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1.
Reza Gholami 《British Journal of Sociology of Education》2017,38(6):798-811
Taking the English National Curriculum as its main example, this article argues that an overly nationalistic, normative and ‘fact-based’ citizenship education curriculum is failing to engage the dimensions of young people’s identities which they experience as deeply meaningful. There is thus a chasm – albeit a false one – between official discourses and pedagogies of citizenship and what young people consider to be their ‘real’ selves. I argue that citizenship education must develop a more sophisticated understanding of the complexities of how identities are formed and performed, especially in light of globalisation and increasing migration. I also make a somewhat unorthodox argument for conceptualising ‘relating-to-otherness’ in the same way that we think of music consumption. This has implications for how we experience, interpret, value and create ‘others’. The article also makes some recommendations for how these ideas can begin to be implemented in educational settings. 相似文献
2.
Donatella Palomba 《比较教育学》2018,54(4):440-458
ABSTRACTThis article illustrates and discusses some elements of the problematique ‘Southern Europe’. The themes stressed include its configuration and the criteria for its conceptualisation. A number of ways to think about ‘Southern Europe are discussed – of course with particular emphasis on the development and theoretical elaboration of comparative education in these countries, as well as on the imbalances in the international debate. That debate is not merely contemporary: there are historical dynamics that have influenced the imbalances of power that were, and can now be, found in definitions of ‘Europe’ and what counted as its political, cultural, historical (and finally, economic) centre.These complex themes – glossed over by hegemonic and ideological concepts such as the Global North and the Global South – include the territorial articulations of ‘Europe’; what counted and counts as ‘its centre’; the construction of ‘national states’; the changing valuations of ‘the national’; and the vital question of language. Overall, the crucial motif of the article is the ways in which all these themes are refracted and reflected in changing versions of what counts as, what is constructed as, ‘comparative education’. 相似文献
3.
Phillip Brown 《British Journal of Sociology of Education》1990,11(1):65-86
In this paper it will be argued that we are entering a ‘third wave’ in the socio‐historical development of British education and that similar trends are also evident in the USA, Australia and New Zealand. The ‘first wave’ can be characterised by the rise of mass schooling for the working classes in the late nineteenth century. The ‘second wave’ involved a shift from the provision of education based upon what Dewey called the “feudal dogma of social predestination” to one organised on the basis of individual merit and achievement. What is distinct about the ‘third wave’ is the move towards a system whereby the education a child receives must conform to the wealth and wishes of parents rather than the abilities and efforts of pupils. In other words, we have witnessed a shift away from the ‘ideology of meritocracy’ to what I will call the ‘ideology of parentocracy’. This paper will consider the evidence to support this conclusion and examine its sociological significance.
4.
《Educational Philosophy and Theory》2013,45(1):65-75
This essay considers the way and manner in which a musician and music educator approaches his or her work. It is suggested that anthropomorphic conceptions of music have endured in music education practice in the West. It is proposed that our view of the ‘processes’ of music making, music reception and music learning can be challenged and reconsidered. Heidegger's theory of art is used as a way of rethinking these processes, and of reconsidering our relational dimension with music. The unfolding of music in music‐events occurs as people ‘work‐with’ music and interact with its dimensions in a way that is culturally and dialogically vibrant. Music education can thus become more responsive to changing ‘modes of beings’ in the moment. 相似文献
5.
Gwen Moore 《Irish Educational Studies》2014,33(3):249-268
In recent years, music at Leaving Certificate level has come under increasing focus in media and higher education discourse as an easy option. In particular, scant attention has been paid to the musical knowledge and skills needed in the transition to higher music education within the Irish context. This paper addresses the perceived gap in knowledge through an examination of documents and student and lecturer experiences in higher music education. Findings reveal that students who have access to private music tuition because of their greater cultural, social and economic capital have a distinct advantage in higher education over those who have relied on the state for music education. Moreover, there would appear to be a shift in emphasis from practical to theoretical knowledge in the transition to higher education. More critically, the paper argues for a reappraisal of curriculum and knowledge at both levels in light of the implicit privileging of epistemic access to ‘powerful’ knowledge in private music education. 相似文献
6.
