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1.
Post‐Fordist approaches offer a stimulating account of recent educational restructuring. There is, however, a problem with the term itself and the way it has framed and defined the debate. Mot only does it combine a number of diverse frameworks, applications and conclusions, but it also composites different levels of definitional coherence. In this way post‐Fordist education tries to operate as a generalised metaphor whilst also incorporating more tightly‐defined conceptual narratives. The result is that these different meanings become collapsed and the term itself swamped by overuse. A consequence is that the model is less able to offer an incisive or distinctive perspective on educational change. When specific post‐Fordist narratives are used to interrogate educational restructuring it is clear that they are unable to capture the range of levels in which change is both generated and manifest. This raises a broader issue for educational theorisation—identifying the structures that mediate and link the economic and educational realms (and in particular, the role of politics and ideology). A further conclusion is that grand theoretical designs need to be chaperoned by a policy analysis approach or at least a more detailed account of the policy sector to be explained.  相似文献   

2.
ABSTRACT

It is widely known that there is a discrepancy between educational policy on the one side, and teaching and learning practices on the other. Most studies have been focusing on the sociocultural and micropolitical frames that shape teachers’ understandings and enactments of teaching, and that cause the vast diversity of classroom practices around the world. This article wants to draw attention to the ‘politics of use’ in teachers’ work: how teachers mobilize larger political narratives when implementing curriculum reform. Arguably, these narratives provide a shortcut between the central government and street-level actors, thus circumventing the logics of these actors’ immediate institutional environments.

In order to showcase the politics of use, the article uses the case of education for creativity as it is designed for and practiced at Chinese schools. The case reveals how education for creativity is compromised by requirements emanating from larger political programs when implemented in Chinese classrooms. The article challenges the view that educational policy necessarily moves through a trickle-down process, from higher to medium to lower-level actors. In cases of strong ideological alignment between street-level actors and central state actors, educational policy may in fact sidestep and hence neutralize important institutional actors.  相似文献   

3.
This paper draws on psychoanalytic and socio-political perspectives of trauma and emotion to examine how critical emotional praxis may serve as a pedagogical tool for reconciliation education. A major challenge for teachers in traumatized societies struggling to enact reconciliation education is that emotions of trauma are often appropriated by social and political institutions, including schools, to justify particular collective narratives and ideologies. The prospects of critical emotional praxis are explored through two vignettes from an on-going ethnographic research in Cyprus, a country of protracted ethnic conflict. The first vignette focuses on how emotions of trauma are politically appropriated in a classroom while the second shows how one teacher manages to enact critical emotional praxis with her students to undermine the political appropriation of emotions of trauma. The paper concludes with a discussion of the pedagogical implications and recommendations for future research.  相似文献   

4.
Like Lemke (J Res Sci Teach 38:296–316, 2001), I believe that science education has not looked enough at the impact of the changing theoretical and global landscape by which it is produced and shaped. Lemke makes a sound argument for science education to look beyond its own discourses toward those like cultural studies and politics, and to which I would add globalisation theory and relevant educational studies. Hence, in this study I draw together a range of investigations to argue that globalisation is indeed implicated in the discourses of science education, even if it remains underacknowledged and undertheorized. Establishing this relationship is important because it provides different frames of reference from which to investigate many of science education's current concerns, including those new forces that now have a direct impact on science classrooms. For example, one important question to investigate is the degree to which current science education improvement discourses are the consequences of quality research into science teaching and learning, or represent national and local responses to global economic restructuring and the imperatives of the supranational institutions that are largely beyond the control of science education. Developing globalisation as a theoretical construct to help formulate new questions and methods to examine these questions can provide science education with opportunities to expand the conceptual and analytical frameworks of much of its present and future scholarship. © 2005 Wiley‐Liss, Inc.  相似文献   

5.
彭虹斌 《比较教育研究》2007,28(6):12-15,20
教育政治学产生于其母体政治科学.在教育政治学发展的过程中,出现了两种张力:整合的张力和多元的张力.教育政治学的宏观微观之分是一个颇有争议的话题.尽管教育政治学领域的学者对该领域的发展付出了辛勤的劳动,但就该领域的一些基本概念、框架和理论基础而言,远未达成共识.  相似文献   

