queensland, Australia, were actively constituted through processes of ‘tracking data’ and ‘keeping data on-track’, and how teachers were simultaneously being disciplined, or ‘tracked’, by these very same data. Our analyses suggest that what appear to be more ‘technical’ activities and tasks of ‘using’ data are, in fact, actively constituted modes of governance, enabled through and deployed by ongoing practices of comparison and topological respatialisation. 相似文献
16.
Margaret Robertson Andrew Fluck Sharon Thomas 《The Australian Educational Researcher》2001,28(2):147-167
This study sought knowledge of the decision-making used by learners when interacting with multi-media environments. Mounting evidence on related thinking processes appeared to expose a gap in the prior knowledge, vocabularies and values used when entering cyberspace. We were curious to know about the decision making judgements made by learners and any associated rules or strategies they had developed to interact with new and emerging information technology environments. How decisions are undertaken are considered major issues for educational institutions at local, national and global levels with ramifications for civic and community life. In a sample drawn from a senior high school and university we investigated students’ responses to different questions including: What ways of knowing are used by learners? What codes of behaviour apply? Are they age and gender related? The responses provide a rich and fascinating insight to the ways in which people are interacting with the new media environments. ‘Experts’ versus ‘novices’ appeared to provide the major distinction. 相似文献
17.
Wayne Urban 《课程研究杂志》2013,45(4):439-444
This longitudinal case study of a single school examines changes in the educational beliefs of 10 elementary‐school teachers who experienced a constructivist‐based trans‐disciplinary curriculum (CTC). After 3 years of experiencing a CTC, which emerges through theme‐oriented and project‐based learning, teachers’ educational beliefs had changed to demonstrate multiple views rather than pure beliefs. Teachers’ beliefs form a mosaic of complementary visions and the process of change in teachers’ beliefs reflects the ‘overlapping’ rather than the ‘staircase’ metaphor. 相似文献
18.
In the past decade, family literacy has been the focus of considerable research. This work has suggested multiple understandings of involvement, and that many schools tend to work within a definition of parent involvement that does little more than seek to conform parents and their children to the literacy practices of schools. This paper reports research that has considered how parents take strategic action on their own and their children's behalf to increase their educational opportunities. It looks closely at the ways relationships between families and schools are constructed, and presents two ‘telling cases’ of families' responses to school literacy practices assigned for work at home. In doing so, it attempts to bring voices from Australia to the dialogue on ways of viewing parental involvement. It does this from a community centred perspective with the focus on the process of constructing shared meanings and understandings. The research examines the specific literacy practices that are honoured and dishonoured in the name of ‘parent involvement’. In doing so, the paper attempts to make visible the potential ‘winners’ and ‘losers’ in the development of home-school literacy partnerships. 相似文献
19.
Caitlin Donnelly 《Cambridge Journal of Education》2008,38(2):187-198
The purpose of this paper is to compare the approach to promoting positive relationships between Catholics and Protestants in two types of integrated primary school in Northern Ireland. Drawing on qualitative interviews with teachers, governors and parents in one transforming school and one grant maintained integrated school, i.e. one representative of each of the two types, the paper shows that whilst there are distinctions in the ways that the schools promote their image and ethos, the ‘lived reality’ of the schools, as reported by the research participants, is almost indistinguishable. The paper suggests that both schools tend not to refer to or explore cultural difference and that this tendency to ‘minimise difference’ seems to have the potential to silence school members who do wish to explore their own and other cultures. It is argued that such practices are likely to impede rather than facilitate the progress of good inter‐community relations. 相似文献
20.
Education reforms in England are increasingly justified by borrowing ‘best practices’ of high-performing East Asian societies, including Hong Kong, Singapore and Shanghai. However, taking the reforms of school accountability as an illustrative example, this article argues that there are serious variations between England and its East Asian sources of ‘borrowing’ with regard to the ways in which schools are held to be accountable. How school accountability is organised and operationalised in practice deeply depends on socio-political priorities of each society. Therefore, education policy borrowing from East Asia to England is potentially extremely difficult. Furthermore, this article remains alert to the possibility that the claim (about improving the education system in England through imitating East Asian models) is symbolic rather than practical – symbolic in the sense of producing legitimacy for pre-existing policy agendas. 相似文献