Educating Against Extremism: Towards a Critical Politicisation of Young People     

Lynn Davies 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,16(1):183-203

This paper is based on a recently published book, Educating Against Extremism (Davies, Educating Against Extremism, 2008), which explores the potential role of schools in averting the more negative and violent forms of extremism in a country. It examines the nature of extremism; identity formation and radicalisation; religious belief, faith schools and the myth of equal value; justice, revenge and honour; and free speech, humour and satire. The paper argues that religious fundamentalism, as well as state terrorism, needs to be addressed in schools. The argument in the book is for a greater politicisation of young people through the forging of critical (dis)respect and the use of a secular basis of human rights. Specific forms of citizenship education are needed, which provide skills to analyse the media and political or religious messages, but also enable critical idealism to be fostered.  相似文献   

The body made flesh: embodied learning and the corporeal device   总被引：2，自引：1，他引：1  

John Evans  Brian Davies  Emma Rich 《British Journal of Sociology of Education》2009,30(4):391-406

Over recent years there has been growing appreciation of the body’s corporeal significance in how children learn in educational settings. ‘The body’ has been conceptualised from a variety of perspectives that we characterise as: ’the body without flesh’, ‘the body with fleshy feelings’ and ‘the body made flesh’. We reflect on these perspectives with reference to the model of embodied action used in our ongoing research on relationships between education and disordered bodies, outlining what they might differently offer in terms of understanding body/mind/culture relationships. We suggest that Basil Bernstein’s notion of the ‘pedagogic device’, when reworked around the concept of a ‘corporeal device’, may provide one way of better conceptualising such relationships avoiding some of the fault lines and dualistic thinking inherent in other perspectives. If, as sociologists or school practitioners, we are to address the agency of ‘the body’ in cultural reproduction and better understand how the corporeal realities of children influence their sense of position, value and self, then we will need to deal with both the ‘physical’ and the ‘phenomenal’ universes of discourse, and the ‘somatic mediations’ of lived experience. This will mean giving as much attention to the biological dimensions of embodiment as its discursive representation currently receives.  相似文献   

Enhancing the role of the arts in primary pre-service teacher education     

Dan Davies 《Teaching and Teacher Education》2010

This research sought to explore the impact upon pre-service teachers' orientations towards the arts of a performing arts week within a one-year postgraduate teacher education programme. There is evidence from a range of data collected before, during and after the week that it had helped to strengthen participants' self-image as artistic individuals who recognise the value of the arts in children's education and have enhanced confidence in working with different professionals to teach the arts in a cross-disciplinary way. Within a climate of compliance, this study suggests that pre-service teachers require such experiences to overcome their fear of curriculum innovation.  相似文献   

Turning heads: The impact of political reform on the professional role,identity and recruitment of head teachers in Wales          下载免费PDF全文

Mark Connolly  Emmajane Milton  Andrew James Davies  Rhian Barrance 《British Educational Research Journal》2018,44(4):608-625

This article considers the professional work, identity and recruitment of head teachers (HTs) in Wales. Drawing on the sociology of professions, the article illustrates how intensive educational policy reform post‐2011 has restricted HTs’ professional agency and re‐orientated the head teacher role towards organisational professionalism. Drawing on semi‐structured interviews (n=30) with both head and deputy head teachers, the article argues that issues with the recruitment and retention of HTs in Wales can, in part, be explained by the promotion of managerial and technicist approaches to professional practice. This role reconfiguration is the result of myriad and, at times, overlapping accountability mechanisms. The article illustrates how these changes to HT professional roles and identity are more intense within a small education system where HTs had, traditionally, enjoyed an elite professional status. To ameliorate these issues, the article proposes policy initiatives which the Welsh Government could introduce to foster the agency of HTs within a revised professional framework for educational leadership in Wales.  相似文献   

The long and winding road: Routine creation and replication in multi-site organizations     

Andrew Davies  Lars Frederiksen  Eugenia Cacciatori  Andreas Hartmann 《Research Policy》2018,47(8):1403-1417

