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 31 毫秒
1.
This conceptual paper provides a critical analysis of the current convergence of major policy initiatives in Scotland to improve learning and teaching, promote greater equity and close the attainment gap through systems level leadership and change. It is neither an empirical study nor a literature review but synthesises across a range of fields – social justice, poverty, social mobility, school improvement, leadership and policy – in order to cast light on the problem and to inform public policy and practice. However system level leadership is not unproblematic, with, as argued by Boylan, the terms system and leadership seen as malleable concepts, nor can it be seen as a panacea for all ills. The paper argues that educational policy needs to be seen as residing within wider social policy. Without recourse to addressing systemic inequalities in society and building the infrastructure and support structures around schools, schools, on their own, are unlikely to rise to the challenge. The paper argues for a melding of distributive leadership (with emancipatory intent and purpose) with systems leadership, characterised by meaningful collaboration and partnerships from ‘within – to between – and beyond’ schools (as suggested by Chapman), imbued with moral purpose.  相似文献   

2.
From 2000 to 2001, Andy Hargreaves produced a series of publications introducing the concept of distinctive emotional geographies of teaching. The concept addressed how teacher emotions are situated within the context of their work and influence interactions with students, colleagues, administrators, and families. Hargreaves contended that understanding the emotional geographies of teachers would help build stronger relationships among stakeholders. He also predicted that educational policies centered on accountability that fail to develop commitments from families and communities threatened to exacerbate preexisting tensions. Ten years later, Hargreaves’ prescient observations provide important insights on the challenges encountered by the No Child Left Behind Act and implications for policy proposals being entertained during the reauthorization of the Elementary and Secondary Education Act in the United States. This article revisits the concept of emotional geographies, utilizes its conceptual framework to examine policy efforts focused on the issue of family engagement, and offers recommendations for new directions in educational policy.  相似文献   

3.
The United Kingdom’s Coalition government has introduced an education policy that is focused on increasing the opportunities to promote and advance social mobility for all children within state education. Raising young people’s aspirations through school-based initiatives is a prominent theme within recent policy texts, which are focused on improving educational outcomes and thus advancing social mobility. This article draws on qualitative data from paired interviews with 32 students in two academies to first investigate if our participants’ aspirations indicate a desire for intragenerational social mobility and second, to explore our participants’ perceptions of the influences of their family background on their aspirations for the future. Analysis of our data highlights the mismatch between our participants’ aspirations for the future and the government’s constructions of what they should aspire to, as articulated in policy texts. By investigating aspirations, as part of a wider project to understand social mobility qualitatively, our data shows the important role of family in shaping our participants’ varied and diverse aspirations that are frequently at variance with government policy.  相似文献   

4.
This paper sets out to examine educational policy and practice in Scotland, showing how the ‘comprehensive and coherent programme to promote social inclusion’ – inculcating ‘readiness to learn’, ensuring that education equips the young for adult life, creating a demand for lifelong learning, above all through the presumption of mainstreaming – is indicative of and constitutive of a change in the way in which we are subject to governance in Scotland. This shift can be read as consistent with a move from a predominantly ‘disciplinary’ society as set out by Michel Foucault towards the ‘control society’ as elaborated by Gilles Deleuze – a society which does not operate through confinement but continuous control made possible by cybertechnology. Although it specifically draws on Scottish legislation and policy, it should be recognised that this is itself subject to emergent global education policy and so its relevance goes beyond these borders.  相似文献   

5.
This paper re-examines the purposes of a planned and intentional parenting style – ‘concerted cultivation’ – for different middle-class groups, highlighting that social class fraction, ethnicity, and also individual family disposition, guides understandings of the purposes of enrolling children in particular enrichment activities. We examine how parents and their children engage in extra-curricular activities for instrumental reasons with a view to securing skills, qualities and distinction for the future. Additionally, however, enrichment activities are understood as offering present-day values such as enjoyment, social bonding and purposeful activity. The paper also highlights that current policy and broader commercial discourses call for the increased responsibilisation and intensification of parenting, which means that ‘good’ parents are required to ‘buy into’ extra-curricular activities for their children, with concomitant implications for those whose access to activities is limited by economic circumstance.  相似文献   

