Power and Education最新文献_第6页

Redesigning and recomputing the future of education: The role of technology, the learning process, personality traits, and diversity in learning systems 重新设计和重新计算教育的未来：技术的作用、学习过程、个性特征和学习系统的多样性

IF 1.1

Power and Education Pub Date : 2022-08-14 DOI: 10.1177/17577438221117346

K. Arar, Anna Saiti, Miguel A. Guajardo

{"title":"Redesigning and recomputing the future of education: The role of technology, the learning process, personality traits, and diversity in learning systems","authors":"K. Arar, Anna Saiti, Miguel A. Guajardo","doi":"10.1177/17577438221117346","DOIUrl":"https://doi.org/10.1177/17577438221117346","url":null,"abstract":"The main actor in the learning process is the learner. The concept of “learner” goes beyond the educational level. The new reality in the educational environment presents challenges for the learning process, which mainly concern the adoption of new technologies in that process. The purpose of this commentary is to try to outline the future of education, taking into account the efforts of learners, the needs of the learning process, as well as the advantages and disadvantages of providing knowledge through technology. We argue that education and technology are not two separate vague and autonomous elements that suddenly sprouted into being. Humankind shapes the development of education and contributes to the evolution of technology, its management, and application in education. Diversity in the learning needs of individuals regarding new technologies is the main discussion of this commentary, while the application of social ecology is considered as a necessary element to ensure equality in, and the sustainability of, education. Educational leadership has a key role to play in social ecology. Leadership in education must be supportive and, most importantly, facilitate the liberation of the learning process from the limited and negatively biased perception of different social values.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"15 1","pages":"243 - 258"},"PeriodicalIF":1.1,"publicationDate":"2022-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48244258","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

Voices from the rising of the curtain: Democracy and deliberation bringing the disadvantaged to the fore 幕布升起的声音：民主和深思熟虑使弱势群体脱颖而出

IF 1.1

Power and Education Pub Date : 2022-08-12 DOI: 10.1177/17577438221117763

Daeyoung Goh

{"title":"Voices from the rising of the curtain: Democracy and deliberation bringing the disadvantaged to the fore","authors":"Daeyoung Goh","doi":"10.1177/17577438221117763","DOIUrl":"https://doi.org/10.1177/17577438221117763","url":null,"abstract":"A large and growing body of literature has attempted to devise discussion frameworks for school education. However, conceptualizing deliberation able to appreciate the expression of socially disadvantaged people has received relatively little attention. Since the voices of culturally and linguistically depreciated populations would disappear in the institutionalized deliberation process, this paper aims to extend the meaning of democratic deliberation capable of putting forward marginalized accounts. The paper proposes and builds a temporal speech stage named ‘generating deliberation’ on which superiority-based claims can weaken through ‘expressive speech’ anchored in the democratic value of equality. The paper also addresses how expressive speech requires truth-telling based ‘mindful speech’ as a basis for the democratic value of freedom and a more attentive dialogue of generating deliberation. The article first explores divergent assumptions associated with democratic deliberation and their potential dilemmas in foregrounding socially marginalized people. Next, it examines the concept of critical awareness put to work through Rancière’s ideas of dissensus and equality, followed by Foucault’s parrhesia and freedom. Whilst navigating the magnitude of freedom and equality, the paper theorizes generating deliberation as an expressive/mindful conversation that illuminates the socially invisible. The process of generating deliberation would ultimately enrich deliberation participants’ formative experiences of democracy and education.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"15 1","pages":"166 - 183"},"PeriodicalIF":1.1,"publicationDate":"2022-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48059675","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

Stigmatized: In/Forming identities of children in Care 污名化:形成儿童的身份

IF 1.1

Power and Education Pub Date : 2022-08-11 DOI: 10.1177/17577438221117770

Melanie D. Janzen

引用次数: 0

Criticality in undergraduate education: Is a non-critical classroom experience a lesson in deceit? 本科教育中的批判性:非批判性的课堂体验是欺骗的教训吗?

