Power and Education最新文献

Navigating classroom challenges and curriculum changes: A qualitative study of an English Teacher’s journey in the Indonesian education system 应对课堂挑战和课程改革：一名英语教师在印度尼西亚教育系统中的历程定性研究

IF 1.1

Power and Education Pub Date : 2024-08-16 DOI: 10.1177/17577438241275799

Maya Puspitasari

引用次数: 0

Exploring the mediating role of teacher expectation on whole class participation 探索教师期望对全班参与的中介作用

IF 1.1

Power and Education Pub Date : 2024-08-05 DOI: 10.1177/17577438241272594

Mehmet KIRMIZI

引用次数: 0

The role of music in supporting young children’s holistic learning and wellbeing in the context of Froebel’s mother songs 从福禄贝尔的母亲之歌看音乐在支持幼儿全面学习和身心健康方面的作用

IF 1.1

Power and Education Pub Date : 2024-08-03 DOI: 10.1177/17577438241265461

Fengling Tang, Evelyn Wandia Corrado

引用次数: 0

Debates in digital pedagogy within prisons 监狱内数字教学法的辩论

IF 1.1

Power and Education Pub Date : 2024-06-20 DOI: 10.1177/17577438241265456

Bill Davies

引用次数: 0

Epistemic injustice and unwellness in the classroom: Creating knowledge like we matter 课堂上的认识论不公正和不健康：创造 "我们很重要 "的知识

IF 1.1

Power and Education Pub Date : 2024-05-29 DOI: 10.1177/17577438241252980

Philippa Mullins

引用次数: 0

Post-colonial educational reforms in Zimbabwe: A fake badge of decolonisation of the curriculum 津巴布韦的后殖民教育改革：课程非殖民化的假徽章

IF 1.1

Power and Education Pub Date : 2024-05-23 DOI: 10.1177/17577438241257662

Pfuurai Chimbunde, Boitumelo Benjamin Moreeng

{"title":"Post-colonial educational reforms in Zimbabwe: A fake badge of decolonisation of the curriculum","authors":"Pfuurai Chimbunde, Boitumelo Benjamin Moreeng","doi":"10.1177/17577438241257662","DOIUrl":"https://doi.org/10.1177/17577438241257662","url":null,"abstract":"While educational debates on the decolonisation of education have gained momentum in Sub-Saharan Africa, little is known about the success and progress made thus far, leaving a critical gap in our understanding of the accomplishment of the decolonisation agenda and whether what has been reformed is of use. Using document analysis, the qualitative study used Zimbabwe as a case to explore the progress made in the decolonisation of the education system to address the needs of the local population. The findings reveal that post-colonial educational reforms in Zimbabwe remain cosmetic and without meaningful thrust to assist in the socio-economic development and success of the once underprivileged. The study concludes that post-colonial education in Zimbabwe and other African states despite more than four decades of reforming the education system, the plight of the ordinary graduate seems little improved. It recommends that post-colonial states in Africa must interrogate the central purpose of education, the intended audience, the way people learn, and the subject matter and how it should be organised and presented. The study contributes to the topical debate on the need to transform the African education systems and their curricula in response to the decolonialisation agenda in the Global South.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141106291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers creating anti-colonial futures: Exploring curriculum conversations with teachers through autobiographical reflection 教师创造反殖民主义的未来：通过自传式反思探索与教师的课程对话

IF 1.1

Power and Education Pub Date : 2024-04-15 DOI: 10.1177/17577438241246095

Carmel Roofe

{"title":"Teachers creating anti-colonial futures: Exploring curriculum conversations with teachers through autobiographical reflection","authors":"Carmel Roofe","doi":"10.1177/17577438241246095","DOIUrl":"https://doi.org/10.1177/17577438241246095","url":null,"abstract":"Teachers’ understanding of their personal histories is beneficial to their understanding and conceptualisation of their roles as teacher professionals. Insights from such understanding in post-colonial societies help to shape teachers’ consciousness about how they can run their own course (curriculum) to create liberating experiences for themselves and those they teach. This paper draws on the autobiographical method of currere to deconstruct stories of four in-service teachers about their teaching and learning experiences as students in Jamaican classrooms and how these experiences intertwine with their current professional practice. Findings derived from the teachers’ written reflections revealed that perceptions about types of schools and the associated consequences remain the largest area of complexity and representation of coloniality for teachers. Linked to this is the skills teachers themselves demonstrate and the positive and negative emotions those skills evoke for students. The teachers also expressed their responsibility towards advocating for self and their students as opportunities to create change and resist coloniality. The paper therefore offers recommendations for teachers and teachers of teachers (teacher educators) on how to build anti-colonial futures through curriculum conversations with their students.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140596318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Navigating shallow waters: Symbolic violence and its implications for education for sustainable development in neoliberal Japan 在浅水区航行：符号暴力及其对日本新自由主义可持续发展教育的影响

