共查询到20条相似文献，搜索用时 328 毫秒
1.
Barbara Rothmüller 《Discourse: Studies in the Cultural Politics of Education》2018,39(3):361-376
Recent integration discourses in Europe locate problems of equality, gender, and sexuality among migrant youth. Educating and testing the values of future citizens is supposed to guarantee their conformity with ‘western’ and ‘modern’ values. By analyzing educational reform discourses in multicultural Luxembourg, the paper aims to challenge these contemporary narratives in two ways: (1) In a historical analysis, the paper traces conservative reform resistance in the case of sex education which is often overlooked due to the focus on migrants; (2) In placing sex education’s reform legitimation and resistance within (a) broader educational reform discourses of inequality and citizenship and (b) contemporary narrations of the reforms and their taboos, the paper reconstructs how liberals and conservatives join an alliance over sexuality education of ‘the Other’. The sociological–historical discourse analysis critically questions the ethnicization of sexuality by disclosing its homogenizing use to cover conservative resistance within the citizen’s community. 相似文献
2.
The restructuring of formal education in Australia continues apace. Driven by economic rationalism and reflecting the language, practices and strategies of management in business and industry, this restructuring, we are assured, is going to result in high‐quality education and teacher accountability. In our view, this rhetoric of quality assurance and accountability is being used to mask a deep and fundamental shift in both the focus of education to be provided in Australia and the roles of teachers and teacher educators. To lift this mask and expose the nature of this shift requires an examination of the context in which this restructuring is occurring, the use of the term ‘quality assurance’ and education in relation to government actions. 相似文献
3.
4.
Cathy Burnett 《Literacy》2009,43(2):75-82
In contributing to debates about how student‐teachers might draw from personal experience in addressing digital literacy in the classroom, this paper explores the stories that one primary student‐teacher told of her digital practices during a larger study of the role of digital literacy in student‐teachers' lives. The paper investigates the ‘recognition work’ this student‐teacher did as she aligned herself with different discourses and notes how themes of ‘control’ and ‘professionalism’ seemed to pattern her stories of informal and formal practices both within and beyond her professional education. The paper calls for further research into how student‐teachers perceive the relevance of their personal experience to their professional role and argues for encouraging pre‐service and practising teachers to tell stories of their digital practices and reflect upon the discourses which frame them. 相似文献
5.
This paper uses one national case to illustrate how diverse ideological agendas of central state agencies contest the discursive space within which major education policy reforms are developed. In Aotearoa New Zealand in 1988, ‘self‐managed’ schools were promoted ostensibly to allow parents more say in their children’s education and local school administration. The Tomorrow’s Schools reform policy texts included an existing social democratic partnership rhetoric, positioning principals as professional leaders working collaboratively with elected parent boards of trustees. However, the new ideology of ‘parental choice’ of school within a local schooling marketplace, underpinned by a chief executive or market managerial model of principalship, was later operationalised through mechanisms of ‘steerage’ from the centre. To explain this shift, we examine selected policy text pre‐cursors to the reforms and identify how contrasting forms of ‘principal’ and ‘teacher’ identity emerged within social democratic, neo‐liberal and market managerial ideologies. We further show that while radical (Treasury) market liberal arguments for labour market deregulation and consumer choice failed to gain widespread support, the State Services Commission preferred market managerialist strategies for promoting public accountability of schools (based on aggregate student achievement outcome data and centrally determined national educational priorities) were successfully embedded during the 1990s. 相似文献
6.
Michael Peters 《Journal of Philosophy of Education》2000,34(2):353-368
In this paper I investigate ‘the confessional’ as an aspect of Wittgenstein's style both as a mode of philosophising and as a mode of ‘writing the self’, tied explicitly to pedagogical practices. There are strong links between Wittgenstein's confessional mode of philosophising and his life—for him philosophy is a way of life —and interesting theoretical connections between confessional practices and pedagogy, usefully explored in the writings of the French philosopher, Michel Foucault. The Investigations provides a basis and springboard for understanding the notion of ‘writing the self’ as a pedagogical practice which encourages a confessional mode compelling us to tell the truth about ourselves and, thus, creating the conditions for ethico‐poetical self‐constitution. 相似文献
7.
