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1.
There is a rich, albeit chequered, history around single-sex schooling providing an educational option for nurturing the particular educational interests and needs of boys. While all-boys’ schools continue to position themselves at the forefront of contemporary masculine endeavour, they are simultaneously forced to fend off accusations that they are proverbial hot beds for the reproduction of gendered hegemony. Whereas some boys’ schools appear content with their ‘masculine’ profile, others appear more eager to present themselves as projecting tolerant and inclusive environments wherein respectful gender relations are actively encouraged. Situated within a wider case study, this paper examines how one all-boys’ school sought to foster gender inclusivity through a strategic initiative to increase the number of female teaching staff and the appointment of a female deputy principal. The data presented here focus on qualitative research interviews undertaken with key members of staff around 5 years after the initiative was introduced to the school. Our interpretation of the data draws largely on selected works of Michel Foucault to explore the discourse-power relations that sustain enduring hypermasculine and heteronormative values within the school. This lens provides a framework to interrogate how gendered constructions of professional identity are framed within such a context, and the spaces that exist for them to be challenged. 相似文献
2.
《Reading and Writing(初中版)》2007,(4)
Life is exciting and convenient in the city.People can enjoy all sorts of services and entertainments such as restaurants,shopping centers,hospitals,cinemas and so on. 相似文献
3.
Jesús and María in the jungle: an essay on possibility and constraint in the third-shift third space
Katherine Richardson Bruna 《Cultural Studies of Science Education》2009,4(1):221-237
One hundred years ago, Upton Sinclair, in The Jungle, exposed the deplorable working conditions of eastern European immigrants in the meatpacking houses of Chicago. The backdrop
of this article is the new Jungle of the 21st century—the hog plants of the rural Midwest. Here I speak to the lives of the
Mexican workers they employ, and, more specifically, the science-learning experiences and aspirations of third-shifters, Jesús
and María. I use these students’ stories as an opportunity to examine the take-up, in education, of the concept of hybridity,
and, more particularly, to interrogate what I have come to regard as the “third space fetish.” My principle argument is that
Bhabha’s understanding of liberatory Third Space has been distorted, in education, through teacher-centered and power-neutral
multicultural discourse. I call for a more robust approach to hybridity in science education research, guided by the lessons
of possibility and constraint contained in Jesús’ and María’s third-shift third space lives.
Katherine Richardson Bruna is an Assistant Professor of Multicultural and International Curriculum Studies at Iowa State University. She does ethnographic research on the experiences of newcomer Mexican adolescents in science education, informed by her transnational work on a particular sender-receiver community relationship in the changing American heartland. 相似文献
| Katherine Richardson BrunaEmail: |
Katherine Richardson Bruna is an Assistant Professor of Multicultural and International Curriculum Studies at Iowa State University. She does ethnographic research on the experiences of newcomer Mexican adolescents in science education, informed by her transnational work on a particular sender-receiver community relationship in the changing American heartland. 相似文献
4.
Susan Plowright 《Educational Philosophy and Theory》2016,48(14):1442-1451
In the midst of a crisis like the climate crisis and calls for ‘all hands on deck’, what do academics, as a microcosm of humanity, see? In Hannah Arendt’s terms, an ‘abyss of freedom’ to act or a paralysing ‘abyss of nothingness’? Some from the academy themselves, including Tamboukou, Apple and Bourdieu, make judgements more akin to the latter and mount arguments to urge action. This paper joins their call and theorises ethical and demonstrably plausible resources as a potentially generative heuristic for political action by academics in the face of ‘dark times’. I develop these resources by initially drawing on Arendt’s ethical, but limited, action process. Then, through interpreting and expanding her unfinished theory of judging and echoing Karl Jaspers' concept The Encompassing, I propose the notion of an ‘encompassing ethic’. This ethic, synthesised with Arendt’s action process, ameliorates action’s limitations and suggests the idea of ‘encompassing action’. The paper concludes by bringing these conceptual resources to life through two inspiring historical examples of such action involving academics. 相似文献
5.
This article—based on personal observations, a survey, and modified Nominal Group Techniques—reports students' perceptions of learning desktop publishing systems (DTP). Students learned the foundations of DTP in less than 60 hours of hands‐on experience; the incremental introduction of DTP functions and practice sessions before the assignments were more effective than alternative teaching strategies tried; and the use of DTP encouraged non‐artistic students to use artwork to enhance their publications. 相似文献
6.
