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1.
An Autoethnographical Study of Culture,Power, Identity and Art Education in Post‐Colonial South Korea 
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下载免费PDF全文 This article reflects my experiences of learning art in the 1970s and 1980s and my teaching career in school art education in twenty‐first century South Korea. This autobiographical reflection shows how I have struggled with my identity as an art teacher in the post‐colonial context of Western influences on Korean society since World War II. There has been greater tension and a greater struggle for different values, practices and identities when new values and practices have been introduced into the particular socio‐cultural context of South Korea. My struggles with particular kinds of pedagogic identity valued within the rapidly changing political, economic and cultural context of Western influences on Korean art education demonstrate the hidden structural mechanism of the relationship between culture, power and identity in the post‐colonial world of globalisation. This study as an autoethnographical research provides critical insights into how identities are produced by pedagogic discourses and practices of art education that are constructed through the specific systems of practice and language which transmit and regulate such identities and values. 相似文献
2.
This study investigates Pakistan's secondary school children's constructions of their national identity in a Pakistani school in Dubai by drawing on data collected from students and teachers from the case school and analysing national curriculum textbooks used in the school. Informed by Foucault's concepts, the article problematises how the curriculum textbooks are employed as a technology of power for inculcating national consciousness in the students. The findings suggest that Pakistan's national curriculum textbooks deploy a specific version of Islam as a major technology, which then influences other national identity signifiers in the textbooks for shaping students' national identity. The school affords a crucial space for the complex interplay of these technologies, which construct students' ethnocentric national identities, encouraging social polarisation. This has implications for Pakistan's national social cohesion as well as the potential for subverting international peaceful coexistence and working relationships, particularly in the selected overseas study context. 相似文献
3.
Kalwant Bhopal 《British Journal of Sociology of Education》2011,32(3):431-447
This paper explores Indian women’s views on arranged marriages in the United Kingdom. It is based on research carried out with 32 Indian women studying at a university in the South East of England, UK. The article draws on Wenger’s social theory of learning to explore how Indian women’s participation in communities of practice in higher education contributes to their participation in arranged marriages. The concept of ‘social capital’ is used to discuss how women are able to negotiate their participation in arranged marriages, It is used to examine the knowledge and identity resources that women develop through their participation in higher education, which provides them with the means from which to develop the necessary ‘bridging ties’ leading to their active participation in the wider South Asian community. 相似文献
4.
Brenda Leibowitz 《高等教育研究与发展》2009,28(3):261-274
The study presents a framework for investigating the powerful resources within learners’ educational biographies, which, from their own accounts, appear to influence their engagement with teaching and learning practices. The research framework stresses the material, social and cultural influences on a learner’s biography and the need for recognition as well as the redistribution of resources. It assumes that both socio‐cultural influences as well as individual, affective and agentic phenomena play a role in shaping a student’s career. This framework is discussed in relation to a study undertaken at a South African university, at which 164 students, lecturers and academic support staff participated in semi‐structured interviews. The main focus of the interview was the individual’s educational biography as narrated by the individual. The findings support the socio‐cultural perspective and show that the relationship between identity, identification and feeling ‘at home’ with engagement in deep teaching and learning, is both complex and uneven. 相似文献
5.
Yan Wang 《Educational studies》2006,32(2):233-240
This paper addresses value changes that have occurred to college‐educated youth as China is going through drastic social transformations under Western influences. It explains how socio‐economic and cultural forces interplay within a particular historical and political context in bringing about such notable changes as individualism, materialism and moral crisis. Through exploring young people's perceptions of the relative status of China versus the West, represented by the USA, the paper reveals a collective inferiority complex and resulting dislocation of cultural identities, manifested as national nihilism and a magnified, empty patriotism. Conclusions are drawn on the importance of educating the younger generations with a sound knowledge of Chinese history, culture and traditional values, and a sensible perspective as regards Western civilization. 相似文献
6.
The study explores how the structural conditions are perceived as barriers and enablers for the adaptation and integration of international students from the Global South into the host universities in the Global North. In this paper, Global South is represented by countries from Sub-Saharan Africa, henceforth (SSA), and Global North is represented by Europe or more precisely-Estonia (EE) and Denmark (DK). Using a phenomenological research design, the study revealed several cultural barriers for integrating internationally mobile students from SSA, including differences in teaching and learning philosophies, the dominant culture's fear of the “others” or cultural insecurity. In terms of the enablers, the study identified the buddy program, language and cultural training, and orientations for international students as some of the key enablers for integrating international students into the host universities in EE and DK. 相似文献
7.
This paper discusses the decision of Muslim female principals in Israel to don the hijab following their appointment to school principalship. This research employed narrative life-story interviews to understand the women's decision to alter their appearance and how this transition is connected to their role as female school principals in the indigenous Muslim community in Israel and the reaction they faced both in personal and professional spheres. The principals' narratives elucidate that transition to wearing the hijab was a matter of choice and collective belonging; it empowers them and affected their leadership style, although it also provokes others' resistance and reactions. Findings clarify the social and personal identity of Arab Muslim women school principals in Israel, and point to the need for consideration of traditional cultural contexts, to enrich managerial theory. This understanding also supports the argument that governmental and organizational policies and initiatives should recognize the diversity in Muslim women's backgrounds and the dangers of privileging mainstream women's perspectives. 相似文献
8.