《Educational Philosophy and Theory》2013,45(3):275-297
This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education (ECE) and in a couple of programs within the new Swedish Teacher Education (since 2001). These programs are tightly knit to the last 12 years of reconceptualized early childhood education practices in and around Stockholm, built on deconstructive, co‐constructive, and re‐constructive principles, inspired by poststructural and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory‐practice binary that dominates ECE and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as pre‐school teachers, use what I have conceptualized as deconstructive talks, as a possibility of making visible the dominant discourses of childhood, identity, learning, play, and gender in the performed and documented teaching practices. In teacher education, students’ narratives are also deconstructed. The aim is to transgress teaching‐as‐usual; i.e. dominant and normative ways of thinking and acting in teaching and learning situations. I will suggest an ethics of ‘resistance’, affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflexive mode for teachers, teacher students and teacher educators. 相似文献
8.
While implementers are often blamed, reformers themselves are usually responsible for sub‐optimal implementation of educational reform projects. This article shows that the conditions for successful implementation, which are known and accessible, are frequently ignored. The case study concerns a university that is engaged in in‐service teacher education reform in Pakistan, focusing on introducing a ‘learner‐centred’ approach in schools. The research identified severe shortcomings related to implementation of the new approach, mostly relating to a failure by the teacher‐educators to understand and adapt to the actual contexts in which the teachers work. Finally, we suggest reasons why there are so many instances of failed reforms in developing countries. 相似文献
9.
AbstractPost-structuralist discourses have usually been associated with forms of critique and deconstruction of social, cultural and philosophical phenomena. However, this article attempts to provide a generative approach to understanding educational leadership through Michel Foucault’s notions of power and subjectification, and Judith Butler’s notions of performativity and discursive agency through re-signification. We argue that leadership is not simply a list of traits, characteristics or behaviours to be implemented. Rather, we argue that leaders are performatively constituted through everyday practices and discourses. The aim is to interrupt prevailing discourses that often re-inscribe certain forms of meaning and understanding in educational leadership. This disruption subsequently provides possibility for putting forward otherwise silenced ideas about what leadership is and how leadership ‘identity’ (subjectivity) is formed, thus expanding the methodological tools scholars can use to talk about leadership. 相似文献
10.
Jayne Bye 《International journal of qualitative studies in education》2013,26(4):394-414
This paper poses methodological questions about the role and limits of Foucault's concept of governmentality in education research. Firstly, it argues for the utility of governmentality as a means of exploring questions of power regardless of domain or scale. Secondly, it explores the boundary between the tasks of formulating critique and articulating reform agendas while working within the Foucauldian ethos. It does this via the examination of a research project which used Foucault’s concept of governmentality to observe the ways young people are regulated and shaped through education and training at a senior college in Australia. The goal of the examination is to shift the focus from the original findings, which highlighted the powerful effects of governing agendas, to a closer examination of their points of failure in local contexts. This shift takes up Foucault’s idea that government is unpredictable and that within the complexity of the assemblages which make government possible, the possibility for unanticipated outcomes and indeed points of failure, is always present. The paper argues that the change of focus is productive and provides a more complex understanding of the interplay between government and resistance. A focus on points of failure of the regulatory and normative aspects of government is taken up with a view to considering the possible links between this aspect of governmentality critique and the development of emergent rather than imposed reform agendas, inspired by local examples of resistance and transgressive practices. 相似文献
11.
This article explores the restructuring of education in England and Spain. Against a presumably homogeneous global streamlining of educational systems according to competition‐driven goals, the comparison of teachers’ work‐lives and professional knowledge evidences a variety of experiences under‐represented in discourses on global restructuring. Our argument highlights how in England political reforms have worked their way deep into the working lives of professionals, giving rise to a ‘managerial’ model of professionalism, whereas in Spain reforms are more loosely coupled with teachers’ work, favoring a ‘social service’‐oriented model. However, despite the different professional ideals, teachers uniformly stressed the challenges they face were predominantly due to broader social transformations for which policy reforms provided few if any remedies. Our study emphasizes the variety of educational reforms and teachers’ experiences in the European context and argues further educational change should be bound to the historical trajectory and the concrete needs of the professionals in question. 相似文献
12.