Prior research on organizational routines in the ‘capabilities’ literature has either studied how new routines are created during an exploratory process of variation and selection or how existing routines are replicated during a phase of exploitation. Few studies have analyzed the life cycle of new routine creation and replication as an integrated process. In an in-depth case study of England’s Highways Agency, this paper shows that the creation and replication of a new routine across multiple sites involves four sequential steps: envisioning, experimenting, entrenching and enacting. We contribute to the capabilities research in two ways: first, by showing how different organizational levels, capabilities and logics (cognitive and behavioural) shape the development of new routines; and second, by identifying how distinct evolutionary cycles of variation and selective retention occur during each step in the process. In contrast with prior research on replication as an exact copy of a template or existing routine, our study focuses on the replication of an entirely new routine (based on novel principles) that is adapted to fit local operational conditions during its large-scale replication across multiple sites. We draw upon insights from adjacent ‘practice research’ and suggest how capabilities and practice studies may complement each other in future research on the evolution of routines.  相似文献   

Understanding a High School Physics Teacher’s Pedagogical Content Knowledge of Argumentation     

Jianlan Wang  Gayle A. Buck 《Journal of Science Teacher Education》2016,27(5):577-604

Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers’ knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher’s argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher’s performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher’s perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers.  相似文献   

Seminar on the associated schools projects Hamburg,July 1958     

T. Ivor Davies 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1958,4(1):496-498

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Monitoring Standards in Mathematics in Year 2: an 8 year cross‐sectional study     

Julie Davies  Ivy Brember 《International Journal of Early Years Education》1999,7(2):133-139

The National Curriculum was introduced into British primary schools in 1989 to raise standards of attainment, especially in the basic skills of English and mathematics. Other steps taken to raise standards included putting basic skills at the heart of the school curriculum and teacher training and publishing school performance tables to focus attention on standards. What has been the effect of these measures on children's mathematical attainments? This paper analyses the mathematics standards of eight cohorts of Year 2 children from five randomly selected primary schools within one Local Education Authority (LEA) (n = 1502) who had all done Mathematics 7 from 1989–1996. Examination of the means of the standardised mathematics scores for each cohort reveals evidence of stable standards in attainment over the 8 years. There are fewer over‐achievers than one would expect and this indicates that less children in this sample are doing really well than was the case when the test was standardised. Discussion centres on the cost effectiveness and utility of the National Curriculum, assessment procedures and the publishing of school performance tables in raising mathematical standards at Key Stage 1. The need for an effective system for monitoring educational standards throughout the UK is raised.  相似文献   

Preparing teachers to create a mainstream science classroom conducive to the needs of English‐language learners: A feminist action research project     

Gayle Buck  Colette Mast  Nancy Ehlers  Elizabeth Franklin 《科学教学研究杂志》2005,42(9):1013-1031

A feminist action research team, which consisted of a science educator, an English‐language learner (ELL) educator, a first‐year science teacher, and a graduate assistant, set a goal to work together to explore the process a beginning teacher goes through to establish a classroom conducive to the needs of middle‐level ELL learners. The guiding questions of the study were answered by gathering a wealth of data over the course of 5 months and taken from the classroom, planning sessions, and researchers and students. These data were collected by observations, semistructured interviews, and written document reviews. The progressive analysis ultimately revealed that: (a) successful strategies a beginning teacher must utilize for teaching middle‐level ELL children in a mainstream classroom involve complex structural considerations that are not part of the teacher's preparation; (b) learning increases for all children, but there are differences in learning achievement between ELL and non‐ELL children; and (c) student and peer feedback proved to be an effective means of enhancing the growth of a beginning teacher seeking to increase her skills in teaching ELL learners. The experiences and findings from this project have implications for teacher preparation programs committed to preparing educators to teach science to all children. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1013–1031, 2005  相似文献   

Social anxiety in learning: stages of change in a sample of UK undergraduates     

Phil Topham  Naomi Moller  Hannah Davies 《Journal of Further & Higher Education》2016,40(1):125-145

Social anxiety in learning is prevalent amongst traditional-age students and has a marked effect on their engagement with higher education. It receives little attention from academic or support services and there is a presumption that students will manage their anxieties. Yet it is unclear what psychosocial resources they might bring to this task and how these may develop through the undergraduate years. This study sought to identify possible change processes in student social anxiety by analysing qualitative responses obtained from Level 2 undergraduate students (n=39) in relation to their experience of learning situations such as lectures, seminars and group presentations. Thematic analysis suggested a four-stage developmental progression for students in terms of their experience and orientation to coping with social anxiety. Implications for staff development and student support are outlined.  相似文献