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1.
The author of this paper uses critical discourse analysis and draws on critical social theory and policy studies to analyze the interdiscursivity between neoliberal common sense discourses around crime and safety and race-neutral discourses, “evidence-based” policy, and the research that supports school policing programs. The author offers a macro-sociological analysis of how neoliberal common sense and race-neutral discourses shape crime policy. Next, the author discusses the rise of “evidence-based” policy formation. She argues that evidence-based policy serves to narrow the scope of what constitutes “scientific” research and delegitimize research that uses race as an analytical lens. Then, through textual analysis of samples of the “evidence” supporting school policing, the author illustrates the ways in which neoliberal common sense discourses around crime and safety and race-neutral discourses become the ideological starting point for the research and internalized within research documents. The result is the creation of a hegemonic “evidence-loop” that privileges ideologically driven research that assumes a “scientific” stance and obscures racial bias while it excludes the critical research on the school policing.  相似文献   

2.
This paper explores the ways two young women, living in Australia, make sense of themselves, their activities, and futures. The two young women come from two different schooling contexts—a prestigious private school and a government school. We analyse their self‐narratives in relation to neoliberal discourse, and consider how, and with what effects, their school contexts privilege and make available neoliberal discourses, and work to produce different subjectivities and notions of ‘worthwhile’ or ‘good’ lives. Conceptualising schools as sites of subjection, we analyse the discourses that their respective schools make available to the young women, and how they have appropriated them. We suggest that the different exposure and access to neoliberal discourses position the women very differently in terms of future possibilities and work‐life scenarios in the neoliberal economy. In that way, the article seeks to make a contribution towards understanding schools as implicated in social (re)production and in the (re)production of classed subjectivities.  相似文献   

3.
This paper explores the ways in which Arab/Palestinian high school students in Israel negotiate their civic and national identities. The paper draws upon qualitative data that included semi‐structured interviews and focus groups with 20 students in an Arab Muslim high school. It focuses on the ways in which they make sense of the notion of citizenship and negotiate their position as Arab/Palestinian Muslim citizens in a Jewish state. The paper attempts to go beyond common conceptualisations of political identities of the Arab/Palestinian minority in Israel. It suggests that Arab/Palestinian students are aware of the politics of citizenship in Israel and draw upon different discourses of citizenship and meanings of inclusion in defining their belongings.  相似文献   

4.
ABSTRACT

This article analyses some ways in which racialising discourses around refugees interact with the spatial and social dynamics of marketised schooling. It identifies conflicting discourses that contribute to the polarisation of school social composition and resourcing in the Australian state of Victoria. Media narratives around ‘ethnic’ gangs contribute to wider discourses surrounding working-class neighbourhoods and schools as dangerous and violent ‘hotspots’. At the same time, some elite private schools discursively produce themselves as providing a ladder of opportunity for talented and deserving refugee youth, offering volunteer tutoring and scholarships. These discourses work together to legitimate the funding of socially exclusive sites at twice the rate of the schools that cater to virtually all refugee-background students. The article draws on critical discourse analysis, based on media reporting on refugees, and interviews with parents selecting a secondary school for their children. The findings have implications for the management of school choice as a policy framework, suggesting that its exclusionary effects are heightened in the context of intense media and political attention to refugees as racialised subjects.  相似文献   

5.
ABSTRACT

Drawing on the concept of hypermobility, the paper examines a case of study-abroad mobility from a governmentality perspective. Based on a critical analysis of policy texts and interviews with Irish students who have taken part in the Erasmus exchange programme, it argues that under the conditions of neoliberal globalisation, the normalisation of study abroad aims to produce self-governing practices that align with dominant discourses promoting voluntarist attitudes to labour mobility. These dispositions, described as hypermobility, are an additional dimension of the flexible, entrepreneurial subject imagined in neoliberal societies. The paper examines the discourses and practices at state and institutional levels and how they circulate and impact on students’ subjectivities – analysing affective detachment from home and cosmopolitan sociability as self-disciplining practices that align with the production of neoliberal hypermobile subjectivities.  相似文献   

