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1.
Jordan Fullam 《Educational theory》2015,65(1):53-71
The popularity of Jacques Rancière in recent work in educational philosophy has rejuvenated discussion of the merits and weaknesses of Socratic education, both in Plato's dialogues and in invocations of Socrates in contemporary educational practice. In this essay Jordan Fullam explores the implications of this trend through comparing Rancière's educational thought to an analysis of the relationship between dialectic and stultification in Plato's Republic. This task clarifies what is useful in the recent wave of scholarship that brings Rancière's work to bear upon Socratic education, and what we might redeem in the practice of teaching that Plato assigns to the character of Socrates in the Republic. Fullam also draws on the educational literature on Socratic education to provide further context to explore the usefulness of both Rancière and Socrates for contemporary teaching. 相似文献
2.
The education of children with a medical condition represents a unique educational context. The key educational factors that can help these children continue their education despite the burdens associated with their illness were discussed and analysed by a pool of experts for an EU funded project. In this context, relationships, making sense and constructing knowledge, assuming roles in front of others, metacognition, individualities and inter‐institutional communication emerged as the 6 Key Educational Factors (KEF) that are crucial for the education of this vulnerable population. The implications of the KEFs for home and hospital education are discussed, with a particular focus on practices that meet the relational and communicational needs of these children. Specific recommendations for the practice, policy, and research regarding these KEF within this unique educational context are presented. 相似文献
3.
《Critical Studies in Education》2013,54(1):111-127
This paper explores the trend towards a decentred social organization of learning that has become evident over the last 30–40 years. This is illustrated by the shifting imagery of education, from the red brick school to dispersed learning networks, or ‘learning bubbles’, that constitute new learning spaces. In the context of our large funded research project that aims to assess new learning spaces, we problematize this decentring of education and consider theoretical social and spatial resources that help us to understand this shift in the social organization of learning. We draw these insights together as suggestions for framing a socio‐spatial research agenda and the key themes that help us to interrogate decentring and the emergence of new learning spaces, how these trends are manifest in educational practices, and the implications for affective learning, learners and their life chances. 相似文献
4.
Amy L.-M. Toson Leonard C. Burrello Gregory Knollman 《International Journal of Inclusive Education》2013,17(5):490-506
Leaders within education must weigh a number of fundamentals as they engage the needs of the stakeholders they represent within the political, social and economic context they operate within. Leaders must consider the unique needs and capabilities of individuals who might not possess similar abilities or talents to those of the majority. In this paper, we explore the capability approach as a frame to consider such contextual fundamentals in inclusive education leadership. In order to examine how educational leaders address the diverse needs of the groups they serve, we interviewed five central office educational administrators in the USA with the responsibility for leading programming for students with special needs. Using a human capabilities frame, we developed targeted questions to determine whether school leaders uphold the tenets of this theoretical foundation within their district's practices in an era of tight fiscal management and accountability. Findings indicate that those leaders whose districts had the highest level of inclusion for most students, including students with significant disabilities, most closely align with the capability approach. Recommendations for continued research and implications for both practice and policy are included. 相似文献
5.
Ian Robottom 《Research in Science Education》2012,42(1):95-107
In the past decade, we have seen the well-established discourse of environmental education (EE) supplanted by that of education
for sustainability (EfS). In some ways this change in terminology has been no more than a slogan change, with the actual educational
practices associated with EfS little changed from those qualified by EE (Campbell and Robottom 2008). Environment-related education activities under both terms frequently focus on socio-scientific issues – which serve as
the chief organising principle for a range of related curriculum activities – and are shaped by the particular characteristics
of these issues. Socio-scientific issues are essentially constituted of questions that are philosophical as well as empirical
in nature. Socio-scientific issues consist in contests among dissenting social, economic and environmental perspectives that
rarely all align, giving rise to debates whose resolution is not amenable to solely scientific approaches. Socio-scientific
issues, then, exist at the intersection of differing human interests, values and motivations and are therefore necessarily
socially-constructed. An adequate educational exploration of these issues requires a recognition of their constructedness
within particular communities of interest and of the limitation of purely applied science perspectives, and, in turn, requires
the adoption of curricular and pedagogical approaches that are in fundamental ways informed by constructivist educational
assumptions – at least to the extent that community constructions of socio-scientific issues are recognised as being shaped
by human interests and social and environmental context. This article considers these matters within the context of examples
of environment-related practice drawn from two geographical regions. The article will argue that a serious scientific element
is both necessary and insufficient for a rigorous educational exploration of socio-scientific issues within either the EE
or EfS discourses, and will consider some implications for professional development and research in this field. 相似文献
6.
