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1.
The present paper deals with Jewish and Palestinian teachers who work in an integrated school in Israel, and shows the challenges and possibilities from examining these teachers' powerful historical narratives in the context of in-service training sessions. It is shown how these teachers essentially remain firmly rooted in the hegemonic historical narratives of their own community, even when their attitudes are challenged and clearer alternatives are considered to the reigning narratives. The findings highlight predominantly the failures in terms of the potential of educational efforts to help overcome situations of intractable conflict even within contexts specifically devised for this purpose; yet, also some openings become apparent in the process of negotiating competing narratives and inventing new dialogic possibilities. The implications of this work suggest that schools and their historical tradition are difficult places to reach change or produce it—even in integrated schools in which partial structural change takes place—and teacher training may not always be the answer for the need to bring changes. However, it is also indicated that an ongoing agonistics of raising critical issues regarding one's identifications with hegemonic narratives does offer openings to take responsibility for both the challenges and the dialogic possibilities that are created in the process. 相似文献
2.
尼尔·波兹曼学校批判与学校重构理论 总被引：1，自引：0，他引：1
尼尔·波兹曼关于学校批判的理论以及学校重建的主张有助于我们重新认识学校的功能.尼尔·波兹曼梳理了美国当代学校批判运动的简明历史,并提出了学校批判的具体主张.他界定了理想学校的特征,对于传统学校的叙事神话予以了批判分析,提出了理想学校的全新叙事神话,并指出重建教学活动,重建学校的设想. 相似文献
3.
This article reports on a study that was funded by the National College for School Leadership in order to explore practices, drivers and barriers to leadership talent identification, leadership development, leadership succession planning and leadership retention within a group of contextually different schools. The article offers two narratives from primary school headteachers, operating in different circumstances, in order to show the ways in which schools are attempting to ‘grow their own’ leaders through systematic policies for leadership development. Key features of successful schools which consider themselves to be good at leadership development, which may be relevant to other primary schools, are outlined. 相似文献
4.
Launched in January 2010, the MySchool.edu.au website, which ranks and compares schools on the basis of standardised literacy and numeracy tests, has been the subject of intense media coverage. This article examines 34 editorials focused on MySchool, published from October 2009 to August 2010, and identifies three key narratives in operation, those of distrust, choice and performance. It argues that these narratives work together to reinforce and promote neoliberal educational discourses at the heart of what Michael Apple has termed the ‘conservative modernisation’ of education and other social services. Together, the dominant narratives position MySchool and the ensuing newspaper-generated and published league tables as the solution to problems of poor performance, ‘bad’ schools and ‘bad’ teachers in the face of times characterised by self-interested teachers and governments keen to shirk their responsibility in the education arena. 相似文献
5.
Shawanda Stockfelt 《Compare》2015,45(1):5-25
The paper discusses factors impacting on boys’ educational aspirations at two case-study schools in urban Jamaica. It focuses on boys’ experience of their educational environment in relation to social, cultural and economic factors, which shapes the nature of their aspirations towards higher education. The study utilised Bourdieu’s notion of ‘capital’ grounded in a critical realist meta-theoretical framework, the narratives of the participants and the researcher’s experiential understanding as a participant observer to explore boys’ aspirations over a 12-month period. The findings from the study suggested that boys’ educational aspirations are complex and affected by their level of capital in relation to persistent narratives from family and the Jamaican Diaspora within high-income countries like the UK, the USA and Canada. 相似文献
6.
Jeannine E. Dingus 《The Urban Review》2006,38(3):211-233
National narratives on the movement to desegregate Southern schools, as construed by dominant cultural forces, focus on school desegregation from the vantage point of dominant culture; portraying school desegregation as a singular and inevitable event emanating from jurisprudence and principles of democracy, with little attention to the complexities of those most impacted. This article argues the importance of including counterstory to such narratives, specifically highlighting the narratives of African American teachers. Using qualitative methods, the study this article demonstrates how African American teachers’ personal narratives of school desegregation provide a window into the complexities of school desegregation illuminating the ways in which race, social class standing, gender, and personal relationships compounded individual support, views, resistance, and participation in the movement to desegregate Southern schools.Jeannine E. Dingus in an Assistant Professor of Margaret Warner School of Education and Human Development in University of Rochester. 相似文献
7.
