首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 109 毫秒
1.
In urban districts, homeless and highly mobile students are an important contributor to achievement disparities—and their numbers are rising. To date there has been little inquiry into how broader education and housing policies shape the schooling experiences of homeless and highly mobile families. Using semi-structured interviews with 132 key community stakeholders (parents, school social workers, other school staff, and community/service personnel) in one urban area, this study explored how families living at the policy intersection of the McKinney-Vento Homeless Assistance Act and federal rehousing policies, such as the HEARTH Act, experience the schooling process. These policies have important impacts on students; the McKinney-Vento Act provides them with a range of supports while recent federal policies such as the HEARTH Act are shifting where and how they are living. Taking a policy perspective and drawing insights from Lin’s network theory of social capital, the findings suggest that these policies both independently and concomitantly shape families’ life opportunities. Implications for schools, communities, and scholars are addressed.  相似文献   

2.

The author argues that economically, politically, and culturally the situation of youth in the U.S. is intolerable and unforgivable. Childhood has been demeaned by popular news media and no longer is regarded by society as the future of democracy. Rather, young people are increasingly isolated, treated with suspicion, and subjected to diminished rights of privacy and personal liberties. Zero-tolerance policies in communities and schools amount to the criminalization of youth, and schools grow more like prisons than institutions of education. The multiple social and political costs of negative perceptions of youth are considered. It is argued that repressive social policies and neglect of children, as evidenced by the growing state of poverty, hunger, and homelessness among America's children, threatens the future of democracy. The author encourages policy reforms and individual and community commitment to policy reforms.  相似文献   

3.
ABSTRACT

For marginalized communities, schooling is mired in social/bodily control, tracking, and cultural erasure circumscribing difference/culture as obstacles, as opposed to sites of wisdom, connectedness, and critical consciousness. Authors shape a transformative pedagogical framework across teacher education and partnering schools by utilizing spiritually embodied, land-based Chicana Feminist and Indigenous Epistemologies. We outline six tenets of Body-Soul Rooted Pedagogy which: 1) construct education politically, 2) enact schooling as decolonization/empowerment, 3) center epistemologies, multiliteracies of marginalized groups, 4) foster critical frameworks navigating oppression, 5) engage social action pedagogy, and 6) engender hope, well-being. Scholarship has implications for educational theory and practice at all levels.  相似文献   

4.
ABSTRACT

Household survey data for II Latin American countries are used to assess earnings differentials by type of secondary education during the late 1980s. Introduction of the cost of the curriculum allows for the estimation of private and social rates of return to investment in education by type of secondary school curriculum. The paper documents mixed results. In some countries the private returns to vocational schooling are higher than the returns to general secondary schooling. Introducing differential cost of curriculum and estimating social returns to schooling results in much lower returns to vocational schooling.

  相似文献   

5.
ABSTRACT

In the last 15 years, social and community cohesion have become key concepts in European social, migration, and education policy. Although their definitions often remain ambiguous, social and community cohesion typically refer to harmonious coexistence of individuals of all cultural backgrounds within a community. Frequently connected with education at the elementary and secondary level, they are regarded a desirable outcome of compulsory schooling. Drawing on longitudinal data from 2 schools in England, the authors analyze the interplay between national policies of community cohesion and local level practices. In a discussion of the findings, the authors show that, despite the gaps between national policy and local practice, parental and community members’ involvement in school and family education are efficient tools to enhance community cohesion at the local level.  相似文献   

6.

This article links the divisive education policies of the early 1990s, pursued by New Labour after 1997, with the continued reproduction of a class structure relatively unchanged despite the economic, political and cultural transformation of post-industrial England. It briefly overviews New Labour's education policies, including a list of Acts, Reports and initiatives 1997-2000 in an Appendix. It notes the divisive effects on class structures of an emerging hierarchy of schools and the relationship of class to the economy. It describes the continued reproduction of upper and some middle class groups via private schooling, the strategies of other middle and aspirant groups in their jockeying for positional advantage in education, and reviews the prospects for the poor under a government that preached inclusion but pursued exclusionary policies. The article suggests that theories of social reproduction have to take into account the ruthless determination of privileged and aspirant social groups to maximise the reproduction of their own class advantages.  相似文献   

7.

This article examines some impacts of neoliberal education policies during the current period of the intensification of neoliberal capital. Section 1 examines the relationship between education and capital, identifying three plans capital has in relation to education. It sets out some of the major aspects of neoliberal policy developments in schooling and further education. Section 2 describes, analyses and evaluates the research methodology used in developing this article, locating the methodology within the debate between 'methodological purists' on the one hand, and 'committed research' on the other. The research for this article, within the 'research for social justice' paradigm, is rationalised. Section 3 examines the impacts of neoliberalisation on education workers' securities - their pay/ salaries, conditions of employment, stresses and pressures at work, and their work identity and status. It also examines the impacts on the rights and powers of education trade unions. The article ends, in Section 4, by briefly calling for resistance to the global neoliberal capitalist agenda in schooling and education.  相似文献   

8.