Lois Smith 《高等教育研究与发展》2009,28(5):467-479
This research examines academic work in an offshore campus of an Australian university. The focus is on the external factors that influence academic practice, mainly in relation to assessment and the way academics perceive their role. The study is set within the wider context of transnational education and the changing nature of academic life and unlike some previous studies, it presents an entirely offshore perspective. The relationship with the home campus and the local educational and political context are found to be the major external influences on academic staff. Leading from the research, some suggestions for increasing the success of offshore campuses are offered. These include establishing strong channels of communication and well‐developed induction and professional development processes. 相似文献
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This paper is about re-representing the lifeworlds experienced by different participants in the 'same' physics classrooms; dissatisfied with the monolithic accounts that dominate the educational literature, we offer here an attempt to w/ri(gh)te classroom research. This paper, therefore, has a dual purpose: We exemplify how authors might want to represent different perspectives on the 'same' classroom and we build on this example to argue for w/ri(gh)ting research by drawing on literary forms that differ from traditional master narratives. W/ri(gh)ting requires reading in new ways; by skipping text, readers risk missing out on the reflexivity of our argument. 相似文献
9.
Tertiary Education and Management - This paper reports on a small-scale longitudinal study of ‘local’ leadership roles at two UK universities. The research explored perceptions of the... 相似文献
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Kate Irving 《Tertiary Education and Management》2013,19(3):186-199
This paper reports on a small-scale longitudinal study of ‘local’ leadership roles at two UK universities. The research explored perceptions of the leadership provided by a specific group of staff who held roles for enhancing learning and teaching. Based on ethnographic design principles, the study was based at one UK higher education institution with another as a comparator. Data were collected through semi-structured interviews and focus groups with ‘local’ leadership role-holders and their colleagues. Semi-structured interviews were conducted with academic managers. Analysis of the data was based on grounded theory and thematic analysis. The discussion and conclusion suggests that, to maximize the impact of these roles, the leadership aspects of them should be made explicit, recognized by colleagues at all levels and supported by leadership development. Further investigation into local leaders’ career progression may provide valuable insights for the relatively limited body of knowledge and practice of leadership within professional teams. 相似文献
12.
1.In1989,agreatearthquakehappenedinLosAngelesinAmerica.Hundredsofthousandsofhousesfelldown.Ayoungfatherstruggledoutthroughtheruins,andrushedtohisseven鄄year鄄oldson蒺sschool.2.Whenhesawthebeautifulteachingbuildingturnedintoruins,heblackedout.Afterhecameto,hecriedout,“Myson,whereareyou?”Withthesewordshelayonthegroundandcriedloudly.3.Suddenlyhethoughtofonesentenceheoftensaidtohisson,“Nomatterwhathappens,I蒺llbewithyou!”Hestoodupandwenttotheruins.4.Hestartedtodig.Manyparentscriedout,“My… 相似文献
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This paper presents a qualitative study of immigrant Chinese teachers’ professional identity and beliefs about the teacher-student relationship in an intercultural context. Theoretically, this study takes its departure from a sociocultural perspective on understanding professional identity. The empirical analysis in the study drew mainly upon ethnographic interviews with a group of Chinese language teachers in Denmark concerning their life experiences, perceptions, and beliefs. The results of this study suggest that teachers’ beliefs about their roles as teachers and about student-teacher relationships are shaped by both their prior experiences and backgrounds and the current social and cultural contexts in which they are situated. Changes of context (e.g., from China to Denmark) often lead to a transformation of their professional identity and beliefs. Being a teacher in an intercultural context often exposes them to the confrontation of diverse challenges and dilemmas. On one hand, teachers in this study generally experienced a transformation from being a moral role model, subject expert, authority and parental role to being a learning facilitator and culture worker. On the other hand, they developed diverse individualized coping strategies to handle student-teacher interactions and other aspects of teachers’ professional identity. 相似文献
15.
Newspapers in BritainNational and local papersIn Britain there are11national daily newspapers and most people read one of themevery day.There are two kinds of newspaper.One is large 相似文献
16.
