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1.
This paper explores the potential for conducting collaborative and critical research in higher education which problematises the role and practices of the academy in maintaining exclusion. It begins with a brief discussion of UK government discourse on widening participation, and contrasts this with the research literature which indicates the persistence of exclusionary practices in higher education, particularly in relation to social class. It then utilises a retrospective account of a small‐scale participatory research study undertaken between 1996 and 2003 with a group of adult students from working class and minority ethnic backgrounds, to explore the possibilities for research which seeks the collaboration of those who, in other traditions, are constituted as research ‘objects’. The paper discusses some of the lessons from the research process and explores the challenges for academics conducting research within the academy – challenges arising from their social positioning and their location in the academic field, but also from the ‘scholarly gaze’ which they ‘cast upon the social world’. The paper advocates research which shifts the focus from deficit discourses around students, turns a critical and reflexive gaze towards academia and academics, and directs its efforts towards challenging existing power structures within higher education.  相似文献   

2.
In this article, I explore men’s educational experiences and aspirations in the context of UK policy discourses of widening participation and migration. Critiquing discourses that oversimplify gendered access to higher education, I develop an analysis of the impact of masculine subjectivities on processes of subjective construction in relation to be(com)ing a university student. Neoliberalism and self‐regulation emerge as significant themes by which the men make sense of their educational experiences and aspirations. Widening participation policy discursively constructs the subject as ‘disadvantaged’, ‘with potential’ and responsible for self‐improvement through participation in (alternative forms of) higher education (HE). The concept of diaspora illuminates the complex ways the men reconstruct their traumatic experiences in terms of hope and possibility, across different cultural spaces and expectations. A key question is how do the men construct and make sense of their masculine subjectivities in relation to diasporic experiences and aspirations to become HE students?  相似文献   

3.
This paper examines a high school drug education text using critical discourse analysis (CDA) to discern its underlying ideological commitments and political dispositions. I begin with an overview of CDA and why it is a suitable methodology for my work, and then provide a brief history of drug education in North America. Next, I consider some of the primary discursive features of a Canadian eighth-grade drug education teacher's manual called Making Decisions. I continue with a focused interrogation of a student ‘fact sheet’ on hallucinogens, and conclude with some educational implications of my research. Paying careful attention to features such as genre, syntax, interdiscursivity, and lexicalization, I question core assumptions made by both a drug education text and the broader medical, public health, legal and drug policy discourses from which it draws.  相似文献   

4.
This is a reflexive account of my experiences teaching online and blended doctoral research methodology courses and seminars. Vacillating between skepticism and affirmation, my thoughts mirror the many issues that arise from my daily professional practice and from what I have discovered in my quest to better understand the nature and workings of online and blended education through scholarly discourse. The purpose of sharing my experiences and points of view is to test a set of my truths among the community of experts on the subject. I refer to these truths as evocative discourses – emergent themes at the intersection of theory and practice of online and blended teaching and learning.  相似文献   

5.
Participation in higher education amongst minority ethnic groups is unevenly spread across higher education institutions and disproportionately low amongst certain ethnic groups. This article presents some preliminary findings from a small scale research project which is investigating higher education participation issues for Muslim families in the north of England. The paper argues for a widening participation discourse which speaks on the same wavelength as minority groups if strategies are to be effective. It also argues that those same discourses need to be heard within higher education if the student experience is to be positive beyond the recruitment stage.  相似文献   

6.
ABSTRACT

This article documents my 2-year sojourn from voicelessness – in the face of normalizing discourses about race, privilege, and difference in teacher education scholarship – to an authentic voice capable of addressing normalizing discourses from a position of inclusivity. This journey has involved my face-to-face and even mediated engagement with a critical community of human scholars. In difference to most self-study work, it has included my dialogic engagement with literary (Audre Lorde and Gloria Anzaldúa) and popular (J. K. Rowling’s Harry Potter series) textual critical partners. In highlighting the role of these textual partners in my self-study research, I draw upon the field of cognitive poetics and reader response theory to push against the boundaries of self-study practice and methodology.  相似文献   

7.
Drawing on ESRC‐funded research (RES‐000–22–0832), this article examines the accounts of men participating in London access and foundation programmes in relation to their shifting masculine identifications. I consider how the men’s early memories of schooling shape their student masculinities. Their accounts are contextualised in relation to hegemonic discourses of widening participation and neo‐liberalism. Drawing on feminist critique, I pay attention to the men’s self‐regulating practices in their struggle to be recognised as deserving of higher education access and participation. The interconnections and contradictions within men’s identifications across a range of differences are considered in relation to their experiences and imaginaries of accessing higher education.  相似文献   

8.
System-based and collaborative teacher inquiry has unexplored potential that can impact educational policy in numerous ways. This impact can be increased when teacher inquiry builds momentum from classrooms and teaching practices and simultaneously addresses district, state, and national discourses and networks. In this conceptual paper, I encourage scholars and practitioners to consider ways to methodologically, theoretically, and collectively strengthen teacher research and inquiry to increase its impact on policy. I propose a methodological framework for policy-oriented teacher inquiry that highlights multilayered research approaches and collaborative inquiry. I situate my arguments and the proposed framework in the context of qualitative research and Marx’s dialectic method.  相似文献   

