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1.
This collaborative piece written by a philosopher/action researcher and an action researcher/philosopher explores the use of practical philosophy as a tool in action research. The paper explores the connection to be made between what we refer to, roughly, as ‘theory’ and ‘practice’ (while never losing hold of either). The connection is made around ideas of ‘practical philosophy’ and social justice. The authors suggest that ‘practical philosophy’ might develop as a ‘philosophy in human practices’. It begins from the understanding that philosophy is rooted in social practice, with philosophy in educational practices being rooted in educational practice. The paper goes on to explore the use of ‘little stories’ as a way into the diversity of significant particularities. Finally the links are drawn with action research. It is argued that the process of reconceptualisation is itself an action that will make a difference as part of a series of action research cycles.  相似文献   

2.
This article contributes to the debate on decolonising methodologies in qualitative research by considering how a white researcher can try and destabilise white supremacy when explicitly conducting research with social justice aims. It draws on data from a recent ethnographic study of minority ethnic pupils’ experiences in secondary schools in England and interrogates the tensions between the research aim to challenge racial stereotyping in education and issues of race and power emerging from the research process. This article investigates specifically the ways in which interaction is shaped by – frequently hidden, particularly to those privileged by them – structures of white supremacy. Developing an innovative analytical framework which draws on insights from both critical race theory and the work of Judith Butler, the researcher problematises issues of voice and representation in conducting social justice research. It is argued that an approach which engages with elements of both structural and post-structural theory allows a more critical exploration of white supremacy through an understanding of the performativity of race. The author works towards a possible research methodology which not only takes into account, but also tries to destabilise processes of white supremacy in research by both recognising participants’ efforts to do this, and trying to make researchers better able to take responsibility for their own complicity in perpetuating unequal racial structures. It is argued that such a recognition by white researchers will necessarily be an uncomfortable process.  相似文献   

3.
Background Over the past four decades there have been a number of controversies arising from the discussion of ‘equity’ and ‘equality’. These concepts are often invoked by policy analysts, policy-makers, government officials and scholars in order to justify or critique resource allocation to different levels of the educational system.

Purpose By creating a new equality–equity goal-oriented model, which allows the combination of different dimensions for each concept with different stages of the educational process, this paper aims to achieve two purposes: (1) to clarify among researchers, educators, evaluators, policy analysts, and policy-makers the notions of ‘equality’ and ‘equity’; and (2) to encourage researchers and evaluators to critically examine and synthesize equality/equity-based research.

Sources of evidence A review of the literature concerning the meaning, goals and assumptions of the concepts ‘equity’ and ‘equality’, and their implications for social and public policy, is presented.

Main argument A survey of recent and earlier debates on ‘equity’ and ‘equality’ among scholars and researchers reveals disagreement and confusion about what those concepts really mean and what they involve in terms of goals and results. It is debatable whether we can have ‘equity’ and ‘equality’ in a society that prioritizes efficiency in resource management over social justice. Certainly, such questions have shaped and guided many discussions and theoretical debates among scholars, policy analysts and policy-makers.

Conclusions Most of the definitions of ‘equity’ and ‘equality’ are frequently used by many researchers, evaluators, policy-makers, policy analysts, scholars and educators as if they were interchangeable. Instead of arguing for a unique or simple conception of ‘equity’ and ‘equality’, a set of definitions of those concepts as well as a discussion related to theoretical and policy issues associated are presented. In order to avoid that confusion, the equality–equity model developed in this paper suggests several new directions for analysis and research. It provides some ideas about how ‘equity’ (i.e. ‘equity for equal needs’, ‘equity for equal potential’ and ‘equity for equal achievement’) and ‘equality’ (i.e. ‘equality of opportunity’, ‘equality for all’ and ‘equality on average across social groups’) could be treated and measured in future research in relation to different features of the educational process (availability of resources, access, survival, output and outcome).  相似文献   

4.
Dissidence,difference and diversity in action research   总被引：1，自引：1，他引：0  
This article served two purposes. First and foremost, it gave the author an opportunity to re-visit, and acknowledge, some ways in which her professional relationship with John Elliott and other professional friends influenced her work in action research. Second, it enabled the author to revisit current ideas held in two areas of interest that have, over the years, grown out of departure from, as well as identification with, John's own work. The first relates to the personal and emotional dimensions of theory in action research and the second, to issues of methodological creativity. In re-visiting these two areas of interest, the author tries to synthesise them in a new way in order to explore the connections between the personal, the emotional and the innovative in action research methodology. In this, the article attempts to link issues related to the ‘I’ of the action researcher with the ‘we’ of the collaborative research group. It is argued that our ‘self’ is implicated deeply in action research methodology, whatever form that might take. The emotional and social climate in which the ‘I’ operates is consequential. This means that we need to take a holistic view of the action researcher as person, and of collaborative colleagues as enablers and supporters, if we are to optimise the powers that can be brought to the process of enquiry and change. The article also tries to be ‘true’ to the notion that one's ideas, theories and work are shaped by what Wayne Booth calls ‘the company we keep’.  相似文献   

