Research in Education最新文献_第6页

White working-class youth, rural disadvantage, sense of belonging and bonded social capital 白人工人阶级青年，农村弱势群体，归属感和社会资本

IF 1.3

Research in Education Pub Date : 2023-02-23 DOI: 10.1177/00345237231160071

C. Bagley

引用次数: 0

Sources and consequences of teacher attrition in large-scale intervention impact studies 大规模干预影响研究中教师流失的来源和后果

IF 1.3

Research in Education Pub Date : 2023-02-06 DOI: 10.1177/00345237231155835

Joseph A. Taylor, D. Hanuscin, Okhee Lee, Sharon J. Lynch, Molly AM Stuhlsatz, R. Talbot

引用次数: 0

‘Dare to be silent’: Re-conceptualising silence as a positive pedagogical approach in schools “敢于沉默”:将沉默重新定义为学校积极的教学方法

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Research in Education Pub Date : 2023-01-24 DOI: 10.1177/00345237231152604

F. Su, M. Wood, R. Tribe

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Punk teacher education: Finding ways to interrupt the harmful effects of teacher accountabilities 朋克教师教育:寻找方法来中断教师问责制的有害影响

IF 1.3

Research in Education Pub Date : 2023-01-24 DOI: 10.1177/00345237231152603

G. Vass

{"title":"Punk teacher education: Finding ways to interrupt the harmful effects of teacher accountabilities","authors":"G. Vass","doi":"10.1177/00345237231152603","DOIUrl":"https://doi.org/10.1177/00345237231152603","url":null,"abstract":"In recent years a suite of policies and practices that are strongly influenced by efforts to make the work of educators and education providers more accountable, have had a powerful impact across the sector in settings such as Australia. In part, this goes some way to explaining why many working in the teaching profession report being dissatisfied with their role in education, and significant numbers leave the profession within the initial 5 years in Australia. Both in this context and beyond, there is a growing chorus of voices that encourage finding ways to push back and interrupt the impacts of accountability initiatives in education. Teacher education is itself one of the contexts in which this contestation is playing out, and whether it be voiced in terms of reimagining, revolutionising, or reclaiming education, the core sentiment can be interpreted as a type of call to arms for those working with educators. In this paper, I will make the case that punk can productively contribute to efforts responding to the influences of dominant culture in education. Punk in this usage can be thought of as social practices that generate cultural resources that can be utilised to question and critique dominant culture.","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"34 1","pages":"29 - 46"},"PeriodicalIF":1.3,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75093565","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

Where is the Love, y’all? Punk Pedagogy in High School Choir 你们的爱在哪里?高中唱诗班的朋克教学法

IF 1.3

Research in Education Pub Date : 2023-01-18 DOI: 10.1177/00345237231152605

Austina Frances Lee, G. Smith

{"title":"Where is the Love, y’all? Punk Pedagogy in High School Choir","authors":"Austina Frances Lee, G. Smith","doi":"10.1177/00345237231152605","DOIUrl":"https://doi.org/10.1177/00345237231152605","url":null,"abstract":"Capitalism and its offspring, neoliberalism, are omnipresent in modern and postmodern societies. Illich, Giroux, and McLaren, among others, point to the futility and inequity of current models of education that focus on standardization, vocationalism, and conformity. Running counter to these powerful hegemonic systems, critical pedagogues and educational philosophers such as hooks and Silverman follow philosophers Frankfurt and Wolf in identifying a teaching approach rooted in love. Such an ethic embodies a robust, punk confrontation to potentially damaging, dehumanizing institutional norms perpetrated by current systems of schooling (Hewitt & Smith, 2020). The authors present and discuss vignettes as a duoethnographic study of one teacher’s work with a high school choir in Colorado Springs, USA, through which she works to engage young people as compassionate artistic citizens (Elliott & Silverman, 2015; Hendricks 2018). By teaching with love and by modeling love, she teaches young people to love, embracing what Noddings (2005) identifies as an ethic of care. This choral community demonstrates the messy, anarchist ideal that Wright (2019) highlights as a necessary future for music education, wherein the educator diverts from teaching solely to standardized expectations to address the affiliative needs of her students through a love that desires good for her students (Fromm, 1956; Noddings, 2005)","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"8 1","pages":"100 - 115"},"PeriodicalIF":1.3,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81543485","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

Doing Twitter, Postdevelopmental Pedagogies, and Digital Activism 使用推特、后发展教学法和数字行动主义

