共查询到20条相似文献，搜索用时 562 毫秒
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Ann Ryan 《Cultural Studies of Science Education》2008,3(3):663-702
Science education in Papua New Guinea has been influenced by neo-colonial practices that have significantly contributed to
the silencing of the Papua New Guinea voice. This silencing has led to the production of science curriculum documents that
are irrelevant to the students for whom they are written. To avoid being caught up in neo-colonial practices, Western science
educators ought to consider the notion of cultural mediators. This position, I argue, infers an obligation to take responsibility
for their actions and to consider postcolonial discourses as a way of understanding the relationships and dialogue between
different ways of knowing. 相似文献
3.
Rosa Hong Chen 《Educational Philosophy and Theory》2013,45(7):688-703
This article takes its retrospective lead from the oppressive schooling years during the Chinese Cultural Revolution to reflect on the educational significance of artistic activities through considering aesthetic virtues and moral agency cultivated in these activities. Describing an unconventional educational milieu where schooling was deliberately ‘dismantled’, I emphasize the important role that artistic endeavours can play in building a person’s aesthetic strength and moral power to overcome the adversity of life, hence for the fuller human development. By blending philosophical discussion with historical manifestation, I stress the less articulated educational discourse that makes dance relevant to the educational formation of epistemic virtues and moral sensibilities. Joining in the emerging efforts to improving the worlds of schools, curricula, and pedagogies, I argue that the contingent integration of different histories, life conditions, and social and cultural discourses are ‘transformative’ sites for pedagogy. Thus, I seek to shed historically fresh light on the ways of thinking of schooling, education, and the arts for hope and possibility to ultimately argue for ways that can speak to the diversity of global societies today. 相似文献
4.
Silencing the everyday experiences of youth? Deconstructing issues of subjectivity and popular/corporate culture in the English classroom 总被引：1，自引：1，他引：0
This paper investigates the influence of popular/corporate culture texts and discourses on the subjectivities and everyday social experiences of young people, and the extent to which such influences are critically analysed in the English classroom. I present two levels of synthesised information using data analysis born of a mixed-methods postgraduate research project with a group of 15- and 16-year-old high school students in Perth, Australia. First, I argue that popular culture texts position young people to assume subjectivities that are heavily informed by the ideologies and discourses of popular/corporate culture. Moreover, I argue that young people's social currency is often defined by the extent to which individuals demonstrate an alliance to such ideologies and discourses, and that individuals who deviate from popular norms experience subjugation and exclusion within peer and social settings. Second, I deal pedagogically with subject English and areas of it that hold relevance in terms of the integration and analysis of ‘the popular’. I argue that many students feel their teachers are ‘out of touch’ with the everyday realities of young people and their popular culture influences, and that there is a lack of commitment by teachers to critically analyse popular culture texts in the classroom. The paper concludes by arguing that such failures risk producing students whose everyday experiences are silenced and who are denied the critical learning spaces necessary to deconstruct the ways they are positioned to adopt certain subjectivities. Moreover, critical and progressive pedagogical praxis need to be further deployed by educators in order to effectively analyse the relationship between youth subjectivities and popular/corporate culture discourses. 相似文献
5.
Sandra Taylor 《The Australian Educational Researcher》2001,28(1):47-79
This article documents the contribution of teacher union activists in their campaigns to put gender issues on government policy agendas in the 1970s and 1980s in Australia. The collective accounts document the way the activists forged new relationships and alliances, based on common goals and shared feminist values, and worked strategically with femocrats in state bureaucracies. But the effectiveness of the activists depended also on a particular set of political and cultural factors which were present in Australia at the time. Such contextual factors were also significant in the later marginalisation of gender equity issues in education in the 1990s. At a theoretical level, the study illustrates the ways in which social movements challenge dominant discourses to bring about social change, and in particular how they ‘work’ in relation to policy development. It is argued, drawing on Melucci (1989) and Yeatman (1994), that social movement theory can be useful in explaining the waxing and waning of both gender equity activism and gender equity policy development. Within social movement theory, policies need to be viewed as negotiated settlements which are constantly redefined as contexts change, new forms of domination emerge, and new social networks form and coalesce to become new social movements. 相似文献
6.
