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1.
Looking at the conflictual constitution of educational systems by equality and excellence, this paper examines the discursive formation of two political rationalities in the contemporary German educational system that are directly opposed. While early childhood and primary education discourses are dominated by a terminology of equity, tertiary education institutions such as universities are described with a terminology of excellence that has become a reference point for political interventions and institutional reform processes.Taking up the theoretical position of hegemony-theory, governmentality studies and system theory, the paper analyzes the rules of justification these hegemonic discourses refer to by employing a discourse analysis of strategic, conceptional, and institutional texts of the German education policy discourse between 2003 and 2010. The paper puts forth the thesis that mobilizing and optimizing represent the common principles of equality and excellence as rationalities of the maximal mobilization of educational ressources.  相似文献   

2.
Higher education institutions (HEIs) in the UK and elsewhere are having a hard time, pushed into the marketplace with the turn to ‘academic capitalism’ and now suffering the effects of the economic downturn. Increasingly, the discourse of ‘excellence’ is being invoked as HEIs are held to account and public funding for research is predicated on the basis of ‘impact’. What effect is this having on the long‐established ideals appealed to in the idea of a university (if such an idea can be said to exist)? This paper adopts an autoethnographic approach in order to examine the ways in which dominant discourses are operationalised in the university through everyday communications and how, in turn, this impacts on the development of academic identities. The aim of this paper then is to examine the often uncomfortable point of insertion between the personal and the institutional in and through which subjectivities and identities are constituted as a means to understand the state we're in.  相似文献   

3.
Similar to other European countries, the introduction of non-academic, especially managerial, criteria in higher education has shaped and altered Austrian universities since over a decade. This paper presents the results of a frame analysis of Austrian higher education debates from 1993 until 2010. It outlines how reforms in higher education were prepared and enhanced by a new policy discourse, with a special focus on the way gender equality is framed in reform debates. Our article describes three core frames: ‘from local to global’, ‘from ivory tower to business’ and ‘from civil servant to excellence’. We cluster these three frames around imaginations of space that are embedded in the normative foundations of academia, and discuss how this links up with arguments for gender equality. We furthermore propose to analytically separate two conceptions of the university: the ‘entrepreneurial’ and the ‘managerial’ university.  相似文献   

4.
Abstract

Discussions charting the changing role of local government in education have often focused extensively on ‘concrete’ policy changes over time, but have provided less detail on the contribution to changing power relations of less tangible shifts. Drawing on Foucauldian notions of discourse and governmentality, in this paper, detailed rationalities of local third-sector and other ‘arm’s length’ actors in English education are explored, with a focus on their relationship to local authority (LA) school admissions teams. The paper aims to provide deeper understanding of tactical struggles for authority which happen within competitive local sociopolitical spaces. Data is utilised from a study of ‘Choice Advice’ (CA) in 10 LAs, within a background context where arm’s length agents deployed to deliver CA have been co-opted into central government marketisation regimes, but local state planning of schooling is arguably more equitable for vulnerable families than are logics advancing a marketisation of education. The research reveals: (1) discourses valourising ‘independence’ and ‘distance’ from local state ‘agendas’; (2) discourses separating the interests of ‘parents’ and ‘schools’, with LAs positioned as representing the latter; (3) dehumanising representations of LA officers as ‘faceless’, obstructive and requiring regulation from ‘critical friends’.  相似文献   

5.
Recent integration discourses in Europe locate problems of equality, gender, and sexuality among migrant youth. Educating and testing the values of future citizens is supposed to guarantee their conformity with ‘western’ and ‘modern’ values. By analyzing educational reform discourses in multicultural Luxembourg, the paper aims to challenge these contemporary narratives in two ways: (1) In a historical analysis, the paper traces conservative reform resistance in the case of sex education which is often overlooked due to the focus on migrants; (2) In placing sex education’s reform legitimation and resistance within (a) broader educational reform discourses of inequality and citizenship and (b) contemporary narrations of the reforms and their taboos, the paper reconstructs how liberals and conservatives join an alliance over sexuality education of ‘the Other’. The sociological–historical discourse analysis critically questions the ethnicization of sexuality by disclosing its homogenizing use to cover conservative resistance within the citizen’s community.  相似文献   