6.
Family learning has been an important mode of education deployed by governments in the United Kingdom over the past 20 years, and is positioned at the nexus of various social policy areas whose focus stretch beyond education. Drawing on qualitative research exploring mothers’ participation in seven different family learning programmes across West London, this paper looks at how this type of education is mobilised; that is, how mothers are ‘encouraged’ to participate and benefit from this type of programme. Framed by a neo-liberal policy climate and Foucauldian writings on governmentality and surveillance, we explore how participating mothers are carefully ‘targeted’ for this type of learning through their children and through school/ nursery spaces, and how programmes themselves then operate as a supportive social space aimed at facilitating social networks, friendship and personal development linked to positions of gender, ethnicity, class and migrant status. It is the socio-spatial workings of ‘supportive’ power and power relations that enable family learning to be mobilised that ensures its popularity as a social policy initiative.  相似文献   

7.
This article examines the current developments in Japan's lifelong learning policy and practices. I argue that promoting lifelong learning is an action that manages the risks of governance for the neoliberal state. Implementing a new lifelong learning policy involves the employment of a political technique toward integrating the currently divided and polarized Japanese population – popularly called kakusa – into the newly imagined collective, namely, atarashii kōkyō or the New Public Commons. Examining the macro policy discourse on Japan's educational policy, this article demonstrates Japan's inflections of neoliberal governmentality with the new distribution of responsibility between the state and the individuals through the construction of new knowledge supporting the New Public Commons. In fact, new knowledge is the epicenter of the national educational policy discourse aiming at generating social solidarity in local communities.  相似文献   

8.
Children's approaches to learning (AtL) has been identified in research and policy as a key domain of children's school readiness. However, relatively little is known about the child and family factors that shape early AtL, how it varies in the general population, or how it develops and changes through the early years of schooling. This exploratory study examined the growth of children's AtL over six occasions spanning kindergarten through second grade in the Early Childhood Longitudinal Survey (ECLS‐K) class of 2010–2011 as predicted by parenting and family characteristics. Latent classes of AtL growth were identified through growth mixture modeling and regressed onto explanatory covariates to uncover patterns and sources of variation in children's AtL. Results revealed higher and lower AtL growth classes significantly associated with demographic and parenting variables measured in kindergarten. In particular, sex (male) and poverty were associated with lower AtL trajectories, whereas the presence of both biological parents in the household and parent involvement at school and at home predicted membership in the higher AtL group. Implications of these findings for further clarification and exploration of AtL as a construct are discussed.  相似文献   

9.

This paper examines the ‘Learning Society’ goal espoused by the new Labour government and inherited from preceding Conservative administrations. Section one notes the wide‐ranging consensus on this Learning Society target. Agreement reaches further than education and training (learning) policy to include other areas of policy associated with the proposed reform of the welfare state. Whether the social and administrative changes under previous Conservative governments ‐ changes that can be conceptualized in different ways the paper briefly indicates ‐ amount to the end of the welfare state is discussed in section two. The position of post‐compulsory or ‘lifelong’ learning in relation to compulsory or ‘foundation’ learning in the new ‘post‐welfare’ or Contracting State is then discussed in section three. Contradictions in New Labour's programme of modernizing lifelong learning are exposed. In conclusion, the question is posed how far a New Labour government will be prepared to reverse previous Conservative substitution of the market for representative democracy in the new type of Contracting State, or whether it will merely extend and further consolidate it. Throughout, evidence is presented, particularly from post‐compulsory education and training, to argue that the new government is bent upon pursuing the latter option.  相似文献   

10.
In this essay, P. Taylor Webb and Kalervo N. Gulson argue that educational policy is a spatial process and that implementation processes in particular produce crucial emergent geographies for policy research. Webb and Gulson describe how emergent geographies are produced when policy folds actors through senses and enactments of policy. The idea that policy is sensed and enacted is developed into the concept of a policy intension that extends approaches to spatial and, in particular, micropolitical analyses in policy research. Webb and Gulson conclude by discussing cartographical methods that better map the geographies of subjectivity produced through policy intensions.  相似文献   

