Power and Education最新文献_第10页

Contesting Spaces and Civil resistance movements: A case study on India's #FeeMustFall Movement 争夺空间与民间抵抗运动:以印度#FeeMustFall运动为例

IF 1.1

Power and Education Pub Date : 2021-08-16 DOI: 10.31124/advance.15149571.v1

Mayank Mishra

引用次数: 0

Ethical challenges for teacher educators in Myanmar due to the February 2021 coup 2021年2月政变对缅甸教师教育工作者的道德挑战

IF 1.1

Power and Education Pub Date : 2021-08-10 DOI: 10.1177/17577438211037202

E. Saito

引用次数: 3

The banality of education policy: Discipline as extensive evil in the neoliberal era 教育政策的平庸:在新自由主义时代，纪律是广泛的邪恶

IF 1.1

Power and Education Pub Date : 2021-08-02 DOI: 10.1177/17577438211041468

M. Clarke, Charlotte Haines Lyon, Emma Walker, Linda Walz, Jordi Collet-Sabé, K. Pritchard

{"title":"The banality of education policy: Discipline as extensive evil in the neoliberal era","authors":"M. Clarke, Charlotte Haines Lyon, Emma Walker, Linda Walz, Jordi Collet-Sabé, K. Pritchard","doi":"10.1177/17577438211041468","DOIUrl":"https://doi.org/10.1177/17577438211041468","url":null,"abstract":"Education is usually considered a force for good, associated with hope and optimism about better individual and social futures. Yet a case can be made that education and education policy in recent decades, far from being a force for good, has had nefarious effects at multiple levels. This can be seen in the growing alienation of significant numbers of teachers and students in disparate global contexts and in the growth of authoritarian models of schooling, involving ‘zero-tolerance’, ‘no excuses’ disciplinary approaches, that have undermined notions of the common school as a public good. Against this background, and drawing on philosophical literature and our own empirical research, this study interrogates the practice in schools in England of placing students in ‘isolation’. In considering this practice as an instance of banal education policy, our study makes obvious reference to Hannah Arendt’s characterization of evil in her account of Adolf Eichmann’s trial. But it also draws on the work of moral philosophers, Elizabeth Minnich and Simona Forti, in relation to the distinction between intensive and extensive evil, in order to analyse the nature and effects of school discipline policies and practices such as isolation in the neoliberal era as a contemporary form of evil.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46256821","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: 6

Hiding in the classroom: How neo-Nazi leaders prepare their children for schooling 躲在教室里:新纳粹领导人如何让孩子们为上学做准备

IF 1.1

Power and Education Pub Date : 2021-07-05 DOI: 10.1177/17577438211024682

Christer Mattsson

引用次数: 2

Outreach youth work and employability in the ethos of vulnerability 在弱势群体中拓展青年工作和就业能力

IF 1.1

Power and Education Pub Date : 2021-07-01 DOI: 10.1177/17577438211021943

Kalle Mäkelä, Katariina Mertanen, Kristiina Brunila

引用次数: 4

A prolegomenon to a critical race theoretical Marxism 批判种族理论马克思主义的序言

IF 1.1

Power and Education Pub Date : 2021-05-08 DOI: 10.1177/17577438211020769

S. Walton

{"title":"A prolegomenon to a critical race theoretical Marxism","authors":"S. Walton","doi":"10.1177/17577438211020769","DOIUrl":"https://doi.org/10.1177/17577438211020769","url":null,"abstract":"The critical race theory concept of ‘White supremacy’ continues to be a major locus of disagreement between Critical Race Theorists and Marxists regarding both how it operates as a general descriptor of racial power dynamics in the Western world and for its explanatory power in accounting for the multiple forms in which racism manifests. Criticisms of the concept of ‘White supremacy’ from Marxists often point to racisms that exist beyond the Black/White binary, or racism directed at minoritised White groups as counterexamples to explanations of racism that appeal to ‘White supremacy’. Marxists also often point to alternative theoretical constructs such as ‘institutional racism’ and ‘racialisation’ as better descriptions for, and explanations of, racism and the mechanisms that serve in its creation and perpetuation. However, examples of racisms that exist outside of a Black/White binary, or which appeal to the existence of racism directed at people identified as White, do not discredit ‘White supremacy’ as a descriptor or explanation of racism and can easily be accommodated within a framework for understanding racism that is consistent with both critical race theory and Marxism. Moreover, constructs such as ‘racialisation’ and ‘institutional racism’ do not have the theoretical utility of ‘White supremacy’ as characterised within critical race theory .","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/17577438211020769","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49500708","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: 1

The critique of Sociology of Childhood: Human capital as the concrete ‘social construction of childhood’ 童年社会学批判:作为具体“童年社会建构”的人力资本

IF 1.1

Power and Education Pub Date : 2021-05-06 DOI: 10.1177/17577438211011637

Stefano Ba’

