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1.
This paper explores the ways in which digital technologies are now implicated in the work – and specifically the labour – of school teachers. Drawing upon qualitative studies in two Australian high schools, the paper examines the variety of ways in which teachers’ work is now enacted and experienced along digital lines. In particular, the paper highlights the association of digital technologies with the standardization, evidencing, intensification and altered affect of teachers’ work. The paper questions the extent to which these trends might be seen as constituting ‘new’ forms of labour, with the research data pointing to continuities and disjunctures in terms of teachers’ autonomy and professionalization. The paper also considers how these conditions are experienced in different ways across the teaching workforce. The paper concludes by reflecting on how fairer and/or empowering working conditions might be achievable through alternate uses of digital technology.  相似文献   

2.
ABSTRACT

Action research has enjoyed phenomenal growth in the field of education as a catalyst for teacher professional learning with a view to school improvement, but it is commonly remodelled across various local settings. Adopting a Schatzkian perspective, this study investigates the experiences of a range of teachers engaging in an action research program in a competitive, profit-oriented setting – the English Language Intensive Courses for Overseas Students (ELICOS) sector in Australia – to explore how action research has been prefigured and remodelled in this unique context. A qualitative case study approach was adopted and a series of semi-structured interviews conducted with teachers and managers of ELICOS centres. Results of this study indicate that the way action research is understood and practised by teachers and managers in the ELICOS sector has been shaped by the competitive, profit-oriented context in which they function, with an emphasis on ‘winning’ and gaining status through action research.  相似文献   

3.
Abstract

This article extends recent attempts to think (post)qualitative research together with decolonial, postcolonial and other critiques – as a frictional, fraught encounter. I review how the concept of voice has been used in past and present research with children and young people: from research speaking about children and young people, dialogical speaking with the ‘agentic’ young person, poststructural refusals of ‘raw voices’ speaking for themselves, and (post)qualitative onto-epistemological experiments with utterances spoken in research assemblages. Reading one of my research practices – the mis/use of cloth puppets with high school students – through recent critiques of (post)qualitative work, two particular concerns materialize: accounting for relations between past and present research, and accounting for what comes to matter during and after research encounters.  相似文献   

4.
A need for research on young children’s mental health has been identified. Moreover, there is a need to enhance teachers’ skills regarding health promotion work in preschool. The aim of the study is to examine the impact of a specific course on mental health promotion among Swedish preschool teachers. Data were gathered through interviews and documentation. A qualitative content analysis was used. Three categories: ‘attention’, ‘belonging’ and ‘personal growth’ – and six subcategories emerged from the analysis. The latent content of these categories is described in the theme: ‘Increased awareness, in thoughts and actions, of promoting mental health may create a sense of trust at preschools’. The results show that a specific course to promote mental health enhanced the teachers’ awareness of mental health which improved their work with children. This contributed to the development of a sense of trust at preschools, which is important to children’s mental health.  相似文献   

5.
This study reports on the development of a self-reported measurement instrument – The Teacher Educators’ Researcherly Disposition Scale (TERDS) – to improve understanding of teacher educators’ researcherly disposition. Teacher educators’ researcherly disposition refers to the habit of mind to engage with research – both as consumers and producers – to improve their practice and contribute to the knowledge base on teacher education. Taking into account the shortcomings of the emerging field of teacher educator professional development research (which is largely confined to small-scale, qualitative studies), a large-scale quantitative survey study (n?=?944) was conducted. The first part of the article reports the results of factor analysis (EFA and CFA), which suggest a four-factor structure of teacher educators’ researcherly disposition: (1) ‘valuing research’ (α?=?.86), (2) ‘being a smart consumer of research’ (α?=?.89), (3) ‘being able to conduct research’ (α?=?.82), and (4) ‘conducting research’ (α?=?.87). Goodness of fit estimates were calculated, indicating good fit. The second part of the article explores differences in teacher educators’ researcherly disposition across several subgroups of teacher educators using the developed instrument. Results indicate that having research experience leads to significantly higher scores on each of the subscales. Furthermore, significantly higher scores were found for those with more than 3 years’ experience as a teacher educator, as well as for those without (prior) teaching experience in compulsory education. To conclude, the implications for further research and practices related to teacher educators’ professional development are discussed.  相似文献   

6.
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   

7.
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8.
Herbert Read's Education through Art (henceforth ETA) is a pioneering attempt to provide empirical evidence for the need for art in the public school system. Rooting for art education, Read applies the conclusions of the newly evolving psychological research to his thesis on education, which he holds to be a contemporary revival of Plato's educational theory. Psychological research proves, Read believes, that art is required for the healthy cognitive and emotional development of the child, thereby creating a stable and productive society. ‘Education through art’ nurtures each individual's potential, so that every professional direction one would later take would be ‘art'. Since its publication in 1943, art‐education enthusiasts seem to hold that Read was on the right track, but that ETA suffers from a lack of evidence – a mere technicality that can be amended when research advances. Contrariwise, I argue that Read's thesis is inherently problematic, rather than empirically inaccurate. Psychological research may never suffice for the justification of art education, if ‘art education’ is both substituted for ‘creativity’ and expected to produce testable – immediate and quantifiable – results. My interest is not only in Read's theory per se, but in this form of justification. To wit, the discussion examines ETA as a case study in the empirical justification of art education.  相似文献   

