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2.
Achievement goal theory, as an attempt to explain the factors that influence motivated behavior, has received signiticant attention from youth sport researchers, sport psychologists, and educators since its proposal in 1980. This papr reviews the basic tenets of achievement goal theory and outlines potential problems through its usage in attempting lo understand student behavior and attitudes in physical education. Specifically, I argue this reductionist and decontextualized research treats the physical education student as a motivational problem, the teacher as the solution, and the social context of physical education and sport as nonproblematic. This positivist approach to knowledge construction may indirectly act to perpetuate inequitable power relations and dominant idenlogies found in physical education. Ironically, this could dissuade certain youth from participating in sport or physical education, the antithesis of the activity promotion objectives of many achievement goal theorists. I conclude by suggesting to enhance physical education practice, research should employ critical and reflective methods of knowing and continue to seek out student and teacher voices to help create responsive leaming environments for diverse student needs.  相似文献   

3.
Amy Liu 《Higher Education》2011,62(4):383-397
Framed by historical and contemporary discussions, this article reviews the principal foundations of meritocracy and uses the public University of California system as a point of departure for examining the connection between meritocracy and higher education within the context of the United States. Through consideration of four dimensions that inform the concept of meritocracy—merit, distributive justice, equality of opportunity, and social mobility—this review examines the underlying tenets of meritocracy to better understand how higher education functions within it. In The Coming of Post-Industrial Society, Daniel Bell (1973) suggested that higher education would become a “defensive necessity.” However, if colleges and universities are to serve as instruments for creating and expanding opportunity, then higher education must be more profound than simply being reduced to “defensive necessity,” and it is important for researchers to examine more closely the theoretical concerns of meritocracy and the higher education implications.  相似文献   

4.
Student drop-out remains a critical issue facing educational professionals. For higher education, the vast research in the past 40 years has been influenced by the work of Tinto and his model of student persistence. In this model are several elements that have proven to sharpen the focus of student drop-out research such as the concept of integration. The philosophical foundation for these concepts stems from Durkheim’s work on suicide. Specifically, Tinto’s employs Durkheim’s “egotistical” suicide type as an analogy for student departure while attributing students’ departure as a decision to separate themselves from the academic community. However; assigning causation of student departure to students’ decisions stands in stark contrast to the theoretical underpinnings of Durkheim’s work. Durkheim believed that certain social tendencies cause suicides. If student drop-out is to be typified by a certain Durkheimian suicide “type,” then specific social facts must exist in those societies. In this article, student departure in higher education will be examined using Durkheim’s theory of suicide complemented with Bourdieu’s theory of symbolic violence. Egotistical suicide will then be re-examined as an analogy for student departure and the Durkheimian suicide “fatalistic” will be presented as suitable analogy for student departure.  相似文献   

5.
Since the Post-9/11 GI Bill was enacted in 2009, student veteran populations have nearly doubled while services that support their transition to higher education have dramatically increased. Despite a surge in resources, however, institutions are deficient in training faculty and staff about veterans’ issues, consequently leaving student veterans susceptible to inaccurate perceptions about their service and wellbeing. In an effort to provide an inclusive environment for service members, this article discusses findings from two focus groups and 14 interviews with student veterans. Recommendations for training faculty and staff and enhancing the visibility of veterans’ issues through Veteran Ally training and student veteran discussion panels are discussed.  相似文献   

6.
Public education in post-industrial societies has been restructured based on a human capital model that prioritizes the economic value of citizens for the benefit of globally competitive national economies. In a policy-as-numbers climate [Lingard, B. (2011). Policy as numbers: Ac/counting for educational research. The Australian Educational Researcher, 38(4), 355–382], school administrators and teachers struggle to ‘produce results’ and ‘close gaps’ within accountability systems built on standardized measures of learning. What possibilities exist for critical literacy as viable classroom pedagogy in such an environment? This article offers a contextual–empirical analysis of efforts to implement critical literacy in mainstream secondary classes in Singapore. Drawing on Freire’s notion of generative themes, it identifies key political-policy constraints, showing how they impacted the pedagogical enactment of critical literacy tenets and pinpointing a focal direction for critical literacy in Singapore’s English education. More generally, the article argues that critical literacy, more than ever, must be a localized practice responding to exigencies emerging at the global–local nexus.  相似文献   

7.
The Covid-19 pandemic has not only led to medical conundrums and uncharted scientific territories but has also engendered new educational challenges and opportunities that need to be considered in order to reconceptualise, recalibrate and reconfigure higher education in terms of its inclusive foundations and orientations. While current research has highlighted the role of digital teaching methodologies in creating the ‘new normal’ in higher education in the post-Covid-19 era, the ‘new normal’ must be concomitantly envisaged in terms of the role of higher education in fostering more inclusive e-learning spaces. This article discusses the ways in which the tenets of an inclusive pedagogical discourse can be conceptualized and enacted in virtual learning environments in terms of teaching methodologies, learner-centred content delivery and formative assessment implementation. The pedagogical triptych should be underpinned by an inclusive and equity-based ‘cyberculture’ that constitutes a sine qua non element in developing all students' sense of belonging and learning in higher education.  相似文献   