Fauzia Ahmad 《Gender and education》2001,13(2):137-152
Participation rates in higher education for British South Asian Muslim women are steadily increasing. The aim of this article, therefore, is to explore motivations and influences for entering higher education and to consider how these may contribute to current discourses surrounding Muslim women in Britain. The possible impact higher education may have on their future relationships and lifestyle choices is also briefly considered. Various notions of 'agency' have been expressed that are characteristic of the ongoing complex assessments made by these women in relation to both perceived familial obligations and their own aspirations. Their articulations suggest that higher education is increasingly viewed as a necessary asset in maintaining and gaining social prestige. This preliminary research indicates that young South Asian Muslim women are continually negotiating and renegotiating their cultural, religious and personal identities and that these processes operate in complex and sometimes contradictory ways. 相似文献
9.
贾慧 《齐齐哈尔师范高等专科学校学报》2014,(2):62-63
美国黑人,尤其是黑人女性的文化身份定位问题日益突出。笔者对托尼＆#183;莫里森的作品《柏油孩子》中的人物吉丁,森,西德尼,昂丁和特蕾丝的文化身份进行了分析。这样的分析是黑人女性文化身份选择和认同的前提,对黑人女性文化身份定位的探索是有帮助的。 相似文献
10.
《Journal of Language, Identity & Education》2013,12(4):245-260
This study traces the ways in which an Arabic-speaking immigrant girl in Cyprus positions herself towards the different gender ideologies that she encounters at home and in school. Through Nadia's linguistic choices and discursive strategies we come to see how competing gender codes, meeting at the crossroads of geographic, linguistic, and cultural transition, lead to the emergence of a hybrid cultural identity. The data also reveal that "passing" is not always the goal of speakers who enter a new culture; instead, social categories such as gender mediate between the ability and the willingness to pass. These findings suggest that L2 users, through their daily linguistic and cultural practices across and within discourse sites, become agents of multiple, dynamic, and flexible identities. The study demonstrates the particular implications of second language learning and use and gender ideologies in the process of identity construction and highlights the complexities of identity work in today's multilingual and multitextual social settings. 相似文献
11.
This study is designed to explore how the ecological context of teacher education influences affect South Korean teacher educators' professional development. Research findings reveal that South Korean teacher educators' concerns about their professional development are mainly related to conducting research influenced by global, political, social, and institutional influences together. The global influences permeate lower contextual levels in order and appear as concrete policies affecting teacher educators' work. As a result of an environment that favors academic achievement in various levels of the ecological contexts of teacher education, South Korean teacher educators desire more international academic communication. 相似文献
12.
Studying parental involvement and university access and choice: An ‘interacting multiple capitals’ model 下载免费PDF全文
下载免费PDF全文 Capital‐embedded parental involvement in education is essential in enhancing university enrolment and maximising the educational potentials for equality and excellence. Previous studies in this field have mainly utilised Perna's ( 2000 , 2006 ) model, which defines parental involvement as social capital and identifies the additive influences of different types of capital (including social, economic and cultural capital) on university access and choice. Yet, little research to date theorises and disaggregates the interplay among various types of capital as well as the multiplicative capital effects on enrolment. This study addressed this gap. We proposed an ‘interacting multiple capitals’ (IMC) model and hypothesised that parental social capital could moderate the effects of cultural and economic capital on entry to university. To validate the model, a pilot survey was administered to 216 university students of Korean ethnicity in China and investigated the models of involvement adopted by Korean parents in the context of the increasing labour mobility of the Korean adult population. Moderated multiple regression analysis was employed and the results confirmed the hypothesis that capital effects upon university access and choice were multiplicative in nature, with social capital moderating the cultural capital influence on students’ educational aspirations. The study findings show that the interaction of various types of capital variables is sufficiently statistically significant to warrant future research and policy and practical discussion of how to promote parental involvement in university preparation and planning. 相似文献
13.
The number of studies on how the process of identity work takes place in pre- and in-service teacher training contexts has recently increased. This narrative study contributes to this body of work by examining one elementary teacher’s identity work in the context of teaching mathematics at two points in time—the present, as an experienced teacher, and two decades prior, as a pre-service teacher. As part of our narrative approach, this study introduces a biography-stimulated recall method and exemplifies its use. The findings account for continuity and change in a teacher’s identity over time and broaden understanding of influences on identity in pre- and in-service teaching stages. The central role of crisis in teachers’ identity development, particularly when initiated within teacher education contexts, is highlighted. Methodological considerations in narrative follow-up studies are discussed. 相似文献
14.