{"title":"The critique of Sociology of Childhood: Human capital as the concrete ‘social construction of childhood’","authors":"Stefano Ba’","doi":"10.1177/17577438211011637","DOIUrl":"https://doi.org/10.1177/17577438211011637","url":null,"abstract":"The ‘New Paradigm’ of Sociology of Childhood famously maintains that childhood is socially constructed and supposedly places a much greater emphasis on the agency of children: children should not simply be framed as the passive receivers of socialisation. The aim of this article is to demonstrate that such a ‘social construction’ of childhood is not concretely articulated and that the theoretical understanding of the ‘social construction’ of childhood is simply delegated to historiographical or ethnographic accounts. In doing so, it advances a new criticism of the New Paradigm and radicalises previous ones. Here, key is the theoretical engagement with the concept of ‘human capital’: foregrounding its critique, this article proposes the link between ‘human capital’ as a neoliberal version of labour power and the concept of socialisation. The aim is to show that the ‘social construction’ of childhood is central, but the New Paradigm uses categories that are at the same time founded on neo-liberal views and abstracted from concrete social relations. This article maintains that a concrete critique of processes of socialisation (which is here understood as the socialisation of childhood as human capital) is needed instead of abstract critique of reified childhood. Two alternative pedagogical practices are used to provide an example of such a concrete critique.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/17577438211011637","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41511264","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: 1

The everyday traumas of neoliberalism in women teachers’ bodies: Lived experiences of the teacher who is never good enough 新自由主义对女教师身体的日常创伤:永远不够好的教师的生活经历

IF 1.1

Power and Education Pub Date : 2021-05-06 DOI: 10.1177/17577438211011631

Kali Thompson, Stephanie Jones

{"title":"The everyday traumas of neoliberalism in women teachers’ bodies: Lived experiences of the teacher who is never good enough","authors":"Kali Thompson, Stephanie Jones","doi":"10.1177/17577438211011631","DOIUrl":"https://doi.org/10.1177/17577438211011631","url":null,"abstract":"A teacher’s ability to feel successful – some might even say good – in today’s education system relies on a particular conception of academic success. We argue neoliberalism, as it operates in education, is a normalized trauma enfolded in the individual and collective bodies of women teachers producing overwhelming feelings of never being good enough while also not feeling entitled to do what is right – in the moment – for the children they teach. But this is not new; women have historically been positioned as others through whom educational directives should flow without question. Using the lived experience of the first author, teaching in the south-eastern United States, we describe some of the tolls neoliberalism has on the physical and emotional well-being of the woman teacher body in the search of being good enough. We argue it is time for teacher education to become a feminist project where women have access to the intellectual and analytical tools to make sense of what is being done to them and to give testimony and be a critical witness of these everyday traumas that are being inflicted upon them, their students and others collectively in schools.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/17577438211011631","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48662963","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: 3

Parent involvement in education? A Foucauldian discourse analysis of school newsletters 家长参与教育？学校时事通讯的傅语篇分析

IF 1.1

Power and Education Pub Date : 2021-04-26 DOI: 10.1177/17577438211011623

Shauna Kingston

{"title":"Parent involvement in education? A Foucauldian discourse analysis of school newsletters","authors":"Shauna Kingston","doi":"10.1177/17577438211011623","DOIUrl":"https://doi.org/10.1177/17577438211011623","url":null,"abstract":"The Ontario Ministry of Education (2010) puts forth parent involvement as a solution for underachievement and as a resource for building better schools. A Foucauldian discourse analysis of school newsletters reveals that efforts to engage parents also function as a neoliberal strategy designed to govern parents. Using Foucault’s theory of governmentality, I show how the newsletters compel parents to invest in their children’s schooling and judge their value as parents in relation to their ability to produce good neoliberal citizens. I discuss how the newsletters depict ‘good’ parents as those who: (1) do not offer input into schooling; (2) make education a parenting priority and (3) raise good neoliberal citizens. The newsletters represent a strategy for cultivating neoliberal parents who do not ask more from schools and instead demand more of themselves in terms of preparing their children for school and for life. Problems with this approach are that: it asks parents to take up their children’s schooling in ways that push out other family priorities and it shuts down potential collaborations between parents and schools that could challenge neoliberal subjecthood. I call for reformulating discourses of ‘good’ involvement in ways that allow for more equal parent–school partnerships.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/17577438211011623","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47567659","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: 2

Teaching at Holocaust memorial sites: Swedish teachers’ understanding of the educational values of visiting Holocaust memorial sites 在大屠杀纪念地教学：瑞典教师对参观大屠杀纪念地的教育价值的理解

IF 1.1

Power and Education Pub Date : 2021-03-01 DOI: 10.1177/1757743821989380

Ola Flennegård, Christer Mattsson

{"title":"Teaching at Holocaust memorial sites: Swedish teachers’ understanding of the educational values of visiting Holocaust memorial sites","authors":"Ola Flennegård, Christer Mattsson","doi":"10.1177/1757743821989380","DOIUrl":"https://doi.org/10.1177/1757743821989380","url":null,"abstract":"The present article focuses on teaching and learning about the Holocaust in Sweden, conducted as study trips to Holocaust memorial sites. Although about a quarter of Swedish teenagers visit the Auschwitz-Birkenau State Museum each year, this study is the first to examine these Swedish study trips. Since there are no centralised systems for arranging these study trips, this study regards dedicated teachers as the main stakeholders. By deploying critical discourse analysis of transcripts of nine in-depth interviews with teachers, the study terms the discursive order of the teachers’ talk about the study trips ritual democratic catharsis. The teachers’ two main purposes are the use of the study trips as a vehicle for the social dynamics in the group to evolve in order to promote personal growth among the students, and the students’ learning about democracy and human rights. Their overarching didactic strategy of focusing on the suffering of the victims is meant to evoke empathy among the students, but lacks an explanatory aim. The study critically points out the teachers’ unreflected relationship to historiographic Holocaust content as a subject, making their teaching vulnerable to contemporary political influences, jeopardising the democratic purpose of these trips.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1757743821989380","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47380477","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: 2