Dennis Sumara Brent Davis Tammy Iftody 《Changing English: An International Journal of English Teaching》2006,13(1):55-67
In this essay, the authors present analyses of data emerging from a study of a classroom of pre‐service English language arts teachers' readings of a young adult novel that challenged normative sexuality stereotypes. They argue that when literary fictions are included within teacher education ‘methods’ courses, the possibility that literature might support generative learning is eroded by the normative structures of teacher education, particularly those pedagogical beliefs and practices that separate discourses of experience from discourses of knowledge. The authors offer a brief overview of studies of human consciousness, with particular attention to how literary experiences can contribute to its development. They suggest that the identities that co‐emerge with conscious awareness are structured by normalizing discourses instantiated within teacher education methods courses. The essay concludes with a discussion of how the conscious awareness of beginning English teachers might be more expansively developed within pre‐service teacher education. 相似文献
13.
Kevin Gormley 《Educational Philosophy and Theory》2020,52(14):1493-1502
AbstractMuch has been written about creativity in education policy and about how the concept is mediated in institutions like schools and universities. Although constructs like ‘creative teachers’ and ‘teachers that foster creativity’ are highly prevalent in the literature, there are few situated and contextualised accounts of what such constructs mean to the protagonist. The extent to which teachers co-opt or align themselves with discourses of creativity can be recast as a question of identity: What beliefs on creativity and associated practices are constitutive of one’s ‘teacher identity?’ This article draws on previous work that translates Foucault’s writings on ethical self-formation into an ‘identity grid’, and foregrounds the experiences of one teaching deputy-principal, to offer an account of how one teacher pursues particular practices congruent with his visions of a creative teacher. To identify rationales for actions undertaken, and to engage with situational factors of this teacher’s work, performativity and its problematic steering influences also informs this analysis. The article highlights the productive capacity of engagement with ethical self-formation, through identifying the potential it offers to access an individual-centric perspective in understanding how central concepts like creativity are negotiated and incorporated into accounts of the ‘teaching self’. 相似文献
14.
Contemporary education reforms that draw ideas from the political and economic fields are said to be altering the nature of vocational education. While there are substantial policy studies on the effects of marketisation reforms, fewer analyse the perspectives of vocational educators on such reforms. How vocational educators negotiate the potential clash of values when marketisation reforms are enacted within the sector remains relatively unexplored. This paper aims to incorporate these perspectives in order to explore and help explain the responses of vocational educators to such changes. To do so the paper draws on concepts from Legitimation Code Theory, a sociological framework for analysing practices and beliefs. Specifically, it enacts ‘autonomy codes’, which reveal how external forces impact upon the internal practices of a social field. These concepts are used to analyse the beliefs and perceptions of a group of vocational educators in Australia who are undergoing marketisation reforms. The analysis suggests that many educators are experiencing a growing ‘code clash’ between the goals they attribute to reforms and their own beliefs about public education and the expectations of their students, one which problematises their capacity to reconcile these sets of values and colours their views of changes in the sector. 相似文献
15.
This study focuses upon the narratives of women educators (educadoras) who contributed to radical democratic school reforms in post‐authoritarian Brazil. We illustrate through three of the teachers’ narratives how their professional identities and actions were shaped partly by their experiences of resisting the military regime and by their participation in professional development opportunities that grew from liberatory social movements. Our analysis focuses on their efforts to construct counter‐pedagogies in their disciplines of history, mathematics, and physical education that resisted colonizing, authoritative practices and moved toward more liberatory, humanizing pedagogies. We consider how these counter‐pedagogies reflect both women’s ways of knowing that emphasize dialogue, collaboration, community, and the value of personal knowledge and relationships, as well as feminist principles of consciousness‐raising and social action. This analysis highlights possibilities and challenges of radical democratic reform in education by focusing on the work, experience, and identities of women educators engaged in the day‐to‐day efforts to bring about lasting change. 相似文献
16.
Jennifer Chung 《Educational research; a review for teachers and all concerned with progress in education》2016,58(2):207-219
AbstractBackground: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform. 相似文献
17.