Bonnie Burstow 《International Journal of Lifelong Education》2013,32(3):273-288
This article probes the ethics of one of the more controversial as well as exciting forms of adult education—the mode of theatre of the oppressed called ‘invisible theatre’. Looking at claims made by practitioners—Augusto Boal’s especially—and drawing on concrete theatre pieces, the author asks: What are invisible theatre’s claims to ethicality? How valid are the claims? Are the claims and practices compatible with adult education principles? And how might invisible theatre be conducted more ethically? The article demonstrates that despite invisible theatre’s highly ethical mandate, Boal’s defences of invisible theatre are wanting, the levels of deception and danger are problematic, and the standard practices and claims are incompatible with certain adult education principles and commitments, including the Freirian commitment to non‐manipulation. At the same time, it is shown, there is potential for invisible theatre praxis which is both effective and ethical, albeit changes are called for. Suggestions for improved practice include: invisible theatre troupes committing themselves to becoming ethically reflective practitioners, making minimal deception the new norm, reining in the level of conflict, exploring the ‘opaque’, and no longer taking as a given that invisible theatre should never be ‘outed’. 相似文献
7.
Robert Cowen 《比较教育学》2014,50(3):282-301
Comparative education as a field of study in universities (and ‘comparative education’ as practised by nineteenth-century administrators of education in Canada, England, France and the USA) has always addressed the theme of ‘transfer’: that is, the movement of educational ideas, principles and practices, and institutions and policies from one place to another. The first very explicit statement of this way of thinking about ‘comparative education’ was offered in the early nineteenth century in France and was expressed in terms of the expectation that if comparative education used carefully collected data, it would become a science. Clearly – about 200 years later – a large number of systems of testing and ranking, based on the careful measurement of educational processes and product, have provided us with hard data and these data are being used within the expectation that successful transfer (of educational principles and policies and practices from one place to another) can now take place. A transferable technology exists. This article argues that this view – that ‘we’ now have a successful science of transfer – ignores almost all of the complex thinking in the field of ‘academic comparative education’ of the last 100 years; and that it is likely to take another couple of hundred years before it can approximate to being a science of successful social and educational predictions. However, what shapes the article is not this argument per se, but trying to see the ways in which the epistemology of the field of study (academic comparative education) is always embedded in the politics of both domestic educational reform and international political relations – to the point where research in the field, manifestly increasingly ‘objective’ is also de facto increasingly ‘political’. The article is about the ‘how’ and ‘why’ of that and what has been forgotten and what has not yet been noticed. 相似文献
8.
Amir Ameri 《The International Journal of Art & Design Education》2015,34(1):121-131
The debate over the design thesis is often entangled in the dialectics of the practical and the theoretical. Whether the argument is waged and weighted in favour of a practical emphasis or a theoretical emphasis, or more insidious, a judicious balance between the two, what is inevitably assumed in the debate is the possibility of drawing and/or locating a dividing line between the practical and the theoretical. This article explores the inherent contradictions of this dichotomy, that make the traditional definition of thesis – a theorem or a hypothesis regarding the nature of the phenomenon under investigation – a problematic definition for architecture. Inasmuch as architecture is, in each iteration, a cultural construct, it is always and already the formal expression or embodiment of a theory. To avoid the tautology of positing a theorem about a theorem or a hypothesis regarding a hypothesis, the design thesis may be defined, not as a theorem or a hypothesis, but as an analytical posture assumed or a critical stance taken on the theorem that is or should be the phenomenon under investigation. In this case, the question to ask at the outset of a design thesis is not what patent ‘theory’ should the proposed building speak of, but what arcane theory does its type historically hide under the rubrics of ‘function’ or ‘practical’ requirements? It must begin, in other words, by de‐familiarising the familiar. 相似文献
9.
Lajos Somogyvári 《History of education》2013,42(5):664-681
The subject of this article is a definite shift in socialist pedagogy: the implementation of polytechnic education in the late 1950s. First, the Soviet model is presented, then the analysis of its Hungarian introduction shows the decision-making process thoroughly, from the first steps in February 1958 to the publication of the ‘Principles’ in September 1960, which affected subsequent discourse about the so-called ‘school-reform’. The study is based on the reports of the Hungarian Socialist Workers’ Party archives, mainly the files of the Political Committee, because this body designed and determined the characteristics of the new era in Hungarian education. Silence dominated the afterlife of the reform after 1965 – in retrospect, it was a failure – and the situation has not changed since. Although the archives are now open, the actors in the decision-making process, and their different interests, have not yet been investigated by scholars. 相似文献
10.
