Research in Education最新文献_第4页

Climate change and educational research: Mapping resistances and futurities 气候变化和教育研究:绘制阻力和未来

Research in Education Pub Date : 2023-09-21 DOI: 10.1177/00345237231203073

Marcia McKenzie, Joseph Henderson, Fikile Nxumalo

{"title":"Climate change and educational research: Mapping resistances and futurities","authors":"Marcia McKenzie, Joseph Henderson, Fikile Nxumalo","doi":"10.1177/00345237231203073","DOIUrl":"https://doi.org/10.1177/00345237231203073","url":null,"abstract":"Given that human-caused climate change is one of the defining educational contexts in the 21st Century, we ask this question of ourselves and our educational research community: What is the role of education and educational research as we attempt to “cultivate equitable educational systems” in a world dominated by climate breakdown and related emergencies? We suggest our scholarly community needs to examine the systems and ideologies that are responsible for climate change: human supremacy, colonialism, capitalism, industrialization, and white supremacy, among others. The perpetuation of these ideas via educational institutions and practices is a significant part of the problem that has led to the current climate crisis. Therefore, the aim of this special issue of Research in Education is to draw together scholarship that can help map out potential roles of education in both the possibilities and resistances of addressing climate change. Collectively the papers map possible and much-needed educational futures where climate change is a matter of urgent superordinate concern including through enacting resistance to human-centrism, coloniality, racial capitalism, and their interconnections. In these futures, climate change education inquires - at multiple scales - into possibilities for materializing less extractive and more livable worlds through education policy and data infrastructures to youth coalitions and even the small everyday encounters with the more-than-human world. The papers also illustrate the potentials of climate change pedagogical orientations that are affective, interdisciplinary and intergenerational. We hope this special issue prompts our colleagues to consider how the collective work of educational scholarship might produce desirable futures amid a rapidly changing climate.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136136414","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

Inefficiently mapping extinction: A research-creation, practice-led approach to visualising biodiversity loss 低效地绘制灭绝地图:一种以研究创造、实践为主导的可视化生物多样性丧失方法

IF 1.3

Research in Education Pub Date : 2023-09-04 DOI: 10.1177/00345237231200623

Linda Knight

引用次数: 0

Lived experiences of educators and leaders in multi-academy trusts in England: The colonisation of schools, the erosion of community engagement and the need for alternative futures 英国多学院信托的教育工作者和领导者的生活经历:学校的殖民化，社区参与的侵蚀以及对替代未来的需求

IF 1.3

Research in Education Pub Date : 2023-08-23 DOI: 10.1177/00345237231196779

Emma Walker, Andrew Pennington, M. Wood, F. Su

{"title":"Lived experiences of educators and leaders in multi-academy trusts in England: The colonisation of schools, the erosion of community engagement and the need for alternative futures","authors":"Emma Walker, Andrew Pennington, M. Wood, F. Su","doi":"10.1177/00345237231196779","DOIUrl":"https://doi.org/10.1177/00345237231196779","url":null,"abstract":"Reconceptualising the neoliberal project in education as a process of colonisation, this paper considers the effects of what the authors argue amounts to a reconstitution of schooling in England. This argument examines how the narrative about education’s liberatory purposes in support of human flourishing that gained particular prominence in the social democratic consensus following 1945, is becoming eroded and subjugated by a neo-colonial imaginary. This disavows past connections to local communities and undermines a democratic polity. The ontological colonisation of schools and teachers by ways of working rooted in neoliberalism is examined by drawing on research on the lived experience of schools and Multi Academy Trusts (MATs) and the narratives of educators and leaders who are part of them. The narratives illustrate how such neo-colonial processes appear to appropriate and reconstitute teacher identities and shape schools’ connections with their communities. The authors analyse and interpret narratives of those in schools and the spaces to re-construct and re-imagine possible alternative futures.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84383950","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

Teaching in uncertain times: Exploring links between the pandemic, assessment workload, and teacher wellbeing in England 不确定时期的教学:探索大流行、评估工作量和英格兰教师福祉之间的联系