Srikala Naraian Shenila Khoja-Moolji 《International journal of qualitative studies in education》2016,29(9):1131-1147
Drawing on data from two studies conducted in US public schools, this paper traces the affective productions and performances of teachers to illustrate the role of affect in delineating (non)normative pedagogical practices in inclusive classrooms. Occupying a borderland space in narrative inquiry that permitted the straddling of differing philosophical traditions, we sought to both acknowledge the agentive work of teachers as well as the affectively constituted nature of their engagements with schools and learners. Data from teacher narratives disclosed particular preconceptions of schools as ‘happy places,’ that delineated affective norms for an inclusive classroom. As teachers took up the affective responsibility of schools, they managed and modified their own as well as their students’ affective performances and orientations, producing meanings of disability that often worked at odds with inclusive ends. Their efforts indexed the importance of affect in the delineation of teacher competency for inclusive pedagogy. 相似文献
8.
Drawing on in-depth interviews with 15 openly bisexual male youth from sixth forms across the UK, this article documents positive experiences of bisexual male youth in school: participants had positive coming out experiences and did not encounter significant discrimination or harassment because of their sexual identity. Participants attribute this to the inclusive environments of their schools and local cultures. Examining the narratives of two participants who had negative experiences, this article also highlights continued issues for bisexual youth in schools. It thus advances our understanding of contemporary bisexual lives in educational institutions, and contributes to debates about whether sixth forms are more inclusive spaces than secondary schools for bisexuals. 相似文献
9.
Anthony Ruck 《The International Journal of Art & Design Education》2020,39(2):405-417
Education increasingly operates in neoliberal terms; privatisation, marketisation and competition have become key drivers for schools in England. This article explores the findings from an ethnography that points to how arts education practices are being used to ‘art‐wash’ schools resulting in parents with the requisite economic, social and cultural capitals ensuring that their children benefit the most from a creative education. Whilst most of the narratives on artwashing have so far focused on arts institutions and global capital, this article questions how some of the specific processes of gentrification may be extended to the current education system in England and ask if schools and arts organisations may increasingly be ‘art‐washing education’. 相似文献
10.
Joanna Dennis 《Educational Philosophy and Theory》2018,50(9):849-857
AbstractThe recent expansion of the English academies programme has initiated a period of significant change within the state education system. As established administration has been disrupted, new providers from business and philanthropy have entered the sector with a range of approaches to transform schools. This paper examines the development of co-operative schools, which are positioned as an ‘ethical alternative’ within the system and have proved popular with teachers and parents. Using a theory of co-operative power drawn from the philosophy of Spinoza (1632–1677), the author explores how co-operative schools have emerged, with and against the reforming agenda, using narratives of hope and resistance. Spinoza provides theoretical resources to critique this positioning and to project beyond the limiting narratives to an affirmative vision for co-operative schools. 相似文献
11.
Allison Daniel Anders 《The Urban Review》2011,43(4):528-546
In this article I represented educational narratives from two students who completed college coursework while they were incarcerated
in a closed correctional facility in North Carolina. Alongside their narratives, I shared literature that addressed inadequacies
in the United States social welfare programs, an absence of a living wage, and whitestream dominance in US public schools
and analyzed the narratives of these students’ childhoods. These narratives were situated at the intersections of poverty
and illegal work. Often these intersections remain invisible in policy discourse and educational contexts in the high accountability/high
stakes testing movement that positions the curriculum, and not the child, as the most important thing in the classroom. Subsequently,
I challenged educators and researchers committed to the pursuit of equity to question how the children in our classrooms and
youth in our prisons were raced, gendered, and classed, and to engage in careful and layered understandings of our students’
lives. 相似文献
12.
Anna Rachel Craft 《Education 3-13》2016,44(4):407-425
This paper reviews the nature of possibility thinking (PT) (transformation from what is to what might be, in everyday contexts for children and teachers) and reports on how PT manifested in two English primary schools engaged in social change. It identifies shared characteristics across the schools as well as unique ways in which PT manifested. With a focus on uniquely positioned professional wisdom, each school was engaged in change which rejected some assumptions while integrating new ideas relevant to their community, leading to quiet revolutions. Implications for primary schools that generate their own practices and narratives regarding educational futures are discussed. 相似文献
13.
In this article, I present narratives told to me by female students of color who attended high school in an urban setting. Collected as part of an interpretive study in which I interviewed students during their senior year of high school and the first two years after graduation, these narratives focus on two themes: identity as oppositional and as contingent or shifting. I use these narratives to describe how youth simultaneously participated in and resisted school. I show that youth's shifting sets of identities shaped their participation in school, their definitions of success and the visions they held for the future. This article suggests that schools provide safe spaces for adults and young women to form mentoring relationships, that we reorganize schools so that school personnel have contact with fewer students, and finally, that we be careful not to write off students once they have children or because of poor academic records. The narratives belie simple explanations of success or failure for females of color living in poverty. Rather, they suggest the importance of listening to youth as we reformulate education policy and practice. 相似文献
14.
