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1.
In this article, we argue that insights from scholarship in the sociology of science can provide a powerful basis for making science education more authentic and inclusive. Drawing on recent work in the sociology of science, we describe how adopting sociological ideas as integral components of science curricula and instruction can provide opportunities for students that a traditional approach cannot. We focus on three insights from sociology—social networking, peer review, and skepticism—to demonstrate how sociological understandings can inform and improve the content, structure, and pedagogy of science classrooms. We argue that shifts in the balance of power and authority that result from explicit attention to these aspects of the nature of science offer a more authentic science education for all. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 483–499, 1998. 相似文献
2.
Joseph Zajda 《Cultural Studies of Science Education》2011,6(1):143-152
This review essay focuses on the prominence given to globalisation and discourses of globalisation in education reforms and
pedagogy, as well as the way conceptual thinking in this area has changed and developed, due to competing ideologies, forces
of globalisation and political, economic and cultural transformations. It analyses and evaluates the shifts in methodological
approaches to globalisation and its effects on education policy and pedagogy. It focuses on forces of globalisation, ideology,
social inequality and implications for equity and access to quality education. 相似文献
3.
Geoff Whitty 《教育政策杂志》2013,28(4):287-295
This paper begins by noting the centrality of the issue of working-class school failure within the sociology of education in Britain. It argues that recent government policies have taken insufficient account of sociological work on the impact of social class on educational success and failure. It also suggests that sociologists should pay more attention to middle-class education. The importance of this is illustrated through reference to research on the trajectories of pupils receiving different forms of secondary education. The paper then argues that social inclusion policies need to address a variety of forms of middle-class self-exclusion from mainstream public provision as well as working-class social exclusion. It concludes that education policy needs to be located within a broader social policy framework. 相似文献
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5.
James Albright 《Teaching Education》2013,24(3):289-303
This is the second case study situated within my teaching of two undergraduate courses in the college of education of a large American university. It interrogates social forms that construct pedagogic and literate authority relations between preservice English education students and their teachers. It illustrates how teachers and students can negotiate engagement in critical literacy practice by constructing instructional circumstances that allow preservice teachers to question the kinds of practices that thwart the various aims of critical literacy and pedagogy. This study narrates a "critical incident" as a form of "practice-as-inquiry research", using field-notes, tape recordings, and interviews to describe four moments within the span of an activity that takes its historical antecedent in the work of I.A. Richards. The interpretation and analysis is informed by Pierre Bourdieu's reflexive sociology. The paper argues that teachers' disciplinary and pedagogical knowledge should not be undervalued or denied because with this knowledge comes an ethical responsibility to shape educative experiences for students that open them up to reflection and critique. 相似文献
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7.
《Studying Teacher Education》2013,9(1):3-15
This article examines my three-year journey developing a personal pedagogy of teacher education. As an autobiographical self-study, nodal moments are revealed that raise and reflect the tensions I experienced and the challenges I encountered. These included developing an awareness of my incomplete understandings of key components of teacher education, particularly the importance of fostering critical reflection. Acknowledgement of the benefits and complexities of first facilitating and later assessing reflective practice followed next. My transformation from a confident school-board resource teacher to an uncertain teacher educator, who reiteratively questions her practices as she comes to understand and teach to promote conceptual change, resonates with the uncertain terrain of teacher education. I explore the implications of this self-study by discussing the need for support, suggesting that teacher educators, particularly part-time instructors, be provided with opportunities to examine their teacher education beliefs. I recommend self-study groups as vehicles for this support. 相似文献
8.
The paper examines the links between a recent focus in Australian universities on 'generic skills' or 'graduate qualities', and national employment policies directed at developing employment-related 'key competencies'. It examines the attempt by a team of teacher educators in Australia to develop curricula that would meet the goals of national workplace policy initiatives, while retaining the traditional university concern of teaching critical evaluation of information and social practice. The specific example is the teaching of sociology within a teacher education programme. However, the examples and analysis offered here would be of interest to university teachers working with students in any professional degree programme where there is an expectation that students will be able to understand and apply sociological knowledge within their professional field. The project was framed within the policy context of 'meeting students' needs' . 相似文献
9.
