‘White British girls on free school meals’: power,resistance and resilience at secondary school transition     

Helen Fisher 《Gender and education》2017,29(7):907-925

This article explores the perspectives of 10 White British girls eligible for Free School Meals as they transfer from English primary to secondary schools. Having identified the discourses relevant to the girls at transition – good girl, girl power, hyper-femininity, authenticity, ‘challenges at home’, ‘friends as family’ and standards – the article uses Foucault to theorise these examples, reflecting on the complexity of associated power, resistance and resilience. The article continues by drawing on the multiplicity of resistance to these discourses to identify the girls’ developing intrinsic strengths, and argues that these should be used both a starting point and a structure for supporting them through discourse negotiation at secondary transition and beyond.  相似文献   

Enhancing civic consciousness through student pro bono in legal education     

Alperhan Babacan  Hurriyet Babacan 《Teaching in Higher Education》2017,22(6):672-689

A key aim of encouraging law students to participate in student pro bono, a form of experiential learning in legal education, is to develop their commitment to volunteer lawyering after graduation. This paper examines student pro bono in legal education in Australia and the United States. A critical review of the current approaches to student pro bono in both jurisdictions demonstrates that although student pro bono exposes students to lawyering skills, the absence of structured follow-up as part of student pro bono, results in limited changes to students’ attitudes to commit to volunteer lawyering. The benefits of adopting reflective activities as part of student pro bono are discussed. It is argued that transformative pedagogies can encourage critical consciousness and social transformation necessary for active involvement in volunteer lawyering after graduation. Teaching and learning strategies are suggested to simultaneously enhance social and personal transformation and to develop lawyering skills through student pro bono.  相似文献   

Framing of transitional pedagogic practices in the sciences: enabling access     

Karen Ellery 《Teaching in Higher Education》2017,22(8):908-924

Educational literature shows that students from working-class backgrounds are significantly less likely to persist to completion in higher education than middle-class students. This paper draws theoretically and analytically on Bernstein’s ([1990. Class, Codes and Control, Volume IV: The Structuring of Pedagogic Discourse. London: Routledge; 2000. Pedagogy, Symbolic Control, and Identity: Theory, Research, Critique. Lanham: Rowman and Littlefield]) thesis that, through differential framing of pedagogic practices, the curriculum has capacity to accommodate all groups of students. Pedagogic practices in both a science foundation course and four first-year mainstream science courses in a higher education institution in the South African context are examined. Whilst the foundation course exhibits modalities that generally favour access, the mainstream courses have some modalities that appear to be constraining. It is argued from a social justice perspective that holistic curriculum transformations that better enable epistemic transitions are an urgent imperative, and that consideration of differential framing of pedagogic modalities offer a close-up empirical means of conceptualising such reforms.  相似文献   

Action learning as an element within an assessed and supported year in employment for newly qualified social workers: a three-role perspective     

Carol Wells  Ikedola Animashaun  Anneliese Gibb 《Action Learning: Research and Practice》2017,14(2):167-173

The assessed and supported year in employment (ASYE) is employer-led and provides a programme to support and assess newly qualified social workers (NQSWs) working with children and families and adults during their first year of employment. Action learning was brought into Cambridgeshire County Councils ASYE programme as a 12-month pilot from October 2015 to September 2016, with the view of providing an opportunity for the 55–60 NQSWs to develop critical thinking, problem-solving and leadership skills. This paper gives an account of the journey from the perspective of the roles of the accoucheur and action learning lead, ASYE Programme Lead and Evaluator and identifies key learning points. In writing this paper, the authors acknowledge the contribution of their colleague facilitators and the NQSWs who participated in action learning sets.  相似文献   

Doing good while performing well at Flemish universities: benchmarking higher education institutions in terms of social inclusion and market performance     

Elvira Haezendonck  Kim Willems  Jenny Hillemann 《International Journal of Inclusive Education》2017,21(1):31-47

Universities, and higher education institutions in general, are ever more influenced by output-driven performance indicators and models that originally stem from the profit-organisational context. As a result, universities are increasingly considering management tools that support them in the (decision) process for attaining their strategic goals. The growth-share matrix is one of these tools that has proven its value in diverse business and competitive contexts in the past few decades. The present study’s contribution is twofold. First, we apply and interpret the growth-share matrix as part of a strategic positioning analysis in a strategic university context. Second, we extend this tool by incorporating social inclusion as a third dimension in the analysis. In recent years, discussions on the rising social disparity among adolescents in higher education have increased and different types of actors have raised the motivation to create more equal opportunities for prospective students who rank among the group of socially disadvantaged adolescents. The findings of an empirical case of the proposed model for a particular Belgian academic programme show that increased social inclusion and higher performance parameters, such as growth in student enrolments and diplomas, can be reached simultaneously.  相似文献   

