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1.
ABSTRACT

Youth recreation centres have been a key institution in providing young people with meaningful activity after school, going back to the mid-twentieth century in Sweden. These centres have been the focus of research, but very few studies have paid attention to the youth recreation leader, the person working in these centres. In this article, we direct our focus towards youth recreation leaders by analysing how a discourse on the ideal youth recreation leader takes shape through policy, how it operates, and with what effect. We are inspired by the work of Foucault in understanding discourse, power, and subjectivity. Our analysis illustrates how a democratic, relational, and reflective ideal youth recreation leader is shaped and fostered through current policy discourses in Sweden. Such a subjectivity emerges through technologies of power and the self, of which the confession is one. Through the confession, the youth recreation leader is simultaneously governed and governs others – the conduct of conduct. The case presented here can tell us more about the way in which governing operates in contemporary society.  相似文献   

2.
This article addresses how capacity is conceived of and understood in youth media/civic education programming, and how beliefs about agency, development, relationality and youth manifests in the discourses, programmes, and practices of organizations operating youth media programmes. Through attention to a youth media and development programme in rural Nicaragua, the article addresses a key gap in theorizing how capacity operates within discourses and related practices that constitute ‘youth media’ and, in particular, it critically investigates how youth media discourse rests on an assumed foundation where capacity is defined as agency, empowerment or voice. This article situates youth media production within modernist discourses about education, development and ‘change’, in order to re-conceptualize agency through a mobilities framework that more fully attends to the complex and affective moments in youth media discourses.  相似文献   

3.
ABSTRACT

This article focuses on ‘transition’ and how it is understood within higher education. Drawing on data from concept map-mediated interviews at two institutions, we examine the conceptions of transition held by academic and professional staff, who work to support students’ learning into and through higher education. We suggest that normative understandings of transition often draw upon a grand-narrative that orchestrates and reiterates a stereotypic understanding of students’ experiences. Often this narrative involves students’ interpellation into a field of discourse where the subject is constructed as both homogeneous and in deficit: ill-prepared, lacking in independence, as vulnerable and in need of support. However, this study suggests that beneath this discourse lies a more nuanced picture: one where students’ experiences can be conceptualised as diverse and fluid. Moreover, we employ the concept of pedagogic ‘frailty’ to expose the significance of the environments and wider contexts in which students ‘transition’, and to explore the impact of systemic tensions upon students’ experiences. This article further argues that future research should shift discussions away from the deficits of students, and examine how we can make underlying environmental and systemic challenges more explicit, in order to widen our understanding and discussions of these constraints.  相似文献   

4.
Abstract

The project method became a famous teaching method whenWilliam Heard Kilpatrick published his article ‘Project Method’ in 1918. The key idea in Kilpatrick’s project method is to try to explain how pupils learn things when they work in projects toward different common objects.The same idea of pupils learning by work or action in an environment with objects also belongs to John Dewey’s problem-solving method. Are Kilpatrick’s project method and Dewey’s problemsolving method the same thing? The aim of this article is to analyze and prove that Kilpatrick’s project method differs radically from Dewey’s problem-solving method.  相似文献   

5.
Measurable targets, key performance indicators, value for money – whatever we may think of the ‘impact agenda’, it looks like it is here to stay. Are we trapped in a positivist, new managerialist spiral of demonstrating the value of our work, or can we take the lead in reframing the discourse on how educational development proves its worth? This paper suggests that how we gather and present evidence is currently not fit for the purpose of demonstrating the value of educational development to our institutions. The paper argues that reconceptualising ‘impact’ as ‘evidencing value’ could release us from inadequate or instrumental approaches to evaluation. Evidencing does involve measuring and evaluating, but it also acknowledges the role of judgement, experience, and contextual knowledge in determining what needs to be evaluated, and how. It allows us to reconfigure what can legitimately be included in our heterogeneous mix of evaluation data. Examples of frameworks which might support us in evidencing value are offered.  相似文献   

6.
ABSTRACT

Comparing China’s 2006 and 2015 Africa policies, this article reveals how China’s political discourse has become more confident, practical, and depoliticised. In particular, this paper shows how education is allocated, promised, and embedded in China’s ‘shared’ agenda, which is centred on development co-operation and mutual learning. It then reflects on the extent to which China may move towards traditional donors. This paper concludes that, despite fragmented convergences in the discourse and an increased recognition of a Chinese model, China maintains its distinctive role and position in the post-2015 era.  相似文献   

7.
ABSTRACT

As a social media platform, Instagram has a strong influence on youth culture, identity, and perceptions of the world, with the application serving not only for youth to follow accounts that are aspirational but also for entertainment and identity building through memes. Meme accounts that are explicitly conservative and that espouse white supremacist, hateful ideology and subsequently, identity, are incredibly prevalent. Media serve as powerful institutions for the socialization of youth, and content on the platform reveals that memes are serving as building blocks of ideological meaning. This study conducted a discourse analysis of the memes and content circulated by the alt-right affiliate movement the ‘Proud Boys,’ which is being sold to young men as a fraternity-like organization to celebrate ‘Western ideals’. Proud Boys operate on an ideology that consists of both symbolic and physical violence, and the popularity of these groups is growing. Using Bourdieu’s work on language as a framework, this article is an exploration to their recruitment and world-building practices on Instagram using memes and will be necessary to understand the movement, and to gain further insight into how memes are being used as propaganda.  相似文献   