5.
Evaluation brings together power and knowledge in quite specific ways, this complex relationship providing the focus for this paper. Such a relationship is particularly important for educational evaluators with an explicit commitment to achieving increased social justice. How might the ethical practice developed by, for example, feminists or anti‐racists, be applied to educational evaluation? This paper provides a preliminary discussion of these issues, first, by offering a critical appraisal of the dominant models of educational evaluation. Second, it attempts to outline the principles and procedures for ‘social justice’ evaluators and, following this, considers the strategies currently available to them. It concludes that, particularly in the case of educational programmes with an equality dimension, ‘social justice’ evaluation may be both desirable and feasible.  相似文献   

6.
Abstract

This article focuses on the double role of the academic action researcher working as facilitator and researcher in democratic professional development projects. The inquiry is based on three partnership projects: ‘research circles’ in Sweden, ‘dialogue conferences’ in Norway and ‘tailored professional development’ in Finland. In a self-study and through the lens of practice architectures, we, as action researchers, explore how our practices are enabled and constrained in, as well as are enabling and constraining, professional development partnerships with teachers and educational leaders. A critical perspective is provided on how and what democratic practices evolve. The inquiry opens up understandings about how the academic action researcher’s practices entails multi-faceted ways of working to be able to accomplish different and somehow contradictory objectives, yet at the same time enacting democratic working methods. Furthermore, the act of recognition as a connecting aspect between prefiguring arrangements and evolving practices will be elaborated on to supplement perspectives offered by the theory of practice architectures.  相似文献   

7.
Doctoral supervision is a complex process, and a critical success factor is the supervisory relationship. The aim of this article is to share experiences of doctoral supervision from three different perspectives, offering a view from above, below and the middle. The author was inspired by the activities associated with a recent conference. It presents reflections from three researchers at different stages of their research careers.

Key themes to emerge were: the problematic transition from being an undergraduate/postgraduate student on a taught programme (a star performer) to a doctoral candidate (novice researcher, and to some extent ‘peer’), with associated issues of developing independence; the potentially problematic aspect of giving and receiving feedback, where genuine constructive critique can often be perceived as being ‘negative’ or ‘positive’ when it could be argued that all feedback is positive in its attempt to improve performance; and the development of relationships from tutor/student to critical friends and beyond, for example into mentoring roles, although again there are issues of (in)dependence.  相似文献   

8.
Abstract

In this paper, we consider the intensifying pressures on critical research and academic integrity in a research policy context that has come to be increasingly dominated by an instrumentalist mind-set. Using sensitising resources drawn from Geoff Whitty’s critique of the ‘what works’ agenda, we reflect on the current conditions of academic labour and some of the key issues and dilemmas they pose for critical researchers in the sociology of education and beyond. In particular, we underline the trend for ‘what works’ agendas to become constitutive of academic identities and practices, including at micro-levels, such that the option of ‘standing outside’ them is shifting from being merely personally taxing to being institutionally disallowed. In addition to highlighting the dilemmas this creates for critical researchers and the threat this poses to expansive and democratic approaches to education, the paper emphasises the centrality of relationship-forming in understanding and underpinning academic integrity.  相似文献   

9.
This paper engages with some of the specific issues that challenge critical practice. My argument is related to the Carr and Kemmis debate on ‘staying critical’ and to ideas expressed in my current book, Community Development: A Critical Approach. I refer to critical practice as any practice that has a transformative social justice intention, and which happens in a range of contexts from grassroots community activism to more institutionalised settings, such as hospitals or schools. My own professional base is community development, and this paper is founded on emancipatory action research developed over many years in grassroots practice. It is my view that emancipatory action research, committed to the practice of social justice, with the intention of bringing about social change, is a necessary component of critical practice. In fact, I would go so far as to say that emancipatory action research is the glue that binds critical praxis in a unity of theory and action. However, all too often collective action for change is not followed through to its greatest potential, and practice remains contextualised in the immediate, local and specific without making critical connections with the structural roots of oppression from which inequalities emanate. The result is that we constantly fixate on symptoms, and leave the root causes free to perpetuate oppressions. At the same time, we find ourselves in a globalised world marked by intensifying social divisions. So, it is my intention to raise a few issues which present challenges to get beyond sticking points in critical practice as we face times in which there is an accelerating urgency to ‘become critical’.  相似文献   

