Paul Willis—Education,Cultural Production and Social Reproduction     

Liz Gordon 《British Journal of Sociology of Education》1984,5(2):105-115

Learning to Labour signalled a break from mechanistic ‘social reproduction’ theories within the Sociology of Education, towards a new appreciation of the role of cultural processes within school. This paper reviews the work of Paul Willis, focussing particularly on some of the unresolved themes of Learning to Labour and the development of his own thought since this study was produced. Areas which have been under emphasised in the past include Willis’ attempt to formulate a methodological and analytical base for cultural studies within education, the theoretical relationship between culture and ideology and the essentially active, transformative nature of cultural production within educational sites. This paper aims to clarify some of these issues.  相似文献   

Trainee teachers’ experience of reflection     

Liz McKenzie 《Journal of Further & Higher Education》2015,39(5):645-664

This article reports an investigation of trainee teachers’ experience of reflection whilst undertaking a teaching qualification for the post-compulsory sector. The study used a sequential, mixed-methods design, employing a structured questionnaire and a semi-structured interview; 127 individuals completed the questionnaire about their experience of reflection and keeping a reflective journal. The questionnaire responses were used to select a sample of 15 individuals for interview. The findings indicate that, whilst the majority value reflection and believe keeping a journal is useful, finding time to reflect can be problematic. Two potential areas of difficulty are identified, namely, individual preferences for engagement with reflection and the use of reflective journals. Where course requirements are at variance with an individual’s preferred approach, difficulties with reflection may be experienced. Therefore this article recommends that course requirements need to allow flexibility to enable individuals to try different techniques and adopt whichever they are most comfortable with.  相似文献   

The role of Women's/Gender Studies in the changing lives of British women     

Gill Kirkup  Liz Whitelegg  Iris Rowbotham 《Gender and education》2015,27(4):430-444

This paper explores the role played by part-time Women's/Gender Studies (WGS) courses in women's lives in the UK through interviews with 35 women who were among 8000 students who studied one of the UK Open University's undergraduate interdisciplinary WGS courses between 1983 and 1999. A thematic analysis of these interviews shows how these mainly working and lower middle-class, mature women were living through a time of great social change for women. The WGS course they studied helped them understand these changes and grasp the educational, social and employment opportunities that opened for UK women after 1980. The authors reflect on these social and educational changes and using Nussbaum's Capabilities Approach (2011) analyse the capabilities these women developed through their study of these courses, which helped them to change their own lives and the lives of others around them. Looking forward, the authors argue that WGS courses have the potential to develop these capabilities in a time of economic recession and reduced opportunities for women.  相似文献   

School readiness losses during the COVID-19 outbreak. A comparison of two cohorts of young children     

Meliza González  Tianna Loose  Maite Liz  Mónica Pérez  Juan I. Rodríguez-Vinçon  Clementina Tomás-Llerena   Alejandro Vásquez-Echeverría 《Child development》2022,93(4):910-924

The COVID-19 context has created the most severe disruption to education systems in recent history. Its impact on child development was estimated comparing two cohorts of 4- to 6-year-old Uruguayan children: control (n = 34,355, 48.87% girls) and COVID cohort (n = 30,158, 48.95% girls) assessed between 2018 and 2020 in three waves, by a routinely administered school readiness instrument in public preschools. Ethnicity information is not available. For the COVID cohort, losses were observed in Motor and Cognitive development, Attitudes towards learning, and Internalizing behavior (range 0.13 – 0.27 SD). Losses were less pronounced among children from higher socioeconomic schools. These results extend the literature on the consequences of the pandemic on learning and early child development.  相似文献   

Mainstream teachers’ concerns about inclusive education for children with special educational needs and disability in England under pre-pandemic conditions     

Eleanor Warnes  Elizabeth J. Done  Helen Knowler 《Journal of Research in Special Educational Needs》2022,22(1):31-43

A survey-based investigation of teachers’ concerns was conducted the following adaptation of Sharma and Desai’s ‘Concerns about Integrated Education (CIE) Scale’ two decades ago. The terminology was adjusted and ‘integrated’ became ‘inclusive’, and ‘Special Educational Needs and / or Disability (SEND)’ replaced ‘disability’ in a novel ‘Concerns about Inclusive Education Scale’. A purposive sample included the public and private education sectors. An online questionnaire was completed in April 2020 (n = 93) by teachers (66: state mainstream, 18: independent, 5: UK-based international schools, 3: SEND specialists, 1: alternative provision). Statistical analysis of closed questions aimed to identify teachers’ concerns about IE for children with SEND and was complemented by qualitative analysis of data generated through open-ended questions. Varied understandings of what IE means and longstanding concerns were identified. The highest level of concern was evidenced around resources, specifically, funding for specialist and support staff, resources, and appropriate infrastructure. Qualitative data analysis suggested that children with SEND risk being perceived as an onerous adjunct to an already stressful ‘regular’ teaching role. Few respondents mentioned national performance monitoring and accountability regimes in this context and, instead, viewed additional paraprofessional and external support as self-evident solutions to excessive workloads, neglecting the implications for equity in education.  相似文献   

‘Won’t Somebody Think of the Children?’ Emotions,child poverty,and post-humanitarian possibilities for social justice education     

Liz Jackson 《Educational Philosophy and Theory》2014,46(9):1069-1081

Abstract

Under models of moral and global citizenship education, compassion and caring are emphasized as a counterpoint to pervasive, heartless, neo-liberal globalization. According to such views, these and related emotions such as empathy, sympathy, and pity, can cause people to act righteously to aid others who are disadvantaged through no fault of their own. When applied to the contemporary issue of alleviating child poverty, it seems such emotions are both appropriate and easily developed through education. However, emotional appeals increasing a sense of urgency regarding such a dire issue should not necessarily be prioritized in the face of competing possibilities. Emotions can be difficult to develop, regulate, and sustain. Their appropriate expression and application in global contexts can be problematic, as people’s valuation and understanding of feelings varies across societies. Additionally, there are tensions between discourses of emotional care and compassion and rational duty to social justice. This article examines competing views on education for understanding and responding to child poverty, and defends post-humanitarian imaginaries and the possibility of non-relational care ethics. Care, compassion, empathy, and emotion may be involved in learning about child poverty, but an a priori rational orientation is also essential in such grave matters of social injustice.  相似文献   

Is the environmental literacy of university students measurable?     

Kerry Shephard  John Harraway  Brent Lovelock  Sheila Skeaff  Liz Slooten  Mick Strack 《Environmental Education Research》2014,20(4):476-495

We report the development and piloting of an evaluative instrument and process for monitoring the environmental literacy (EL) of undergraduate students in one large research-led university in New Zealand. The instrument addresses knowledge, affect and competencies in the general area of EL in line with this institution’s adoption of EL as a graduate attribute (or in a US context, a general-education learning outcome, and something to be fostered throughout a student’s education). The instrument and associated processes were designed to fit within conventional institutional mechanisms that manage student feedback on the quality of teaching. The instrument was tested with more than 600 students from more than eight programmes over the course of a year and its use stressed that students were anonymous within the survey. We conclude that evaluating (or in a US context, assessing) the extent to which students acquire EL is an achievable objective and is a reasonable expectation for any higher education institution that claims to foster this attribute.  相似文献   

On brutal culture     

Darren Umney  Dave O'Brien  Fabian Muniesa  Liz Moor  Liz McFall 《Journal of Cultural Economy》2017,10(6):556-568

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