Research in Education最新文献

How spatial considerations figure into aspiration formation and agency 空间因素如何影响愿望的形成和作用

IF 1.3

Research in Education Pub Date : 2024-09-18 DOI: 10.1177/00345237241282506

Valerie L Farnsworth

{"title":"How spatial considerations figure into aspiration formation and agency","authors":"Valerie L Farnsworth","doi":"10.1177/00345237241282506","DOIUrl":"https://doi.org/10.1177/00345237241282506","url":null,"abstract":"As young people near the end of compulsory schooling they are faced with decisions about what future education, training and employment they will pursue. This paper argues that imagined future education, training and career prospects can have largely under-recognised socio-spatial dimensions. This claim disrupts received notions around careers decision-making as distinctly rational, based on academic strengths, skills, or talents. This spatial argument follows from a theoretically-informed analysis of interviews conducted with 15 young people living in England. Sampling was opportunitistic and the design flexible to enable me to explore the use of different methods which could foreground reflections on space and place. Interviews employed visual methods (including photo voice) to prompt young people to talk about their conceptualisations of places and spaces as well as future education, training and career considerations. Focusing in particular on three participants’ reflections, I suggest that through a process of emplacement young people are constructing thirdspaces, a concept proposed by Soja. This process both supports aspiration formation and disrupts imposed structures or labels that might otherwise be deterministic of particular post-16 pathways and subjectivities. For three participants, I consider the ways their conceptions of spaces are implicit responses to cultural expectations, limitations and structures. These three participants are presented as developing what Yosso has called spatially-informed navigational and resistant capitals. Claims are made in the context of an analysis framed by an interpretation of agency in terms of the identity and implied subjectivities. The process by which a young person emplaces themselves in a possible future and the construction of imagined thirdspaces could be untapped cultural resources informing young people’s post-16 decisions and planning which could lead them to build future pathways they themselves value.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142255542","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

Re-engaging theory, rethinking policy, reanimating practice 重新参与理论、重新思考政策、重新开展实践

IF 1.3

Research in Education Pub Date : 2024-07-22 DOI: 10.1177/00345237241266883

引用次数: 0

Intermediaries and the digital transformation of schooling: An introduction 中介机构与学校教育的数字化转型：导言

IF 1.3

Research in Education Pub Date : 2024-06-04 DOI: 10.1177/00345237241258700

Sigrid Hartong, M. Geiss, Tobias Röhl

引用次数: 0

Data infrastructuring in schools: New forms of professional edu-data expertise and agency 学校的数据基础结构：专业教育数据知识和机构的新形式

IF 1.3

Research in Education Pub Date : 2024-05-29 DOI: 10.1177/00345237241257177

Lyndsay Grant

{"title":"Data infrastructuring in schools: New forms of professional edu-data expertise and agency","authors":"Lyndsay Grant","doi":"10.1177/00345237241257177","DOIUrl":"https://doi.org/10.1177/00345237241257177","url":null,"abstract":"The digitalisation and datafication of education has raised profound questions about the changing role of teachers’ educational expertise and agency, as automated processes, data-driven analytics and accountability regimes produce new forms of knowledge and governance. Increasingly, research is paying greater attention to the significant role of digital intermediaries, ‘in-between’ edtech or State authorities and the classroom itself, in educational transformations. School data infrastructures, understood as comprising diverse sociomaterial elements including teachers, data, software, standards and pedagogical practices, is one such intermediary through which teacher expertise and agency is reconfigured. In this paper, I focus on teachers’ involvement in processes of data infrastructuring in which people, platforms, systems and tools come together to create, enable and maintain data flows. Drawing on a sociomaterial ethnography of a secondary school in England, I analyse the work of a school data office in the behind-the-scenes work of data infrastructuring. The findings detail the significant labour and expertise involved in data infrastructuring, the dynamic, expanding and bespoke nature of the school data infrastructures that emerged, and processes of decontextualising and recontextualising numbers. The paper argues that the work of data infrastructuring undertaken by and through the school data office was an intermediary process which worked to both de-professionalise and re-professionalise teachers in new ways. In the process, this created new kinds of educational data experts and expertise, who gained significant influence and power within and beyond the school, both challenging and reinforcing existing organisational and governing power flows.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141191908","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

Confessions of racism in anti-racist education: Political, affective and pedagogical concerns 反种族主义教育中的种族主义忏悔：政治、情感和教学问题

IF 1.3

Research in Education Pub Date : 2024-05-29 DOI: 10.1177/00345237241257178

Michalinos Zembylas

引用次数: 0

Continuing virtual observations: A situational review of student perspectives 继续虚拟观察：对学生观点的情境审查