9.
The work of Ball, Bowe and Gewirtz is probably the most important research to be published on the implications of recent ‘school choice’ reforms in England and Wales. One of their most notable conclusions points to the relationship between social class and school choice. Their conclusions are challenged on methodological grounds. First, it is not clear that their qualitative method can support the generalisation about class and choice which they make. However, even as regards more modest conclusions, difficulties arise with the operationalisation of their concepts. For the details of how particular families are fitted into their analytical framework raises severe problems. This leads to their judgements about the allocation of families to categories being controversial, hence undermining even localised conclusions about social class and school choice. Drawing on this analysis, general lessons are sketched for the conduct of qualitative research and its reporting to the research community.  相似文献   

10.
In this article the author argues that the current state of educational inquiry, particularly as it relates to action research and qualitative inquiry, is in high flux. If this were true, several possible implications follow. First is the idea that with this flux all inquiry occurs in a context that is politcial, organisational, and geographical. Second is the need to see local adaptations of action research – origins, structures, variations, and meanings for the participants. Inquirers and practitioners work in these local settings and typically hope to make improvements and reforms there. Third, a historical view seems exceedingly important as one assesses the current situation and looks to the future of action research. Knowing how things ‘were’ facilitates possible visions of the future. Fourth, each of these implications has importance in the breadth or narrowness of the definition(s) of action research, that is, what counts as action research. Finally, working on the belief that most if not all action research is autobiographical, the author carries the argument through a series of autobiographical stories of a particular local endeavor involved in building an action research community. For some, that might be an unusual organisational structure of an article.  相似文献   

11.
Drawing upon student narratives gleaned through qualitative interviews, this paper argues that teaching and learning ‘sensitive’ issues surrounding gender and sexualities through ‘creative’ pedagogies can be a mode of resistance against the reproduction of problematic social discourses, and to the negative impacts of neoliberalism on student’s learning within higher education. The findings point to the importance of speaking about sensitive issues; the value of creative approaches for enhancing learning; and that together these can enable students to articulate an agenda for social change. Students saw the ‘personal as political’ – of sharing personal journeys around sensitive issues as important. They further spoke of ‘apathy’ in an neoliberal era of student ‘consumers’ and how this could curtail ‘creative’ teaching and jeopardise learning. Overall, it is argued that creative approaches to teaching and learning sensitive issues can invoke a resistant potentiality which exposes the ‘hidden injuries’ (Gill, 2010) of the neoliberal university.  相似文献   

12.
This article considers the relevance of Autonomist Marxism for both research and practice in education and technology. The article situates the Autonomist perspective against that of traditional Marxist thought – illustrating how certain core Autonomist concepts enable a critical reading of developments in information and communication technology. These include notions of the ‘social factory’, ‘immaterial labour’ and ‘cognitive capital’, the ‘general intellect’ and ‘mass intellectuality’, and the ‘cybernetic hypothesis’. It is argued that these perspectives are particularly useful in enabling a critique of the place of education and technology inside the circuits and cycles of globalised capitalism. The Autonomist approach can be criticised – not least for its apparent network-centrism and its disconnection from the hierarchical, globalised forces of production. Nevertheless, this position offers a powerful ‘way in’ to understanding education and technology as key sites of struggle. It lays bare the mechanisms through which technology-rich educational settings are co-opted for work, while also suggesting possibilities for pushing back against the subsumption of contemporary education for capitalist work.  相似文献   

13.
Action research as a practice‐based practice   总被引：1，自引：1，他引：0  
Action research changes people’s practices, their understandings of their practices, and the conditions under which they practice. It changes people’s patterns of ‘saying’, ‘doing’ and ‘relating’ to form new patterns – new ways of life. It is a meta‐practice: a practice that changes other practices. It transforms the sayings, doings and relating that compose those other practices. Action research is also a practice, composed of sayings, doing and relating. Different kinds of action research – technical, practical and critical – are composed in different patterns of saying, doing and relating, as different ways of life. This paper suggests that ‘Education for Sustainability’, as an educational movement within the worldwide social movement responding to global warming, may be a paradigm example of critical action research.  相似文献   

14.
ABSTRACT

Comparative education was established in Greek universities in the 1980s, with the creation of pedagogical departments and two laboratories, and the publication of a journal. There was an early emphasis on education policy analysis, in terms of assumptions about the ‘semi-peripherality’ of Greece within Europe. Later, the emphasis shifted to what was also called ‘modernisation’ – framed by entry to the European Economic Community. There was an emphasis on education policies in other European countries, and the educational policy of Europe, in contrast with Greece which had not yet absorbed what was becoming ‘a European discourse’. There was a continuing motif – reflections on methodology – but the changing concepts of modernisation, the more or less permanent anxiety about reforming Greek education, and the theme of education within the European Union dominated academic work in comparative education in Greece – even after 2010 and the major new economic crisis. An optimistic view is that comparative education will continue to develop in the Greek university through teaching and research. There is, however, a question to be asked about the silences within Greek comparative education.  相似文献   

