The stark reality of the ‘White Saviour’ complex and the need for critical consciousness: a document analysis of the early journals of a Freirean educator     

Rolf Straubhaar 《Compare》2015,45(3):381-400

While the anglophone academic literature has long engaged in analysis of the role of privilege in the work of educators in the Global North, this article represents an initial foray into such analysis in non-formal educational settings in the Global South. Through a cultural-textual document analysis of 12?months of personal journal entries written by the author while working as a Freirean adult educator in Mozambique, this article documents a lack of recognition of social privilege exhibited by the author in these entries, which is here referred to as the ‘White Saviour’ complex. This article also documents how the pursuit of what Freire calls ‘critical consciousness’ can effectively problematise this privileged mindset.  相似文献   

Developing,expressing and contesting opinions of science: encouraging the student voice     

S.M. Howitt  A.N. Wilson 《高等教育研究与发展》2015,34(3):541-553

In a typical science degree, little emphasis is placed on the need for scientists to make judgements about evidence and little value is placed on the development of students' opinions about science, with the focus largely on assessment of declarative knowledge. Yet it is the ability to evaluate evidence that is crucial to the development of the student as a scientist. This study assesses the impact on students' conceptions of science of a course that aims to engage students in discussion and reflection on what scientists do and on their own learning about science. Analysis of written reflective assignments from the three years the course has been run shows that participants become more confident in their expression of opinions about science and also develop a more mature view of science and its inherent uncertainty. It appears that a critical factor enabling this development is the way the course activities are designed to explicitly value students' opinions and to provide a supportive environment in which they can be expressed and contested.  相似文献   

A corpus-based discourse analysis of the vision and mission statements of universities in Turkey     

Ibrahim Efe 《高等教育研究与发展》2015,34(6):1110-1122

This article presents findings from a corpus-assisted discourse analysis of mission and vision statements of 105 state and 66 private/foundation universities in Turkey. The paper combines a corpus-based approach with critical discourse analysis to interpret the data in relation to its institutional as well as socio-political context. It argues that the mission and vision statements are marked by a need for reassuring their legitimacy and the demands of a growing tertiary market. The historical and cultural backgrounds of the development of universities in Turkey, as well as political and economic conditions, are also decisive in the shaping of mission and vision statement of universities.  相似文献   

A critical cultural inquiry into insider issues in South Korean art education     

Kyong-Mi Paek 《British Journal of Sociology of Education》2015,36(6):915-933

Over the past decades, many art advocates have argued for the intrinsic value of learning in the arts. Nevertheless, the arts continue to struggle to find a secure place within the school curriculum. Concerned about the arts’ impact on classroom practice, this paper aims to cast light on diverse realities constructed by art teachers as insiders in marginal contexts. This will be done by reviewing a critical cultural inquiry into art education practice in South Korea. Two interpretive analyses of individual teachers’ life stories have disclosed the practitioners’ relationships to established power dynamics between the dominant practice and a developing alternative practice network within the system. The discussion focuses on the inherent contradictions and opportunities identified within the context of Korean education. This paper provides cultural resources for conscious professional transformation of practitioners and contributes to broader discussions on the socio-educational status of art in education.  相似文献   

Qualitative Outcomes of a Homestay Immersion With Critical Reflection     

Laura Shannonhouse  Sejal Barden  A. Keith Mobley 《Counselor Education & Supervision》2015,54(4):302-319

The authors explore the impact of a 3‐week homestay cultural immersion on 10 counselor trainees by analyzing their 210 structured journals using consensual qualitative research. Findings suggest that establishing meaningful relationships and engaging in critical reflection are central to increasing multicultural awareness. Implications for multicultural counseling training and research are provided.  相似文献   

Learner subjects in study abroad: discourse of immersion,hierarchy of experience and their subversion through situated learning     

Neriko Musha Doerr 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):369-382

This article investigates different kinds of learner subjects that study-abroad programs produce. It is based on discourse analysis and ethnographic fieldwork in May–September 2011, involving three students from a US college studying abroad short term in Europe. The discourse of immersion in study abroad valorizes a learning-by-doing, individual, reflective learner subject who learns alone by gaining everyday experience outside the classroom and by reflecting on it. Some students subverted this discourse and became group and classroom-based learner subjects; nonetheless, they all became reflective learner subjects. This article proposes critical analysis of the discourse and links that reflectivity to critical pedagogy.  相似文献   

A critical discourse analysis of Gisela's family story: a construal of deportation,illegal immigrants,and literacy     

