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1.
ABSTRACT

This paper focuses on university education in prison as a strategic tool for building social inclusion. Using quantitative and qualitative methods, it examines the Italian and Spanish experiences in this area. In Italy and Spain, the idea of punishment having a rehabilitative function has been supported by strong motivation to achieve this ideal. In both countries, the way in which inmates are treated by the prison system was established to oppose prison systems designed by authoritarian regimes. However, the rhetoric of rehabilitation that is now prevalent seems to morally legitimise imprisonment and encourage the emergence of forms of ‘symbolic violence’. For these reasons, focusing attention on higher education in prison takes the form of an analytical and critical exercise that is particularly useful, as it allows the distance between prison and society, and prison and prisoner stereotypes, for example, to be questioned. It also enables the transformative effects that education has on the individual and on the system, beyond any rhetoric of treatment, to be understood.  相似文献   

2.
Abstract

Public Management and Public Administration are important professions for an emerging democracy such as South Africa. They operate as the interface between state and public and are responsible for enacting many of the government's policies and social initiatives. Concerns about a lack of capacity in the sector suggest that those in these roles may be unable to meet the demands of the workplace. This article reports on a study that responded to calls for the curriculum to address such concerns by interrogating the knowledge structures of Public Management and Public Administration programmes in higher education. Interviews, textbooks and course guides were analysed to illuminate the forms of knowledge being legitimated in curricula. The study found that the focus on knowledge, skills and processes might be at the expense of a focus on the development of particular attributes or dispositions in the knowers. Furthermore, the knowledge level focus was limited in that it was highly contextualised and “light” on theory, raising questions about the acquisition of powerful knowledge needed for good governance and critical engagement in the public sector. The study recommends that both programmes include more conceptual knowledge; exposure to critical powerful forms of knowledge; and the development of particular attributes and dispositions.  相似文献   

3.
This paper reflects on a collaborative project between Manchester City Art Gallery and Manchester Metropolitan University (2003–2004). The project's aim was to attract very young children and their families to the gallery. This paper will not report directly on the research methods used or the outcomes of the project but, rather, will explore questions raised about art galleries and art education in relation to young children. It will ask if it is possible to use art education as a tool for thinking about the world, rather than as a vehicle for expressing a pre‐existing and unitary self, or for representing a pre‐existing and unitary reality. Merleau‐Ponty's philosophy of perception will be used to assist in this attempt to open up current notions of art education, and the art gallery space.  相似文献   

4.
Drawing upon research in a number of fields (particularly in ecology, ‘systems’ approaches to perception, the philosophy of science, and the phenomenology of Merleau-Ponty and his interpreters) this paper raises issues and questions about the relationships between knowledge, art and science. It suggests a way of thinking about art as an integrative system of knowledge based upon the recognition of three important factors: our fundamental participation in the world as knowing bodies; the perspectival nature of our interpretations of the world; and the particular ways in which we achieve coherence and integration through the making of art. The paper also traces some of the changes in the ways in which knowledge is described and formulated within Modernist and Post-Modernist paradigms, and suggests how these changes support a revision of our views about the cognitive implications of art.  相似文献   

5.
Theoretically and methodologically, understanding the role of research within art and design practices is a recurring theme within contemporary dialogue and debate. In the published literature, there are many questions around how categories and definitions of artistic research are employed within the increasingly under‐resourced realm of higher education. This article contributes to this larger discussion by building up our knowledge of a particular feature of this landscape: how research policy and planning documents at art and design universities represent and define artistic research. While examining research at the level of practice remains important, we must also understand the symbolic and practical weight that institutional directives carry. In light of recent literature on artistic research and the debates concerning its evaluation and institutionalisation, this article develops our contemporary understanding of the role of the art and design university as an important mediator of conflicting perspectives on the ‘value’ of art and design research. Based on a discourse analysis of research planning documents from Canada's three independent public art and design universities, this article will argue that it is not the definition of artistic research itself that is the most contentious feature of university research planning – it is defining the value of this research that invites conflict and concern.  相似文献   

