Power and Education最新文献_第9页

The tyranny of student satisfaction: Cruel optimistic fantasies in education 学生满意度的暴政：教育中残酷的乐观幻想

IF 1.1

Power and Education Pub Date : 2022-01-28 DOI: 10.1177/17577438221075294

D. R. Hansen, K. Mellon

{"title":"The tyranny of student satisfaction: Cruel optimistic fantasies in education","authors":"D. R. Hansen, K. Mellon","doi":"10.1177/17577438221075294","DOIUrl":"https://doi.org/10.1177/17577438221075294","url":null,"abstract":"In this theoretical paper, we reflect on the optimistic neoliberal fantasies that are played out in today’s education, even though that they rarely live up to their promises. Inspired by Lauren Berlant’s concept of cruel optimism, and psychoanalytical thinkers as Slavoj Žižek and Ilan Kapoor, and their focus on concepts such as fantasy, desire, enjoyment, and the unconscious, we argue that there is a contemporary tendency for critical thinking and complicated conversations to be neglected or avoided in education, especially these forms of thinking and conversations that can question the neoliberal fantasmatic order and the cruelnss as well as the enjoyment that come with it. Instead, educational institutions and educators must live up to the demands of the big (neoliberal market) Other and its desire for positive student evaluations that mirror satisfaction and quality regarding the educational “product” that students are promised. How it looks will be illustrated by means of examples that derive from a Danish educational context. On that basis, we claim that we are witnessing a form of satisfaction tyranny in education and discuss what it means if educational institutions and educators cannot release themselves from their neoliberal involvement.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"14 1","pages":"172 - 185"},"PeriodicalIF":1.1,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46628864","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 influence of performance quality evaluation in general education schools on the recognition of the educational values 普通教育学校绩效质量评价对教育价值认同的影响

IF 1.1

Power and Education Pub Date : 2022-01-24 DOI: 10.1177/17577438211062348

Jelizaveta Tumlovskaja

{"title":"The influence of performance quality evaluation in general education schools on the recognition of the educational values","authors":"Jelizaveta Tumlovskaja","doi":"10.1177/17577438211062348","DOIUrl":"https://doi.org/10.1177/17577438211062348","url":null,"abstract":"One of the main conditions for quality assurance in education is the recognition and internalisation of shared values. Education based on shared values creates the preconditions for achieving educational goals and contributing to the creation of social and economic well-being of society. Lithuanian education documents establish important values on which the education process should be based. However, in practice, general education schools in Lithuania face difficulties in implementing the provisions. To promote continuous quality management in general education schools in Lithuania, since 2007, the processes for evaluating the performance quality have been introduced: self-evaluation and external evaluation. These processes are based on collegial interaction and should contribute to positive, value-based changes in the quality of education. The study’s purpose was to reveal the attitude of educators to the influence of evaluation processes on the recognition of educational values in practice. The system of educational values and their evaluation were analysed based on the normative documents content analysis and the attitude of educators to educational values and their practical implementation, analysed by the questionnaire method. Studies showed that evaluation contributes to the recognition of educational values in practice, but the reliability factors of evaluation have little influence on this.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"14 1","pages":"102 - 112"},"PeriodicalIF":1.1,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45289441","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

Are bullying and reproduction of educational inequality the same thing? Towards a multifaceted understanding of school violence 欺凌和教育不平等的再现是一回事吗？从多方面理解学校暴力

IF 1.1

Power and Education Pub Date : 2022-01-23 DOI: 10.1177/17577438211052650

Nils Hammarén

{"title":"Are bullying and reproduction of educational inequality the same thing? Towards a multifaceted understanding of school violence","authors":"Nils Hammarén","doi":"10.1177/17577438211052650","DOIUrl":"https://doi.org/10.1177/17577438211052650","url":null,"abstract":"Violence is considered a major concern in society, specifically regarding school. In this article, the concept of school violence is explored. Different categorisations and manifestations of violence are presented, and the dividing lines between them are discussed. The questions highlighted in the article include the following: How is school violence defined, and what are the taxonomies of school violence? How and in what ways is school violence theorised and comprehended? The ways in which violence are characterised and comprehended vary between decades, contexts, disciplines and scholars. In general, violence is usually defined and can manifest itself through physical, relational, verbal, cyber and sexual expressions, and through systemic, structural, symbolic and objective forms. The former manifestations relate to more explicit and direct types of violence, which are also more often related to and included in the concept of school violence, while the latter manifestations focus on less visible and subtle forms. Definitions of violence are numerous yet highly overlapping, making school violence a complex and far from unambiguous concept that is problematic to define. Yet, the concept would benefit from including structural and symbolic forms of violence to avoid treating school violence as an individual issue at the expense of societal power relations underpinning school violence.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"14 1","pages":"35 - 49"},"PeriodicalIF":1.1,"publicationDate":"2022-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45005634","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

