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1.
Jo Frankham 《教育政策杂志》2017,32(5):628-641
This article considers questions of ‘employability’, a notion foregrounded in the Green and White Papers on the Teaching Excellence Framework (TEF). The paper first questions government imperatives concerning employability and suggests a series of mismatches that are evident in the rhetorics in this area. This summary opens up elements of what I am calling the first ‘folly’ in the field. The second section of the paper considers recent research with individual academics engaged in employability activity. This research suggests another series of mismatches in the aims and outcomes of ‘employability initiatives’ and opens up a further series of ‘follies’ in the day-to-day practices of academics and students’ responses to them. The third section of the paper turns to academics’ reports of student behaviour in relation to the outcomes of their degree. This section develops an argument that relates to the final ‘folly’ associated with the current focus on employability. I argue that students’ focus on outcomes (which at face value suggests they have internalized the importance of employment) is contributing to the production of graduates who do not have the dispositions that employers – when interviewed – say that they want. The highly performative culture of higher education, encouraged by the same metrics that will be extended through the TEF, is implicated then in not preparing students for the workplace. 相似文献
2.
This paper provides insights into teacher and school-based administrators’ responses to policy demands for improved outcomes on high-stakes, standardised literacy and numeracy tests in Australia. Specifically, the research reveals the effects of the National Assessment Program – Literacy and Numeracy (NAPLAN), and associated policies, in the state of Queensland. Drawing suggestively across Michel Foucault’s notions of disciplinary power and subjectivity, and Pierre Bourdieu’s concept of social fields, the research utilises interviews with teachers and school-based administrators to reveal how high-stakes, standardised testing practices served to discursively constitute performative teacher subjectivities around issues of funding, teacher and school reputation and target-setting within what is described as the ‘field of schooling practices’. The paper argues that the contestation evident within this field is also reflective and constitutive of more educative schooling discourses and practices, even as performative logics dominate. 相似文献
3.
《Ethnography and Education》2013,8(3):371-387
Based on research conducted in an English secondary school, this paper explores computer-mediated moderation as a performative tool. The Module Assessment Meeting (MAM) was the moderation approach under investigation. I mobilise ethnographic data generated by a key informant, and triangulated with that from other actors in the setting, in order to examine some of the meanings underpinning moderation within a performative environment. I argue that in this particular case performativity has become entrenched in teachers' day-to-day practices, and not only affects those practices but also teachers' sense of self. I suggest that MAM represented performative and fabricated conditions and (re)defined what the key participant experienced as a vital constituent of her educational identities – trust. From examining the case in point, I hope to have illustrated for those interested in teachers' work some of the implications of the interface between technology and performativity. 相似文献
4.
Carol A. Taylor Susanne Gannon 《International journal of qualitative studies in education》2018,31(6):465-486
This article offers a diffractive methodological intervention into workplace studies of academic life. In its engagement of a playful, performative research and writing practice, the article speaks back to technocratic organisational and sociological workplace ‘time and motion’ studies which centre on the human and rational, and presume a linear teleology of cause and effect. As a counterpoint, we deploy posthumanist new materialist research practices which refuse human-centric approaches and aim to give matter its due. As a means to analyse what comes out of our joint workspaces photo project we produce two ‘passes’ through data – two diffractive experiments which destabilise what normally counts as ‘findings’ and their academic presentation. The article deploys the motif of ‘starting somewhere else’ to signal both our intention to keep data animated, alive and interactive, and to utilise visual and written modes of seriality as enabling constraints which produce a more generative focus on the mundane, emergent, unforeseen, and happenstance in studies of daily working life. 相似文献
5.
Rab Walker 《The International Journal of Art & Design Education》2002,21(2):106-115
Over the past twenty‐five years as an art teacher I have sought answers to three questions: 1. In what ways and to what extent can drawing practice explore both conscious and unconscious thought processes? 2. In what ways can the participant individuate his or her experience through the practice of drawing? 3. In what ways can drawing form a dialogue between personal philosophy and experience? Refering to my own experience and pedagogy I define some of the historical, pschological and philosophical contexts for my perception of drawing, including comments from my students, in the process making no special distinction between child and adult art. I have studied the evolution of pupil’s drawing practices and particularly those of my own children, as they assert their own perceptions and responses to experience, conceptualising feelings both sensuous and emotional through telling stories and defining realities. Throughout history the will to draw has persisted, its function differing and changing through time and cultural contexts. Beuys commented that everyone can be an artist, if they want to be; can anyone really afford not to draw? 相似文献
6.
