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1.
The aim of this article is to elucidate how a new system of school and teacher assessment in Catalonia is transforming the conceptions, practices and identity of head teachers, especially younger ones. It begins by considering the impact of global neoliberal policies on educational practices, highlighting their Foucauldian productive nature. It then examines the educational context of Catalonia during the last 30 years, emphasising the changing role of head teachers and the impact of neoliberal governance. This is followed by an account and analysis of in-depth interviews with four head teachers, focusing especially on how the head teacher’s objectives, practices and identities are being transformed, or produced, as a result of the new neoliberal ‘assessment regime’. It ends with a discussion on the importance of refusal and resistance to this process and the need to reconsider basic educational and social questions.  相似文献   

2.
ABSTRACT

The aim of the study is to analyse teachers’ efforts to develop secondary school students’ knowledge and argumentation skills of what constitutes scientific theories. The analysis is based on Leontiev’s three-level structure of activity (activity, action, and operation), as these levels correspond to the questions why, what, and how content is taught. The unit of analysis was a school development project in science education, where design-based interventions were conducted. Data comprised notes and minutes from eight meetings, plans, and video recordings of the lessons, and a written teacher evaluation. The teachers’ (n = 7) learning actions were analysed to identify (a) concept formation in science education, (b) expressions of agency, (c) discursive manifestations of contradictions, and (d) patterns of interaction during the science interventions. Three lessons on what constitutes scientific theories were implemented in three different student groups (n = 24, 23, 24), framed by planning and evaluation meetings for each lesson. The results describe (1) the ways in which teachers became more skilled at ensuring instruction met their students’ needs and (2) the ways in which teachers’ operations during instruction changed as a result of their developed knowledge of how to express the content based on theoretical assumptions.  相似文献   

3.
ABSTRACT

Women's access to higher education in Spain began in the last third of the nineteenth century. However, the full incorporation of women into technical studies did not occur until a century later. This article presents the results of research into the access of the first women to do technical studies in Catalonia (northeast Spain). Data have been collected from 11 technical schools belonging to the Universitat Politècnica de Catalunya (UPC) with the aim of understanding the dynamics of the incorporation of women into these schools between 1851 (foundation of the first engineering school in Catalonia) and 1980. Interviews were conducted with 21 pioneer women who completed their technical studies. Their experiences show how technical schools had to adapt, both physically and culturally, to female students. Finally, the current status of female engineers in Catalonia is compared with the situation in other Western countries. Similarities are found that show the relevance of gender as a social structuring force.  相似文献   

4.
During the Second Republic of Spain (1931–1939) and within the framework of ambitious social reform, the government of the Generalitat of Catalonia launched a social and educational assistance system. This new system would be independent, modern, and capable of surpassing the traditional welfare system based on religious charity that was predominant in Spain at the time. One of the initiatives performed to obtain funding consisted of the sale of Christmas seals, whose earnings would be allocated to the fight against childhood tuberculosis. The Segell Pro Infància organisation was created for this purpose. This article analyses the origins of this institution within the socio-political context of Catalonia during the Second Republic and the Spanish Civil War, in addition to its work and activities during its brief existence. The series of actions financed by Segell were primarily directed at improving institutions that provided a social welfare system, such as crèches and nursery schools. In this analysis, the commitment of early twentieth-century Catalan nationalism to social and educational modernisation, in addition to its development of social justice policies, is revealed. This reform fits into the framework of a broader pro-sovereignty project in which Catalonia would build state structures independent of Spain.  相似文献   