10.
This article describes the discovery of action research by a ‘conscious incompetent’ in higher education. The influences on the development of an action researcher’s individual philosophy are discussed. These shape a specific investigation into the implementation of international staff exchange in a post-1992 UK university from the position of an ‘outsider within’, a tempered radical. Ontological and epistemological concepts of quasi-objectivity, subjectivity, participation and commitment are discussed in relation to entrepreneurship in the higher education context, concluding that action research is a methodology suitable for tempered radicals and strategic entrepreneurs and that the action researcher can play these roles to research the execution of international faculty mobility in higher education.  相似文献   

11.
Over the last decade, various organisations, scholars and educators across the globe have been arguing for the need to foster dialogue between and with children regarding the world they want to have, in terms of both justice and sustainability. Research has shown that stories and storytelling have a world-making and world-changing character that may trigger children’s social imagination on social justice issues and help them play a participatory role in society. In this context, the study presented here aimed to empower children to speak up for their beliefs and to become active agents of change in relation to social justice issues. To meet our research goals, we developed workshops around traditional folktales, which we implemented in four schools in Cyprus. During these workshops, we promoted critical dialogue for social justice issues through pertinent collaborative storytelling activities. Collaborative storytelling is a method that can involve participants in critical dialogue, enabling them to produce innovative and creative counter-stories. This can potentially deepen their perceptions about social justice, while also allowing them to communicate the knowledge they have built in engaging and accessible ways. Data collection included observations during workshops, as well as post-implementation interviews with a purposive sample of child participants. Our findings suggest that the children deployed either a ‘we are all different’ or a ‘we are all the same’ discourse to define social justice. Nonetheless, as the project progressed, they seemed to gradually turn to a ‘we need to see injustice to be able to act against it’ discourse. This project aims to contribute to academic discussions on promoting dialogue with children on social justice issues, and cultivating children’s metacognitive skills about societal injustices.  相似文献   

12.
ABSTRACT

Transnational academic mobility is often characterized in relation to terms such as ‘brain drain’, ‘brain gain’, or ‘brain circulation’ – terms that isolate researchers’ minds from their bodies, while saying nothing about their political identities as foreign nationals. In this paper, I explore the possibilities of a more ‘nomadic political ontology’, where the body is ‘multifunctional and complex, a transformer of flows and energies, affects, desires and imaginings’ (p. 25). In this sense, academic mobility is not only the outcome of national innovation and economic competitiveness strategies, but also sets the conditions for epistemic and ontological change at the level of the individual. In this paper, I explore a personal account of the nomadic political ontology of academic mobility to exemplify the interrelationships between nationalism, academic belonging and transnationalism. My experiences as a transnational subject affect the stability and scope of my work as a policy-oriented researcher who studies the academic profession and the internationalization of higher education. My positionality in relation to my research focus is likely not unique to the field of higher education studies or educational research more broadly, which permits a wider applicability of this exploration beyond personal narrative and a particular national context. This personal reflection, guided by nomadic theory and post-structural possibilities, offers a viewpoint of the academic profession beyond the standard mobility discourse.  相似文献   

13.
What happens when a team of university education researchers initiates a social justice learning project in a local high school, and – despite the overall project’s considerable successes in cultivating students’ critical political ‘voice’ – is confounded by the periodic, apparent ‘silences’ of some of its young female students? Drawing on eight years of fieldwork in a groundbreaking high school social justice education classroom, this article examines the presumptions inherent in certain forms of social justice pedagogy, and the ways in which ensuing classroom disjunctures may, in fact, lead to deeper insights about education for youth critical social consciousness. The article focuses on two, interrelated issues: the unsettling and sometimes confounding ‘silences’ of female students and the correlation between such silences and social justice educators’ attenuated ability to recognize and support the myriad ways in which minority female students may encounter, negotiate, and articulate their own particular forms of Freirian conscientización.  相似文献   

14.
Two key themes of recent UK education policy texts have been a focus on ‘quality’ in public sector performance, and on ‘equality’ in the form of New Labour’s stated commitment to equality of opportunity as a key policy objective. This twin approach can be seen at its most obvious in the concept of ‘excellence for all’. This paper contends that in recent policy texts the vocabularies of quality management discourse and egalitarian discourse have become conflated, serving to mask key issues relating to educational inequality, seen at its most stark in the attainment gap. The paper argues that this has led to a failure to distinguish between the goals of quality management and the ends of egalitarianism. Discursive conflation of this sort risks obscuring the significance of socio‐economic context and the limited impact of within‐school action. The paper also suggests that the focus on equality in terms of school provision paradoxically risks entrenching social inequalities despite the appearance of egalitarian commitment.  相似文献   

