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1.
Dennis Atkinson 《The International Journal of Art & Design Education》1999,18(1):107-113
In this paper I show how pupils become visible as pedagogic subjects in the art curriculum. With reference to the work of Foucault and Lacan I theorise how pupils’ subjectivities, or identities, are formed within discursive practices which constitute the art curriculum. A critical reading of practice is presented as it is conceived in the English National Curriculum for Art orders and the School Curriculum and Assessment Authority’s document, Exemplification of Standards, in order to show how pupils’ abilities are constructed and regulated. I argue that these documents are underpinned by an inadequate understanding of practice and assessment, which fails to acknowledge the difference and legitimacy of pupils’ semiotic/representational strategies. I proceed to offer some thoughts for reconceptualising the art curriculum by employing the term ‘difference’. My purpose is to highlight the need to develop a curriculum which offers a more inclusive space for practice, a space which is not driven by normative assessment frameworks, but which celebrates difference in practice and vigorous enquiry. 相似文献
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This article explores how pupils and teachers in an 11–16 mixed secondary school in an area of urban disadvantage in the UK experience pupil voice. It used visual methods to unpick some of the ways in which official and unofficial discourses of pupil voice, engagement, discipline and inclusion were played out in this school. A typology of pupils, based on analysis of school policy documentation was produced. Whilst these ‘types’ were expressed through pupil scrapbooks and interviews, they were not found to be related to individual pupils in the way that the school policy documentation suggests. Adults respond to pupil voice differently depending on how it is framed—the ‘types’ create discursive practices that determine the things that can be said, by whom and in what way. The visual methods used are reviewed here in the light of findings and are found to be useful in eliciting a range of pupil voices. 相似文献
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Becky Francis Louise Archer Jeremy Hodgen David Pepper Becky Taylor Mary-Claire Travers 《Cambridge Journal of Education》2017,47(1):1-17
Grouping students by ‘ability’ is a topic of long-standing contention in English education policy, research and practice. While policy-makers have frequently advocated the practice as reflecting educational ‘standards’, research has consistently failed to find significant benefits of ‘ability’ grouping; and indeed has identified disadvantages for some (low-attaining) pupil groups. However, this research evidence has apparently failed to impact on practice in England. This article, contextualised by the authors’ interests in education and social inequality, seeks to do two things. First, it provides a brief analysis of the existing research evidence on the impact of ‘ability’ grouping, with particular reference to socio-economic inequality, identifying seven different explanations for the poorer progress of pupils in low sets that emerge from the literature. Second, it applies Foucaultian ‘analysis of discourse’ to propose potential explanations for the apparent lack of traction of existing research with policy and practice, arguing that practices of ‘ability grouping’ reflect cultural investments in discourses of ‘natural order’ and hierarchy, with particular resonance for the discursive and political habitus of middle-class parents. The authors postulate that investing in a powerful counter-discourse of enlightenment science, illustrated via their current randomised control trial of different approaches to pupil grouping, may offer a means to challenge hegemonic discourses that underpin current classroom practice. 相似文献
4.
Clarissa Menezes Jordão 《Globalisation, Societies & Education》2009,7(1):95-107
This text discusses the locus of English in globalisation discourses. Assuming that languages constitute discursive formations informing ways of knowing, discourses of English as a global language (EGL) are positioned in relation to teaching English as a foreign language in the glocal scene. We draw on post‐colonial theories and critical education, treating languages as social practices and conceiving of teaching EGL as a privileged context for discursive agency, especially when discourses of global English are critically engaged with through dialogue and conceptual questioning. We present a post‐method suggestion of procedures to promote conceptual questioning through construction of open spaces. 相似文献
5.
This article examines student teachers' discursive constructions of difference, cultural diversity and race as they write and talk about their cultures and identities in relation to teaching and learning in the first year of a Primary Teaching Degree in a regional Australian university.
The qualitative case study which informs this paper considered the discursive resources that students bring to teacher education from their past experiences and contact with cultural differences in communities, families and schools. It examined various discourses around cultural diversity that are available to them in the teacher education course and how their discursive practices are mediated and reconstructed in the particular university context. A major goal was to explore how universities in largely homogeneous settings might firstly work with the resources that students bring to teacher education and, secondly, assist students to consider the implications of cultural and linguistic diversity for teaching language and literacy. 相似文献
The qualitative case study which informs this paper considered the discursive resources that students bring to teacher education from their past experiences and contact with cultural differences in communities, families and schools. It examined various discourses around cultural diversity that are available to them in the teacher education course and how their discursive practices are mediated and reconstructed in the particular university context. A major goal was to explore how universities in largely homogeneous settings might firstly work with the resources that students bring to teacher education and, secondly, assist students to consider the implications of cultural and linguistic diversity for teaching language and literacy. 相似文献
6.