Alison Lea Shields 《The International Journal of Art & Design Education》2019,38(3):659-669
This article examines the role of spending time with others in and through artistic research and practice. I draw from my doctoral work which took me on a cross‐Canada journey visiting 125 artists in their studios. Following the studio visits, I made a series of paintings of artists’ studios, however a year later these same paintings were cut up and rearranged to create collaborative studio assemblages on the walls of the Tate Exchange Gallery in Liverpool. Drawing on the metaphor of a never‐ending‐painting to examine never‐ending pedagogies, this article examines the evolution of this project through three iterations of the studio paintings. With each iteration, I explore different ways of knowing others through making thus proposing the performative and relational qualities of artistic research. The first iteration allowed me to spend time with artists even in their absence, as I engaged with our conversations through painting their studios, thus blurring the lines between solitary and social art practices. The second iteration allowed me to give up my art to others through asking them to create collages with fragments of my studio paintings. And the third iteration allowed my work to merge with other arts‐based researchers. Through this process, I propose that making art allows for multiple conversations to emerge through spending time getting to know others through art making. 相似文献
7.
In times of rapid change the Arts have been shown to contribute through an array of processes to a range of outcomes that improve social and emotional health. While this observation has caused debates in the field such as, intrinsic versus instrumental value, individuality versus sociality, skill development focus versus broader aesthetic focus/beauty, and the tired argument of process versus product, these reductive arguments negate the value of the Arts to becoming fully human. Using the New Economics Foundation’s ‘Five Paths to Wellbeing’ as a framework, this article describes these paths – connect, be active, take notice, keep learning and give – and the way that Arts practices are reflective of them. These links are then illustrated through a consideration of an artist-in-residence project, and pre-service teachers highlighting animating principles and processes that reveal creativity as a core value, and the links between enabling, belonging, creating, health and wellbeing. 相似文献
8.
Kirsten Lambert Peter Wright Jan Currie Robin Pascoe 《Discourse: Studies in the Cultural Politics of Education》2017,38(2):197-208
This paper explores Deleuze and Guattari's schizoanalysis in relation to student and teacher becomings and the way these are actualised within the neoliberal and heterosexually striated spaces of the secondary school assemblage. Deleuze and Guattari considered a narrow approach to education problematic and called for creativity as a site of ‘resistance’. Drama is one subject rich with potentiality for students to strengthen their creativity and ‘speak back’ against the neoliberal project. What our research revealed is how the drama classroom is an open, dynamic space where students can embody different identities at a critical time in their adolescent development. What is delimiting about this potentiality is the proclivity of teachers and students, as desiring machines, to conform to the dominant neoliberal culture of competitive performativity. The paper proposes that schizoanalysis offers new insights for mapping complex desire-flows and embodied identities through and against the dominant performative and heterosexist culture. 相似文献
9.
Vivienne Bozalek Michalinos Zembylas 《International journal of qualitative studies in education》2017,30(2):111-127
Internationally, an interest is emerging in a growing body of work on what has become known as ‘diffractive methodologies’ drawing attention to ontological aspects of research. Diffractive methodologies have largely been developed in response to a dissatisfaction with practices of ‘reflexivity’, which are seen to be grounded in a representational paradigm and the epistemological aspects of research. While work on ‘reflexivity’ and ‘critical reflection’ has over the years become predominant in educational and social science research methodology literature, our reading indicates that there is still important conceptual work to be done putting these two practices – reflection and diffraction – in conversation with each other and exploring their continuities and breaks as well as examining the consequences for research methodologies in education. This article raises important questions about how the concepts of diffraction and reflection are defined and understood and discusses the methodological implications for educational research. 相似文献
10.
This paper investigates the ways in which corporate ideas are impacting on Australian education, with a particular emphasis on secondary schools. We note the growing importance of a culture of enterprise in changing the practices of schooling, indicating how a performative organisational culture is producing different identities and relationships in educational work. The paper begins by considering the imperative for schools and individuals to be enterprising. It then moves on to examine more closely the impact of this discursive shift on teachers, students and school communities as they engage in enterprising practices. We draw on our research of over 50 state and private schools mainly in south-east Queensland to demonstrate how the newly emergent corporate ‘curriculum’ is producing a changing set of imperatives, responsibilities and outcomes for leadership in ‘enterprising’ schools. 相似文献
11.