15.
This article presents research into Canadian elementary and secondary teachers’ understandings of inclusion. The research investigates how a sample of 120 teachers in the southern part of Ontario defined inclusion, and the extent to which they believed an inclusive classroom is an effective way to teach all students. The article draws upon literature into how inclusion is currently defined followed by research into the politics of diversity in inclusive education; the latter signals the socio-political aporia which attends many understandings of inclusion. The study employs Nancy Fraser’s conception of justice as requiring redistribution, recognition, and representation; Fraser’s approach also demands attention to issues of recognition as intimately connected with concerns about social status. The findings reveal teachers’ relative lack of attention to issues of resourcing, but considerable emphasis upon issues of representation. While issues of recognition are largely valued, there is a tendency to reify categories of student identity, rather than challenging concerns about the lack of social status attending such foci. The research reveals a push ‘beyond the binary’ of considering teachers’ practices as either inclusive or exclusive, and how teachers’ engagement with resource provision, recognition of learners, and representation of student needs exists along contingent and intersecting spectra.  相似文献   

16.
Described as ‘postexperimental’ and of the ‘post‐post period,’ the current moment in social science research is typified by multivoiced texts, researcher reflexivity, cultural criticism, and experimental works; characteristics in keeping with poststructurally informed understandings of social science research as contingent, evolving and messy. However, many researchers concerned with environmental education continue within positivistic or postpositivistic traditions, relying on understandings of reality as something that is out there to be discovered or approximated. This article explores the methodological considerations of post‐informed research, seeking to contribute to discussions of how environmental education research might better take issues of representation, legitimation, and politics into account.  相似文献   

17.
This article presents an overview and discussion of qualitative research in education by analyzing the roles of researchers, the history of the field, its use in policymaking, and its future influence on educational reform. The article begins by describing the unique position that qualitative educational researchers have in higher education, as they often attempt to serve both academic and policymaking audiences. The article then moves to discuss the ascent of qualitative methods in the social sciences and educational research. The article concludes by attempting to work through a number of pressing concerns that qualitative researchers may face in upcoming decades; specifically, the final section presents possible strategies to improve the relevance and impact of qualitative researchers’ work on reframing educational policy at local, state, and federal levels to meet the demands of equality and social justice.  相似文献   

18.
This paper first briefly reviews the worldwide development of the size of the university sector, its research merits and authorities’ use of incentive systems for its academic staff. Then, the paper develops a static model of a researcher’s behaviour, aiming to discuss how different salary reward schemes and teaching obligations influence his or her research merits. Moreover, special focus is placed on discussing the importance of the researcher’s skills and of working in solid academic environments for quality research. The main findings are as follows: First, research achievements will improve irrespective of the relative impact quantity and quality of research have on researchers’ salaries. Second, small changes in fixed salary and teaching duties will not influence the amount of time academics spend on research and, as such, their research merits. Third, because research productivity, i.e. the number of pages written and research quality increase with the researcher’s skills and effort, both these figures signal a researcher’s potential when adjusting for his or her age and the kind of research carried out. Finally, because researchers’ utility depends on factors beyond salary and leisure time, employers have a number of instruments to use in order to attract skilled researchers in a globalised market.  相似文献   

19.
The use of narrative research is often informed by a commitment to social justice on the part of the researcher. An example of this literature, Morwenna Griffiths' Action for Social Justice in Education: Fairly Different (2003), is taken here to illustrate the understanding of power and the way in which the relationship between theory and practice is conceived. The language and tone of such texts illustrate the role of a certain inheritance of psychology in the construction of subjectivity, which shapes our understanding and conduct of the personal and professional. This, and the way in which the 'reflective practitioner' forms part of broader contemporary understandings of the self within liberal political rationality, is discussed with reference to work informed by the thought of Michel Foucault in order to provide a critique of the stated objectives of narrative research and the accompanying agenda of social justice. It is argued that without further attention being given within such work both to what is meant by narrative and social justice, and to assumptions regarding the nature of the operation of power, its emancipatory objectives are undermined.  相似文献   

20.
This article highlights the complexity of participatory action research (PAR) in that the study outlined was carried out with and by, as opposed to on, participants. The project was contextualised in two prior-to-school settings in Australia, with the early childhood professionals and, to some extent, the preschoolers involved in this PAR project seen as co-researchers. This article explores the author’s journey to PAR, which she considered a socially just mode of inquiry. However, it is not without its complexities and challenges. This article makes transparent these complexities and explores issues of ‘power’, identity and influence in collaborative research. Questions often reflected upon by researchers are re-visited in this article: What theoretical underpinnings align with the investigation? Why undertake such a demanding research design as PAR? What does this research design involve? Where does the university researcher fit? How does a PAR team ‘work’ when there are so many different personalities involved? What are the challenges that are faced by participatory action researchers and how might these be overcome? While these challenges are not new to PAR researchers, the solutions and discussion put forward in this article may generate further reflection and debate.  相似文献   

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