《English in Education》1971,5(2):69-73
The conference set up one commission to look at the particular place of the English lesson within a framework of Language across the Curriculum. Such a view of language in school could have awkward implications for English: that either a pupil's growth in language might be provided for by the work of the whole curriculum, or that the English lesson should ‘service’ a pupil's language for his work in other studies. Two questions arise: are there certain responses and experiences which pupils need time for and which can only be allowed for in the English lesson ? And are there particular studies in language that only the English lesson can take responsibility for ? In order to set this discussion on its way, Peter Doughty was invited to talk about the special work which his team at University College, London, had been doing on language in English, and which has now been incorporated into material known as Language in Use. We print here an extract from his paper, published by the Schools Council, a fuller version of which is available on application from Great Portland Street, London, W.1. Fred Inglis took issue with this point of view about language in English. 相似文献
7.
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
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This paper reports on an investigation into central features of institutional schooling that, collectively, constitute the ‘symbolic architecture’ of education. In particular, this paper provides an analysis of the practices associated with school uniform, badges and mottoes, drawn from a sample of over 500 schools in the state of Queensland, Australia. The analysis reveals a large degree of uniformity in the meaning content of these school icons, derived from a common core of educational values established during the formative decades of universal school but resting on older heraldic principles. The authors contend that the propagation of these values within the iconic discourse of schooling constitute a significant ideological practice that focuses a pupil's consciousness towards social norms and further reifies the institutional character of education. These processes are not ‐straightforward but are often contested in instances where pupils recreate mottoes in ways which mock the values that are consecrated in the formal symbols of schooling. 相似文献
10.
Melanie D. Janzen 《Teaching Education》2013,24(4):381-394
Theories of subjection, the discourses that both subject and constitute identity have been useful in illustrating the becoming of teacher as always already subjected to being teacher in particular ways, constituted by the circulating discursive norms. This paper draws on a qualitative research project to consider the fissures within subjection, considering what might provoke the subject to enact teacher differently than the subjective forces prescribe. Drawing on poststructuralism and psychoanalytic theory, this paper theorizes a significant moment within the research project to consider an aporia in which the teaching subject is faced with both undecidability as well as responsibility, thus contributing to the theorizing of teacher identity at the intersection of curriculum theory. 相似文献
11.
M. Habib Qazi Choudhary Z. Javid Inayat Ullah 《British Educational Research Journal》2023,49(1):35-52
This study problematises the discourses of Pakistan's national curriculum textbooks to investigate how they represent Pakistan's indigenous languages/cultures through the prism of religion to constitute secondary school students' particular postcolonial linguistic identities. It also draws on the perspectives of 12 teachers and 424 students to record their responses. Taking insights from Paulo Freire's cultural invasion, Robert Blauner's internal colonisation and selected postcolonial perspectives, the study notes a dynamic interplay of the sampled textbooks, schoolteachers and the school as a site of discursive social practices. Jointly, they position students within an exclusionary homogenous Urdu-loving group—a language which is represented as Arabic's tributary. Indigenous languages are recognised, however, as an adjunct to Arabic and Urdu, emphasising their role in the proselytisation of Islam in the region. Similarly, fine arts and indigenous cultural festivals are represented from a particular religious lens. The students strongly identify with this curious case of internal colonisation and cultural invasion, and support it. They exhibit self-righteousness and aversion towards linguistic/cultural pluralism and minorities, which entails implications for Pakistan's national cohesion and educational parlance of equity and inclusivity. 相似文献
12.
Following the Swann Report of 1985 and its recommendation of ‘Education for All’, the need for multicultural education in all areas was generally recognized. School‐based attempts to respond have been little researched, as has minority ethnic pupil development from the pupil's point of view. Eighteen months’ ethnographic work in six main primary schools revealed a number of predominant themes, including that reported here of ‘integration and disintegration’. Their nature, the implications for pupil learning, and the conditions attending them are explored in relation to adapting to school in the early years; transfer between schools at ages seven and nine; relationships among pupils; and pupils’ experience of the curriculum. Integration and disintegration were found to be associated with certain factors at general societal and governmental, community, institutional and individual levels. Integrational features appear to promote pupil learning and development, disintegrational to obstruct and disrupt. The analysis appears to support, amongst other things, democratic, participatory procedures in schools and collaborative learning in its widest sense involving teachers, pupils and parents. 相似文献
13.
Celia Hoyles 《European Journal of Psychology of Education - EJPE》1986,1(2):111-126
The paper will describe pupils’ engagement in mathematical activity, in collaboration with a partner, in an exploratory LOGO programming environment. It will focus on how initial pupil conceptions become progressively more differentiated and generalised. An attempt will be made to describe levels at which pupils, in this particular context, tend to operate with respect to a range of mathematical concepts and processes embedded within the activity, and situations which have provoked ‘changes in level’ that is, where pupils have modified or reorientated their initial conceptions, extended their range of applicability or made new links or syntheses. The general role of conflict, both cognitive and socio cognitive will be considered together with the particular roles of teacher intervention, pupil discussion and computer interaction in both promoting the conflict and aiding in its resolution. Illustrations will also highlight the specificity of cognitive structures constructed within the activity and the crucial importance of the nature of pupil representation of the activity and its relation to the practices from which it emerged. 相似文献
14.