Notions of culture, ethnicity and identity are highly political (and also personally meaningful) issues within diasporic communities. Complementary schools are particularly interesting sites in this respect, as they are often set up with an explicit cultural agenda of ‘preserving’ or ‘maintaining’ ‘traditional’ culture and language within diasporic communities. In this paper, we draw on qualitative data from an ESRC funded study conducted in six Chinese complementary schools to consider how pupils (n=60), parents (n=24) and teachers (n=21) in these schools construct and negotiate issues of culture and identity. We consider the ways in which the cultural agenda of the schools is constructed and experienced, teasing out the ways in which cultural discourses and pupil identities are deployed (and resisted, reworked) within the space of Chinese schools. Finally we consider the extent to which the schools are perceived by the young people to be ‘successful’ (or not) in their efforts to make pupils feel ‘more Chinese’. 相似文献
7.
Rille Raaper 《Critical Studies in Education》2020,61(2):245-261
ABSTRACTThis article centres on the recent Higher Education and Research Act 2017 in England and the consultation documents leading to the legislation. I will start by arguing that the reform promotes consumerist understanding of students. Guided by Fairclough’s critical discourse analysis, I will further explore the ways in which five students’ unions from England and their sabbatical officers understand and respond to the consumerist policy discourses. The unions’ official responses to the government’s consultation demonstrated a strong opposition to the reform, particularly against the tuition fee increase and metrics used to measure teaching quality. The follow-up interviews with sabbatical officers, however, highlighted that this opposition can often be fragmented by consumerist counterarguments. The interviewees emphasised consumer rights as benefiting students and the unions. The differences between the written and verbal discourses will be discussed, and the reasons for a lack of consistency in the participants’ discourses questioned in relation to their relationship with the university management and wider student population they represent. 相似文献
8.
Adrian Blackledge 《Curriculum Journal》2013,24(3):291-312
In this article I argue that current government policy for teaching literacy in schools in England is part of a broader ideology of homogeneity which is visible in other dominant-culture institutions. Despite the multilingual nature of England and its schools, the dominant discourse is one which values English at the expense of other languages, leading to the ‘misrecognition’ (Bourdieu, 1998b: 131), by majority and minority language speakers alike, of English as the sole language of symbolic capital. While the first part of this article outlines the monolingual ideology of current literacy policy in schools in England, and locates this in the context of a similar ideology evident in discourses beyond education, I also suggest that this process of symbolic domination is not inevitable. Schools need not be sites of social and cultural reproduction. They can challenge existing relations of power in society, and put in place structures and practices which question and even reverse the coercive relations between majority-culture schools and minority-culture communities and their children. I propose some ways forward in the development of structures which can enable schools to become sites of social and cultural transformation, rather than reproduction. 相似文献
9.
In this paper, based on a project funded by the UK Economic and Social Research Council considering how people position themselves in relation to popular representations of mathematics and mathematicians, we explore constructions of mathematicians in popular culture and the ways learners make meanings from these. Drawing on an analysis of popular cultural texts, we argue that popular discourses overwhelmingly construct mathematicians as white, heterosexual, middle‐class men, yet also construct them as ‘other’ through systems of binary oppositions between those doing and those not doing mathematics. Turning to the analysis of a corpus of 27 focus groups with school and university students in England and Wales, we explore how such images are deployed by learners. We argue that while learners’ views of mathematicians parallel in key ways popular discourses, they are not passively absorbing these as they are simultaneously aware of the clichéd nature of popular cultural images. 相似文献
10.