Gerardo Blanco Ramírez 《International Studies in Sociology of Education》2017,26(4):337-352
This article presents an argument for re-reading Jean Baudrillard’s ideas considering their potential contribution to the sociology of higher education, particularly in relation to contemporary debates about ‘world-class’ universities. In order to apply Baudrillard’s ideas, China’s commitment to the development of ‘world-class’ universities is presented as a case study. Radical thinking, as understood by Baudrillard, relies on ambivalence and fascination – instead of critique – and seeks to push a logic to its limits rather than opposing it. Critiques of world-class universities have not stopped the totalizing effects of rankings and world-class status seeking; on the contrary, these phenomena and their effects continue to accelerate. A non-deterministic approach to thinking is set into motion around the paroxystic state that prevails in the pursuit of ‘world-class’ status among contemporary higher education systems. 相似文献
11.
Jennifer Kitchen 《British Educational Research Journal》2021,47(2):372-388
This article, understanding populism as an essentially undemocratic ideology, argues that the pro-social theatre education approach of ensemble pedagogy can offer a model of educational practice which counters these anti-democratic rhetorics by creating a shared space for the enactment of empathetic discourse. Via an ethnography of the UK Shakespeare Schools Foundation festival project, the notion of the theatre education ensemble ‘family’ as a model of civic caring is offered as an alternative, feminist ‘care perspective’ on civic and political rhetorics, in contrast to the patriarchal ‘justice perspectives’ which facilitate the reductive anti-democratic rhetorics of populism. Thus, this article concludes that ensemble approaches to theatre education, viewed through this feminist pedagogy lens, hold rich potential for developing learners’ capacity to resist populism and act in socially hopeful ways. 相似文献
12.
Education reforms in England are increasingly justified by borrowing ‘best practices’ of high-performing East Asian societies, including Hong Kong, Singapore and Shanghai. However, taking the reforms of school accountability as an illustrative example, this article argues that there are serious variations between England and its East Asian sources of ‘borrowing’ with regard to the ways in which schools are held to be accountable. How school accountability is organised and operationalised in practice deeply depends on socio-political priorities of each society. Therefore, education policy borrowing from East Asia to England is potentially extremely difficult. Furthermore, this article remains alert to the possibility that the claim (about improving the education system in England through imitating East Asian models) is symbolic rather than practical – symbolic in the sense of producing legitimacy for pre-existing policy agendas. 相似文献
13.
Over the past decade Finnish education has been praised worldwide for its students’ ‘amazing’ results in the OECD PISA studies. Thousands of pedagogical tourists – including policy-makers, researchers and educators – have visited the country to find out about the reasons behind the success and to borrow, often uncritically and un-reflexively, Finnish practices that can help them to become ‘good performers’ too. This has resulted in what we call ‘folk’ comparative discourses on Finland. China is no exception to the rule. In this article we examine a range of books about Finnish education published in the Middle Kingdom (China) for a general rather than narrowly specialist readership. We are interested in how these volumes construct certain images and myths about it and what these tell us about how the authors view Chinese education but also current societal discussions about it. Our approach is based on critical and reflexive interculturality. 相似文献
14.
Jonathan Savage 《British Educational Research Journal》2021,47(2):469-483
Since the introduction of the National Plan for Music Education there have been significant changes in music education within England. Whilst some celebrate figures that report increased access and engagement, many teachers and others continue to have legitimate concerns regarding the quality of the music education on offer in schools and Music Education Hubs. There are concerns that the provision of music education is incoherent and patchy across the country. Many would argue that the opportunity to access high-quality music education has become a ‘postcode lottery’. There is a sense that the fragmentation of music education as a result of curriculum reforms and the diversity of approaches taken by Music Education Hubs and other bodies has significantly enhanced this incoherence. This article seeks to review the policy and practice of music education in England over the last 10 years. It draws on recent research from various sources and maintains a particular focus on government policy and the consequences of this for the field as a whole. It reflects on how things could be improved in the future. It argues for a clearer focus on a practitioner-led approach to research and advocacy, in particular one led by the notion of ‘policy as practice’ rather than continuing with the current approach and its intrinsic failings. 相似文献
15.
In a dominant Western tradition that reveres cerebral learning, embodied learning approaches have received limited research attention – and less in education than other disciplines. This paper draws on previously reported empirical data from a five-year Creative Partnerships study to argue that psycho-physical theatre practice can promote embodied cognition, has particular value for young people with learning disabilities in special schools and has potential for inclusive education in mainstream schools. The paper describes a psycho-physical actor training process developed with, and for, actors with learning disabilities. Its application within special educational contexts, which we call ‘mimetics’, has focused more keenly upon physicalised interaction as the core communication. In this form of communication, reading, interpreting and responding to the individuality of others happen through the development of non-verbal dialogue. This focus has illuminated the importance of an intuited or ‘felt’ understanding which is generated by and recognises such communications. In special education settings, being different is inherent, and physicalised interaction more routine, so ways of working different from the mainstream are required. The paper suggests that such settings are rich sites for research to develop, value and recognise the significance of embodied cognition and realise its potential for special and inclusive education. 相似文献
16.