6.
Gert Biesta 《Interchange》1995,26(2):161-183
Postmodernism seriously questions the possibility of the modern project of education, because postmodern relativism seems to undermine the very possibility of justification, bothin and of education. Some educators have therefore concluded that postmodernism is the proclaimed end of education; others hold a more ambivalent stance. Educators in the critical tradition have especially criticized the depoliticizing tendencies of postmodernism.In this paper it is argued that postmodernism should not be understood as radical relativism, but as the articulation of a tension between contingency and commitment. The concern for radical plurality is identified as the typically postmodern commitment. It is argued that this commitment can also be characterized as a typically pedagogical commitment. Educators, therefore, have at least one strong reason to stay within postmodernism.In order to explore in what way postmodernism might contribute to the emancipatory interests of education, an overview is given of the feminist debate on postmodernism. This shows that the emancipatory potential of postmodernism can only be put into use by political means. The question the is, what a postmodern politics might look like. An answer to this question is found in the work of Richard Rorty, albeit that the theoretical hard core of his position — the separation between the public sphere and the private sphere — is criticized for its ideological charcter and its rather unpedagogical repercussions. After a reconstruction of the private-public-dichotomy has been given, three consequences for education are spelled out, all of which center around the conclusion that postmodernism inevitably leads to a repoliticization of education.  相似文献   

7.
The ‘coming of age’ films Bend it like Beckham, Whale Rider and Harry Potter feature distinctive narratives about girlhood and boyhood that provide a perspective on the changing historical and political context of gendered identity construction in the new millennium. The early 2000s represented a particular moment in thinking about the possibilities, risks and threats of gender relations in Western countries. This was overwhelmingly represented by a discourse of crisis and loss in relation to boyhood and a discourse of hope in relation to girlhood. These films reflect the tensions and contradictory readings of the new cultural politics of gender in the early 2000s, drawing on many of the discourses present in academic discussions about young people's gendered identities. We show how an analysis of ‘coming of age’ films offers a lens for examining the cultural politics of gender and education, and for reflecting on social change and the perceptions and anxieties that this brings.  相似文献   

8.
ABSTRACT

Do the narratives of employability constructed by higher education institutions for marketing purposes differ from the conceptualisation and/or the realisation of employability within those institutions? The study reported here drew on interviews with 16 senior academic and student support staff who were tasked with developing student employability at one of nine institutions in Australia, Canada and the UK. We employed Holmes’ conceptions of employability as possessional, positional or processual to analyse how the interviewees conceptualised employability and the presentation of employability on the institutional websites. We found that most institutions’ employability marketing narratives were inconsistent with the institutional practice reported by staff. We explain this tension in the context of two competing characterisations of higher education: a university-student transaction view; and a learning view. We emphasise the need for internal and external narratives to align and advocate the need for engagement in a constructive and critical dialogue involving all stakeholders.  相似文献   

9.
In this essay, the author attempts to complicate the reading of nostalgia in the cultural politics of education, arguing that the blind rhetoric of nostalgia for an idealized past can and should be critiqued in productive ways. Despite some literature addressing the consequences of nostalgia in the context of teaching, little has been done towards the direction of critically examining nostalgia in relation to the controversial issues of national memory and historical trauma and how those influence educational politics and practice. Central to the author's argument is that nostalgia has multiple meanings, some of which promote nationalist agendas while others offer opportunities for transformation. One way to begin the process of reclaiming nostalgia in education is to shift the discourse from restorative nostalgia to reflective nostalgia. The constructs of counter-memory and aporetic mourning provide useful theoretical lenses through which reflective nostalgia can promote productive ways of addressing national memory and historical trauma.  相似文献   

10.
The research area of teacher narrative inquiry has identified links between the personal and professional identities of teachers. Although teacher narrative inquiry takes narrative texts as its data, insufficient attention has been given to the functions of narratives as forms of discourse that are utilized in the construction of identity. In the present study, the concept of narrative identity guided the analysis of a Chicana teacher’s personal experience narratives. The analysis of six narratives told during interviews conducted across a year’s time examined how the voices in the narratives, communicated through reported speech, represented the relational, discursive, and ideological social worlds within which the Chicana teacher’s occupational identity was shaped. The reported speech in the Chicana teacher’s narratives quoted the voices of significant Others, such as her family members and the parents of her students. The Chicana teacher’s narratives crafted her response to the tensions and challenges that these voices represented to her emerging occupational identity as a bilingual education teacher. In her narratives, the Chicana teacher also constructed continuity across the distinct phases of her occupational identity as a bilingual teacher that included transitions from college student, to novice bilingual teacher, to experienced bilingual teacher. René Galindo is an Associate Professor in the School of Education and Human Development at the University of Colorado at Denver and has a Ph.D. from The Ohio State University. His recent publications on language policy, bilingual education, and immigration politics have appeared in the Harvard Latino Law Review, The Journal of Latinos and Education, and Latino Studies.  相似文献   

