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1.
Transaction and transformation at Trinity: private sponsorship,core values and Christian ethos at England's most improved academy 总被引：3，自引：2，他引：1
Mark A. Pike 《牛津教育评论》2013,39(6):749-765
The Academies Programme in England, whereby new schools may be privately sponsored and managed but publicly funded, has expanded rapidly with over 200 academies already open before 2010 and many more likely given the education policies promoted by Michael Gove as Conservative Secretary of State for Education. A significant number of academies are sponsored by Christian organisations and this article draws upon the author's recent case study of Trinity Academy which has both a business sponsor and a Christian ethos. Trinity Academy, which is located at the heart of a former mining community in South Yorkshire and serves a social priority area with a history of educational underachievement, was designated ‘England's Most Improved Academy’ and the ‘Most Improved School in Yorkshire and Humberside’ just prior to the commencement of the research. In this article the contribution made by Trinity is assessed and the perspectives of sponsor, school leaders, teachers and 14‐year‐olds are evaluated. The concept of the ‘transaction’ to indicate exchange and interdependence informs both research design and analysis. The nature and quality of transactions between those who ‘author’ the authorised ‘texts’ of school life and the young people and teachers who ‘read’ and respond to these value‐laden ‘texts’ at Trinity Academy are reported. The conclusion is drawn that transactions between Trinity Academy's students, its ‘secular’ core values and its Christian ethos, and also between the public and private sectors, have supported an innovation in schooling that has transformed the opportunities and life‐chances of young people. Transactions such as those at Trinity are advocated as an ethical and socially just means of bringing about transformation in educational attainment while providing moral education that fosters autonomy and critical thinking. 相似文献
2.
Joyce L. Epstein 《师资教育杂志》2018,44(3):397-406
AbstractThis article discusses the contributions of the international studies in this special issue and presents a few emerging topics on school, family, and community partnerships. The studies in Part I confirm that, across countries, future teachers are inadequately prepared to conduct effective partnership programmes with all students’ families. Part II reports the results of interventions that provide future teachers with opportunities to practice the kinds of communications with parents that they will use as new teachers. In my and colleagues’ studies, several topics of family and community engagement have emerged that will extend and enrich college courses for future teachers and school leaders. These include a redefinition of the ‘professional’ teacher; understanding partnerships as a component of good school organisation; the importance of goal-linked family and community engagement for student success in school; the role of the community in partnership programmes; and the connections of preservice and inservice education for preparing and sustaining productive connections of home, school, and community. 相似文献
3.
Erica O. Turner 《教育政策杂志》2018,33(6):793-817
Schools in the US and across the globe are increasingly engaged in marketing practices to attract and retain students and families. This study examines why and how administrators and school board members in two public school systems in the US seek to market their schools. Using in-depth case studies, a socio-cultural approach to policy, and critical race perspectives, I trace administrators’ and school board members’ logics about marketing, and specifically their emphasis on marketing the racial ‘diversity’ of their students. I find that despite differences in economic circumstances and community orientations to racial inclusion, leaders in these two competitive, under-resourced, and demographically changing school districts target upper- and middle-class White families, draw on discourses of global cosmopolitanism, and commodify racial diversity as a competitive advantage for upper- and middle-class White families that leaders believe do not see inherent value in students of color. This attempt to use racial diversity as a ‘selling point,’ varies in its particularities in each district–one district acknowledges and emphasizes how all students may gain from interracial and intercultural interactions and knowledge while the other district leverages abstract notions of diversity, removed from actual children of color – a consequence, in part, of district leaders’ uniquely racialized marketplaces. I conclude with a discussion of the implications of these findings. 相似文献
4.
In this article, we examine one school’s experience with policy, as a means of shedding light on the intersection of factors contributing to challenges of implementing policies to support the academic achievement and social adaptation of immigrant and minority students in their school context. We begin with the presentation of a ‘big fight’ between two students of different ethnic and racial backgrounds, and consider multiple perspectives of how the disagreement was addressed by teachers and administrators, to offer insight into how issues of race and policy might have been understood by members of the school community. We use a narrative inquiry approach to examine ways in which a policy designed to enhance student participation was interpreted by various members of this school community. This study reveals nuances of the intersection between culture and (hidden) curriculum as it relates to the implementation of policies aimed at creating and maintaining safe school communities. 相似文献
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AbstractThis paper explores young people’s perceptions of the role and value of shared ‘gathered’ silence in the corporate life of a school community. It draws on a small-scale qualitative investigation in a Quaker school setting. There may be particular things to learn about the practice of stillness and silence inherent in the ethos of a Quaker school. The silence referred to in this discussion of its value in schools is a rich, positive ‘strong’ type of silence. This study suggests that shared silent spaces can be both personal and interpersonal. In terms of the former, they may offer valuable opportunities for young people to be still and open to their inner life. Regarding the latter, interpersonal shared community silence may enhance a sense of closeness and connection to one another and perhaps offer some opportunity for freedom from the intrusion of the ‘noise’ of everyday life and the demands of others. 相似文献
7.