W(h)ither practitioner research? 总被引：1，自引：0，他引：1
Erica McWilliam 《The Australian Educational Researcher》2004,31(2):113-126
The purpose of this paper is to understand better the possibilities for practitioner research as a mode of educational inquiry that is yet to be legitimated within the academy. The paper maps the current state of play, and then moves on to consider what might yet be done to optimise its potential to contribute to rigorous new thinking about educational practice. Its exploration is in three parts: first, it seeks to account for the ambivalent status of practitioner research in the larger context of the modern university; second, it moves on from this account to argue both the value and the limitations of practitioner research as a contemporary mode of knowledge production in education; and finally, it suggests ways that practitioner research might be less delimited in terms of its capacities to produce knowledge that is useful to a wider range of stakeholders. 相似文献
7.
教育研究范式的变革与发展趋向 总被引：3，自引：0，他引：3
科学的历史发展与未来走向与科学研究范式的变革紧密联系在一起。教育研究也是如此。探讨教育研究范式对教育理论的建设发展和教育实践问题的解决都具有重要的意义。本文拟在梳理教育学研究范式历史演变的基础上,归纳出范式发展的特点、类型,初步把握其发展趋向,以期为教育学的未来发展提供某些助益。 相似文献
8.
Kerry Chappell 《Thinking Skills and Creativity》2008,3(2):94-103
This paper will present and critique the mediation of tensions arising as a result of the collision of creativity and performativity policies in English primary education, in the context of the three-way model of creative partnership being used for professional development in certain English schools. The paper will consider these partnerships from my perspective of research mentor to classroom teachers and dance artists engaged in dance-based action research (Creativity Action Research Awards 2). The paper focuses on two tensions arising in these contexts and their relationship to the creativity/performativity policy tensions: firstly process (with inherent potential for risk-taking, and critical appraisal) versus product (with inherent potential clarity) in the context of both the wider school performativity agenda and the performance expectation within dance; secondly, the necessary depth of enquiry to achieve ownership of creative activity by teachers and learners versus a desire for initiatives to demonstrate immediate results articulated in verbal, numeric or written form. The paper draws on my self-study of my role as research mentor within the CARA 2 initiative, to consider the manifestation and mediation of these tensions within actual three-way partnership practice, and the implications for current and future practice and policy. 相似文献
9.
Angela Brew 《International Journal for Academic Development》2013,18(2):112-122
This paper argues that there is a need for academic developers to reassess their relationship to research, and suggests that research has to come centre stage in the practice of staff, educational and∧or academic development. The paper discusses the reasons for this and considers the implications for academic development practice. It begins with a discussion of some trends that signal the growing importance of inquiry for higher education. It highlights the important role that research and scholarship are coming to have in preparing students for a society characterized by uncertainty, complexity and plurality. It is argued that developers must become involved in this and that, if they are to be taken seriously in the future, they must become credible as researchers. Different models of the relationship between research and teaching highlight the role of developers in moving teaching and learning forward in a higher education context where teaching and research are more closely allied. Finally, the paper considers what developers need to do to prepare for the challenges lying ahead. In the argument, examples from the author's own practice are used to illustrate developers' changing agendas. 相似文献
10.
ABSTRACTThe basic aim of this paper is to discuss the concept ‘Knowledge Democracy’ (KD) and what it can mean in the school context, its implications on knowledge production and dissemination and on the educational practices. We try to enrich this discussion by presenting action research projects to provide case studies of how thinking about KD can reshape educational practice. We consider that the discussion on KD has to be enriched as the concept seems very promising with good prospects towards school’s democratization. On the other hand, as it is quite new, it can encompass internal contradictions that can cause problems at the level of practice. So, we consider very important any contribution to this discussion not as another theoretical sample of the debate on the ‘politics of knowledge’, but because any improvement at the thinking of the issue can be reflected on school practices. Any challenge to traditional politics of knowledge can lead to a deeper understanding of the world of schooling and to transformations through new discourses and new approaches to teaching and learning in school. 相似文献
11.