8.
The ‘student voice’ is highly profiled in UK higher education, yet highly under-theorised. Over the past 20 years UK universities have gone from a taxpayer-funded, free at the point of use model, to one supported through tuition fees via Government-backed loans. Subsequently, there is a growth of discourse about universities as businesses and students as paying customers/consumers whose opinions and demands must be considered. This article outlines four possible theoretical lenses (or frameworks) through which student voice can be analysed, enabling an exploration of the vested interests and power relations entailed. These lenses draw on (1) research on student voice and power in compulsory education; (2) regulatory capture from Economics; (3) the notion of students voice as part of an incomplete whole and (4) non-representational theory, developed in Human Geography by Nigel Thrift.  相似文献   

9.
The paper provides a systemic literature review and a typology of texts that discuss student resistance in the classroom in Higher Education. Analysing 134 empirical and conceptual studies published between 1988 and 2018 for how student resistance is conceptualised, this review identifies three approaches: functional‐instrumentalist, critical‐emancipatory and critical‐functional. Presenting the three approaches in more depth, the article points to the main tenets, like supposed reasons for and suggested ways of handling student resistance. In the final part of the analysis, the paper discusses the typology in light of the current institutional background of Higher Education, including the managerial university and ambivalences of critical education. Finally, the article offers future research directions.  相似文献   

10.
This paper focuses on the relationship between the media and educational policies in the context of the ‘neoliberal newspeak’, which has characterized the current circulation of ideas in cultural production. Using framing theory, this article presents a critical discourse analysis on the editorials published about the 2011 student movement by El Mercurio, the most influential newspaper in Chile. El Mercurio is more than a newspaper. It is an institution; an institution that supports conservative ideas. El Mercurio framed the public discussion about educational policies and defended neoliberal education based on three discourses: the neoliberal system is absolute, public education is valued less than private and education is a technical issue, not political. By invoking this rhetoric strategy, these discourses attempted to maintain the neoliberal education system in Chile, which in turn rejected the social struggles of the student movement.  相似文献   

11.
Abstract

This study centers on the racialized experiences of Afro-Latino undergraduates at historically White institutions. Of particular interest, I examine how six Afro-Latino collegains experience intragroup marginalization due to colorism. The research design is undergirded by critical race theory and a critical race methodology. Participants’ narratives reflect how colorism manifests in the lives of Afro-Latino collegians. In drawing attention to a population that has been rendered invisible in higher education, findings from this study guide implications for future research and practice for higher education and student affairs leaders.  相似文献   

12.
One of the most important issues in vocational education is the interaction between learning at school and at different workplaces. Students need to transfer what they have learned in and between these different learning arenas. However, little agreement exists among researchers on how to conceptualise and empirically study transfer of learning. This article aims to enhance our understanding of this process in technical vocational education by adding a new perspective on transfer: the phenomenological lifeworld approach. Eleven interviews with students enrolled in the Energy and Industry programmes at a Swedish upper-secondary school were conducted. Three transfer themes emerged from the data: learning for new situations, variation and integration of theory and practice. The student perspective, based on the lifeworld approach shows that the different learning arenas – the school and workplaces – can complement each other. The learning arenas offer different opportunities for learning, and learning in both arenas is necessary in order to prepare for an unknown future, according to the students in this study.  相似文献   

13.
Examining both the GI Bill and the origins of desegregation of traditionally segregated institutions of higher learning in the South, this historical essay argues that these 2 separate historic markers should not be considered independently. Indeed, to understand the full scope of the GI Bill, we must consider the limited options that Black veterans had when it came to college admissions. Conversely, when considering the desegregation of historically segregated southern colleges and universities, we must also evaluate the strong will many Black veterans expressed in their desire to redeem the federal government's promise for a college education. Building off the body of critical scholarship published on the GI Bill, this article closely examines the enrollment and experience of the first 2 Black veterans to attend the University of Florida (UF), contextualizing the experiences of these veterans with that of other African Americans seeking to gain acceptance to historically segregated public universities in the United States. It also contrasts the African American veteran experience at UF with that of the first White veterans to attend UF following World War II.  相似文献   