11.
Formative assessment is increasingly being implemented through policy initiatives in Chinese educational contexts. As an approach to assessment, formative assessment derives many of its key principles from Western contexts, notably through the work of scholars in the UK, the USA and Australia. The question for this paper is the ways that formative assessment has been interpreted in the teaching of College English in Chinese Higher Education. The paper reports on a research study that utilised a sociocultural perspective on learning and assessment to analyse how two Chinese universities – an urban-based Key University and a regional-based Non-Key University – interpreted and enacted a China Ministry of Education policy on formative assessment in College English teaching. Of particular interest for the research were the ways in which the sociocultural conditions of the Chinese context mediated understanding of Western principles and led to their adaptation. The findings from the two universities identified some consistency in localised interpretations of formative assessment which included emphases on process and student participation. The differences related to the specific sociocultural conditions contextualising each university including geographical location, socioeconomic status, and teacher and student roles, expectations and beliefs about English. The findings illustrate the sociocultural tensions in interpreting, adapting and enacting formative assessment in Chinese College English classes and the consequent challenges to and questions about retaining the spirit of formative assessment as it was originally conceptualised.  相似文献   

12.
This paper investigates the collaboration of Greek secondary school teachers of English as a Foreign Language (EFL) with psychologists and advisers for dyslexia issues. Data were collected through audio recorded observations and interviews with head teachers and teachers. Taking a Vygotskian approach to learning, activity theory is applied to analyse the contradictions that emerge around the collaboration of teachers and head teachers with specialist provision for dyslexia issues from data in interviews and field notes across two schools. The analysis shows that contradictions are created when the participants try to achieve their goals for dyslexia support by the absence of ‘what’ artefacts – such as knowledge on dyslexia – and ‘how’ artefacts – processes and procedures such as collaboration with a counsellor – to support the collaboration of EFL teachers with EFL and special educational needs advisers and psychologists, the lack of staff at diagnostic centres and lack of funding for training. This finding indicates that the collaboration between psychologists, advisers and teachers to exchange information on pedagogy needs to be established through meetings and in‐service training of teachers.  相似文献   

13.
This article draws on the sociology of Basil Bernstein to show how his detailed theories of ‘recontextualisation’ and the ‘pedagogic device’ provide useful analytic levers to examine the politics of educational change. We focus on recent policy developments that have significantly impacted Australian school education: the Program for International Student Assessment; the National Assessment Programme for Numeracy and Literacy; and the government’s public dissemination of school achievement data through the MySchool website. The analysis illustrates the ways in which the logics of economic rationalism not only have become ubiquitous in Australian education policy, but have come to recontextualise – or reshape – discourses of social and educational equity through new norms of competition, standardisation and commensurability. In doing so, the paper highlights the value of a Bernsteinian approach to understanding the vernacular character of neoliberalism in contemporary educational policy.  相似文献   

14.
This paper makes the case for adult literacy (including numeracy) practitioners to play a greater role in health literacy initiatives in Australia. The paper draws on data from a national research project that investigated adult literacy partnerships and pedagogy viewed from a social capital perspective. The primary purpose of the project was to produce guidelines on how to deliver integrated adult literacy and numeracy programmes using a social capital approach. Prior experience of partnerships was explored through a review of the literature and an environmental scan of adult literacy providers using an email survey and follow-up interviews. An in-depth case study of a health literacy partnership was trialled using action research. Partnerships between adult literacy and health organisations in Australia were found to be largely ad hoc and rarely documented. To enable sustainable health literacy programmes, partnerships are needed across the three interlinked organisational levels – micro, meso and macro, and in particular the latter, which is currently almost completely absent. The conceptual frameworks outlined for health literacy partnerships and social capital pedagogy in this paper are new and potentially of value to policy makers, researchers and practitioners in the fields of health and literacy.  相似文献   

15.
In recent decades, educational policy researchers have considered critical policy sociology, mostly known as ‘policy sociology’, as a useful research methodology for analysing educational policies. However, despite its increasing popularity, policy sociology has been a confusing concept hence it is often used interchangeably with other terms such as policy analysis. In the main, there is a dearth of literature outlining its key underlying assumptions and how this methodology helps policy researchers to analyse social, political and economic issues related to educational policy. By reviewing current body of literature in the field, this paper identifies policy sociology as one of the four major traditions in the policy analysis field. The paper presents six key underlying assumptions of policy sociology – value based study, political study, historical study, multidisciplinary study, assemblage study, and discourse study – and discusses how researchers have used policy sociology as a research methodology for analysing educational policies.  相似文献   