Stephanie Abraham 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):409-423

In this paper, I use critical discourse analysis to analyze a student's narrative about the arrest, incarceration, and deportation of her mother to Mexico. The student, Gisela, was a fifth grader in my classroom during the 2008/2009 school year, and I encouraged the students to collect family stories from their relatives. Gisela created this story, and she wrote and illustrated this with the help of her father, student peers, and me. I draw on Gloria Anzaldúa's constructs of nepantla and nepantlera, narrative analysis, and systemic functional linguistics to show how Gisela's construed this story to create a powerful and creative narrative that disrupted autonomous forms of literacy along with the excluding and damaging discourses circulating about immigrants in our community.  相似文献   

Neoliberal common sense and race-neutral discourses: a critique of “evidence-based” policy-making in school policing     

Kathleen Nolan 《Discourse: Studies in the Cultural Politics of Education》2015,36(6):894-907

The author of this paper uses critical discourse analysis and draws on critical social theory and policy studies to analyze the interdiscursivity between neoliberal common sense discourses around crime and safety and race-neutral discourses, “evidence-based” policy, and the research that supports school policing programs. The author offers a macro-sociological analysis of how neoliberal common sense and race-neutral discourses shape crime policy. Next, the author discusses the rise of “evidence-based” policy formation. She argues that evidence-based policy serves to narrow the scope of what constitutes “scientific” research and delegitimize research that uses race as an analytical lens. Then, through textual analysis of samples of the “evidence” supporting school policing, the author illustrates the ways in which neoliberal common sense discourses around crime and safety and race-neutral discourses become the ideological starting point for the research and internalized within research documents. The result is the creation of a hegemonic “evidence-loop” that privileges ideologically driven research that assumes a “scientific” stance and obscures racial bias while it excludes the critical research on the school policing.  相似文献   

Complicating ‘student behaviour’: exploring the discursive constitution of ‘learner subjectivities’     

Zsuzsa Millei  Eva Bendix Petersen 《Emotional and Behavioural Difficulties》2015,20(1):20-34

When educators consider ‘student behaviour’, they usually think about ‘problem behaviour’ such as disruption or defiance. This limited and limiting view of ‘student behaviour’ not only fails to acknowledge children as educational actors in a wider sense, but also narrowly positions educators as either in control or out of control of their classroom. Mainstream educational psychology’s responses to ‘challenging behaviour’ point educators to numerous ways to prevent its occurrence, through, for example, changing their disciplining approaches and techniques. However, much of the advice directed at improving student behaviour fails to interrogate the core notion of ‘student behaviour’ itself, as well as the conceptual baggage that it carries. The focus is squarely on eliminating ‘problem behaviour’ and often resorts to a pathologisation of students. Meanwhile, when considering ‘student behaviour’ through a Foucauldian post-structuralist optic, behaviour emerges as something highly complex – as spatialised, embodied action within/against governing discourses. In this opening up, it becomes both possible and critical to defamiliarise oneself with the categorisation of ‘challenging behaviour’ and to interrogate the discourses and subject positionings at play. In this paper, we pursue this task by asking: what happens with the notion of ‘behaviour’ if we change focus from ‘fixing problems’ to looking at the discursive constitution of ‘learner subjectivities’? What does it become possible to see, think, feel and do? In this exploration, we theorise ‘behaviour’ as learning and illustrate the constitution of ‘learner subjectivities’. Drawing on two case scenarios, we explore how children accomplish themselves as learners and how this accomplishment links the production of subjectivity and embodied action, and illustrate how ‘student/child behaviour’ appears significantly different to what mainstream educational psychology would have us see.  相似文献   

Critical thinking as room for subjectification in Education for Sustainable Development     

Helen Hasslöf  Claes Malmberg 《Environmental Education Research》2015,21(2):239-255

Issues of sustainability are complex and often steeped with ethical and political questions without predefined or general answers. This paper deals with how secondary and upper secondary teachers discuss these complex issues, by analysing their aims for Education for Sustainable Development. With inspiration from discourse theory, their articulations about students as political subjects are analysed. Critical thinking emerged as a nodal point in teachers’ discussions. In this study, critical thinking is articulated as having various qualitative meanings related to different epistemological views. On one hand, critical thinking is articulated to invite room for subjectification; but on the other hand, room for subjectification is challenged when critical thinking is articulated through the educational aims of qualification and socialisation. A consequence of changing epistemological view might be that political and ethical issues take a back seat.  相似文献