排序方式： 共有296条查询结果，搜索用时 15 毫秒
101.
Bourdieu’s concept of field offers an alternative explanation for the inevitable gap between policy initiative and implementation. While the existing literature mostly concentrated on the dichotomy of macro- and micro-politics in enacting education policies, the missing attention to meso-level, local governments as policy interpreters and implementers in some developing countries with a vast territory, China and Russia, for example, has hindered deeper exploration in policy studies. Adopting cross-field effects as the theoretical base and applying Bourdieu's conceptual triad as a whole, rather than considering habitus, practice, or field separately, this study examines Chinese transnational higher education (TNHE) policy enactment by subnational authorities, aiming to: first, contextualize Bourdieu's theoretical and empirical approaches in various political/economic systems while consider the policy practice at meso-level; second, demonstrate the essentiality of conversation rate and standard of capitals in field analysis; and third, based on these analyses, explore the formation of institutional habitus as a way of explaining the perennial inequality in the Chinese higher education (HE) system. The paper concludes with a theoretical reflection that Bourdieu’s ever-developing definition of habitus and the criticism of his unavoidable relapse to objectivism result from the indiscriminate use of individual and institutional habitus. 相似文献
102.
《Sport Management Review》2014,17(1):65-77
Disability sport in Great Britain has, since its genesis over sixty years ago, gained greater public profile with each passing decade. Arguably, this is a result of a more direct, interventionist approach from the British government and the Sport Councils into the field of disability sport over the past twenty years. In this paper we highlight a case of integration within sport by examining the process of mainstreaming disability cricket within England and Wales. Following a review of the extant literature in this area we will draw upon Bourdieu's practice theory in order to examine the impact of the implementation of policy on the management of issues of disability in mainstream cricket. Longitudinal ethnographic data (including participant observation and semi-structured interviews) was collected on the organizations involved in this mainstreaming process. Informants were either involved in the delivery of disability cricket or in the management of disability sports partnerships. Preliminary findings suggest that true integration is still unrealized. Whether the policy seeks true integration or whether mainstreaming is simply another modernizing process seeking greater efficiencies from sport organizations is unclear. Nevertheless a number of institutional pressures from the proximal and distal external environments have provided support for generating mainstreaming initiatives at management levels. In addition to these findings we argue that an additional outcome of this research is to demonstrate the suitability of a relational approach for conceptualizing policy, its interpretation by sport managers and the implementation strategies that follow. 相似文献
103.
This paper was stimulated by the authors' attempt to understand the process of skill learning in dance. Its stimulus was a period of fieldwork based at the Royal Ballet School in London, and subsequent discussions with the school's teachers and with academic colleagues about how it was that the young dancers developed their characteristic set of skills. The paper's focus and method is philosophical, although it draws on empirical data (albeit sparingly) where it is relevant to the discussion. Many accounts of skill learning are premised on the presumption that learners come to know about their environment by representing it in the mind and that such representation is a result of a computational process involving information received through the senses. This is the dominant position of researchers in the field. In this paper, we discuss weaknesses in this information processing theory, and explore the elements of a more satisfactory approach. The account offered here locates dance skills within the context of development, in which skills are incorporated in learners through practice and training in dance environments. Dreyfus' theory of expertise and Bourdieu's theory of practice offer insights into the practical mastery young dancers carry in their bodies, which cannot be accurately formulated in terms of a system of representations. Dancers, from this perspective, do not passively follow instructions, but actively engage in tasks involving characteristic ways of moving that are situated in the nexus of relations between people and the distinctive contexts of dance. The paper suggests that skill learning in dance (or indeed any domain) is not a matter of processing information, but is imminent in the active, perceptual engagement of learner and context. 相似文献
104.
The pictorial representation of physical activity and gender over three time periods is investigated in Caldecott Medal winning children's literature. Relational analysis and recent national position documents on physical activity are used to frame an interdependent relationship between current levels of physical activity among children and the various institutionalized forms of physical culture with which they interact. Fifty-seven Caldecott Medal winning books were analyzed. Frequency counts were recoded for each book in four categories: (1) females engaged in sedentary roles, (2) females engaged in active roles, (3) males engaged in sedentary roles and (4) males engaged in active roles. A 2 (gender) 2 2(activity level) 2 3 (time period) factorial ANOVA adjusted for nonormally distributed data was used to test frequency of pictorial representation. Results indicate the illustrations in Caldecott Medal literature are a poor media for communicating a physically active lifestyle to children while at the same time have consistently underrepresented females. Males were significantly more likely to be portrayed than females (p < 0.05) and, regardless of gender, sedentary roles were significantly more likely to be portrayed than active roles (p < 0.05). This condition did not change significantly over the three time periods tested (1940-1959, 1960-1979 and 1980-1999). With recent national position documents identifying young people as largely inactive and unfit researchers and practitioners are (1) encouraged to rethink the seemingly innocent relationship between picture books and the trend of inactivity currently seen in the United States and (2) develop skills related to critical media literacy as part of a pedagogy for new times. 相似文献
105.
