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Education ministries in the Caribbean countries have directed considerable attention over the last decade to ‘solving’ the ‘problem’ of boys’ underachievement. Rather than considering such interventions, our central concern in this paper is to revisit debates about the interpretation of the issue, to explore whether boys’ underachievement is indeed a ‘problem’, in the sense of both an empirical reality and an issue requiring political attention. In this paper, we explore contestations over the reality and complexity of educational underachievement and whether this relates to broader political–economic marginalisation (or privileging) of boys. We turn then to explore the relationship between material realities and gendered subjectivities. Overall, we argue that boys’ underachievement should neither be ignored nor be the exclusive focus of attention and that a move from ‘boys’ underachievement’ to a broader analysis of ‘gender and education’ is needed, to place the debate in a gender relational context. 相似文献
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This paper arose amongst the making and showing of a film and questions whether there are possibilities for interrupting powerful discursive frames that work at producing ‘the normal child’. Traditionally there has been a lack of interest in the use and critique of visual culture in educational research. Perhaps this lack of interest provides fertile opportunities to know something of the structure of education as a discipline, the rules that structure it and its deep grammar; it may also open up opportunities for disciplinary boundary-crossings where fields that embrace visual culture, such as photography and filmmaking, can bring their playfulness across binaries, including notions of certainty/ambivalence, to qualitative research in education. By turning to art theory, our aims are to interfere with our utopian longings that steadfastly cling to educational notions of the child. 相似文献
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AbstractIn recent years, the ‘Western tradition’ has increasingly come under attack in anti-colonialist and postmodernist discourses. It is not difficult to sympathise with the concerns that underlie advocacy of historically marginalised traditions, and the West undoubtedly has a lot to answer for. Nonetheless, while arguing a qualified yes to the central question posed for this special issue, we question the assumption that the West can be neatly distinguished from alternative traditions of thought. We argue that there is fundamental implicit and explicit agreement across traditions about the most difficult of issues and on standards about how to reason about them and that the ‘West’ has demonstrably learned from within and without itself. But, we question the very viability under conditions of heightened globalisation and neo-colonialism of distinguishing between thought of the ‘West’ and thought outside the West. It is time to move beyond the reified assumptions that underlie the idea of ‘Western thought’, cast as an agent with a collective purpose. 相似文献
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Tom Inkelaar 《Open Learning》2013,28(2):152-163
Graduation rates in distance higher education are low compared with full-time higher education – often less than 20% compared with full-time UK rates of around 80% – the ‘distance education deficit’. In the University of London International Programmes, the difference between the face-to-face graduation rate of 61.5% and the distance version at 15.7% is particularly marked. A previous paper in Open Learning reported evidence that ‘proactive motivational support’ to distance students had some effect on their success rates. This paper reports an attempt in the International Programmes to use proactive motivational support in the form of ‘motivational emails’ which found an increase in retention of 2.3%. Although this increase was small, it had a positive financial return on investment to the institution. The paper suggests that motivational emails could be made more effective through the use of interactivity, nudging and priming. However, it also argues that distance student retention will always depend less on technology and more on personal human support. 相似文献
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‘Distance education’ and ‘e-learning’: Not the same thing 总被引：3，自引：0，他引：3
This article examines the distinct differences between ‘distance education’ and ‘e-learning’ in higher education settings. Since the emergence of the new information and communication technologies (ICT), many have related to them as the new generation of distance education, and some have referred to their implementation in academia as challenging the very existence of campus-based universities. Many policy makers, scholars and practitioners in higher education use these two terms interchangeably as synonyms. But the fact is that distance education in most higher education systems is not delivered through the new electronic media, and vice versa – e-learning in most universities and colleges all over the world is not used for distance education purposes. ‘Distance education’ and ‘e-learning’ do overlap in some cases, but are by no means identical. The lack of distinction between ‘e-learning’ and ‘distance education’ accounts for much of the misunderstanding of the ICT roles in higher education, and for the wide gap between the rhetoric in the literature describing the future sweeping effects of the ICT on educational environments and their actual implementation. The article examines the erroneous assumptions on which many exaggerated predictions as to the future impact of the ICT were based upon, and it concludes with highlighting the future trends of ‘distance education’ and ‘e-learning’ in academia. 相似文献
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Annette Braun 《教育政策杂志》2013,28(1):115-116
In this paper I outline an approach towards policy analysis that takes governmentality as its point of theoretical orientation and begin to apply this approach to my research into the recently raised compulsory school‐leaving age in Western Australia. I aim to demonstrate the methodological potentials of this approach by giving examples of the thinking and practices that shape and condition the policy. I commence by situating the school‐leaving age policy within a broader field of reforms occurring under the general banner of neoliberalism and argue that the policy is primarily concerned with the conduct of students classified at ‘educational risk’, and with transforming these students to become more visible, participative and engaged in their schooling. By focusing on the policy rationalities and technologies, and drawing on Foucault’s notion of governmentality, I explore the forms of knowledge and practical strategies that are deployed in this policy field. I contend that this particular deployment narrowly constructs young people’s experiences of schooling in ways that do not allow for a broader debate about their declining school attendance and what should be done to address it 相似文献
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Therese Ferguson 《Environmental Education Research》2008,14(5):559-577
In cases where environmental education is institutionalised within schools, the curriculum can affect what and how students learn about ‘nature’ and the ‘environment’. In Jamaica, schools are considered important settings for environmental education; the curriculum therefore includes environmental issues. Using content analysis, representations of ‘nature’ and the ‘environment’ in the nation’s primary level Curriculum Guides were examined. Findings indicate that although many units emphasise an anthropocentric view of nature, this is tempered by depictions of nature’s fragility and, in some instances, nature’s ‘divine’ dimensions. Several curricular units also facilitate student’s creative engagement with nature, allowing for multiple views of the natural world. 相似文献