Corrigendum to The banality of education policy: Discipline as extensive evil in the neoliberal era 教育政策的平庸之处:新自由主义时代纪律是广泛的罪恶

IF 1.1

Power and Education Pub Date : 2022-01-20 DOI: 10.1177/17577438211070066

引用次数: 0

Teachers’ response to a challenge to change: A portrait of teacher resilience to a professional development program 教师对变革挑战的回应：教师对专业发展计划的适应力

IF 1.1

Power and Education Pub Date : 2021-12-08 DOI: 10.1177/17577438211052647

S. Tamah, Johannes V. D. Wirjawan

引用次数: 2

National language dilemma and its potential role in nation building: Academicians’ perception in Pakistan 民族语言困境及其在国家建设中的潜在作用：巴基斯坦学者的看法

IF 1.1

Power and Education Pub Date : 2021-10-08 DOI: 10.1177/17577438221080262

T. Begum

引用次数: 3

French female youth and sports inspectors and the challenge of neoliberalism during the Trente Glorieuses 法国女青年和体育检查员与新自由主义在光荣战争期间的挑战

IF 1.1

Power and Education Pub Date : 2021-08-28 DOI: 10.1177/17577438211037212

Clémence Lebossé, Carine Érard, C. Vivier

{"title":"French female youth and sports inspectors and the challenge of neoliberalism during the Trente Glorieuses","authors":"Clémence Lebossé, Carine Érard, C. Vivier","doi":"10.1177/17577438211037212","DOIUrl":"https://doi.org/10.1177/17577438211037212","url":null,"abstract":"In a society where the politics of life is geared toward maximizing the physical and psychological dimensions of human capital to ensure economic growth, France’s Inspectorate for Youth and Sports played a key role in disseminating a new mode of governance of bodies and youth—a form of self-governance based on the rising neoliberal values that emerged during the period of the Trente Glorieuses. Representing a tiny minority in an essentially male bastion, a small number of women, cherry-picked for their expertise and effectiveness as inspectors, came to play a vital role in a new mode of youth governance aimed, against a backdrop of social control, at encouraging young people to assume greater self-responsibility and to take ownership of their physical education and activities. Guided by research in the human and social sciences as a basis for rethinking how physical education is taught in schools, women may be seen as key contributors to the emergence of a new ethos designed to develop the ability of French youth to adapt to the social and economic transformation of capitalist society by appealing to the psyche (superego) and self-regulation. Despite promoting a “differentialist feminism”.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"13 1","pages":"147 - 170"},"PeriodicalIF":1.1,"publicationDate":"2021-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47441869","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

How institutional doxa shapes access to higher education through framings of ‘potential’ 机构如何通过“潜力”框架塑造高等教育机会

IF 1.1

Power and Education Pub Date : 2021-08-18 DOI: 10.1177/17577438211040021

J. Rainford

{"title":"How institutional doxa shapes access to higher education through framings of ‘potential’","authors":"J. Rainford","doi":"10.1177/17577438211040021","DOIUrl":"https://doi.org/10.1177/17577438211040021","url":null,"abstract":"Access to higher education is a global concern due to its dual role in transforming individual lives and value for global economic systems. However, pre-entry interventions to improve access often make comparatively little impact on who attends certain types of universities. Drawing upon a study that examined policy and practice relating to access to higher education conducted in 2016–2017 in England, this article furthers a theoretical discussion relating to the role institutional norms play in maintaining this status quo and why inequities endure especially in elite universities. In doing so, it highlights how institutional doxa can illuminate how taken-for-granted ideals shape policy and practice. This article theorises that institutional doxa shapes notions of who is seen as having ‘potential’, examines why doxic positions in relation to ‘potential’ endure and are rarely impacted by practices. This theorisation offers an important contribution to research on access to higher education as by foregrounding the central role played by these assumptions within marketised higher education systems this enables them to be challenged and deconstructed in order to effect meaningful progress on issues of access to higher education.","PeriodicalId":37109,"journal":{"name":"Power and Education","volume":"13 1","pages":"171 - 186"},"PeriodicalIF":1.1,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46381356","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

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