Deborah Ralls 《International Journal of Inclusive Education》2019,23(11):1134-1148
ABSTRACTThis article explores how a school’s decision to become co-operative affects its engagement relationships with students and parents. The findings stem from a wider study exploring approaches to engagement in a recently converted co-operative academy, a large secondary school in a northern English city. The article surfaces the possibilities and tensions that occur as the school seeks to reposition itself in the English education marketplace, with a co-operative model that explicitly sets out to promote mutualisation, not privatisation; ‘we’ rather than ‘me’. The process of becoming co-operative is examined by exploring the underlying purposes of the school’s engagement with students and parents and the relationships that emerge as a result. The study surfaces the issues faced as a co-operative school seeks to enact thicker, ‘collective forms’ of democratic engagement against a backdrop of English education policy based on individualistic notions of democracy as freedom of choice. The findings point to the need for a different policy understanding of school engagement, an understanding that suggests engagement is about the process of developing more equitable, collaborative relationships with stakeholders and rests on the repositioning of students, parents and community members – from ‘choosers’ and ‘consumers’ to a collective public in education. 相似文献
8.
Mary R. Coakley-Fields 《International Journal of Inclusive Education》2013,17(3):245-260
ABSTRACTElementary school teachers are expected to teach reading ‘inclusively’ to children with diverse learning needs. Yet, teachers face challenges in enacting inclusive practices that socially support children while academically engaging and challenging them. The purpose of this study was to examine the opportunities for engagement with reading produced through a teacher’s talk in one ‘inclusive’ fourth grade classroom’. The setting for the study was a pre-K-5 public school located in a high-poverty neighbourhood of a northeast city of the United States. This study combined ethnographic methods and D/discourse analysis to explore classroom talk about reading through a sociocultural lens. Findings indicated that the teacher’s talk, which was largely shaped by dominant cultural Discourses circulating through policy, curriculum and the school environment, sometimes promoted an ableist ideology through its focus on each individual’s independent development of ‘strength’ as a reader. Moments when ableist language about reading dominated during the Reading Workshop seemed to limit the possibilities for students’ participation in reading and ideas of what counted as successful reading. The findings suggest the need to engage K-12 students, teachers, and teacher candidates in critical conversations about issues related to reading and learning such as strength, struggle, purposes for reading, and assessment. 相似文献
9.
Karl Kitching 《Critical Studies in Education》2020,61(2):133-148
ABSTRACTThis paper critiques the idea that secular education policy can neutrally recognise children’s non/religious identities at school. It also empirically analyses how one child becomes restricted by, and eludes, classed, gendered and adult-centred moral codes enacted through local school recognition. The concept of policy assemblage is first used to problematise postsecular, market-led enactments of non/religious school community recognition transnationally. I argue postsecular policy enactments in Ireland and elsewhere produce viable and non-viable forms of non/religious school community, thus containing, rather than facilitating school plurality and (re)creating social hierarchies. However, drawing on Deleuzian ideas of becoming and partial objects, I argue children are not determined by the sense-making moral codes of the policy assemblage. To demonstrate this argument, I map instances of how one girl alters and eludes the meanings of austerity, choice and authenticity moral codes. I do not privilege this girl as an example of child resistance, as I argue against using children as barometers of policy authority and secularist authenticity. Instead, I contend that alongside naming and opposing policy’s unjust effects, we need to cultivate attention to our capacity to affect and be affected by the partial objects (e.g. moral codes) and becomings of postsecular neoliberal policy assemblages. 相似文献
10.
The focus of the present study is on how educators and students create a ‘sense of belonging’ and school identity. The ethnography was carried out at an independent Christian school with children and students aged six to sixteen years. This study’s aim is to contribute knowledge about how the identity of a school has become an important factor in the context of the marketisation of education. The identity of the school is articulated as a school with a Christian profile. Further, the results show how diversity and multiculturalism were downplayed. The school can thereby be interpreted as a way to avoid categorisation as an immigrant school. The identity as a Christian school symbolically lifts it from its socio-economic position in the urban geography. This identity becomes central to how the school is presented in an economic market of free school choice. 相似文献
11.
ABSTRACTThis article is an investigation into the Reading Partners scheme at a large inner London comprehensive school in England; this research comes from a small scale study I carried out as part of my Masters of Teaching at the Institute of Education, University College London. Reading Partners is a project whereby younger and older students within the secondary school education system are paired up to read aloud together in the school library every week over the course of a school year. The purpose of my study was to explore the relationships between these readers and to further understand what is gained from such shared reading. I argue that such collaborative reading aloud provides fertile ground for students’ development and that the sessions go beyond ‘just’ reading and, in fact, make reading become a ‘social’ activity. The significance of the personal relationship these students build and all that happens ‘beyond’ reading texts together should not be underestimated. 相似文献
12.
Yusef Waghid 《Educational Philosophy and Theory》2013,45(1):4-7
In this article, I reflect on Nelson Mandela’s (Madiba, the clan name of Mandela) education legacy. I argue that Madiba’s education legacy is constituted by three interrelated aspects: firstly, an education for non-violence guided by deliberation, compassion and reconciliation; secondly, education as responsibility towards the Other; and thirdly, education that cultivates a ‘community of thinking’. Educational philosophy and theory would be richly informed by the compelling education legacy bequeathed us by Nelson Mandela. 相似文献
13.