Maria S. Rivera Maulucci 《Cultural Studies of Science Education》2010,5(4):985-991
I reflect on studies by Rodriguez and Carlone, Haun-Frank, and Kimmel to emphasize the ways in which they excavate silences
in the science education literature related to linguistic and cultural diversity and situating the problem of reform in teachers
rather than contextual factors, such as traditional schooling discourses and forces that serve to marginalize science. I propose
that the current push for top-down reform and accountability diminishes opportunities for receptivity, learning with and from
students in order to transform teachers’ practices and promote equity in science education. I discuss tensions of agency and
passivity in science education reform and argue that attention to authentic caring constitutes another silence in the science
education literature. I conclude that the current policy context positions teachers and science education researchers as tempered
radicals struggling against opp(reg)ressive reforms and that there is a need for more studies to excavate these and other
silences. 相似文献
11.
Imagining the mathematician: young people talking about popular representations of maths 总被引：2，自引：0，他引：2
Debbie Epstein Heather Mendick Marie-Pierre Moreau 《Discourse: Studies in the Cultural Politics of Education》2010,31(1):45-60
This paper makes both a critical analysis of some popular cultural texts about mathematics and mathematicians, and explores the ways in which young people deploy the discourses produced in these texts. We argue that there are particular (and sometimes contradictory) meanings and discourses about mathematics that circulate in popular culture, that young people use these as resources in identity making as (non-)mathematicians, negotiating their meaning in ways that are not always predictable, and that their influence on young people is diffuse and nevertheless important. The paper discusses the discourses that prevail in some of the popular cultural images of mathematics and mathematicians that came up in our research. We show how mathematics is represented as a secret language, while mathematicians are often mad, mostly male and almost invariably white. We then explore how young people negotiate these discourses, positioning themselves in relation to mathematics. Here we draw attention to the fact that both those who continue with mathematics after it ceases to be compulsory and those who do not, deploy similar images of mathematics and mathematicians. What is different is how they respond to and negotiate these images. 相似文献
12.
Amanda Keddie 《牛津教育评论》2016,42(1):108-122
This paper draws on interview data gathered from a broader study concerned with examining issues of social justice, cultural diversity and schooling. The focus is on five students in Years 5 and 6 who attend a primary school located on the edge of a class-privileged area in outer London. The children are all high achievers who are very invested in doing well in school and in life within the parameters of neoliberalism. The paper examines the ways in which neoliberal discourses of performativity and individual responsibilisation permeate the children’s talk in relation to their understandings of education and their future, and their worth and value as students. Such examination enriches the findings of important research in this area that draws attention to the ways in which neoliberal discourses have become naturalised and taken-for-granted in what counts as being a good student and a good citizen. The paper problematises the individualism, competitiveness and anxiety produced by these discourses and provides further warrant for supporting students to identify, challenge and think beyond them. 相似文献
13.
ABSTRACT Ideas about merit and the associated notion of a meritocracy have long been drawn upon to frame and understand a range of issues central to education policy. Little attention, however, is given to how in practice and through the workings of policy, meritocracy functions as an ideology that is struggled over by various social groups and pedagogic agents. Focusing on classroom pedagogic practices in Singapore, this article explores the ways in which in an ostensibly meritocratic education system, teachers interpret and negotiate ideas about culture to engage their students in the system’s low-progress tracks. We argue that these teachers are creatively resisting, even challenging official discourses of meritocracy and engaging in what Nancy Fraser calls struggles over recognition and redistribution. 相似文献
14.
Rereading metaphors as cultural texts: A case study of early childhood teacher attrition 总被引：1，自引：0，他引：1
Jennifer Sumsion 《The Australian Educational Researcher》2003,30(3):67-87
This article revisits a phenomenological case study in which I used metaphor to explore, over a seven-year span, the blossoming
and wilting of an early childhood teacher’s career due to the complex interplay between a range of personal, relational and
contextual influences (Sumsion 2002). Following Kamler (2001), I now bring a critical lens to my rereading of Sarah’s metaphors
as cultural texts that reflect the cultural storylines, positionings and practices that Sarah perceived were available to
her. I argue that deconstructing these cultural texts draws attention to the limitations of discourses commonly available
to preservice and early career teachers. Implications for teacher educators are discussed. 相似文献
15.