9.
This article shares my experience as a doctoral student researching within the domain of art and design education. This is a professional doctorate bringing together my experience as an educator and that of researcher where boundaries between education and social science research disciplines cross. My research paradigm is situated within critical theory. It is an interpretive hermeneutic study where I am cast as a participant ethnographer. At the time of writing I wanted to make known the issues and tensions that I encountered with research protocols, such as permissions mechanisms and ethical gatekeepers. These tensions I still perceive as confining, but more significantly, I realise that knowing and understanding research methodology is key to achieving creative and unpredictable research practice. This article is, therefore, focused on my journey to discover a research methodology that enables me to use a creative voice. By this I mean a method by which I can develop a writing style that articulates my practice that enables me in the construction and reporting of my research analysis to fully capitalise on my reflexive self. I have referenced papers produced by others at the time of writing their doctoral thesis and have found this enlightening. This is my contribution.  相似文献   

10.
This paper explores constructions of the ‘new’ university student in the context of UK government policy to widen participation in higher education. New Labour discourse stresses the benefits of widening participation for both individuals and society, although increasing the levels of participation of students from groups who have not traditionally entered university has been accompanied by a discourse of ‘dumbing down’ and lowering standards. The paper draws on an ongoing longitudinal study of undergraduate students in a post–1992 inner‐city university in the UK to examine students' constructions of their experiences and identities in the context of public discourses of the ‘new’ higher education student. Many of the participants in this study would be regarded as ‘non‐traditional’ students, i.e. those students who are the focus of widening participation policy initiatives. As Reay et al. (2002) discovered, for many ‘non‐traditional’ students studying in higher education is characterized by ‘struggle’, something that also emerged as an important theme in this research. The paper examines the ways in which these new student identities both echo the New Labour dream of widening participation and yet continue to reflect and re‐construct classed and other identities and inequalities.  相似文献   

11.
The 1990s, a decade of democratic advances and consumption euphoria in South Korea, heralded a new wind called ‘neoliberal education’. It is within this historical juncture that I conducted an ethnographic research on low‐income youths who had dropped out of mainstream high schools. While I investigated these youths’ educational and career aspirations, I examined how discourses in neoliberal freedom and free marketization shape (and are shaping) these youths’ self‐fashioning. Central to my analysis is how this process of identity construction is intersected with class marginality. A predominate number of youths in my research express their preference in service sector and/or entertainment industries. The paper addresses how neoliberal discourses and consumerism ;rhetoric are negotiated and transformed in youth’s narratives on aspirations. The analysis speaks to the ideological pitfall of neoliberalism, echoing critical scholars’ thesis that neoliberalistic education with free market principles perpetuated and broadened existing inequalities.  相似文献   

12.
‘Not so ordinary’, I am told; it is unusual for healthcare professionals to co-construct new practices by learning together with the people who use services. This paper describes action learning and research with NHS professionals and the parents of children with severe communication difficulties to develop a new practice framework for children with severe communication difficulties and a new model for service development which is inclusive and integrates evidence from multiple sources. A methodology is presented which draws together theory, empirical research and narrative to present my account of an inquiry that, in a way, spans the whole of my working life. The paper focuses on the three-year time frame of an NHS research fellowship, which was a period of collaboration and participation between myself, speech and language therapists and parents of children with communication difficulties in Liverpool. The purpose was to co-create a research design with parents and therapists who were shaping an emerging methodology whilst developing themselves in the process. This paper tells the story of the design and implementation of this methodology and the differences it has made to the participants and to children's services in Liverpool.  相似文献   

13.
The trouble with education research is that the research is burdened with trouble before it begins. Working as a poststructural education researcher and engaged in a recent research project that sought to engage with questions of teacher identity, I employed an alternative data elicitation method of literary response groups – similar to that of book clubs. This paper will illustrate a rationale for literary response groups, my experiences of using the method and the subsequent interpretive engagement required, namely, symptomatic analysis. Influenced by poststructural and psychoanalytic theory, I will illustrate the ways in which the literary response groups provoked the participants’ understandings of the normative discourses of “teacher,” their own desires of being and becoming teachers, and the inevitable tensions in which these discourses exist.  相似文献   

14.
This article is based on an ESRC/DFID funded research project on Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard (http://www.sussex.ac.uk/education/wideningparticipation). There are questions about whether widening participation in higher education is a force for democratisation or differentiation. While participation rates are increasing globally, there has been scant research or socio-cultural theorisation of how different structures of inequality intersect in the developing world. Questions also need to be posed about how higher education relates to policy discourses of poverty reduction and the Millennium Development Goals. The article explores participation in higher education, utilising statistical data and life history interviews with students in two public and two private universities. It focuses on how gender and socio-economic status intersect and constrain or facilitate participation in higher education. Findings to date suggest that opportunity structures reflect social inequalities.  相似文献   