11.
Special education is losing its identity—its visibility, distinctiveness, budget, and basic functions are all at risk. Special education functions include (a) sorting, categorizing, and labeling students who need it; (b) making the right comparisons; (c) honoring diversity but changing particular differences; (d) managing stigma; (e) making subjective judgments and risking errors; (f) dealing with students’ failures; and (g) adequate financing in addition to maintaining visibility and status and having its own budget and personnel. It cannot exist without these functions, all of which are criticized or on the decline. Special education must also be reconstructed on the basis of sound science, not alternative narratives or nonscientific ways of knowing that do not help students with disabilities learn all they can. The need for a scientific reconstruction and implications for special education’s future are discussed.  相似文献   

12.
This paper underlines three foundations upon which the current condition of the Israeli education system is predicated. These are: (a) the separation between Palestinians and Jews in the Israeli education system and isolating both from any significant contact; (b) endorsing a strong ethno-religious ethos and narratives that widen the chasm between the Jewish ‘us’ and the Palestinian ‘them’; and (c) shaping education for the Palestinians in Israel as a highly standardized and de-contextualized endeavor that excludes ideology and politics, which are seen as irrelevant to good professionalism, while substantiating and thickening the ideological education in the Jewish education system in line with the right political agenda . In doing so, this paper contextualizes these foundations in the recent developments of Israeli politics. Particularly, the paper associates these foundations with the rise of the extreme right politics in Israel, arguing that these, taken together, serve the state’s efforts to continue preserving its excluding ethnocentric political regime and controlling the Arab Palestinian education in Israel under conditions of subordination and inequality.  相似文献   

13.
Social justice discourses, particularly those attentive to the politics of difference, suggest that the perspectives of least-advantaged groups need to be taken into account when endeavouring to realise social justice in education for these groups. In this paper, we analyse narratives on schooling produced by one cohort of least-advantaged students, namely, Samoan students attending state-designated disadvantaged secondary schools in Queensland, Australia. Specifically, the narratives of educational disadvantage provided by Samoan students are analysed. The focus is on 'the what' (the knowledge to be transmitted) and 'the how' (the teacher–student relations) of pedagogy in state-designated disadvantaged schools. Attention is paid to the contradictory and ambivalent discourses inherent in these narratives, particularly in terms of realising socially just pedagogic practices and outcomes.  相似文献   

14.
论心理健康教育与思想政治教育的结合   总被引：3，自引：0，他引：3  
思想政治教育是思想政治工作的一项重要内容，在新的形势下，思想政治教育必须不断改进和创新，才能完成其历史使命。把心理健康教育与思想政治教育有机地结合起来，运用心理教育的方式。根据不同的心理问题采取讨论、疏导等方法，提高思想政治教育的针对性和实效性，这可以说是改进思想政治教育工作的一条新途径。  相似文献   

15.
Peter Heering 《Interchange》2010,41(4):323-333
Recently, there has been an increasing emphasis in discussions on science education on the potential and advantages of stories and narratives in teaching situations. From this, one might conclude that simply starting to use stories in science classrooms is a good thing, per se. Yet, as I will argue in my paper, things do not appear to be that easy. From my understanding, it is necessary to select the stories to be told in teaching situations with care – and also to reject those stories which are not to be told. With respect to such a selection, different criteria can be employed, depending on the aims of the instructional unit. In doing so, my criteria for selection will be based on an education which does not focus solely on the communication of scientific knowledge but which emphasizes relevant topics from the nature of science for structuring the teaching. With this intention, one can identify constructions of narratives that are misleading with respect to the nature of science and which may lead to an inappropriate understanding of science and scientific practice.  相似文献   