Sharon Jessop 《Journal of Philosophy of Education》2012,46(2):287-302
The significance of German Romantic and Hegelian philosophy for educational practice is not attended to as much as it deserves to be, both as a matter of historical interest and of current importance. In particular, its role in shaping the thought of John Dewey, whose educational philosophy is of seminal importance for discussions on education for citizenship, is of considerable interest, as recent work by Jim Garrison ( 2006 ) and James Good ( 2006 ; 2007 ) has shown. This article focuses on the Hegelian concepts of Bildung and Sittlichkeit in order to consider how they may illuminate the purpose and practice of education for citizenship through a conceptualisation of the relationship of individual to society, and, specifically, through the idea of cultural induction. The discussion takes as its principal reference point the Scottish policy context. 相似文献
12.
As a result of multi-disciplinary research on learning, a consistent and comprehensive body of knowledge on effective learning environments is currently emerging (OECD 2010). While this evidence is increasingly influencing the academic and policy discourse on the improvement and innovation of schools, its impact on the design principles of effective initial teacher education has been limited so far. In this paper, the seven transversal learning principles published in the 2010 OECD publication The Nature of Learning: Using Research to Inspire Practice serve as a framework for systematic reflections on how learning research on effective learning environments can inform initial teacher education and how the seven transversal learning principles can contribute to greater coherence and alignment in initial teacher education programs. We consider the implications of The Nature of Learning and other research on teacher education, alongside international examples of next practice, concluding that initial teacher education should model effective student learning. 相似文献
13.
Yvonne Salmons 《Educational studies》2000,26(2):229-245
In this study a teacher trainer analyses 56 papers from the journal Educational Studies and, applying specific criteria, determines the extent to which their content can be said to have applications to and implications for educational practice. Section 1 of the study explores the general context of the sample papers. Findings here show that in this set of papers the academic research is conducted and written almost exclusively by staff within Schools of Education in Higher Education Institutions (HEIs); that the authorship includes a higher proportion of males than females; that research style is mainly empirical and that gender may play a role in the research style itself; and, significantly for this study, that the titles of these papers, when considered exclusively, imply a close association with the classroom context. In Section 2, a systematic scrutiny of the content of a sub-sample of the papers reveals a significant trend of potential, as opposed to actual relevance to educational policy and practice—at variance with the findings for the study of their titles alone in Section 1. Additional findings are that there is little evidence in the papers of direct collaboration between HEIs and schools. Finally, Section 3 contains the author's personal reflections on communication of the research message within the sample and ways are suggested in which the writing in academic journals generally might be made 'barrier-free' to the wider educational community. Concluding comments tend to be made as appropriate within the body of the paper at the point of discussion. The main conclusion briefly considers the role of Initial Teacher Training tutors in Higher Education, and the issue of monitoring language and communication style in academic research. 相似文献
14.
15.
This paper focuses on parents' perspectives of combining special and mainstream services for their children in the early years, offering insights into: how parents came to make this choice for their children's education; what parents expected from the combined provision and how their expectations were being met in practice. The data presented formed part of a small‐scale, UK‐based study that investigated local discourses and practices operating for young children within a global context of commitment to inclusion. Despite moves towards inclusive early years education in the UK, many parents of young children identified as having special educational needs opt for a combination of both inclusive and special early years settings. A survey sent to early years providers, voluntary groups and parents in three local education authorities (LEAs) in southern England, revealed that the practice of combining placements was widespread. Follow‐up interviews with parents of five children revealed rich detail about the processes of choice making and parents' expectations and experiences of combined provision. The research findings have clear implications for the development of inclusive education and its appeal to parents, who may need convincing that it can offer sufficient specialist expertise and resources. 相似文献
16.
This paper is concerned with the definition of the field of educational research and the changing and developing role of the
Australian Association for Research in Education (AARE) in representing and constituting this field. The evidence for the
argument is derived from AARE Presidential Addresses across its 40-year history. The paper documents the enhanced complexity
and diversity of the field over these 40 years, including the emergence of a global educational policy field, theoretical
and methodological developments in the social sciences and new research accountabilities such as the Excellence in Research
for Australia (ERA) measure. Specifically, the paper suggests that the evidence-based movement in public management and education
policy, and the introduction of the ERA, potentially limit and redefine the field of educational research, reducing the usefulness
and relevance of educational research to policy makers and practitioners. This arises from a failure to recognise thatEducation is both a field of research and a field of policy and practice. Located against both developments, the paper argues for a
principled eclecticism framed by a reassessment of quality, which can be applied to the huge variety of methodologies, theories,
epistemologies and topics legitimately utilised and addressed within the field of educational research. At the same time,
the paper argues the need to globalise the educational research imagination and deparochialise educational research. This
call is located within a broader argument suggesting the need for a new social imaginary (in a post-neoliberal context of
the global financial crisis) to frame educational policy and practice and the contribution that educational theory and research
might make to its constitution. In relation to this, the paper considers the difficulties that political representations of
such a new imaginary might entail for the President and the Association, given the variety of its membership and huge diversity
of its research interests. 相似文献
17.