In 1994, Amado Padilla used the phrase ‘cultural taxation’ to describe the extra burden of service responsibilities placed upon minority faculty members because of their racial or ethnic background. In this paper, we expand upon Padilla's work and introduce the concept of ‘identity taxation’ to encompass how other marginalised social identities (such as gender, race and gender, and sexual orientation) may result in additional non-academic service commitments for certain faculty. Using qualitative interviews with faculty members at a large, public university in the Midwest, we examine identity taxation involving gender and the intersection of gender and race to demonstrate how women faculty (in general) and women of colour (specifically) feel their gender and racial group memberships influence their experiences in academia. 相似文献
15.
《Studying Teacher Education》2013,9(2):143-156
This is a self-study of my professional and cultural biography and identity, a history which directed me first toward the work of urban teaching and then into teacher education and research into comparative educational issues of racial and national identity. I use this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher's stance. I also examine areas where preservice urban teacher education programs must improve. My personal recommendations describe experiences that would have better prepared me for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula. I also recommend restructuring field experiences to offer richer classroom-based learning opportunities for preservice teachers and extending fieldwork into urban communities. Finally, I suggest ongoing inservice teacher education in learning-community models that respond to educators' context-specific teaching concerns. 相似文献
16.
Lisa Smulyan 《Gender and education》2004,16(2):225-245
This study explores how twenty‐eight women graduates of a liberal arts college renegotiate personal and professional identities over a ten year period. Approximately half of these women entered college planning to pursue a career in medicine; the other half indicated some interest in the field of education. Each participant was interviewed six times over the course of ten years. Analysis suggests that prior designations of women's careers as “traditional” (i.e. teaching) and “non‐traditional” (i.e. medicine) no longer apply as women actively reconceptualize their lives, their identities, their definitions of success, and the meaning of their chosen career. Prior studies that examine the balancing of personal and professional lives also simplify a more complicated process experienced by women who explore multiple understandings of themselves within personal and social structures. The women in this study draw on the critical perspectives learned in college as they recognize and respond to competing social and cultural definitions and discourses of success, work, and self. 相似文献
17.
Stephanie Firebaugh Rose 《Christian Higher Education》2016,15(3):140-152
This article presents a case study of Bob Jones University (BJU), a fundamentalist Christian institution located in South Carolina that is known within the context of U.S. higher education for its conservatism on multiple levels. Our analysis traces the beliefs of the institution's founder and subsequent leaders, in addition to particular religious, cultural, and social influences, all of which shaped BJU's institutional policies, including the university's racial practices. We believe that BJU's policies can best be understood from the contexts of two primary influential forces: its Southern cultural heritage (specifically, the culture-of-honor that has existed within the Deep South of the United States) combined with its fundamentalist moorings. Although BJU's policies have historically differed markedly from other Christian institutions regarding racism, we believe that the present study may be helpful in illustrating important historical lessons that possess potential contemporary applications for higher education policy and prac-tices. 相似文献
18.
This article investigates the prevailing social inertia of vocational training. Previous research indicates that gendered social norms contribute to sustaining gender segregation. Few studies, however, have paid attention to how the interplay of emotional and material factors impact on gender norms in vocational training. The article builds on an ethnographic study in a Swedish upper-secondary educational programme traditionally dominated by masculinity norms, namely the Building and Construction programme. Employing Sara Ahmed's notion of happy objects, the article centres on vocational students' expressed joy in the practical work and shows how joy contributes to sustaining and challenging dominant masculinity patterns. Though students enjoyed practical work, the study indicates that a particular version of happiness was normalised which ruled out non-heterosexual and female students. The article suggests that further studies of social inertia in vocational training need to account for the interconnectedness of the emotional, material, and corporeal dimensions of gender. 相似文献
19.
《Critical Studies in Education》2013,54(2):89-104
Abstract This article engages with four key informants from a school into the meaning of soccer in the lives of the informants and the disparity between the school's practice and the cultural meanings attached to soccer, at the school and community‐based clubs. We will demonstrate how their ability and the cultural knowledge developed through playing club soccer over most of their lives provided them with an identity and meaningful membership in communities built around soccer. Drawing on Bourdieu (1884), we see this physical and cultural knowledge as embodied capital. While it provided them with meaningful membership, social status and position within the communities of their soccer clubs, it had far less value at school. Within the community of the school, their embodied cultural capital provided them with few opportunities to develop a sense of social distinction, personal identity, self‐expression and self‐determination. 相似文献
20.
Our longitudinal qualitative research program examining doctoral student, post‐PhD researcher and new lecturer experience is situated in an international literature documenting how early career academics learn through experience. In common with others, our work is framed within an identity perspective. What makes our view of identity distinct is a biographical focus: emphasizing individual agency; situating academic work within the personal arena; and encompassing transitions across roles. This paper demonstrates how the construct of ‘identity‐trajectory' which links a narrative approach with identity construction contributes to understanding how early career academics learn through experience and navigate their journeys. 相似文献