Miriam E. David 《Gender and education》2015,27(7):928-946
This article focuses on feminist activist academics who were instrumental in creating the UK Gender & Education Association at the turn of the twenty-first century. Drawing on my own intellectual biography (David, M. E. 2003. Personal and Political: Feminisms, Sociology and Family Lives Stoke-on-Trent. Trentham Books.) linked to the collective biography and life history of feminism in academia over the last 50 years, Feminism, Gender & Universities: Politics, Passion and Pedagogies (David, M. E. 2014. Feminism, Gender & Universities: Politics, Passion & Pedagogies. Farnham: Wheatsheaf.), I consider how we, as feminist educators, developed our pedagogies and professional approaches to gender and education. In so doing, I also look at three cohorts or generations of feminist academics, from the university pioneers of second-wave feminists like myself, through to those who might be considered third wave feminists. In this it is clear that whilst feminist values of women's liberation and/or gender equality shine through, there are clear differences of emphasis. This is in relation to personal, political and professional values, and approaches to education through teaching or the social sciences. Indeed, neither feminism nor gender was in the lexicon of higher education or public policy when we were starting out, and by the third cohort gender equality had become incorporated into forms of neo-liberalism. In reviewing the developments of feminisms in higher education, I also look towards what might be considered a feminist future in global higher education, given learning from previous waves to new waves of feminists such as fourth wave and beyond. Here I briefly consider the work of our EU Daphne funded research project (2013–2015) into challenging gender-related violence (GRV) through education and training for professionals working with children and young people. 相似文献
10.
Julie Matthews 《The Australian Educational Researcher》2013,40(2):155-171
A remarkable feature of the sociology of education is its proliferation under a broad gamut of research themes and topics. Understanding the relationship of education to social reproduction and social change are pivotal to the sociology of education, and have fruitfully informed research in fields such as gender and education, vocational education and lifelong learning, policy sociology in education, cultural sociology of education, literacy, social justice and education, globalisation and education. Tracking the historical trajectory of the sociology of education in Australia, this article underlines the productivity of educational research and methodological advances in the fields of gender, literacy, and policy. It also points to the failure of the sociology of education and educational research to engage with the education system’s complicity in reproducing Indigenous and ethnic disadvantage. I argue for an sociology of education along lines envisaged by Emile Durkheim who recognised the importance of understanding education systems past and present, so that educators might comprehend the relationship of education to social change. New theories, methodologies and fields of education play an important role in informing understandings of contemporary education. However, if education and educational research are to inform social futures, they require an educational imagination able to account for achievements and deficiencies; an educational imagination able to undertake theoretical deliberations about the social and material conditions, struggles and occlusions that have and continue to constitute the purpose and practice of education. 相似文献
11.
《Studying Teacher Education》2013,9(3):245-260
This article reports a literature review of self-studies by beginning teacher educators examining their experiences of the transition from classroom teaching to teacher educator. The authors conclude that becoming a teacher educator involves several complex and challenging tasks: examining beliefs and values grounded in personal biography, including those associated with being a former schoolteacher; navigating the complex social and institutional contexts in which they work; and developing a personal pedagogy of teacher education that enables construction of a new professional identity as a teacher educator. This research provides beginning teacher educators with a reference point for understanding their personal and professional transition to university-based teacher education. It also provides teacher education faculty and administrators with key information about how the transition from teacher to teacher educator can be supported and enhanced within professional learning communities. 相似文献
12.