IF 1.3

Research in Education Pub Date : 2022-12-21 DOI: 10.37119/ojs2022.v28i1b.650

Nicole Land, Narda Nelson

{"title":"Doing Twitter, Postdevelopmental Pedagogies, and Digital Activism","authors":"Nicole Land, Narda Nelson","doi":"10.37119/ojs2022.v28i1b.650","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.650","url":null,"abstract":"In this article, we interrogate how we might manifest early childhood education’s Twitter purview as a space for thinking with postdevelopmental pedagogies. Accordingly, we pay attention to the ethics and politics that shape our Twitter practices, asking how these activate postdevelopmental provocations. In this sense, postdevelopmental pedagogies refer to processes and questions that interrupt the assumptions, objectivity, universalism, and technocratic instrumentalism of child development that so often pervade ECE practice, including much of the #earlychildhoodeducation content. Anchored in the two Twitter accounts that we coordinate, we outline four practices for doing Twitter with postdevelopmental provocations: counterpublics, counter-narratives, and counter-memory, collectivity, and digital feminist activism. We then work through two examples, showing how we draw these practices into our decision making as we craft tweets to activate postdevelopmental questions. We conclude by offering forward questions that educators, pedagogists, researchers, and activists might carry into their own Twitter practices.\u0000Keywords: early childhood education, Twitter, postdevelopmental pedagogies, digital activism","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72798768","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

Slowing, Desiring, Haunting, Hospicing, and Longing for Change: Thinking With Snails in Canadian Early Childhood Education and Care 慢下来，渴望，萦绕，临终关怀，渴望改变:加拿大早期儿童教育和护理中的蜗牛思考

IF 1.3

Research in Education Pub Date : 2022-12-21 DOI: 10.37119/ojs2022.v28i1b.658

I. Berger, E. Ashton, J. Lehrer, Maria J. Pighini

{"title":"Slowing, Desiring, Haunting, Hospicing, and Longing for Change: Thinking With Snails in Canadian Early Childhood Education and Care","authors":"I. Berger, E. Ashton, J. Lehrer, Maria J. Pighini","doi":"10.37119/ojs2022.v28i1b.658","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.658","url":null,"abstract":"This paper is a collective attempt to respond creatively to a research project we were part of entitled Sketching Narratives of Movement: Towards Comprehensive and Competent Early Childhood Educational Systems Across Canada. We share our slow process of thinking, collaborating, wondering, and pausing along with the figure of the snail as we improvise a nonlinear path towards an unknown future. We think-with various theories of change as a response to narratives shared by participants in the project’s knowledge mobilization events: two public webinars and the production of a series of short video interviews. The pandemic simultaneously (re)inscribed ECEC with familiar discourses and narratives, yet, it also issued forth the potential for new imaginaries. ECEC was suddenly positioned as a critical community life-sustaining space for entire systems stressed by a pandemic. Amidst the attention, however, “slimy” traces of chronic neglect, underfunding, and undervaluing of ECEC were gleaming. Given the unpredictable momentum, we argue that it is essential that we open up ECEC to different narratives of movement. To this end, we offer five theoretical capsules titled: Slowing, Desiring, Haunting, Hospicing, and Longing as provocations for storying care otherwise and for stirring ethical consideration with potentialities for slow activism in ECEC.\u0000Keywords: Early childhood education and care, Canada, theories of change, slow activism, haunting, hospicing, desire","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"49 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86347619","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

Counter-Storytelling: A Form of Resistance and Tool to Reimagine More Inclusive Early Childhood Education Spaces 反讲故事:一种抵抗形式和工具，以重新构想更具包容性的幼儿教育空间

IF 1.3

Research in Education Pub Date : 2022-12-21 DOI: 10.37119/ojs2022.v28i1b.661

Kamogelo Amanda Matebekwane

{"title":"Counter-Storytelling: A Form of Resistance and Tool to Reimagine More Inclusive Early Childhood Education Spaces","authors":"Kamogelo Amanda Matebekwane","doi":"10.37119/ojs2022.v28i1b.661","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.661","url":null,"abstract":"In this essay, I reflect on my lived experiences as a girl child growing up in my home country of Botswana, and also as a mother in a foreign country, Canada. I am experimenting with my personal essay and making connections with academic articles that will help me understand my behaviors, attitudes, and responses to challenging situations that seemed unfair and unjust. I believe sharing my experiences not only gives me a platform to reflect, but also renders an opportunity to unearth hidden ideologies that perpetuate dominant discourses that continue to undesirably affect early childhood education. Sharing the unfortunate events for me brings healing and comfort. My essay is guided by critical race theory that provokes and challenges the normalized practices in education that continue to marginalize the minority community. Also, my inspiration for this piece was drawn from Wallace and Lewis’s (2020) book, which described humans as narrative creatures who need stories/narratives to make sense of the world around them. The essay unpacks and discusses four critical questions, at the same time, offering acts of resistance and refusal by applying counter-storytelling methodology. Keywords: counter-storytelling, critical race theory, lived experiences, racialized minorities, early childhood education, acts of resistance and refusal","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"89 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72469656","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