16.
Abstract

This study aims to understand the ways in which children’s play is situated in and shaped by middle-class parenting practices in South Korea. Drawing on a set of data collected through semi-structured interviews with 16 parents having children aged 6–11?years, I observe that despite the widespread rhetoric of the significance of play, parents’ scheduling of their children’s daily routine centres around ‘study’, while play, especially free play, is left for in between times and limited spaces. Play is prominently associated with and instrumental in developing children’s social skills and ensuring their emotional state. In line with the trend in the Global North where a broader concept of play is being institutionalised and incorporated into organised enrichment activities, play spaces are increasingly becoming a site of strategic family consumption. The changing geographies of play strongly reflect the neoliberal climate which generates anxiety and exhaustion related to parenting practices.  相似文献   

17.
The purpose of this article is twofold: firstly, to highlight how school strategies and priorities relate to family participation practices through social media and, secondly, to further our knowledge of the basic aspects involved. The concept of cultural capital is used to discuss how parental resources affect virtual family participation and how these virtual family participation practices can unfold and enable families to participate in each school we researched. We observed how the schools seemed to prioritise virtual family participation practices based on information practices. The study also raises questions concerning a digital divide, in terms of the possibilities that virtual space offers to extend parental participation in schools and to extend the study of this participation.  相似文献   

18.
Teachers have begun using student response systems (SRSs) in an effort to enhance the learning process in higher education courses. Research providing detailed information about how interactive technologies affect students as they learn is crucial for professors who seek to improve teaching quality, attendance rates and student learning. This study investigates social, educational and emotional effects of the use of SRSs – clickers – at the University of Colorado at Boulder. Methods include participant observation, survey data from over 2000 students enrolled in three semesters of General Chemistry, and in‐depth interviews exploring the nature of student experiences with clickers. Findings suggest clickers significantly alter the social environment experienced by students as they learn. Clickers create learning environments characterized by greater activity, cooperation and conceptual application compared to traditional, lecture‐based instruction. Gender also influences whether students choose to work with peers during clicker‐prompted interaction. The qualitative analysis presented here extends upon themes identified in existing research on the effects of clickers for learning.  相似文献   

19.
ABSTRACT

This paper contextualises the Further Education (FE) sector in Northern Ireland (NI). It outlines the specific political, social and economic influences that have shaped its position as a major but understated educational provider in what remains a highly divided educational system that is slowly transitioning in a post-conflict environment. Key policy frameworks underpinning sectoral development are described, showing how many policy initiatives have been both ‘borrowed’ from the English context and adapted to local need. The article proceeds to highlight a number of curricular and institutional innovations that have contributed to the development of a small-scale, but distinctive educational, social and economic model. The piece concludes by suggesting that the NI FE experience has the potential to contribute not only to its own specific conditions but, through its ‘policy and practice’ adaptations’, to positively influence FE policy and practice in other parts of the United Kingdom (UK) that require interventions around skills development economic growth and social cohesion.  相似文献   

20.
This paper seeks to examine current policy reforms that situate education as a means of addressing social inclusion. Borrowing from the work of Popkewitz and Lindblad, the paper takes the form of a cross‐disciplinary literature review that informs understanding of the relationship between educational governance and social inclusion/exclusion in policy research in Australia. To do so, the author examines the assumptions, omissions and contradictions in policy direction via two problematics – the engagement problematic and the early intervention and prevention problematic – to emphasise how policy discourse produces ways of thinking about inclusion/exclusion. The author argues that discourses of engagement and intervention and prevention reinscribe each other, acting as a palimpsest which produces notions of the ‘proper’ family and ‘proper’ participation. These notions of propriety ironically exclude particular types of individuals and families by situating them outside of possibilities for ‘success’ in social and systemic participation. Therefore, the author seeks to examine the ‘systems of reason’ that enable these discursively produced notions of propriety to become normalised.  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