6.
The areas of concern (‘goals’, ‘domains’ and ‘priority areas’—whatever policymakers wish to call them) relating to Indigenous education have not changed since the first National Indigenous education policy in 1989. Deficit discourses, discursive trickery and the inability to report progress continues to demoralise and ensure Aboriginal and Torres Strait Islander students remain at the lower rungs of educational outcome indicators maintaining societal and institutional constructs. In this paper, I argue that there is a need to dramatically reform the approach to Indigenous education transforming the hegemonic positioning assumed by the coloniser. Essentially, this would take a revolution: a revolutionary transformation of institutional and societal constructs; a cognitive awareness of how language and discourses are used to maintain power and a need to privilege Indigenous voices and knowledges to ensure that Aboriginal and Torres Strait Islander peoples’ rights in education are achieved.  相似文献   

7.
ABSTRACT

This paper challenges the notion that quantitative data – as a numeric truth – exist independent of a nation’s political and racial landscape. Utilising large-scale national attainment data, the analysis challenges the belief that ‘White working class’ children in England, especially boys, are ‘the new oppressed’ – as a former equality adviser has publicly claimed. The analysis applies Quantitative Critical Race Theory, or ‘QuantCrit’, an emerging quantitative sub-field of Critical Race Theory in education. The paper argues that far from being ‘oppressed’, White boys continue to enjoy achievement advantages over numerous minoritised groups; especially their peers of Black Caribbean ethnic origin. Additionally, the analysis uniquely exposes racialised trends of ‘equivalency’ in core subject qualifications, whereby minority ethnic children are over-represented in certain lower-status qualifications that are counted as equivalent in education statistics but not in the real world labour market. The analysis concludes that knowing misrepresentations of quantitative data are at the heart of an institutional process through which race and racism are produced, legitimised and perpetuated in education.  相似文献   

8.
This paper investigates global gender policy discourses within the education realm in post-genocide Rwanda. Drawing on interview data from students in seven secondary schools and Unterhalter’s gender framework (Unterhalter, Elaine. 2007. Gender, Schooling and Global Social Justice. New York, NY: Routledge), I analyse the extent global discourses are integrated into national education documents and how students understand global discourses around ‘gender equality’. I find that in national education policies and texts, discourses around gender equality are framed as a means to development, as a human right, and in relation to the past conflict rather than for the transformation of patriarchal structures. Similarly, students draw on themes from global policy discourse around development and rights but at the same time ‘re-gender’ this for a local context, propagating a public/private divide and cultural and biological stereotypes. Consequently, gendered hierarchies and biases persist in student attitudes. Findings carry important implications for the limitations of global gender policy discourses and the challenges of changing gender norms in a post-conflict context.  相似文献   

9.
Looking at two urban higher education regions, in this paper we investigate the question of which positions head teachers of “exclusive” German gymnasiums adopt with regard to concepts such as ‘elite’, ‘excellence’ and thus also to schools’ attempts to distinguish their own profiles in the education system, all the while bearing in mind the context of public discourses about ‘elite’ and ‘excellence’. In doing so, we reconstruct four modes of dealing with the elite concept. All of these modes—even the most positive references—show that for “exclusive” German Gymnasiums the term ‘elite’ is precariously situated, associated as it is with a considerable need for legitimation. By contrast, it is not problematic to refer to a meritocratic elite concept that involves functional academic and leadership elites in the sense of excellence. On the other hand, any association of these upper secondary schools with power, financial and business elites does seem highly problematic and is vehemently rejected. This clear rejection occurs—and this is the central thesis of this article—because otherwise meritocracy itself, as the hegemonic academic form of legitimation, would be threatened to its very core.  相似文献   