IF 1.1

Power and Education Pub Date : 2022-08-07 DOI: 10.1177/17577438221117342

Mark D Halx

引用次数: 0

Disabled students doing activism: Borrowing from and trespassing neoliberal reason in English higher education 残障学生的行动主义:英国高等教育对新自由主义理性的借鉴与僭越

IF 1.1

Power and Education Pub Date : 2022-08-06 DOI: 10.1177/17577438221117772

R. Raaper, Francesca Peruzzo, Mette Westander

{"title":"Disabled students doing activism: Borrowing from and trespassing neoliberal reason in English higher education","authors":"R. Raaper, Francesca Peruzzo, Mette Westander","doi":"10.1177/17577438221117772","DOIUrl":"https://doi.org/10.1177/17577438221117772","url":null,"abstract":"The neoliberal rationale in English higher education promotes institutional and individual competition for economic success, often at the cost of equity and universalism. Within such context, there is a tendency to formalise student voice, for example, through professionalisation of students’ unions. This paper argues that neoliberalism and its effects on university practices enforce ableist culture, further marginalising disabled students. More specifically, the paper is concerned with how Disabled Students’ Officers – official full- or part-time student representatives of disabled students in English students’ unions – practise activism in response to universities’ neoliberal agendas. By utilising Foucault’s concept of governmentality and qualitative analysis of in-depth interviews with Disabled Students’ Officers, we explore the ways of doing disability activism in their experience. The findings indicate that activism as it is practised by participants is complex and contradictory, combining neoliberal ways of acting, i.e., evidence production, committee-based work and lobbying, with more subtle forms of critique and resistance related to collectivism, arts and ethics of care. By enabling critical reflections on participants’ experiences, this paper strives to encourage debate on renewed strategies and complexity and contradiction in activism, but also to highlight the potential for trespassing the dominant neoliberal rationale in higher education.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"15 1","pages":"132 - 149"},"PeriodicalIF":1.1,"publicationDate":"2022-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48176758","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

From classroom teacher to teacher educator: Critical insights and experiences of beginning teacher educators from Jamaica, England and United Arab Emirates 从课堂教师到教师教育者：牙买加、英国和阿拉伯联合酋长国初任教师教育者的批判性见解和经验

IF 1.1

Power and Education Pub Date : 2022-07-16 DOI: 10.1177/17577438221112536

Carmel Roofe, K. Maude, S. Sunder

{"title":"From classroom teacher to teacher educator: Critical insights and experiences of beginning teacher educators from Jamaica, England and United Arab Emirates","authors":"Carmel Roofe, K. Maude, S. Sunder","doi":"10.1177/17577438221112536","DOIUrl":"https://doi.org/10.1177/17577438221112536","url":null,"abstract":"This exploratory study sought to investigate how beginning teacher educators (BTEs hereafter) constantly examine and reframe their identities when transitioning from being a classroom teacher to being a teacher educator of pre-service teachers. Through interviews of nine participants selected from Jamaica, England and the United Arab Emirates (UAE), the paper presents a cross-cultural discourse. Beginning teacher educator identities were examined using Goffman’s Impression Management Framework (1968). Findings presented highlight the experiences and expectations that underpinned the beginning teacher educators’ period of transition from K-12 teaching to teaching pre-service teachers. Although educational research acknowledges that social perception processes are relevant in understanding and evaluating situations, impression management has not been used as a lens to understand beginning teacher educator experiences so far. This study attempts to open new perspectives in understanding how BTE identities are shaped and redefined in the higher education context and discusses implications for teacher education.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"15 1","pages":"23 - 36"},"PeriodicalIF":1.1,"publicationDate":"2022-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42293296","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

The powerful, the powerless, and the empowered: Visualizations of power in high school and university through social network analysis 有权力的，无权力的，和被授权的:通过社会网络分析对高中和大学权力的可视化