John U. Ogbu 《The Urban Review》1995,27(3):189-205
Culture has featured prominently in minority educational research, policies, and intervention since the early 1960s. It is
receiving even more attention today in minority education discourse due to the emergence of cultural diversity and multicultural
education as popular national issues. A careful analysis of the new discourse suggests, however, that the issue has shifted
from how cultural differences enhance or deter the school adjustment and academic performance of minority children to the
problem of cultural hegemony and representation in school curriculum and other domains of education. But cultural diversity
and multicultural education are only a partial solution to the problems of culture in minority education. This essay is in
two parts. In part one I argue for a reconsideration of the earlier question about how culture affects minority school adjustment
and academic performance. I also proposecultural frame of reference as a new level of analysis of the cultural problems that confront minority students at school. In part two I illustrate my
points with two case studies from Minority Education Project in Oakland, California. 相似文献
16.
Ruth Arber 《Globalisation, Societies & Education》2009,7(2):167-184
This paper explores the consequences of these discourses for the ways that international students are identified and positioned within school communities. My argument is developed in four sections. The first describes my ongoing exploration into the impact of international student programmes in Australia. The second exemplifies my argument: exploring the day‐to‐day experiences of vice principals in two Victorian government state secondary schools as they market their schools, and examining the systemic and ontological discourses played out within those conversations. The third interrogates discourses of identity and difference, neo‐liberalism and naïve cosmopolitanism which I find shape teacher conversations about international student programmes. In the final section, I argue that the impact of the discourse formations implicit in teacher talk about international student programmes has been the objectification of international students and their ambivalent inclusion within the school community. 相似文献
17.
The term “cultural diversity” is extensively used in recent teacher education research, but its meaning appears to vary and therefore needs to be made visible. This article reviews the use and meaning making of the term cultural diversity. The analysis reveals three main patterns across the 67 studies reviewed: Cultural diversity is (1) undefined, (2) related to a set of other undefined terms and (3) used in binary oppositional discourses that produce a racialized Other. Drawing on critical Whiteness studies and critical discourse analysis, I argue that despite attempting to promote social justice, researchers are actors who produce a discursive ideology of White supremacy. 相似文献
18.
《Ethnography and Education》2013,8(2):115-127
In children's lives the start of school is a turning point: compulsory education is their first encounter with civil duties. This important step in the process of becoming individual citizens is permeated with strong emotions and ambivalent expectations. However, the representations of school are created, established and negotiated in educational experiences preceding the start of school. In this article I explore the ways in which school is constructed in a Finnish preschool context. I build on ethnographic data generated in two preschool classes. First, I focus on how school is constructed in the social practices of teaching and in the physical space of preschool. Second, I analyse how children construct themselves as future school children and citizens by taking up available discourses and cultural practices. I argue that in official preschool, an ethos of individual survival characterises representations of school. Psychological, social and physical challenges are emphasised. Although preschool teachers in interviews and informal discussions sometimes problematise the ways in which school operates, in their teaching school practices are represented as natural. However, children actively exhibit their agency by collectively reworking of discourses and cultural practices and by renegotiating their informal relationships. 相似文献
19.
Youl-Kwan Sung 《比较教育学》2011,47(4):523-538
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
20.
Jo Ailwood 《The Australian Educational Researcher》2004,31(3):19-33
Genealogies, or histories of the present, create critical spaces to remind us of the nonnecessity of that which we consider
necessary to our lives (Burchell 1993). Further, genealogies of governmentality attempt to create this space with a focus
on how conduct is conducted. In this paper I suggest that genealogies of governmentality are one way to create critical analyses
of the education of young children. Sociologies of childhood consider childhood to be a relational concept, functioning in
relation to adulthood. I argue that genealogies are one way to illuminate these relationships, in particular pointing towards
the ways in which the education of young children is deeply embedded in a range of complex and contradictory’ adult’ discourses
and knowledges, including those of motherhood, politics, worker, citizen and the economy. To illustrate this I provide an
analysis of the provision of preschool education in Queensland’s government schools. 相似文献