IF 1.3

Research in Education Pub Date : 2023-08-09 DOI: 10.1177/00345237231195270

Martin Johnson, V. Coleman

{"title":"Teaching in uncertain times: Exploring links between the pandemic, assessment workload, and teacher wellbeing in England","authors":"Martin Johnson, V. Coleman","doi":"10.1177/00345237231195270","DOIUrl":"https://doi.org/10.1177/00345237231195270","url":null,"abstract":"In early 2021, schools in England went into a second period of lockdown due to the COVID-19 pandemic. We wanted to look at how the pandemic influenced teachers’ working experiences. In particular, our focus of interest was on changes to teachers’ pedagogic, curricular and assessment practices, and how these changes impacted on their workload and wellbeing. We involved 15 teachers from a spread of regions, localities, school types and sizes across England. The teachers were working with students in Year 11 and/or 13 across a range of subject areas that would be particularly prone to the effects of any moves towards remote learning or disruption to examined assessment. To capture the teachers’ working experiences we used a mixed methods approach. This approach involved teachers recording their experiences in a series of solicited diaries over a 4-month period in early 2021. We complemented the insights gleaned from the teachers’ diaries with data from teacher interviews and surveys. This approach allowed us to link teachers’ experiences during the pandemic to their workload and their perceptions of wellbeing. Our analyses suggest that there were some features of workload that negatively affected teacher wellbeing during the pandemic period, particularly around assessment-related tasks. We also found that some of the social dimensions of teachers’ work positively contributed to their wellbeing, particularly where teachers’ work involved interactions with students and with colleagues.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74927254","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

Colonial crises of imagination, climate fictions, and English literary education 殖民危机的想象，气候小说，和英国文学教育

IF 1.3

Research in Education Pub Date : 2023-08-06 DOI: 10.1177/00345237231183343

S. Truman

引用次数: 0

The pattern of socio-economic segregation between schools in England 1989 to 2021: The pupil premium, Universal Credit, and Covid-19 eras 1989年至2021年英国学校之间的社会经济隔离模式:学生溢价、普遍学分和Covid-19时代

IF 1.3

Research in Education Pub Date : 2023-07-03 DOI: 10.1177/00345237231179854

S. Gorard

{"title":"The pattern of socio-economic segregation between schools in England 1989 to 2021: The pupil premium, Universal Credit, and Covid-19 eras","authors":"S. Gorard","doi":"10.1177/00345237231179854","DOIUrl":"https://doi.org/10.1177/00345237231179854","url":null,"abstract":"This paper presents an analysis of the extent to which poor pupils in England are clustered in schools with others like them. It is based on a segregation index of pupils eligible for free school meals for every year for which official national data is available. The trend over time has been published before up to 2019, and this paper extends the analysis to 2021, covering both the Covid-19 era so far and the beginning of transitional arrangements for Universal Credit, which have led to a substantial increase in the number of pupils eligible for free school meals. Results show that the segregation of poor pupils between secondary schools has continued to decline annually – a decline that started with the onset of Pupil Premium funding. This decline in segregation has not occurred for other possible indicators of disadvantage, such as pupils having a special educational need or disability, which are not addressed by Pupil Premium funding. Clustering disadvantaged pupils together in parts of a national school system has been linked to worse pupil outcomes overall, lower aspirations, less ethnic cohesion, and reduced trust in society by students. So, this ongoing reduction is encouraging, and is likely to lead to a lower poverty attainment gap in academic outcomes. However, the reduction in 2020 and 2021 is “false” to some extent, based mostly on a sudden increase in the number of pupils officially classed as poor, rather than an improvement in their distribution or evenness. It is, therefore, important to retain Pupil Premium funding or something like it for the time being to see what happens to the attainment gap. And the apparent success of this funding scheme could have implications for school systems worldwide that value fairness in the provision of national opportunities for education.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84506224","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

A Review of Klein, N., & Stefoff, R. (2021)’s How to Change Everything: A Young Human’s Guide to Protecting the Planet and Each Other Klein, N.， & Stefoff, R.(2021)的《如何改变一切:一个年轻人保护地球和彼此的指南》综述

IF 1.3

Research in Education Pub Date : 2023-06-13 DOI: 10.37119/ojs2023.v28i2a.675

William W. Burton

引用次数: 0

A Review of Engaging With Meditative Inquiry in Teaching, Learning and Research: Realizing Transformative Potential in Diverse Contexts 在教学、学习和研究中参与冥想探究:在不同背景下实现变革潜力综述

IF 1.3

Research in Education Pub Date : 2023-06-13 DOI: 10.37119/ojs2023.v28i2a.724

Latika Raisinghani

引用次数: 0

Gesturing and Image Making: Growing Mathematics Understanding 手势和图像制作:增长的数学理解