15.
This paper sets out to examine educational policy and practice in Scotland, showing how the ‘comprehensive and coherent programme to promote social inclusion’ – inculcating ‘readiness to learn’, ensuring that education equips the young for adult life, creating a demand for lifelong learning, above all through the presumption of mainstreaming – is indicative of and constitutive of a change in the way in which we are subject to governance in Scotland. This shift can be read as consistent with a move from a predominantly ‘disciplinary’ society as set out by Michel Foucault towards the ‘control society’ as elaborated by Gilles Deleuze – a society which does not operate through confinement but continuous control made possible by cybertechnology. Although it specifically draws on Scottish legislation and policy, it should be recognised that this is itself subject to emergent global education policy and so its relevance goes beyond these borders.  相似文献   

16.
This paper focuses on how wise humanising creativity (WHC) is manifested within early years interdisciplinary arts education. It draws on Arts Council-funded participatory research by Devon Carousel Project and University of Exeter’s Graduate School of Education. It is grounded in previous AHRC-funded research, which conceptualised WHC in the face of educational creativity/performativity tensions. WHC articulates the dialogic embodied inter-relationship of creativity and identity – creators are ‘making and being made’; they are ‘becoming’. The research used a qualitative methodology to create open-ended spaces of dialogue or ‘Living Dialogic Spaces’ framed by an ecological model to situate the team’s different positionings. Data collection included traditional qualitative techniques and arts-based techniques. Data analysis involved inductive/deductive conversations between existing theory and emergent themes. Analysis indicated that ‘making and being made’, and other key WHC features were manifested. We conclude by suggesting that WHC can help develop understanding of how creative arts practice supports the breadth of young children’s development, and the role of the creativity-identity dialogue within that, as well as indicating what the practice and research has to offer beyond the Early Years.  相似文献   

17.
It would seem from the current rhetoric that United Kingdom Government agencies wish to promote teaching as a ‘research-based profession’. However, what that research might constitute in practice is far from clear. If the implication is that more teachers would themselves become engaged in the research process, become more researcher than researched, then there are significant issues to be considered by those embarking on such a venture. The difficulties of practitioner research are widely acknowledged (e.g. Ball, 1990; Atkinson, 1994). When the practitioner research is also small scale and the data gathered is qualitative in nature (which is often the case), the tensions can be numerous. This article discusses some of the issues that surround practitioner research and the validity of qualitative study before exploring my own practitioner researcher's route through a small-scale qualitative study. The author attempts to implement a ‘critically ethnographic’ approach and the dilemmas of trying to ‘live’ the theoretical principles of my chosen methodology are then used as a basis for suggesting a theoretical framework for practitioner research, which may help to establish both the validity of data and the implications of findings beyond the immediate context of a particular study.  相似文献   

18.
Globalisation is often referred to as being external to education – a state of affairs presenting the modern curriculum with numerous challenges. In this article, ‘globalisation’ is examined as something that is internal to curriculum and analysed as a problematisation in a Foucaultian sense, that is, as a complex of attentions, worries and ways of reasoning, producing curricular variables. The analysis is made through an example of early childhood curriculum in Danish preschool, and the way the curricular variable of the preschool child comes into being through ‘globalisation’ as a problematisation, carried forth by comparative practices such as Programme for International Student Assessment. It thus explores some of the systems of reason that educational comparative practices carry through time, focusing on the ways in which configurations are reproduced and transformed, forming the preschool child as a site of economic optimisation.  相似文献   

19.
In this article the authors introduce some aspects of various truth theories in the context of action research. The traditional ways of determining quality are based on the correspondence theory of truth, which, in their view, conflicts with the basic assumptions of action research. The pragmatic theory of truth seems to be clearly represented in the world of action research. In their opinion, other theories of truth can be productively applied as well. In addition to the classical theories of truth – the correspondence theory, the coherence theory and the pragmatistic view on truth – they discuss the truth as ‘aletheia’ (a Heideggerian view on truth), as Habermasian consensus and as Foucaultian power/knowledge.  相似文献   

20.
Audio- and video-recordings are increasingly popular data sources in contemporary qualitative research, making discussions about methodological implications of such recordings timelier than ever. This article goes beyond discussing practical issues and issues of ‘camera effect’ and reactivity to identify three major challenges of using video to ‘capture’ social practices: (1) getting close enough to details without losing context, (2) encountering the most severe consequence of ‘death by data’ – namely magnifying events that may not be significant to participants, and finally, (3) representing data so that an audience can actually assess whether inferences drawn from the data are plausible. These important issues directly impact the credibility of qualitative research relying on video. The article combines existing literature with contemporary examples from educational research to critically discuss these three key challenges and some possible ways of addressing them.  相似文献   

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