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

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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

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":"68 1","pages":""},"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":"214 1","pages":""},"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

‘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":"171 1","pages":""},"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

Teachers-as-pressed-flowers: Unpacking ‘inert benevolence’ towards pupils who require additional support or advocacy to thrive in schools 教师是压枝花朵：解读对需要额外支持或宣传才能在学校茁壮成长的学生的 "惰性仁慈

IF 1.1

Power and Education Pub Date : 2024-03-20 DOI: 10.1177/17577438241239832

Clare Cunningham

引用次数: 0

‘Wellbeing’ and the production of disability in the university: Erasure, effacement and institutional exceptionalism 大学中的 "福祉 "与残疾问题：抹杀、消除和机构例外论

IF 1.1

Power and Education Pub Date : 2024-03-19 DOI: 10.1177/17577438241239840

Vivienne Orchard, Eleanor K Jones

{"title":"‘Wellbeing’ and the production of disability in the university: Erasure, effacement and institutional exceptionalism","authors":"Vivienne Orchard, Eleanor K Jones","doi":"10.1177/17577438241239840","DOIUrl":"https://doi.org/10.1177/17577438241239840","url":null,"abstract":"This article uses ‘wellbeing’ as deployed within UK higher education as a starting point for examining the relationship between disability and the university. We explore various strands of scholarship that seek to critique wellbeing, universities, and/or connections between disability and these institutions. Work on ‘wellbeing’ identifies the harmful logics underpinning its political appropriation, but erases disability by declining to consider it as political experience. Critiques of the university efface disability by considering disablement only insofar as it affects the non-disabled, and reify ‘intellect’ as neutral entity and sole true purview of higher education. Work on the political economy of disability exposes crucial connections between disability and capitalism, and the role of economic and political institutions in upholding them, but relies on a distinction between worker and surplus that cannot reckon with institutional complexity. Finally, scholarship that directly confronts the university as disabling institution accounts for complexity, but hinges on an ultimately utopian vision of the university as an exceptional, salvageable space, neglecting key mechanisms by which it continues to marginalise disabled people. We suggest that reaching a fuller understanding of the university as producing disability must involve moving away from this exceptionalism and toward dialogue with critiques of other institutions.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"162 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140170078","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