Leanne Dzubinski 《Christian Higher Education》2018,17(3):123-138
An increasing number of published studies have drawn attention to gender disparities in various dimensions of Christian higher education. Although the majority of students on the campuses of member institutions of the Council for Christian Colleges & Universities (CCCU) are women, and the percentage of women holding faculty and administrative roles has increased, the male-normed environment of the academy continues to be evident in various ways, particularly in these Christian institutions. At the same time, higher education—and doctoral education in particular—is an important pathway to prepare future leaders and professors for Christian organizations. One potential way to begin to shift toward a more welcoming climate that benefits both men and women on CCCU campuses is to “foreground,” or make central, women's issues and concerns as part of regular classroom teaching. Such foregrounding can help counter the historic tendency to treat men's experience and concerns as normative for the human race. In the discipline of missiology, women make up the bulk of the practitioners yet are underrepresented as scholars, making it a pertinent field to challenge the neglect of women's voices and concerns in the academy. This article describes how a missiology classroom has been used to create a climate where women have opportunities to be central and where women's perspectives are treated as equally important as men's perspectives. To do this, I used three key practices: intentionally addressing gendered topics in mixed classes, offering selected single-sex education opportunities for women, and focusing on gender-related topics for research and publication. Using the discipline of missiology as a case study in relation to the importance of giving women's contributions to the field both recognition and voice may also offer transferable insights for doctoral faculty in other disciplines. 相似文献
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Diana Kan Kwok 《Sex education》2018,18(4):406-419
AbstractPrevious research on school experiences has often focused on lesbian and gay students. Far fewer studies have examined trans* students’ experiences, especially with respect to community support. And none of this work has addressed relevant issues in an East Asian Chinese cultural context, where transgender equality has been a hotly debated issue in recent years, and prejudice towards members of this ‘invisible’ population still persists. This paper highlights the school experiences of trans* students based on a literature review of international, regional and Hong Kong publications. A case study analysis of one Hong Kong community support programme is used as an example to highlight the important role that this kind of work can play in filling a gap left by the formal education sector. Findings suggest that, given the influence of genderism and deficiencies of in school environments, community support services provided by non-government organisations can play a significant role not only in raising public awareness, but also in filling education and service gaps for sexual and gender minority students. 相似文献
16.
Clive R. Sutton 《International Journal of Science Education》2013,35(2):107-120
Science education is presented as the negotiation of knowledge between several different perspectives: those provided by ‘scientists’ science’, ‘ curricular science’, ‘teachers’ science’, ‘children's science’ and ‘students’ science’. A case study based on concepts of force and movement is used to illuminate these perspectives, and implications for the curricular presentation and classroom teaching of the ideas are discussed. 相似文献
17.
Tony Booth 《Cambridge Journal of Education》1996,26(1):87-99
I argue that it is not possible to provide a single English perspective on ‘inclusion’ or ‘integration’. Instead, I set out my perspective and compare it with the way ‘inclusion’ and ‘inclusive education’ have been defined by others. My view starts from an assumption of diversity within common groups and is linked to the development of comprehensive community education. It is concerned with fostering participation for all and reducing all exclusionary pressures. I indicate the conflicts between this approach, the discourse of ‘special needs’ and the selective pressures from recent legislation and official policy. I relate two studies to my perspective; the first concerned with the inclusion of students with Down's Syndrome in mainstream secondary schools and the second with exploring the participation of all students in a community high school. 相似文献
18.
John Allison 《History of education》2013,42(6):731-750
ABSTRACTWhat do secondary school students in Ontario, Canada, need to know about the world in which they live in? How did a secondary school ‘World Politics’ course that emerged in Ontario in the 1960s address this question? The ‘World Politics’ course that emerged in the 1960s clearly came about as a result of societal and educational developments. Educators in nineteenth-century Ontario felt no need for such a course. In more recent times, post-Second World War, the discipline of history underwent dramatic upheavals. The opportunities for new courses meant possibilities to reach out to new groups of students. Simultaneously, with this change, the importance of international relations in the history curriculum was reduced but this also allowed for its re-emergence elsewhere. Finally, ‘World Politics’ emerged as one of the responses to the need for an understanding of a much more complex world. 相似文献
19.
Analía Inés Meo 《British Journal of Sociology of Education》2011,32(3):349-367
This article examines how students from the ‘loser’ sections of the middle class dealt with the game of secondary schooling in a ‘good’ state school in the city of Buenos Aires (Argentina). It engages with Bourdieu’s theory of social practice and, in particular, with its concepts of game, habitus and cultural capital. It argues that middle‐class students embody a school habitus, which I call zafar. Zafar (a Spanish slang word) refers to students’ dispositions, practices and strategies towards social and educational demands of teachers and their school. Zafar propels middle‐class students to be just ‘good enough’ students, and promote an instrumental approach to schooling and learning. Although this paper offers an account within which the reproduction of relative educational advantage of a group of middle‐class students takes place, it also poses questions about their future educational and occupational opportunities. 相似文献