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This article analyses the trajectories into teacher education of a group of child minders who are studying to become pre-school teachers. The specific focus is what impact their prior experiences and learning from pre-school have on their trajectories, and how these experiences and learning are recognised in the first year of teacher education. A situated learning perspective is applied, with a focus on participation and trajectories in the two communities of practice in which teacher education is situated – the university and the pre-school. The data consist of transcribed interviews with ten student teachers, and additional data are gathered from stakeholders in the program. The results show that prior experiences and learning are given implicit and indirect recognition. In the practice of the pre-school, the trajectory means a shift in identity, from child minder to student teacher and pre-school teacher. In the practice of the university, prior experiences and learning help students in their trajectories from peripheral to fuller participation. 相似文献
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Interoperability is a top priority today as governments try to integrate services across departments so as to improve effectiveness as well as efficiency. Integration in government is complicated, as evidenced by a discouraging project failure rate. An often quoted reason is that the complex relationships among government, society, and technology which come into play when integrating multiple organizations are not fully understood. This paper addresses this gap by scrutinizing a large national integration project asking, what is the nature and causes of the conflicts that surface during implementation? Data was collected by means of participant observations and narrative interviews. Seven major conflicts were found, all general because they involve basic values which were in conflict with each other. The values were specified by legislation and strictly operationalized in various government institutions which, consequently, were in disagreement about what was legal and desirable. The findings show that in order to achieve interoperability a “re-operationalization” of these values is necessary. These changes cannot be clearly defined upfront but must be “negotiated” by means of practical achievements that are considered important enough to motivate gradual changes in the way we implement our values in legislation and practices. This means that ambitious integration projects must serve as spearheads in such value change, which is a root cause for delays and even failure. 相似文献
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The aim of this article is to illustrate how Swedish schools construct different pedagogic identities in the way they marketize themselves. We examine through a Bernsteinian lens how upper secondary schools promote themselves; what identities are being called for by the schools and how these identities are expressed. Moreover, the article intends to study how these identities are reflected in studied school actors and how they can be understood in relation to the labour market. We have analysed texts from various kinds of marketing materials, including websites and prospectuses of the schools. The empirical data also include interviews with various school actors. In addition, we attended and recorded observations at open houses and school fairs. Our findings indicate a strong differentiated market-oriented education system, mediated not only through distinctions in courses and programmes, but also through schools creating highly specific niches and targeting specific students as valuable commodities. 相似文献
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Sofie Hellberg 《Critical Studies in Education》2018,59(1):93-107
What is being sustained in education for sustainable development (ESD)? Drawing on biopolitical theory, this article puts forth the hypothesis that it is in fact the very life-chance gulf that separates wealthy ‘sustainable’ mass consumers from poor ‘sustainable’ subsistence-level populations. Hence, in sharp contrast to the cosmopolitan buzz that characterizes the international policy discourse on ESD, it is argued that ESD feeds into the global life-chance divide as it prepares different populations for entirely different lives and lifestyles. In previous research that has dealt with global aspects of ESD, a dividing line can be drawn between scholars who emphasize tendencies towards neoliberal homogenization and those who highlight contingency, local re-articulations and spaces of contestation. This paper offers a third theoretical position that while sharing a deep unease with global neoliberal government is primarily concerned with its ‘will to divide’. As a corollary of this biopolitical perspective, the paper makes a case for critical empirical research that can lay bare the cracks and contradictions in the grand narrative of ESD as a cosmopolitan ethical enterprise. 相似文献
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