16.
Abstract

This paper attempts to work on a number of different levels. Firstly, it comprises my personal reflections on a career in sociology of education. These reflections are entwined with a history of the discipline that emphasises themes of power, politics and pragmatism. This subjective, and inevitably partial, account is combined with an examination of the structure and composition of the academic field of sociology of education and its relationship with the two disciplines it originates from, sociology and education, but also with the wider field of politics. The ways in which these different strands within sociology of education coalesce or diverge, and the consequences in terms of tensions, fissures and struggles within the field will be considered. I also discuss the subject and content of sociology of education, and its future possibilities for radical as opposed to reactionary or reformist agendas.  相似文献   

17.
This paper considers the politics of neo‐liberal reform of education and training in the specific context of social partnerships. Social partnerships are hybrid social spaces formed when a range of interests/partners work together for mutual benefit. Partnerships are one of a series of hybridized social spaces which have been formed as a consequence of the trend to neo‐liberal governance. The paper begins by situating the study of social partnerships in wider concerns about neo‐liberal reform and politics. It reviews literature on social partnerships as a way of identifying the different approaches to the conceptualization of conflict or practical politics. These are role conflict, interest conflict, and regime conflict. It also draws on a series of empirical research projects on social partnerships in Australia which have identified persistent points of tension within partnership formation and maintenance. Drawing these conceptualizations and persistent points of tension together provides a framework which can guide systematic inquiry of social partnerships. The paper suggests that this framework facilitates research by naming different types of political action. It encourages a multi‐dimensional analysis of partnership politics rather than presenting partnerships as either a celebratory or categorical expression of neo‐liberal political rationality.  相似文献   

18.
Mathematics homework is an activity done by large numbers of students across the world. However, it is not without controversy, with concerns being raised about its academic value and whether parents have the appropriate resources to actively support or teach their children. In this article, we use the narratives of two 10-year-old girls to consider how emotional and mathematical trauma can arise from doing mathematics homework with family help. This is often the undiscussed outcome of homework interactions, but one that can have profound implications for relationships between children, their parents, the school and mathematics as a discipline. The way that the children described their and other participants’ actions in the narratives provided information about the children’s agency whilst doing school mathematics in the home. We discuss the opportunities and constraints on children doing homework as a consequence of the social and institutional relations that they operate within. The constraining influence of schooling over the opportunities provided within the home situations was the main determiner of the emotional and mathematical trauma experienced by the children.  相似文献   

19.
The national curriculum reformers, regarded as members of the social elites and intellectuals, projected their vision of identity onto the curriculum which they constructed and influenced the next generation’s national consciousness. In the tangled relationship between politics and education, the selection of the reformers in a sense dictates the direction of the new curriculum. This article interviewed 18 reformers, members of the latest citizenship curriculum of 2010, to investigate their individual views on identities and the monolithically-promoted Chinese configuration in the old curriculum. Although the new citizenship curriculum, renamed Curriculum Guidelines for Civics and Society, puts nothing in writing in favour of either a Chinese or Taiwanese national identity, according to the discovery in this research, the Curriculum Committee implicitly embedded a transformed inclusive and hyphenated Taiwanese national identity in the new curriculum in the hope of accentuating Taiwan’s exclusive sovereignty. The inner thinking of the reformers is uncovered to reveal their reasoning that a broadly constructed national identity can concurrently accommodate diverse personal identities and suits the society better than the previously prescribed Chinese identity. This article also records the evolution of the curriculum from the previous China-centred narratives to Taiwan-centred narratives, something that happened in line with the changes in Taiwanese society.  相似文献   

20.
This paper reflects on an education programme aimed at addressing aspects of the diverse and disrupted educational backgrounds of women in a local prison. The programme, which has been primarily sociological in content, is designed to give participants some idea of what university education involves, but without any of its formal requirements. It has not run altogether smoothly. The problems encountered have prompted this reflection on the storytelling nature of the interaction between educator and participants, that is, on the narrative nature of both the lectures being given and the women's responses to them. This is explored in terms of Tennant's () notion of the situated self in adult education. It is argued that, where prison education is commonly a site of conflict between educational models aimed, at one limit, at correcting individual pathology and, at the other, at analysing oppressive social structures, the narrative approach adopted in this programme offers participants a middle way—an opportunity to reflect on the self in a way that locates their own experiences within wider social structures. The approach rests, however, on the ability of participants to construct narratives of their lives in relation to wider public narratives. It is argued that the different responses of young and older women to the programme (resistant and enthusiastic, respectively) may have arisen, at least in part, from their differential abilities to craft life stories in the context of the programme.  相似文献   

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