15.
Jen Scott Curwood 《Teaching Education》2014,25(2):156-183
This year-long ethnographic case study examined high school teachers’ participation in technology-focused professional development. By pairing a dialogical perspective on teacher identity with a micro-level analysis of narratives, findings indicate that teachers use language and other semiotic resources to express their own identity as well as to acknowledge, expand on, and counter others’ identity claims. Moreover, technology integration may challenge teachers’ established identities or threaten their authority in the classroom. This analysis suggests that teacher educators need to value teachers’ established and emergent identities as well as create space for dialogic narratives in order to facilitate technology integration in schools. 相似文献
16.
In the United States and around the world, refugees are frequently portrayed as helpless victims, burdens of the host society, and potential criminals. Similarly, in schools even well-intentioned educators focus on what they lack, rather than the various stories, experiences, and perspectives they have to offer. To provide another perspective, we aim to find ways to empower resettled refugee youth and draw implications for education of former refugees and other marginalized students. Through interviews, we sought to understand the stories of ten former Burmese refugee adolescents with respect to their backgrounds, migration, and school experiences. Our analysis shows that they recognized their marginalized positionings in the United States that are attributable to their limited English proficiency, ethnicity and race, and former refugee status. They, however, authored narratives of themselves that contest such marginalizing narratives by providing diverse stories of refugees different from dominant ones and positioning themselves as valuable members of local communities and change agents for a more equitable society. These findings call for pedagogical approaches in which schools and communities provide space for stories that former refugee youths bring, value stories authored by them, and draw on their perspectives on inequity and social transformation. 相似文献
17.
This paper explores the ways two young women, living in Australia, make sense of themselves, their activities, and futures. The two young women come from two different schooling contexts—a prestigious private school and a government school. We analyse their self‐narratives in relation to neoliberal discourse, and consider how, and with what effects, their school contexts privilege and make available neoliberal discourses, and work to produce different subjectivities and notions of ‘worthwhile’ or ‘good’ lives. Conceptualising schools as sites of subjection, we analyse the discourses that their respective schools make available to the young women, and how they have appropriated them. We suggest that the different exposure and access to neoliberal discourses position the women very differently in terms of future possibilities and work‐life scenarios in the neoliberal economy. In that way, the article seeks to make a contribution towards understanding schools as implicated in social (re)production and in the (re)production of classed subjectivities. 相似文献
18.
Amy Stambach 《Gender and education》2001,13(2):199-216
This article concerns gendered dimensions of parental involvement in two US charter schools. Drawing on the narratives of parents who have founded charter schools, and on conversations with school administrators and parents in the main public school district, it presents an analysis of the way parent-teacher interactions are being reframed in the context of school choice. The author argues that in a context in which parents are being asked both to produce and consume new educational programs, parents-practically speaking, mothers-who involve themselves in organizing charter schools run the risk of being seen as stepping out of their roles as consumers and caregivers. The implications of mothers' involvement in charter schools for parent-teacher interactions and for the trajectory of school reform are explored. 相似文献
19.
This paper draws on data collected from young white middle class women experiencing eating disorders to highlight what we refer to as the paradox of performativity in schools. In interviews with these young women on their schooling experiences, their narratives convey both a critique of the social conditions of their schooling and their subjugated subjectivities, yet claim they are unable to ‘voice’ that critique within schools, or to resist performativity. In this paper, we explore this ambiguity and the implications it has for the subjectivities of young women. Such stories vividly reveal the painful and complex processes they endure in an effort to conform to performative cultures. The limits and possibilities of their ‘voice’ within these contexts, we suggest, reveals how performative discourse intersects with and is mediated by the embodied knowledge that both teachers and students bring to these educational encounters. 相似文献
20.
Trauma,justice and the politics of emotion: the violence of sentimentality in education 总被引：1，自引：0，他引：1
This article interrogates the sentimentality, resentment or desensitization in education as a result of the politics of emotion in the circulation of trauma narratives. Such an interrogation advises a different analysis of trauma narratives, one that acknowledges the politics of trauma and the dangers from its rhetoric. Sentimental education takes its strength by framing normative emotional responses to all traumas; it is grounded on empty empathy and unfounded optimism while giving the illusion of a just response. The tension between claims for universality or particularity of trauma requires a different pedagogical treatment of trauma narratives – one that moves beyond such a duality. It is argued that this tension needs to be critically interrogated in schools, and educators and students need to consider what it would mean to subvert sentimental responses to trauma narratives. 相似文献