8.
This article reveals the multiple ways in which data are constituted as a vehicle for governing teachers’ work and learning. Drawing on the concept of governance, including in relation to the sociology of numbers, and data from one school in Queensland, Australia, the research reveals how teachers’ work and learning were constituted through practices of: establishing specific ‘targets’, including various ‘audacious goals’ for school and national testing; focusing upon ‘aligning’ all forms of school, regional and national data collected within the school; and participating in various ‘data conversations’ about specific students with senior members of staff. While the research reveals how teachers found such practices beneficial for improving their practice with students, it also shows how this learning was always and everywhere framed within a broader discourse of data, and how this data-centric focus came to constitute what was valued about their work and learning, and that of their students.  相似文献   

9.
ABSTRACT

The aim of this article was to examine how media attention affects the social exclusion of young refugees negotiating their way towards settlement in Australia. Emerging stereotypes and prejudices against young male refugees require new ways of understanding the impact of global, national and local issues on their social exclusion. The article brings together the impact of (a) the global politicisation and backlash against refugees, (b) Australians negative perception of refugees and (c) the increased reporting of young African-Australian and Pasifika-Australians as the perpetrators of youth violence. The article recognises the overlapping dimensions of social exclusion for young refugees and considers their ‘spatial’, ‘relational’ and ‘socio-political’ exclusion. The examination of media reporting of a landmark legal case of discrimination and racial profiling reveals a discourse of media attention that has perpetuated the social exclusion of a group of young African-Australian refugees living on a Melbourne public housing estate. The sensationalist and prejudicial media connection of the landmark legal case, youth violence and young African-Australians living on the Flemington Estate demonstrates the challenges young male refugees face in negotiating their settlement in Australia. This article makes a contribution to understanding the multi-dimensional nature of youth exclusion in contemporary times.  相似文献   

10.
ABSTRACT

In mainstream discourse, rural generally implies white, while urban signifies not-white. However, what happens when ‘rural’ communities experience demographic change? This paper examines how students from a rural, New Latino Diaspora community in a Midwestern state complicate traditional notions of rurality. Data from participant observations and ethnographic interviews indicate that students from this near-majority-Latino community do not view it as rural even though its population is under 2500. Students allude to an alternative youth subculture influenced by incoming Latino students from cities in Mexico, Guatemala, and California. They contrast this with the more stereotypical subcultures they observe in neighboring, rural, majority-white communities. Demographically transitioning, rural schools present unique contexts for students to not only encounter their own privilege, but also to learn how to leverage that privilege to further the aims of social justice. However, this will not occur without explicit and careful planning, implementation, reflection, and teacher training.  相似文献   

11.
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   

12.
This article explores the dissonance between the expansive discourses imagined by the advocates for youth media as helping foster ‘empowerment’ and ‘voice', versus the more circumscribed realities of participatory media production. I focus on a two-part case study – considering both a film-making project for ‘at risk’ young people in South London and the English national government funder that provided the resources for the young people to take part. This case study allows for an exploration of the political economy of youth media, and the relationship between youth media funding and how and why young people in my research often chose to make films about ‘gangs', a striking topic of concern across 11 youth media case study sites. I use this empirical example as a means to analyse how ‘empowerment’ in youth media projects, understood as both critical media literacy and youth voice, moves from abstract discourse to on-the-ground practice.  相似文献   

13.
ABSTRACT

Amplified by a global political climate of fear, oppression, and increased nationalism, this article examines how U.S. secondary students in a digital media elective course used multimodal composition, and video production in particular, as a nexus of ‘participatory politics.’ By partnering theories of multiliterate expression with youth civic engagement, it offers new understandings into how urban youth use digital media production to leverage school-based social action. Refracted through a mediated discourse analysis lens, and with a particular focus on sound as a modal resource for design, findings suggest that youth used media production and semiotic sense-making to simultaneously enliven community action as well as shield students from personal histories of trauma. By engaging in the process of digital media production, as this article suggests, students cultivated new core practices of civic interaction and local engagement by amplifying injustice.  相似文献   

14.
ABSTRACT

This article explores the discourse practices of an Indigenous, community-based charter school and its efforts to create space for Indigenous both/and identities across rural–urban divides. The ethnographic portrait of Urban Native Middle School (UNMS) analyzes the discourse of making ‘a space for you’, which brings together rural and urban youth to braid binary constructs such as Indigenous and western knowledge, into a discourse of Indigenous persistence constraining contexts of schooling. We use the concept of ‘reterritorialization’ to discuss the significance of UNMS’s community effort to create a transformative space and place of educational opportunity with youth. The local efforts of this small community to reterritorialize schooling were ultimately weakened under the one-size-fits-all accountability metrics of No Child Left Behind policy. This ethnographic analysis ‘talks back’ to static definitions of identity, space and learning outcomes which fail to recognize the dynamic and diverse interests of Indigenous communities across rural – urban landscapes.  相似文献   