Marie Sandy 《Interchange》2011,42(3):261-285
In this paper I consider how Hans-Georg Gadamer’s philosophical hermeneutics can complement the pragmatic theory that has
informed the field of service-learning, and with its emphasis on community and respect for others, can offer an orientation
to further the work of service-learning and community engagement in a mutually satisfying way for scholars, practitioners,
and community partners. In keeping with Gadamer’s contention that mythological thinking has its rightful place alongside analytical
thinking, I provide an interpretation of the myth of Hermes for emancipatory education practice, and then invite readers to
consider some implications of philosophical hermeneutics through traditional philosophical exposition. I posit there is much
to be gained by framing community engagement as a civic art or practical beauty with a distinct epistemological foundation that values conversation, participation, and openended, collective processes to
work for the common good. This orientation would require us to reconsider the purposes and reorient the values of this field
of educational practice. 相似文献
18.
AbstractThis paper considers the ‘knowledge economy’ as it is used in education rhetoric to establish social and educational consent for significant changes both to the spatial organisation of classrooms and their affective economies. We draw on ethnographic data from a study of ‘non-traditional classroom spaces’, where the spatial organisation of schooling emerged as a potential fulcrum through which the imaginary of the conventional primary classroom was being reconceptualised. Traditionally configured classroom spaces and the learning that takes place within them were being challenged and replaced by notions of twenty-first century learning in ‘agile’ learning environments. In the context of this reform agenda, these open-plan spaces were seen as offering new prospects for participation in a globally connected and competitive economic world that requires students to continuously adapt, innovate and respond creatively to a range of different problems. We consider how these everyday moments function as conceptual encounters between affective, embodied experiences and educational reform discourses that rationalise the implementation of non-traditional classroom spaces in ways that have very little to do with children and their futures. This cultural approach takes a step aside from numerous, and necessary, critiques of recent educational policies per se, in order to consider what might be learned from the uncanny spectres of child bodies that haunt them. The paper draws attention to examples of children’s affect in non-traditional classrooms and what that may tell us about current educational reform when sacrifice forms part of the missing account of educational reorganisation for the knowledge economy. 相似文献
19.
《International Journal of Educational Development》1988,8(4):279-292
The paper reports on an innovative paradigm which evolved from an educational research project in Sierra Leone. It outlines the paucity and current lack of relevance of educational research in Africa and highlights the need for paradigms that would link research better with policy and practice in education. Any such paradigm needs to be firmly rooted in the reality of a particular African educational context. A summary account is provided of the evolution and establishment of CARE in the educational setting of Sierra Leone. The new paradigm is then analysed in terms of its key elements of ‘collaboration’ and ‘action orientation’, drawing on the literature of qualitative educational research. The paradigm is also analysed in terms of the scope and depth of research it facilitates, and its impact and outcomes with reference to educational practice and policy. The main dimensions of this innovative paradigm are then highlighted in terms of epistemological underpinnings, methodological techniques, ethical guidelines and a catchment literature. Some inherent pitfalls in this emerging paradigm are outlined and implications for bilateral and international collaboration in educational research in Africa are discussed. 相似文献
20.
Darren Newbury 《British Journal of Sociology of Education》1997,18(3):421-434
Despite the social and cultural importance of photography in modern societies, photographic education is an area that has inspired very little in the way of academic research. Photographic education is generally perceived in very narrow terms, as an area of technical training, lacking any broader intellectual significance. It is the argument of this paper that in his/her many guises the photographer is an important figure in contemporary culture, and that the impoverished, or total lack of, understanding of photographic education is a significant omission. The aim of the paper is to begin to address this gap through a qualitative look at the way in which professional photography students talk about their practice. It is argued that photographic education has its own professionalised discourse, which students are encouraged to adopt, thereby excluding alternative perspectives. I discuss examples of students’ talk about practice as evidence of this discourse. In the final section of the paper I consider some alternative approaches that have been developed outside the context of mainstream photographic education, and the possibilities they offer for rethinking what it means to teach photography. 相似文献