6.
Vision II school science is often stated to be a democratic and inclusive form of science education. But what characterizes the subject who fits into the Vision II school science? Who is the desirable student and who is constructed as ill-fitting? This article explores discourses that structure the Vision II science classroom, and how different students construct their identities inside these discourses. In the article we consider school science as an order of discourses which restricts and enables what is possible to think and say and what subject-positions those are available and non-available. The results show that students’ talk about a SSI about body and health is constituted by several discourses. We have analyzed how school science discourse, body discourse and general school discourse are structuring the discussions. But these discourses are used in different ways depending on how the students construct their identities in relation to available subject positions, which are dependent on how students at the same time are “doing” gender and social class. As an example, middle class girls show resistance against SSI-work since the practice is threatening their identity as “successful students”. This article uses a sociopolitical perspective in its discussions on inclusion and exclusion in the practice of Vision II. It raises critical issues about the inherited complexity of SSI with meetings and/or collisions between discourses. Even if the empirical results from this qualitative study are situated in specific cultural contexts, they contribute with new questions to ask concerning SSI and Vision II school science.  相似文献   

7.
Policymakers across the globe continue to promote access to early education programmes as a means to improve children's readiness for school. Many of their reforms are rooted in a neoliberal conception of governance that frames policy solutions through economic rather than democratic terms. Such policies foster an image of the successful learner as one who becomes an earner and consumer rather than an active member of the larger democratic society. This shift in the conception of publicly supported early education affects teachers of young children in multiple ways. This article examines how a sample of early educators in the USA responded to a set of neoliberal reforms in their pre-kindergarten teaching context. Examining their responses, which ultimately mimicked their policy-makers’ neoliberal reforms, reveals the subtlety of these policies in overtaking their attempts to resist them. It also illuminates the challenges they and other early educators face as policy-makers’ neoliberal policies continue to alter the purpose and direction of early childhood. Finally, it ends by considering the ways in which early educators working in similar contexts might respond to and navigate such reforms.  相似文献   

8.
English Language Learners (ELLs) usually spend most of the school day with regular classroom teachers. The ability of English-as-a-second-language (ESL) teachers to help these students, then, depends in part on their ability to influence how the classroom teachers think of ELL students and ESL itself. One way ESL teachers do this is through “positioning discourses”—discursive practices that connect the children in certain ways to neighborhood reputations, political imagery, policy priorities, and professional responsibilities. This paper examines how ESL teachers in two contrasting school systems produce different kinds of positioning discourses in responding to different contextual constraints and pressures. Drawing on interview data, we show how teachers in an urban setting use elements of neighborhood reputation to position their students, while teachers in a more affluent suburb use discourses of expertise and professional knowledge to reshape the way ESL is understood. Our goals are to explicate how these discourses are produced and used.  相似文献   

9.
This study explores an area of writing that has been largely neglected – children’s imaginative writing at home. In an educational climate dominated by the standards agenda and top‐down directive discourses, this study draws inspiration from children who are creating opportunities for writing themselves and are developing agency through their writing at home. The positive approach to reading advocated in Margaret Clark’s (1976) seminal work on ‘young fluent readers’ has been very influential. Rather than reporting what children are unable to do, Clark explored the early experiences and home setting of competent pre‐school readers, posing the question: what can they teach us? Taking this lead, one of the premises of this study is that we should similarly seek to understand the experiences of young competent writers so that we can learn more about children who choose to write of their own volition outside of school. This paper presents the findings of the preliminary phase of an ongoing doctoral study. Drawing on questionnaire data, it specifically focuses upon Year 5 and 6 teachers’ views of children’s imaginative home writing, exploring problems of identification and teachers’ perceptions of their pupils as imaginative writers at home.  相似文献   