“With Fear in Our Bellies”: A Pan-Canadian Conversation With Early Childhood Educators “恐惧在我们的肚子里”:与早期儿童教育工作者的泛加拿大对话

IF 1.3

Research in Education Pub Date : 2022-12-21 DOI: 10.37119/ojs2022.v28i1b.646

Christine Massing, Patricia R. Lirette, Alexandra Paquette

{"title":"“With Fear in Our Bellies”: A Pan-Canadian Conversation With Early Childhood Educators","authors":"Christine Massing, Patricia R. Lirette, Alexandra Paquette","doi":"10.37119/ojs2022.v28i1b.646","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.646","url":null,"abstract":"The highly gendered, classed, and racialized early childhood education and care (ECEC) workforce in Canada labours under exploitative conditions: low status and pay and lack of recognition. Early childhood educators have recently faced two additional contextual shifts that further complicate their daily work and practice: the COVID-19 pandemic and the Federal announcement of funding for a national universal childcare system. This paper is the result of a broader study that set out to uncover the innovative changes and practices in ECEC policy, practice, and pedagogy enacted across provincial/territorial boundaries in diverse communities across Canada with the hope of contributing to the ongoing conversation informing the development of a new system of ECEC in Canada. Qualitative data for this paper were derived from solicited photo collages and a video-taped webinar conversation with early childhood educators, responding to the following question: “What does it mean to be an early childhood educator at this moment?” Viewed through a critical lens, the findings elucidated four intersecting narratives: loss, sacrifice, adaptation, and hope. This paper contributes to ongoing discussions about the fluid and contextual nature of professionalism within ECEC. As we attempt to mobilize for transformative change and social action in the development of a competent ECEC system in Canada, it is imperative to provide space for the lived experiences, critical insights, and interwoven story lines offered by educators and children.\u0000Keywords: early childhood education, early childhood educators, professionalism, care, COVID-19","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"56 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75706658","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

Node-ified Ethics: Contesting Codified Ethics as Unethical in ECEC in Ontario 节点化的伦理:安大略ECEC中对法典化伦理道德的质疑

IF 1.3

Research in Education Pub Date : 2022-12-21 DOI: 10.37119/ojs2022.v28i1b.648

Lisa Johnston

{"title":"Node-ified Ethics: Contesting Codified Ethics as Unethical in ECEC in Ontario","authors":"Lisa Johnston","doi":"10.37119/ojs2022.v28i1b.648","DOIUrl":"https://doi.org/10.37119/ojs2022.v28i1b.648","url":null,"abstract":"In this conceptual article, I argue that there is a difference between codified ethics and the ethical. I begin by situating code of ethics in the broader professionalization movement in early childhood education. Drawing upon Gunilla Dahlberg and Peter Moss (2005), I discuss the dematerialization of early childhood educators (ECEs) and the instrumentalization of early childhood education and care (ECEC) in Ontario through the implementation of the Code of Ethics by the College of Early Childhood Education ( 2017). Thinking with Eve Tuck’s (2018) question of “How shall we live?” (p. 157), I take up a critical invitation from Sharon Todd (2003) to consider how codified ethics in education may be rethought “as a relation across difference” (p. 2). I work conceptually with the imagery of nodes from the film Sleep Dealer by Alex Rivera (2008) as an aesthetic device to examine the effect of codified ethics on ECEs. Finally, in conversation with Joanna Zylinska (2014) and Tim Ingold (2011), I re-frame instrumentalized nodes/codes of ethics within the complexity of knots and meshworks to recover the ethical in early childhood education. I offer this piece as a warning that solely relying on codified ethics completes the transformation of the ECE into a worker technician and may be leading us toward a dystopian future and as a call to activism to engage in the complex ethical work required in the small everyday spaces of the early childhood classroom.\u0000Keywords: early childhood education, codified ethics, ethical, nodes, dematerialization, instrumentalization","PeriodicalId":45813,"journal":{"name":"Research in Education","volume":"17 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77696788","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