Jo‐Anne Ferreira 《Environmental Education Research》2009,15(5):607-620
In this paper I employ Foucault's notion of governmentality to reflect on a debate that occurred in the pages of this journal some 10 years ago. I argue that their exchanges indicate ways in which various positions are engaged in a struggle for dominance in this field, and how particular strategies are used to legitimate and maintain these positions. My purpose is not to propose a new orthodoxy – or even to critique those we have – but rather to raise questions about how the unquestioned ‘that‐which‐is’ of orthodoxies comes to be, and their effects. I also suggest that as environmental educators and researchers, we need to work harder to unsettle more often the taken‐for‐granted in environmental education so that we remain alert to our own easy acceptance of orthodoxies. Without this, we risk our exhortations to those we seek to educate – to think critically, to question assumptions, and so forth – becoming empty rhetoric if we are not practising these ourselves – examining our own, as well as others', assumptions and practices. 相似文献
18.
Kedir Assefa Tessema 《Teaching Education》2013,24(1):29-48
With the emergence of the discourse of TESO, teacher education in Ethiopia has been struggling to change rhetoric and practice by reaffirming a managerially driven reform performance. The terrain is now characterized by fresh, but globally dominant rhetoric. Salient in the emerging discourse is reform mottos and agendas such as ‘active learning’, ‘competence’, ‘participatory’, ‘paradigm shift’ and ‘system overhaul’. However, the process pursued by the ‘reform’ task performers is noticeably and evidently characterized as a managerial approach which sidesteps pedagogues and pedagogy in favor of fulfilling instrumental, central and market‐oriented agendas. The process has so far signaled a ‘reform’ process which I typically refer to as peripheralization of pedagogical practitioners. Conspicuously absent in the process is a critical vision of learning to teach and a structural continuum that connects faculty and school. The process has so far clung to the reinscribing of traditional modes of doing teacher education which has fallen far short of fulfilling what is in the high sounding rhetoric. 相似文献
19.
Increased accountability is at the centre of widespread educational reforms which feature the rhetoric of deregulation in many countries across the globe. Not only have educational systems, institutions and practitioners been required to be more accountable, but arguably the nature of accountability has also changed from professional and democratic to managerial and market forms. In particular, within the hegemonic discourses of the market ideology associated with globalization, market accountability to paying customers (both within a nation-state and internationally) has been foregrounded. However, the hegemony is not complete. Governments have often positioned themselves as ‘market managers’, creating a complex and often contradictory relationship between new forms of market and managerial accountability, layered on top of more traditional notions of professional and democratic accountability. This paper explores the changing nature of accountability in Australian and English higher education, and makes comparisons between them. As we enter the twenty-first century, central higher education authorities in both countries are conducting major reviews and revisionings of mechanisms to enhance the accountability of universities in the new global knowledge-based economy. While the analysis finds convergence of policy objectives and discourses, it also finds divergences in the particular structures and processes employed. Further, it finds a disjunction between macro-level policy intent and institutional-level reactions and practices in both countries. We argue that with globalization ‘talk’, it is important not to gloss over policy differences between individual nation-states, and to problematize potentially globalizing concepts such as accountability within policy debates at both national and global levels. 相似文献
20.
Christiane Thompson 《Journal of Philosophy of Education》2004,38(3):485-492
Since Dilthey we have become used to thinking of reason as having a cultural and historical setting. If we take this insight seriously, then critical rationality or critical thinking can no longer be conceived of as context‐free skills. This paper takes up the line of thought that is elaborated by Christopher Winch in his ‘Developing Critical Rationality as a Pedagogical Aim’ and seeks to explicate it by drawing on Ludwig Wittgenstein's concept of ‘language games’ and on the re‐evaluation of ‘thinking’ by Theodor Ballauff (a German philosopher of education who was influenced by Martin Heidegger). The overcoming of a solipsistic and idealistic conception of thinking raises questions regarding the pedagogical settings and aims, as well as the problems over the limits of critique in education. A comparison of Ballauff's and Winch's positions reinforces the sense of the significance of critique: although the role of critical rationality within education is ambiguous and precarious, the investigation of autonomy (as an educational goal) shows that critique cannot be limited in any straightforward way. 相似文献