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Louise Archer Merryn Hutchings Carole Leathwood 《International Studies in Sociology of Education》2013,23(1):41-62
In this article the authors contribute to ongoing theoretical debates concerning the conceptualisation of multiple social identities and oppressions. The article begins by briefly tracing the path towards current critical/feminist/sociological positions 'between modernism and postmodernism', in which identities ('race', class, gender, etc.) are conceptualised as socially constructed, fluid, shifting and yet grounded in 'real' inequalities and oppressions. The article then builds upon, and contributes to, current theoretical dialogue by highlighting ongoing tensions and unresolved problematics within the theoretical approach, drawing out the particular implications of these for educational research. Issues are discussed with specific reference to recent work by Brah (1999) and illustrations are provided using examples from the authors' research with inner city, working-class women. 相似文献
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C. Skelton B. Carrington B. Francis M. Hutchings B. Read I. Hall 《British Educational Research Journal》2009,35(2):187-204
A recent project involving Year 3 (seven–eight year‐old) pupils and their teachers revealed that ‘gender matters’ differently to boys and girls, and teachers. The study sought to elicit whether pupils and their teachers felt the gender of a teacher mattered to their experiences of schooling. Pupils were concerned about how effective teachers were in carrying out their professional functions and a teacher's gender was subsumed within this. For these pupils, ‘gender mattered’ in terms of the construction of their own gender identities. In contrast, teachers were aware of and attentive to the gender of pupils in managing and organising classroom interactions. The variety of differing views expressed and positions adopted towards the place of gender in teacher–pupil interactions demonstrates the complexity of developing ‘one size fits all’ approaches to tackling gender equity in the classroom. 相似文献
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Nice and kind,smart and funny: what children like and want to emulate in their teachers 总被引：1，自引：1，他引：0
Merryn Hutchings Bruce Carrington Becky Francis Christine Skelton Barbara Read Ian Hall 《牛津教育评论》2013,39(2):135-157
In many western countries, government statements about the need to recruit more men to primary teaching are frequently supported by references to the importance of male teachers as role models for boys. The suggestion is that boys will both achieve better and behave better when taught by male teachers, because they will identify with them and want to emulate their behaviour. However, this has not been supported by research evidence. This paper draws on data from an ESRC‐funded project involving interviews with 307 7–8 year old children in England (half taught by male and half by female teachers). Focusing on gender, it analyses children’s responses about their relationships with their teachers and about figures that they would like to emulate (both in school and outside). 相似文献
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'Widening participation' and increasing student diversity are currently key concerns across the higher education sector, and particular attention has been drawn to the persistent under-representation of working-class students within British universities. It is thought that widening participation in higher education (HE) can result in a number of social and economic benefits, at a national level, for under-represented social groups and for individual participants. Less is known about the viewpoints and understandings of working-class non-participants, such as whether 'official' perceptions regarding the value of HE are shared or contested. Focus group discussions were conducted with 109 non-participant Londoners, aged between 16 and 30 years, from a range of working-class backgrounds. Findings focus upon non-participants' constructions of risks, costs and benefits during application, participation and graduation. These perceptions of 'value' are discussed with relation to widening participation strategies amongst ethnically diverse 'working class' groups. 相似文献
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Staff development as opposed to staff training demands a different kind of learning approach. Library staff who are accustomed to the passive learning of technical skills, often equating training with instruction, can be less confident in an active learning environment. The paper describes the design and delivery of a staff development programme which focussed on issues of customer care, interpersonal skills and rules and procedures. Group interactions and outcomes of the programme are analysed and modifications considered. It is concluded that the benefits of a staff development programme both to the service and to individuals within it can be considerable but that success depends on the willingness of individuals to take responsibility for their own development and on the commitment of management. 相似文献
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Clive Hunt Bethan Collins Alex Wardrop Maggie Hutchings Vanessa Heaslip Colin Pritchard 《高等教育研究与发展》2018,37(1):30-43
Challenges for students who are ‘first-in-family’ to attend university have been discussed within widening participation discourse. However, in the UK, ‘first-in-family’ or first-generation students have frequently been conflated with those experiencing poverty or from lower socio-economic groups. This research integrated survey data with assessment data from final-year design and engineering students in a UK university to examine students’ attainment, the influences on why students decide to attend university and students’ experiences during their degree programmes. Analysis of the data showed variations in the reasons for first- and second-generation students wanting to go to university, particularly a significant difference in the influence of parents. First-generation students described significantly less parental influence on the decision to attend university than second- or subsequent-generation students. Smaller differences in students’ experiences and attainment in university were also noted. Whilst first-generation students reported differences in study habits, their attainment was, on average, marginally higher than that of their peers. Building on others’ theoretical work, which suggests the importance of social capital within higher education (HE), this research highlights the difference in social influences on both university application and expectations of university for those with and without a family history of tertiary education. Further research is needed to explore, in larger samples, whether the social influences on individuals’ perception of HE are in turn shaped by whether or not their parents attended university, and further, what impact this may have, not only on degree outcomes but also on the broader benefits typically associated with graduate experience. 相似文献
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