Michalinos Zembylas 《Teachers and Teaching》2013,19(6):703-716
This article analyzes the ways in which emotions are constituted and mobilized by teachers to respond to growing diversity and multiculturalism in schools. The analysis is based on a two‐year ethnographic study conducted in three Greek‐Cypriot primary schools that are ‘multicultural’. The following focus questions are addressed: (1) How do teachers’ emotional experiences of growing diversity and multiculturalism in schools form particular economies of effect?; and (2) What is the nature of these economies of affect and in what ways is it possible to form an ethic of discomfort as a space for constructive transformations in multicultural schools? An ethic of discomfort is theorised as an economy of affect that uses discomfort as a point of departure for individual and social transformation. The outcomes of this study show that teachers experience intense emotional ambivalence in their efforts to cope with growing diversity and multiculturalism in schools. It is argued, however, that the capabilities of teachers to cope with growing diversity and multiculturalism are enhanced, if an ethic of discomfort is constituted in multicultural schools. The implications of this study are discussed in relation to teaching and teacher education and suggest that constituting an ethic of discomfort offers opportunities to challenge structures of power, privilege, racism, and oppression. 相似文献
17.
Mia Gentle Rebecca Milne Stefanie J. Sharman 《International Journal of Disability, Development & Education》2013,60(1):30-43
We examined whether the cognitive interview (CI) procedure enhanced the coherence of narrative accounts provided by children with and without intellectual disabilities (ID), matched on chronological age. Children watched a videotaped magic show; one day later, they were interviewed using the CI or a structured interview (SI). Children interviewed using the CI reported more correct details than those interviewed using the SI. Additionally, children interviewed using the CI reported more contextual background details, more logically ordered sequences, more temporal markers, and fewer inconsistencies in their stories than those interviewed using the SI. However, the CI did not increase the number of story grammar elements compared with the SI. Overall children interviewed with the CI told better stories than those interviewed with the SI. This finding provided further support for the effectiveness of the CI with vulnerable witnesses, particularly children with ID. 相似文献
18.
Eva Bendix Petersen 《教育政策杂志》2013,28(4):409-422
We are now at a point in higher education policy studies where we know that neoliberal discursive rationalities and practices are prevalent in the contemporary enterprise university, and we are beginning to get a sense of their impact on academic work and subjectivities. The article asserts that a more pressing question is how to powerfully and effectively resist neoliberalisation. The article investigates the conditions of possibility for resistance by exploring how resistance is struggled over in everyday academic work practices. The article presents an ethno‐drama, based on materials collected through participant observation in several Australian universities, and offers a reading of the drama which focuses on what in Actor–Network Theory is called ‘enrolment’. It is argued that a better understanding of how academics, collectively and as individuals, are vulnerable to the enrolment practices in the enterprise university is necessary for the enactment of effective resistance. 相似文献
19.
夏鸿猷 《湖南科技学院学报》2005,26(12):33-36
许多中外作家都是修辞方面的专家,他们通常借用一种具体的事物来象征一类人、一种精神或其他．著名的中国女作家舒婷曾写了一首诗《致橡树》,这首诗借用橡树和木棉描述了一对恋人．美国著名的女作家米切尔写了小说《飘》,她在书里向我们展示了两对恋人：维希礼和媚兰;瑞德和斯佳丽,这两对恋人是橡树和木棉在《飘》中的情感再现。 相似文献
20.
Research and teaching in the universities of Denmark: Does such an interplay really exist? 总被引：1，自引：0，他引：1
Jens-Jørgen Jensen 《Higher Education》1988,17(1):17-26
The unity of research and teaching is an ingrained principle in university policy in Denmark, but this principle has also been subjected to increasing criticism. This article presents an investigation, consisting of about 50 interviews with teachers from higher educational institutions in Denmark, aiming at the illumination of this issue. According to the conclusions of this investigation it is the basic experience of the teachers that an important interplay exists between research and teaching of the individual teacher, and that almost none would prefer to work in a pure research institution. At the same time the teachers have some crucial reservations. Firstly it can be difficult to administer this twofold task. Secondly the interrelationships are dependent on several factors, the most important of which is the level of teaching and the disciplinary context. This latter factor is explained by differences pertaining to the very nature of varying disciplines - demonstrated and analyzed with reference to Thomas Kuhn and Basil Bernstein. Finally, the importance of the interrelationships between research and teaching for higher educational and research policies in broader perspective is discussed. 相似文献