A range of sociological work has theorized neoliberal regulative regimes, suggesting the contradictions contained in the enactment of policy and foregrounding the painful effects of these processes on subjectivities produced within performative school cultures. This paper contributes to this body of work by tracing the movement of desire in teaching assistants’ subjective relations to workplace practices of remuneration. We do this through an analysis of a series of group- and individual-free associative interviews with teaching assistants working in primary schools. Drawing on a Lacanian account of the way processes of identification channel affect, as desire, through signifying chains within a discursive field, we explore the associative chains of meaning that overdetermine the subjectivities produced within performative practices of remuneration. We suggest that the complex and contradictory chains of signification embodied in the school environment constitute a space where fragile teaching assistant subjectivities reiterate previous relations to an ambiguous Other. 相似文献
12.
Alison Fuller Susan Halford Kate Lyle Rebecca Taylor Anne-Charlotte Teglborg 《Journal of Education & Work》2018,31(3):219-233
Innovation occupies a pivotal place in our understanding of knowledge-based economies, and this is raising questions about sources of innovation, how it originates, and the role played by employees, work practices and learning. This paper explores these issues through case study research into a new approach to providing healthcare for homeless people in England, and by bringing together conceptual insights from the employee-driven innovation literature, and more broadly from social and practice-based learning theory and organisational theory. Applying these perspectives to our case enables illumination of the innovation as a process – not an event – and as an ongoing set of organisational practices that transcend their origins. Through our analysis we argue that the notion of ‘a cause’ is helpful in elucidating the impetus and the commitment to making the innovation happen (and go on happening). Our findings are presented under three themes: ‘establishing a cause’, ‘organising for innovation’, and ‘innovative capability in practice’. Building on these, we have identified five key inter-related dimensions which help conceptualise the work and learning that it took to create and (re-)enact the innovation and that we suggest may have relevance for understanding and characterising other employee-led innovations in and perhaps beyond healthcare. 相似文献
13.
This article provides insights into teachers’ and school administrators’ responses to the current ‘fetishisation’ of school performance data in Australian schooling. Specifically, the research investigates the accountability practices that emerged in a Queensland metropolitan primary school in response to this broader focus upon performance data. Drawing upon interviews with teachers and school administrators, literature and theorising on educational performativity and data, and Bourdieu’s theory of practice, the article reveals how performative, data-driven practices play out at the level of the school. This process reveals a ‘field of schooling practices’ characterised by contradictory and contested logics of deifying, delivering and denying data. We describe this as the ‘doublethink of data’, involving teachers engaging with performative processes for purposes of compliance but without any real sense of the value of doing so. The research reveals the extraordinary energy involved in this work, and cautions against these performative practices and associated technologies. 相似文献
14.
Intra‐activity of humans and nonhumans in Writers' Studio: (re)imagining and (re)defining ‘social’ 
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下载免费PDF全文 Posthumanism, or the material turn, refuses to take the distinction between human and nonhuman for granted. Currently discourses in literacy education focus on the ways of incorporating new tools and technologies (products) but within a design perspective, which does not get at the social and participatory ways (processes) of students creating new relationships and realities with materials. A posthuman stance focuses on the processes of literacy artefacts coming into being and what is being produced in the process(es). The social is (re)imagined and (re)defined in processes that encompass social entanglements of humans/nonhuman materials creating newness, new realities. We put to work posthumanist concepts with data that we call the ‘solar system mural assemblage’ from a 7‐ to 8‐year‐old Writers' Studio in order to (re)imagine and (re)define social. We question what counts as ‘social’ when working from a posthumanist stance. Why does a ‘posthumanist social’ matter for literacy educators? How does this perspective not only change our research practices but also pedagogies? We wonder how literacies are produced – how realities come into being – in assemblages of human and nonhuman materials in Writers' Studio. We discuss how and why it matters that we (re)conceptualise the notion of social in literacy education by drawing on posthumanist views. 相似文献
15.
The authors critique the mechanistic notion of aspirations running through much research and policy‐making on educational and vocational outcomes. They present a performative model, with individuals drawing on limited social resources to express aspirations within constrained contexts. This argument is illustrated by discussion of the findings of large‐scale empirical investigation of the aspirations of 490 young people in three UK schools. Five themes from this analysis are presented and it is argued that these need to be explored in order to enrich and expand our understanding of young people's expression of aspirations. 相似文献
16.