15.
This article discusses ‘minor key research’ and doing this kind of research as ‘response-ability’. We explore the possibilities that education policy enactment research might hold for theorising and doing research, not just for work on ‘how schools do policy’, but also for how researchers do policy research with schools. A methodological question is raised here by us with respect to what researchers might ‘do’ in schools and other policy locations (such as when working with bureaucrats or politicians). We also discuss our researcher responsibility with respect to such work, and we have attempted to respond to the questions: ‘Is there an alternative for the current regime of accountability? Are there ways to resist and intervene in the current culture of accountability?’ In the first section, we focus on minor key research, and in the second section we discuss doing minor key research as ‘response-ability’.  相似文献   

16.
In the current discourse on the transition from school to work, career decision‐making has a pivotal but paradoxical position. Sociological literature emphasises the dominance of socially‐structured pathways, whilst policy‐making operates on assumptions of individual freedom to choose. In this paper we draw on the work of Pierre Bourdieu to present a new model of career decision‐making, given the shorthand title of ‘careership’. There are three completely integrated dimensions to the model. These are (i) pragmatically rational decision‐making, located in the habitus of the person making the decision; (ii) the interactions with others in the (youth training) field, related to the unequal resources different ‘players’ possess; and (iii) the location of decisions within the partly unpredictable pattern of turning‐points and routines that make up the life course. This model avoids the twin pitfalls of implicit social determinism or of seeing (young) people as completely free agents.  相似文献   

17.
This article explores the value systems which inform assessment practices in higher education, specifically how particular forms of knowledge valued in the curriculum shape and constrain assessment practices. The data for this article is drawn from two courses which participated in a service learning research and development project at the University of Cape Town. Drawing on Pierre Bourdieu and Basil Bernstein, the article argues that the location of these courses—within the field of higher education and a particular kind of institution, faculty and department—shapes their assessment systems, practices and outcomes in certain ways. What is valued in this field (Bourdieu) is a form of knowledge production which requires students ‘to step out of the particularities’. This form of knowledge operates as a regulative discourse, constituting what counts as legitimate. Using the assessment system as a ‘window’, this article explores how these service learning courses constitute and are constituted by the regulative discourse of the field. While the constraints of the field are powerful, this project offers some hopeful signs of forms of curriculum, pedagogy and assessment that, at the very least, name and challenge these underlying value systems.  相似文献   

18.
Abstract

At first glance a Russian anarchist’s revolutionary address to the youth of his day made in the late 19th century and the address to youth made by a contemporary French philosopher may appear to have little in common as their context and era are ostensibly very different. How would Petr Kropotkin’s address be understood in our time? Are Kropotkin’s concerns the same as those raised by Bernard Stiegler? Could Kropotkin speak of universal concerns, a sense of elevation and sublimation not governed, undermined or circumvented by digital relations, calculation or algorithmic determination? I find a mutual concern with the coming into maturity of youth, but, I am concerned that as we are passing through an epochal and revolutionary transformation driven by digital and cognitive capitalism and in our toxic and crisis-ridden milieu, Kropotkin’s rhetoric would inevitably fall on deaf ears? Is his rhetoric on revolution anachronistic? How would his rhetoric be crafted for a youth seemingly indifferent to the plight of fellow brethren? Is it conceivable that the humanist-inflected prospects of youth so vaunted by Kropotkin have now been devastated by the inhuman and nihilistic tendencies of the so-called miscreant, ‘blank generation’ as described by Stiegler? True, while it is difficult to calibrate the vision of youth affirmed in Kropotkin with the fear of youth in Stiegler, and, despite differences in episteme, tradition and political orientation, both thinkers I think are concerned with the trials and tribulations of youth and both hold out the prospect of the not-yet of youth, of the coming into being of the maturity of youth, of Aufklärung. It is this shared focus I wish to examine further.  相似文献   

19.
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20.
Globally, neoliberal education policy touts youth entrepreneurship education as a solution for staggering youth unemployment, a means to bolster economically depressed regions, and solution to the ill-defined changing marketplace. Many jurisdictions have emphasized a need for K-12 entrepreneurial education for the general population, and targeted to youth labeled ‘at risk’. The Martin Aboriginal Education Initiative’s Aboriginal Youth Entrepreneurship Program (AYEP) has been enacted across Canada. This paper applies critical discourse analysis to a corpus of texts, exposing how colonial practices, deficit discourse, and discursive neoliberalism are embedded and perpetuated though entrepreneurial education targeted at Aboriginal students via AYEP.  相似文献   

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