5.
A growing need for utilizing school-based HIV/AIDS interventions the world over has been acknowledged as the most cost-effective means for arresting the spread of the HIV/AIDS pandemic among the vulnerable youth. However, the question on how teachers as educational change agents and cognitive sense-makers of HIV/AIDS curricula situated in a complex web of systemic social interactions are faring in mediating these interventions has not received much attention in curriculum theorization. There seems to be an underrepresentation in the literature, of post-modernistic approaches to the problematizing and explanation of teacher enactment of such complicated yet important curricula. This article sought to highlight the Adaptation Approach to education and Honig’s model and teacher cognition as an example of a post-modernistic approach to analysing teachers’ enactment of school HIV/AIDS curricula. It sought to enhance our understanding of the interplay of a myriad of factors endogenous and exogenous to teachers in shaping and framing teachers’ individual responses to the HIV/AIDS curriculum policy. We thus contend that one of the major reasons why teachers’ efforts to effectuate purposive mediations are so elusive is the failure by theoreticians and policy-makers alike, to consider the myriad of human-generated antecedents in different venues and how these impact teachers’ adaptation of HIV/AIDS interventions.  相似文献   

6.
In a move away from the open or low-fenced grounds that have traditionally been a feature of Australian school design, the last decade has seen a growth in the installation of high-security fences around schools. These structures, far from being passive and neutral, act to redefine the possibilities for movement and connectivity in the local landscape. This paper looks beyond the impact of fences on safety and security to explore the wider implications of these structures. By bringing together perspectives on children’s experience of independent mobility, belonging and attachment to place, the paper opens up new avenues for thinking about how children’s learning is shaped by the relationship between school, community and the boundaries between them. It provides a starting point for understanding how high-security boundaries can impact on children’s learning and why at times these structures may pose more risks than those they aim to address.  相似文献   

7.
This study focuses upon the narratives of women educators (educadoras) who contributed to radical democratic school reforms in post‐authoritarian Brazil. We illustrate through three of the teachers’ narratives how their professional identities and actions were shaped partly by their experiences of resisting the military regime and by their participation in professional development opportunities that grew from liberatory social movements. Our analysis focuses on their efforts to construct counter‐pedagogies in their disciplines of history, mathematics, and physical education that resisted colonizing, authoritative practices and moved toward more liberatory, humanizing pedagogies. We consider how these counter‐pedagogies reflect both women’s ways of knowing that emphasize dialogue, collaboration, community, and the value of personal knowledge and relationships, as well as feminist principles of consciousness‐raising and social action. This analysis highlights possibilities and challenges of radical democratic reform in education by focusing on the work, experience, and identities of women educators engaged in the day‐to‐day efforts to bring about lasting change.  相似文献   

8.
This article documents the Journal of Jewish Education’s acquisition by the Network for Research in Jewish Education, in 2004, and evaluates the contribution of the re-launched Journal to the field of Jewish education. I explore how the Journal contributed over the past decade in three discrete yet often overlapping areas, thereby realizing its editors’ vision. First, the Journal of Jewish Education became the venue for conversations between researchers, practitioners and funders about the direction of Jewish education research and policy; second, it became an outlet for the sharing of research and other Jewish education scholarship; and third, it became a venue where scholars introduced research and theoretical constructs from the field of general education and sought to demonstrate their relevance to Jewish education. Finally, I suggest some reasons why the editors had less success in realizing a fourth goal for the Journal; that is, making it a forum for new ideas and the charting of new directions in research and practice.  相似文献   

9.
Based on a qualitative study involving 124 professional and managerial class families in Catalonia (Spain), this paper describes the aims and objectives these families have for the education of their children. During the fieldwork, when asked what they were aiming for in the education of their children, almost all of the parents replied ‘for them to be happy’. But what kind of happiness are they talking about? What kind of education might lead to happiness? Drawing principally on the work of Kellerhals and Montandon and their ‘contractual model of education’ and Bauman’s concepts of ‘secondary security’ and ‘homo eligens’, although also taking into account the related contributions of Lareau, Vincent and Ball, Stefansen and Aarseth, and Kusserow, the paper aims to demonstrate the strong connection these families make between happiness and ‘absolute’ autonomy, understood as two sides of the same coin and seen, by the participants, as the guiding principle that should shape the way they bring their children up.  相似文献   

10.
The progressive education movement was known in Spain from its very inception, and in fact many of its pedagogical theories and practices reached Spain before reaching other European countries. Yet traditional historiography has always maintained that Spain was never integrated in the progressive education movement, a misconception that helps explain the lack of research in the field. Recent historiographical research, however, has shown that numerous Spanish schools served as laboratories for the implementation of progressive education methods in the 1920s and 1930s. The Spanish educational system proved itself to be especially open to international innovation in general and Spain actually enjoyed a privileged position for the study of how innovative pedagogical ideas could be incorporated and appropriated. Proof of this affirmation can be found in the introduction and dissemination throughout Spain of the experimental public school movement of Hamburg known as Gemeinschaftsschulen.

