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Kirsten Locke 《International Studies in Sociology of Education》2015,25(3):169-182
This paper utilises the conceptual lens of intersectionality to explore gendered academic career trajectory in the context of one participant’s challenge to a normative reading of the link between her private life and its relation to a ‘successful’ academic career. The paper then charts the recalibrations that needed to take place to ensure certain sociocultural categories and intersections were not privileged over others. Finally, the paper then utilises the concept of intersectionality as a metaphor with which to view the intersecting and reflexive relationship between the interviewer, the interviewee and the performative event of the interview process. 相似文献
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This article reports on a small-scale case study involving all English teachers of junior classes in a rural high school in New Zealand. The Head of English had been involved in Writing Project professional learning, designed in accordance with principles and practices that can be found in a number of countries, especially the United States. The researcher was alerted to the Head’s instigation of a school-wide writing competition and the implementation across all classes of a poetry writing unit, and set out to explore the extent to which Writing Project practices had been ‘seeded’ in this context through the actions of the Head of English. All teachers were interviewed and the data thematically analysed using a social constructionist lens. Results showed that while some direct influence occurred, ‘seeding’ was actually a diffused phenomenon and likely to be facilitated by five factors: management structure, dissemination processes, leadership style, staff relationships and teacher disposition. 相似文献