10.
In a global climate increasingly shaped by neoliberal agendas that privilege meritocratic individualism, it is apparent that society as a whole and educational policy-makers and practitioners in particular expect students to take more ‘responsibility’ for their own learning and behaviour at school. In the Australian context, as elsewhere, schools are seen as sites in which students should develop and practise responsibility for self and others in ways that are enterprising, productive, civic-minded, and in accordance with social norms. Yet, few studies have critically examined how the concept of responsibility features in the everyday, taken-for-granted, discursive practices of policy-makers, teachers and students. This paper discusses findings from an ethnographic study concerned with how the discursive constructions of responsibility in three regional Australian primary schools shape upper-primary students’ understandings and experiences of responsibility for self and others. Using the theoretical insights of Michel Foucault, Emmanuel Levinas and Judith Butler to interpret data, I argue that gendered discourses of biological determinism and peer pressure work to reinforce the misconception that violence and irresponsibility are ‘naturally’ masculine traits.  相似文献   

11.
The paper explores the ways girls appropriate gender through actions, gesture and talk to achieve things in primary school science classrooms. It draws on socio-cultural approaches to show that when everyday classroom practices are viewed from multiple planes of analysis, historical, institutional and in the micro dynamics of classroom interaction, gender comes into view in a variety of ways and not only via dominant discourses. Focused observations and interviews were carried out in Year 3 primary school science classrooms in four schools in the UK and the USA (children aged 7 and 8 years). The paper suggests how teachers can work with gender to open up new spaces in primary science classrooms for girls. This remains a priority irrespective of the contemporary anxieties around boys’ achievement if girls are to grow up feeling that science is a legitimate arena in which to participate.  相似文献   

12.
The present paper explores middle‐class fathers’ educational work by studying how they and their partners are involved in their children’s education at home, in school, and how they investigate school options and make decisions about educational issues. Drawing on data from an ethnographic study of 30 dual‐earner couples in the Greater Los Angeles area, this article analyses how fathers position themselves in relation to discourses on parental involvement in education. In order to demonstrate the variety of ways fathers are involved three case studies are presented. It is illustrated how the men, by drawing on a discourse on involved fatherhood, position themselves in line with an ideal of parental involvement in education. Fathers who are doing less educational work than their spouses offer accounts for not taking a greater educational responsibility by drawing on a breadwinner discourse or by depicting mothers as gatekeepers of father involvement.  相似文献   

13.
This paper examines the relationship between ‘aspiration’ and identity as rendered within discourses of power. Focusing on the deeply ingrained values of a group of 23 white working-class boys from South London (aged 14–16), the research critically considers the conception of power within a neoliberal era which produces both new subjectivities and new counter-narratives. The research examines a group of boys who fully acknowledge that post-compulsory education would enhance their power in society but who simultaneously articulated how accruing power made them feel uncomfortable. There exists a tension between the working-class values inculcated in the community and the neoliberal prerogatives of the school; as a result, their shared habitus engages in a continual process of reconciling competing and contrasting conceptions of what it is to be powerful.  相似文献   

14.
This paper draws on the work of Jacques Lacan and Jacques Derrida in order to present a discussion of how students and teachers in the field of art and design education achieve their pedagogised identities. My purpose is to offer some thoughts on assessment by advocating a project of difference which attempts to embrace children's and student's ontological orientations of practice. Assessment discourses which assume universal and essentialist ideas of ability are criticised and shown to presuppose objective or naturalist fantasies. A valuing of difference and the singularity of practice is proposed by describing five drawings produced by Year 7 students in a London secondary school, and then by referring to the Lacanian Real in order to extricate the art object from normative assessment discourses.  相似文献   

15.
论师范生儿童舞创编能力培养   总被引：1，自引：0，他引：1  
本文从师范生创编舞蹈的现状出发,阐述了提高师范生创编儿童舞的方法和途径,为改变师范生在创编儿童舞方面提出了一整套良好的措施,对师范生儿童舞创编能力的提高具有指导意义。  相似文献   