14.
ABSTRACT

This study chronicles a semester long inquiry focused on the impacts of pedagogical strategies informed by the tenets of third space theory on my own practices and understanding of students’ learning outcomes in an action research course. As I applied new instructional strategies to promote discourse and critical inquiry, I reflexively explored how these approaches enhanced my impacts on students’ learning and praxis of action research. This paper first provides a brief introduction to third space theory and then describes how I infused this framework into my course approach, the different types of data collected and analyzed to gauge the impacts of new pedagogies, and findings that emerged. These are summarized in relation to the conditions that both undergirded and elevated students’ engagement, and directions for further research to advance the praxis of action research across teacher education contexts.  相似文献   

15.
ABSTRACT

Sport has the potential to serve as a context in which youth can develop as players and people. Positive youth development (PYD) through sport is a prevalent strength-based approach that aims to promote life skills acquisition in youth participants. The purpose of this article is to demonstrate the utility of critically interrogating PYD through sport using critical race theory (CRT). Select key tenets of CRT serve as analytical tools that can highlight potentially problematic assumptions that underline current approaches to PYD through sport. Interrogation of PYD through sport using CRT exposes its limitations in theory, research, and practice. This race-centered perspective can help to reimagine sport coaching for positive development from a more socially responsible, critical praxis.  相似文献   

16.
Contemporary critiques of student learning research call for new theoretical and methodological approaches. This article proposes a social realist approach to this research, using the morphogenetic theory of sociologist Margaret Archer. The applicability of this approach is demonstrated by reference to an empirical study of engineering students at a South African university, using narrative analysis. In the article itself, two narratives are given in some detail, illustrating the key outlines of the analysis. Students’ emerging personal identities are shown to be highly dependent on their social backgrounds, yet when in the university the possibilities for the morphogenesis of student agency are very constrained. A critical interrogation of these findings proposes that a true higher education should facilitate the development of an enlarged sense of agency for students.  相似文献   

17.
Ongoing curriculum change in higher education is essential to enhance student learning and better prepare them for the job‐market. However, research shows that faculty are reluctant to implement such changes because students generally react adversely thereby negating any potential benefits, and moreover, sanction faculty through lower evaluations and future enrollment. Yet, understanding of the effect of curriculum changes on students’ course and instructor perceptions is limited. In this article we attempt to fill this gap. Drawing on two empirical findings—students’ motivation to attend college becoming increasingly extrinsic since the 1960s and their inability to recognize, ex ante, the value‐added by a curriculum change—and the norm life‐cycle theory, we argue that any effort‐increasing or grade‐threatening change is viewed as non‐normative and will lead to an adverse student reaction. However, this adverse reaction will dissipate over time once a critical mass of students is convinced of the merits of the new curriculum. We find support for our hypotheses by analyzing change in student perceptions following curriculum changes at a U.S. University. In addition, we also find that once the adverse reaction dissipates, students’ perceptions of the new curriculum become more positive than the old curriculum, only to be reversed once the revised curriculum is accepted as the new norm.  相似文献   

18.
This article examines the case of academic drift, as an example of a theory developed and applied within higher education research. It traces the origins and meaning of the term, reviews its application by higher education researchers, and discusses the issues it raises and the critiques it has attracted. It concludes that academic drift is at the heart of the long-standing liberal/vocational education debate, so is likely to continue to attract attention. The contemporary application of this theoretical framework also illustrates both the tendency for researchers to re-invent similar ideas in different times and places, and to ignore or overlook the work of some researchers whilst acknowledging that of others.  相似文献   

19.
ABSTRACT

Full-time undergraduate applicants to English universities must apply via the University and Colleges Admission Service (UCAS). By analysing the UCAS statements of 15 undergraduate applicants this article attempts to develop a critical understanding of the role that the personal statement has in applicants’ formation of themselves as subjects within higher education. The article explores how UCAS’s advice around the personal statements draws on discourses that frame higher education as an investment in human capital. Through a textual analysis of applicants’ statements, the article explores how applicants come to present themselves as competitive subjects within their personal statements, and suggests they adopt this position not because they are preparing themselves for the unlimited number of student places in higher education, but for the limited number of graduate jobs that await afterwards. The article suggests there is a ‘cruel optimism’ to this element of the application process, linked to structural inequalities.  相似文献   

20.
As part of the Learning, Media & Technology series on ‘Key Thinkers and Theoretical Traditions’, this paper explores the relevance of C. Wright Mills’ much lauded book ‘The Sociological Imagination’. The argument is made that we would do well to take heed of many of the central tenets of Mills’ call to arms for a historically aware, politically focused and carefully crafted social science. These include Mills’ concerns over the dominance of abstract empiricism, being beholden to the demands of ‘bureaucratic’ research agendas, a tendency towards psychologism and/or resorting to default explanations of the apparent failings of individuals and institutions in terms of a cultural/technological ‘lag’. The paper argues how Mills’ writing should inspire researchers to think beyond the realms of their own experiences, interests and passions, to look beyond the shallow allure of the latest ‘new’ technology, and to critically engage with the social, historical, biographical and political dimensions of education and technology.  相似文献   

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