Definition and characteristic features of a ‘cultural flashpoint’: a case study of Exploring Masculinities, a controversial gender and education programme in Ireland

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2023-05-18 DOI:10.1080/0305764X.2023.2206798

Joan Hanafin, P. Conway, Cormac Ó Beaglaoich, John J. Hanafin, Máirtín Mac an Ghaill

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引用次数: 0

Abstract

ABSTRACT The concept ‘cultural flashpoint’ (CF) has not been fully defined or described. The authors test this concept through the prism of a controversial gender-focused Irish school programme, Exploring Masculinities (EM). Adopting an instrumental case study methodology, they use media content analysis to develop a temporal trajectory of the CF, describe its shape, explicit and implied contentious themes, and its process. They identify characteristic features of a cultural flashpoint: (i) a focal issue, event and/or object; (ii) conflict; (iii) bounded time period; (iv) the involvement of exo- and multi-sectoral individuals and groups; (v) randomness, opaqueness and conflation among its expressions; and (vi) broadly cultural and not confined to its sector of origin. They offer a definition of a CF and suggest it as a conceptual device for identifying, analysing and understanding contestation about educational (and other) change occurring in the context of wider and more long-standing cultural, social and political movements.

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“文化闪点”的定义和特征:探索男子气概的案例研究，这是爱尔兰一个有争议的性别和教育项目

摘要“文化爆发点”（CF）这一概念尚未得到充分的定义或描述。作者通过一个有争议的以性别为重点的爱尔兰学校项目“探索男性气质”（EM）来检验这一概念。采用工具性案例研究方法，他们使用媒体内容分析来发展CF的时间轨迹，描述其形状、明示和暗示的争议主题及其过程。它们确定了文化爆发点的特征：（一）焦点问题、事件和/或对象；（ii）冲突；（iii）有时限；四外部和多部门个人和团体的参与；（v）其表达的随意性、不透明性和混淆性；以及（vi）广泛的文化，而不局限于其来源部门。他们提出了CF的定义，并将其作为一种概念手段，用于识别、分析和理解在更广泛、更长期的文化、社会和政治运动背景下发生的关于教育（和其他）变革的争论。

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来源期刊

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.