Ari Antikainen 《Scandinavian Journal of Educational Research》2013,57(3-4):397-411
This section focuses on educational sociology and social pedagogy, two designations mirroring somewhat different perspectives on very much the same reality. The first article presents Finnish Educational sociology from the 1950s to the 1990s and is based on doctoral dissertations and other significant or typical studies in the field. The author argues that empirical research originated during the 1950s and the early 1960s. A typical theme of early research emphasized the school class as a miniature society. In initial studies on the activities and social participation of youth, society itself was already dealt with as a structural entity. In the 1970s, when the Finnish comprehensive‐education system was built, educational policy and the socialization process were the major themes. Then, in the 1980s, the march towards diversification and the development of a range of educational sociologies started. Finally, the expansion of evaluation research was realized in the context of the deep Finnish economic depression of the early 1990s. The lesson here is very sociological: the social context does matter. The second article focuses on development of theory and research related to social pedagogy in Norway, a ‘new’ Norwegian subfield within the discipline of education which was bom almost three decades ago. It is marked by some influential intellectual patterns 1970s from the new social movements of the 1960s and 1970s. In the discourse on social pedagogy in Norway the reception and utilization of inspirations from the Norwegian positivism debate, the new sociology of education and post‐positivist social theory were the main academic sources of development which motivated normative and empirical research on a number of new themes. The author argues that the subfield of social pedagogy has led to a renewed understanding of the role of normative theory within education as an academic field of knowledge, to a broad acceptance of the possibilities of qualitative research strategies, and a new emphasis on integrative research efforts; but at the same time this engagement has reduced the outcome of a unique contribution to a thorough reconstruction of educational research and scholarship. 相似文献
13.
Naomi Hodgson 《Educational theory》2008,58(4):417-434
Abstract In this essay, Naomi Hodgson reconsiders the value of Michel Foucault’s normalization thesis to the study of educationalization in relation to contemporary educational policy and research. Hodgson begins by analyzing educational researchers’ response to the recent introduction of citizenship education in England, focusing specifically on a review of research, policy, and practice in this area commissioned by the British Educational Research Association (BERA). She argues that the BERA review exemplifies the field of education policy sociology in that it is conducted according to the concepts of its parent discipline of sociology but lacks critical theoretical engagement with them. Instead, such work operationalizes sociological concepts in service of educational policy solutions. Hodgson identifies three dominant discourses of citizenship education within the BERA review— the academic discourse of education policy sociology, contemporary political discourse, and the discourse of inclusive education — and draws attention to the relation of citizenship education to policy initiatives, and thus to educationalization. She then discusses Foucault’s concept of normalization in terms of the demand on the contemporary subject to orient the self in a certain relation toward learning informed by the need for competitiveness in the European and global context. Ultimately, Hodgson concludes that the language and rhetoric of education policy sociology implicate such research in the process of educationalization itself. 相似文献
14.
Pedagogies and critical reflection: key understandings for transformative gender justice 总被引：1，自引：1，他引：1
Amanda Keddie 《Gender and education》2006,18(1):99-114
It is widely acknowledged that quality pedagogy is central to improving the educational outcomes of all students. In improving the social and academic outcomes of boys, and more specifically disengaged boys, the productive pedagogies model has been presented as a way forward. In terms of drawing on this model in socially just ways; to facilitate a broadening, rather than reinscribing of boys’ narrow constructions of gender identity, this paper illustrates the imperative of teachers interacting with key feminist understandings of masculinity. Organized around the four dimensions of productive pedagogy, the paper draws on (predominantly Australian‐based) seminal work in the sphere of masculinities and schooling to discuss key strategies and initiatives for improving boys’ educational outcomes. Against this backdrop, the paper demonstrates the importance of two principle understandings. The first relates to teachers understanding masculinity through feminist lenses, as constructed, regulated and maintained through inequitable social processes and the second relates to teachers understanding pedagogy as critical and transformative practice. These understandings are presented as vital to enabling gender justice. 相似文献
15.