6.
ABSTRACT

This paper uses Basil Bernstein’s work on pedagogic discourses to examine a largely neglected facet of the history of vocational education – the liberal studies movement in English further education colleges. Initially, the paper discusses some of the competing conceptions of education, work and society which underpinned the rise and fall of the liberal studies movement – if indeed it can be described as such. The paper then draws on data from interviews with former liberal and general studies lecturers to focus on the ways in which different variants of liberal studies were, over time, implicated in inculcating certain forms of knowledge in vocational learners. Whilst it is acknowledged that liberal and general studies always represented contested territory and that it was highly variable both in terms of content and quality, the paper argues that, at least under certain circumstances, liberal studies provided young working-class people with the opportunity to locate their experiences of vocational learning within a critical framework that is largely absent from further education today. This, it is argued, can be conceptualised as an engagement with what Bernstein described as ‘powerful knowledge’.  相似文献   

7.
A stream of debate (including a previous special issue of this journal (25(1) 2014)) has made claims not just for ‘bringing knowledge back in’ as the framing underpinning of the school curriculum, but that subjects associated with disciplinary and disciplined knowledge forms have a particular power and that these characteristics are important to preserve in curriculum frameworks. This paper draws on a major Australian research project studying school and university physics in the context of these arguments to revisit the issue of the ‘discipline’ of physics and the curriculum logics for physics. Given that disciplines are social in origin and changing and expanding over time, can school curriculum be logically derived from the discipline to which they relate? Are questions about student engagement only questions about pedagogy and not curriculum? Does a focus on disciplinary knowledge mean that the role of school in forming identities and values is avoidable as a significant feature of what the curriculum does? The findings from the project are used both to illustrate and test these questions, and to challenge some over-simple assumptions about the verticality of this form of knowledge for education purposes.  相似文献   

8.
In this paper, we critically analyze institutional mission statements as discursive texts replete with symbolic meaning, as we believe these texts reveal a great deal about the ways in which higher education remains increasingly stratified. We argue that beneath the generalized rhetoric of institutional mission statements, lie powerful messages seemingly coded with varying forms of class-based academic capital. We further argue that these messages reflect two distinct, competing discourses surrounding the purpose and value of higher education, that parallel the stratification of the larger system itself. Findings reveal evidence of these competing discourses and contribute to larger discussions surrounding educational inequality.  相似文献   

9.
Inclusive education takes many forms, raising important questions about what constitutes good practice, what counts as evidence of such practice and how it can be known. This paper responds to Göransson and Nilholm’s critical review of research on inclusive education by considering why a clear working definition of inclusion has thus far proved elusive. It agrees that new types of studies and more theoretically informed work is needed if knowledge about inclusive education is to advance. A framework designed to capture evidence of inclusive education in action is presented as an example of a tool that is both theoretically informed and can be used to transcend contextual differences to obtain a deeper understanding of the ways in which teachers enact inclusive pedagogical practices.  相似文献   

10.
Over the last decade, a competency-based approach to education and training has become widely used in a broad range of education and training contexts, most particularly, vocational education and training (VET). Among other things, this approach emphasizes the importance of knowledge and skill that is portable, visible and expressible. Various products have been developed (e.g. competencies, competency standards, Training Packages) to enable access to this knowledge and skill and secure its foundational role. Other knowledge and skill - that is, knowledge and skill that is situated and not easily visible and expressible - is seemingly rendered redundant. This paper discusses the role and significance of situated practises in competency-based training (CBT), most particularly embodied knowledge and tacit skills. Using empirical material collected in the course of a recent research project on CBT, the argument is made that the body, as currently constituted in VET products, is understood more as a symbolic/informational than material/physical entity. This understanding gives rise to a ‘thin’ conception of vocational competence and, sometimes, a thin practise of developing this competence. More broadly, the body is a critical site of contestation between radically different goals (e.g. industrial/educational, global/local). Bodily specificity (e.g. tacit skills, experienced judgement) can be mobilized to challenge the universalizing impulses of CBT. Indeed, this specificity completes or is necessary to these impulses. It plays a constitutive role in the practice of vocational education and training and could, with profit, be more fully recognized and supported in its policy.  相似文献   