This article will focus on the way this movement was received in Spain. We will examine the phenomenon from a double perspective, corresponding to the different positions that scholars found themselves in within the educational panorama of the time. On the one hand we will examine the role of the “grass-roots” educators who wished to change schools “from below”, starting with classroom practices. On the other hand we will take a look at the representatives of “high pedagogy”, who were intent on formulating a pedagogical theory on which to base a political–ideological model that would serve to change the school “from above”. Tensions arising among the different pedagogical groups, along with the ambiguity of the translation into Spanish of the term Gemeinschaftsschulen, led to the different groups appropriating the concept in different ways. The evolution of the term Gemeinschaftsschulen, from its original identification with a localised school experiment in Hamburg to its becoming a symbol for virtually all European school vanguards, will be addressed at the conclusion of the article.  相似文献   

11.
ABSTRACT

This article explores the political, religious, and ideological backdrop to psychology and pedagogy under Franco’s dictatorship. To this end, it analyses the important research carried out between 1940 and 1944 by the psychologist and pedagogue José J. Jover y Piquer into the intelligence, mentality, and moral judgement of a large number of abandoned and vulnerable postwar children. The article demonstrates how, although the approach adopted by Piquer was a scientific one – with the usual aims, techniques, and methods – the research contents were subordinated to ideological and religious considerations and aimed to determine the extent to which these children could be re-educated and integrated into the new regime. Thus, psychology became the scientific packaging for studies that were eminently ideological and politically subservient, turning pedagogy into a key instrument of the biopolitics aimed at building Franco’s New Spain.  相似文献   

12.
The author of this article attempts to set out the efforts that have been made in Catalonia (autonomous nationality within Spain) to regulate rationally the guidance and counseling services of fered to that part of the student population that has the greatest needs. She describes some models of services that have been created under the auspices of different institutions and analyzes their functions. Finally she draws a series of critical conclusions.University of Barcelona  相似文献   

13.
Purpose: To address the dynamic challenges associated with developing a globally sustainable society, numerous scholars have stressed the need to cultivate the imagination of agricultural students. This study aimed to explore how pictorial representations stimulate the imaginative capacities of agricultural extension students. Design/methodology/approach: We adopted a focus group method that enabled in-depth discussions amongst selected participants. Three focus group discussions were held with 15 student participants in Taiwan. Regarding the pictorial representations, a series of works from three great artists were selected, namely Jean-François Millet, Pablo Picasso and Joan Miró. The works were chosen. Findings: The results indicated that different indicators of imaginative capacities were stimulated by different types or combinations of pictorial representations. For example, realistic visual stimuli were beneficial for cultivating student intuition of problem solving. The atmosphere and colour of visual stimuli affected student sensibilities. The abstract stimuli and remote analogues were beneficial in generating original ideas and breaking design fixations. These stimulations occurred largely according to encountering problems and project needs. Practical implications: These findings can assist agricultural educators in developing imaginative curricula and instructional strategies and might increase students’ creative performance. Originality/value: This research provides intriguing insights into the complexities of human imagination. First, the present study developed a novel approach to assess how pictorial representations stimulate the imaginative-capacity indicators of agricultural extension students. Our results indicated that various indicators were stimulated by various types or combinations of pictorial representations, and how and why these stimulations occurred largely depended on design problems and project needs.  相似文献   