IF 1.1

Power and Education Pub Date : 2024-04-09 DOI: 10.1177/17577438241239828

Michael D Smith, Travis Hunter Past

{"title":"Navigating shallow waters: Symbolic violence and its implications for education for sustainable development in neoliberal Japan","authors":"Michael D Smith, Travis Hunter Past","doi":"10.1177/17577438241239828","DOIUrl":"https://doi.org/10.1177/17577438241239828","url":null,"abstract":"In the face of ongoing ecological, economic, and social concerns, the UN’s sustainable development framework emerges as a map for securing a brighter tomorrow. Yet, against this backdrop, the neoliberal values of deregulation, open marketisation, and individualisation constrain sustainable development outcomes. Building on previous research conducted in Japan, a nation positioned at the forefront of Education for Sustainable Development (ESD), this ‘think piece’ seeks to offer a critical examination of its implementation and positionality within Japan’s education system, specifically the imbalance between public and private educational providers. Drawing on Bourdieu’s symbolic violence, we seek to shed light on the social norms (in this case, skill-based human capital development) replicated through education, the long-standing power structures reinforcing them, and finally, the gap between the ‘haves’ and ‘have nots’ in terms of access to attaining covetable neoliberal skills. The goal of this piece is not to reject the altruistic good of ESD. On the contrary, through this analysis, we hope to generate greater awareness by engendering a more meaningful and transformative ESD aligning with sustainability as a shared public good. Consequently, we call for more equitable ESD available to all students, regardless of educational setting.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140596316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Work-based learning: Expansive learning, désoeuvrement, social justice and VET 基于工作的学习：拓展性学习、实习、社会公正和职业教育与培训

IF 1.1

Power and Education Pub Date : 2024-03-26 DOI: 10.1177/17577438241239826

James Avis

{"title":"Work-based learning: Expansive learning, désoeuvrement, social justice and VET","authors":"James Avis","doi":"10.1177/17577438241239826","DOIUrl":"https://doi.org/10.1177/17577438241239826","url":null,"abstract":"The paper raises important questions about the relationship between Vocational Education and Training (VET), work-based learning (WBL) and social justice. It adopts an analysis that moves beyond conceptualisations that validate WBL as an acknowledgement of the dignity of labour. It seeks to go beyond analyses that mobilise a conventional understanding of expansive learning. How then can we develop a broader understanding of WBL and VET? Such an understanding needs to acknowledge socio-economic contexts are marked by a fluidity and surplus labour and for many worklessness – what some have described as désoeuvrement. Labor can be an expression of our species being and can be found in unwaged work and the activities we engage in to express our humanity. Such labour is external to the oppressions and exploitation that are features of much waged labour. Is it then possible to conceive of an expansive notion of VET that goes beyond wage-based cultures of expansive learning towards a position that has embedded within it a commitment towards collective well-being, social justice and an understanding of the vocational that moves beyond a focus on waged labour and the interests of capital.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140379033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

‘But we didn’t put it to a vote!’. A case study of direct-democratic decision-making in formal education 但我们没有付诸表决！"。正规教育中直接民主决策的案例研究

IF 1.1

Power and Education Pub Date : 2024-03-20 DOI: 10.1177/17577438241239831

Yorgos Retalis

{"title":"‘But we didn’t put it to a vote!’. A case study of direct-democratic decision-making in formal education","authors":"Yorgos Retalis","doi":"10.1177/17577438241239831","DOIUrl":"https://doi.org/10.1177/17577438241239831","url":null,"abstract":"The current study examined the unofficial implementation of direct-democratic decision-making assemblies in three typical public (state) schools of consecutive educational levels (kindergarten, primary and middle school) in a village in Greece. The study drew on Michel Foucault’s analysis of power technologies and power relations in disciplinary dispositives like Education. The main aim of the study was to investigate the ways in which both pupils and teachers engaged with the disciplinary technology inherent in the educational dispositive and to document their conceptualization and attitudes towards these direct-democratic assemblies. The research methodology utilized participant observation and semi-structured interviews. Findings indicated that the disciplinary technology continued to function as per the dominant dispositive, despite the implementation of direct-democratic decision-making assemblies, while pupils generally exhibited a sense of empowerment, displaying support and being influenced in their daily lives by the assemblies’ governmentality. Minor challenges concerning the implementation of such assemblies are addressed and further possibilities of such implementations are discussed.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140202149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0