IF 1.1

Power and Education Pub Date : 2022-07-13 DOI: 10.1177/17577438221114431

M. Litsa, A. Bekiari

引用次数: 0

Fostering creativity, equity, and inclusion through social justice praxis 通过社会正义实践培养创造力、公平性和包容性

IF 1.1

Power and Education Pub Date : 2022-07-13 DOI: 10.1177/17577438221114717

Karen Ramlackhan, Nicholas Catania

引用次数: 1

Cultivating reflective teachers: Challenging power and promoting pedagogy of self-assessment in Australian, Bhutanese, and Canadian teacher education programs 培养反思性教师:在澳大利亚、不丹和加拿大的教师教育项目中挑战权力并促进自我评估教学法

IF 1.1

Power and Education Pub Date : 2022-07-02 DOI: 10.1177/17577438221108240

Christopher DeLuca, Jill Willis, Khandu Dorji, Ann L. Sherman

{"title":"Cultivating reflective teachers: Challenging power and promoting pedagogy of self-assessment in Australian, Bhutanese, and Canadian teacher education programs","authors":"Christopher DeLuca, Jill Willis, Khandu Dorji, Ann L. Sherman","doi":"10.1177/17577438221108240","DOIUrl":"https://doi.org/10.1177/17577438221108240","url":null,"abstract":"In this article, we look at three teacher education programs across three countries—Australia, Bhutan, and Canada—to examine how reflection is cultivated in pre-service teachers (also referred to as teacher candidates) through a pedagogy of self-assessment. We begin from the premise that a cornerstone of effective teaching is the capacity of an educator to reflect on their practice and to use their reflections for professional growth and development. Qualitative data were collected from teacher candidates from one teacher education program in each country to obtain the views and reflections of teacher candidates about the power and pedagogy of self-assessment to inform their learning and development. Analysis of results led to three overarching themes: (a) consistent learning priorities of pre-service teachers as they engage with reflection; (b) pedagogical features that leverage self-assessment strategies to enhance reflective practice; and (c) the possibilities for reflection to facilitate a professional stance towards learning. Each theme is discussed with consideration for teacher education practices and theory.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"15 1","pages":"5 - 22"},"PeriodicalIF":1.1,"publicationDate":"2022-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42375076","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

Revisiting the sense of education from a critical perspective to contribute to social justice 从批判的角度重新审视教育的意义，为社会正义做出贡献

IF 1.1

Power and Education Pub Date : 2022-07-01 DOI: 10.1177/17577438221116030

Priscilla Echeverria

{"title":"Revisiting the sense of education from a critical perspective to contribute to social justice","authors":"Priscilla Echeverria","doi":"10.1177/17577438221116030","DOIUrl":"https://doi.org/10.1177/17577438221116030","url":null,"abstract":"This discussion article offers a revision of the meaning of educating in times of neoliberalism when we care about social justice, proposing that more than a speech about it, a critical education would consist in putting efforts into developing democratic human interactions.The Western neoliberal societies in which we live nowadays, have given education an important place as an engine of development, but paradoxically, have acquired instrumental rationality as common sense, making decisions in educational processes driven by an interest of control. Thus, these societies have developed educational systems obsessed with instrumental criteria to improve quality, such as effectiveness, efficiency, and performance. Therefore, the micro educational level, the human interaction, has impregnated with this instrumental logic, dehumanizing the people involved, mainly teachers and students, turning them into objects that must be able to achieve predetermined results.Considering this concern and following the thinking of Iris Young and Hanna Arendt, this work seeks to shed light to orient educational processes to strengthen social justice. In order to reach such aim, this article defends that any attempt to educate should start from the micro educational level, trying to confront dehumanizing logics of control and rejecting domination by interacting in a democratic way that strengthen the capacity of action of others.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"15 1","pages":"122 - 131"},"PeriodicalIF":1.1,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42443885","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