10.
The paper reviews school practice in Spain through the long historic period of the dictatorship of Gen. Francisco Franco between the 1936 Civil War and Franco’s death in 1975. For this purpose, an analysis is made of the most relevant documents (school materials, reports, direct testimonies by practising teachers, scientific papers on education and education legislation) of each period of Franco’s Regime. Those different types of documents objectify, in accordance with Agustin Escolano’s terminology, three distinct modalities of school culture: the practical, experience‐based culture which is shaped and transmitted by teachers while practising their profession; the scientific culture, which is organized around the knowledge acquired from teaching speculation and research; and the political culture, which comprises political‐institutional discourses and practices that are translated into regulatory provisions supporting the formal organization of education. These three different cultures were supported by three different logics, which proved to be autonomous and at the same time interdependent during the long Franco period. The result will be a presentation of the different importance attached in school practice to tradition, teaching innovations, professional routines and changes.  相似文献   

11.
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   

12.
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   

13.
This paper explores the impact of changing higher education policies and funding on university adult and continuing education in England and Aotearoa New Zealand. It discusses some of the contextual factors contributing to sustaining continuing education in New Zealand, against the tide of developments elsewhere, and in spite of its subjection to the influence of neoliberal policies since the 1980s: an ethos of public knowledge dissemination, acknowledgement of the universities' role as ‘critic and conscience’ of society, a broad commitment to educational equality and a strategic as well as pragmatic approach. The paper describes developments in one New Zealand continuing education department as it experiences institutional and political change. The author concludes that, in spite of demonstrating considerable resilience, the structures and activities of continuing education departments in New Zealand are as fragile as they have been in England. ‘Radical hope’ is advocated as the university‐based adult educator's response in difficult times. It involves challenging the assumptions of neoliberalism, and reaffirming the political nature of adult education.  相似文献   

14.
This study presents a critical analysis of the state-prescribed teaching standards from 1984 to 2012 in order to reveal discourses of equality imbued within. Critical discourse analysis and critical race theory are employed to explore and explain how the discourses of equality are shaped by the prevailing political ideology of the state. Up to 2007, the analyses revealed the gradual emergence of two seemingly incompatible discourses: recognition of the difference within notions of appropriacy of curriculum input vs. the assertion of a homogenised knowledge valid for all. It is argued that because this tension remained unexamined in the documents, damaging assumptions of deficit were obscured, thereby effecting a failure to critique the hegenomic norms against which such deficit was assumed, with the ultimate effect of maintaining the status quo of inequitable outcomes. The standards of 2012 also operate to maintain the status quo, but do so far less discretely. Here homogeneity appears overtly approved through an overarching assimilationist agenda. Deficit is now more openly articulated as attached to those who need to assimilate. The paper concludes with ideas for an alternative transformative teacher education.  相似文献   

15.
ABSTRACT

This paper compares and contrasts the origins, objectives and outcomes of the New Right education reform movements in Britain and the USA. It considers whether the education reforms will create a new era for schools, in terms of diversity of public and private provision and social, sexual and racial differentiation. This is despite the emphasis on quality or excellence in education as opposed to equality of educational opportunity. The origins of the reform movements are to be found in both the politics and economic developments of the ‘social democratic’ or ‘liberal’ bipartisan political consensus. The objectives of the reforms are to deal with declining international competitiveness and the raising of educational standards through consumer or parental choice. The outcomes are likely not to be a general raising of standards but rather a bifurcation in terms of a complex mix of class, race and gender.  相似文献   