The concept of masculinities has traditionally been defined in terms of crises associated with boys’ underachievement, the violence of homophobia, the under-representation of males in caring occupations, the rituals and discourses of laddism, and perceptions of disaffected and unrealised talent. Whereas the topic of masculinities has long been associated with warrants for distinctive and diverse male identities, it has a comparatively more recent history in the research on male Irish primary teachers as a particular social category. Two key findings are discussed in relation to performative masculinities – a form of strategic manoeuvring designed to exploit gender discourses, practices for control, power and privilege. First, the findings show the staffroom as a bellwether or highly developed locus for teacher socialisation through gendered discourses, events and actions. Second, the findings show nonsynchronous performative masculinities not only between male and female teachers but also with male colleagues. Therefore, it is argued that this frequently forgotten and neglected seam in the grand narrative of schools and schooling in Ireland needs to be more fully understood as a variable of quality, social justice and democratic practices across the full scope and sequence of the teacher continuum and as a prerequisite component in all teacher leadership programmes. 相似文献
17.
Aurelio Castro-Varela 《Ethnography and Education》2018,13(3):396-412
ABSTRACTThis paper discusses the main aspects of an ethnographic approach to the Occupy Poble Sec Cinema Forum in Barcelona, Spain, and the difficulties of using participant observation, in which vision is still dominant, in this setting. The methodological challenge stemmed from the ‘native’ position of the researcher – a member of the Forum’s organising group – and the sensory nature of the case study, which displaced the pre-eminence of visual inquiry. Listening attentively, rather than watching, became the main method of studying the Forum’s film screenings. The paper then contextualises these screenings as a pedagogical site emerging through a mobile technological apparatus and a relational context shaped by a logic of care. Lastly, the collective learning which this activity gave rise to is analysed as an event whose newness was based on a more-than-human assemblage of elements and also on the experiences and perspectives of those involved. 相似文献
18.
Christopher J. Harris Joseph S. Krajcik James W. Pellegrino Angela Haydel DeBarger 《Educational Measurement》2019,38(2):53-67
Contemporary views on learning highlight that deep learning occurs not simply by accumulating knowledge, but by using and applying knowledge as one engages in disciplinary activity. Increasingly, those concerned with education policy and practice are shifting priorities toward supporting deeper learning by emphasizing the importance of students’ ability to apply knowledge in subject areas. Designers of student assessments are following suit and are taking on the challenge of creating a new generation of assessments. We present a principled approach for designing classroom‐based assessments that not only assess deeper learning, but also provide teachers with critical information about how students are progressing toward achieving ambitious new learning goals. Our approach follows the evidentiary reasoning of evidence‐centered design and builds on research about the important role of knowledge‐in‐use to support student learning. We illustrate our approach in the context of creating tasks that assess students' science proficiency as reflected in the Next Generation Science Standards that are gaining prominence in the United States. 相似文献
19.
ABSTRACT Drawing upon recent theorising of numbers and data, and applications to schooling, this paper reveals how tensions between more accountability-oriented logics, and more contextually-situated conceptions of engagement with data, played out in one school in a regional community in northern Queensland, Australia. The research reveals that at the same time teachers’ work and learning were heavily influenced by more reductive processes of quantification to account for teachers’ practices, teachers also sought to draw upon the attention to numeric markers of student achievement to foster more substantive teacher learning for student learning. These tensions were expressed in relation to: efforts to foster improved student learning through collection of evidence via ‘short-term data cycles’; engagement in various ‘data conversations’ with senior members of staff, and coaching by more experienced teachers, and; broader teacher learning initiatives focused on enhancing outcomes for specified groups of students identified as able to perform at higher levels of attainment. The research cautions that such practices present a quandary; even as broader processes of quantification of education may stimulate instances of more ongoing, substantive teacher learning for student learning, more performative applications of these numbers and data mitigate against the educative potential of such practices, and substantive learning for all students. 相似文献
20.
Eric L. De Barros 《Changing English: An International Journal of English Teaching》2014,21(4):371-382
In the early 1990s, a popular American dorm-room poster luminously asserted crass materialism as ‘JUSTIFICATION FOR HIGHER EDUCATION’. Self-consciously premised on the paradoxical success of my failure or failure of my success as a professor of Renaissance literature and culture, this essay draws on Erasmus’s educational theory of embodiment to critique the poster’s – and by extension our society’s – popular but ethically bankrupt definition of educational success. Specifically, in contrast to the absence or implied presence of any(body) in the poster, it is the presence of the body as a site of ethical evaluation in Erasmian educational theory that carries precisely the transformative potential to steer our society in a more just direction – a direction which should be – must be – the justification for higher education. 相似文献