Pamela Oberhuemer 《Zeitschrift für Erziehungswissenschaft》2009,12(4):651-665
In Germany, policy drives in recent years to implement first-time offcial early childhood curricula, coupled with new legislation guaranteeing entitlement by 2013 to a place in early childhood provision not only for three to six year olds but also for one and two year olds, are challenging the traditional parameters of professional work in early childhood services. Despite a flurry of initiatives by individual higher education institutions to introduce new forms of professional education/training for key workers, the required and desired professional profile is far from being clear. As one possibility of moving the discussion forward, this paper looks at current study routes and professional profiles of the core practitioners in early childhood centres in Denmark, Finland and Sweden. In each of these three Nordic countries the higher education study route leads to a bachelor degree. However. the professional profiles in each country differ considerably, ranging from a social pedagogy professional working outside the education system (Denmark), to an early childhood professional working both within a social welfare and education framework (Finland), or an early childhood and primary school professional operating within the education system (Sweden). Debating these varying profiles could be one way of clarifying both policy goals and the content of new higher education level initiatives in Germany. 相似文献
16.
Libby Balter Blume 《Sex education》2013,13(2):95-103
Using developmental, sociological, feminist, and dance studies perspectives on the social construction of body, sex, and gender, the author discusses the functions of agency and performativity in the physical education curriculum with specific attention to the embodied performance of culture through dance and movement. Classroom examples of critical and feminist approaches to dance pedagogy are provided to deconstruct body/sex/gender through dance education. A dialectical approach to critical self-reflection is proposed that limits reproduction of the mind/body split, thus reinscribing the body as subject. 相似文献
17.
Salma Ismail 《Studies in Continuing Education》2013,35(3):281-295
This paper sets out to explore the relationship between popular education and the changing South African political landscape through case study research of the Victoria Mxenge Housing Development Association. The research took place over an extended period of time from 1992–2003 and discusses how popular education was advocated by the South African Homeless People's Federation and its parent NGO (People's Dialogue); how it was implemented, how an increasing disjuncture between teaching and learning occurred, and how pedagogy was shaped by both political and personal factors. The paper discusses the interactions between social movements and NGOs and the limitations of social movements and popular education. It argues for a more nuanced conceptual understanding of learning in social movements within development contexts. 相似文献
18.
Hans van der Mars 《Quest (Human Kinetics)》2018,70(2):169-190
In this article, I provide a brief historical perspective on how state-level policy was an integral part of the rise of school physical education in the first half of the twentieth century, as well as the evolution of sport pedagogy as a subdiscipline within the field of kinesiology. The role and importance of policy in changing behavior are presented using reductions in tobacco use and improvements in automobile safety as examples. “Impact” of best available research evidence is presented as a multilayered concept, from surface level impact at the personal level to “deep impact” that would be reflected in improved professional practice. The influence of the changing landscapes in K-12 and higher education present both external and internal barriers that, coupled with a lack of awareness (or neglect?) of the role and impact of policy, have hamstrung any appreciable progress in professional practice. In the final section, I argue that unless kinesiology becomes proactive in advocacy toward state-level policy development, school physical education will retain its marginalized place. Initial suggestions are provided to help initiate greater involvement in such policy development. 相似文献
19.
Shu‐Ching Lee 《Gender and education》2011,23(1):47-58
The dramatic changes during the past 20 years in Taiwan offer a good example of how gender policy in education is facilitated by a combination of interrelated economic, political and social forces. Taiwan’s policy on gender education emerged from the interaction of state, education, academic and non‐academic feminist positions in reforms. This paper demonstrates – first, the importance of the socio‐political contexts in which reform was proposed, and second, the actions of feminists in making best use of the opportunities thrown up by a confluence of social factors. The social, economic and political transformations of the 1980s saw the rise of a ‘new’ state both supposedly and in reality more responsive to the needs of non‐profit organisations. In testing out relationships of partnership with the state, feminist activists saw the deregulation of education as an opportunity to get women’s issues on the agenda. These reforms were catalysed by a series of social events bringing together supporters in a mood of celebration, protest or mourning specifically in response to particular events. The struggles, contentions, and negotiations that underlay the eventual approval of gender reform in education are illustrated. 相似文献