11.
This article attempts to think of thinking as the essence of critical education. While contemporary education tends to stress the conveying of knowledge and skills needed to succeed in the present‐day information society, the present article turns to the work of Theodor W. Adorno to develop alternative thinking about education, thinking and the political significance of education for thinking. Adorno touched upon educational questions throughout his writings, with growing interest in the last ten years of his life. Education, he argues following Kant, must enable students to think for themselves and to break free of the authority of teachers, parents and other adults. Nevertheless, in his discussions of education Adorno says little about the nature of thinking, and the secondary literature on his educational theory addresses this question only cursorily. Important claims on the nature of thinking do appear elsewhere in Adorno's work. From his early writings up to Negative Dialectics, Adorno is preoccupied with thinking, sketching the outlines of critical‐dialectical thought. Still, these reflections rarely touch upon educational questions, and the Adorno scholarship has yet to establish this link. Unlike studies which read Adorno's educational thought against the backdrop of the history of education and the German Bildung tradition, or in relation to art and aesthetics, the present article brings together Adorno's ideas on education and thinking in an attempt to contribute both to the Adorno scholarship and to the growing field of education for thinking.  相似文献   

12.
This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about gender equality as about women’s education as a key issue in twentieth century higher education to questions of men’s education in the twenty-first century. These changing concepts of equity are linked to wider social and economic transformations, the expansion of higher education and the growth in the knowledge economy, or what has been called ‘academic capitalism’. Feminist theorists and activists, often called second wave feminists, developed concepts of gender equality in education, including higher education in the twentieth century, and these have been incorporated into higher education and policies with the expansions of higher education, especially around notions of widening participation. Notions of widening participation in policy and practice arenas focus on equity as about social class, socio-economic disadvantage, ethnicity and race, rather than specifically on gender questions. Equity is now twinned with diversity and where gender is now invoked it is largely about young and working class men’s disadvantage in relation to higher education. In this paper, I will also provide research evidence from the UK’s Teaching and Learning Research Programme (TLRP) which has been the UK’s biggest ever initiative in education research about equity and diversity as currently conceived in UK higher education. I will show how gender has been incorporated with diversity questions and has lost its critical and feminist edge. I conclude with addressing questions about the future of higher education policies and practices to address questions of equity and diversity, attempting to counter the systemic inequalities in current forms of UK higher education. There are opportunities for developing new, critical and feminist pedagogies. More inclusive or ‘connectionist’ approaches, rather than ‘teaching to the test’, would engage socially diverse men and women students in a range of higher education subjects and settings.  相似文献   

13.
Drawing on themes found in James Marshall's writings on Nietzsche, the arts and the self, this paper explores the nature of influence in the arts and its relevance to education. It considers what Harold Bloom has called the ‘anxiety of influence’ and amplifies this in terms of broader questions concerning Emersonian self‐reliance. The particular twist these matters take in the lives of adolescents presents special problems for education in the arts—not least in view of the dangers of self‐deception, affectation and pretentiousness—and raises in turn questions about the relation between high art and popular art. These matters connect also with questions concerning the kinds of vocabularies and ways of thought into which young people need to be initiated if they are to develop creatively and authentically.  相似文献   

14.
This a/r/tographic inquiry delves into questions about participatory art museum practice, specifically seeking to understand the nature of invitations to participate. Utilising drawings, writing and mapping of embodied participation, questions of how individuals are invited to participate in various locations and how these invitations inform the work of art museums that engage in participatory practice are considered. Conditions for participation, including familiarity, personalisation, enthusiasm, playfulness, narrative, uniqueness, sociability and listening, as well as anti‐invitations that contradict moves toward participation, are discussed in relation to examples from the study and scholarly writing. The purpose of this article is twofold: first, to share research about participatory practice in various locations and its implications for art museums, and second, to explore the potential of arts‐based research methodologies, particularly a/r/tography, for art museum education research.  相似文献   

15.
This paper draws on insights from Jacques Rancière's writing on politics and aesthetics to offer new perspectives on debates in education and the arts. The paper addresses three debates in turn; the place of contemporary art in schools and gallery education, the role of art in democratic education and the blurring of boundaries between participatory art and community education. I argue that Rancière's work helps to illuminate some essentialist assumptions behind dichotomous arguments about contemporary art in the classroom—both over‐hyped claims about its value, and exaggerated fears about its threat to educational values alike. On democratic education I argue that his work highlights the importance of the aesthetic dimensions of democratic learning and, on art and community education, I issue caution against readings of Rancière's work that frame his contribution as a ‘rehabilitation‘ of the aesthetic. Although each debate is tackled discretely, the paper advances the overall argument that attention to equality in Rancière's work—both aesthetic and political—is vital when applying his philosophy to debates that occupy the boundaries of education, politics and art.  相似文献   