14.
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15.
This article examines and discusses the ways in which hegemonic and subaltern discourses alternatively evoke different, and sometimes competing, notions of the nation and how they might productively coexist within the history curriculum. More precisely, using Homi Bhabha's conceptual tools of pedagogic and performative narratives of the nation, the article examines history curriculum as permeable to alternative and endless reinventions of the nation and as intrinsically linked to a fixed, stable, and officialized narrative. The study, based on the analysis of the construction of the Catalan nationhood in school textbooks and teachers' and museums' resources in Catalonia (Spain), suggests complex dynamics between hegemonic and subaltern discourses, rather than fixed conceptualizations. Whereas revolutionary discursive depictions of the nation incorporated in the curriculum have a tendency to be officialized, institutionalized, and domesticated through their mediation in educational texts, the article suggests possibilities for more effectively building the subaltern voice within the school curriculum.  相似文献   

16.
ABSTRACT

This essay examines #SayHerName as a case study to analyze how circulation of the hashtag both challenged women’s erasure from #BlackLivesMatter discourse and motivated activists to center the stories of Black women killed in police interactions. We introduce the term rhetorical stratification to discern why the #SayHerName hashtag came to matter, and how it remained relevant in the national discourse about police brutality. To do so, we analyze how the #SayHerName movement evolved from the discursive to the material through policy briefs, social media circulation, and citizen journalism, which influenced news framing and initiated greater deliberation about this issue in both the networked public sphere and in local communities. We conclude that this hashtag invitation to digital activists engaged more nuanced perspectives about police brutality and policy reform, influenced the way Black women victims of police violence are covered in the news, and motivated community-based policy proposals addressing necessary changes in local policing.  相似文献   

17.
This paper introduces rhizocurrere, a curriculum autobiographical concept I created to chart my efforts to develop place-responsive outdoor environmental education. Rhizocurrere brings together rhizome, a Deleuze and Guattari concept, with currere, Pinar’s autobiographical method for curriculum inquiry. Responding to invitations from Deleuze, Guattari and Pinar, to experiment, I have adapted their ideas to create a philosophical~methodological concept that draws attention to relationships between my pedagogical and curriculum research and the contexts that have shaped my life~work. This paper outlines rhizocurrere, its parent concepts and how I have enacted my attempts to think differently about curricula and pedagogy. The central question is not ‘what is rhizocurrere?’ but rather ‘how does/could rhizocurrere work?’ and ‘what does/might rhizocurrere allow me to do?’  相似文献   

18.
This article examines the literacy practices of three school-based student activist groups: a Gay-Straight Alliance, a high school chapter of Amnesty International, and a human rights club unaffiliated with Amnesty. Specifically, this article investigates how members of the different groups advanced their projects by repurposing school genres such as hallway bulletin boards and office memos. By articulating movement messages in school genres, it is argued, activists tightened their schools’ connections to social movements and circulated movement discourses through school space. After findings on each group are presented, the concept “genre as discourse conduit” is induced from the data and is used to reevaluate the nuances and implications of students’ efforts to articulate movement discourses in school genres. Equipped with this new concept, researchers may better analyze activist groups’ efforts to perform movement work in schools.  相似文献   

19.
ABSTRACT

This study describes and analyzes the role of a Senior Programme of the University of Lleida (Catalonia, Spain) aimed at fostering older people’s lifelong learning, active ageing, social participation, and intergenerational relationships. Based on qualitative Action Research and Participant Observation, this article examines the participation of senior students as stakeholders in this Programme and in two European projects, SIforAGE and TOY, developed between 2012 and 2017. The findings reveal the importance of these learning and research activities to promote intergenerational solidarity, the quality of life of older people, and the development and improvement of the Senior Programme itself.  相似文献   

20.
This paper studies the social side of pre-service teacher education and draws on social network analysis to explore the relation between the social capital of pre-service teachers and their academic and professional success. An online survey was applied to a sample of 321 students enrolled full time either in Preschool Education or Primary Education programmes at the Ramon Llull University-FPCEE Blanquerna in Catalonia, Spain. The instrument consisted of a combination of social network questions and rating scale attributes. Findings allow us to understand the relationship between aspects of the cohort’s social network and key development constructs and demonstrate the importance of considering informal interactions within the programme to improve the performance of pre-service teachers.  相似文献   

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