In this article, the authors describe the ways in which a set of policies has had what seem to be extensive and long lasting effects precisely because these policies are coherently linked to larger dynamics of social transformation and to a coherent strategy that aims to change the mechanisms of the state and the rules of participation in the formation of state policies. They describe and analyze the policies of the 'Popular Administration' in Porto Alegre, Brasil but, more specifically, they focus on the 'Citizen School' and on proposals that are explicitly designed to radically change both the municipal schools and the relationship between communities, the state, and education. This set of polices and the accompanying processes of implementation are constitutive parts of a clear and explicit project aimed at constructing not only a better school for the excluded, but also a larger project of radical and thick democracy. The reforms being built in Porto Alegre are still in formation, but the authors argue that they have crucial implications for how we might think about the politics of education policy and its role in social transformation.  相似文献   

9.

A key rationale for the UK education reforms of the 1980s and 1990s was a desire on the part of agents within the state to control more directly the work of teachers. In a variety of ways, the reforms were designed to contribute to a reconstruction of the work of teaching. The first part of this paper considers the roots of this intended reconstruction. The second part explores the impact of the reforms on the culture of teachers’ work, focusing on three kinds of consequences ‐ emotional, social and pedagogical. The paper draws on loosely‐structured interviews with secondary school teachers, carried out as part of a study of the culture and values of schooling in the light of the shift from wel‐farist to post‐welfarist policies in education.  相似文献   

10.
ABSTRACT

The aim of this methodological article is to contribute a new form of qualitative data analysis that is relevant for the comparative study of family cultures and schooling. We describe the development of our Habitus Listening Guide linking Bourdieu’s theory of social reproduction to critical narrative theory. The interpretative tool outlines (a) social-structural (b) horizontal intergenerational (c) vertical gender and (d) mythic-ritual listenings which can be used to explore the engagement of youth and their families with schooling. Such listenings reveal the dispositional positioning of schooling in family values and the complex structural and human relational effects of schooling on family members’ livelihood and wellbeing. It offers the possibility of comparing families in terms of their gendered and generational relations and the ways in which religious and mythic-ritual discourses legitimate their aspirations in the context of changing communities. The Guide offers a way of accessing and comparing subjective micro level experiences of social inequality and the contribution that schooling plays, or is expected to play, in relation to individual and/or family social mobility.  相似文献   

11.

This study compares the social status of highly gifted (N=42) and moderately gifted (N=86) students across academic (classroom) and social (dormitory) settings. Giftedness was not significantly related to social status in either setting. Two social statuses, popular and rejected, were significantly stable across settings. Furthermore these statuses were related to peer nominations for getting along, fighting, and being shy, to social and academic measures of self‐concept, and to age relative to the peer group. These findings are examined in light of other research on gifted‐ness and social status.  相似文献   

12.

This article examines how the development of inclusive education policies has been constrained by the adhesion of traditional regular and special education imperatives. The fragmentation of educational policy-making presses us towards exclusion; and the protection of professional interests reinforces individual pathologies and creates further exclusionary pressures. The authors contend that inclusive education is not a linear progression from 'special educational needs' and we must endeavour to understand the very different nature of these knowledge bases. Deconstruction is presented as a way of exposing exclusion as it is inscribed within inclusive education policies. The article ends with a series of openings for dialogue about inclusion which address the relationship between ideas and politics; a new politics of research; envisioning forms of schooling which eschew the modernist blueprint; reflexivity; and the teaching of inclusion.  相似文献   

13.
In recent years there has been a shift in popular thinking and government policy on education in Australia, away from the social democratic consensus of the Karmel era, towards a Rightist perception. While a number of sources of this movement may be identified, in this paper I will focus on the politics of discourse. Drawing on Laclau's and Mouffe's developments of Gramsci's theory of hegemony, I will explore the ways in which various educational lobby groups have sought to produce a ‘common‐sense’ concerning Australian schooling. The examination of a critical historical incident is a useful way of illustrating the strategies employed by these groups, as their political efforts are particularly concentrated at such times.

In its 1983 Education Guidelines the federal Labour government announced, amongst many things, that it intended to reduce funds to Australia's ‘best resourced’ private schools. A bitter debate between supporters of private schools and state schools ensued. On the surface each party sought merely to influence the 1984 Guidelines which would determine funding policies for some time to come. At the debates centre, however, were issues to do with the nature and purpose of schooling and what and whose interests it should serve.

This historical incident exemplifies the politics of the contending parties particularly well. Private schooling was used as a symbolic rallying point around which particular definitions of education were constructed. This paper will focus first on the discursive strategies of the private school lobby and its allies, the educational Right, then on those of the state school lobby and the Left. My contention is that the private school lobby and its allies have achieved a discursive ascendency and my intention is to suggest some reasons why this is so and how it was achieved.  相似文献   

14.
Abstract

Based on the data collected in a one-year long fieldwork in Zhong, a county located in middle part of China, this article reconsiders the concept of “useless schooling,” which was proposed in recent studies on the perceptions of value of education among lower-class rural residents in China. It calls for a understanding of those changes in the macro social structure, which becomes increasingly stratified, and the emerging patterns of educational opportunity structure in the era of social transformation, and argues that this is the base for the understanding lower-class rural parents’ perceptions on the value of schooling. This article employs Bourdieu’s concept of “habitus” and conceptualizes the process of how lower-class rural residents form their value on school education as a process of structural factors being internalized into individual dispositions. Based on the data collected, this article proposes to use the concept of “hopeless schooling” to capture their perceptions on the value of school education. It emphasizes that the emerging education opportunity structure and differentiated chances of social mobility by different social groups have gradually been transformed into a stratified pattern of “expectations” for education and social mobility, and proposes the need to examine the ongoing solidification of social structure in this period of transformation.  相似文献   

15.