IF 1.3

Research in Education Pub Date : 2024-05-27 DOI: 10.1177/00345237241257172

John Paul Mynott, Faye Hendry, Kaitlyn Edwards, Rebecca Hossick

{"title":"Continuing virtual observations: A situational review of student perspectives","authors":"John Paul Mynott, Faye Hendry, Kaitlyn Edwards, Rebecca Hossick","doi":"10.1177/00345237241257172","DOIUrl":"https://doi.org/10.1177/00345237241257172","url":null,"abstract":"During the COVID-19 pandemic, virtual observations were utilised in teacher education programmes internationally (Murtagh, 2022; Mynott et al., 2022; Ó Grádaigh et al., 2021). In Scotland, virtual observations have been continued as part of teacher education programmes and this article explores student perspectives on their continued use. A situative analysis (Clarke et al., 2018) was used to explore questionnaire and interview data from student teachers. The analytical process examined the data and utilised memoing to consider emergent themes against the situation of virtual observations in teacher education. There is a duality to the findings. On the one hand, students express preference for in-person observation when they consider the process to be assessment-focused. Conversely, when not considering virtual observations as assessment, the ability to reflect more deeply on their practice, increase their control and agency over the observation and reduce the stress surrounding observations are all themes that emerged from the data. Therefore, the data suggests that further innovation moving from summative to formative observations might increase the benefits of virtual observations. Limited research exists on virtual observations. The literature that is available often focuses on university staff. This article considers virtual observations from the student perspective and provides clear feedback on how a pandemic response has been developed for post-pandemic purposes. The findings of this article can be further explored and built upon, and this will enhance the use of virtual observations within teacher education.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141169115","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

“No-one’s contribution is more valid than another’s”: Committing to inclusive democratic methodologies "没有人的贡献比其他人的贡献更有效"：致力于包容性民主方法

IF 1.3

Research in Education Pub Date : 2024-05-10 DOI: 10.1177/00345237241249376

Kirsty Liddiard, Louise Atkinson, Katy Evans, Barry Gibson, Dan Goodley, Jamie Hale, Rod Lawson, Katherine Runswick-Cole, Ruth Spurr, Emma Vogelmann, Lucy Watts, Kate Weiner, Sally Whitney-Mitchell

{"title":"“No-one’s contribution is more valid than another’s”: Committing to inclusive democratic methodologies","authors":"Kirsty Liddiard, Louise Atkinson, Katy Evans, Barry Gibson, Dan Goodley, Jamie Hale, Rod Lawson, Katherine Runswick-Cole, Ruth Spurr, Emma Vogelmann, Lucy Watts, Kate Weiner, Sally Whitney-Mitchell","doi":"10.1177/00345237241249376","DOIUrl":"https://doi.org/10.1177/00345237241249376","url":null,"abstract":"In this article, we explore the power and potential of democratic research methodologies in and beyond Critical Disability Studies research contexts. We centre two funded co-produced, participatory and arts-informed projects that have been co-designed and co-led with disabled young people and people living with chronic (respiratory) illness. We critically explore some key processes, which we suggest can mitigate forms of disablism and ableism inherent to research processes which traditionally make them undemocratic spaces of inequity. Our paper offers original analyses into the very notion of democratic research which have significant applications; driven as they are by the presence of disability. These include (i) Crip time - the recognition of (disabled) people’s need for flexible forms of time; (ii) virtual methods and intimacies as routes to equity in research leadership; and (iii) flexible and slow/er research approaches. We also draw upon the ways in which the Covid-19 global pandemic has reshaped methodologies and approaches to inquiry. We advocate that, as research communities, we must come together to keep hold of these new inclusive and hybridised ways of relating and engaging in what are problematically framed as “post-Covid” times. We conclude by emphasising the importance of always committing to disrupting power dynamics through centring flexibility, accessibility and inclusivity across our inquiry with marginalised others.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140936560","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

Multi-governance in higher education: The case of Chile 2018-2023 高等教育的多元治理：智利的案例 2018-2023

IF 1.3

Research in Education Pub Date : 2024-04-18 DOI: 10.1177/00345237241248535

Mario Alarcón, José Joaquín Brunner

引用次数: 0

Preparation of secondary mainstream teachers to ensure equitable outcomes for English learners 培养中学主流教师，确保英语学习者取得公平的成果

IF 1.3

Research in Education Pub Date : 2024-04-18 DOI: 10.1177/00345237241248533

Carla Huck

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Mediating educational technologies: Edtech brokering between schools, academia, governance, and industry 教育技术中介：学校、学术界、管理部门和产业界之间的教育技术中介活动

IF 1.3

Research in Education Pub Date : 2024-04-13 DOI: 10.1177/00345237241242990

Carlos Ortegón, Mathias Decuypere, Ben Williamson

{"title":"Mediating educational technologies: Edtech brokering between schools, academia, governance, and industry","authors":"Carlos Ortegón, Mathias Decuypere, Ben Williamson","doi":"10.1177/00345237241242990","DOIUrl":"https://doi.org/10.1177/00345237241242990","url":null,"abstract":"The use of educational technologies in schools is being reshaped by a new kind of intermediary organization that brokers relations between schools, academia, governance, and industry. In this article we define and examine ‘edtech brokers’ as organizations that operate between the edtech industry, public schools, research centers and governments, guiding schools in the procurement and pedagogical use of edtech. Edtech brokers have remained mostly unexplored despite their potential to redraw the boundaries between public education and the global edtech market. We claim that edtech brokers have become increasingly relevant in the past years, embedding new types of professionalities into education, and taking an active role in co-creating and updating schools’ digital infrastructures, the evidence-making mechanisms around edtech, and the pedagogical practices around edtech. The article proposes three distinct categories of edtech brokers – ambassador, search engine, and data brokers – and explores their practices of mediation. By doing so, we outline the potential effects that brokers can have on schools and edtech markets, and we disentangle their specific imaginaries of the future of education they promote, often aligned with wider policy desires for reform.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569380","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