Stephanie Dix 《Teaching and Teacher Education》2012,28(3):405-417
Changes in political, social and educational curriculum policies over the past four decades have created discursive shifts in writing theory and practice for New Zealand primary teachers. While these policies have historically privileged a particular view of writing over others, very little is known as to how teachers engage with experienced discourses of writing.Three broad conceptual metaphors, taking a ‘writer’, ‘text’ and ‘social’ perspective, frame the writing theories and practices and provide a context for the development of heuristic markers used to analyse the teachers’ interviews. Discourse analysis revealed teachers’ complex identities and knowledge or lack of, available writing discourses. 相似文献
15.
Sarah Johnson Andrew Horrell 《Discourse: Studies in the Cultural Politics of Education》2013,34(3):457-473
Teachers and pupils are increasingly inundated with power laden ‘truths’ regarding health and the body as they attempt to construct their subjectivities. Drawing on insights from the works of Foucault, namely technologies of power and technologies of the self, this study investigated how healthism and ideal body discourses were (re)produced, negotiated, taken up and resisted by pupils and Physical Education (PE) teachers in one Scottish secondary school. Using semi-structured interviews, we found that pupil and teacher discourses varied in the way they influenced their thoughts and practices. Analysis of the data indicated that discourses can be resisted and (re)interpreted. In many cases, this was not without the creation of internal tension for pupils. Teachers demonstrated an understanding of the salience of these discourses, and their increased responsibility for health issues, but also internalised ‘truth’ differently. The study concludes by recommending the introduction of a critical enquiry focus around the construction of health in Scottish PE. 相似文献
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This article explores the discursive work done by different notions of professional development in adult education. In particular we outline the ways in which the discourses of technical expertise, competence and reflective practice are deployed to mobilise professional practices and identities in particular ways and position certain practices and dispositions as specifically professional. We suggest that these discourses help to shape the negotiations between economies of performance and ecologies of practice within which professionals operate. We argue that much of this work is implicit in the pedagogies and curriculum of programmes for adult educators and that there is a need for detailed empirical research on the pedagogies of professional development and practice in adult education. With moves in Europe to develop professional standards for adult educators we suggest that studying the rhetoric of professional development provides an opportunity to open some existing diverse practices to new forms of scrutiny. 相似文献
18.
Andrew Stibbs 《The International Journal of Art & Design Education》1998,17(2):201-209
The National Curriculum is bringing a systematic attention to the place of language in the teaching and learning of Art, but may be suppressing some of the liveliness of language in art. Art teaches a specialist vocabulary with benefits beyond the art lesson, but there are dangers (and opportunities) in the use of words in art which have different meanings elsewhere. Art rooms have traditionally promoted a rich variety of language uses, but new pressures could lead to formulaic didactic lessons with too little pupil discussion. One language use in art, from which English teachers could learn, is discussion about the aesthetic qualities of artefacts which pupils make or are shown. English teaching too often treats poems as documentaries, but art can teach pupils to use words for looking and thinking about artefacts in their own terms. A danger here, in art as in English, is that introducing a canon can encourage talking about art in second-hand language which does not connect with pupils’ experiences. Language would drive a model of pedagogy in which experience and perception inform the formation of new concepts, then new concepts inform the search for new experience and perception, in an ascending spiral of aesthetic understanding which could also be both a pleasure and an education of the feelings. 相似文献
19.
Sue Thomas 《教育政策杂志》2013,28(2):187-198
This paper investigates the work of media discourses on education policy in public debates over the Queensland school curriculum. It draws on theories of discourse, theories that have recently influenced the field of policy sociology, to outline a conceptualization of policy and media texts as discourses in the public sphere. In so doing, it notes the significant contribution such public discourses on education make to the policy process. The paper employs critical discourse analysis to investigate the discursive constructions of curriculum during one particular policy initiative. The analysis focuses on newspaper debates over the inclusion of a subject called Health and Physical Education (HPE) in the Queensland secondary school curriculum. The paper shows how educational policy issues were discursively constituted and contested through the construction of public discourses on education policy. In particular, it demonstrates how such public discourses worked to construct authoritative voices on educational policy. The paper concludes with a call to teachers and policymakers to seek opportunities to construct an authoritative public voice on issues of education policy. 相似文献
20.
ABSTRACTWithin the growing body of literature on sexuality education in South Africa, researchers have highlighted how teachers may face, or themselves be, barriers to the implementation of rights-based comprehensive sexuality education. Important issues with regard to educators are: firstly, the social and discursive space within which educators are located; and secondly, the complex emotional and psychic investments that educators take up within particular discourses and practices. This paper explores, through a psychosocial reading of an interview extract with a particular educator based in the Eastern Cape of South Africa, how discursive and psychic concerns are sutured within the complex subjectivity of the educator as the medium for sexual education in schools. Specifically, it highlights the numerous ways in which feminine sexuality and desire may be avoided, denied and silenced. Even when feminine desire is specifically evoked as in this case, it is done so in a way that ensures social and cultural respectability, thereby reproducing shame narratives that form and maintain traditional gender discourses. Our analysis demonstrates how engaging with educators as subjects with their own sexual history and psychic dynamics, and as individuals with raced, gendered and classed identities, is a potentially transformative perspective for effective sexuality education. 相似文献