16.
Estonia is a post-communist Baltic state in which neoliberal market ideologies and still prevailing socialist norms exist side by side in educational policies and practices. It is no longer self-evident what is ‘normal’ and what is ‘problematic’. Special education class for students regarded as having problems is a new innovation in Estonia. The paper analyses the history and current changes and discusses how a ‘problem child’ is constructed in Estonian teachers' perceptions and in the pedagogical methods used with these children. The paper draws on teachers' writings and on an ethnographic study in a special education class. Some comparisons with Finnish educational policies and ethnographic research on secondary schools are made. The findings suggests that in Estonia, a ‘problem child’ is a student who does not conform to the norms of the school, and in focus is behaviour that disturbs the teacher: problems in relation to schools' regulations of time, voice, embodiment and equipment, lack of engagement and unruly behaviour. We reflect the Estonian case with some comparisons with Finland using the concept ‘professional pupil’ introduced in an ethnographic research.  相似文献   

17.
This paper deals with a project establishing an Indigenous Australian artists-in-residence program at a regional Australian primary school to foreground its Black History. Primary school students worked with Indigenous Australian story tellers, artists, dancers and musicians to explore ways in which they could examine print and non-print texts for a critical appreciation of ways in which their school has been positioned in the physical landscape on the land, and in the historical landscape, where Indigenous Australian roles and contributions have continued to be marginalised. From such critical engagement, the children have created non-print texts of their own: tangible, durable artefacts of acknowledgment of their own school's Black History. Constructed as texts which may be read by all who enter the school, the artefacts produced are visual texts that have formed part of a continuing critical engagement with creators of Indigenous Australian texts, and interpretation by the children of the texts that they have engaged as part of this project.  相似文献   

18.
This paper draws on interview data gathered as part of a broader study around issues of equity and schooling. It features the voices of the Executive Director and four Head Teachers from one of England's top performing academy chains, ‘CONNECT’. The notion of neoliberal responsibilisation is drawn on to examine, first, the ways in which Head Teachers describe their work and, second, the chain's expectations of them as CONNECT leaders. Responsibilisation of the self was apparent in Head Teachers' construction of themselves as ideal neoliberal workers – performing and enterprising subjects who readily accept the business principles and results-orientation of their ‘data-driven’ environment. Responsibilising of Head Teachers by the organisation was evident in the rigorous ‘non-negotiable’ standards and accountabilities at CONNECT that they were expected to comply with. These non-negotiables cultivated and rewarded Head Teachers’ entrepreneurial identity of achievement motivation. The paper illustrates how such neoliberal responsibilisation is both a crucial and highly troubling element in the work of academy chains as new modalities of state power.  相似文献   

19.
This article is about teaching undergraduate student primary school teachers and is concerned with the pedagogical approaches that will support students as they move into the culture of the primary school and learn a professional identity as a teacher of young children. The paper draws on data from interviews with men student teachers, who, as a numerical minority, are in a context which obliges them and me to notice their gendered identities. What teaching approaches might help students to notice the assumptions shaping their perceptions and others' perceptions of them? How might the process of ITT suggest to student teachers that alternatives are possible? What sort of teacher/student relationship and interaction could help students to rethink themselves as teachers? Active encounters, detail, sensitivity and difference are put forward as important themes to underpin a pedagogy for primary Initial Teacher Training which prioritises conversations and relationships.  相似文献   

20.
This paper examines the politics of policy-borrowing in Korean education. I use the term ‘loanwords’ as a metaphor for the practice in some Korean educational sectors of using borrowed English-origin educational rhetoric to create actual policy reform. I argue that discourses of choice and diversity, as loanwords, are initially bifurcated into progressivist and neoliberal policies; recently, they have been used to highlight particular aspects of market-based policies that are advantageous to particular social groups. I also demonstrate that the upper-class tends to make use of the terms choice and diversity in ways aligned with neoliberal perspectives in order to validate the pursuit of privileged opportunities, such as the right to choose to attend an elite high school.  相似文献   

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