This article draws on the theoretical concepts of Pierre Bourdieu to provide an explanatory account of how socialisation and the hidden curriculum within coaching practice contribute toward the formation of social identities and powerful schemes of internalised dispositions. Drawing on a 10 month ethnography within professional football, the research found that day-to-day practice was ideologically laden and served the production, reproduction and incorporation of socialised agents into the prevailing ‘legitimate’ culture. The legitimacies embodied included respect for authority, hierarchical awareness, control, obedience, collectivity, work ethic and winning. 相似文献
106.
Isadora Jung-Hsiu Lin 《Asia Pacific Journal of Education》2014,34(3):366-380
This paper reports on first year experiences of international students who use English as an additional language (EAL) in higher education in Australia. It examines how valued resources can foster a positive educational experience of these students from sociological perspectives. It draws data from an interview study, exploring narrative accounts of 17 EAL international students from nine countries about their educational relations and strategies across their first year of study. Their narratives were analysed through Bourdieu's concepts of field, habitus, capital and legitimation, as well as tools of narrative inquiry. The paper finds that the students took up strategies to realign their capital portfolios with new rules of the game. Their decisions were dependent on their personal trajectories and conditions on offer. This paper suggests that more effort needs to be made to understand international students' differentiated access to valued resources in higher education. 相似文献
107.
This article provides insights into teachers’ and school administrators’ responses to the current ‘fetishisation’ of school performance data in Australian schooling. Specifically, the research investigates the accountability practices that emerged in a Queensland metropolitan primary school in response to this broader focus upon performance data. Drawing upon interviews with teachers and school administrators, literature and theorising on educational performativity and data, and Bourdieu’s theory of practice, the article reveals how performative, data-driven practices play out at the level of the school. This process reveals a ‘field of schooling practices’ characterised by contradictory and contested logics of deifying, delivering and denying data. We describe this as the ‘doublethink of data’, involving teachers engaging with performative processes for purposes of compliance but without any real sense of the value of doing so. The research reveals the extraordinary energy involved in this work, and cautions against these performative practices and associated technologies. 相似文献
108.
Gerald Grace 《British Journal of Sociology of Education》2020,41(6):859-869
AbstractValuable developments in the Sociology of Education over the last 40?years have involved the widening and deepening of analytical perspectives to include not only class-based research in education but also the complex interactions of class, race and gender in all educational, social, economic and political contexts. From a sociology of knowledge perspective the field has become historically more mature and multi-dimensional in its research and analysis of socio-educational contexts internationally. This paper argues that despite these progressive developments, one dimension is still largely ignored i.e. that of the religions of the world and of the social and cultural implications of these faiths for education today. Sociological analysis which elides a religious dimension not only presents an over-simplified view of social relations in the modern West but also fails to make an authentic engagement with education. 相似文献
109.
Alexander Gardner-McTaggart 《Globalisation, Societies & Education》2019,17(4):458-473
ABSTRACTThe International Baccalaureate (IB) is a secular educational franchise, educating the globally advantaged and potential future leaders. Drawing on Bourdieu, this article involves original interpretivist research, reviewing data surrounding the international IB school and its educational leadership. It presents findings pertinent to the remarkable pervasiveness of Christianity and Christian values in the orientation of IB directors in a Western European context.IB directors foreground Christianity in their make-up. In the fluid global market-place of IB schools, consistency is rare, and highly valued. Through Bourdieu, IB directors emerge as islands, with relative freedom from the State. They lead a secular school, with an implicit Christian orientation. The IB purposefully pluralises the culture of the IB experience through the IB learner Profile (IBLP). In the main, IB school leadership rejects the operational consistency of the IBLP and embraces pluralism through the consistency of Christianity.The international school is an incubator for Anglo Christian values providing cultural laundering, ontologically tied to the imperial gaze in this globalised neo-liberal schooling context: the international gaze. 相似文献
110.
Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning 总被引：1，自引：0，他引：1
This paper identifies limitations within the current literature on understanding learning. Overcoming these limitations entails
replacing dualist views of learning as either individual or social, by using a theory of learning cultures and a cultural
theory of learning, which articulate with each other. To do this, we argue that it is possible and indeed necessary to combine
major elements of participatory or situated views of learning with elements of Deweyan embodied construction. Bourdieu’s concepts
of habitus and field are used to achieve this purpose, together with the use of ‘becoming’ as a metaphor to help understand
learning more holistically. This theorizing has a predominantly heuristic purpose, and we argue that it enables researchers
to better explain data. We also suggest that a cultural approach of the sort proposed here leads toward the asking of better
questions about learning and its improvement and has high practical significance.
相似文献
| Phil HodkinsonEmail: |