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Even though choice is not officially a feature in the German primary school system, some parents intervene in determining which school their child attends. Especially in urban contexts, the informal school market is growing. This demand is based on promises with respect to a certain quality of education as well as on issues that prevail in certain inner city schools. In looking at Berlin, as a global city, this article shows how contrary school choice practices gain traction in the face of ‘cultural differences’ that those practices produce discursively. Cultural semantics are activated with regard to the composition of the student body, when parents chose schools with a bilingual profile, but also when parents engage in the practice of ‘group enrolment’ into schools in inner city hotspots perceived as problematic. Our research shows how school choice practices may become acceptable despite being a public taboo, if parents argue by appeal to ‘cultural differences’. 相似文献
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Iris Duhn 《Educational Philosophy and Theory》2018,50(14):1596-1597
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《Journal of moral education》2012,41(3):182-188
Abstract The term ‘pastor’ clearly has a religious origin and is thought of in connection with providing spiritual sustenance. Such provision must be seen in relation to some concept of authority since the pastor's job could otherwise not be done. It is likely that the connotation of a pastor in the religious sense has been carried over to the schools, especially when it is considered that schools are traditionally structures of authority. What is necessary is to insist upon the conceptual link between ‘pastoral care’ and ‘authority’ explicitly, so as to judge the final appropriateness of ‘pastoral care’ in schools. 相似文献
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Aaron Koh 《Discourse: Studies in the Cultural Politics of Education》2012,33(2):167-178
This article mobilizes story-telling to narrate my lived experience of teaching English as a minority academic in one Australian university. Positioning myself as living ‘in-between’ two cultures and as an ‘Other’, I tell my story of how I have been ‘racialized’ and ‘Othered’ because I do not look White, and my spoken English is distinctly accented; hence, my legitimacy of teaching English is held suspect. My story contributes to the theorizing of the sociology of the in-between with the argument that while living in-between culture can be a space of negativity, it can also be a space of empowerment if one exercises choice and agency by forging new spaces. I end my story-telling with a happy ending by presenting a contrasting story of how my run-away from Australia to (a new space in) Hong Kong to teach English has reaffirmed my cultural capital as I morph into a different ‘Other’. 相似文献
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Northern Ireland beginning teachers' experiences of induction: the ‘haves’ and the ‘have nots’ 总被引：1，自引：1，他引：0
The induction of beginning teachers continues to occupy a significant position on educational policy agendas as a crucial dimension in the formation of a teacher and one upon which an emergent career is built. Whilst there is growing impetus to establish an induction model that constitutes a relevant, fulfilling experience, current arrangements continue to vary throughout the UK. This paper describes induction as it affected a sample of beginning teachers in Northern Ireland, where there is a dearth of permanent positions for those newly qualified. Highly contrasting experiences of the induction year emerged between graduates in permanent and one‐year temporary positions, and those who were short‐term temporary and supply teachers. The former completed a meaningful induction whereas the latter, because of sporadic, fragmented employment, did not. A flexible model of induction is proposed, with collaborative involvement of the higher education institutions, the schools and the local education authorities. 相似文献
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Margaret Zeegers 《Asia-Pacific Journal of Teacher Education》1999,27(1):5-9
As teacher educators we are in perhaps one of the most demanding of professions in terms of constant upgrading of qualifications and updating of skills and knowledge, keeping abreast of new developments in education. As we question the relevance of what has become traditional discourse to inform our practice (such as Marxism on the Left of the political spectrum and various forms of discourses of the Right) we raise serious questions as well in reference to the ideological basis for academic boundaries that have become established, that have in effect structured the way in which we have been taught, the way we have engaged in learning, and in turn, the way we engage in our own practices of teaching and learning in our dealings with subject disciples and knowledge formations. It is now that we are seriously criticizing such discourses as having ignored the socially constructed nature of what is taught, how it is taught, and not only the underpinnings of the way they are evaluated, but how they are actually valued. This paper points to some of the implications of postmodernism for practioners. 相似文献
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The low status of the foundation subjects (e.g. Music and Physical Education (PE)) in English primary schools is well documented. Using PE as an illustrative example, a thematic analysis of 51 PE trainee students’ assignments, based on their perceptions of a two-week experience in a primary school, highlighted a number of areas of concern (e.g. limited/inadequate preparation; insufficient teacher knowledge/confidence; variable/limited subject leadership and non-qualified teachers delivering the curriculum). The possibility of teachers, coaches and other external specialists learning collaboratively with and from each other within a community of practice/learning is proposed as one way of strengthening the foundation subjects within the primary school curriculum. 相似文献
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Sally Power Kevin Smith 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):590-602
This paper explores the responses of nearly 1200 children and young people in Wales who were asked to identify which three famous people they most admired and which three they most disliked. Analysis of these young people's responses reveals a number of sociological and educational issues. Their selections confirm other research which has highlighted the importance of celebrities in the lives of young people. Their ‘heroes’ and ‘villains’ are drawn mostly from the worlds of popular music and sport. Their choices are also highly gendered and ‘raced’. Of particular interest is the finding that someone's ‘villain’ is more than likely to be someone else's ‘hero’. Our young people's selection of heroes and villains reflects the broader landscape of celebrity culture, where female fame is as much about appearance as talent and Black and minority ethnic celebrities are to be found largely in the fields of sport or popular music. The paper concludes by discussing the chasm between our young people's ‘heroes’ and ‘villains’ and those which are ‘officially sanctioned’ within the school curriculum and considers what schools and teachers might do about it. 相似文献
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