No room at the top? The glass wall for professional services managers in pre-1992 English universities     

Sue Shepherd 《Perspectives: Policy and Practice in Higher Education》2017,21(4):129-134

Pre-1992 English universities are changing the way they appoint their deputy and pro-vice-chancellors (PVCs). Traditionally, PVC posts were filled by internal secondment from within the professoriate, but these days an increasing number are appointed by means of external open competition involving advertisement and/or executive search. So has this ‘opening up’ of PVC positions created new career progression opportunities for professional services managers? Findings from a census, online survey and interviews with a range of senior university managers suggest not. Despite the PVC role becoming more managerial, those getting the jobs remain overwhelmingly career academics. Professional services managers confront a glass wall, excluded from consideration by a non-negotiable requirement for academic credibility. Aware they have little chance of getting a PVC job, they are unlikely to apply. The continued monopolisation of PVC posts by academic managers represents a form of social closure that serves to maintain their elite status.  相似文献   

Bourdieu’s habitus and field: implications on the practice and theory of critical action learning     

Rob Warwick  Janet McCray  Douglas Board 《Action Learning: Research and Practice》2017,14(2):104-119

This paper considers the logic of practice of the French sociologist Pierre Bourdieu in relation to critical action learning: in particular habitus which is co-created with field and the interplay amongst the two in the form of misrecognition and risk. We draw on interviews with participants who have experienced action learning as part of an NHS leadership programme. We argue that Bourdieu provides helpful ways of understanding and explaining the complex processes of social interactions which are centre stage in action learning – especially the ‘social friction’ through which action learners gain new insights and new prompts to action in their workplace from learning set members. These insights can support action learning practitioners keen to explore their own practice.  相似文献   

Que Luchen por sus Intereses (To Fight for Your Interests): Unearthing Critical Counter-Narratives of Spanish-Speaking Immigrant Parents     

Kevin Roxas  Maria L. Gabriel 《Journal of Latinos & Education》2017,16(3):243-262

This article reports on findings from a year-long research project conducted during the 2012–2013 school year in a PK–12 school district, located in the Mountain West region of the United States, utilizing the Photovoice method. The findings in the project point to the important critical counter-narratives Spanish-speaking immigrant parents present to the larger school community when given the opportunity to have their voices and perspectives heard and recorded in written form. The article provides teachers, counselors, administrators, and support staff in schools and school districts with insight into the hopes and aspirations of Spanish-speaking immigrant parents and highlights educational practices that address issues of equity and access, as seen through the eyes of the participants in the study.  相似文献   

Culturally responsive computing as brokerage: toward asset building with education-based social movements     

Michael Lachney 《Learning, Media and Technology》2017,42(4):420-439

Bridging schools and communities has been a goal, if not hurdle, for reformers who aim to improve the education of low-income and underrepresented students from the bottom-up. Strategies to create these connections are often characterized as ‘brokerage’, where individuals or organizations bridge two or more social worlds. This paper details the design and implementation of educational technologies that support the brokering of school–community connections using a ‘culturally responsive computing’ (CRC) framework. Culturally responsive education is often limited to content and learning styles, which misses the opportunities it creates for a brokerage process that also connects to education-based social movements for economic access in underrepresented communities. This paper provides empirical support for the claim that the CRC framework is well suited for both purposes. It allows schools and communities to build assets together, translating the knowledge and skills of underrepresented communities into math and computing education, while illuminating the ways in which technologies can motivate education-based social movement building.  相似文献   

社会支持理论视域下的留学低龄化问题研究     

聂庆艳  贺俊杰 《未来与发展》2016,(7):42-47

当前我国留学低龄化趋势日益明显并带来一些问题。这些问题表现在心理健康问题、行为失范问题、国家认同感弱化等方面。从社会支持理论来看,以上问题的产生,主要是由其原有社会支持体系被破坏、新的社会支持体系未能有效发挥作用所致。构建“小留学生”社会支持体系,既需要发挥政府等正式组织的作用,又要发挥非政府组织的作用;既要发挥父母、同学、亲友等人际支持作用,又要“小留学生”自身积极发挥社会支持网络的修复作用。  相似文献