15.
Inclusive schooling policy: An educational detective story?   总被引：1，自引：0，他引：1  
Since the publication of the Salamanca statement (UNESCO 1994), inclusive schooling has formed a growing part of the deliberations of the special education community. Inclusive schooling research in Australia in the main continues to reproduce traditions of the special education field, emphasising the dominant psychological perspectives that have been superimposed on inclusive education discourses. At the fifth International Congress of Special Education (ISEC 2000) held in Manchester, ‘the death knell of the concept of special education’ (ISEC 2000) was announced. The concept proposed by Mike Oliver, Professor of Disability Studies at the University of Greenwich, asserts an end to understandings of diversity dependent on medical, psychological and charity-based discourses. From a recent study of inclusive schooling policy, and drawing from poststructuralist methodology, I suggest an approach to research, policy development and practice that questions traditionalist theorising in the special education field. Reflecting on the implementation of the Inclusion of Students with Disabilities Policy (DECCD 1995) in the Tasmanian government school system, I outline my alignment with Oliver’s view and highlight how questions of epistemology and reconstructions of research methodologies are central to rethinking understandings of difference. I also illustrate a methodological orientation that offers possibilities for a different science to take place, thereby understanding diversity as multiple and contradictory — and beyond the single ‘detective story’ (Gough 1998) of the medical, psychological and charity-based discourses that circulate in schools as the populist conceptions of ‘inclusion’.  相似文献   

16.
In my work with white teachers, predominantly female, I assert that ‘desire’ is functioning to produce silent discourses that serve to perpetuate a continuation of white privilege. Based on a qualitative research study exploring the nature of silences in teacher education classrooms, this paper seeks to explore how desire is functioning to produce such silences and how they can be productively understood. Using the concept of desire as presented by Deleuze, this paper engages a notion of desire that is not spawned from lack but a desire that is generative and seeking, resulting in the production of privilege, power and voice.  相似文献   

17.
This article provides a comparative analysis of the discourses of widening participation used in the prospectus documents and websites of six English higher education institutions (HEIs). Taking 2007 and 2011 as snapshots, the article considers the nature of the messages being communicated to prospective students by the different HEIs in the context of the changing policy landscape. Critical discourse analysis is used to interpret the ways in which the case-study HEIs discursively positioned themselves and their prospective students – and the potential implications of this for widening participation practice. In 2007, the findings suggested sharp demarcations between the discourses chosen by the elite pre-1992 and the more accessible post-1992 institutions. By 2011, however, statements of commitment to widening participation were less overt in the post-1992 institutions, whilst there was some evidence of a shift towards a more inclusive tone by the elite universities.  相似文献   

18.
Developing holistic practice through reflection,action and theorising   总被引：1，自引：1，他引：0  
This article outlines how I, as a primary teacher engaging with a self-study action research process, have come to a deeper understanding of my practice. It explains how I have also come to an understanding of why I work in the way I do; of how this understanding influences my work, and the significance of this new understanding. My work as a teacher frequently includes doing collaborative digital projects with my class. As I engaged in research on my practice, I initially experienced difficulties problematising this work. I struggled to achieve clarity not only with engaging in critical thinking but also with articulating my educational values. I found Mellor’s idea about ‘the struggle’ helpful as he explains how ‘the struggle’ is at the heart of the research process. My new understanding around these collaborative projects emerged in terms of holistic practice; clarifying my ontological values and learning to think critically. I am now generating an educational theory from my practice as I see my work as a process for developing spiritual and holistic approaches to learning and teaching. I conclude by outlining what I perceive to be the significance of my work and its potential implications for education.  相似文献   

19.
This article draws on discussion group data collected with 64 ethnically diverse working-class men who were predominantly not participating, or planning to participate, in higher education. The article identifies how the men drew on various discourses of masculinity in their arguments for and against higher education participation, and discusses potential implications of these discourses upon working-class men's continued underrepresentation in higher education. Analysis also highlights how the men's various constructions were framed/constrained by their locations within multiple, interlocking systems of inequality. Questions are raised with regard to future widening participation initiatives.  相似文献   

20.
The notion of lifelong learning has become a mantra within educational policies. However these have been strongly critiqued for reflecting an understanding of learning that privileges the economic benefits of participation in formal education. In UK contexts, the importance attached to widening participation in higher education is one manifestation of these policy discourses, which can be interrogated as a form of governmentality. This paper draws upon a recent small‐scale mixed‐method study of different vocational learners’ transition from Level 3 courses to consider how these policy discourses are being mediated by ‘learners’ who were qualified to enter higher education, but decided instead on alternative life courses. The analysis suggests that policy constructions of participation in higher education sit at a disjuncture with respondents’ longer‐term experiences of institutionalised education processes. In other ways, lifelong learning seemed to be willingly embraced in respondents’ different commitments to learning and self‐development, although higher education institutions were not often seen as a source of this learning. The article aims all the same to allow this interpretation of respondents’ voices to speak back and disrupt policy mantras.  相似文献   

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