This paper discusses the application and effects of technocratic ideology in schooling and educational policy in the United States, and traces it up through present planning for ‘virtual libraries’ and rethinking of educational structures. This is done by reviewing the development of educational structures and policies and by looking at selected developmental/historical periods in American life when technocratic ideology was particularly influential in schooling and educational policy. Through this process the authors establish ideological connections between technocracy, education and the new educational processes that virtual libraries represent. In this analysis virtual libraries are the newest site of the extension, deepening and possible totalizing of the values of technocratic educational policy and processes.

The paper begins with a brief definition of the concept of technocracy which is placed in its historical context. An overview of the historical periods of dominant technocratic ideology in American education is then presented. The overview covers particular eras from the early nineteenth century through the 1980s, tracing the manifestations of technocracy in educational practice and policy (the early industrial era, the era of Scientific Management and social efficiency, the Sputnik era and the push for computers in education). The paper then turns to an analysis of current technocratic education reforms and the connections to the “virtual library”. The virtual library is representative of this historical technocratic pattern, and‐‐at least as currently envisioned‐‐is the next technocratic extension into education. The paper concludes with a summary analysis of this trend.  相似文献   

16.

This research captures the personal experiences of Black student teachers at the University of Durban-Westville, South Africa, who were asked to write about one significant experience in their schooling careers. About 1,000 such individual stories, collected between 1991 and 1996, were analyzed and recast as broader portraits of Black schooling in South Africa before and after the transition to democracy in 1994. Five major themes were identified in these stories: (1) violence at school, (2) authoritarian climate at school, (3) learning as memorizing, (4) difficulties in schooling related to poverty, and (5) difficulties in schooling related to the language medium. The methodological strategy was influenced by the Dutch school of phenomenological pedagogy that takes the ordinary life-world as a starting point for inquiry. The findings of this research suggest that new education policies, to be effective, must take account of very significant continuities in students' experiences through the political transition.  相似文献   

17.
  相似文献   

18.
ABSTRACT

This paper discusses the nature of higher expertise in society and the role of higher education in constituting that expertise. It is argued that higher expertise relies on disciplined norms against which expert activity can be evaluated, and such norms are the basis not only for knowledge communities in higher education but also for other societal institutions. However, expertise in these communities and institutions is challenged by ‘post-truth’ developments that are fuelled by the marketisation and commodification of expertise, and by a collapse in deference and trust throughout society to which expert institutions and communities have not yet adequately responded. The consequences for higher education can be usefully explored via Durkheim’s discussion of the social organisation of religion and magic. Bernstein’s pedagogic rights of enhancement, inclusion and participation are subsequently examined to offer insight into how higher expertise may be sustained in such a context.  相似文献   

19.
ABSTRACT

This article addresses the deliberately speculative question of ‘What might the school of 2030 be like?’, with a specific focus on the influences of digital technologies. The article adopts the methodological approach of ‘social science fiction’ to explore the ways in which digital technologies might be used in one Australian high school in 2030 (Lakeside), and what this might mean for the people whose lives are enmeshed with these technologies. Through the co-construction of five social science fiction ‘vignettes’ about life within Lakeside, the article considers the increasing prevalence of dataveillance, digital deskilling and the de-territorialization of schooling. The article then goes on to consider changing relationships between time/place, material and coded structures, as well as the increasingly platformized and data-driven nature of schooling in the 2020s. The article ends by considering the ways in which critical scholars can continue to use the methodological approach of social science fiction writing with regard to unpacking the politics of digital education futures.  相似文献   

20.
ABSTRACT

Foundations studies programs (FSPs), sometimes termed pathways programs, seek to prepare international students for an undergraduate education. While enrolments in these programs continue to grow in Australia, there has correspondingly been little research exploring how FSP students experience their transition into university life and study. In seeking to fill a gap within the literature, this study investigated this issue by focusing on international students from mainland China. 23 FSP alumni were interviewed and asked to describe their expectations and experiences of secondary schooling in China, and their subsequent FSP and university studies in Australia. The analysis revealed that the most salient feature of participants’ transition into their Australian undergraduate courses was their emphasis on interpersonal relationships and social interactions. In particular, interviewees emphasised the importance of social exchanges with local peers and teaching staff, and their general disappointment or frustration with these interactions. While this study echoes previous investigations relating to international students’ (lack of positive) intercultural interactions within HE settings, it more importantly challenges the notion that FSPs can be assumed to adequately prepare international students for the nature of these relationships at university. Recommendations regarding FSP practices and policies are posed at the end of this article.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号