16.
This paper examines a shift in the value awarded to the disciplinary knowledge developed in universities. The instrumentalised function of this type of knowledge as it is ‘priced’ and sold in the global higher education marketplace is given a value greater than that given to its symbolic or ‘priceless’ function in contributing to society’s social meanings. This shift in value is the result of the intensive commodification of knowledge in the higher education sector itself as a consequence of fundamental changes to the global economy. Knowledge now plays a central role as a valuable productive force in the global economy and higher education is the main site for its production and sale. The weakened insularity between disciplinary knowledge’s symbolic and economic functions gives greater value to its ‘price’ rather than to its ‘priceless’ function as a creative force in creating the social meaning of the symbolic sphere of human life. We describe the way this shift in the value of disciplinary knowledge has affected its functions in the ‘knowledge economy’ era with reference to an empirical study of the internationalisation of Indonesian higher education.  相似文献   

17.
In recent times, questions of religious education—about the place and significance of knowledge and understanding of religious belief and practice in the general educational development of children and young people—seem to have been largely overshadowed or overtaken by controversies concerning the relative merits and shortcomings of common and faith schools. However, in as much as such controversies have also turned upon questions of the relative merits of so-called confessional and non-confessional conceptions of religious education, they have mostly served to obscure the inadequacies of both these approaches to religious education. The present paper maintains that the real question of religious education—as a key element in the educational formation of all children—is that of how the great religious narratives of diverse cultural inheritance might be meaningfully understood and taught in a broadly liberal educational spirit. To this end, it is argued that a form of religious literacy—avoiding the errors of both confessional and non-confessional approaches—can and should be promoted in common schools as not just compatible with but indispensable to liberal education.  相似文献   

18.
While it is recognised that prior knowledge is a key factor in determining future learning, its influence on learning to teach is less well known. This study investigates two cohorts of teacher candidates studying for a one-year, graduate qualification for primary teaching, who completed two tasks at entry to their initial teacher education programme: a task in writing and a task in mathematics. The tasks focused on teacher candidates' ability to recognise the key features of a piece of student work. The teacher candidates' responses to the tasks highlighted the diverse nature of the prior knowledge that underpinned their responses. The study raises questions about the pedagogy of initial teacher education, particularly in relation to the assumptions teachers educators make about the candidates they teach. The findings suggest that the prior knowledge that students bring to initial teacher education is both a resource and a challenge for teacher educators.  相似文献   

19.
本文从知识观的内涵分析入手,阐述了知识观与教育的关系以及新知识观对教育的影响,介绍了体验性教学的基本含义,结合新《纲要》分析了在新知识观指导下的幼儿园体验性教学及其在健康、语言、社会、科学、艺术五大领域中的特殊作用,以此说明体验性教学在幼儿园教育中具有重要意义.  相似文献   

20.
Abstract

In the edited book “Bourdieu and Chinese Education”, a group of scholars in China, Australia, Canada, and the USA engage in a dialogue with Bourdieu and raise persistent questions not only about issues of equity, competition, and change in Chinese education, but also about the value, venture, and violence in using established Western intellectual frameworks for analysing Chinese education. In response to these questions, this special issue analyses and discusses Chinese rural education, teacher education, language education, health and physical education, and transnational education; and proposes a series of new conceptualisations, for example, regression- and network-based field analysis, Bourdieu-Chinese philosophy encounter, field of mediation, localised pedagogical capital, and new Chinese habituses (e.g., contemptuous habitus, diasporic cosmopolitan habitus, habitus (re)structuring). Such collective effort responds to the strident, and sometimes misleading, castigation of Bourdieu for determinism; and also disputes the non-reflexive, celebratory tone that consecrates the French sociologist and his canonical theorem, and hence reproduces the symbolic violence in the doxic academia. In this vein, the special issue is respectful for, but not restricted to, Bourdieu’s sociology, showing no timidity in questioning and contesting the framework of the famed thinker when research problems and findings demand so.  相似文献   

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