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Nicki Hedge 《牛津教育评论》2016,42(1):1-15
Curriculum for Excellence, Scotland’s 3–18 curriculum, has been described as ‘the most significant curricular change in Scotland for a generation’ (McAra, Broadley & McLauchlan, 2013, p. 223). The purpose of the curriculum is ‘encapsulated’ in four capacities in order that learners become i) successful learners, ii) confident individuals, iii) responsible citizens, and iv) effective contributors. With particular reference to these capacities, we explore the principle of autonomy as it pertains to both individual and collective flourishing. In so doing we seek to disarm commonplace criticisms of autonomy by proposing it might be put to work in CfE as a multi-dimensional, context-sensitive concept that is relational as well as individual. We conclude that the four capacities lend themselves to re-consideration and re-mapping in pursuit of autonomy and flourishing premised on the principles of personhood. 相似文献
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《Journal of Cultural Economy》2013,6(6):501-513
ABSTRACTThis paper explores how pricing has historically been involved in the making up of persons and how the ability to ‘personalize’ price is reconfiguring the ability of markets to discriminate. We discuss a variety of contemporary pricing practices, and three types of personhood they produce: generic, protected, and transcontextual. While some contemporary developments in pricing draw on understandings of the person that are quite familiar, others are novel and likely to be contested. We argue that many newer pricing techniques make it harder for consumers to identify themselves as part of a recognized group. We conclude that contemporary price personalization should be understood in terms of the intensification of individualization in combination with dividualization, and as such, contributes to novel and consequential forms of classification. 相似文献
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Speaking Subjects: the Development of a Conceptual Framework for the Teaching and Learning of Spoken Language 总被引：1，自引：0，他引：1
Although the National Curriculum demands a wide range of speaking and listening activities in the primary classroom and the National Oracy Project has stimulated a rich variety of empirical work by teachers on children's spoken language, there is still an underdeveloped conceptual framework to the primary oracy curriculum as a whole. This article argues that the recent SCAA (School Curriculum and Assessment Authority) Exemplification of Standards booklet and video sent to every primary school in the country only raises once again some of these unresolved conceptual issues. It attempts to begin to construct a useful conceptual framework for classroom oracy using different concepts which help to frame the familial culture of the young child, the oral culture of the media and the cognitive and rational culture of school discourse. 相似文献
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Jack Martin 《Interchange》2004,35(2):185-208
Disciplinary and professional psychology have exercised considerable influence over the ways in which Western individuals
and societies understand what it is to be a person. During the last half of the 20th century, educational psychologists advanced scientific and humanistic conceptions of the self that removed personhood from
the historical, socio-cultural traditions and related moral and political practices within which the self develops. In consequence,
the theoretical and practical models of self-enhancement and self-management offered by educational psychologists are inadequate
with respect to the education of persons who, if they are to function as effective citizens, must participate in complex,
contested socio-cultural, moral, and political contexts with others. 相似文献
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《Journal of Cultural Economy》2013,6(2):189-203
Focusing on the ‘talent pathways’ outlined in the 2008 Department of Culture, Media and Sport Creative Britain report, this article explores how different forms of creative agency are positioned to make a ‘contribution’ to the creative economy. Drawing on Paul du Gay's concept of personhood, case studies on digital gaming explore the formation of two forms of personhood – creative consumers and creative workers. Specifically, these forms of creative agency are analysed in terms of their connections on the ‘talent pathway’, and the transitions that see creativity and talent as inherent in all individuals and in need of channelling and directing. The creative-consumer case study unpacks the digital games industry strategy of enrolling fan-creators within their commercial operations. This case study reveals the increasing importance of co-production for the creative economy, and the extent to which diverse cultural practices are facilitated and positioned. Higher education Games Design courses will then provide the case study for examining how the creative-consumer can be positioned to make a productive contribution to the creative economy as a worker. Within this context, the formation of fans/students into a creative worker or industry-ready worker is evident. Through tracing different forms of creative agency and how they are connected to make a contribution to the creative economy, this article explores the governance of creative agency and economic subjects. 相似文献
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Maria Sharapan 《Journal of Intercultural Communication Research》2016,45(5):374-390
In the difficult circumstances of institutional discrimination and political pressure, the Tibetan minority in Nepal negotiate their identity with utmost communicative resourcefulness, tying their values to universal ethics. They resort to their spiritual heritage in their daily intercultural encounters, seeing it mostly as an essential mindset. Developing intercultural personhood through universalization does not challenge identity salience, if one’s culture is adhered to consciously. The respondents are optimistic about preserving their culture, provided the positive factors, such as community living and cultural education, persist. The obstacles are seen in materialistic influences, globalization and lack of interest among the young generation. 相似文献
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《Educational Philosophy and Theory》2013,45(4):449-459
Critical thinking has come to be defined as and aligned with ‘good’ thinking. It connects to the value placed on rationality and agency and is woven into conceptions of what it means to become a person and hence deserve respect. Challenges to the supremacy of critical thinking have helped to provoke richer and fuller interpretations and critical thought is prevalent in talk of what it is to become a person and more fundamentally to educate. The capacity for critical thought may indeed be one significant aspect of developed personhood; however an emphasis on critical thought as the main source of respect for persons raises a number of issues about what might therefore be excluded or neglected. A number of alternative views that try to retrieve a more ‘humanised’ view of how we exist in the world are examined and are found to suggest that human consciousness as a mark of personhood should be seen as rooted in bodily senses and a more aesthetic orientation towards the world that moves us away from critical thought and rationality as the single indicators of ‘good’ thinking. 相似文献