Interactions between school systems and reading Recovery programmes – evidence from Northern Ireland
Recent work on raising attainment in education has raised theoretical issues about organizational responses to innovation and qualitative aspects of programme implementation. In particular, the ‘depth’ of an implementation (the extent to which a programme actually changes the educational interactions between pupils and their teachers) is now thought to be as important as its ‘spread’ (the number of schools in which it is replicated). Such issues, together with the existing literature on Reading Recovery implementation, suggest that it is time to review the models of implementation held within the Reading Recovery community. We used a range of methods at four levels of data collection to analyse variation in ‘depth’ of implementation in a countrywide Reading Recovery programme. From our findings we conclude that Reading Recovery has achieved resounding success as an individual programme, but that it would be still more efficient if the models of implementation were to be reviewed. 相似文献
17.
ABSTRACTMeritocracy is used by governments in many societies as an ‘effective’ way to represent social justice and legitimise – explain away – class inequality. By focusing on a small number of working-class students who achieve academic ‘success’ and have reached elite universities in an ideal meritocratic environment – Chinese schooling – this paper aims to discuss the relation of meritocracy to upward social mobility and class domination. Our analysis raises questions about the notion of ‘success’ in a meritocratic environment and suggests the operation of a new form of symbolic domination in relation to these working-class high-achievers. Through their ‘successes’ at school, they are distanced from their working-class localities and histories, while they also remain outside of the middle-class sensibilities that they aspire to – they become a ‘third class’ whose core values reside in meritocracy itself. There is no transcendence of class here rather a different form of distinction and exclusion. 相似文献
18.
As part of the international debate about new forms of governance and moves towards decentralization and devolution, this article discusses the increasing interest in the concept of ‘localism’ in the UK, marked recently by the publication of the UK Coalition Government’s ‘Localism Bill’. A distinction is made between three versions – ‘centrally managed’, ‘laissez-faire’ and ‘democratic’ localism. The article draws on two research projects funded by the Economic and Social Research Council and one by the Nuffield Foundation, as well as sources by specialists in local government, political analysts and educationalists. It explores the broad features of the three versions of localism and their implications for upper secondary education and lifelong learning. The article concludes by examining the strengths and limitations of the first two models and suggests that the third has the potential to offer a more equitable way forward. 相似文献
19.
职前教师的教育实习在职前教师教育中的地位与作用越来越被大家认可。然而,对于教育实习这样一门综合实践课程,目前国内外对其课程设计与安排的理论探讨还略显不足。美国课程理论家小威廉姆.多尔提出的后现代"过程导向"的课程观及课程标准对于教育实习在课程目标、课程内容、课程实施、课程组织与评价等方面的规划与实施具有重要的启示意义,也可为思考我国教师教育实习的改革提供些许借鉴。 相似文献
20.
Keith Swanwick 《British Journal of Sociology of Education》1984,5(1):49-56
In this paper I shall deal with some issues raised by a sociologist interested in music education, Graham Vulliamy. I shall draw on four of his papers.
There will be certain areas of agreement between us: recognition of the importance of Afro‐American music in our century and its dominance in the popular tradition; that forms of analysis through notation are particularly inappropriate to an oral‐aural tradition; that all music is bounded by particular styles and traditions and occurs within a socio‐cultural context.
I shall briefly examine two minor points of difficulty—that Vulliamy overstates the ‘freedom’ of improvised music and the rigidity of notaled music and that he confuses discussion by conflating the views of Meyer and Longer.
There are three major issues to which we need to address ourselves. The first of these is the assumption that pop music can be legitimised in school merely by establishing that different criteria are necessary. The second arises in the attempt to provide appropriate tools of analysis by arguing, with Shepherd, that music has a kind of social referent. This proposition is stated in several ways. In some forms the proposition is acceptable but in others it is problematic.
The third issue involves problems concerning the expressive and formal elements of music and the uses to which music is put, which may range from a signal for action (or reaction) to a meaningful symbol (a much more complex and rich form of response). Using the terms ‘intensional’ and ‘engendered feeling’ as though they were synonymous and the terms ‘extensional’ and ‘embodied meaning’ as though they were the same, some confusion is created, yet there are implications for music education which are not only theoretically important but vital in practical terms of teaching and learning in schools. 相似文献