16.
In curriculum policy, discourses of ‘policy partnerships’ and ‘communities of practice’ have become increasingly prevalent and were reflected in Western Australian curriculum policy processes from the mid‐1990s to the late 2000s – a period of significant, highly contested change. This paper presents the findings of an empirical study into the impact of curriculum reform on the changing dynamics within and between the government and non‐government education sectors, drawing on critical theory and post‐structuralist approaches to policy analysis within a broader framework of policy network theory. This approach is used to highlight power issues at all levels of the policy trajectory. This research found that despite policy discourses of collaborative and consultative processes to create a ‘shared’ curriculum, the government and non‐government education sectors remain largely distinct due to significant power differentials, as well as structural and cultural differences. The analysis reveals three closely connected emergent themes – limited collaboration, regulated consultation and enhanced state control of curriculum policy agendas. It is argued here that although discourses of ‘policy partnerships’ and ‘community of practice’ are increasingly evidenced in contemporary curriculum policy, they do not take sufficient account of embedded hierarchical power relationships. Further, such discourses can be used as legitimisation strategies to promulgate policy changes which enhance the steerage capacity of the state. Deeply entrenched power differentials operate simultaneously to distort policy partnerships and communities of practice, by both including and excluding particular sets of policy actors.  相似文献   

17.
ABSTRACT

Teaching Excellence Awards have raised the profile of teaching as a scholarly project. There are however a number of questions about what constitutes teaching excellence and how ‘excellence’ is understood in current higher education. In a post-colonial South Africa, where significant injustices permeate our society, we question whether excellence can be understood in a generic manner. Furthermore, we argue that as universities are a public good, teaching excellence needs to explicitly attend to the ways in which universities contribute to broad goals of transformation and inclusivity. We analysed data from the national Teaching Excellence Awards and 13 South African universities’ awards to interrogate the discourses that underpin ‘excellence’ in this context of social inequality. We found that while the awards have gone some way to enhancing the position of teaching in institutions, ‘excellence’ was largely articulated in fairly generic ways which failed to take into account the enablements and constraints of the discipline and the institution. Furthermore, the guidelines and criteria privilege a decontextualised notion of excellence that seeks a ‘gold standard’ and validates performativity, rather than a contextualised response to the needs of the students.  相似文献   

18.
This paper examines Canadian federal and cross-provincial higher education policy from 1960 to 1990, a critical time when provisions for vocational and adult training came under the auspices of governmental concern, justified under both an economic rationale and as a way to address persistent forms of inequality. The problematisation of skill during this period had particular gendered implications, as addressing inequality through education subsidies intersected with the perceived training needs of employers and the market. Employing Nancy Fraser's theory of a ‘triple movement’, the following paper ‘takes stock’ of how the three political forces of social movements, marketisation, and social protection have shaped gendered discourses of education and training, the implications for which are of continued relevance to those trying to understand the education and training within the contemporary neo-liberal state.  相似文献   

19.
Joan DeJaeghere  Xinyi Wu  Lisa Vu 《Compare》2015,45(1):118-140
This article aims to understand how ethnicity is discursively framed in national policies in China and Vietnam and argues that policy discourses affect how the ‘problem’ of ethnicity and educational inequalities is framed and how these inequalities can be addressed. The analysis shows how both Marxist and market-economy governing rationalities frame ethnic minority groups as lower status than the majority group and in need of either socially evolving to the communist ideal or assimilating into the global economic market, respectively. Using Fraser’s multi-dimensional approach to analyse discursive formations of inequality, we show how these policy discourses produce a non-ethnic economic citizen with socialist tendencies that negates cultural or social recognition and political representation. We conclude that researchers and policymakers need to consider how ethnicity is discursively framed to understand and address inequalities.  相似文献   

20.
It is assumed in this paper that the main trend in global education policies is based on an entrepreneurial model intended to submit school work to the same logic that prevails in economic systems at large. Thus, I try to recognise such a model in current educational changes in Portugal. Two paths for the entrepreneurialisation of school work were identified, both of which have a strong influence in this country. As it is the rule in a global context, slogans such as ‘educational excellence’, ‘success for all’, ‘lifelong learning’ or ‘acquisition of essential skills’ are the cornerstones of the educational policies nowadays in Portugal. The continuous improvement of school productivity appears to be the main goal of the public education system in these policies.  相似文献   

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